This year, the students of the 4th grade of the elementary school Hugo Badalić from Slavonski Brod, Croatia will join the STEM Discovery Campaign 2022. with the topic Not every water is H2O. In the conducted activities, the students used the skills of observation, measurement, observation, graphical presentation of data, inferences, and the activities marked the World Water Day.
At the beginning, the students answered the questions What does water look like? What shape is water? What does water smell like? What does water taste like? What is water for? How important is water to us? What do we use water for? What would happen if we didn’t have water? They repeated the acquired knowledge about water circulation in nature.
In the first activity, students learned that there is 71% water on Earth and the rest is land. They showed this percentage by filling the squares with color (blue percentage of water, and brown land). They found out that out of this 71% of the water surface, as much as 97% is salt water, and only 3% is fresh water, and they showed that ratio by filling in the squares.
In the next activity, they researched on the Internet that the human body contains as much as 70% water, and they also showed that percentage graphically by filling that percentage of the body with color.
The students listed which animals live in water (fresh or salty) and made a graphic presentation of the number of animals shown on a piece of paper.
We also mentioned the beaver which also lives in the water. On the CodeMonkey programming platform, students helped the cheerful beaver with sequence, branching, and repetition commands to complete the dam and make cocktails for his friends.
For the Running Water activity, we prepared six glass cups, different food colors, paper towels and, of course, water. The students filled three glasses to half full with water and added 5 drops of food coloring. They arranged the glasses in a circle so that every other glass was empty. They took a paper towel and folded it into strips and placed it over the edges of the cups. The water slowly moves towards the paper towel through a process known as capillary action. The paper towel is made of fibers and water can travel through the gaps in the fibers. These voids act like capillary tubes, pulling water upward. Students compared this process to watering a plant, where water travels from the root of the plant to the leaves at the top of the plant or tree.
For the Colorful Rain in a Glass activity, we prepared a larger glass cup, an oil cup, edible oil, food coloring and water. The students filled a larger glass with water up to 3/4. They carefully poured the oil into another glass to a height of about 2 cm, and then carefully added food coloring of different colors to the oil. With the help of a wooden stick, they broke the food coloring into small drops. Oil and drops of food coloring were poured into another glass and they were surprised by the result of the experiment. They noticed that water and oil did not mix, and that drops of paint fell slowly, like colorful rain, to the bottom of the glass. They learned that water, although they claimed otherwise at the beginning of the experiment, has a higher density than oil.
For the activity Melt, don’t melt! we prepared six glasses and sugar, salt, pebbles, soap, paper, eraser, and of course, water. The students added 100 ml of water to each glass, and sugar to the first glass, salt to the second, a piece of paper to the third, a pebble to the fourth, soap and a rubber to the fifth. After that, they observed what of the above dissolves in water and what does not.
For Hot or Cold activity! we prepared water, four glass cups, different food colors, a kettle. The students filled four glasses: one glass to the top with cold water, one glass to half cold and half hot water, one glass up to a quarter with cold water and three quarters with hot water and one glass to the top with hot water. Add a few drops of food coloring to all the glasses and watch what happens in the glasses. They concluded that the paint dissolves faster in hot water and became acquainted with the concept of diffusion, ie spontaneous mixing of substances with their environment.
XIAOYI
For activity Thicker than you think! we prepared a larger glass, edible oil, water and honey. The students filled a glass with one third of honey, one third of water and one third of oil. They observed how three layers were formed, depending on the density. On the Internet, they found that the density of a physical quantity is characteristic of each substance and is equal to the quotient of the mass and volume of that substance.
The students enjoyed today’s activities and learned something new about water that they did not know until now. The activities of the international eTwinning project Full STEAM ahead were also carried out.
If you could build a House of Tomorrow, what would it look like?
House of Tomorrow is a learning activity which challenges the students to imagine themselves living in the future and solving real life problems. The adventure starts as a role-play. The houses of Today Village are in danger due to severe storms and floods caused by climate change. The children of Tomorrow Village are worried and decide to help their neighbours by building strong, resistant houses. Next, the learning activity moves in real time. The students identify signs of climate change in the local environment. They use Minecraft to design eco-houses, Houses of Tomorrow, for their local community. The designs are used in an online awareness campaign to encourage a sustainable lifestyle.
During the learning activity the students make connections between the causes and effects of climate change. They work in teams to resolve a real-life problem by designing eco-houses to sustain life in healthy environments. The activities gave the children the opportunity to act like young engineers, investigate the real world, resolve problems, and learn, at the same time, about climate change and sustainability.
This learning activity is a result of the Terra Mission MOOC. I very much appreciate the Terra Mission teaching and learning resources. The lesson on climate change displayed by Gynzy platform is relevant and corresponds to students’ interests and curiosity. There is a strong focus on learning by doing activities which stimulates communication, collaboration, creativity, and critical thinking.
With the Stem approach aimed within the scope of the Green Stem eTwinning Project, planned at the end of the discovery learning process; “*Develops prototypes as part of a circular design process. *Develops strategies that leverage technology to achieve personal learning goals. It is aimed that students create a product by using the “clock, compass and electrical circuit” activities and the process cycle of imagination and design. It is our basic approach to train individuals who have developed the knowledge and skills acquired at the end of this learning process, and students who have developed transfer skills, who design and produce, who are sensitive to the environment and the world they live in, who can design their own future, who can work in teams, who offer solutions and produce.
Source: Gülsüm Atile
Problem Statement: How do we understand the passage of time? How do we find our direction. How does a light bulb light? What is the name of the insect that gives natural chic? What do we invent by looking at this insect? Description:
Students are asked to bring their broken watches from home. Clocks are removed and put back on. Clock is a tool for measuring time. It allows to measure the difference between two different times within the scales created by humans. The angles between the digits of the clock are 30 degrees. The clock is considered one of the most important inventions in the world. There are many types of watches. Clocks that we hang on the walls and wear on our wrists accompany us in a large area of our lives. The watch, which we can follow the time, also has an adventure of invention. So, who found the clock? Who invented the clock? When was the clock discovered? The clock was first used in Egypt around 4000 BC. The Egyptians discovered that the Sun rises and sets in a certain order every day. Taking advantage of this, they succeeded in inventing the sundial. In this type of clock, the hour was calculated by looking at the shadow length formed by an upright object according to the angle of incidence of the Sun. However, the sundial was lacking. He could not work at night because there was no sun. Thereupon, the Ancient Egyptians invented the hourglass and the water clock.
The date 1524 went down in history as the first date in which wind-up watches were made. German locksmith Peter Henlien produced the first known wind-up watch in history.
In the 1550s, the number of mechanical watches in the world had increased greatly, and the winding watches were replaced by mechanical watches.
Most of the watches produced were of German and French production. In 1575, Swedish and English manufacturers appeared. But at that time, watches were seen as an accessory tool.
In other words, watches were a fashion attempt, apart from the development of the watch literally.
Changes after 1600 did not essentially change this view of fashion and accessories. Now watches were seen as pure jewelery and were worth jewellery.
The first pendulum clock was produced in 1656.
In 1704, a manufacturer named Dullier tried to replace some of the brass pieces with jewellery.
The pendulum clock made by George Graham in 1721 broke new ground with its punctuality. This pendulum clock was only running 1 second a day.
The watch made by John Harrison in 1761 was the one with the lowest strabismus rate among watches made up to that time. Just 0.02 seconds per day was a surprise, the maker of this watch, John Harrison, was awarded the prize money. The prize was worth $10 million.
In 1800, a pocket chronometer was made for the first time, meaning the second was pocketed for the first time.
In 1850, a large-scale watch factory was opened for the first time in America, and mass production began for the first time.
In 1952, the first battery-powered watches began to be produced, working with batteries “miraculously” and reaching the durability and precision that no winding watch could match.
In 1970, the first electronic clocks in history began to appear in the markets.
Source: Gülsüm Atile / Permission from parents given to Gülsüm AtileSource: Gülsüm Atile / Permission from parents given to Gülsüm AtileSource: Gülsüm Atile / Permission from parents given to Gülsüm AtileSource: Gülsüm Atile
Source: Gülsüm Atile / Permission from parents given to Gülsüm Atile
DISCOVER: Compass
A device used primarily in transportation and land surveying, to determine directions on Earth.
Compasses; They work magnetically or gyroscopically or with the principles of determining direction relative to a star. The oldest type of compass is the magnetic compass that shows the directions according to the Earth’s magnetic field, and the word compass is often used synonymously with the magnetic compass.
The magnetic compass is a magnetized needle that is used to observe the direction of the earth’s magnetic field and helps to find a position by taking bearings. It is contained in a box made of a non-magnetic material.
Other measuring devices, the basic organ of which consists of a movable magnet, are also referred to by this name.
Compass has been translated into Turkish from bussola which is an Italian word .
The working principle of the compass: The compass needle, which is the most important part of the magnetic compass and is in a magnetic field, is mounted on the compass body so that it can move freely.
When the compass needle is released, it always points in the same direction. The pointing of the needle in the same direction is due to the fact that there is a force on earth that pulls the needle. The earth is like a gigantic magnet with one end to the north and the other to the south. The magnetism of the earth causes the compass needle to rotate towards the magnetic north (the north pole of the magnetic field).
The first compasses were produced using magnet stone. First, the sailors; When they placed a small piece of magnet stone on a litter and dropped it into the water, they discovered that the litter aligns with the Earth’s magnetic field lines and one end points to the Pole Star.
This discovery was immediately followed by a second one. An iron or steel needle, which was brought into contact with the magnet stone for a long time, was also aligned in the north-south direction.
The compass was probably discovered separately by Chinese and European sailors in the 12th century.
According to another theory, it was first discovered by the Chinese and reached European civilization through the Arabs.[citation needed]
The first mention of the compass in France began in 1200. This was followed by England in 1207 and Iceland in 1213. Back then, the compass had a primitive structure.
The first important development was Pierre de Maricourt (1269). After threading the needle into a mile, he placed it inside a graduated box with one side transparent.
ART ACTIVITY: Pictures of clock types are now complemented by materials.
COMPASS ART ACTIVITY AND NATURAL LIGHTING FIREFLY COLORING
Source: Gülsüm AtileSource: Gülsüm Atile / Permission from parents given to Gülsüm Atile
DEEPENING: Engineering Integration:
HOW TO MAKE A SIMPLE ELECTRICAL CIRCUIT.
OBJECTIVE OF THE EXPERIMENT:
Using switch, generator, and socket to make circuits and recognize the three elements that must be present in an electrical circuit. Making open circuit and closed circuit according to the switch state.
PREPARATORY QUESTIONS:
1-How can we create a simple electrical circuit? What elements are in an electric circuit? Discuss.
2-How to create series and parallel circuits in an electrical circuit? Please search.
3-What do you understand when you say open circuit and closed circuit? Discuss.
TOOLS AND TOOLS USED:
1.power supply
2nd socket (with lamp)
3rd key
4.connection cable
EXPERIMENTAL PROCEDURE:
1-Plug a connection cable to the ( + ) and ( – ) poles of the power supply.
2-Connect one end of the connection cable to the switch and the other end to the light bulb.
3-When the key is in the on position, turn on the power supply by bringing it to 3-4.5 volts.
4- Observe that the bulb does not light when the key is in the open position.
5-This time, turn off the switch, complete the circuit and observe that the bulb is lit.
EXPERIMENT RESULT:
Circuit with no current is called “open circuit”, circuit with current is called “closed circuit”.
THEORETICAL INFORMATION:
The uninterrupted conductive path that provides the movement of electric charges from one end of the generator to the other is called an “electrical circuit”. The direction of the current in an electrical circuit is from the (+) pole to the (-) pole.
Mathematics Integration:
Placing the numbers of the clock correctly. Placing the directions of the compass correctly. Placing the materials correctly in a simple electrical circuit.
The project-based learning method is applied by using the learning-by-doing method.
EVALUATION :Attributes
Yes
No
Undecided
Engineering:How many batteries did you put in the electrical circuit?
Measuring: Does the bulb turn on when the switch is opened in the electrical circuit?
Time: When the switch in the electrical circuit is closed, the bulb goes out.
Was it fun to build the electrics?
Do you want to do the same activity again?
Can we find our way when we lose our way?
We find our way with the compass.
Does the clock show the time?
Did you like the activities?
Author : Scientix Ambassador Gülsüm Atile Hakkı Tatoğlu Primary School Muratpaşa / Antalya
Project Team :
Aynur Akhundova Qobustan, Cəyirli kənd ümumi orta məktəbi Azerbaijan Stanisława Stępień Kindergarten Self-Government No.18 in Kielce/Poland Apostalia Beka-4th kindergarten of N. lonia Greece Melek Çılgın-Mustafa Şimşek Kindrgarten-Antalya-Türkiye Joana HG Leitao, EB Caneira-Montijo, Portugal Şerife Uysal-Şekibe Aksoy Primary School-Konya /Türkiye Salih Çalık-Kestel Mehmet Akif Ersoy Primary School-Bursa/Türkiye Ayça Demir-Türkoğlu Primary School-Ankara/Türkiye Emel Cansevdi-Helvacı Primary School-İzmir/Türkiye Mehtap Demirel-Şehit Bebek Mustafa Bedirhan Karakaya Kindergarten Małgorzata Ira Specjalny Ośrodek Szkolno-Wychowawczy im. ks. J. Twardowskiego w Radomsku Poland Valentina Shkreta Fushe Kruje, Albania Ndrec Cup Tuba Şen-Şehit Faruk Erarslanoğlu Primary School-Ankara/Türkiye Seher Bedir-Çukurca Fan Club Primary School/Türkiye Nurullah Gürbüz Kestel Mehmet Akif Ersoy Primary School-Bursa/Türkiye Evangelia Triantafyllou 2nd Kindergarten Peania Attica Greece Maria Zindato ICS “Sant’Eufemia” di Lamezia Terme Italy
