8TH – 28TH APRIL 2022_Constellations game_ Lucía Villar Jiménez

Keyphrase: “Constellations Game: Etwinning Project”



The constellations board game is based on STEM and Service Learning. It is developed as an awareness campaign activity to underprivileged children. Students are the protagonists of their own process and product elaboration.

Image game box
image game box

Collaboratively, students from Turkey, Greece, Portugal, Germany and Spain have worked in mixed nationality teams. We worked through etwinning platform as teamworks to make ten constellations of the game. These ones are “Hercules, Andromeda, Orion, Draco, The Little and Big Dipper, Cepheus, Perseus, Casiopea and Pegasus”.


On the one hand, digital resources: Hearthstone, TinkerCad application.

On the other hand, electronic devices: 3D Printer, image printer, tablet, computer.

Finally, consumables: Paper, plastic, plasticine, stickers, cardboard and flourescent filament.


The creation of the game has been established in phases and groups.

1.The infant and first year primary school, students created the drafts of the constellations. They used different materials: stickers, plasticine or sugar clouds (sweets).

constellation in plasticine Constellations game etwinning
constellation in plasticine Constellations game etwinning

2. In the same way, the second- to fourth-grade students designed informative cards about constellations. They wrote in English and include the sketches made by infant and primary school pupils as princial image indeed.

Constellations game cards heartstone application  game etwinning

3. Similarly, sixth students designed starts for the constellations. In fact, they used the TINKERCAD modelling programme. Besides, they used the 3D printer to make the pieces (stars and constellations’ names).

Constellations game etwinning TINKERCAD
Constellations game etwinning TINKERCAD
Constellations game etwinning TINKERCAD

4. Next, the older pupils created a leaflet. It contains the game instructions and photos. Even, it provides information on curiosities related to the constellations.

Constellations game etwinning design

5. Finally, we designed the constellations box. In it we put the pieces of the game and share on etwinning platform too.

Constellations Game: Etwinning Project
Constellations Game: Etwinning Project

Do you want to play the constellation game? Look at this!


Therefore, the eTwinning platform is a good place to communicate with other students from Europe. Further, children can interact to create products in teams. We can speak and work with the new technologies as well as meeting together with your colleagues to debate, play and have a good time.

In fact, we had a good time!

Constellations game
Constellations game
videoconference constellations etwinning

For example, this is a video that shows how we work in teams and play together with the constellations game. A meeting with all classmates and teachers of the project.

 constelllation game etwinning

It is a good activity to practise English and learn new words. There are many advantajes that this game can provide but specially, 21St Century Skills. Besides, the game helps to win trust, learn from others, respect rules and sharing it all.

The composition of the game is also easy to do teamworks and work plan. In other words, a good distribution of the parts of the game can favour a great management of tasks and contents of Science, Maths and Technology.

Do you want to know more?

You can go our site to see the steps of our game as well. If you want to do it in class, here you have the following link.

Afterward, visit our blog to observe more details.


Pedagogical Value of this stem activity:

  1. Promotes collaboration and communication skills.
  2. Students learn by creating.
  3. Stem activities carry out experiential learning.
  4. Rises problem-solving skills.
  5. It promotes logical reasoning.
  6. Enhances the imagination and creativity.


STEM education should be worked on in our classrooms. This allows students to raise their skills in everyday life. Moreover, to communicate and collaborate in solving future problems by generating new ideas and proposals for improvement. We need a future society based on critical thinking and innovation.

Author: Lucía Villar Jiménez, eTwinning Ambassador

Project Team :

Lamia Büçra Yesil, Mª José Cayuela Torres, Maria do Rosário da Silva, Mª Dolores Chacón Blanco, Vasiliki Dogani and Seref Nur KOÇ.

Can you see? Saving our world, it’s up to you and me!

Students from Greece, Spain and Italy collaborated in the eTwinning project “Are you ready for… merry go round with a red vest?” during the school year 2021-2022. 

Inspired by the book Made on Earth of Wolfgang Korn, the students discovered the meaning of globalization and of circular economy. They realized that they can be part of the change that will better our world and make us all live together in peace.

Here you can find the activities carried out by students in order to identify actions that can promote the protection of our environment. They studied the habits of children in different parts of Europe through Statistics and they created posters to encourage good behaviors in schools, to support sustainable development.

Partners’ schools

  • Roberta Colombo, I. C. Merate, Italy
  • Margarita Dakoronia, 32nd Primary School of Piraeus, Greece
  • Despina Armenaki, 3rd Primary school of Chios Greece, Chios, Greec,me
  • Anatoli Vrocharidou, 4th Primary school of  Menemeni, Thessaloniki, Greece
  • Athanasia Glezaki, 3rd Primary School of Zakynthos, Zakyntos, Greece
  • Chrysoula Georgakopoulou, 54th Primary School of Piraeus, Greece
  • Inmaculada Mollá Todolí, CEIP El Bracal – Muro de Alcoy, Spain
  • Maria Pau Vilaplana, CEIP El Bracal – Muro de Alcoy, Spain

The activity


  • Statistics and Mathematics
  • Science and Technology
  • Social studies
  • Art
  • Native language and/or English as second language


Science and Tecnology:

  • Understand and reproduce the life cycle of products
  • Recognize the connections between human behaviour and greenhouse effect and between human behaviour and pollution
  • Know what waste is with particular regard to plastic waste

Statistics and Mathematics:

Learn to conduct investigations using the statistical inquiry cycle:

  • posing and answering questions
  • gathering, sorting, and displaying data
  • reading data from tables and charts
  • communicating findings based on the data


Use creativity and imagination to represent own ideas, thoughts and feelings through Technology and Art

Social studies:

  • Develop awareness about the impact that behaviours can have on environment
  • Promote responsible production and consumption
  • Support and promote positive social and environmental relations in schools and cities
  • Strengthen participation in community life

21St century skills

  • Sense in entrepreneurship
  • Problem solving skills
  • Communication skills 
  • Ability to work in a team and collaboration
  • Creativity

Connection to STEM careers

Employability skills developed:

  • communication:  learn to listen and to speak to each other respecting roles, turns, ideas
  • problem solving: explore complex problems by building the understanding through research and by analysing the causes and effects
  • creativity: generate new ideas by combining different concepts
  • team building: work well with others by understanding and respecting different cultures, beliefs and backgrounds; contribute to group decision making, recognizing the value of others’ ideas and contributions
  • aiming high:  work with care and attention to details and use a positive approach to new challenges

Teaching resources

Materials: PC, smart board, paper, pencils, colored pencils, felt-tip pens, cardboard

Online tools and resources:

Age of students: 7 – 11 years old


Preparation activities

At first we collected plastic and paper waste from one or more days before the start of the activities.

Afterwards we displayed it to students and asked them what would happen to all this stuff. 

At last, in a brainstorming, we asked ourselves if all this waste was good for the environment and what we could do to minimize its environmental impact.

Science activities

We introduced students to the concept of waste and pollution, greenhouse effect and life cycle of a product and we then reflected on how human behaviour can impact the environment.

We asked students to answer to questions like these ones: 

  • Are there some habits that can impact our environment?
  • In your opinion, do students have the same behaviour in all schools and in all countries?
  • Are there some actions that can help schools to become more environmentally-friendly?

statistics activities

We invited students:

  • to choose a habit that can impact the environment to investigate
  • to create questions for a survey to compare their behaviour with their European friends’ one.

We created the survey using google forms and shared it with our European mates, inviting them to answer.

Once the survey’s responses were acquired, we invited students to:

  • collect data, organize them in tables and create charts by using a tool or by hand,
  • analyze data and charts,
  • share their results with their European mates. 

We proposed  them to read the results of the other schools’ surveys.

For this task we worked with the whole class or in small groups, according to the students’ needs and possibilities.

Social studies activities

We invited students to think on how they could improve their habits to enhance a more sustainable development. Furthermore, they reflected on what they could do to share their new knowledge in their school and community.

We supported their attention and motivation using videos and songs about this topic.

Art activities

At the end we asked students to work in a team and to draw a poster with a motto to promote good habits connected with their surveys. 


We evaluated both the products and the process of the students’ learning path. To do this we payed particular attention to the outcomes of brainstorming and discussions, to the products and to the posters.

To keep students engaged in their learning process and have a formative assessment we made questions at the beginning and at the end of each lesson. We asked students to write or speak  for a few minutes about the most meaningful thing they learnt and we collected their answers. 

As a final assessment we evaluated students’ products: charts and tables, the ability to read and to connect data with real life and the Art posters.

Final products

We collected all the surveys and results in this e-book.

We created a sustainability corner in our schools.

Have a look to our virtual Art exhibition that was created in order to involve the community.

You can also play this sustainability game: by solving all the quizzes, you will earn your environmental awareness certificate.


The cooperation between teachers  was one of the main points of the project and allowed us to go on with the activities, in spite of some problems connected with the CoronaVirus emergency. 

We used several online tools and applications to facilitate collaboration and communication between students and teachers. Besides, most of the activities were implemented in class so that students were able to work collaboratively, exchange and discuss.

Teachers adapted the activities and the teaching methods to the needs of their students, with regards to their age, country and interests.

Most of the activities were implemented in English as a second language. However, given the early age of some students, teacher’s mediation was essential in many activities.

After the project, students understood that STEM subjects help in understanding real life problems. During the process they learnt that they can be an active part of the change, because they can act for a more sustainable development. This fact made them feel very proud of their work.

It was also very interesting for them to observe the questions asked by their European mates, to give their answers and to observe similarities and differences in the various types of habits.

Bring Maths and Art around Europe: the etwinning project MathArts

Students often see Maths as a boring or even scaring subject. Kids who have difficulties with this subject can benefit from creative Math activities that involve games and Art. To help them to look at Maths from different perspectives and to involve them all, from the most motivated ones to those with special educational needs or disabilities, we developed a STEM activity in which Maths, Technology and Art meet.

Schools all around Europe challenged each other in a Tangram contest. 

Students worked in pair with a mate from another country to share tangram images and they integrated them in a piece of Art.

Partners’ schools

  • L’estagnol Sainte-Eulalie – France
  • AEAP, EB1 Sarzedas – Portugal 
  • I.C. Merate (LC) – Italy
  • I.C. Villaputzu (CA) – Italy
  • Kocatepe Primary School Ankara – Türkiye

The activity


  • develop a positive attitude towards Geometry
  • gain comprehension of spatial relationships
  • understand how geometric shapes can be decomposed
  • develop spatial rotation and translation skills
  • learn the meaning of equiscomponibility
  • develop problem solving skills
  • appreciate the international dimension of STEM

Age of students

7 – 11 years old


PC or tablets, online tangram tools, physical tangram, sheets, colored pencils or felt-tip pens


We started our activity by pairing up students.

In each team, the students realized a drawing using a Tangram online tool and shared it with their mates. 

Their coworkers reproduced the drawing using a physical tangram made either by wood, cardboard, plastic or paper. They also added a handmade drawing as a background, therefore creating a suitable landscape for the Tangram image.

At the end, everyone could see that their virtual work became a physical piece of Art in another school.

final products

We collected all the drawings in a collaborative e-book.

Have also a look to our a virtual Art exhibition.


Art activities combined with Geometry have significantly contributed to developing the students’ creativity and imagination and brought them closer to Mathematics in a playful and fun way.

The possibility to work in a team with students from other countries kept their motivation high and, consequentially, they developed the ability to work in a team.

Combining work using technological tools with manual Art activities represented a further stimulus to involve the students, encouraging them to work to the best of their ability. 

S.T.E.A.M. For Happy World “Power sources-Motion / Robots”

Problem situation: The world is getting more and more crowded and there are many things people have to do.
they have responsibilities. Cooking, cleaning the house, etc. Guys do you know electricity
Before the broom was invented, cleaning was done with a grass broom. To make our life easier
Scientists have developed some machines. For example, vacuum cleaner. vacuum cleaner
Manpower was needed to use it. Then the scientists thought a little more,
They worked and began to design these tools in such a way that they could do the job on their own. Electricity
they made robot vacuums that are more capable than their vacuum cleaners. Well guys, we people’s lives
How can we make robots to make it easier?
The teacher brings a toy robot to the class to attract the attention of the students. robot toy
and students are made to observe. Meanwhile, the teacher asks some questions.
➢ Where have you seen a robot before?
➢ Who makes the robots?
➢ What movements can robots make?
➢ What do robots do?
➢ Where are robots used? etc.”
After listening to the answers, educational films about robots are watched.

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Activity Type: Mother Tongue, Drama and Music Activities (Integrated large and small group
Learning process
• The teacher reads a story about robots to the children.
• After the story, the teacher asks the children about the differences between robots and humans.
“Robots do not work according to their own will, but according to our programming.”
He says they will play a game and asks the children to stand up.
—Now I’m going to push your button and turn it on, and then smack the children’s noses one by one.
touches. Children move around the classroom with free movements.
The teacher then:
—Squat, walk slowly/fast, scratch your head, run, raise your arm, jump, somersault, etc. movement
gives instructions.
—Aaaah, you’re getting loud voices, what do you need? he asks the children
As for the “oil” response:
—Then I’ll lubricate you immediately, he says, and touches the children’s ears.
—Getting oily cheered up my robots, how nice! says.
—Now you’re out of energy, you stop, it’s said, and they ask the kids what they need for energy.
is asked. After the answers received, the energy they want is given. The battery is inserted/plugged in. To robots
new commands are given one by one this time.
—You be the robot picking up the fallen toys, I press your button.
—You, be the robot that fixes the puppet corner, routine chores in the classroom to every kid like I’m making you work
assigned a task.
—Now pair up. Let one of you be the robot and the other the owner of the robot, they are called and they play for a while.
Then they sit on the floor, explaining the roles they take in the play.
• Then the music activity is started. Children sing lyrics and robots with musical accompaniment.
repeats his movements. (robot and motion themed sample songs)

Ece Şirin-Dr.Ufuk Ege Kindergarten/Turkey (Our trip to Feza Gürsey Science Center on Electricity) – YouTube

• Do people have the freedom to choose about their own behavior?
• When you became a robot, did you act according to my wishes or according to your own will?
• What movements did you have difficulty with while playing the robot role?
• Which part of the song and which movement did you like the most in the music event?
• If you were designing a robot, what movements would you make it do?
Activity: Moving Pencil Experiment (Science Activity)
Materials: 1 balloon, 1 pencil, 1 full water bottle
Learning Process: First of all, the teacher tells the children the name of the experiment they will do and
introduces the materials they will use in the experiment. Then tell them how to do the experiment.
starts. First he puts the pencil on the bottle of water. Then the balloon is inflated and pen
It is brought closer to the right and it is ensured that the children observe the movement. All children’s experience
are given the opportunity to do so. Next, they are asked what makes the pen move.
Emphasizing the subject of electrification, it is said that the pen can be moved by electrification.
It is noted that objects can be moved with different tools and resources.

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Event: Two-Dimensional Art Event
Materials: Crayons, colored paper, scissors, cardboard and glue.
Preparation: A worksheet consisting of robot parts is distributed to students. parts of the robot
They are asked to decorate with materials such as crayons or colored paper. Then the pieces
cut with scissors. The robot is created by sticking it on another cardboard. A name for every kid robot
puts it on and introduces it to his friends. At the last stage, the names of the students are written and their products are placed on the board.
hangs. (This activity is a free-cut geometric figure without the worksheet.
It can also be prepared by combining.)
Activity 1: Making a 3D Robot (Small Group Art Activity)

Purpose: Creating original products (prototypes) suitable for the given problem situation

  1. Investigation of the characteristics of robots
  2. Drawing robot designs.
  3. Making the robot.
  4. Introduction of robots
    Required materials:
  5. Cartons, boxes, rolls, bottles, etc. waste
  6. Button for eye etc. residual materials
  7. Adhesive
  8. Scissors

Problem situation: If you were an engineer, it would help people, make their job easier
How can we design a robot?
• First of all, the problem situation is given to the students and the ideas of the children are given by brainstorming.
is taken. Then, worksheets are distributed to students to design their own robots.
They draw the robot of their dreams. The teacher asked the students, “What can your robot do? Which
made up of parts? What moves can he make?” in students’ drawings with questions such as
movement, usage area etc. guides them to add features. Then the class goes into groups of four.
are separated.
• At the last stage, the groups are given residual materials and the three-dimensional robot making activity begins.
• Each group shares their product with their teacher and friends and examines the different designs.
seizes the opportunity. The contribution of the robots they designed to the solution of the problem was discussed.
The similarities/differences between the designs are examined. The aim here is that the student does what he or she does.
It is to provide peer learning by comparing with others.
Additional Activities: (Reading-Writing Preparation Activities)
Purpose: Creating original products (prototypes) suitable for the given problem situation

  1. Investigation of the characteristics of robots
  2. Drawing robot designs.
  3. Making the robot.
  4. Introduction of robots
    Required materials:
  5. Cartons, boxes, rolls, bottles, etc. waste
  6. Button for eye etc. residual materials
  7. Adhesive
  8. Scissors
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    Engineering Integration
    • At this stage, the teacher asked the students, “How can we move the robots?” question
    asks. After receiving the answers of the students, the students were educated about robotic coding.
    video is played. (robotic coding)
    • Then it shows the movement chart below and the moves in this chart first
    with their bodies; then play dough, lego, stick, rope, etc. asks them to create with tools.
    Activity: Making a Somersault Robot with Simple Tools (Large Group Event)
    Materials: 1 gearmotor, 4 ice cream sticks, 6 mm copper cable, 1.5 mm
    copper table, 2 leds, 1 mini switch, 3v coin battery 2032, 1 pen battery
    • It is stated that scientists have created new robots that are very similar to human movements.
    and the video is watched. Previous
    The importance of the concept of movement by associating it with the concepts of movement taught in the lessons
    is talked about.
    • The materials are introduced one by one and the children are examined.
    • Then, the materials were combined with the help of a teacher or an adult, and the children’s
    They are allowed to operate the robot and make observations.
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Mathematics Integration
At this stage, teaching students rhythmic counting, geometric shapes and addition
is targeted.
In the first activity below, students’ rhythmic counting skills up to 7 and the number of robots
They are asked to draw the geometric shape (circle) on the part in the space. In the activity on the left
The concepts related to the collection process are included.

Author: Gülsüm Atile Scientix Ambassador

Project Team :

Barbara Trivelli ,Ece Şirin , Şerife Uysal Demet Karakaya, Ayça Demir, Neşe Yağcı , Kıymet Yalçın, Fazilet İ. Ketboğa , Şeyma Tan, Apostolia Beka , Krista Rakallidou, Ausenda Silva ,Joana Leitao,Stanislawa Stepien .