This Learning Scenario concerns future sustainability on the Moon. It is structured for students of middle school (11-13 years old). They will image the future life on the Moon and the right behaviour for the correct use of water, air, food, waste in their hypothetical future homes and their hypothetical future vehicles for mobility. In this way, all students build knowledge on basic features of the Moon, and they are involved in laboratory activity through design thinking. They work in groups in cooperative learning, in fact, they are called to project, to design in group 3d models of their own lunar home on and own car lunar sustainable model with online tools like Tinkercad (https://www.tinkercad.com/), Cospaces (https://cospaces.io/edu/), Minecraft Education Edition. So they can compare their knowledge about the environmental sustainability of Earth and provide alternatives for the Moon on mobility, buildings, waste, air, water, food and cultivation.
In this LS students develop key skills (21st-century skills), improve digital skills concentrating on an awesome topic of aerospace. At the end of the path students in groups will have to produce 3d lunar sustainable models; they will have to produce some presentations, with slides, video, VR/AR tour, printed 3d models. These presentations will have to be in the English language and founded on the basic features learned on the topic of the Moon. In the end, students are involved in a debriefing test for a self-assessment. In the pictures is possible to view some models 3D designed with Tinkercad; all students have worked in the team from their own homes during the pandemic time. In other words, in this Learning Scenario technological tools, environments and devices have allowed (and will allow to all people that want to try building a similar activity based on design thinking) the creation of relationships and communications capable of enriching the experience of simultaneous sharing of physical space.
The students of IES Blas Infante, in Cordoba (Spain), in the 4th year of Compulsory Secondary Education have been lucky enough to enjoy an online talk by three professionals in the STEM field in our city to motivate professional vocations
All the students who have attended are studying a Science and Technology pathway and these types of activities aim to motivate vocations both within and outside the STEM field. When we develop a STEM project at school, we try to bring different approaches in order to develop different skills, not just those associated with science and technology.For example, by carrying out STEM projects we try to encourage languages skills or abilities related to the world of art or graphic design. Our point of view is that the development of STEM projects should help to motivate any type of vocation.The STEM field is characterised by its transversality, and this helps us to develop skills applicable to any other field.
In order to continue working on this idea, a talk has been organised in which we have been privileged to have a professor and researcher in Physics from the University of Cordoba, a Doctor in Chemistry who works for the municipal water management company and a computer programmer who designs cars for videogames.
Students (11-12 years old) from the 4o Dimotiko Sxoleio Pefkis, Athens-Greece are participating in the Erasmus KA2 program Print3D. The aim of the program is to use technology and more specifically 3D printers to design and print objects to help the integration of visually impaired students at school. #PRINT3D #erasmusproject
Activity1 :School’s Name in both Braille and Greek characters
Students worked in groups and, thanks to using Tinkercad, they designed their school’s name both in Braille and Greek Letters. Each group designed a cube with specific dimensions. Then they exported their designs to stl in order to print them in the 3D printer.