In this project, pupils will be reminded of the importance of water in their lives. Apart from our survival, water has played a major role in the place we live in. Some of us live next to the sea which means, that maybe our city is a port or attracts people for a vacation. Some others may live next to rivers also used for transportation or in lakes that host rich biodiversity. Some areas use water to produce their energy. In some others, they construct dams to water their fields. And, of course, there are places that lack water and people have been adjusted to this fact. The impact of water both in our lives and places is crucial in this project.


The pupils should watchlearnunderstand and conclude that water:

-Is essential for our health, cleanness and wellbeing

-Has made what Earth is (a blue/green planet)

-Plays a major role in energy production and economy

-Drinking water is not accessible (or clean) for everyone in the world

-Not inexhaustible on our planet

-There are ways to save and protect it


A teacher calendar will be created with all the activities in this 9-months project. The schedule will demand one activity per month. The works will be uploaded on twin space. We propose the following, but let’s keep in mind that anything can be discussed, changed, or omitted:

September: Introduction to ourselves/school/place. Could be one of the following: A group photo in front of your school and a postcard (from the web) of your place. Or, a ppt with your photos and what your hobbies are. More advanced, make a video or use any other digital tool you are familiar with.

October: “Water is everywhere”. Discuss the water cycle. Watch the trees and gardens, fruits and vegetables. Take a photo or draw some of them. Plant flowers or vegetables in small plastic pots. Watch them grow! Talk about water in our bodies.

Let’s start keeping a rain/snow calendar from October 1st until the end of June 1st and see in which (partners) area has rained/snowed more (or less) days. This is going to be a handcraft in our class. Every day from Monday to Friday we will be sticking a “sun”, “rain”, “snow” or “fog” sign on the calendar. We have to create a 9 monthly calendar!

November: “Water is precious”. Let’s ask our children what they know about drought or water pollution. Talk to them about some key facts and decide together about water-saving practices.

December: “Pastry making”. Whatever you plan to do, you’ll need water! Choose something for your traditional confectionery.

January: “Story Telling”. Find, or better, write something about water. Anything, a small text, a letter, a fairytale… Share with us a traditional song about water.

February: “Biodiversity in natural protected water areas”. Why is it so important for us? Is there any nearby your school?

March: “Water in my place”. Send us your photo from the water element that describes your place: Your Sea, lake, river, waterfall, fountain, or even the water at the center of your village. Compare web photos of places rich in water with those that have less (for example Nile delta).

April: “Water is energy”. Talk, show or discuss energy. Make a virtual visit to a hydropower station. If there is in your area, visit old watermills. Talk about domestic devices that use water: boiler, washing machine, or dishwasher

May: “Water Games”. You decide if the kids will become wet or not! Discuss with them what they know about water sports.

June: Assessment and presentation of the project




Konstantinos Tzavidas: ARIDEA, Greece Primary School of Loutraki-Pella

Beata Wójcik: Puławy, Polonya, Szkoła Podstawowa nr 1 im. Tadeusza Kościuszki w Puławach

Margrit Yeşiltepe: Beşiktaş, Türkiye, İstek Özel Atanur Oğuz İlkokulu


project logo


Şebnem Gençtürk, a science teacher, conducted this study with 10 teachers and 78 students from 8 different schools.In the last few years, we have needed to explore and understand the power of nature more. We have volunteered to be aware of and protect the opportunities that the world we live in offers us. Who are we? All of us partners of the eTwinning project “STEAM for Green Nature”.

We crossed paths with some of them in the “Digital Science” eTwinning project last year and this year we continue to work on the project with new partners. We made our project application in January and started STEM learning scenario activities in February. Our projeject will finish on April 30. The basis of our work is a STEAM learning scenario. We apply the steps of the learning scenario in our schools.

My learning scenario is below link.


Aim of the project

Our aim with our project is to raise awareness for a sustainable climate, first among our students and then in a larger audience. To explain the importance of our students adapting less harmful activities to climate change into their future lifestyles. When we started the project preparations to popularize STEAM studies, we determined studies suitable for the participation of our colleagues from different branches. Because, the “Global Climate Crisis” is a problem for all of us. We worked with teachers from Science, Social Studies, and English branches. In addition, our group teachers, and visual and technical design teachers in our schools also supported us.

In the implementation of the learning scenario, we carried out our work both face-to-face and remotely. Mixed country teamwork and collaborative work were also included in our work.


There are many activities in our scenario, which we integrated with our course topics. After the pre-test we applied, our students prepared posters and logos. We constantly updated our activities according to the decisions we made with our partners and students at our monthly meetings.Our partners attended seminars for the safe internet day, and each school organized seminars for its own students.

Expert Support

As expert support, we have planned an online seminar with the responsible of the Turkish Anti-Erosion and Afforestation (TEMA) Foundation. ITU Environmental Engineering Environment Club made an online presentation on “Tears of Water” to our students on World Water Day.


outdoor activity

We did an outdoor activity. With the Plantnet phone application, our students became aware of the diversity of plants in our school’s garden.

Outdoor activity with PLANTNET app


Students designed products from recycling materials to explain that waste is also valuable.

Product from recycling materials


We went to the “Botanical Garden” and “Nature Park” with our students.


make a song

Another of our activities we sang songs in our classrooms during world forest week. Our students prepared slogans. Than, they chose the most popular slogans from these slogans. Rap songs were made with the most popular slogans among the slogans so, we created a collaborative product with the web2.0 tool.

Project Rap song

mixed shool team activities

In addition, for the World Water Day, we created a board with the students in our groups formed from mixed country teams. We created a calendar from the pages we prepared as a board.



At carbon footprint activity, we had our students watch videos to explain what activities result from the carbon we give to nature. After that, they calculated their carbon footprint and water footprint.

Carbon footprint

Exhibited our works and presentation

School board- Exhibition

We collaborated with the group teachers and decorated our school boards with the activities of all classes. Our students in the project conducted research on climate change and shared what they learned with their friends in other classes in our school with the presentations they prepared.


write your story

Pupils wrote a story about climate change as a collaborative product. They turned the story in to a cartoon with the Pixton web2.0 tool.

Story with Pixton

Our students created videos about what kind of world they want to live in. They prepared the videos with the Toontastic web 2.0 tool.

My Dream World


At this activity, pupils made bioplastics. Than, one of our students videotaped his work to show the construction stages at meeting.


Facebook, Instagram, youtube channels, and the school website to disseminate our work. Also, we have benefited from Whatsapp groups for both communication and sharing our work.

On April 15-16, Turkey II. We attended the Scientix workshop and introduced our project. Also, we shared our project in the İzmir ETwinning İzmir News bulletin and in the book “Turkey Scientix Ambassadors Project Studies”.


Learning Outcomes

Students learned the causes and consequences of climate change. So, they discovered what they could do to reduce global warming. They became aware of the vegetation around them and realized the importance of biodiversity. On the other hand, their digital competencies have improved,


This is an etwinning project. The name of the etwinning project we are working on is “THE SILENT CALL OF WATER”. There are 137 students and 20 teachers in the project.

Poster of the project

 Water, which forms a large part of the biological structures of living things, is an indispensable vital life support for all living things during periods of coming to earth, growth and development. Water, which is found in the form of solid, liquid and gas in nature, is found in the life of living things with different sources.

  In addition to its chemical and biological properties, water is a source of life value that has been extremely effective in the formation of civilizations and in the formation of geographical and political boundaries.

  It is rare that such abundant water on earth is found in a hygienic structure, especially necessary for people to use. Although three-quarters of the world is covered with water with its visible face, the biggest problem today is the lack of healthy, constantly available water resources.

Continue reading

NBS to Prevent Carbon Emission


How will the new generations growing up in environmental problems such as carbon emission and global warming deal with this problem?

In this Learning Senario it is aimed to find a solution to global warming and to increase awareness.
First, the students answer the pre-test questions. Then, by watching videos on the subject, discussion is started, brainstormed and they share their thoughts in the pedlette. They watch scientific resources, global warming studies and videos on climate change. After that, Reviews IPCC 2020 and IPBES 2019 report. To learn about citizens’ views on environmental problems, students go to a park and try to identify problems by meeting with the citizens there.But, the park was not visited (due to the epidemic)

Using Web 2.0 tools, they make posters, videos, and puzzles about the environment they want to live in. In the first activity, it calculates the carbon emission per person with the carbon footprint calculator. Accordingly, they calculate the number of trees we need to plant per person. Then they try to find nature-based solutions to prevent carbon emissions. In second activity, “What can we do to reduce plastic waste? “They look for the answer to the question. They are doing a “Let’s make bioplastic” activity. Finally, they answer the final test questions.

The pedagogical values ​​of the activities: to enable students to be creative, responsible, independent, self-confident, collaborative individuals

SubjectBiology  –  Ecology – Chemistry- Math- Environment
İmplementation20-25 April 2021
Age of student11-14
Preparation time30 min
Teaching time6 hour
On line materialPadlet, Kahoot, Canva, postermywall, wordwall, wordart, Google Forms, mentimeter,  pixton, chatterpix, jigsaw, zoom.
about LS

Aim of The Learning Scenario

In this learning scenario, they will experience the decision-making process by thinking like a chemist, biochemist, environmental engineer, computer programmer, designer. Thus, students will be able to find solutions to real-world problems. At the same time, students will conduct experimental research and learn about the ecosystem through their research. Also, they will create posters, puzzles, videos and present their research. So they will have experienced 21st century skills.

Integration into the curriculum

The learning scenario is suitable for the curriculum. Above all,discusses the causes and possible consequences of the greenhouse effect and global climate changes. Questions how environmental problems can affect the future of the Earth and human life in the context of global warming and global climate change. It is careful to act efficiently in the use of resources. Designs projects for the efficient use of resources. Explains the importance of sorting solid waste for recycling. İn addition, it offers solutions by specifying future problems if resources do not use efficiently.


STEM Learning, Collaborative Learning, Inverted class, Mobil learning, Open Source Learning, Personal Learning Environment, Student-Centered Learning, Project-Based Learning

21st century skills

  • Critical Thinking: Understand the effects of environmental problems and think about solutions
  • Collaboration: Collaborate within and between groups
  • Creativity: Designing products using their creativity
  • Communication: Strengthening communication skills
  • Problem solving: They will try to solve the problems they face to face.
  • Productivity: Designing products
  • Digital competence

Description about NBS and Carbon Emissions

Watch videos with explanations about carbon emissions and its consequences.




Brainstorming and discussion

Environmental problems are increasing day by day. Think of yourself as an environmental engineer. İf you were, how would you solve this problem? Discuss the problem.

What are the causes of environmental problems? Do you have any solution to avoid Carbon Emissions? Can we find solutions to reduce the effects of environmental pollution? Firstly, students discuss the questions. Secondly, they share on pedlet the problems they face in their environment. After that,they comment on each other on the topics they share in Padlet. Pupils design posters reflecting environmental problems with Web 2.0 tools. They, prepare a puzzle game from the posters they have prepared.


Students go to a nearby park and make interviews. Questions should be prepared in advance and answers recorded or noted. For example, what do you think about environmental problems like carbon emission and global warming? But we did not do this activity due to the pandemic. A word cloud on environmental issues was created with Wordart.

Students are asked what kind of world they want to live in. They make a video about “my dream world” using Web 2.0 tools. Thus, the students shared their beautiful dreams with each other.

My dream world

Activity 1:


What is global warming and, greenhouse effect and climate change? What is recycling?

Our world is warming up… According to measurements made in recent years, greenhouse gases in the Earth’s atmosphere cause more of the heat they lose. As a result, glaciers are melting in our increasingly warmer world. Snowfall is decreasing. In short, the climate of our world is changing. In other words, carbon dioxide gases accumulating in the atmosphere cause global warming and climate changes.Therefore, if we recognize the factors that affect global warming and act consciously, we can reduce our carbon footprint.

The amount of carbon dioxide released into the atmosphere can be measured by the carbon footprint, meaning the damage individuals and companies leave to the world.Following the explanations, students calculate their carbon footprint using the Carbon Footprint Calculator, If desired, a tree-planting campaign can start.

Last, students create avatars with pixton and make them talk to chatterpix to design slogans on environmental problems such as global warming.


The results were evaluated and recorded. According to the survey results, the average carbon footprint per person is shown in the graphic below.

survey results and footprint per person

According to the results of our school, the average carbon footprint is 6.3 tons. As long as a tree lives, it breathes 0.73 tons of carbon dioxide. As a result of, the number of trees to be planted per person in our school is 9. At the end of the activity if possible, a tree planting campaign can be started.

They are asked to produce solutions on this issue. After that, answers to the question of how to prevent carbon emission and global warming were noted on pedlet.. Nature Based Solutions To Prevent Carbon Emissions:

answers to the question of how to prevent global warming were noted. https://drive.google.com/file/d/1nwzlMXM-reWPpA-os13cGcYKJwTatdjw/view?usp=sharing

Activity 2:

İntroduction: What is the role of plastics in carbon emission and global warming?

We use plastic materials in many areas of our daily life. Because, plastics are easy to shape. It also provides heat and electrical insulation. Some of the plastics are recycled. However, plastic waste that cannot be recycled is becoming a huge threat to our world. If you were a biochemist, what solution would you find? Could using bioplastics be a solution? Students will learn with information about the subject using various resource.

Let’s make bioplastics

First, the materials required to make Bioplastics are informed to students. Than, they make bioplastics.


1 tablespoon starch, 4 tablespoons water, 1 teaspoon glycerin, 1 teaspoon vinegar, Pot or coffee pot, Food Dye, Aluminum foil and Heater


Firstly, put the water and starch in the pot and mix. Secondly, add vinegar and glycerin on it. Add food coloring to the mixture that we prepare optionally. Than,Heat, stirring, to a gel-like consistency and spread it on aluminum foil and let it dry for two to three days. Finally, Keep it in the mold for two or three days.

Bu görselin boş bir alt özelliği var; dosya ismi: bioplastik-calismalari.png
Make bioplastics

drive.google.com/file/d/1aBwcLXSus7LVuJ1x6l08pxMibTnp9er2/view?usp=sharing(opens in a new tab)

My LS: https://drive.google.com/file/d/1V2ttjeRxjUZ-MYs17yM2B-xad_rOI0EQ/view?usp=sharing

All the visuals belong to the Author – Attribution CC-BY

Deep Decarbonization Pathways Project…for citizens

Authors: Mario De Mauro, Milva Antonelli, Daniela Fiorentini, Massimiliano Loroni


Our learning scenario (LS) is centred on an existing topic, Climate Change and Sustainable Development. Bearing in mind that learning engagement is a good predictor of success, we are convinced that a real-life topic can stimulate students’ commitment around school subjects. If pupils have interests related to the topic, that is both tangible and related to their lives, school activities could also be more appealing for them to participate and gain new awareness and comprehension that go beyond notional knowledge.

Why did we choose this topic? There are more than one reason. First of all, it is a relevant part of our curriculum since it has been introduced by Italian Ministry Guidelines on Civics published according to the law n. 92 promulgated on 20th August 2019, titled “Introduzione dell’insegnamento scolastico dell’educazione civica”. Accordingly, Italian schools have had to organize a cross curricular course focused on three core subjects: Italian Constitution, Sustainability and Digital Citizenship.

Secondly, our point of view has changed since the pandemic has occurred. Now, we are aware that we may not be able to control the consequences, which are trigger by man-made forcing. Science is telling us that our lives cannot continue this way, changes have to be made. As adults we find the current situation quite challenging due to sudden modification of our habits, needless to say for a child or an adolescent. As teachers we are in charge to lead young people to cope with these challenges. We must stimulate and promote their agency, let them know that they have the ability and the will to positively influence their own lives and the environment around them! The way to do this is to build a safe and stimulating school community, to help them to actively explore their resources, to invest energy in STEM learning, to use their creativity, and to encourage them to maximise their potential.


Where should we start to enter our story? First, the design of the activity was a great opportunity to work as a team with colleagues and to put into practice all the knowledge gained during the online course. Yes, we are talking about the MOOCs provided by European Schoolnet Academy, it all started from there and the need to come up with a different approach to teaching. Even if lockdown has represented a new milestone in the teaching habits of all teachers, we were even more motivated to promote Active Learning in the classrooms.

We took several courses, but “STEM Is Everywhere! Rerun” & “Integrated STEM Teaching for Secondary Schools” in particular, were MOOCs both challenging and intrinsically satisfying. Finally, it was during the workshop organized by Future Classroom Lab, namely “Active Learning in Hybrid Classroom”, that we found the last piece of the missing puzzle: the use of virtual rooms for teamwork in small groups, the use of tools for instant polling and gamification. We would keep our words: to give students a say and a role even in online classes. The design of activities and tasks are therefore important to create educative interactions involving also the timid and reluctant students to participate. Without further ado, undo, we shall move on to the next step.

Materials and methods

The main idea is to provide students with opportunities to learn and discuss the meaningful aspects of the topic and then, to design an effective climate action that they are to require to carry out. We started introducing information and material such as charts, videos, and infographic, available in the UN websites  related to the Paris Agreement, the action programme Agenda2030 and the Sustainable Development Goal 13. Then we moved on to explore the evidence of global warming, of which the IPCC web site provides informative and comprehensible charts. The subsequent step was to explore the correlation between technological progresses, growth of global population, exploitation of natural resources over time and in different continents. To achieve this, OurWorldinData web site is a useful source with comparable charts and data. Finally, we deepened the understanding of the scientific principle behind the greenhouse effect by using a free simulation on the PHET online platform.

You can find all the resources that we used in this Site, LS included. With the aim to design a transdisciplinary activity we have used an absolutely useful resource, the STE(A)MIT template.

Home page of the

Our activities involved 62 students of the last year of the upper secondary school and took place between the 1st of March 2021 and the 26th of April 2021 during the lockdown, so they were held online using the Learning Management System that provided each member of our school community with tools for online learning.

According to Laurillard Conversational Frameworks, we tried to plan well balanced activities and tasks to train different abilities and to address different learning styles. Each Teaching Learning Activities (TLA) was designed giving students the opportunity to receive feedback on their products, to acquire new information through different kinds of tasks, to work and discuss with classmates and teachers. In particular, virtual rooms were used to allow students to work in small groups. Each group activity was designed with the aim to create opportunity for teamwork.

At the end of each lesson, an “End Lesson Survey” was conducted. Usually, it was divided into two sections; the first containing open questions which help students to reflect on their comprehension and knowledge gained. Questions could vary according to the type of activity. The second section was structured to allow students to provide feedback on the materials given and on the teacher’s explanation. It also allowed the opportunity for the students to give suggestions to improve the whole activity.

But now let’s have a look at our experience!

In the first meeting digital questionnaires were delivered to the students to test their current knowledge; then the teacher explained the objectives of the project and the task to be accomplished, which was to design a manifesto to attract interest of other students/citizens on Climate Change and tips to save carbon budget.

The second meeting was a brainstorming session: students watched videos introducing causes and effects of global warming and answered questions aimed to link previous knowledge gained, to information shown on the video. The questions were answered individually first and then within the groups. By discussing the answers, the main ideas on the topics were collected and teachers would guide the students by correcting misconceptions or integrating information. The teacher provided materials for asynchronous detailed study on Climate Change, Greenhouse Effect, Agenda 2030 and Paris Agreement.

Some students’ answers

The third meeting was a Team-based Learning Activity: students took individual Readiness Assurance Tests. The test provided automatic feedback containing instructions and links to guide the student. Then, they repeated the test in groups. They dealt with peers to answer the questions by pooling their knowledge. To engage group discussion, the test was carried out on Quizziz platform. This tool created an opportunity to participate in a team challenge. The test was split into four different quiz sessions, one for each subject: Agenda 2030 and SDG13, Paris Agreement, Greenhouse effect and climate change. In this way it was possible to retain a high level of students’ participation.

The fourth meeting tasks was based on contents of Prof. Jeffrey D. Sachs’s talk: students watched the video at home, and they took note of the most important notions. The class activity got the students to answer ten open-ended questions based on the video content, which pupils answered in groups. Secondly, each member was asked to elaborate the answers individually by filling in his/her own Google Form. This way, the teacher could identify misconceptions and provide timely feedback or explain further to confute wrong ideas.

The fifth meeting implied the use of an online Greenhouse Effect Simulation – sensemaking by observing photons: this is a guided Inquiry Based Activity where students discovered interaction of photons with molecules in earth’s atmosphere and surface using a simulator model on Phet Active Simulation platform. Teachers guided the students in the activity, inviting them to follow instructions. These were initially designed by Amy Rouinfar and then reassessed by the teachers to match all the planned learning goals. The results in terms of summary and conclusions were corrected by the teachers and a final, detailed explanation was given to the students together with text and videos for a better comprehension.

Skype an expert: This activity was made possible thanks to the University of Camerino in collaboration with University of Turin. The students participated in a meeting with a UN Climate Change Expert, Dr. Andrea Camponagara whose speech was aimed to highlight the main aspects of his career as a Programme Officer at UNFCCC Secretariat. Students were encouraged to ask questions on the topic.

Skype an expert: flyer of the seminar

Infographic design (teachers set an agreement with pupils to establish a deadline): Each group has been asked to design a poster or an infographic summarizing all the information gathered. Students were aware of the criteria used to evaluate their work. They were also provided with materials to get information on how to design an infographic. The assignment has been provided with all information needed, criteria for self-assessment and peer assessment, with regards to commitment and preparation on the design of the activity. In addition, students were required to learn how to use images and citations to avoid plagiarism.

Peer review activity (teachers set an agreement with pupils to establish a deadline): Each member of the group was in charge of evaluating their peers’ infographics according to the rubric criteria. The aim was to deepen comprehension of both contents and assessment criteria, so they were better equipped in completing the task. Students were asked to leave constructive feedback for their peers. To achieve this aim, instructions were provided to improve pupils’ ability to objectively highlight the strengths and weaknesses to their peers, offering suggestions to improve the infographic.

Infographic evaluation: Taking into consideration the feedback received during the peer review activity, students could make any changes to their work before presenting it to the teachers. Teachers then evaluated the posters/infographics according to the rubric criteria. We evaluated also the students’ ability to self-assess and peer-assess. Each student was also asked to assess his/her own and their group mates’ commitment, according to the criteria provided.

Some students’ infographics


We used formative assessment as the main type of assessment and it was quite useful in evidencing misconception from pupils. Thanks to the use of LMS, it was also possible to check if each student has fulfilled the asynchronous task properly and within the deadline. In the light of results, it was possible to have a profile of all students’ needs with regards to the project and to provide both personal feedback and materials to acquire deeper competence on subjects. In this way it was possible to focus on those that appear as relevant gaps to learning goals.

The use of “end lesson surveys” was extremely useful to understand students’ comprehension. Students expressed their perceptions obtained from the materials given to them and from the teachers’ explanation. They were also capable of pointing out areas which they did not understand completely. To achieve this aim, they needed to reflect on the activities being carried out. This process was useful for fostering their metacognitive skills and for aiding students to orientate their efforts toward academic success. Survey responses were also helpful to identify any students who express further interest in the topic.


In conclusion, according to Partnership for the 21st Century framework (P21) we tried to develop creativity, life and career skills, information e media literacy, soft and hard skills, by mixing one of the most important topics of our century to the core of the subjects we teach. It goes without saying that this is just a start to innovate teaching. Collaboration among teachers must be systematic and the frequency of such learning scenarios should be significant during the whole period of training of students, with the aim of growing benefits and results. Both students and teachers need time to fine tune their effort to increase efficiency and effectiveness.

On the other hand, it is clear that even if demanding, this pedagogical approach can stimulate the whole school community. Teachers must design engaging, meaningful and feasible activities and tasks for the students, avoiding too challenging stimuli. Accordingly, Formative Assessment is fundamental to design a personalized learning pattern. In this way, pupils have the chance to develop competencies enthusiastically, due to the engaging activities which are both intrinsically rewarding and interactive. As mentioned earlier on, as teachers we were implicitly stimulated, the teamwork and the eagerness to see our efforts being acknowledged in the community to which we are tied to, have given us a further will to improve our results.