Traveling to space through the virtual reality glasses application prepared with STEM

Digital education materials are very important. Students cannot see space and planets up close in real life.However, it is possible to travel to space with virtual reality glasses. Student can study planets as if they are in space thanks to virtual reaility glasses. For this reason, I designed a digital game for my students that can be played on smartphones and computers. Game editing and voice-overs belong to me and my students.

Project purpose: To give students a realistic experience with STEM.
To create an original digital material.

Application stages: Unity Game Engine is used for this application. Unity is a three-dimensional game engine, especially suitable for digital games and simulations. Textures similar to the images of space and planets were determined.Original sound recordings in which the planets introduced themselves were created and converted into a suitable form with the ‘audio-converter’ program. The spaceship was designed with the Blender three-dimensional modeling program.With mathematical calculations, the size of the planets and the distances between them were determined. Joystick control provided. By making a selection from the selection screen prepared to go to the desired planet, movement to that planet was provided with the spaceship. Added pre-made audio recordings to planets. The application was tested by different people and corrections were made according to the feedback. Between April 25 and April 30, 6th grade students practiced. They took turns wearing virtual reality glasses. They also practiced on the digital board in the classroom.

Conclusion and evaluation: The ‘Solar System and Planets’ unit was taught to the students in a shorter time than in the lesson plan. Students learn permanently by concretizing knowledge. It’s fun because it’s game-based material. The subject of Science was discussed. Mathematical calculations have been made. Software programs are used in the field of technology. Designs were created in the field of engineering. An original STEM project has been created. This project has been used in the classroom activity.

Students’ average success before the event is 64 percent. After the event, the students’ average success is 92 percent.

Activity execution time in class: 40+ 40 minutes

Grade level: Secondary school 6th grade

Materials: Smart board in the classroom, virtual reality glasses, joystick, smartphone



This course, which is in the “Visual Communication and Formation” learning area within the scope of the 7, 8, 9 and 10th grade “Visual Arts” course in the Turkish education system, and which is suitable for the acquisition of “Uses art elements and design principles in visual art studies.” In our study, it is aimed that the students make an artistic work by using a different technique than the usual.

Glass beads, metal boat, paper and acrylic paint were used to reveal the targeted product. Our event was held face-to-face with our students in a classroom setting.

First of all, the balls we will use are placed on a metal tray with high edges by putting paper in it so that they do not roll out from the floor. Whatever type of work he wants to do on the edges of the paper in the tray, the appropriate colors are squeezed. Then, the marbles placed on the sides are moved quickly from left to right so that they hit the opposite sides of the tray to form the basis of the picture. What kind of painting the student wants to paint is determined in the second stage according to the color to be used and the direction of movement of the marbles. For example, the landscape painting is completed with the image of the reeds made by moving it up and down with black acrylic paint sprayed on the bottom of the tray on a sunset background created by moving it left and right.

Others should use this method in order to make the student comprehend that artistic works can be created out of just conventional materials and to help students develop their vision, comprehension, thinking and application capacities through artistic work, together with their aesthetic attitudes, from where they are. This method can be used to obtain abstract works by using different colors in one direction, as it will be difficult for children to move the marbles in different directions at the primary school level.

As a result, it is important that the child’s motivation, self-confidence and the contribution of the process he/she goes through to the development of the child’s motivation, self-confidence and the development of a work that they will be dealing with in a very short time, maybe for days.

The Scientix Project was conducted by our MEV College Private Büyükçekmece High School teacher Şennur HAN and MEV College Private Büyükçekmece Secondary School teacher Şensin KARATAŞ with the participation of 6 students in 4 different classes, 2 middle schools and 2 high schools, within the 7, 8, 9, AND 10 Grade Visual Arts course. It was held face to face between March 2022 and 29 April 2022. 

In this context, the course work was as follows:

• Scientix project competition was introduced in Visual Arts 7,8,9 and 10th grade classes, and the roadmap to be followed was determined together with the students.

• First of all, the materials to be used are introduced to the students.

• How the work will be done and what needs to be taken into account are shown through the application.

• It is ensured that the student does the work step by step.

What results are obtained at different grade levels? Which levels enjoy or get bored with this work? In this study, which we had our middle and high school students do to analyze these, the feedback we received from both groups was that they enjoyed the application very much.

“Everybody should have a tree that has wings” A Learning Scenario based on Terra Mission MOOC


Trees and forests play an important role on climate change and climate change threatens the human life but at the same time it has devastating consequences on biodiversity. “Everybody should have a tree that has wings” is a learning scenario about teaching sustainability through the Terra Mission Educational Pack after the Life Terra Mission MOOC. Inspired by a book called “The tree that had wings”, our learning scenario tries to emphasize the results of climate change, focuses especially on its consequences for biodiversity, underlines the importance of trees and helps to increase students’ awareness on the topic.


Introduction (1st and 2nd lessons)

Students will:

– read a short story and try to analyse the main theme of the story                                    -learn the names of a few trees and birds and try to recognize them

 The  3rd and 4th lessons

Students will :

  • observe the nature outside
    • learn what the climate change is, the causes and the results of it
    • understand what they can do to help the climate change
    • create short informative videos using web 2.0 tools like chatterpix and plotagon in order to increase awareness about the climate change.

The 5th lessons

Students will:

-understand the difference between trees and a forest and how trees “work”
– know why trees and forests are important and  which problems deforestation causes    -understand the importance of planting trees

The final lessons (The 6th and 7th lessons)

Students will:

-know what biodiversity is                                                                                                     -understand the effects of the climate chance on biodiversity
-understand the importance of planting trees and  protecting biodiversity
– know and discuss what they can do to help the climate                                                      -create posters using web 2.0 tools like canva to raise awareness about the trees and biodiversity of birds (In relation with the story they read in the introductory lesson)


In the first lesson, students read a short story called “The tree that had wings” by Angeliki Darlasi.They asked each other questions about the characters of the book, discussed the ending of the story and main theme of it.  They talked about trees and birds because the story was about a tree and a bird’s friendship and their self-sacrifices for each other.

Reading activity

We talked about the importance of all the trees and birds for our planet and the importance of protecting them.

In the second lesson, the students learned about ten different types of trees and birds.

Playing cards

The students were given play cards about birds and trees. They looked at the pictures and the information on the play cards and tried to recognize each different type of a bird or a tree.

Outdoor observations

At the end of the lesson, the students were asked to observe nature for a whole week.  They were expected to recognize some of the tree and bird species they learned before and take notes about them.

In the third lesson, students talked about the birds and trees they observed outside. We went to the school garden together. They tried to make some observations. They talked about the kinds of trees and birds they saw in the garden. They explored the tree leaves and the other plants in the garden. They also learned to use “Leafsnap and Doga kasifi” applications to recognize the plants around them. They shared their observations with each other.

Climate change activity
Climate change activity video

Earth Day Challenge 2022

This is the event organize to celebrate Earth Day in our school. Every year, on April 22nd, people from around the world come together to celebrate Earth Day! The goal of Earth Day is to reflect on how our actions impact the world around us, and how we can help protect and restore the environment.

My 5th grade students (11-year-old) are very familiar with this date, but in our activity we try to connect Civics, Biology and ICT. I remind my students that even small acts can make a huge difference, like picking up litter, watering a plant, or finding a way to reuse something instead of throwing it away! ‘It takes a little bit for each of us to make nature come to life, keep blu or green, for birds to sing, for fish to swim in the river….’

For our Earth Day challenge this year, I invited them to create artwork that encourages everyone to keep our planet healthy for many years to come!

I asked them to design their very own poster! The poster should include 1) a slogan (or short message) about taking care of the world and 2) an illustration that captures thoughts, feelings, and actions that they want to inspire in others! They could design their posters on paper, or use an online tool like Canva!

First they worked on paper and after that they made photos of their artworks. They very very crative and their slogans were compassionable for the world around us. After that they watch the tutorial about how to make posters in Canva

For making poster in Canva they used photos of their artworks in paper and they really enjoyed making online posters in Canva. They completed successfully their grade-level challenge and celebrate together #earthday. You can see their poster in Canva at the following link:


Empathy is important

Summary This post is about how to engage students in a discussion about empathy and different ways to show care and concern for others. My students determine the most appropriate way to help their classmates when they are feeling sad, upset, or lonely. This activity supports the development of the following social-emotional skills: relationship skills, responsible decision-making, self-awareness, and social awareness. Learning outcomes
  • Students engage in a discussion about how they practice empathy for others by taking appropriate actions that are caring and helpful.
  • Students understand that everyone has their own preferences around how they want others to treat them.
I implemented Scientix resource from Repository named “YOUR PAIN IS MY PAIN: WHAT MAKES US FEEL EMPATHY? in civic education and english language, school subjects that we learn in primary school. After reading the main resource I decided to expand the initial idea for my 11-year-old students to be able to understand the problems of their peers. I wanted to engage my 15 students in a discussion around how they practice empathy for others by taking appropriate actions that are caring and helpful. And we started learning how to connect with others through empathy. I made some adaptation to the main resource and then I share our lesson in 3 phases: Imagine, Learn and Reflect.
  1. Imagine: I ask students to imagine a classmate named Vanja, who is sitting alone on the playground because his/her best friend just moved away. Vanja is both male or female name. I ask the students to share their thoughts and write their responses on a school board that is visible to everyone. The questions:
    • What do you notice about how Vanja looks? ‍
    • What do you think Vanja is thinking about?‍
    • Can you feel for a moment with Vanja?
    • What actions can you take to help Vanja feel better?
  2. Learn: After the discussion and writing their ideas, I explain to my students what is empathy. Empathy is an important skill that helps us build strong connections with others. Practicing empathy consists of 1) considering another person’s point-of-view by “putting ourselves in their shoes,” 2) understanding and relating to their feelings, and 3) taking action to help them based on our understanding. Then I direct students to think about their own experiences receiving empathy from friends. How do they want others to treat them when they are feeling sad, lonely, or upset?
  3. Reflect: I ask my students to create and share writing or artwork that shows how empathy looks, sounds, and feels to them. They can draw or write how they want their friends to show them empathy. They all chose the shape of the heart to write and draw on empathy. Look some photos of their Empathy hearts.