We carried out the ‘STEM BOX’ project with 15 teachers and students from 4 countries (Turkey, Italy, Romania, Greece). In order to help our hero Asela, we tried to find a solution to a different problem in each theme.

We started with ‘wind energy’. We have prepared windmills to quench thirst. We reinforced the theme of wind by preparing weather vane and wind chimes.

Students learned how to make natural dyes for Asela, who is allergic to chemical dyes. They obtained natural dyes, dyed t-shirts and paintings from plants. Plants dyed with hapa zome, a fabric dyeing and patterning technique in Japan since ancient times. The pasta, colored with beet juice, cheered the children’s stomachs.

We obtain dyes from vegetables and fruits so that Asela can wear comfortably away from the harms of chemical products.

Creating color with fruits, vegetables and spices


  • Fruits, vegetables, spices, herbs and other natural ingredients,
  • Glass jars
  • A plastic bowl and a stone or a blender
  • Cotton cloths
  • Pan

How was it?

  1. Choose some of the foods listed above that try to cover the chromatic range you need to dye.
  2. Whisk each ingredient you choose with a mortar or add a little water and mix it with a mixer. Sometimes it is necessary to cook the material in a little water (beetroot, spinach, yellow onion peel and red onion) or finely chop (purple cabbage) before this process.
  3. Strain the resulting mixture by squeezing it thoroughly with a cotton cloth and pour the water into a clean container. In some cases (fruits) should be cooked over low heat to thicken the water a bit.

One downside: Natural colours, once prepared, should be used during the day because they change over time and can be attacked by mold.

Creating colours using spices.

Since they are already in powder form in the market, it is sufficient to dilute them with a little water until you reach the consistency you want to paint. The colours obtained in this way can be used directly in this way, you can also use the following recipes if you wish.

Figure 2.

Create watercolours


  • 1 tablespoon / ¾ cup of white vinegar,
  • 2 tablespoons / 1 cup (up to the edge) baking powder,
  • 1 tablespoon / 1 cup (up to the edge) cornstarch,
  • ¼/2 tablespoons of glycerin (pharmacies) or honey,
  • Cup,
  • Tablespoon,
  • 2 plastic egg cups or freezer,
  • Coffee spoons,
  • Natural colours made with fruits, vegetables and spices

What are you doing?

Put the baking soda in a bowl and add the vinegar little by little. The acetic acid and sodium bicarbonate it contains chemically react with each other to produce carbon dioxide (gas bubbles) that tend to rise upwards and form foam. When the latter is dissolved, mix and pour in cornstarch and glycerin (or honey), stirring all the time. Finally, pour the mixture into the egg cups or ice tray, leaving some space. Add a different color to each of the blanks (between those made according to the previous recipe with fruit, vegetables and spices, or using food coloring). Mix each watercolor thoroughly with the help of a small palette.

The color should be very intense, if not, add more dye.

Wait for the color to harden (it will take several hours).

The colors are so ready: kids can dip wet brushes into them and start painting. They can be safely stored for days.

With an emphasis on recycling, they designed their own abacus with wooden sticks, straws and beads to use in their math work. Students who built cars with plastic bottles and balloons competed among themselves, learned and had fun.

The transformation of plastic bottles into cars was amazing – YouTube

Touching on the waste of bread, the project explored how to experiment with stale bread in the kitchen with children and their families. The children, who made stale bread from embers, papara, tirit, fake trotters, pan omelette, toast, egg bread, stale bread from embers, spent time with their families in the kitchen.

In the ‘magnet’ theme; They tried to find the easiest way to collect the spilled needles on the ground. Children who learned about the magnet reinforced what they learned by doing the compass experiment and the ice rink.

Project teachers:

  • Giovanna Caruso
  • İpek Özek
  • Derya Acar
  • Pınar Özdemir
  • Neslihan Kulçak
  • Ergüzel Çiçek
  • Darin Ulakçı Altınkaynak
  • Buket Ünlü
  • Antonella De Marco
  • Gratiela Elena Antonescu
  • Maria Stavianoudaki
  • Melek Olgun
  • Milena Cadenelli
  • Münevver Tunç
  • Rabia Korkut
  • **Permission has been obtained from our parents to share photos.

STEM with SCAMPER technique(Children’s Invention)

In this project, we integrated SCAMPER, which is a guided brainstorming technique, and STEM study, and applied the SCAMPER technique with our 7-stage students.

We used STEM activities to get their answers. We ensured that our preschool students meet with their families. The children answered the SCAMPER questions by making designs.

Children’s ideas are evaluated and their thinking is encouraged. The main feature of Scamper is to learn on a single object and brainstorm about that object by watching it. However, this brainstorm by following certain information. the object is modified, divided into parts, enhanced or combined with other objects. The student is asked questions to come up with ideas, and these questions allow them to think about aspects they do not think about, to develop their creativity and thinking. The technique of the SCAMER is extremely easy to do. Show an object during execution and that object is modified and improved by asking the object. Questions are asked about this object. Children give answers through sound, pictures or modeling. The purpose of his stage is different. The object is modified by modification. Questions are asked so that the object can be combined and developed with something else. Change-shrink-change-physical properties are changed and questions are asked. Another use The child is asked to use this object for a different purpose. It is aimed to make it different. Reverse arrangement, again the child is asked to think differently about this object. We discussed 3 objects in our project. Car, umbrella and shoes

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I know space, I’m designing a Mars Rover

The aim of the lesson plan is to provide students with knowledge about planets, solar system and space exploration vehicles at a young age. They will make a design by having fun and learning by themselves by getting to know the Mars Discovery tool. they will recognize

In our Thematic Learning and Stem Adventure project, we worked on Mars Rover design simultaneously with 28 teachers and 8 European countries. We encouraged children to express their creativity by enabling different thinking skills with STEM activities.
Introductory Stage
Children are informed about what we see when we look at the sky, what space is, the name and features of the planet we live in. “What is space? What’s in space? With the questions, students are allowed to think.

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