Summary: Climate change is one of the biggest problems of our day and continues globally. It has negative effects on human life, nature, living things and the economy. It also affects water resources. Our goal is to reuse the water resources that decrease with the change of climate.
Goals:
1. To draw attention to the importance of water
2. Evaluating rainwater
3. To raise the awareness of students about water saving
4. Utilization of waste water
Activity 1: Videos on climate change and the importance of water as a result of global warming were watched. He chatted with the children. “How do we protect our water?” Questions were asked and we aimed to find a solution to our problem with answers.
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School: Science and Art Center in Konya, Eregli, Turkey Participants: 9 – 10 years old Implementation: 13-26 April 2021 Subject Science: Natural Sciences Subject: Renewable and non-renewable resources, The Future of Cities
Student Design
introduction:
This STEM event is one of several events of the “STEM Journey in Minecraft World” European eTwinning project, which is attended by Turkey, Greece, and Bulgaria. The project was established with the theme of “environmental sustainability”. Thus, the slogan of “Sustainability and Citizenship” of the 2021 STEM Discovery Campaign was emphasized. The project started in February 2021 and the activity started in April 2021. The event was held with 9 teachers and 200 students. The aim of the event; to draw students’ attention to environmental pollution. To understand the pollution phenomenon caused by energy production and to teach them how to plan. To raise awareness about renewable and non-renewable resources. To gain problem-solving and inquiry skills and to support design-based learning.
21st century skills we target at the event
To communicate and cooperate, to take responsibility, • Creativity – Creating ideas Digital skills – Using different online tools (Minecraft Education Edition, Tinkercad, Kahoot, Youtube, ebook) • Critical thinking – Making conclusions, making judgments and decisions.
Activities
Brainstorming was initiated by asking what kind of resources we use in our daily life. Verbal answers were received. After a brief discussion, the students worked in pairs to write down on post-it paper which resources were renewable or non-renewable. Then, “Non-renewable energy” and “Renewable energy” videos were watched. After the video, what are the traditional energy sources? Do they affect the environment positively? What are the alternative energy sources in the world? By asking their questions, the students talked about the subject. Students were asked to research innovations that help protect the environment and present them to their friends through the “chatter pix” tool.
They also uploaded these presentations to our project area. Later, we applied a questionnaire to our students. In the survey, “What do you think is the biggest problem that harms the environment?” We asked the question. The majority of the students decided that the problem was “Energy Supply Problems”. After determining the problem, we discussed how we can solve this problem. Ultimately, the students came to the conclusion that we can produce energy from natural resources.
Working with Minecraft Education Edition
The students decided to design their dream school and generate wind-powered electricity for the school. For this, they used Minecraft Education Edition, which offers a Game-based learning environment. All students worked together in this activity. They built the wind turbine behind the school. Using Redstone in the game, they generated electricity from the wind turbine for the school. They designed the roof and sides of the school building to receive solar energy. Thinking like an interior designer, they planned the classrooms and corridors of their dreams. And, they created an eco-friendly school design. They have collected the stages of this design in an e-book. Here is the ebook.
While Students Work in Minecraft Education Edition
The world of “My Green Energy Source” created by students in Minecraft Education Edition is here.
Working with Tinkercad
Students used the tinkercad program to electrify the school they designed. Each student worked individually and designed a simple electrical circuit in the tinkercad program.
Working with Tinkercad
Distance education started after this stage of the event. We carried out the remaining activities through TEAMS.
Design and Build
Students made a model of the school using recycled materials. After painting it any color they wanted, they built wind turbines. They then wired an electrical circuit inside the school model. Using a blow dryer, they created wind and produced clean energy.
Student Designs
Video2
At the end of the event, a quiz on “Energy Resources” was held for students. KAHOOT was used for this game. Kahoot game is here.
KAHOOT! Game
In the “My Green Energy Source” event; It was learned what renewable and non-renewable resources are. It has been seen how to generate energy from these sources. It has been understood the importance of recycling and how to use natural resources rationally. Problem-solving and critical thinking skills and the ability to work in a team-oriented environment were acquired. The development of creativity skills was supported. It was ensured that they gain sensitive behavior towards the natural environment. Finally, they were taught how to use new technologies in growing technology.
The students enjoyed working in the “Minecraft education version”. Having fun with their friends, they designed the school of their dreams and provided clean electricity to their school. It was a pleasure for them to create this. KAHOOT! they wanted to play his game over and over again. They promised to participate in more sustainability-related projects in the coming years!
Note: Some of the materials for this event are available in the Scientix resource repository, “Future of the Skies: A Step in the Future!” It is taken from the learning scenario. Here it is.
Our life in earth depends on the plants. They are the key food of animals, like us. We, animals, appeared here in earth because plants learned how to create food but plants need water, air and light to create their food. Lack of water is a fact in some parts of our planet; so food is not available and it constitutes a great real problem for so many people over the world, in this project we will try not only to understand why plants are so important.
Aim of the lessons
Understanding the way plants obtain their food.
Understanding the relation between plants and animals life.
Participating in inquiry based science projects: Inquiry project about what plants and animals need for living.
Estimating plants and taking care of them.
Thinking critically about food problems and migration to better places.
Age of students: 9-11 years
Time
Preparation time: 3 hours
Teaching time: 7 hours
Teaching resources
Materials: Paper, glue, pots, plants, two white flowers, rubber bands, chopsticks, clay, plant seed.
Online tools: PPpoints, video conference, Padlet, Kahoot.
In our eTwinning Project Adventures of Atmosphere, our aim is to make meteorological observations using the basic methods used by meteorology, data collection, evaluation, analysis and synthesis. Pupils get to know atmospheric events and precipitation types, evaluate and interpret them by absorbing their formation processes and characteristics. They will develop creative and critical thinking skills, learn by trial and error, develop research and invention skills, and increase problem-solving skills based on the STEAM approach, focusing on science, mathematics, engineering and arts.
With this project, project partner teachers will learn to make an interdisciplinary STEM plan in accordance with the curriculum-integrated (gain-oriented) 5E model.
In our lessons, project partners will learn how to plan, design products, and apply STEM plans. With STEM studies, pupils will gain the skills of collaboration, teamwork, inquiry, research, critical thinking, solving daily life problems and analyzing with 21st-century skills.
