Logo of the task keyrings for animals.


Keyrings for the aimal protector is a STEM task. It is a task of an eTwinning project.


The eTwinning project is called “social revolution“. The collaborators on the project are from Spain, Turkey, Germany, Greece and Portugal.

My name is María José Cayuela.  I am a primary teacher. And I work in CEIP Ciudad de Ceuta. My students are in  the first grade of  Primary.

This task took place in March and in April.  Here you are a page of the eTwinning platform. There, you can find the planning and organization of the task and some evidence of the result.


The task is an awareness campaing. It consist on creating keyrings. Students donate them to animal associations. And finally, associations can sell them to collect money. The money is to help animals to fight for their rights.



First, students draw animals and design them. Secondly, they design them using a a digital tool. It is called “tinkercard“. Thirdly, they print the result using a 3d printer. 


After that, they design the package using a digital tool. It is called “geogebra“.

Finally, they create  a sale catalog. They use a digital tool called canvas. It contains information about the keyrings in stock. The catalog also includes photograph of the keyrings and drawings of animals.


Students used material such as: 3D printer, a camera, 3D printer filaments of different colours, computer, internet conextion. They also use drawing materials, cardboard, paper to print.


The final product has been created in a collaborative way.

This task is multidisciplinary. Above all, it promotes STEAM areas.  It is inclusive and include social values. And very important, it integrates key competences and XXI century skills. 


Students work online. In other words, they used digital tools eTwinning platform offers. They used digital tools to collaborate, communicate, interact and share ideas.

The school community and members of the animal association  can follow the work process and the results. That is because they can visit the eTwinning platform.

Members of the association for the protection of animals collaborate  on this task. Experts communicate with us through videoconference, for instance.

Moreover, families also collaborate. They sell the keyrings to collect money. Then, they donate it.


Other teachers should use this or similar methods with their students. As well as STEM approach. There are many reasons.

This approach combines classroom work with real life experience. In other words, students serve the community. Therefore, they are more motivated  to create for a real reason. And as a result, they are motivated to learn and work. On the other hand, students develop key competences and XXI century skills, in other words, they increase creativity, computational thinking and problem solving.  They learn to collaborate. And they improve their communicative and digital competences, digital competnece, among others.

The task is integrated in Primary Curriculum. It involves different areas, such as Science, Math, Spanish and English. It also includes cross curricular contents. The most important are social values such as emphaty, solidarity, help, respect, tolerance, equalty, love for animals. It promotes Science, Tecnology, Engineering, Art and Math.

The water bridge of tolerance

Nicoleta Livia Barbu

Key words: STEM, Tolerance, Water, Pollution, Awareness

Activity duration: 04-08.04.2022 (5 days)


The topic of marine animals and water pollution provides students with knowledge and real-life problems for them to experience, discover, explore. It also puts an accent on tolerance and its close values towards a sustainable, clean environment.

Topics: Water animals, Water pollution, Tolerance & values, Protection of natural environment


By the end of this Learning Scenario, students will be able to identify forms of marine animals, to explain water pollution. Students will be able to link tolerance and values with protection of surrounding environment.

Teaching materials necessary:

  • Communication & Literacy: “The bridge – a story about tolerance”, different images
  • Science: microscope, glass recipients, magnifying glasses, salt, pepper, oil, paint, seashells, sea star
  • Technology: laptop with microphone and camera, papers and pencils, printed Quiver sheets, tablet or smartphone
  • Social Studies: “The hedgehog story”, A2 white cardboard, paint of different colors, little cardboard stars
  • Art: “The Little Mermaid” fairy tale, printed coloring sheets with different types of fish, colored pencils, scissors, glue, blue A4 cardboard
  • Free Play: selected images, pictures, books, encyclopedias, coloured pencils, colouring sheets,microscope, recipients in different shapes and colours, magnifying glasses, seashells, sea star, pencils, papers, colouring books, different construction sets, electric fishing game, magnetic fishing game.

I used the following resources:

When eTwinning & Scientix are friends…

The activities designed and implemented in this Learning Scenario are part of the eTwinning Project S.E.C.H. Sustainable Education and Cultural Heritage.

The most important step in the implementation of the Learning Scenario was to design the activities. So I started from a set of driving questions that triggers curiosity and a sense of purpose to the students while at the same time enhance their focus in the process of learning.

I encouraged my students to take decisions, think unconventional solutions and collaborate. Instead of being afraid of making mistakes, they were motivated to take the lead, share and exchange knowledge and ideas with their peers while I was a supporter and a facilitator.

I designed and planned the Learning Scenario and together with my students. We created a schedule, selected activities, explained the working process and decided the final output and the evaluation criteria.

The activities provided within the Learning Scenario contribute to the development of students’ mind and allow students to be involved and make a difference.

The Learning Scenario’s topics allowed students to develop the 21st century skills. All students benefit from the knowledge and learning in a more attractive way.

When learning never stops…

A variety of pedagogical methods were used to engage students into learning. Observation, conversation, brainstorming were great ways to discover and explore the new topics. The activities were student-centered, were interesting and fun. Learning became more attractive, students developed imagination, creativity and raised their self-confidence. The activities offered learning support by allowing students to become scientists, researchers, artists.

The visit to the Science Museum was a great way to actually see for real what we discussed inside the classroom. They were really curious and asked the museum curator a lot of questions. Museum curator was astonished by the multitude of information the students acquired so far.

Link to Learning Scenario:

Link to photo presentation of the implemented activities:

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

Step by Step to Solution with STEM


As part of the 2022 STEM Discovery Campaign, an eTwinning STEM project was planned using the “A Drop of Water Makes a Difference” learning scenario at the Scientix Resource Repository. The project was carried out under the name “Step by Step to Solution with STEM”. The project involved 13 teachers and 250 students from four different countries: Turkey, Italy, Portugal, and Poland.

Schools: Konya Ereğli Science And Art Center, Konya Ereğli Dumlupınar Scondary School, Konya Feriha Ferhat Koyuncuoglu Scondary School, Genova (GE), İtalyaICS Pra’ di Genova, Szkoła Podstawowa nr 1 im. Janusza Korczaka w Szprotawie Polonya, Alpaslan Ali Can Science And Art Center, Manisa Soma Science And Art Center, Agrupamento Escolas António Alves Amorim, Konya Akşehir Science And Art Center, Antalya Science And Art Center

Age students 10-11 years

Dates:1st of February 2021 – 25th of April 2021

Our Main Resource:A Drop of Water Makes a Difference

Our goals

Awareness among students about the problem of water scarcity and pollution in the world create.

  1. Developing 21st century skills such as global awareness, environmental literacy, creativity and innovation, critical thinking and problem solving, collaboration, knowledge and ICT literacy, citizenship and different thinking
  2. To encourage children in their active online participation
  3. To strengthen their active participation through the assumption of roles
  4. Developing your imagination
  5. To observe them, to try them, to draw conclusions, to invent, to make constructions, to make contact with art, to present their work.
  6. To manage to cooperate with the rest members of the group 


Activities Time
Citizenship40 + 40
Natural Science40 + 40 + 40 + 40
Mathematics40 + 40
Music40 + 40
Designing and Prototypeing40 + 40
STEM Career Interviews: Architect40
Collaborative Studies40 + 40


First, our students and teachers introduced themselves to other partners. Afterwards, our students made logo and poster designs of our project. Afterwards, the students determined the logo and poster of our project with the survey. At the next stage, each team identified the “real-life problem” that it wanted to work on. We referred these issues to the survey. The students cast their votes. After all, “Water is very important for life. However, the earth’s water is gradually running low and polluting. Let’s find a solution to the water shortage.”

Citizenship (Brainstorming, discussion and preparation)

The students discussed the following questions with their teachers:

• How do you use water at home? At school?

• Give examples from your daily life: where do you
think you are wasting water?

• Do you think there is enough water for everyone? How can we stop waste?

• Do you think water will end?

Students were asked to discover some information about water using an inverted classroom. The students presented the information they discovered using the “Canva” tool. And they uploaded these presentations to the eTwinning common area. In addition, they watched other presentations that were there.

Natural Science (Watch, discuss and build)

After watching the relevant videos, students were asked to think about reducing water consumption and waste, reusing water, recycling it and using alternative sources (Videos are here: Part 1, Part 2). Students were then asked to think about the following questions and create a Mind Map.

  • Is water important for living beings? Why?
  • Do we consume a lot of water?
  • What can we do, in our daily lives, to reduce water consumption?
  • How can we ensure the sustainability of water?

Students used “popplet” for the Mind Map. In addition, schools collaborated on this event, and each team added a section to the map.

Then they designed an experiment that showed that water evaporates when heated and intensifies when cooled. They shared it with friends in the common area. In this experiment, they understood the “water cycle” in nature. They worked with the “Science” teacher at this event. The event continued both at school and at home.

Ebrarsu_ Buharlaşma ve yoğuşma – YouTube

They designed and built a water filtration device using materials commonly found in the next activity. They measured the effectiveness of the filtration device using pH measurement methods.

A selection of images from project practice

They then measured the ph value of water and different liquids. They used a “phet simulation” for this.

A selection of images from project practice

Then they played Kahoot about the Water Cycle. This event was very exciting and fun for them.

A selection of images from project practice

Mathematics (Water Statistics in your school)

In this course, students read and wrote statistics on water addiction. They searched for information on various websites like this (here). Then they checked their water footprints. Then they made a poster using the results. They commented on the “Water Footprint Results” on the poster.

A selection of images from project practice
A selection of images from project practice

Our students created and conducted a questionnaire to understand the truth about the use of water in our school community. The Survey is here. They then created a poster with graphic information about the collected data.

A selection of images from project practice
A selection of images from project practice

They watched videos of water recirculation on the ISS. Video 1, Video 2

The students then prepared puzzles on the “conscious use of water”. They used “” and “” for this event.

Art (Creative activity)

In this lesson, they learned how to create colors that differ from the main colors, and
They watched the videos (Video 1, Video 2). Phet practiced with the “Color Vision” simulation. They determined what color the person would see for various combinations of red, green and blue light. They defined the color of the light, which can pass through different colored filters.

Color after students watch videos they worked together to create a poster of the series. They described the “Water Cycle” on the poster. For this they used colored crayons and cardboard.

A selection of images from project practice

The students decided to work together for “World Water Day”. And they created a calendar. Every school team designed a month. In the design, they created “a picture and slogan on the water problem”. They worked collaboratively using the Canva tool. They finally created the 2022 Calendar. The calendar is here.

Music (Musical Water)

In this course, they collaborated with our school’s music teacher. We asked the students to find the water content needed for each glass to make a different sound.
Ingredients: Cups of the same size, water, food dye, spoon or stick

Then they filled the glasses with different levels of water. They added food dye to further distinguish them. In this way, they created a “Water Xysytophone”. When it was over, they took a metal rod and slowly hit the glasses. They finally created a melody. The music teacher accompanied them using the piano.

Designing and Prototyping

In the first lesson, all the students made designs that they thought would solve the water problem. For this, some students used paper and crayons. Some students chose to design with the “tinkercad” program. At the end of the first lesson, they presented their designs to their friends. Together they decided on the best solution.

In lesson 2, they all built a prototype of a building that harvested rain. They also wanted to add wind roses to their building. They installed an electrical circuit inside the building. At the end of the lesson, they discussed the good and the bad of the prototype. They decided on aspects that needed to be improved.

STEM Career Interviews: Architect

In the next lesson, they met with the architect. The meeting was held online. How did he become an architect? What do architects do? they asked questions like. Later, they contacted our project. How do you design to make sustainable buildings? What materials do you use? What do you pay attention to regarding the use of water? They tried to understand the profession with questions like.

In the next lessons,

the Students did studies to tell people the truth about “water scarcity and water pollution” and to raise awareness about them.

Groups of 13 teachers and their teams created an “e-book”. They named the book “Adriana and Carlos In Search of Clean Water.” Here’s the ebook.

Then they created a “Public Spotlight”

They made a video message. This event was held in collaboration with all teams. The video discussed “we are running low on water, we are getting dirty”, “the future is in danger”, “what should we do about it for a better future”. And he gave me messages. This study was done with “canva”. Each team edited its own page. Here’s the “Public Spotlight

Then the students designed a game for their peers using “Scratch”. The game moved with the slogan “Clean the Seas”. In this study, the teams worked collaboratively. Students were divided into mixed school teams. Each team was guided by a teacher. The IT teacher also supported the teams. The study took place online. Because each team had students from all four countries. The teams improved the next stage of the game. Finally, this game came about.

A selection of images from project practice

They planted trees at the last event. We wanted to collaborate with local governments for this event. That’s why we had help from the mayor of the city where we live. The mayor helped us with everything. He’s prepared the area where we’re going to plant trees. He dug holes. He brought the saplings ashore. They even took our students to the field by bus and also provided food and drink.

The event was attended by 90 students, 5 teachers, parents and municipal employees. Each student also planted at least 15 trees. In the end, 1,000 trees were planted that day.


Our students were very excited and curious during the project activities. They were given the opportunity to observe and experiment, draw conclusions, invent and take care of art. Critical thinking, creativity, problem solving and collaboration skills have improved. The students were actively involved in the project. On the other hand, intercultural interaction was provided as well as environmental literacy. And most importantly, awareness of water scarcity and pollution has increased.
In addition, the families followed the project with interest. They even said their monthly water bills were down. The students left to discuss another project.


We Make Our Own Recycled Paper

Factors such as increasing environmental degradation, population growth, production and consumption activities, and deforestation in recent years have brought global climate change to the agenda of the whole world. In order to limit global climate change, the idea of sustainable development has been put forward. With sustainable development , it is aimed to use the current resources of the world by taking into account the needs of future generations and to ensure the sustainability of life on earth. One of the fields that will contribute to sustainable development is recycling. Recycling reduces the use of natural resources and saves energy. In this activity, it is aimed that students distinguish recyclable materials, realize the environmental and economic benefits of recycling, and develop critical thinking, analytical thinking and problem solving skills. The starting point of our activity is to raise awareness so that students throw their papers in the recycling bins instead of throwing them away at school . For this purpose, the students collected their own waste paper and recycled paper was made in the laboratory.

Duration: 120 minutes

Age: 13-14 years

Lesson Event

At the beginning of the lesson, the students were shown the recycling symbol via the smart board, and their attention was drawn to the subject by asking what this symbol means. Students have previously used this symbol in textbooks, internet, TV, newspaper, magazine, etc. they easily answered “recycle” as you might have seen it in the sources. Short-term brainstorming was done by asking the students on which products this symbol is used and why it is important.

A classroom discussion was held by asking the students about the environmental benefits of recycling. The discussion then continued about the economic benefits of recycling.

  • air pollution at the rate of 74-94%
  • water pollution at the rate of 35%
  • water use is 45%

They were reminded of the information that 1 ton of waste paper prevents 17 trees from being cut down.

At this stage, the students were asked how the paper recycling process could be simple. We focused on what stages the paper goes through during recycling. A classroom discussion was held about how we can make our own paper from used waste paper. Then, together with the students, we moved on to the paper making activity, which was prepared one day in advance.



  • Wooden frame (an old photo frame)
  • A net with fine holes (insect screen)
  • Large basin
  • Blender
  • Sponge
  • Cloth (an old towel)

Preliminary Preparation of the Event:

One week before this lesson, students are given home-use tests, homework, etc. I told them to bring the photocopy papers to school. The day before the lesson, we cut the used papers into small pieces with the students and put them in a bucket full of water and wet them. This process allowed the papers to soak in water for a day and soften.

Making the Activity:

1. We stretched and glued the fine mesh wire inside the photo frame.

2. We shredded the pieces of paper we had soaked the day before with a blender and turned them into pulp.

3. We mixed the pulp by throwing it into a basin full of water.

4. We dipped the wire frame into the pulp bowl and let the pulp accumulate on the frame.

5. We took the frame out of the basin and kept it on an old towel.

6. We pressed a sponge on the frame so that it absorbed the excess water in the dough.

7. We let our paper dry for two days, then our recycled paper was ready.

Image 1
Image 2
Image 3
Image 4
Image 5
Image 6
Image 7


The students were asked how the properties of recycled papers such as durability, flexibility, writing and drawing are like. At this stage, I asked the students to examine the paper. It was reminded that the recycling process of paper in paper recycling factories is similar to the experiment. Students are made to realize that waste paper is not garbage, but is a raw material for making new paper. Awareness is created by asking students how much waste paper is thrown into the paper collection boxes at school and how much is thrown into the trash cans.