Activity Title: V Environmental STEAM Maker Week

Date: From April 25 to 29, 2022

Author: Jose Maria Beltran Gomez

During the last week of April we celebrate a thematic week related to STEAM disciplines to awaken the scientific and technological vocations of our students and ignite the flame of curiosity and learning.

We believe that science and technology are nowadays indispensable tools for economic and cultural development in any society. To be able to access what we call the “knowledge society”, it will be necessary to develop and increase the number of subjects.

Although we work daily from all disciplines in a transversal way on everything related to STEAM, it is considered essential to create a few days where everything that is done in the centre is focused on science, technology, engineering, mathematics, art, the environment…

On this occasion, the following activities were planned:

Conference on the Protected Spaces of the Province of Jaén. Knowing what is close to us will make us love and respect it even more. The saying “think globally but act locally” is kept in mind. On this occasion we had the presence of a biologist, director of the Despeñaperros Natural Park.

A theatrical performance titled “Alunizante”. A play which, through a dialogue and a presentation, shows the history of man’s journeys into space, as well as the future projects that are to be undertaken to visit the moon and even Mars. In a pleasant, approachable way and with touches of humour, the students are infected with the desire to learn a little more and to acquire knowledge of everything related to aerospace disciplines. We have the presence of a theatre group called Teatro La Paca, who thanks to their experience and dedication to the school environment are able to capture the students’ attention and involve them in the story.

Maker Workshop. During the school year, the pupils have been developing a series of workshops in the classroom related to energy, electricity, mechanisms, programming, 3D printing, etc. Subsequently, the students have developed a script for their presentation to other students about what they have been studying during the previous months. To do this, students from 6th grade Primary School were invited to visit the centre and receive various workshops given by students from our school. The maker workshop consisted of ten corners where work was carried out:

o Construction of a magic can.

o Construction of an electric sweeper.

o Construction of a doodling robot.

o Making greeting cards using electrical circuits made of paper.

o Makey Makey. Fruit piano, interactive book, musical collage…

o Microbit. Programming the board and setting up the maqueen robot.

o Scratch. Programming workshop.

o Stop Motion. Making a short film using the stopmotion technique.

o Scornabot workshop. Programming for a robot to move around a gridded board following a series of routes and encouraging computational thinking.

o 3D printing workshop. Use of TinkerCad and Thingiverse. Downloading of parts in stl format, preparation of the part and printing.

The students have been involved in a very important way, tasting the benefits of teaching and the importance of science and technology for their future.

– Lecture given by professors from the Polytechnic School of the University of Jaén to explain why to study engineering and the projection it offers for the future that is on the horizon.

– Toys with science workshop, where through a series of experiences, practices and the use of various toys they were able to see the involvement of science in their functioning and the importance of this in our environment.

– Waves, sound and music workshop. Each of these aspects has been worked on, discovering through simple practices and experiments how waves, sound and therefore the generation of music are produced. The students were very involved.

– Recycled paper workshop. A session was held in which the pupils, following an established procedure, made paper from used paper. It has been a real discovery for them and they have learnt the importance of taking care of our resources, using them sparingly and putting them into circulation for later use.

– Homemade soap workshop. Soap was made from used oil, which will later be used for washing clothes. The pupils, guided by the science teachers, followed a series of steps to obtain this resource.

– Other workshops: Game on Climate Change, aloe vera, geometric hilarograms, creation of comics of scientists…

– Hiking. Outings to existing environments around the town to get to know the flora and fauna and to promote the enjoyment and care of our immediate environment based on respect, knowledge and fun.

– Poster exhibitions with information related to the environment, climate change and energy, where pupils, with a series of educational guides, have learnt about various aspects related to science, technology and the environment.

All this is necessary to surprise, excite and encourage curiosity in our students, which are the fundamental pillars, according to neuroscience and neuroeducation studies, to awaken the desire to learn in our students. In addition, it is of great importance to create monothematic sessions related to STEAM disciplines in order to bring scientific and technological knowledge closer in a different way.


The Art of Gravity is a multidisciplinary project carried out by 3 teachers of 2 different countries: Spain and Greece.

The lesson plan arises as a result of  STEAM Scientix Modules, in order to be Scientix Ambassadors. We met in a special environment, sensitized to find a new way to approach science in the classroom, to provide students with enough tools to let them have in their minds the concern to research and to be possible future scientists.

This scenario contribute to show what gravity is and how to guide Primary School children to achieve this objective: using an experiential way, motivating them through gamification, and also using their bodies (music), their creativity (arts) their curiosity: IBSE, and computers (technology) in order to make them the concept interactive, attractive and more understandable. Cooperative Assessment is needed: peers participate in whole education process.

Our lesson plan is committed to experiential teaching. We believe the students are the protagonists of their own learning and to let them think is more important than memorizing mechanically.

The methodology, based on the intersection of Science and Art, in order to bring scientific thought closer to Primary School students, opens a door to interdisciplinarity, as in this case: the union of Music, Fine Arts and Science or, more precisely, the approach of concept of gravity, through music, sculpture and movement.

By observing, and starting from the most basic, the beat of our heart, we understood the meaning of the musical tempo and the questions arose, Inquiry Methodology, stimulating the curiosity to learn: at a slower tempo we move slowly, like being on the Moon.


“Why do we move slowly on the moon? Can we explain what gravity is? Is there earth on gravity? And in space?”

IBSE: Inquire Basic System Education.Children wrote down the their questions about gravity and space:doing a mural or doing a padlet  attending to Covid 19 measures.

Through our body, music and movement we have experienced the effect of gravity, balance, strength-balance positions between couples, helping to overcome the tendency to fall, defying gravity.

The concern to know continued, “what is a black hole? Is there gravity?” We have created recycled instruments to imitate the magical sound of the cosmos and we have invented soundscapes, adding even musical apps, to imagine the feeling of being a space traveler.

After this introduction, children created an Arts and Crafts mobile to experiment where is the center of gravity.

IBSE: Inquire Basic System Education.Children wrote down the their questions about gravity and space:doing a mural or maybe suitable a padlet,  attending to Covid 19 measures.

And children programmed a game, using Scratch to simulate a Space travel, and where gravity is the protagonist not to crash against asteroids.

And we added Engineering Tasks: Create a Spacecraft using Lego WeDo.

Pupils made a model of the universe, using simple materials. Then, they used paddlet to made the timeline.

To summarize all the project, children divided their work to focus in an important aspect about gravity and they worked using Google Drive Slides platform, in order to show to the other mates the work done in a presentation.

Finally, the project ended using several tools to do the assessment, and asking children to participate in an active evaluation done by themselves.

To conclude, we would like to introduce ourselves and also to explain our contribution in this common project:

Our STEAM team has been integrated by 3 peers,

Angeliki Theodosi. ICT Teacher at Ralleia Experimental Primary School in Piraeus, Greece. The purpose of the proposed activities is to introduce Science through Art, by creating mobiles to play and experiment with the center of gravity as well as by Programming a Game which the player has to defeat gravity using his/her voice (a fun way for children with hearing problems to experiment themselves on controlling their voice ). Also with their voice pupils can adapt the velocity of the robot.

Mireia Elias Gras. Music teacher at Can Fabra public school in Barcelona. The purpose to work science through music and body expression is to involve children to Gravity, beginning from the knowledge of their own body and their possibilities, experimenting gravity by themselves. Children inquire,  research working in teams, exposition of solved questions and peers assessment coevaluation, to involve our students to whole learning process.

Angeliki Karageorgopoulou, ICT teacher in 2nd and 4th Primary Schools of Lamia, Central Greece. With the proposed activities, students delve into the concepts of Physics related with the creation and expansion of the Universe, the reason why galaxies are moving away from each other, the reason why the planets revolve around the sun and explain the spacetime curvature.

We three wish you like our STEAM PROJECT: THE ART OF GRAVITY!


Logo of the task keyrings for animals.


Keyrings for the aimal protector is a STEM task. It is a task of an eTwinning project.


The eTwinning project is called “social revolution“. The collaborators on the project are from Spain, Turkey, Germany, Greece and Portugal.

My name is María José Cayuela.  I am a primary teacher. And I work in CEIP Ciudad de Ceuta. My students are in  the first grade of  Primary.

This task took place in March and in April.  Here you are a page of the eTwinning platform. There, you can find the planning and organization of the task and some evidence of the result.


The task is an awareness campaing. It consist on creating keyrings. Students donate them to animal associations. And finally, associations can sell them to collect money. The money is to help animals to fight for their rights.



First, students draw animals and design them. Secondly, they design them using a a digital tool. It is called “tinkercard“. Thirdly, they print the result using a 3d printer. 


After that, they design the package using a digital tool. It is called “geogebra“.

Finally, they create  a sale catalog. They use a digital tool called canvas. It contains information about the keyrings in stock. The catalog also includes photograph of the keyrings and drawings of animals.


Students used material such as: 3D printer, a camera, 3D printer filaments of different colours, computer, internet conextion. They also use drawing materials, cardboard, paper to print.


The final product has been created in a collaborative way.

This task is multidisciplinary. Above all, it promotes STEAM areas.  It is inclusive and include social values. And very important, it integrates key competences and XXI century skills. 


Students work online. In other words, they used digital tools eTwinning platform offers. They used digital tools to collaborate, communicate, interact and share ideas.

The school community and members of the animal association  can follow the work process and the results. That is because they can visit the eTwinning platform.

Members of the association for the protection of animals collaborate  on this task. Experts communicate with us through videoconference, for instance.

Moreover, families also collaborate. They sell the keyrings to collect money. Then, they donate it.


Other teachers should use this or similar methods with their students. As well as STEM approach. There are many reasons.

This approach combines classroom work with real life experience. In other words, students serve the community. Therefore, they are more motivated  to create for a real reason. And as a result, they are motivated to learn and work. On the other hand, students develop key competences and XXI century skills, in other words, they increase creativity, computational thinking and problem solving.  They learn to collaborate. And they improve their communicative and digital competences, digital competnece, among others.

The task is integrated in Primary Curriculum. It involves different areas, such as Science, Math, Spanish and English. It also includes cross curricular contents. The most important are social values such as emphaty, solidarity, help, respect, tolerance, equalty, love for animals. It promotes Science, Tecnology, Engineering, Art and Math.

Zübeyde Hanım Kindergarten Learning with STEM


In 2021, Denizli Zübeyde Hanım Kindergarten received the STEM School Label. This year, we participated in the 2022 STEM Discovery Campaign with the “Zübeyde Hanım Kindergarten Learning with STEM” event we organized throughout April in order to bring the STEM … Continue reading

STEM Stands Together

This year’s theme of the STEM Discovery Campaign, “STEM for all”, is the starting point of this event. The purpose of the event was the development of students’ social and academic skills through a joint STEM workshop, attended by Turkish and refugee students.

Our target

16 students participated in the event which was held on April 22, 2022. Eight of the students were Turkish and eight of them were students who came to Turkey as refugees from Syria, Iraq, Afghanistan and Iran.

Our common language is STEM

STEM education has become very popular lately. In this event, we used STEM as the common language of students who do not know each other. Students came together in a STEM activity and realized a common goal. In the process, they also made new friendships. 16 students were divided into 8 groups. Each group consisted of one Turkish and one refugee student. At the very beginning of the event, an ice-breaking activity was held. There were fun moments as the students learned each other’s names.

The story of the event

After the icebreaker, information was given about the event. In the activity, it was aimed that the students learn about angles, which is a mathematics subject. The students did an internet research about the angles and shared their findings with the class. The teacher tried to embody the subject by giving examples of real-life aspects.

The BBC micro:bit kit was used in this event. Most of the students had not received coding training before. For this reason, block-based coding was preferred. BBC micro:bit coding was taught to students in the Microsoft Makecode.

Students were asked to develop a material for angles. With this material, students developed a mechanism to control angles using the BBC microbit. In this section, the students followed the instructions given to them. They demonstrated an excellent example of teamwork.

Students used the following guide for servo motor and micro:bit connection:

In the next step, students were asked to develop a material that went 10 degrees forward when the A button was pressed, and 10 degrees backwards when the B button was pressed.

In the last stage, students were asked to present their materials. The course teacher took notes and evaluated the students. The workshop was concluded by receiving student feedback with a Google Form.

End of a fun activity

The event ended with a certificate ceremony. The event, which was held for the theme of STEM for all, ended with the farewell of the students (for now, of course). Thanks to the activity, students both learned and made new friendships. The fusion of Turkish and refugee students was the most important achievement of this event.

What did the students express?

At the end of the activity, the feedback was received from the students with a form. The students stated that they were prejudiced against each other before, and that they could spend more time together after this activity. They stated that they understood the subject better with the STEM activity, that they found coding very entertaining and instructive, and that they expected such activities to continue in the future.

In this event, we used the unifying power of STEM and completed a fun activity. Thanks to our common language, STEM, students broke down the walls while learning. STEM for all…

This project was funded by We.

Check our activity video:

Our event took place last week, take a look how it went: