Author Archives: Haler

STEM FESTIVAL

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*SUMMARY
They will learn to find solutions to the problems they encounter with this scenario, thanks to the STEM discipline. They will introduce the products of the STEM project.
This will improve their problem solving skills. Individuals who think analytically and design original products will be raised.Our students will present their designs by exhibiting.Students will look at problems from an interdisciplinary perspective. They will gain knowledge and skills with a holistic education approach.

*KEYWORDS
Interdisciplinary,stem,design

*MATERIAL
Cardboard boxes, medicine boxes, newspapers, straws, egg boxes, origami colored papers, used pet bottles, jars, plastic bags and colored papers, glue, pens, scissors… (waste materials)

*LEARNING METHODS
Project Based Learning,Inquiry Based Science Education,Learning by doing,STEM will be used.

*TARGETS
Our scenario is student-centered.They will share their products that enable them to gain STEM-related skills with the whole school.These skills are essential for STEM projects. They are skills that can be transferred to all fields of study.Teachers involved in the project will acquire knowledge and skills on STEM-related topics.This scenario is a project-based learning scenario with an interdisciplinary approach for responsible students and individuals.And “Discovering Myself in My Root” is the result of the work done in the eTwinning project.

*ACTIVITY
Duration: 40+40+40
Age Group: 8-10 years old

1-Lesson 1: (40 min.)
For the STEM FESTIVAL, a large exhibition area was prepared at the school for the purpose of exhibiting and promoting the products that emerged in the STEM project.Different areas have been arranged for products designed both visually and in 3D.All preparations were completed during the first lesson. Different sections were prepared for each age group.


2-Lesson 2: (40 min.)
Students were invited to the area prepared for the STEM FESTIVAL with their products.The festival area was filled with students designing stem related products.It was very gratifying.They told all the visitors who visited our festival about the production stage and purpose of the products they made.


3-Lesson 3: (40 min.)
STEM FESTIVAL shed light on our future with the magnificent presentations of the students one by one.Their interest in science showed that they enjoyed studying STEM.They did a whole STEM FESTIVAL with their incredibly creative materials. The teachers were very happy when they saw that our projects achieved their goals.


*RESULTS
1-Critical thinking:
Students become aware of problems and find solutions by exploring.
2-Creativity and Collaboration:
Students learn to use their creativity, thoughts, and imaginations to achieve a goal and solve a problem.
3-Communication:
While applying the learning scenario, they share their thoughts, designs and research results. They use and develop their expression and communication skills while introducing their materials.
4- Curiosity, questioning:
Students strengthen their curiosity, critical thinking, questioning, observation and evaluation aspects.


*EVALUATION
1-These learning scenarios and activities allowed students to explore both their own talents and strengths.
2-They have seen that practices and lessons with different disciplines provide more permanent learning.
3-They discovered the pleasure of displaying their socially designed products in public.
4-They learned by experiencing and observing that project-based learning develops in many ways.

This scenario is a STEM scenario from the “DISCOVERING MY SELF WITH STEM” eTwinning project.



RECYCLING FROM WASTE WITH STEM

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Summary
This learning scenario is planned to turn waste materials into course material. With this method, we aim to protect nature, make our lessons more attractive and ensure permanenearning. Raising awareness about the importance of nature for students and their parents is among our goals.
Target
We believe that our students will create great motivation in the lessons with different activities and designs. As an educator aiming to gain Environmental Literacy, especially with young students, we want to prevent them from worrying. Fear of future experiences with the climate crisis can make them feel too helpless to contribute to change. For this reason, we aim for them to be environmentally literate by giving them age-appropriate responsibility.
Keywords: Climate and Ecosystem Origin and Art Recycling
Age of students: 9-10 age range
Teaching Time: 4 lessons of 40 minutes each.
Online teaching materials
– Padlet; https://padlet.com/
– Canva; https:www.canva.com;
– Jigsaw Planet; https://www.jigsawplanet.com/;
– Youtube; https://youtu.be/fLeZcxDA0r4 – https://youtu.be/eIvBnZ5STb4
https://youtu.be/quvWlds8ReA – https://youtu.be/hOovrSoK1fo
– NBS: https://ec.europa.eu/info/research-and-innovation/research-area/environment/nature-based-solutions/research-policy_en

Offline teaching materials
Cardboard boxes, medicine boxes, newspapers, straws, used pet bottles, jars, plastic bags and coloured papers, glue, pen, scissors … (waste materials)
To achieve the goals of the goals
Project-Based Learning, Inquiry-Based Science Education, learning approaches and STEAM will be used.
Learning objectives:
Recycling and stem are very important for sustainable ecosystems and to leave a better world for future generations. Recycling is a social responsibility for all citizens for a sustainable society. This scenario is a project-based learning scenario with an interdisciplinary approach for responsible students and individuals. And it was supported by the eTwinning Project “From Waste To School”. Students will develop environmentally literate skills.

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