My Green Energy Source

School: Science and Art Center in Konya, Eregli, Turkey
Participants: 9 – 10 years old
Implementation: 13-26 April 2021
Subject Science: Natural Sciences
Subject: Renewable and non-renewable resources, The Future of Cities

Student Design

introduction:

This STEM event is one of several events of the “STEM Journey in Minecraft World” European eTwinning project, which is attended by Turkey, Greece, and Bulgaria. The project was established with the theme of “environmental sustainability”. Thus, the slogan of “Sustainability and Citizenship” of the 2021 STEM Discovery Campaign was emphasized. The project started in February 2021 and the activity started in April 2021. The event was held with 9 teachers and 200 students. The aim of the event; to draw students’ attention to environmental pollution. To understand the pollution phenomenon caused by energy production and to teach them how to plan. To raise awareness about renewable and non-renewable resources. To gain problem-solving and inquiry skills and to support design-based learning.

21st century skills we target at the event

To communicate and cooperate, to take responsibility,
• Creativity – Creating ideas
Digital skills – Using different online tools (Minecraft Education Edition, Tinkercad, Kahoot, Youtube, ebook)
• Critical thinking – Making conclusions, making judgments and decisions.

Activities

Brainstorming was initiated by asking what kind of resources we use in our daily life. Verbal answers were received. After a brief discussion, the students worked in pairs to write down on post-it paper which resources were renewable or non-renewable. Then, “Non-renewable energy” and “Renewable energy” videos were watched. After the video, what are the traditional energy sources? Do they affect the environment positively? What are the alternative energy sources in the world? By asking their questions, the students talked about the subject. Students were asked to research innovations that help protect the environment and present them to their friends through the “chatter pix” tool.

They also uploaded these presentations to our project area.
Later, we applied a questionnaire to our students. In the survey, “What do you think is the biggest problem that harms the environment?” We asked the question. The majority of the students decided that the problem was “Energy Supply Problems”. After determining the problem, we discussed how we can solve this problem. Ultimately, the students came to the conclusion that we can produce energy from natural resources.

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This image has an empty alt attribute; its file name is cc.png

Working with Minecraft Education Edition

The students decided to design their dream school and generate wind-powered electricity for the school. For this, they used Minecraft Education Edition, which offers a Game-based learning environment. All students worked together in this activity. They built the wind turbine behind the school. Using Redstone in the game, they generated electricity from the wind turbine for the school. They designed the roof and sides of the school building to receive solar energy. Thinking like an interior designer, they planned the classrooms and corridors of their dreams. And, they created an eco-friendly school design. They have collected the stages of this design in an e-book. Here is the ebook.

While Students Work in Minecraft Education Edition

The world of “My Green Energy Source” created by students in Minecraft Education Edition is here.

Working with Tinkercad

Students used the tinkercad program to electrify the school they designed. Each student worked individually and designed a simple electrical circuit in the tinkercad program.

Working with Tinkercad

Distance education started after this stage of the event. We carried out the remaining activities through TEAMS.

Design and Build

Students made a model of the school using recycled materials. After painting it any color they wanted, they built wind turbines. They then wired an electrical circuit inside the school model. Using a blow dryer, they created wind and produced clean energy.

Student Designs
Video2

At the end of the event, a quiz on “Energy Resources” was held for students. KAHOOT was used for this game. Kahoot game is here.

KAHOOT! Game

In the “My Green Energy Source” event; It was learned what renewable and non-renewable resources are. It has been seen how to generate energy from these sources. It has been understood the importance of recycling and how to use natural resources rationally. Problem-solving and critical thinking skills and the ability to work in a team-oriented environment were acquired. The development of creativity skills was supported. It was ensured that they gain sensitive behavior towards the natural environment. Finally, they were taught how to use new technologies in growing technology.

The students enjoyed working in the “Minecraft education version”. Having fun with their friends, they designed the school of their dreams and provided clean electricity to their school. It was a pleasure for them to create this. KAHOOT! they wanted to play his game over and over again. They promised to participate in more sustainability-related projects in the coming years!

Note: Some of the materials for this event are available in the Scientix resource repository, “Future of the Skies: A Step in the Future!” It is taken from the learning scenario. Here it is.

Materials Cited: Non-renewable energy ” and “Renewable energy

For more information:

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Şerife Takmaz

March with STE(A)M Challenge

NATURE MAKES MY DAY PROJECT

Nature makes my day e-Twinning project which has been running since November presents a simple yet powerful model of how to raise awareness among students about the importance of nature in our lives and motivate them to become responsible citizens actively involved in the preservation and protection of our natural environment. Within the project we have organized an one-month activity by creating March with STE(A)M Challenge and by taking part in it.

March with STE(A)M Challenge

The March with STE(A)M Challenge aims to engage students in real-world STEM problems by learning how to think scientifically and critically when observing the world around them. The activity was design as a hands-on personalized learning opportunity for students to develop a variety of skills needed for them to be successful in their future careers: problem solving, critical thinking, creativity, curiosity, decision making, information literacy, technology literacy, flexibility, leadership.

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Technology4Good – micro:bit and SDGs

Iva Naranđa

Implementation: 12 – 26 March 2021

School: 2nd Primary School Čakovec (II. osnovna škola Čakovec), Croatia

Age of students: 12

This activity is organised as a project-like activity in the span of three weeks and it is a part of the eTwinning project Micro circuits for Mega solutions. In a collaboration with partners from Greece, I organised activities in my school that should increase students’ awareness about sustainability and citizenship, including relevant skills that students will need in their life. The main aims were developing problem-solving skills, coding skills (students used MS MakeCode), collaboration and teamwork skills, and developing communication skills in a foreign language (English language). Activities were prepared for the whole class and for smaller groups of students (extracurricular activities). Students participated in activities that included exchanging ideas with peers from other countries on the TwinSpace forum and using the BBC micro:bit for solving real-life problems with technology. In a collaboration with a school robotics group students created a traffic light and a simulation of smart city lights using the micro:bit.

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Students make a difference the with STEM

Think sketch vector – The visual was provided by the Author – Attribution CC-BY

STEM teachers from nine schools in six different cities in Turkey we have come together. And 50 students. For Sustainable Development Goals. Our aim is to provide 21st century skills. We carried out this project together with 3 schools from İzmir, 2 schools from Ankara. With one school each from Manisa, Kütahya, Eskişehir and Kocaeli cities. So this was a country project.

In the I Design with STEM project, we improved our problem solving skills. Our students discovered STEM fields and produced projects.They took responsibility and learned to express their feelings. They found solutions to problems with their peers from different cities. And learned to use technology wisely. Because they really needed it.

Activities and Projects

Our students learned the web 2.0 tools. Made various collaborative activities while living in a meeting and social environment. Because we wanted students to make a difference with STEM.

In addition, we discussed different topics in STEM activities every month in our project. Topics included: Recycling, Energy Conversion and Design, Technologies for the Disabled.

We also formed mixed teams at each event. Teachers and students changed teams in every respect. Students designed original products for real life problems and to make life easier. As a result of this, we produced 15 different projects in 6 months with teams.

Students STEM projects that make a difference

Rainwater recycle system: We collected rainwater from the roofs of the houses. We also recycled the waste water that went to the sewer.

Shelf organizer: We produced more useful furniture with recycled materials.

Nature friendly and economical building: We designed an nature friendly house that generates electricity from waste.

Waste battery box: We recycled the batteries so that they do not harm the nature.

Garbage separation system: We designed a system that collects and separates garbage automatically.

Geological village: We have developed an environmentally friendly village system that produces everything on its own.

Solar lighting system: We provided lighting with solar channels for buildings that need daytime lighting.

Technological animal shelter: We built an unmanned and intelligent animal shelter.

Solar home heating system: We brought sunlight to all four parts of the house and provided heating.

Smart prosthetic arm: We said it should be more than just one hand.

Smart wheelchair: This wheelchair simply cannot fly. For now.

Playground for disabled children: We designed special parks and toys for children with disabilities.

Special bus for the disabled: We built a barrier-free bus.

Smart home system: An nature friendly and safe smart home. Who would not want that.

We learned science, tech, mathematics and engineering disciplines with real life problems. We exhibited student work examples on the website we prepared.

The pictures belong to the Author – Attribution CC-BY

Scientix Support for the Project

To support our project, Scientix Turkey Coordinator Dr. Tunç Erdal AKDUR and Scientix Ambassador Baki KARAKOÇ presented. From every city in Turkey for our presentation we had more than 300 participants. In this meeting, the work of teachers and students was introduced. We explained the project preparation techniques and STEM School Label application. Also our project was featured in the national and international press.

Partner and Article Author: Baki KARAKOÇ (Scientix Ambassador)

Founders: Fatma KARAKOÇ, Ahsen DOĞANAY

Project Partners:

Emine GÜLMEZ, Gülcan APAYDIN, Gülnur KAPLAN, İ.Selin AYDOĞDU, Sultan YERLİKAYA, Zehra AKDOĞAN

Project Blog

Project Website

STEM Education vs Traditional Education

Author: Alketa Barjami

For the 2020 STEM Discovery Campaign, I organised few activities. They are listed and described below.

“STEM Education vs Traditional Education”


Type of activity or action: Training session
Date: 20/04/2020 – 24/04/2020

STEM helps to turn new ideas into better education. Timely education during PANDEMIC showed that STEM in home conditions, with the presence of the Internet, brought solutions to online education. Traditional education allows the student to receive formal education and teaches to focus on the topic in question.

Resource: SCIENTIX WEBINAR: QUIRKY IDEAS TO PIQUE AND PROMOTE STUDENT INTEREST IN STEM CLASSROOMS.

For me, it was the first time I designed and implemented a lesson plan on Scientix, but it was not difficult … I could enrich it over time. The difficulty for students was that it was the first time they used online tools to build online puzzles. We could apply it for some more projects this month because we needed to learn online more…

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