About Şerife Takmaz

Hello. I've been a teacher for 18 years. I work at the Science and Art Center in my country. My school is a school that educates gifted students. I have been an ambassador for Scientix since March 2021. I am also a member of the STEM Career Counselors Network. The STE(A)M IT project, conducted in partnership with Stem Alliance and Scientix, has developed the foundations of a network of career counsellors (CANs) at the primary and secondary levels to help teachers develop their understanding of the developing world. I also completed my master's degree in Educational Administration, Supervision, Planning and Economics. I have presented papers at many educational congresses and platforms. I also have a book written in this field. I have written articles on this subject in peer-reviewed journals. I love working on STEM with my students. I have participated in many eTwinning and Erasmus projects. I am also an eTwinning management team, STEM team member and project consultant at Konya Provincial Directorate of National Education.

Step by Step to Solution with STEM


As part of the 2022 STEM Discovery Campaign, an eTwinning STEM project was planned using the “A Drop of Water Makes a Difference” learning scenario at the Scientix Resource Repository. The project was carried out under the name “Step by Step to Solution with STEM”. The project involved 13 teachers and 250 students from four different countries: Turkey, Italy, Portugal, and Poland.

Schools: Konya Ereğli Science And Art Center, Konya Ereğli Dumlupınar Scondary School, Konya Feriha Ferhat Koyuncuoglu Scondary School, Genova (GE), İtalyaICS Pra’ di Genova, Szkoła Podstawowa nr 1 im. Janusza Korczaka w Szprotawie Polonya, Alpaslan Ali Can Science And Art Center, Manisa Soma Science And Art Center, Agrupamento Escolas António Alves Amorim, Konya Akşehir Science And Art Center, Antalya Science And Art Center

Age students 10-11 years

Dates:1st of February 2021 – 25th of April 2021

Our Main Resource:A Drop of Water Makes a Difference

Our goals

Awareness among students about the problem of water scarcity and pollution in the world create.

  1. Developing 21st century skills such as global awareness, environmental literacy, creativity and innovation, critical thinking and problem solving, collaboration, knowledge and ICT literacy, citizenship and different thinking
  2. To encourage children in their active online participation
  3. To strengthen their active participation through the assumption of roles
  4. Developing your imagination
  5. To observe them, to try them, to draw conclusions, to invent, to make constructions, to make contact with art, to present their work.
  6. To manage to cooperate with the rest members of the group 


Activities Time
Citizenship40 + 40
Natural Science40 + 40 + 40 + 40
Mathematics40 + 40
Music40 + 40
Designing and Prototypeing40 + 40
STEM Career Interviews: Architect40
Collaborative Studies40 + 40


First, our students and teachers introduced themselves to other partners. Afterwards, our students made logo and poster designs of our project. Afterwards, the students determined the logo and poster of our project with the survey. At the next stage, each team identified the “real-life problem” that it wanted to work on. We referred these issues to the survey. The students cast their votes. After all, “Water is very important for life. However, the earth’s water is gradually running low and polluting. Let’s find a solution to the water shortage.”

Citizenship (Brainstorming, discussion and preparation)

The students discussed the following questions with their teachers:

• How do you use water at home? At school?

• Give examples from your daily life: where do you
think you are wasting water?

• Do you think there is enough water for everyone? How can we stop waste?

• Do you think water will end?

Students were asked to discover some information about water using an inverted classroom. The students presented the information they discovered using the “Canva” tool. And they uploaded these presentations to the eTwinning common area. In addition, they watched other presentations that were there.

Natural Science (Watch, discuss and build)

After watching the relevant videos, students were asked to think about reducing water consumption and waste, reusing water, recycling it and using alternative sources (Videos are here: Part 1, Part 2). Students were then asked to think about the following questions and create a Mind Map.

  • Is water important for living beings? Why?
  • Do we consume a lot of water?
  • What can we do, in our daily lives, to reduce water consumption?
  • How can we ensure the sustainability of water?

Students used “popplet” for the Mind Map. In addition, schools collaborated on this event, and each team added a section to the map.

Then they designed an experiment that showed that water evaporates when heated and intensifies when cooled. They shared it with friends in the common area. In this experiment, they understood the “water cycle” in nature. They worked with the “Science” teacher at this event. The event continued both at school and at home.

Ebrarsu_ Buharlaşma ve yoğuşma – YouTube

They designed and built a water filtration device using materials commonly found in the next activity. They measured the effectiveness of the filtration device using pH measurement methods.

A selection of images from project practice

They then measured the ph value of water and different liquids. They used a “phet simulation” for this.

A selection of images from project practice

Then they played Kahoot about the Water Cycle. This event was very exciting and fun for them.

A selection of images from project practice

Mathematics (Water Statistics in your school)

In this course, students read and wrote statistics on water addiction. They searched for information on various websites like this (here). Then they checked their water footprints. Then they made a poster using the results. They commented on the “Water Footprint Results” on the poster.

A selection of images from project practice
A selection of images from project practice

Our students created and conducted a questionnaire to understand the truth about the use of water in our school community. The Survey is here. They then created a poster with graphic information about the collected data.

A selection of images from project practice
A selection of images from project practice

They watched videos of water recirculation on the ISS. Video 1, Video 2

The students then prepared puzzles on the “conscious use of water”. They used “learningapps.org” and “wordwall.net” for this event.

Art (Creative activity)

In this lesson, they learned how to create colors that differ from the main colors, and
They watched the videos (Video 1, Video 2). Phet practiced with the “Color Vision” simulation. They determined what color the person would see for various combinations of red, green and blue light. They defined the color of the light, which can pass through different colored filters.

Color after students watch videos they worked together to create a poster of the series. They described the “Water Cycle” on the poster. For this they used colored crayons and cardboard.

A selection of images from project practice

The students decided to work together for “World Water Day”. And they created a calendar. Every school team designed a month. In the design, they created “a picture and slogan on the water problem”. They worked collaboratively using the Canva tool. They finally created the 2022 Calendar. The calendar is here.

Music (Musical Water)

In this course, they collaborated with our school’s music teacher. We asked the students to find the water content needed for each glass to make a different sound.
Ingredients: Cups of the same size, water, food dye, spoon or stick

Then they filled the glasses with different levels of water. They added food dye to further distinguish them. In this way, they created a “Water Xysytophone”. When it was over, they took a metal rod and slowly hit the glasses. They finally created a melody. The music teacher accompanied them using the piano.

Designing and Prototyping

In the first lesson, all the students made designs that they thought would solve the water problem. For this, some students used paper and crayons. Some students chose to design with the “tinkercad” program. At the end of the first lesson, they presented their designs to their friends. Together they decided on the best solution.

In lesson 2, they all built a prototype of a building that harvested rain. They also wanted to add wind roses to their building. They installed an electrical circuit inside the building. At the end of the lesson, they discussed the good and the bad of the prototype. They decided on aspects that needed to be improved.


STEM Career Interviews: Architect

In the next lesson, they met with the architect. The meeting was held online. How did he become an architect? What do architects do? they asked questions like. Later, they contacted our project. How do you design to make sustainable buildings? What materials do you use? What do you pay attention to regarding the use of water? They tried to understand the profession with questions like.

In the next lessons,

the Students did studies to tell people the truth about “water scarcity and water pollution” and to raise awareness about them.

Groups of 13 teachers and their teams created an “e-book”. They named the book “Adriana and Carlos In Search of Clean Water.” Here’s the ebook.

Then they created a “Public Spotlight”

They made a video message. This event was held in collaboration with all teams. The video discussed “we are running low on water, we are getting dirty”, “the future is in danger”, “what should we do about it for a better future”. And he gave me messages. This study was done with “canva”. Each team edited its own page. Here’s the “Public Spotlight

Then the students designed a game for their peers using “Scratch”. The game moved with the slogan “Clean the Seas”. In this study, the teams worked collaboratively. Students were divided into mixed school teams. Each team was guided by a teacher. The IT teacher also supported the teams. The study took place online. Because each team had students from all four countries. The teams improved the next stage of the game. Finally, this game came about.

A selection of images from project practice

They planted trees at the last event. We wanted to collaborate with local governments for this event. That’s why we had help from the mayor of the city where we live. The mayor helped us with everything. He’s prepared the area where we’re going to plant trees. He dug holes. He brought the saplings ashore. They even took our students to the field by bus and also provided food and drink.

The event was attended by 90 students, 5 teachers, parents and municipal employees. Each student also planted at least 15 trees. In the end, 1,000 trees were planted that day.



Our students were very excited and curious during the project activities. They were given the opportunity to observe and experiment, draw conclusions, invent and take care of art. Critical thinking, creativity, problem solving and collaboration skills have improved. The students were actively involved in the project. On the other hand, intercultural interaction was provided as well as environmental literacy. And most importantly, awareness of water scarcity and pollution has increased.
In addition, the families followed the project with interest. They even said their monthly water bills were down. The students left to discuss another project.


Let’s make our school a Growing place!

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Nature-based solutions have the potential to bring numerous benefits to a range of sustainability challenges facing cities. While contributing to economic activities and social well-being, they can help limit the effects of climate change, increase biodiversity and improve environmental quality.

For this purpose, we wanted to involve our students in green solutions at an early age. Thus, they will be familiar with the issue of green space spread and will be able to contribute to building a sustainable, healthy, and resilient city that is better adapted to climate change.

To do this, “Let’s make our school a Growing place!” We did activities in the classroom using the learning scenario. One of 15 original NBS Learning Scenarios.


School: Konya Ereğli Science and Art Center, Turkey
Participants: 8 years old – 20 students
Application: 04 – 15 April 2021
Subject Science, Art, BT, English
Subject: Green spaces and urban transformation

Integration into the curriculum:


  • To have compassionate and respectful attitudes towards the natural and social environment.
  • Observing important moments in the life of plants.

The English:

  • texts with visual support.
  • Interacting with a partner (to ask and tell).
  • Copying and writing words and simple sentences.
  • Develop a comprehensive vocabulary repertoire within context.

Art and ICT:

  • Use computers, tablets, and online tools.
  • Observe and think.
  • Create and design.
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Together We Can Make a Difference

“The world is not ours. We belong to the world.”

This event used “Together We Can Make a Difference“, one of the 11 original STE (A) M IT Learning Scenarios. The event was held with 20 students between the ages of 8-9. Turkey started distance education on 15 March 2021. For this reason, the activity was carried out with distance education. The training was done through ZOOM.


We live in an ever-changing world. How can we prepare our students for such a rapidly changing world? What should we teach our students today to help them live? What skills will they need? The answer to these questions is unknown, as no one knows what the world will do in the future.

In this activity, students were asked to think about the future and find solutions that would better protect the environment.

How can we reduce pollution levels (atmospheric, water, ocean)? What can we do to have more green spaces? They thought about how they could save energy to help air quality and ecosystems.

Subject (s) STEM topics:

  1. Natural science
  2. Mathematics
  3. Physics

Non-STEM subjects:

  1. Language
  2. Art

Aims of the lesson

Students will:

  • Raise awareness of threats to our environment
  • Develop environmentally friendly behavior
  • Developing skills and habits that help keep the world beautiful and clean
  • Learn through creative design, creation, inquiry and exploration processes
  • Improve communication skills and collaborative learning
  • How can we help planet Earth, the future of our environment. Finding the answer to the question

21st century skills

This course will develop the following skills identified as the 21st century among students.

Learning skills

Critical thinking: Students will be asked to reflect on everyday issues. Provide solutions for each problem given during the discussion

Problem-solving: Students will identify problems affecting the environment. And they will offer a solution.

Technology skills

Information literacy: Students will learn about the climate
It will help them create ideas and answers to real-life questions.

Life and career skills

Initiative: Students will take initiative to help their communities
Social skills: Students will develop positive attitudes, how to interact with them and
They will learn to value each other’s opinions.
Creativity: Students will develop their creative thinking skills by getting information.
They will create problem solutions from the analysis and criticism of a problem.
Communication: Students will engage in constructive dialogue and listen to each one.
Additionally, through the Art course, They will have the opportunity to produce materials for visual communication.
Collaboration: Students in the classroom will collaborate with each other to solve problems.
Productivity and accountability: Students will plan and manage time to do everything.
Responsibility: Students will be asked to propose feasible and realistic solutions.


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Scheduled subjects – The screenshot belongs to the Author – Attribution CC-BY


In this activity, we tried to find answers to the following questions.

What is the environment? What kind of environment is it healthy to live in? Is the technology we have today making our lives better and emerging or harmful? What are renewable energy sources and how can they be used? Are there solutions for how the world can be a better place, and what are some mistakes we need to fix to make our environment better, healthier?

1st Lesson

“The world is not ours. We belong to the world.”

Brainstorming and discussion began on the above sentence. And the subject of the script was introduced to the students. Environmental awareness

What kind of environment is required for a healthy life? Who and what pollutes our planet? technology
Does it heal or hurt our lives today? What
renewable energy sources and how can we use them?
What solutions are there to make the world a better place and
What are some bugs we need to fix for this to happen? It was shaped by questions.

2nd Lesson

Students’ homework: 30 years from now, they have been asked to think about what their country will be like in the future.Pollution, environment, climate change, energy, education. Each student wrote an article summarizing their own thoughts and views and explaining how these issues will have an impact on the future of the environment they live in. And they needed to think about potential solutions to how the Earth could be a better place and what some of the wrongs we need to correct. They wrote a class book from these articles. “What the future holds – our stories. Here it is.

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What the future brings – our stories ebook – The photo belongs to the Author – Attribution CC-BY

3nd Lesson

We have a white handkerchief, what will happen if we step on it?
Or if we put the handkerchief on the car’s tailpipe? The lesson started with these questions. As a result of the discussion, the students decided that the handkerchief would be dirty. Then;

  1. How does a dirty environment affect our health?
  2. Who should be responsible for the environment? Discussions were held on questions.

After the discussion; A video was watched on how to take care of the environment. Here is the video

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How Should We Take Care of the Environment? – The photo belongs to the Author – Attribution CC-BY

After watching the video, students received a self-assessment to see how much they care about the environment.

After talking with the students about the environment and nature,
students made a poster with their eco-messages. Posters with solutions on how to save the future of the world and people in general. The students gave the following messages on their posters;

  • Turn off power tools when not in use.
  • Replace plastic bags with linen
  • Separate waste and dispose of in containers provided
  • Choose hygiene products labeled as natural ingredients.

Students used the postermywall site to create their posters.

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Eco-messages – The photo belongs to the Author – Attribution CC-BY

4nd Lesson

This activity started by watching a video about renewable energy and energy sources.

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Video about renewable energy and energy sources – The photo belongs to the Author – Attribution CC-BY

After watching the video, we talked about energy and fuel. Energy types, renewable, non-renewable energy sources, where does the energy come from, types of fuels and the best for the environment, and why fossil fuels generated by the greenhouse. The students expressed their views on these issues.

Later, the students were divided into groups. Each group chose a renewable energy source.

  • Group1: Solar energy
  • Group2: Water energy
  • Group3: Wind energy

The groups explored the type of energy they were interested in. The research was about a brief description of the energy type, advantages, and disadvantages. They then posted their research results on a collaborative digital board “note.ly/” and presented them to their friends. We thought of the table not only as a reference for students but also as a common valuation method.

The students worked in pairs and wrote suggestions on how to reduce energy on their post-it notes. Then they placed them on the digital board. And then
Energy action plan prepared: 10 easy ways to save energy (Annex 2)

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Digital Board Work Created by Students – The photo belongs to the Author – Attribution CC-BY

The students were given the task of building a windmill. Also Creating a short video explaining wind power.

Student Designs – The photo belongs to the Author – Attribution CC-BY

5nd Lesson

Before the students came to the class, they learned the amount of money paid by their parents (electricity bills for the last 3 months). Then they determined the electrical appliances they used at home, their condition, and the amount of electricity they consumed in the last 3 months. Using this information, they created 2 tables.

In Table 1, they wrote which electrical appliances they used, how often they used them, and the amount of electricity they consumed in the last 3 months. In Table 2, they made a 1-year energy estimate. They guessed what tools they could use and removed unnecessary tools. By comparing with Table 1, they analyzed how much their electricity consumption decreased when they removed the unnecessary devices from the list and came to a conclusion and took note of the results.

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Invoice Analysis and Savings – The photo belongs to the Author – Attribution CC-BY

6nd Lesson

Students were shown pictures of very crowded cities and non-urban places with significant industrial activities. The students argued over the question of how high the danger was. They saw that we can also destroy the environment outside the city.

Then the students were asked to draw 2 pictures. In the first picture, they drew what would happen in 30 years if we were not sensitive to the environment. In the second picture, if we are environmentally conscious, what can happen if we make an energy plan. The students then added the pictures they made to padlet.com and displayed them to their friends.

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Environment in the eyes of the students after 30 years – The photo belongs to the Author – Attribution CC-BY


Students made the presentation and final pictures of the windmill with the online zoom tool. The evaluation was done using an online questionnaire. For this, the Kahoot tool was used. Kahoot is here.

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Kahoot! – The screenshots belong to the Author – Attribution CC-BY

Formative evaluation

Formative assessment in the first, third and fourth lessons, all learning outcomes, surveys, and quizzes to gather information was obtained.

The activities supported the development of students’ systematic problem solving, critical thinking, and analysis skills. They thought about daily matters, discussed, and came up with solutions. They have learned to value each other’s opinions by developing a positive attitude. Information and technology improved literacy.

They acquired creative thinking skills. Through art class, they had the opportunity to produce materials for visual communication. In cooperation, they produced rational solutions to problems.

Students became aware of threats to our environment and they developed environmentally friendly behavior. They have acquired skills and habits that will help keep the world beautiful and clean.

Schools switched to distance education due to the epidemic. For this reason, the events took place over the internet. The learning scenario has been adapted to distance education. It has been supported by some online tools. Generally, students and parents gave positive feedback on this diverse, informative approach and They supported the participation of students in STEM subjects.

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Şerife Takmaz

All visuals, photos and screenshots belong to the Author – Attribute CC-BY

My Green Energy Source

School: Science and Art Center in Konya, Eregli, Turkey
Participants: 9 – 10 years old
Implementation: 13-26 April 2021
Subject Science: Natural Sciences
Subject: Renewable and non-renewable resources, The Future of Cities

Student Design


This STEM event is one of several events of the “STEM Journey in Minecraft World” European eTwinning project, which is attended by Turkey, Greece, and Bulgaria. The project was established with the theme of “environmental sustainability”. Thus, the slogan of “Sustainability and Citizenship” of the 2021 STEM Discovery Campaign was emphasized. The project started in February 2021 and the activity started in April 2021. The event was held with 9 teachers and 200 students. The aim of the event; to draw students’ attention to environmental pollution. To understand the pollution phenomenon caused by energy production and to teach them how to plan. To raise awareness about renewable and non-renewable resources. To gain problem-solving and inquiry skills and to support design-based learning.

21st century skills we target at the event

To communicate and cooperate, to take responsibility,
• Creativity – Creating ideas
Digital skills – Using different online tools (Minecraft Education Edition, Tinkercad, Kahoot, Youtube, ebook)
• Critical thinking – Making conclusions, making judgments and decisions.


Brainstorming was initiated by asking what kind of resources we use in our daily life. Verbal answers were received. After a brief discussion, the students worked in pairs to write down on post-it paper which resources were renewable or non-renewable. Then, “Non-renewable energy” and “Renewable energy” videos were watched. After the video, what are the traditional energy sources? Do they affect the environment positively? What are the alternative energy sources in the world? By asking their questions, the students talked about the subject. Students were asked to research innovations that help protect the environment and present them to their friends through the “chatter pix” tool.

They also uploaded these presentations to our project area.
Later, we applied a questionnaire to our students. In the survey, “What do you think is the biggest problem that harms the environment?” We asked the question. The majority of the students decided that the problem was “Energy Supply Problems”. After determining the problem, we discussed how we can solve this problem. Ultimately, the students came to the conclusion that we can produce energy from natural resources.

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Working with Minecraft Education Edition

The students decided to design their dream school and generate wind-powered electricity for the school. For this, they used Minecraft Education Edition, which offers a Game-based learning environment. All students worked together in this activity. They built the wind turbine behind the school. Using Redstone in the game, they generated electricity from the wind turbine for the school. They designed the roof and sides of the school building to receive solar energy. Thinking like an interior designer, they planned the classrooms and corridors of their dreams. And, they created an eco-friendly school design. They have collected the stages of this design in an e-book. Here is the ebook.

While Students Work in Minecraft Education Edition

The world of “My Green Energy Source” created by students in Minecraft Education Edition is here.

Working with Tinkercad

Students used the tinkercad program to electrify the school they designed. Each student worked individually and designed a simple electrical circuit in the tinkercad program.

Working with Tinkercad

Distance education started after this stage of the event. We carried out the remaining activities through TEAMS.

Design and Build

Students made a model of the school using recycled materials. After painting it any color they wanted, they built wind turbines. They then wired an electrical circuit inside the school model. Using a blow dryer, they created wind and produced clean energy.

Student Designs

At the end of the event, a quiz on “Energy Resources” was held for students. KAHOOT was used for this game. Kahoot game is here.


In the “My Green Energy Source” event; It was learned what renewable and non-renewable resources are. It has been seen how to generate energy from these sources. It has been understood the importance of recycling and how to use natural resources rationally. Problem-solving and critical thinking skills and the ability to work in a team-oriented environment were acquired. The development of creativity skills was supported. It was ensured that they gain sensitive behavior towards the natural environment. Finally, they were taught how to use new technologies in growing technology.

The students enjoyed working in the “Minecraft education version”. Having fun with their friends, they designed the school of their dreams and provided clean electricity to their school. It was a pleasure for them to create this. KAHOOT! they wanted to play his game over and over again. They promised to participate in more sustainability-related projects in the coming years!

Note: Some of the materials for this event are available in the Scientix resource repository, “Future of the Skies: A Step in the Future!” It is taken from the learning scenario. Here it is.

Materials Cited: Non-renewable energy ” and “Renewable energy

For more information:

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Şerife Takmaz


As part of the 2021 STEM Discovery Campaign, events were held using six resources in the Scientix Resource Repository. The events were held between 15 February – 24 March 2021 at Konya Ereğli Science and Art Center with 30 students between the ages of 8-10. As all over the world, schools in Turkey have switched to distance education after February 2020 as part of the fight against the covid19 pandemic. On March 8, 2021, face-to-face training started. That’s why we’ve done some of our activities remotely and some of them face-to-face. Distance education activities were carried out through the TEAMS account defined by our school for teachers and students. Our face-to-face activities were held in our classroom.


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Description of Activities

Event1: The Dancing Doll

Scientix Source Used Here

In this event, a multidisciplinary approach was used to introduce STEM concepts and competencies in different subject areas at the same time, including mathematics, measurement, power, mechanics, numbers, creativity, transfer of comprehension.

A doll figure was used in the resource. Instead, it was stated that we could use any figure. We used the Whirling Dervish figure for this.

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