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Trakya University graduate, classroom teacher,scientix ambassador,stem practitioner

Event Name: SAVE THE RAINWATER WITH STEAM

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Author: Gonca Koseoglu

Age Group: 2nd-years student (8-9 age group)

Event Date: February 2022

Applied Methods: Blended learning, Group study, Individual Study, STEM-based based on 5E learning cycle model events,

Pedagogical Approaches: Exploratory learning, problem-based learning, project-based learning, experimental activities
Inquiry-based learning and student-based learning approaches such as learning with

GOALS

1-Realizes the importance of water for living things,

2-Learn to calculate water footprint,

3-Learns ways to reduce water footprint,

4-Blue water green water learns what is gray water,

5-Learns that rainwater harvesting is used to conserve water,

6-Learns the types of rainwater harvesting and practices more,

7-Expressing their ideas clearly

8-Developing inquiry skills

9-Developing collaborative and creative thinking skills

10-Developing engineering skills

11-Solve the basic problem of daily life,

LOGIN

People’s lives depend on clean water. We are getting to the point where we cannot find clean water. change, industrial reasons, and people’s unconsciousness cause these. Therefore, it is very important to manage water resources.

On the other hand, the world population is increasing day by day. Similarly, industrial activities are also increasing. Moreover, we will have uninhabitable environmental pollution. Climate change is also getting worse. Some regions receive less precipitation. That means things are not going well

Also, areas with low rainfall will experience water shortages. Areas with heavy rainfall will exceed the sewage capacity and notably cause serious water pollution.

Particularly ın this STEM learning scenario, we will describe our rainwater harvesting engineering steps to solve.

BASIC PROBLEM

Bu görselin boş bir alt özelliği var; dosya ismi: bd7be33d0.jpg
the picture is the author’s own – ( Attribution CC-BY)

Daily Life Problem Status :

1-Why is water important for our life?

2-What kind of difficulties would we face without water?

3-What are the water resources?

4-What pollutes the water?

5-Do you want to produce a solution to protect water?

At this stage, brainstorming is done with the students. Moreover, concept maps are prepared. We ask, what are the factors that pollute the water? Additionally, They are asked to make additions both at school and at home.

https://coggle.it/diagram/YaNF-OlLLhN2g4t7/t/-

Bu görselin boş bir alt özelliği var; dosya ismi: ba96cadeb_opt.jpg
the picture is the author’s own – ( Attribution CC-BY)

STEP 1-DISCOVERING

Information is given here to students

Mankind supplies its water needs from surface waters and underground water resources. Especially the most important source of fresh water is precipitation. The same amount of precipitation falls on the earth every year. In our country, freshwater resources are quite limited and only sufficient.

They continue their daily lives and unconsciously increase their water use. To realize this increase, it is necessary to understand what a water footprint is.

It is also possible to calculate the water footprint of an individual in his daily life on a small or large scale. This process evaluates how much clean water is wasted and how much water can be saved.

The water footprint of our students is calculated.

Bu görselin boş bir alt özelliği var; dosya ismi: bb68d04d0.jpg
the picture is the author’s own – ( Attribution CC-BY)
Bu görselin boş bir alt özelliği var; dosya ismi: c1aa9e190.jpg
the picture is the author’s own – ( Attribution CC-BY)

Here are some suggestions for you to save more water:

• Reducing shower time

• Halving textile and food expenditures

• Do not rinse the dishes before putting them in the machine.

• Washing the laundry without prewashing

• Limit your budget for car washes and gas

• Do not leave the tap open

• Paying attention to the efficient use of water resources as well as other resources such as electricity and natural gas.

• Avoiding actions that cause water pollution

• Setting realistic goals with family members to reduce your monthly water consumption

Also, we promised to reduce our water footprint.

https://www.youtube.com/watch?v=FwfOr6O_73A
the video is the author’s own – ( Attribution CC-BY)

Furthermore, We also gave responsibility to our parents.
Moreover, They will calculate the water footprint.

https://youtu.be/-H3hduaMCqc
the video is the author’s own – ( Attribution CC-BY)

https://youtu.be/Oq9ZbZs-mEo
the video is the author’s own – ( Attribution CC-BY)

Parents have also promised to reduce their water footprint.

STEP 2-DEEPENING

Alice is 8 years old. He has dry days in the city where he lives. Moreover, their water resources are rapidly decreasing. Alice and her family have difficulties in finding water for drinking and cleaning as they suffer from frequent water shortages. In addition, the city where Alice lives can no longer produce as much from agricultural lands as it used to, as problems begin to occur in the irrigation of agricultural lands. On the way to and from school, Alice sees the wooded areas on the way she passed are rapidly decreasing. It doesn’t rain as much as before where they live. Trying to understand the reason for all this, Alice shares her observations with her family, friends, and teacher. They begin to discover how we can use the water we have more efficiently and how we can recover our water through recycling.

***In STEM scenarios, we like to tell the problems with a story.
It is always useful to establish a relationship between a real-life problem and the course content, to turn theoretical knowledge into practice, and to direct our students to research questioning and productivity

Information is given about collecting rainwater in our house. Moreover, a video about the subject is watched.

Bu görselin boş bir alt özelliği var; dosya ismi: bf8ef5ed0.jpg
the picture is the author’s own – ( Attribution CC-BY)

STEP 3- ENGINEERING OF THE ROOF HARVEST FROM RAINWATER

    ACTIVITY:

Afterward, students are divided into groups according to the results of their research and their interests.

  • 1.Group Recycling and harvesting of water used in the kitchen.
  • 2.Group Recovery and harvesting of rain water.
  • decides to work on the use of recycled water in agriculture, cleaning, etc.

 EXPERIMENTAL MATERIALS:

Cardboard box

Straws

waste plastic cans and bottles

paper cups

adhesive tape,

silicone gun

rope,

cardboard,backdrop cardboard,crafts paper, filter paper.

the picture is the author’s own – ( Attribution CC-BY)
the picture is the author’s own – ( Attribution CC-BY)

STEP 4- EVALUATION

Each group shares the engineering design with the other groups and their teachers. Students have the opportunity to examine products designed by other groups. The aim here is to enable students to evaluate their products by comparing them with other products. The spokesperson of the group briefly explains the product in class. If the school conditions are suitable, the prepared products are exhibited and shared with other students and teachers in the school. We were able to hold our school exhibition. It was really amazing.

Students Yaman, Umut, and Rüzgar explains the engineering of rainwater roof harvesting.

Yaman,Umut,Rüzgar tasarımlarını anlatıyor – YouTube the video is the author’s own – ( Attribution CC-BY)

Student Deniz explains the engineering of rainwater roof harvesting.

Presentation Rainwater harvest – YouTube the video is the author’s own – ( Attribution CC-BY)

Student Rüzgar explains the engineering of rainwater roof harvesting.

https://youtube.com/shorts/4kCw6ZVMjOU

Student Çınar explains the engineering of rainwater roof harvesting.

Presentation Rainwater harvest – YouTube the video is the author’s own – ( Attribution CC-BY)

Student Berke explains the engineering of rainwater roof harvesting.

https://youtu.be/344SefA6oYo
the video is the author’s own – ( Attribution CC-BY)

Student Ece Naz explains the engineering of rainwater roof harvesting.

https://youtu.be/b7UQH4xe_cM
the video is the author’s own – ( Attribution CC-BY)

Student Umut explains the engineering of rainwater roof harvesting.

https://youtu.be/EemsobWuONM
the video is the author’s own – ( Attribution CC-BY)

Student Zekeriya explains the engineering of rainwater roof harvesting.

Nature Based City with Steam of Green Hearts Projects – YouTube the video is the author’s own – ( Attribution CC-BY)

OUR PROJECT EXHIBITION

https://youtu.be/gqrjPp5SG00
the video is the author’s own – ( Attribution CC-BY)

SAVE COASTS FROM EROSION

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Author: Gonca Köseoğlu

School: İhsane Tuna Dıravacıoğlu Primary School, TURKEY

Participants: 2nd-year students (8-9 years old)

Applicable age groups: 8-20 years

Occurring Date: March 2022

Applied Methods: Blended learning, Group study, Individual Study, STEM-based based on 5E learning cycle model events,

Pedagogical Approaches: Exploratory learning, problem-based learning, project-based learning, experimental activities
Inquiry-based learning and student-based learning approaches such as learning with

INTRODUCTION

Small rises in sea level threaten coastal homes, lands, and habitats. Moreover, the risk increases especially in large storms. Floods are inevitable. Additionally, the sea level is rising day by day. We know from recent satellite measurements that Earth’s mean sea level has increased by 10 to 20 centimeters over the past century. But over the last 20 years, annual sea level rise has increased to 3.2 millimeters per year. Namely, that’s almost twice the average value of the last 80 years! In the last century, large amounts of greenhouse gases have been released into the environment.

The atmosphere is caused by the use of fossil fuels, human activities, and various natural events. The oscillation caused the temperature of the Earth’s surface to increase. Eighty percent of that excess heat is absorbed by the oceans. As a result;
Small rises in sea level threaten coastal homes, lands, and habitats. Especially in big storms, the risk increases. Also, flooding is inevitable. Because the sea level is rising day by day.
We decided to solve this problem with STEAM learning.

GOALS

– What is Coastal Erosion?
– To know the causes of Coastal Erosion
– To know the consequences of coastal erosion
– To become aware of concepts, such as sea wall, breakwater, spur (groin), beach bait, and cultivated sand dunes
– To express one’s ideas clearly
– To develop inquiry skills
– To develop collaborative and creative thinking skills
– To develop engineering skills
– To solve the Basic Problems of Daily Life

Bu görselin boş bir alt özelliği var; dosya ismi: erozyon.png
Copyright: https://www.cumhuriyet.com.tr/haber/konyaalti-sahili-60-yilda-35-metre-eridi-bir-havluluk-yer-kaldi-1752671

After examining the photos with the students, we asked the students the following questions, especially:

1- Do you have a summer house on the beach? Would you like to have a house on the beach very close to the sea? Why?
2-What could be the reason for these images you see in the pictures?
3-What is the reason for the damage to the buildings on the beach?

They analyze the change in the coastline in the years 2009-2014 and 2019. Additionally, reflect and brainstorm the reason.

STEP 1:

The teacher draws the attention of the students by hanging pictures, posters, and posters about coastal erosion that he prepared before the children come into the classroom. Attention was drawn to the issue of coastal erosion. Concerning, the teacher gives the students an experiment on what erosion is.

Nature Based City with Steam of Green Hearts-Coastal Erosion – YouTube The video is the author’s own- (Attribution CC-BY).

It increases the awareness and importance of the subject. the teacher opens a related video and asks them to take notes on terms they have not heard before.

They took note of the terms that caught their attention in the video. The homework was given. We said to them: What are the different methods people use to control coastal erosion? These: beach feeding, sea wall, rock wall, gabion baskets, groins and breakwaters.

STEP 2:

They submitted a research paper. Different methods that people use to control coastal erosion, students. Namely, we found the answers in the research results.

STEP 3:

The story of animals living on the beach:

Tern Migratory Bird Sumy could not find the eggs she laid on the beach, but she was sure she had left him here in the dune. Just ahead, she saw the Sea Turtle Carety. The turtle was happy to see it. He asked Carety about her eggs. Sumy was surprised at Carety’s answer. She was looking for her eggs in Ceraty.

At this stage, let’s ask the students: How can we help the heroes in the story?

Why might the eggs be missing? Discuss on the subject, until the answer to coastal erosion comes. The teacher explains that similar creatures such as Tern and Caretta prefer the sand dunes on the beach to lay their eggs. Sand dunes are also said to be a viable solution to prevent coastal erosion.

STEP 4 – MAKING DESIGNS AS A SOLUTION TO COASTAL EROSION

At this stage, we expect students to decide on their designs. They are also divided into groups according to research topics and interests.

• 1st Group: Works on sea walls.

• 2nd Group: Works in the moles.

• 3rd Group: Works on Spurs.

• 4th Group: Designs by working on beach food and vegetated dunes.

Students were given materials and designed.

Materials :

Cardboard box

Bags, waste materials

Waste plastic cans and bottles

Paper cups, tongue sticks

Cloth scraps and burlap

Adhesive tape

Silicone gun

Rope, gravel, sand

Cardboard, floor cardboard, craft paper

The picture is the author’s own – (Attribution CC-BY) – Coastal Erosion
Bu görselin boş bir alt özelliği var; dosya ismi: team2.jpg
The picture is the author’s own – (Attribution CC-BY) – Coastal Erosion

STEP 5 – EVALUATION

Each group shares the product with other groups and their teachers. Furthermore, students have the opportunity to examine products or drawings designed by other groups. The aim here is to enable students to evaluate their products by comparing them with other products. The spokesperson of the group briefly explains the product in class. Additionally, if school conditions are appropriate, the prepared products are exhibited and shared with other students and teachers in the school.

1st group presentation: Student Çınar

Student solutions to coastal erosion – YouTube The video is the author’s own- (Attribution CC-BY)

2. Group Presentation: Students Azra and Elif

2nd team -Artificial Island soluiton to prevent coastal erosion student presentation – YouTube The video is the author’s own- (Attribution CC-BY)

Presentation:Students Elif , Aybike , Ahmet, Nur

4th team-Solutions for Coastal Erosion – YouTube The video is the author’s own- (Attribution CC-BY)

3rd group presentation: Students Elif and Aysu

5th team -Breakwater soutions fır coastal erosion – YouTube The video is the author’s own- (Attribution CC-BY)

Moreover, we had students who found a different and creative solution, which is something we want. The student created the breakwater, which also produces electricity

Zekeriya’s Presentation

Wavebreaker solution to coastal erosion that causes electricity damage – YouTube The video is the author’s own- (Attribution CC-BY)

Resources Used:

Inspired by the Scientix Resource:

http://www.scientix.eu/resources/details?resourceId=29317&fbclid=IwAR0IZTgRUwm12TSYb6Irp3VMHzRzB8jbx3MK1ZlysjeEhrnYnSPa3QGGn88

and by: https://www.nationalgeographic.com/environment/global-warming/sea-level-rise/

A NATURE-BASED BIOPLASTIC

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Author: Gonca Koseoglu

School: Ihsane Tuna Dıravacıoglu Primary School,TURKEY

Participants: 1st grade students (7-8 years old)

Login

This STEM activity was held in the “My Bio-Based STEM Activities” project on the eTwinning platform. Portugal, Romania, Turkey are project partners. The project started in September 2020. In our study, we draw attention to environmental pollution, and we make bio-based learnings from these problems with STEM studies. We carried out our activities with hybrid education due to the pandemic.
To describe our activity in a few words; students were encouraged to make bio-based plastic after research plastics they use in daily life. So, what is plastic? What is the harm of plastic to the environment and animals? It was a STEM study where they found answers to the questions in their minds. As a result, they will be able to experience it for life. We did our work in April, of which you will find all the stages below.

Preparation of our STEM project (first step):

Firstly, the students gathered the plastic materials which they use in their homes. Then, they bring them into the class. They investigated the symbols on the plastic materials and drew them to learn them permanently. This enables them to be more curious, after that they learned the meanings of the symbols. Students understood that most plastics are too dangerous. Thus, they started the questioning. They watched various videos about the damages of plastic to the environment and animals. Therefore, their awareness increased. Students learned that plastics produced from petroleum-derived or chemical-derived synthetic polymers cause environmental problems.

Bu görselin boş bir alt özelliği var; dosya ismi: plas2.jpg
The pictures are the author’s own – Attribution CC-BY
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