Animals that are our friends

Students will learn about the use of animals in science. They will realize what alternatives are there to animals in science. They will learn about what 3R means. While doing research, students question why animals are used in experiments and what alternatives can be used. Students will conduct collaborative research on the real-life animal welfare problem. They will be asked to present their results in the classroom setting.

Videos related to the subject will be watched.

Watching videos about animals used in experiments

https://www.youtube.com/watch?v=GFJCzjxhOvo

https://www.youtube.com/watch?v=E_c-FvjGgnY

Alternatives that can be used in the laboratory other than animals

https://www.deneyehayir.org/hayvan-deneylerine-alternatifler-derleme/

“LATTE goes home” book is read

https://www.deneyehayir.org/belgeler/indir/LatteEveGidiyor.pdf

Alternatives to animal use

https://www.youtube.com/watch?v=cTMiVg2gSGM

3R explainer videos

https://www.youtube.com/watch?v=onqmtKnNsmY

The purpose of our project:

To raise awareness about the use of animals in science in my students.

To show that there are alternatives to animals in science.

Teaching what 3R means

Teaching methods used:

  • STEM
  • Student-centered learning,
  • Collaborative learning,
  • Flipped Classroom
  • Mobile learning

On the padlet, they will be asked to write their thoughts about the use of animals in science and alternatives that can be used instead. They will also be asked to see themselves as experimental animals and prepare a drama about how they feel.

21st century skills of critical thinking, Collaboration, Communication and Creativity while exploring the use of animals in science will win.

The project will be carried out with students aged 11-12.

ROUTE STEM-FAST GOING LANDSAIL

OBJECTIVE: To design the fastest sailing sailboat to represent her/his school in the Land Sailing tournament.

Grade: Primary School 2nd Grade
Lesson Duration: 10 Lessons

STUDENT OUTCOMES
HB.2.6.4. It contributes to the recycling of consumed materials.
HB.2.4.1. Categorizes the types and means of transportation.
T.2.1.5. Answers questions about what they have listened/watched.
T.2.4.1. Writes meaningful and regular sentences.
M.2.2.1.2. Creates structures using shape models, draws structures created.
M.2.3.1.2. Recognizes standard length measurement units and explains their usage.
Engineering
1-Explains the basic processes needed for a project. (including design and prototype development)
2-Uses appropriate units for all calculations and measurements.
3-Applies design concepts related to physical and mechanical system problems.
ART
Drama: ***Role playing skills develop.
***Gives the ability to act together with the group.
G.1.2.3.1.2. Unexpected/unpredictable results occur when creating visual artwork.
realizes he can.
TECHNOLOGY
T.10. By actively exploring real-world issues and problems, developing ideas and theories,
creates a pool of knowledge by emphasizing answers and solutions.

UNIT CONCEPTS AND SYMBOLS
*wind force
*Recycle
*Vehicles
*Push and Pull

TEACHING METHODS AND TECHNIQUES
*Project-based learning
*Learning by doing
*Stem learning model
*Design thinking
*Modelling

TOOLS AND EQUIPMENT
*Plastic bottle and cap

  • Garbage skewers, tongue sticks
    *Silicone gun
    *Phone
    *Scissors
    *Pencil
    *Lego
    *Toy wheel
    *Carrier bag
    *Aluminium foil
    *Rope
    *Hair dryer
    *Fan
    *Eva

1.ENGAGE

Lesson Preparation for the Teacher:

https://drive.google.com/file/d/17mALweXjdbmxLaw1coqjDstxe9JCdnUj/view?usp=sharing

Photos designed in the form of a blockposter in the link above are removed. You can divide the children into groups if you want, or you can have them done individually.

Drawing Attention:
Students are asked to put together the puzzle-shaped photos distributed. Students may then be asked the following guiding questions:
1-What does this tool look like?
2-Why does he have a sail?
3-Does only sea vehicles have sails?
4- Gasoline is necessary for the movement of cars and planes. Some trains run on coal. So what do you think drives this vehicle?
The answers given by the students to the above questions that establish the school life connection and include their preliminary knowledge.
answers are heard by the teacher. And it goes to the problem state:

Problem State-Scenario
“Deniz’s teacher enters the classroom with a photograph that looks like a sailing vehicle in his hand. The teacher says that the photograph is a “Black Sailboat”, how it moves, its features and tournaments. It states that our school will also participate in the land sailing tournament and the fastest land sailing boat will represent the school. Do you think Deniz will be able to build the fastest “Black Sailboat”?

Your Mission;
1- To learn about land sailing
2- Helping Deniz to design the fastest land sailboat.

2. EXPLORE

TO EXPLORE THE SUBJECT BETTER, WE WILL DO 3 FUN STUDY IN THIS SECTION:

1- First of all, students are asked to do research and gather brief information about land sailing. Using the “Popplet” web2.0 tool together, a mind map is prepared with the information you have learned:

https://app.popplet.com/#/p/6565662

Note: Popplet Usage Video:

You can prepare it in different ways and with different information.

2-A wind rose is made to observe the force of the wind with the students.
Wind rose construction stages video:

3-“LANDSAIL DRAMA STUDY”

Game play: First, the students are asked to form a circle. And one person in the middle becomes a midwife. The students are given the names of the materials of the land sailboat, respectively: Sail-Mast-Wheel-Carbine-Seat…. A name is also given to the midwife. When the teacher says to change the sails, the sails are changed, and when the teacher says to change the masts, the masts are changed. But when he says LANDSAIL, everyone has to change places. The midwife tries to find a place for herself. The person who cannot find a place becomes a midwife. The game continues in this way.
The aim of the drama work is to make people comprehend the materials of the land sailer…
Note: The game can be more fun with large groups.

Promotional video of the drama: https://youtu.be/uKLFp0ftilo

3.EXPLAIN

At this stage, students are briefly informed about the land sailing boat:

What is Land Sailing?
Racing tricycles over wide and flat pieces of land is called land sailing. In sailboats moved in the direction of the wind, the angle of the sail is changed to give direction to the vehicles. Land sailing first emerged in the 1950s. Land sailing, which has turned into a racing sport after the 1950s, is one of the extreme sports that is very popular especially in the United States and Europe.

Land sailing tournaments and races are held in many countries. One of the most popular of the international tournaments is the week-long European Championship. The World Land Sailing Championship, which is held every four years, is also one of the most popular tournaments.

Although it has similar points with normal sailing, land sailing is based on the wind. Wind has much more thrust than water. In this way, sailboats can move much faster than on the water.

How to do Land Sailing?
In this sport, which is made with three-wheeled sailboats of different sizes, vehicles are classified differently according to their sizes. Sailboats in the same category compete with each other. Sailboats are divided into 2nd, 3rd, 5th, 7th and 8th Class. At the same time, mini sailboats consisting of standard class and smaller vehicles compete separately. The most frequently used class in these races is the 3rd class.

Necessary Materials for Land Sailing
The sailing materials required for land sailing are usually purchased separately and combined to make them ready for the sport.
Sail
The first equipment required for land sailing is a sail. Models produced in different sizes and features are in various classes. Pilots choose sails according to which class they will be in. Sails from 2 meters to 8 meters are produced.
Direct
The masts that help the sails to stay stable are produced with durable materials. Poles produced with materials such as fiberglass, carbon and ultra carbon are designed in various thicknesses and lengths. In addition to being durable, the sailboats are very light thanks to their maximum weight of 1 kilogram.
Wheel
It is necessary to use different sizes of wheels in sailboat models, which are divided into early and late periods. Wheels are chosen from multi-toothed and heavy or flatter and lighter models according to sailing classes.
Carbine
Carabiners are used as attachments in many extreme sports. High quality carabiners are used together with ropes and screws for joining main parts such as sails, seats and masts.

When is Land Sailing Done?
For land sailing races, periods with strong winds are definitely preferred. Beach edges, dry lakes in desert lands, even airstrips are suitable for races. Spring months, when the wind is strong as a season, is the most suitable season for land sailing. Races can be held in the regions where the wind is seen in the summer season. Very cold weather and snow-covered areas are not suitable for this sport. Generally, from March to November, there are favorable weather conditions for doing this sport.
Best Land Sailing Routes in the World
Land sailing tournaments, which are widely held especially in Europe, are accompanied by uniquely beautiful beaches.
*Spain
*France
*Britain
*Belgium
*Germany
The following informative videos can also be watched:

FORCE
PUSH AND PULL issues can also be briefly mentioned:
If the direction of the force is towards us, it is attraction.
If the direction of the force is ahead of us, it is repulsion.
Examples of Push and Pull Forces:
*Wind shakes tree branches
*The wind blows the kite
*The wind carries the sailboat
*The wind turns the windmill

4.ELABORATE

TURKISH INTEGRATION:
“Answers questions about images” with Blockposter work. The learning outcome is “Answers questions about what they listen/watch with the informative videos they watch.” The outcome is “Writes meaningful and regular sentences” in popplet web2.0 application. His achievement is “Fills the forms according to the instructions” in the crosswordlabs web2.0 tool application. A plan suitable for gains is implemented.

MATHEMATICS INTEGRATION:
Information is exchanged on which geometric objects to choose for the design. The designed prototype is first measured with non-standard measurement units and compared. Then, using a ruler, drawing the line segment whose length is given, forming triangles, squares, rectangles and determining the diagonals are done.

TECHNOLOGY INTEGRATION:
The student realizes that he can solve problems by modeling. Uses problem solving steps. Develops the ability to use technology in the right direction while researching and using web 2.0 tools.

LIFE SCIENCE AND SCIENCE INTEGRATION:
“What is wind energy? Where to use? Have information about “Push and Pull Force”.

ENGINEERING INTEGRATION:

An Annex-1 form is distributed to the students. Students start making design drawings to help Deniz.
Each student draws a design. Describes the features of the design in prototype drawing and explains how the design will work.
The necessary materials for their design are provided by the parents and the teacher.
All students will be given 3 days for the design and at the end of this period, everyone will be
It is stated that he will explain the features of his own design in the class. with available materials
Ask students to turn their solutions into products. The design phase begins.

4.1. SKETCH DRAWING OF THE DESIGN

**At this stage, students will be guided while drawing the design.

**You can watch the Black Sailboat design drawing presentations from the link below:

4.2. DESIGN TIME

**Start and check the design you will prepare.

4.3 SHARE YOUR PRODUCT

**Tell your friends about the construction stages and materials of the design you have prepared by making a presentation.
**After the presentations are over, everyone compares their own design with the designs of other students. Thus, they have the opportunity to evaluate and improve their designs. The teacher uses supportive statements for students to improve their products. After sharing, students are asked what they can do to improve their designs. Students can refine their designs if they need to.

**Products made in the school entrance hall are exhibited and offered to other students:

5.EVALUATE

In order to measure what the students have learned about the “BLACK SAIL”, the following puzzle is solved using the CROSSWORDLABS web2.0 tool.

After all the sharing is done, the design evaluation form is distributed and the students
It is ensured that they evaluate their product objectively.

5.1. ASSESS YOUR PRODUCT AND THINK BETTER

QUALIFICATIONYes No Indecisive
Have you learned about the Black Sailboat?   
Did you find a solution to the problem for the Black Sailboat to go fast?   
Did you imagine and design while drawing your design?     
Did you have a hard time designing the product?   

• You should tell us your product’s strengths and weaknesses.
• What would you like to change if you were to do it again?

REFERENCES

https://drive.google.com/file/d/17mALweXjdbmxLaw1coqjDstxe9JCdnUj/view?usp=sharing

https://app.popplet.com/#/p/6565662

https://www.flypgs.com/ekstrem-sporlar/kara-yelkenciligi#:~:text=%C3%9C%C3%A7%20tekerlekli%20yelkenlilerin%20geni%C5%9F%20ve,1950’li%20y%C4%B1llarda%20ortaya%20%C3%A7%C4%B1km%C4%B1%C5%9Ft%C4%B1r.

https://www.fenbilim.net/2018/01/itme-ve-cekme-kuvvetlerine-ornekler.html

ANNEX 1
Name and surname :………………………………………………..
Class No:…………………………………………………………
School:……………………………………………………….

Dear Students,
Can you draw the tool or mechanism you designed?

Can you tell me what science, mathematics, engineering, technology or other science branches you should benefit from in order to be able to make the tool/machine/assembly you pictured above in real life?

V International Lviv Stem Festival during the war in Ukraine

This year, Scientix Ambassador Olha Doskochynska organized the V International Lviv Stem Festival for Ukrainian teachers and students during the war in Ukraine. The purpose of this festival is to promote science, technology, mathematics, and art.

We planned to organize V International Lviv Stem Festival offline and invite colleagues, and Scientix Ambassadors from Slovakia, Lithuania, Poland, Portugal, Spain, Albania, and Israel to Lviv for exchange experiences. But now there is a war in Ukraine and we will use an online format for teachers and an offline format for our ukrainian students.

 During the online seminar, my colleagues and I talked about the implementation of STEM in our countries and shared our ideas and innovations.

The main part of the festival was a visit to the Museum of Science of the Small Academy of Sciences of Ukraine, which moved to Lviv from Kyiv.

Since the beginning of the war, we have been organizing offline training for students who have moved from cities where are war.

Students of my school and students who came from the East of Ukraine during the seminar had the opportunity to conduct research, develop critical thinking, cooperate, develop communication skills.

As  Scientix Ambassador, my task is to promote STEAM education and share experiences.

Science and education are always relevant. Education is the force that helps us, Ukrainian win everything, especially now that my country, Ukraine, is at war.

In this Museum of Science, students have the opportunity to implement ideas, develop projects, and conduct experiments. Here we visited game and interactive exhibitions, which focus on the promotion of technology, science, and innovation.

      Students have the opportunity to get acquainted with the exhibits in the areas of IT, bio- and modern technologies, physics, robotics, electronics, and Smart Cities. The museum has research laboratories for children and young people, where you can create your own experiment under the supervision of specialists, learn about chemical processes, and have an unforgettable time. Physical phenomena await visitors in a separate hall. Here you can understand how gravity works, look at lenses, and learn more about sound propagation. In other halls, you can build roller coasters, explore human anatomy and get acquainted with the great inventions of mankind. For example, make an architectural arch and feel why such structures hold ancient and majestic buildings.

During this week, my students and I also explored the planet Mars. Students created their own models of the rocket, as well as the work of the rover. Students explored whether life on Mars is possible and what people need to live.

Do The World A Favor (Stem for Peace)

This year my students are first grade, I’m just meeting them, they are also new to Stem Education and many other things. There are 23 students in my class. 6 of my students are Syrian, 2 of them are Sudanese, 1 of them are Somali and the others are Turkish. Peace is a concept that we value very much . We are one with our differences

This learning activity is a result of the Terra Mission MOOC. I very much appreciate the Terra Mission teaching and learning resources. The lesson on climate change displayed by Gynzy platform is relevant and corresponds to students’ interests and curiosity. There is a strong focus on learning by doing activities which stimulates communication, collaboration, creativity, and critical thinking.

Why This Event?

There is three reason for  his event  ;

* There are children from different countries in my class who have migrated due to war and different reasons.

* The forest fires that broke out in Turkey last summer made us all very sad. Deforestation is a major threat to climate change. So we have to do a favor for our Earth. The tree is also a symbol of peace for us.

* It is very important to me that my students, especially my female students, who are new to Stem and many learning areas, are active in Stem and science activities.

Preparation Work

I specifically wanted to read Wangari’s peace tree to  my pupils because it is very important for girls to be involved in science, science and Stem activities. Wangari is a great example for us.

Who is WANGARI MAATHAI?

I specifically wanted to read Wangari’s peace tree to  my pupils because it is very important for girls to be involved in science, science and Stem activities. Wangari is a great example for us.

* She worked for his country, for peace.

*Worked to combat deforestation and erosion. At the same time, the tree is a symbol of peace in his country.

*The first girl to be educated in her country. Wangari Maathai was the first African woman to win a Nobel Peace Prize.

The forest fires that broke out in Turkey last summer made us all very sad. Deforestation is a major threat to climate change. So we have to do a favor for our Earth.

Mind Map

I asked a disscusion  question “What do you think about trees?”

They answered on Coogle tool.

Interaction Video

Watched an interaction video about Wangari Maathi.

Reading

After reading the Wangari’s Peace Trees, we searched for the words deforestation, reforestation and germination that we had just learned, and each student made their own plan.

Designing       

It was desired to create a peace forest by designing three-dimensional trees that can stand without using glue with the materials provided.

Individual Planning :10 minutes

Team Planning: 10 minutes

Tree Building: 30 minutes

Product – see our video on the link below

https://youtu.be/H9p_mEecO5o


PEACE FOREST

Mother Tongue Development

17 April World Haiku Day

They made a word cloud study by using the Wordart tool with the words they learned.

BIOMIMICRY

(21 APRIL WORLD INNOVATION AND CREATIVITY DAY)

Design inspired by nature, develop technology. This is called “biomimicry”.

*Inspired by nature, we made a design by observing that maple seeds turn and fall to the ground.

For inspiration from nature, we studied maple seeds and observed that they fell to the ground by spinning.

They examined the maple seeds and observed that they had spun and fell to the ground. like a propeller. They built a helicopter and a seed launch pod.

See our video on the link: https://youtu.be/bxJQgrTClDo
BIOMIMICRY

KWL CHART ABOUT TREE

TECHNO GREEN SCHOOL

Projenin adı: Techno Green School

Sınıf: 3rd Class

SUMMARY

The methods that will enable our students to develop their basic skills are developing and changing day by day. Solution-oriented approaches to problems come to the fore. With our project, our students will establish a new sustainable school. They will be able to examine the ecosystem of the place where they live and select compatible plants. They will redesign the sections where there are animals that can be found in the school and will not harm the students, and they will create different study areas that are compatible with nature. They will create the school of their dreams by creating the school garden, building and ecological section.

TARGETS

The aim of our project is to enable students to find basic skills and solutions themselves by providing them with the skills to solve real-world problems in the environment they live in. Offering different solutions to problems is being a part of the solution. With the school they will re-establish, they will contribute to the creation of a more environmentally friendly and more livable environment. They will design the living spaces of both humans and animals by using the sun, water, soil and technology. A nature-friendly school will be created with designs that will reduce carbon and water footprints. With the web 2.0 tools to be used throughout the project, students will develop their digital competencies, take the responsibility of being a digital citizen, and move from being a consumer to a producer.

PARTİCİPANTS IN THE PROJECT

The project, which has 10 Turkish and 6 foreign partners, is a project that we carry out jointly with the countries of Turkey, Azerbaijan, Italy, Greece, Romania and Ukraine.

Project Plan

In the project, students determined what their dream school was and realized it in their schools.

In the first stage, the students visited the school and searched the area.

In the second stage, using the web2 tool mentimeter, brainstorming was done and the students were allowed to think and write about what their dream school was.

As a result of the Mentimeter, we concluded that the students wanted to create a hobby garden in our school.

Officials from the Provincial Directorate of Agriculture explained the life cycle of the plant to the students and planted applied flowers in the school garden.

We made the drawings of our hobby garden that we plan to realize in our school.

We made a model of our hobby garden that we plan to realize in our school.

They made a school exhibition and explained the models designed by our students.

We have integrated the technology into our project, and we have made a drip system and we have both saved water and provided the water required for our plants.

Our students planted the flowers of our application garden and thus we added our hobby garden to our learning process.

Project Results

Thanks to the project, students’ 21st century skills have improved. Students who are confused with a problem situation have produced solutions to the problem, analyzed the solutions and come up with a product. Thanks to the work they have done in groups, their collaborative working skills have improved. The students who designed the school of their dreams are now coming to school more happily and in the learning process. They were very happy to be active.