Nature’s S.T.E.A.M. ”School Crane Sorting Metal Waste”

Class: Kindergarten
Recommended Time: 25×5 minutes

The aim of our project is to raise a new generation that protects our nature. While doing this, it is to use natural resources correctly and to find solutions to daily life problems with STEM skills. To use natural resources correctly and to find solutions to daily life problems with STEM skills. By separating the wastes as metal, plastic and wood with a magnetic separator crane, we have provided the construction of a crane that saves the nature.
– Child and nature education
Pollution of nature, felling of trees and fires, conscious consumer society, reduction of plastic use, ecological literacy
– Facilitating students’ learning with the use of technology
-Our goal is to develop students’ cognitive, psycho-motor, language, self-care, social-emotional skills through workshops.

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Problem Statement: In order for waste to be recycled, it must be properly separated. Glass waste should be together, plastics should be together, metal waste should be together. Sometimes this may not be possible. All wastes can be found in a mixed state. In such cases, can we easily separate metal wastes from other wastes? How can we separate the waste down to the smallest piece of metal?
Engage: The teacher asks the children to bring Newton-related images, paper clips and magnets to the class. A center of interest is created with all the materials brought. The teacher draws the attention of the children to the center of interest. They review the materials that come with the children. The teacher took a pencil and asked, “What will happen if I put down this pencil?” she asks. After the answers received, she puts down the pen. Observing the pencil falling to the ground, “Why do you think the pencil falls to the ground? The question is asked. Ask the children to guess. One day, while Newton was sitting in the shade of an apple tree, an apple fell on his head. “I found it!” he shouts. Well, what do you think he might have found?” Their ideas are taken.

Course Flow:

By examining the pictures about Newton and painting the images, it is talked about that he made many discoveries in the fields of mathematics and physics.

Magnet attracts metals to itself
Pulls, pulls. None of them can escape.
The magnet immediately finds the metals
Pulls, pulls. None can escape

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EXPLANATION : A table is placed in an area where children can see it. Paper clips are placed scattered on the table. By moving the magnet under the table, the teacher causes the paper clips to be drawn towards the magnet. “It’s called the law of gravity.” All children are allowed to move the magnet.

We used the project-based learning method GEMS training model.

DEEPENING: Damages caused by wastes to the environment; air pollution, global warming, groundwater pollution, damage to vegetation, fire and explosions. How can we create a design that can easily separate metals from other wastes by taking advantage of the magnetic field effect?
Learning by design model and project based learning method are applied .
The prepared setup is exhibited and each group presents the design to the other groups.


EXPLORE: Children are told that they are going to play a game to defy gravity. The necessary materials for the game (two tennis balls, two hair dryers, four plastic plates) are prepared. Chairs are placed at the start and end points. Plastic plates are placed on the chairs and tennis balls are placed in the plates at the starting point. Two volunteer students are selected and asked to proceed to the starting point. By starting the machine with the start command, the students are made to turn their mouth upwards and leave the ball towards the air flow in a way that comes to the mouth of the machine. Thus, the ping pong ball stays in the air by itself against gravity. The child who gets the ball into the plate at the finish point without dropping it wins the game. The game continues until all children have played.

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Zero waste : We built a crane that collects metal waste

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Nature’s Steam School Our Collaborative Work:Crana orting Metal Waste – YouTube

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melek stem discovery blog – YouTube

EVALUATION: Afterwards, each group evaluates the design prepared by the other groups. For this, he creates a rubric suitable for each class work and problem situation.
Are the magnets large enough to separate metals? (5 points)
Are the materials you use in your design solid? (5 points)
How original are the materials you use in your design? (5 points)

Author: Scientix Ambassador Gülsüm Atile Hakkı Tatoğlu, Primary School Antalya Turkey

Project Team:

  • Stanislawa Stepien Kielce, Poland Przedszkole Samorządowe nr 18 w Kielcach
  • Dilek Yıldırım Petek Aksu İlkokulu Türkiye
  • Andrea Izabela Botos CAREI, RomaniaLICEUL TEORETIC CAREI
  • Fatma Öz Manavgat Anaokulu Türkiye
  • Melek Çılgın Mustafa Şimşek Anaokulu Muratpaşa/ Türkiye
  • Ewelina Koziol Kielce, Poland Przedszkole Samorządowe nr 18 w Kielcach
  • Joana Leitão Montijo, Portugal Agrupamento de Escolas de Montijo
  • Hülya Çevik Değirmendere İlkokulu Alanya Türkiye
  • Ola Navara Przedszkole z Oddziałami Integracyjnymi w Koziegłowach Koziegłowy, Poland
  • Semran Kaya Alper Duru Anaokulu Konyaaltı Türkiye
  • Zeliha Alaç Hayme Hatun Anaokulu Manavgat
  • Özlem Esen Yılmaz Sugözü Cemal Coşkun Ortaokulu Alanya Türkiye
  • Ülfet Öncel Hanım Ömer Çağıran İlkokulu Muratpaşa/ Antalya

The Little STEM Water Explorers

It includes the March working titles of our FUN WITH STEM project.

Subject(s): mathematics and natural sciences, engineering, practical skills, water density, capillarity, water retention, etc.

Course objectives:

  • Familiarize students with basic concepts about certain concepts, water-based phenomena;
  • Participation of students in conducting experiments, practical and explanatory scientific activities;
  • Developing a positive attitude towards science and technology
  • Developing basic scientific concepts
  • Discover students’ love for science and learning.

Age of students: 5 – 6 years old
Preparation time: One week before the selected students review the steps to perform the experiments

Our goal is to educate students on a solid knowledge base in STEM. That’s why I aimed to integrate Stem activities into the preschool curriculum.
 Water transformations: solidification, melting, evaporation, boiling, condensation
 Energy sources: water and its practical uses.

Considering the curiosity of 5-6 year old children, the multitude of questions seeking answers, and the fact that some concepts can only be understood through play at this age, we embarked on a magical journey into the world of water. It creates important real-life learning contexts by systematically making connections between all disciplines provided in the classroom program.

Acting on the belief that introducing children to science at an early age for a week helps their brain development, we entered the world of STEM activities with the help of scientific experiments. Even small children can do scientific experiments. Using materials that kids enjoy playing with helps them develop great ideas and understand key concepts.

Our First Event :

I caught the attention of my students with the song The Water Cycle and we made a pleasant start to the subject.
By watching the video prepared by NASA, the importance of water was understood.

Our Second Event: most enjoyable way of learning in this age group is the way of learning by doing. For this reason, we first made the water cycle with the wheel painting and assembly activity, and then we made the water cycle more interesting with the experiment.

Our Third Event: The most active area of preschool students is the game. For this reason, we prepared games with water-themed learning apps and jigsawplanet web 2 tools and gave our students the opportunity to play.

Fourth Activity: It was time for the design. I told our students that we would design a watermill together.
Materials for this:
Foam cups, 2 foam plates, glue and skewers
First of all, we brainstormed with them and listened to their ideas about where we should start our design and what we should pay attention to in order not to have problems in the rotation of our mill.

They played the role of engineering. We made the design. Happy ending 🙂 Our mill was spinning smoothly.

We Design a Water Mill – YouTube

Fifth Activity: In this section, we focused on water experiments. First experiment ”Refraction in Water”
Materials: Transparent bag, crayons
We filled the inside of the bag with water and tied the mouth part. And we passed the colored crayons through it. It was observed that the part of the flat crayons that remained in the water changed shape and broke.

The second experiment, the napkin experiments with a simple but incredible effect, the students notice the absorption movement. I explained what the paper is made of, the role of cellulose and its relationship with water. I explained to them that this movement is also present in plants. they form a rainbow or various patterns.
it was observed how water circulated from one glass to another.

Students wanted to do more experiments because experimenting in my classroom always amused them.

Last Activity : In this event, we included World Water Day activities. First of all, water-related training was given by our instructor from the university in the conference hall of our school. We have prepared a striking board for the school entrance. My students, wearing the water drop costume, walked around the classrooms and made presentations on water conservation.

Once again I am proud of my students. They happily completed all their water related tasks.