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

Magnetic Spacecraft

Our Happy Kids With STEM project aims to increase our students’ interest in science, technology, mathematics and engineering. Apart from this, it is aimed to train students who can think creatively, solve problems and have 21st century skills by integrating STEM disciplines with each other. In our project, Anna discovered a new planet in space. that’s why she wants to send a reconnaissance vehicle to the planet. However, due to the fuel problem, this vehicle has to move without fuel. With a dream she saw, she solved this problem with a magnet. So she invented the magnetic car.

Our Goals

  With this project, we aim to equip our students with 21st century skills. In particular, it is aimed to gain problem-solving skills through project-based learning. Creative thinking is aimed with learning by design. It is aimed to make new designs by using the tools necessary for their imagination and daily life skills. In addition, it is to help the development of hand-eye coordination by making movements that require object control. It aimed to raise awareness about sustainable energy and zero waste. Thus, increasing sensitivity to the framework is among our goals.

Interdisciplinary Collaboration

Students learn about magnetic energy, repulsion and pull of forces in the field of science. While learning the layers of the atmosphere, he also learns about the clouds. In addition to the concept of time in mathematics, he also learns to measure length. Technology system researches are provided. In engineering, he designs and makes cars that work with magnets. It also develops their vocabulary.


Students’ designs and learning throughout the process are evaluated. They also learn through interdisciplinary collaboration in terms of language development as well as science, mathematics, technology and engineering. With these, it is emphasized that magnetic energy is sustainable energy. It is emphasized that it leaves zero waste.

By Nurcan MANDAL

Scientix Ambassadors


Poster of the project:

About the Project :

The population of the world is increasing day by day, however the clean water supplies are disappearing. It is very important to save water since the drought will effect agriculture. Population is expected to increase to over 10 billion by 2050 and this population will need food. But if we do not save water, there will be no agriculture. Our international eTwinning project “The Silent Scream of Water” aims the importance of water and water saving. We study with international mixed school teams consisting of 2 schools from Portugal, 1 from Spain, 1 from Poland, 1 from Lithuania, 1 from Bosnia and Herzegovina and 10 from Turkey, consisting of a total of 17 teachers and 137 students.And as the April event, we study about “Water and Life” with mixed school teams.


With this STEM project we aim to create an awareness on our students about the sustainability of water in agriculture based on STEM.

Our topics as the second mixed team:

  • How will agriculture be affected if water resources are reduced?
  • Is there an alternative substance to water for agriculture?
  • How does an increase in the salt content in the soil affect living life?
  • What are the reasons for increasing salinity in the soil?
  • How can we prevent the salinity that leads to drought in the soil?
  • Developing a solution to this problem


We raise awareness about the impact of drought on agriculture and we do this by observing the solutions to the drought in agriculture around the world. Also we will use animaker web 2.0 tool for this. Animaker is an enjoyable and useful web 2.0 tool, therefore the students used animaker for the presentation.

We give topics to the students and asked them to search for the information about the topics of our project and they prepared an animation presentation by editing the information collected from different sources. So first of all, they got the necessary information about the topics.


Also the students made an animation to understand the importance of water in the past, now and in the future:

Water is a compound formed by bonding two hydrogen and one oxygen atoms to each other. In this process, energy is also released. Energy is needed to seperate water into its components. This reaction is called “electrolysis”. You can break water with simple materials. We made an experiment to break the water into its components, because it helps students to understand the chemistry of water for the agriculture:

 Our students measure the Ph of water, so they understood the Ph of drinkable water. Also they learnt how to measure the Ph of water for agriculture:

Water filter constitution helps us to use dirty water,so in this experiment the students learn to filter the water in an easy way. :


The students designed a digital escape room game so they draw attention to the importance of drought and water for the soil. They designed the game by preparing a story-based scenario about “the importance of water to the soil, drought and increase in salt content in the soil”. All project members have launched a challenge. The students played the game they have prepared, so the impact of such a project reached more student audiences .


This video is about water and its effects on our lives. With this video our students remind us the ways of water saving:


The students prepared presentations about drought-stricking countries around the world and they used “Genially-web2.0 tool”. Our goal was to observe the situation clearly, so our students found all the information and the images of the countries around the world. These countries are suffering from water shortages and are currently experiencing drought. Drought is the whole world’s problem. If we do not protect the water, the soil will dry up, the salt content in the soil will increase and there will be no agriculture … We understand the importance water with this project because students see the visuals of the drought.


They draw comics as a water recovery plan, so they understood the importance of water saving and found solutions for it:

We have done a webinar and we talked about the steps of our studying :


English teachers can easily integrated this project into literacy and writing studies in English courses with the curriculum of all countries.

One can use drought in agriculture in Geography courses, so Geography teachers can use it in their courses.

The Biology teachers can integrated this study in Biology courses as it is related to living things.

In chemistry courses, you can use it as the increase in the salt content caused by dryness in the soil is related to chemistry.

STEM Education In Primary School

     In Stem education, students integrate science and mathematics courses in the school with other courses. Students make engineering designs using technology. In these studies, students bring solutions to their daily problems in their lives. Through STEM education, students develop their problem-solving abilities.


Our eTwinning project with the participation of 8 school teachers and students from 4 different countries within the scope of ‘Step By Step STEM eTwinning project’; 2020-2021 academic year; 64 primary school students (Turkey), 40 Elementary School student (Slovakia), 32 Elementary School student (Italy), 25 The primary school student (Romania) was given STEM education.

     In the project, sustainability citizenship issues were integrated into the STEM education provided. These STEM activities designed by students, it consists of applications related to creating their own solutions to environmental problems.

    In the schools participating in the project, it consists of applications for students to create awareness by designing solutions to daily life problems and to produce their own solutions to environmental problems.


the requirements of the century have led countries to change their policies in areas such as science, technology, politics, economics and education. Countries now need qualified individuals who produce, question events from different windows. These individuals develop different educational approaches. It is very important that they integrate them into the country system. In fact, the STEM approach is one of the last examples of this worldwide (Karakaya, Avgin and Yilmaz, 2018A).

In other words, STEM is the focus of knowledge and skills belonging to the fields of Science-Technology-Engineering and mathematics on engineering design. It is an educational approach that aims to provide students with interdisciplinary cooperation, open communication, ethical values, problem solving skills using research, production and creativity. (Commandments and Korkmaz, 2016; Karakaya and others, 2018a).

The aim of this study is to raise awareness of the causes of environmental pollution by STEM activities of the students participating in the project. With this education; It is necessary to ensure that students both produce solutions to problems and to ensure that students regulate their lifestyle in order to reduce these problems in daily life.



At the first stage, the teachers who participated in the project received seminars on STEM projects and Scientix projects from Dr. Tunç Erdal Akdur, the scientist Coordinator of Turkey. After the seminar, teachers formed STEM teams in their schools. Teachers designed learning scenarios for the project.

Teacher webinar- Teacher leaned how can design STEM activities

Students who participated in the project learned about the problem in the STEM script. In each learning scenario, a solution to an environmental problem is sought. Scenarios for achievements in countries ‘ curricula 21.built according to Century Skills.

Students watched videos and animations for the event. After the videos they watched, the students created solution suggestions. In this way, students were able to discover the factors that cause problems. Students designed solutions and inventions for the problems they identified. Students from different countries came together and designed various products to raise awareness about environmental pollution.
During the activities; students guided only within their needs; their products were evaluated. The STEM education process has been closely followed with the evaluations made.

Designed online webinars; students, engineers met. At the meeting, the engineers described their profession. Students asked what they were curious about the engineering professions. Thanks to the event, students became familiar with engineering professions.

Students webinar- Students met engineers

The studies were added to the STEM School Label profiles of the schools. At the end of the studies, schools were eligible for the STEM School Label.


   According to data obtained from 151 primary school students from 4 countries, students participating in the activities. In the project draft have created solutions to the problems they have identified within the framework of the activities they have determined about their wishes. In the activities, it was observed that the solutions and inventions of the students were original and creative.https://stepbystepstem.blogspot.com/

   It has been observed that students ‘ imagination and problem-solving abilities develop in the right proportion with these activities. Thanks to the activities, it has enabled students to both provide solutions to problems and regulate their lifestyle to reduce these problems in daily life.


   It has been observed that students explore environmental pollution problems with STEM education they attend. In addition, it has been observed that the education in which students receive suggestions for solutions to the problems they have identified and designs for inventions is at the level of analysis.


 By providing STEM education during primary school, it will give students the opportunity to both provide solutions to problems and regulate their lifestyle to reduce these problems in daily life.

    It has shown that; students are more easily transferred to their lifestyles by transferring them to practice rather than theory as thought for these trainings.https://padlet.com/dusanabuchtova/oimh2j4xm0e7ysh6

eTwinning projects.: Nature Protectors
Karakaya, F., Avgin, P. S. and Yilmaz, m. (2018a). Interest of Secondary School students in the professions of fentechnologyengineering-mathematics (FeTeMM). Ihlara Journal Of Educational Research, 3 (1), 36-53.

Commandment, B. and he is not afraid, d. (2016). FeTeMM awareness scale (FFO): validity and reliability study. Turkish Journal Of Science Education, 13 (2),61-76.


Navigating through information in digital age

Today, the importance of digital literacy has increased with the development of technology. Therefore, it is necessary to protect our next generation students from information pollution and misleading news. We divided our students into four groups at DIGI TV. The first group worked figured out positive and negative information about the news. The second group was an announcer and gave information about safe Internet use. The third group made a presentation about cyber and peer bullying. The last group gave information about conscious digital citizenship. As a result, they learned how to keep up with the digital age with the TV they made.

How did it start?

Our Digital STEM project aims to increase the interest of our students in the fields of science, technology, mathematics and engineering. Apart from this, it is aimed to train students who can think creatively, solve problems and have 21st-century skills by integrating STEM disciplines with each other. In our project, Ayşe attended the safe Internet lesson given in her school. In this lesson, they learned that not every information they heard on every television was correct and that they had to investigate. She decided to tell this information to her brother through play. Upon this, she became a news presenter by making a television.

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