As the 15 Temmuz Ortaokulu , we prepared a stem discovery campaign exhibition.
Before we prepare our posters and invitations.
Our school’s art street studies were carried out. Our teachers worked very hard for the stem exhibition.
STEAM and Art Street work was carried out in the corridors of our school under the leadership of our school Technology and Design Teacher Zeynep KAYA and by Visual Arts Teacher Melih Ulaş Kılınç.
https://youtu.be/EVGF02xc6hg
Thanks to (Zeynep KAYA ), Visual Arts Teacher( Melih Ulaş Kılınç) and students for their work.
Exhibition works of our school science teachers.
While we were making our exhibition, all our teachers worked very eagerly, and the students worked towards sustainable development goals.
The students exhibited model houses they made with solar energy panels as a solution to the goal of sustainable development (climate action).,With our exhibition, we partially achieved the goal of quality education, one of the sustainable development goals and our students had the chance to exhibit the materials they produced by doing and living. bridges with cultural significance, structures of historical importance, simple machines, and kindergarten students exhibited their eTwinning projects about recycle in our exhibition.
This exhibition was to increase students 21st century skills and raise awareness of real life problems. Participation was intense as parents, students, tradesmen and neighborhood. Our exhibition came to a very successful conclusion. Thanks to everyone who contributed.The school administration supported our work and always helped us, we also thank them.
https://youtu.be/KxwWXn7AoPk
Başpınar'da 15 Temmuz Ortaokulu'nda öğretmenlerimiz ve öğrencilerimiz tarafından hazırlanan Sanat Sokağı ile Stem Sergisi'ni gezdik. pic.twitter.com/6QnI9PUjgg
AS the 21st century requires communication, collaboration, creativity and critical thinking skills, the STEAM interdisciplinary approach is also an ideal choice for pre-school education in the apprenticeship. Learners are required to learn the art of pre-school pedagogy with both her theoretical background as well as the practical part that is inextricably linked to creativity, teamwork and of course the communication with the toddlers who will teach but also between colleagues.I believe it’s a way of training that will enhance the skills of young educators and will enrich their professional quiver with modern tools and methods of pedagogy, according to the needs of the new era.
In this STEAM activity named as HORIZONS ROBO MUPPET IN OLYMPIC RALLY GAME, it was implemented Collaborative discovery method to experiment in unplugged activities of making puppet and scenes with natural materials and then work together to explore programming in digital environments to implement the design of improvised creations that will enhance educator’s creative imagination and their cognitive level.
MATERIALS NATURAL : pulp & tempera and fabrics,puppet decorations, embossed paper for the ralista cape. White illustration papers and black tape were used for the route .
ELECTRONICS FOR VEHICLE 🚗: 2 DC motors Or Arduino uno board 1 dual motor driver module L 298N Battery 9v + 4 battery 1.5 v 1 Battery case 2 infrared sensors. Um Jumper wires 1 on / off switch 1 adapter for Arduino 9 V Jack Battery accessory jack 5.5 Y 2.1 mm Ο VEHICLE FRAME: Chassis, 2 wheels, 1 rotating wheel, screws, distillers.
ELECTRONIC COMPONENTS: MICROBIT board. 1 servo micro FS 90MG Jumper wires 1 breadboard breakout for BBC microbit 1 mobile adapter from AC to DC.
SENSORS & ACTIVATORS An infrared sensor is used to detect a black line to ”read” the rally track mounted on a white background with black tape to create a track for the car to move.
ALTERNATIVE STORY WITH SCRATCH : use a scratch environment to create an alternative script to the original created for the show by exchanging heroes with different characteristics from the originals between the groups.
The way has been used to make teams involved online were been able to "bring to life" their artifacts expressively with the microbit platform, the groups were used the scratch environment to design emotional changes in their hero and were able to described changes in their scripting compare to first one was presented in the puppet show before. An alternative script with new emotional characteristic was born with scratch made of team members creativity.
SCRIPTING AN ORIGINAL PUPPET SHOW
The pedagogical value of this activity is reflected in the goals set and in the skills and behavioral attitudes in the teams that emerge from the collaborative work. The benefits are multiple for teachers and students, this is definitely the result of the process.
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
Awareness among students about the problem of water scarcity and pollution in the world create.
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
To encourage children in their active online participation
To strengthen their active participation through the assumption of roles
Developing your imagination
To observe them, to try them, to draw conclusions, to invent, to make constructions, to make contact with art, to present their work.
To manage to cooperate with the rest members of the group
Timeline
ActivitiesTime
Citizenship
40 + 40
Natural Science
40 + 40 + 40+ 40
Mathematics
40 + 40
Art
40
Music
40 + 40
Designing and Prototypeing
40 + 40
STEM Career Interviews: Architect
40
Collaborative Studies
40 + 40
Activities
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.
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.
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.
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.
Class: Kindergarten Unit-Subject: WE FIND METALS HIDDEN BETWEEN THE WASTE WITH THE HELP OF MAGNETIC FIELD (Magnet ). Recommended Time: 25×5 minutes
The aim of our project is to raise a new generation that protects our nature. While doing this, it is to use natural resources correctly and to find solutions to daily life problems with STEM skills. To use natural resources correctly and to find solutions to daily life problems with STEM skills. By separating the wastes as metal, plastic and wood with a magnetic separator crane, we have provided the construction of a crane that saves the nature. – Child and nature education Pollution of nature, felling of trees and fires, conscious consumer society, reduction of plastic use, ecological literacy – Facilitating students’ learning with the use of technology -Our goal is to develop students’ cognitive, psycho-motor, language, self-care, social-emotional skills through workshops.
Problem Statement: In order for waste to be recycled, it must be properly separated. Glass waste should be together, plastics should be together, metal waste should be together. Sometimes this may not be possible. All wastes can be found in a mixed state. In such cases, can we easily separate metal wastes from other wastes? How can we separate the waste down to the smallest piece of metal? Engage: The teacher asks the children to bring Newton-related images, paper clips and magnets to the class. A center of interest is created with all the materials brought. The teacher draws the attention of the children to the center of interest. They review the materials that come with the children. The teacher took a pencil and asked, “What will happen if I put down this pencil?” she asks. After the answers received, she puts down the pen. Observing the pencil falling to the ground, “Why do you think the pencil falls to the ground? The question is asked. Ask the children to guess. One day, while Newton was sitting in the shade of an apple tree, an apple fell on his head. “I found it!” he shouts. Well, what do you think he might have found?” Their ideas are taken.
Course Flow:
By examining the pictures about Newton and painting the images, it is talked about that he made many discoveries in the fields of mathematics and physics.
Magnet attracts metals to itself Pulls, pulls. None of them can escape. The magnet immediately finds the metals Pulls, pulls. None can escape
EXPLANATION : A table is placed in an area where children can see it. Paper clips are placed scattered on the table. By moving the magnet under the table, the teacher causes the paper clips to be drawn towards the magnet. “It’s called the law of gravity.” All children are allowed to move the magnet.
We used the project-based learning method GEMS training model.
DEEPENING: Damages caused by wastes to the environment; air pollution, global warming, groundwater pollution, damage to vegetation, fire and explosions. How can we create a design that can easily separate metals from other wastes by taking advantage of the magnetic field effect? Learning by design model and project based learning method are applied . The prepared setup is exhibited and each group presents the design to the other groups.
EXPLORE: Children are told that they are going to play a game to defy gravity. The necessary materials for the game (two tennis balls, two hair dryers, four plastic plates) are prepared. Chairs are placed at the start and end points. Plastic plates are placed on the chairs and tennis balls are placed in the plates at the starting point. Two volunteer students are selected and asked to proceed to the starting point. By starting the machine with the start command, the students are made to turn their mouth upwards and leave the ball towards the air flow in a way that comes to the mouth of the machine. Thus, the ping pong ball stays in the air by itself against gravity. The child who gets the ball into the plate at the finish point without dropping it wins the game. The game continues until all children have played.
Zero waste : We built a crane that collects metal waste
EVALUATION: Afterwards, each group evaluates the design prepared by the other groups. For this, he creates a rubric suitable for each class work and problem situation. Are the magnets large enough to separate metals? (5 points) Are the materials you use in your design solid? (5 points) How original are the materials you use in your design? (5 points)
Author: Scientix Ambassador Gülsüm Atile Hakkı Tatoğlu, Primary School Antalya Turkey
Project Team:
Stanislawa Stepien Kielce, Poland Przedszkole Samorządowe nr 18 w Kielcach
Problem situation: The world is getting more and more crowded and there are many things people have to do. they have responsibilities. Cooking, cleaning the house, etc. Guys do you know electricity Before the broom was invented, cleaning was done with a grass broom. To make our life easier Scientists have developed some machines. For example, vacuum cleaner. vacuum cleaner Manpower was needed to use it. Then the scientists thought a little more, They worked and began to design these tools in such a way that they could do the job on their own. Electricity they made robot vacuums that are more capable than their vacuum cleaners. Well guys, we people’s lives How can we make robots to make it easier? ENTRANCE The teacher brings a toy robot to the class to attract the attention of the students. robot toy and students are made to observe. Meanwhile, the teacher asks some questions. ➢ Where have you seen a robot before? ➢ Who makes the robots? ➢ What movements can robots make? ➢ What do robots do? ➢ Where are robots used? etc.” After listening to the answers, educational films about robots are watched. https://www.youtube.com/watch?v=quIlX5R8MxU https://www.youtube.com/watch?v=TdFeZ9qvG3E 3
DISCOVER Activity Type: Mother Tongue, Drama and Music Activities (Integrated large and small group effectiveness) Learning process • The teacher reads a story about robots to the children. • After the story, the teacher asks the children about the differences between robots and humans. “Robots do not work according to their own will, but according to our programming.” He says they will play a game and asks the children to stand up. —Now I’m going to push your button and turn it on, and then smack the children’s noses one by one. touches. Children move around the classroom with free movements. The teacher then: —Squat, walk slowly/fast, scratch your head, run, raise your arm, jump, somersault, etc. movement gives instructions. —Aaaah, you’re getting loud voices, what do you need? he asks the children As for the “oil” response: —Then I’ll lubricate you immediately, he says, and touches the children’s ears. —Getting oily cheered up my robots, how nice! says. —Now you’re out of energy, you stop, it’s said, and they ask the kids what they need for energy. is asked. After the answers received, the energy they want is given. The battery is inserted/plugged in. To robots new commands are given one by one this time. —You be the robot picking up the fallen toys, I press your button. —You, be the robot that fixes the puppet corner, routine chores in the classroom to every kid like I’m making you work assigned a task. —Now pair up. Let one of you be the robot and the other the owner of the robot, they are called and they play for a while. Then they sit on the floor, explaining the roles they take in the play. • Then the music activity is started. Children sing lyrics and robots with musical accompaniment. repeats his movements. https://www.youtube.com/watch?v=iipRhe5LC_U https://www.youtube.com/watch?v=5etx3O1Hr9U (robot and motion themed sample songs)
Evaluation: • Do people have the freedom to choose about their own behavior? • When you became a robot, did you act according to my wishes or according to your own will? • What movements did you have difficulty with while playing the robot role? • Which part of the song and which movement did you like the most in the music event? • If you were designing a robot, what movements would you make it do? 4 Activity: Moving Pencil Experiment (Science Activity) Materials: 1 balloon, 1 pencil, 1 full water bottle Learning Process: First of all, the teacher tells the children the name of the experiment they will do and introduces the materials they will use in the experiment. Then tell them how to do the experiment. starts. First he puts the pencil on the bottle of water. Then the balloon is inflated and pen It is brought closer to the right and it is ensured that the children observe the movement. All children’s experience are given the opportunity to do so. Next, they are asked what makes the pen move. Emphasizing the subject of electrification, it is said that the pen can be moved by electrification. It is noted that objects can be moved with different tools and resources.
Event: Two-Dimensional Art Event Materials: Crayons, colored paper, scissors, cardboard and glue. Preparation: A worksheet consisting of robot parts is distributed to students. parts of the robot They are asked to decorate with materials such as crayons or colored paper. Then the pieces cut with scissors. The robot is created by sticking it on another cardboard. A name for every kid robot puts it on and introduces it to his friends. At the last stage, the names of the students are written and their products are placed on the board. hangs. (This activity is a free-cut geometric figure without the worksheet. It can also be prepared by combining.) 5 Activity 1: Making a 3D Robot (Small Group Art Activity)
Purpose: Creating original products (prototypes) suitable for the given problem situation
Investigation of the characteristics of robots
Drawing robot designs.
Making the robot.
Introduction of robots Required materials:
Cartons, boxes, rolls, bottles, etc. waste materials
Button for eye etc. residual materials
Adhesive
Scissors
Problem situation: If you were an engineer, it would help people, make their job easier How can we design a robot? • First of all, the problem situation is given to the students and the ideas of the children are given by brainstorming. is taken. Then, worksheets are distributed to students to design their own robots. They draw the robot of their dreams. The teacher asked the students, “What can your robot do? Which made up of parts? What moves can he make?” in students’ drawings with questions such as movement, usage area etc. guides them to add features. Then the class goes into groups of four. are separated. • At the last stage, the groups are given residual materials and the three-dimensional robot making activity begins. • Each group shares their product with their teacher and friends and examines the different designs. seizes the opportunity. The contribution of the robots they designed to the solution of the problem was discussed. The similarities/differences between the designs are examined. The aim here is that the student does what he or she does. It is to provide peer learning by comparing with others. Additional Activities: (Reading-Writing Preparation Activities) Purpose: Creating original products (prototypes) suitable for the given problem situation
Investigation of the characteristics of robots
Drawing robot designs.
Making the robot.
Introduction of robots Required materials:
Cartons, boxes, rolls, bottles, etc. waste materials
Button for eye etc. residual materials
Adhesive
Scissors
DEEPENING Engineering Integration • At this stage, the teacher asked the students, “How can we move the robots?” question asks. After receiving the answers of the students, the students were educated about robotic coding. video is played. https://www.youtube.com/watch?v=6BAaRcuJWh0 (robotic coding) • Then it shows the movement chart below and the moves in this chart first with their bodies; then play dough, lego, stick, rope, etc. asks them to create with tools. Activity: Making a Somersault Robot with Simple Tools (Large Group Event) Materials: 1 gearmotor, 4 ice cream sticks, 6 mm copper cable, 1.5 mm copper table, 2 leds, 1 mini switch, 3v coin battery 2032, 1 pen battery • It is stated that scientists have created new robots that are very similar to human movements. and the video is watched. https://www.youtube.com/watch?v=2LCAFRt2VMo Previous The importance of the concept of movement by associating it with the concepts of movement taught in the lessons is talked about. • The materials are introduced one by one and the children are examined. • Then, the materials were combined with the help of a teacher or an adult, and the children’s They are allowed to operate the robot and make observations.
Mathematics Integration At this stage, teaching students rhythmic counting, geometric shapes and addition is targeted. In the first activity below, students’ rhythmic counting skills up to 7 and the number of robots They are asked to draw the geometric shape (circle) on the part in the space. In the activity on the left The concepts related to the collection process are included.
Author: Gülsüm Atile Scientix Ambassador
Project Team :
Barbara Trivelli ,Ece Şirin , Şerife Uysal Demet Karakaya, Ayça Demir, Neşe Yağcı , Kıymet Yalçın, Fazilet İ. Ketboğa , Şeyma Tan, Apostolia Beka , Krista Rakallidou, Ausenda Silva ,Joana Leitao,Stanislawa Stepien .
DATE: 10/1/2022 to 30/3/2022 CREATOR: Stavrina k.
