While technological developments are taking place rapidly in recent years, we think that STEM (science, technology, engineering, math) education should be given starting from primary school in order for students to overcome the problems they may encounter in real life. They will learn to use 21st-century skills. Our goal is to raise individuals who can deal with problems and use scientific ways.

Ages: 5-12

Duration: 7 months

Lesson Hours: 1 Lesson hour every week


By integrating STEM subjects, we encourage students to use the 5E Learning Model, Project-Based Learning, engineering designs and to work collaboratively to structure the teaching-learning process in a way that enables students to demonstrate the scientific thinking process, and to transfer knowledge to new situations. It provides benefits such as psychological vitality, superior cognitive functioning, less illness, and faster recovery after an illness in all individuals, especially in children. In fact, scientific research and design-based thinking are the basis of decision-making processes in Science, Technology, Engineering, and Mathematics. We want to prepare students for life by thinking that their learning by doing-living is permanent.

Integrating engineering and science provides opportunities for students to develop their learning and interest as they are exposed not only to science content but also to scientific research. We also want to change the idea that women are (unconsciously) incapable of science in society and eliminate the sexist approach.


Project preparation work will be done.

There will be an introductory webinar.

A pallet will be created and all partners will write their expectations about the project here.

The poster of the project will be prepared and the poster determined by the majority will be selected.

Task distribution will be made.

Creating a blog and website.

Creating a corner of curiosity in the classroom.

Classroom reading and review of Hubert Reeves’s “Oceans” and “The Jungle”


Introducing the word Science, which constitutes STEM.

Organizing science competition using Kahoot app.

Rearranging the classroom seating in accordance with the project activities. To ensure that the classroom is used as a laboratory in order to develop problem-solving skills.

Formation of student teams. Making students understand that the research process is more important than the result.

Observing animals and leaves in the natural environment. Making presentations about the observation results. Bilingual presentations will be provided for students.

Watching documentary.

Using virtual reality glasses.

Using the see, think, wonder method, students interpret pictures and create a word cloud with the mentor application.

New Year’s card preparation and correspondence of schools.


Giving information about the word Technology that makes up STEM. According to this, a lesson plan will be prepared.

Preparing and sharing the lesson plans containing coding activities without a computer. Thus, exchanging ideas. Conducting coding activities without a computer.

Finding and presenting biomimicry samples

Presentation by an expert on STEM careers.

Making various video presentations about Stem future careers for parents and students.

Making and presenting pinwheels using scientific inquiry methods


Creating a class on the platform and students completing coding games on this platform.

Preparing and using plant puzzles for students to get to know and experience nature directly.

Preparation of e-safety day events.


Observing the sky. Talking about the types of clouds they see, drawing them.

Observing how seeds grow. Growing plants.

Spacecraft design.


Earth Day events.

Making Science and Mathematics designs by using the Scamper technique.

Designing plants with origami.


Conducting a survey to evaluate the project process. Exchanging information on whether the project objectives have been achieved or not.

E-twinning day events

Creation of the project virtual exhibition

By bringing different disciplines together, to establish a connection between the information encountered in real life and the learned information and to ensure the realization of meaningful learning. By contributing to the development of STEM (science, technology, engineering, math) literacy and STEM (science, technology, engineering, math) education global entrepreneurship; to establish links between the school and the community. In addition, to enable students to make connections between the fields of science, technology, engineering, and mathematics and to apply these connections. To embody the subjects and increase the motivation of the students with the teaching that includes STEM-based activities. Students solving engineering problems in science and mathematics classes also facilitate their learning of science and mathematics.

To increase the cognitive development of children by improving their awareness, reasoning, and observational skills with nature practices. We aim to create a sense of unity and peace in children and to develop their observation skills. In this process, children’s interaction with peers and adults enriches their perceptions of objects and events in their environment, thus realizing a permanent learning process.

Project Introduction Video/Proje Tanıtım Videosu:

Our Blog

E-safety Day:

We prepared a new year calendar with the logos prepared by the project partners:

Project table:

World pi day:

We welcomed spring with our slogans:

Project Brochure/Proje Broşürü:


Project Owner:Özge SAVUNCU; Anafartalar İlkokulu; Artuklu / Türkiye

Project Owner: Silveria CONTE; San Nicola La Strada (Ce), İtalya


Suzan ÖZDEMİR; Anafartalar İlkokulu; Artuklu / Türkiye

Mehtap Gülsüm ÖZBEY; Anafartalar İlkokulu; Artuklu / Türkiye

Seda AKTAŞ; Şehit Kadir Kayveni İlkokulu; Yakutiye, Türkiye

Ebru BALCİ; Anafartalar İlkokulu; Artuklu / Türkiye

Zekiye ADIBELLİ; Anafartalar İlkokulu; Artuklu / Türkiye

Leyla DİNÇ; Anafartalar İlkokulu; Artuklu / Türkiye         

Margrit YEŞİLTEPE; İstek Özel Atanur Oğuz Okulları; Beşiktaş / Türkiye

Meral GÖKDAĞ; Anafartalar İlkokulu; Artuklu / Türkiye

Nevin AKKUŞ; Anafartalar İlkokulu; Artuklu / Türkiye    

Valeria DIANI; San Nicola La Strada (Ce), İtalya

Pina FIORE; San Nicola La Strada (Ce), İtalya      

Loredana Luisé; San Nicola La Strada (Ce), İtalya            

Brigida De SOMMA; San Nicola La Strada (Ce), İtalya    

Stefania BUONAJUTO; San Nicola La Strada (Ce), İtalya            

Maria Antonietta GRİLLO; San Nicola La Strada (Ce), İtalya       

Matilde PANARIELLO; San Nicola La Strada (Ce), İtalya

Felicia BELGİORNO ; San Nicola La Strada (Ce), İtalya  


We carried out the ‘STEM BOX’ project with 15 teachers and students from 4 countries (Turkey, Italy, Romania, Greece). In order to help our hero Asela, we tried to find a solution to a different problem in each theme.

We started with ‘wind energy’. We have prepared windmills to quench thirst. We reinforced the theme of wind by preparing weather vane and wind chimes.

Students learned how to make natural dyes for Asela, who is allergic to chemical dyes. They obtained natural dyes, dyed t-shirts and paintings from plants. Plants dyed with hapa zome, a fabric dyeing and patterning technique in Japan since ancient times. The pasta, colored with beet juice, cheered the children’s stomachs.

We obtain dyes from vegetables and fruits so that Asela can wear comfortably away from the harms of chemical products.

Creating color with fruits, vegetables and spices


  • Fruits, vegetables, spices, herbs and other natural ingredients,
  • Glass jars
  • A plastic bowl and a stone or a blender
  • Cotton cloths
  • Pan

How was it?

  1. Choose some of the foods listed above that try to cover the chromatic range you need to dye.
  2. Whisk each ingredient you choose with a mortar or add a little water and mix it with a mixer. Sometimes it is necessary to cook the material in a little water (beetroot, spinach, yellow onion peel and red onion) or finely chop (purple cabbage) before this process.
  3. Strain the resulting mixture by squeezing it thoroughly with a cotton cloth and pour the water into a clean container. In some cases (fruits) should be cooked over low heat to thicken the water a bit.

One downside: Natural colours, once prepared, should be used during the day because they change over time and can be attacked by mold.

Creating colours using spices.

Since they are already in powder form in the market, it is sufficient to dilute them with a little water until you reach the consistency you want to paint. The colours obtained in this way can be used directly in this way, you can also use the following recipes if you wish.

Figure 2.

Create watercolours


  • 1 tablespoon / ¾ cup of white vinegar,
  • 2 tablespoons / 1 cup (up to the edge) baking powder,
  • 1 tablespoon / 1 cup (up to the edge) cornstarch,
  • ¼/2 tablespoons of glycerin (pharmacies) or honey,
  • Cup,
  • Tablespoon,
  • 2 plastic egg cups or freezer,
  • Coffee spoons,
  • Natural colours made with fruits, vegetables and spices

What are you doing?

Put the baking soda in a bowl and add the vinegar little by little. The acetic acid and sodium bicarbonate it contains chemically react with each other to produce carbon dioxide (gas bubbles) that tend to rise upwards and form foam. When the latter is dissolved, mix and pour in cornstarch and glycerin (or honey), stirring all the time. Finally, pour the mixture into the egg cups or ice tray, leaving some space. Add a different color to each of the blanks (between those made according to the previous recipe with fruit, vegetables and spices, or using food coloring). Mix each watercolor thoroughly with the help of a small palette.

The color should be very intense, if not, add more dye.

Wait for the color to harden (it will take several hours).

The colors are so ready: kids can dip wet brushes into them and start painting. They can be safely stored for days.

With an emphasis on recycling, they designed their own abacus with wooden sticks, straws and beads to use in their math work. Students who built cars with plastic bottles and balloons competed among themselves, learned and had fun.

The transformation of plastic bottles into cars was amazing – YouTube

Touching on the waste of bread, the project explored how to experiment with stale bread in the kitchen with children and their families. The children, who made stale bread from embers, papara, tirit, fake trotters, pan omelette, toast, egg bread, stale bread from embers, spent time with their families in the kitchen.

In the ‘magnet’ theme; They tried to find the easiest way to collect the spilled needles on the ground. Children who learned about the magnet reinforced what they learned by doing the compass experiment and the ice rink.

Project teachers:

  • Giovanna Caruso
  • İpek Özek
  • Derya Acar
  • Pınar Özdemir
  • Neslihan Kulçak
  • Ergüzel Çiçek
  • Darin Ulakçı Altınkaynak
  • Buket Ünlü
  • Antonella De Marco
  • Gratiela Elena Antonescu
  • Maria Stavianoudaki
  • Melek Olgun
  • Milena Cadenelli
  • Münevver Tunç
  • Rabia Korkut
  • **Permission has been obtained from our parents to share photos.