STEMin & STEMout 

With the pandemic, we have lost human contact and being together. STEMin STEMout is a path that has as its main purpose learning in an outdoor group context, socialization and collaboration.

Involved 90 students and teachers of mathematics, science, biology and physics, of the two-year specialization in graphics of the ISIS “Europa” in Pomigliano D’Arco.

Focus Create a mathematical path with the activities carried in groups out inside and outside the classroom.

Parco delle Acque” and its measurements


The study contest is Parco delle Acque a park close to school, it is a public park in the municipality of Pomigliano d’Arco. It is a pleasant meeting and leisure place, with lawns, tree-lined areas, gymnastic routes, games for children. It is located near schools district and is mainly suitable for outdoor STEM activities.

Work process

The students divided into groups of 3 members each have a specific role:

Leader coordinates the activities out class; creates folders and subfolders to gather all the materials produced. He or she collaborates with the group to prepare the final activity report.

Organizer takes notes by writing down the materials and tools used, calculations and procedures. At the end of the activity, upload the group documentation in the  folder.

Photographer, through representative shots, tells the important moments of the activities, and at the end classifies them in an orderly way into folders and subfolders.

Tools used

The students use simple material : a meter, a tape, a smartphone, a wire;

The students use free apps : Arduino science journal, MathCitymap and globe observed.

They carry out real study activities for themselves and their peers.

The goal

The goal is to create a mathematical trail to be disseminated in the community of the school, and to make it accessible and available to other students and to all those who want to solve scientific / mathematical problems.

Mathematical / scientific contents:

  • numbers, percentage calculation, proportions, mcm, algebra, equations,
  • geometry, calculation of areas and perimeters, equisomposable figures, Pythagorean Theorem, similitude between triangles, measurement of angles,
  • combined calculation

Phisics contents:

  • calculation of speed,
  • slope,
  • composition of forces and vectors,
  • oscillatory motion.

Learning by doing

Through the methodology of problem solving and learning by doing, the students had an active role as protagonists in the management of the project itself, without giving up the laboratory form and group learning.

They used the knowledge, mathematical and scientific skills acquired at school in the surrounding reality.

Stages of the activity

Students work in 3 teams to create trail activities and resolve the activities to create of the other groups.

Below pictures of out-of-class measurements

Citizens of the Globe

The pupils walk in the park near the school, observe the surrounding environment through the use of the Globe Observed App of the Globe program.

Outdoor activities involved observing the surrounding environment.

The Globe program and the use of the Globe Observer app

The students followed online webinars with the expert of the Globe Italia

Scientific concepts

Earth Science

  • The four Seasons
  • The formation of clouds
  • The climate
  • The atmosphere

Physical science

  • The different states of matter


  • The systems physical and geographical.
  • The geographic coordinates



Starting from their own geolocation, each member of the group observes clouds ☁️ using the protocol provided by the teacher or using the Globe observed app.

With their gaze and smartphone facing the sky, the students provide data to NASA to understand the climate by observing the clouds.

Each type of cloud affects the Earth’s energy balance by heating or cooling it.

NASA GLOBE Cloud Challenge 2022: Clouds in a Changing Climate


Measuring Tree Height (Hint: Trees are greater than 5.0 m tall.)

Through the app lens , the pupils identify the species of the tree.

The students use the app Globe Observed to calculate the height and circumference of the tree and collect the data sheet

Tree Circumference Measurements
Tree Species 1 Name 
Tree Circumference (cm)
Specimen 1 
Specimen 2
Specimen 3
Specimen 4

The angles measured and the length of the number of steps contribute to the calculation taking into account the presence of the inevitable measurement errors.

The height of the tree it is calculate using the basic geometry of the triangles.

The students build the clinometer to calculate the height of the trees

Height of Tree = TAN (angle of clinometer) x (distance to tree) + eye height
and record the measurements on Data Sheet.

TREES Carbon Activity

Each member of the group chooses a tree and calculates the stored carbon taking into account that:

1. 35% of the green mass of a tree is water; 65% is solid dry mass;

2. 50% of the dry mass of a tree is of carbon;

3. 20% of the biomass of the trees is in the roots. It used a multiplication factor of 120%;

4. the calculated carbon value is multiplied by a factor of 3.67 to determine the equivalent amount of carbon dioxide,

The formula for the amount of CO2 sequestered per tree (in kg) is :

amount of CO2 seized per tree (in kg) = tree mass (kg of fresh biomass) x 65% (dry mass) x 50% (% of carbon) x 3.67 x 120%

Immage of the trail


On the MCM portal the path is published for all students of the school, and for all those who wanted to have fun outdoors with scientific disciplines

Earth Day, the students made videos which they presented to the community

Osservando il pianeta

Un globo migliore con Globe

Teachers: Sabrina Nappi, Mario Di Fonza, Rosanna Busiello, Josephine Iannone

STEM ADVENTURE BEGINS – Heritage of the Future – Our Seeds


An increase in air temperatures, an increase in carbon dioxide ratio, melting of glaciers, an increase in storms, drought and desertification have revealed the reality of climate change. In order for our world to be livable in the future, it is necessary to raise awareness for the fight against climate change. For this, relevant gains should be provided at a young age.

Climate change is a problem that affects all countries of the world. Decrease in water resources, deterioration of soil quality and ecosystem, decrease in biological diversity, decrease in quality in agricultural production, fertilization and spraying problems occur. It has created anxiety for the future in people. With this activity, we aimed to raise awareness of pre-school children (4-6 years old) about climate change, to gain the importance of recycling, to establish seed banks, to make compost from household wastes, to make mini-agriculture in our homes and to observe the formation of plants.

Picture provided by with authorization to be shared – Attribution CC-BY
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Birds. Green spaces and urban regeneration


One of the roles of teachers is to develop 21st-century competencies in students, and developing environmental awareness plays a very important role. Namely, we are witnessing increasing climate change caused by human impact on nature. Therefore, it is important to make students aware of the importance of thinking and acting in order to improve living conditions and make students responsible citizens.

Since my students are eight years old, I wanted to show them in a simple and close way how important it is to act immediately and continuously. I decided to show them how important birds are in maintaining the ecosystem, how we can help them in the winter when it is cold and when there is not enough food.

We also got involved in the eTwinning project ‘Plants and Animals of the Homeland’, and started research.

The first task was to explore the school environment, to understand what an ecosystem is and how it works using NBS resources, to study plants characteristic of our homeland. Students researched, drew, photographed, and made a video in the AdobeSpark application.

The image is author’s own and has been provided by the author – Attribution CC-BY
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Sci-Eng eTwinning Project Environment STEM Activity

We prepare an eTwinning project with Science subjects with 12 different schools. The project aims to increase our students’ interest in Science, Technology, Engineering, and Mathematics, and to provide a more qualitative integration of STEM disciplines.

Why should we choose the environment in STEM education?

We live in the world, and we are the only creatures that harm the environment. We want students to realize this and find solutions to existing problems.

These environmental problems can occur suddenly or as a result of the development of many processes. Do our children have problem-solving skills? Will they be able to solve the problems they face? For these reasons, we put the environment and pollution at the center of our project. If the students are raised as conscious, solution-finding, and environmentally sensitive people, both new problems can be prevented and old ones can be solved. Their knowledge of STEM can help them solve real-life problems of daily life.


With the work done for the project implementation, we expect our students will:

  • develop their scientific thinking skills;
  • understand the correlation between mathematics and science.
  • learn that they have many options to solve the problems they see in their environment;
  • understand the nature of science and develop their skills in using ICT tools;
  • develop the ability to produce alternative solutions to problems with simple materials
  • use engineering design processes to solve a problem they encounter

Interdisciplinary Relations

With the STEM plan of our project, we used the disciplines of mathematics, science, art, engineering and ICT together in the environmental activity.

Working process

One of our subjects is the environment. In doing so we made a STEM lesson plan and all partners use it. One discipline is math. Students collected the daily waste in their homes separately as glass, plastic, organic, and paper. They measured the daily usage in grams and converted it into kilograms. They gathered the weekly, monthly and annual amounts as the project team of all schools and created a chart. When the days and people have shown this activity, the amount that comes out becomes very large.

A selection of pictures from the project practiceThe pictures are the author’s own–(Attribution CC-BY)

One discipline is science. Students search about fungus and bacterias. They learned to make compost with organic waste. All students made compost.

A selection of pictures from the project practiceThe pictures are the author’s own–(Attribution CC-BY
A selection of pictures from the project practiceThe pictures are the author’s own–(Attribution CC-BY)

Art is in our plan. We organized a competition to build a robot from our waste to learn about reuse. We voted the winner and made that robot the project mascot.

Champion of the reusing competition

A selection of pictures from the project practiceThe pictures are the author’s own–(Attribution CC-BY)

For ICT students prepare games and played them.

A selection of pictures from the project practiceThe pictures are the author’s own–(Attribution CC-BY)

For engineering
They engineered drip irrigation systems to reduce water use. At the same time, they created a virtual exhibition from the irrigation systems and posters they prepared.

A selection of pictures from the project practice– The pictures are the author’s own –(Attribution CC-BY)


Environmental awareness of our students, who are our future in environmental problems, has increased. Problem-solving skills improved.

They have become more enthusiastic about recycling and reuse.

About the author: Selda Topal – Secondary school teacher |Dumlupınar BİLSEM Afyonkarahisar/Turkey