Stem NBS Competition challenge






We see that water resources are not used properly in Turkey and many countries of the world. At the same time, many countries, especially in Southern Europe, face water shortage during the warm summer months and green areas experience irrigation problems. Recovering degraded ecosystems can also benefit from water recovery. Through this course, students will learn about nature-based solutions (NBS) in general and NBS for wastewater treatment in particular. They see that not only will they remove pollutants from rainwater, but also numerous side benefits. Through the project-based learning (PBL) approach, students will prototype storage areas for stormwater harvesting.


Efficient use of rain water, revitalization of vegetation, water management, nature-based solutions, ecosystem, sustainability.

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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.

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 in a new tab)

My LS:

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

Let’s act local – Green solutions for our city

Teachers Silvana J Binova and Julijana Popovski

Sustainability is a crucial factor through which we can ensure quality and long life on our planet Earth and all its inhabitants. Therefore we must enable our students to be aware of the importance and readiness to lead societies towards sustainable development – “development which meets the needs of current generations without compromising the ability of future generations to meet their own needs” [Brundtland Report of the World the Commission on Environment and Development (1987)].
Education is one of the strongest tools fostering sustainability at the individual level and in the daily life of each and one of us. Education oriented towards sustainability topics create empowered students that will become engaged citizens and active change-makers in shaping sustainability solutions. 

The set of activities “Let’s act local – Green solutions for our city” is motivated by SDG13. The aims of activities were to introduce the students with Nature Based Solutions (NBS), to promote importance of knowledge, awareness and respect for green spaces and to analyze, plan and share the idea for implementation of a practical case in their local community. Students were motivated to be active citizens in implementing NBS in their local community. 
By different activities like solving jigsaw, watching short videos, discussion, making Mind-maps and writing essay students were motivated to understand the need to be active citizens and to start acting local. Students were challenged by facts about climate change and urbanization. They were introduced in NBS and motivated to go outside, to find critical points in their city for acting and to find and to plan appropriate green solutions for it (planting threes, green wall or vertical garden). 
The Learning Scenario for our NBS activities can be found here.

The resource Statistics in the Classroom – Sustainable Development Goals can be found here.

The activities were realized as two workshops (on 9 and 16 April) and final event (on 22 April) for promoting the outcomes, online via MS Teams. In the workshops took part students from 8th and 9th grade in our school Straso Pindzur, Karbinci – N Macedonia.

Climate change (1st workshop – 9 April 21)

The aim of the first workshop was to to raise awareness of climate change, its causes and consequences.
The workshop started with solving jigsaws. Students working in three groups, had a task to solve one of the jigsaws. After solving it, they analyzed the graphic on images and prepared short oral presentation about it.

Jigsaws – introduction to the topic Climate change
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Let’s make our school a Growing place!

This image has an empty alt attribute; its file name is pixton-class-photo-digital-mathematics-journey-1-2.png

Nature-based solutions have the potential to bring numerous benefits to a range of sustainability challenges facing cities. While contributing to economic activities and social well-being, they can help limit the effects of climate change, increase biodiversity and improve environmental quality.

For this purpose, we wanted to involve our students in green solutions at an early age. Thus, they will be familiar with the issue of green space spread and will be able to contribute to building a sustainable, healthy, and resilient city that is better adapted to climate change.

To do this, “Let’s make our school a Growing place!” We did activities in the classroom using the learning scenario. One of 15 original NBS Learning Scenarios.


School: Konya Ereğli Science and Art Center, Turkey
Participants: 8 years old – 20 students
Application: 04 – 15 April 2021
Subject Science, Art, BT, English
Subject: Green spaces and urban transformation

Integration into the curriculum:


  • To have compassionate and respectful attitudes towards the natural and social environment.
  • Observing important moments in the life of plants.

The English:

  • texts with visual support.
  • Interacting with a partner (to ask and tell).
  • Copying and writing words and simple sentences.
  • Develop a comprehensive vocabulary repertoire within context.

Art and ICT:

  • Use computers, tablets, and online tools.
  • Observe and think.
  • Create and design.
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Author : Arzu ÇALIK SEYDIM

School : Etiler Anatolian High School

Dates : 9-30 February 2021

Student Age : 15-18

As a part of STEM Discovery Campaign 2021, I implemented the learning scenario “Waste Management” with my students.

Climate change, biodiversity loss and degradation of ecosystems services are some of the biggest problems we face in the 21st century. Rising levels of greenhouse gases in the Earth’s atmosphere are causing changes in our climate. Reducing waste and recycling are real ways to help mitigate climate change. It is important to minimize waste that reduce greenhouse gases. An alternative way to do this is composting food waste. We can use compost in urban gardening. This supports sustainable life.

Because of food wastes affect our environment negatively, we need to reduce food waste, use organic wastes in the most efficient way, eliminate wastes with the right methods. For all these reasons, our aim is raising awareness of students and developing positive behaviors. We also aimed that students plan and conduct research in the field of STEM in order to develop nature-based environmental, social and economic beneficial solutions, analyze, interpret, use their Mathematical knowledge and skills for research results and apply them to create solutions. Students can take action within their daily lives to reduce food waste at school and their homes and influence their families, friends and communities to make behavioral change.

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