Step by Step to Solution with STEM


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

Age students 10-11 years

Dates:1st of February 2021 – 25th of April 2021

Our Main Resource:A Drop of Water Makes a Difference

Our goals

Awareness among students about the problem of water scarcity and pollution in the world create.

  1. 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
  2. To encourage children in their active online participation
  3. To strengthen their active participation through the assumption of roles
  4. Developing your imagination
  5. To observe them, to try them, to draw conclusions, to invent, to make constructions, to make contact with art, to present their work.
  6. To manage to cooperate with the rest members of the group 


Activities Time
Citizenship40 + 40
Natural Science40 + 40 + 40 + 40
Mathematics40 + 40
Music40 + 40
Designing and Prototypeing40 + 40
STEM Career Interviews: Architect40
Collaborative Studies40 + 40


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.

Ebrarsu_ Buharlaşma ve yoğuşma – YouTube

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 “” and “” 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.

Designing and Prototyping

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.

STEM Career Interviews: Architect

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.