CONSTELLATIONS GAME: ETWINNING PROJECT

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

Keyphrase: “Constellations Game: Etwinning Project”

INTRODUCTION

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”.

MATERIALS AND RESOURCES FOR CONSTELLATIONS ACTIVITY

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.

STARS GAME CONSTRUCTION PROCESS

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
design
image

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

image
Constellations Game: Etwinning Project
Constellations Game: Etwinning Project

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

INVOLVING PARTICIPANTS IN STEM ACTIVITY

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
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.

https://twinspace.etwinning.net/200552/pages/page/1789712

Afterward, visit our blog to observe more details.

https://socialrevolutionproject.weebly.com/

CONCLUSIONS

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.

Why STEM?

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.

Zübeyde Hanım Kindergarten Learning with STEM

Gallery

In 2021, Denizli Zübeyde Hanım Kindergarten received the STEM School Label. This year, we participated in the 2022 STEM Discovery Campaign with the “Zübeyde Hanım Kindergarten Learning with STEM” event we organized throughout April in order to bring the STEM … Continue reading

All the world is STEM: supporting Italian teacher in participating in SDW22

This year I am going to celebrate my “sixth birthday” as a Scieintix ambassador and for this reason, I organized an activity to involve as many as possible STEM teachers from my region in SDC2022. I am one of the Scientix ambassadors from Campania, an Italian region in the south of Italy, and before the covid pandemic together with the other ambassadors, we managed to organize workshops or events to present Sceintix to Campanian teachers. To organize this event we collaborate with ANISNCampania and Caserta Planetarium, trying to highlight the relevance of networking in STEM. But during the pandemic, it was very difficult to work together, due to the time needed to organize online lessons and all the other teaching activities.

From September 2021 I started a new job! because I was selected as a member of Equipe formativa Territoriale, (EFT ) a group of 200 teachers from all around Italy that work to support transformation in education with a focus on promoting the use of digital tools in teaching. I am part of the EFT Campania, and I think this was the occasion to re-start dissemination about Sceintix to Campanian teachers!

For this reason, I dedicate a webinar, held on 29 March, from the Spring digital Campain, organized by EFT Campania. on SDC2022. The webinar topic was how to participate in the STEM Discovery Campaign 2022. This was the occasion to introduce to scientix a new group of Campania teachers that have been never involved in our previous activity as scientix ambassadors. First of all, I presented them Scientix repository! because teachers are always looking for new activities ready to be used in class! and I invite them in participating in the Translation Campain to increase the number of resources translated into Italian. Afterward, we discuss relevant points in STEM education, the collaboration between STEM teachers, and how to integrate STEM topics. I have to say that the participants in the webinar have no doubt, as you can see from the image created by a digistorm

Results of Brainstorming (moltissimo=  so much molto= a lot  tantissimo = so much)

(moltissimo=  so much molto= a lot  tantissimo = so much)

Even if collaboration is so important in STEM in Italian upper secondary school it could be really complicated, and we discuss which strategy could be used. From 2021 in Italy we have compulsory activities of civic education, and this was my suggestion ad opportunity for STEM teachers working with the same student group to collaborate. Moreover, as Equipe formativa Territoriale, (EFT ) this year we work on a competition for teachers called Innovamenti, to engage them in using innovative teaching methodology. As an example, we proposed civic education activities based on all the teaching methodologies proposed. If you want to have a look at Italian teachers’ work you can search the #innovamenti on Twitter and Instagram.

Finally, during the workshop, we discussed other ways to integrate STEM activities from different topics, and participants were invited to share their work o a digipad. It seems that collaboration was very important also for these activities, as was underlined by a participant that talked about her experience in and Etwinning project, which helped so much also at the beginning of the pandemic when she has to organize online teaching activities.

As usual, at the end of the webinar, in which have been involved 35 teachers, te we took a virtual photo group, I ask participants to create an avatar with digiface and upload it on a shared digital board. Teachers seem shy but someone has added their “face” in the photo.

Virtual photo group at the end of the activity

I was really happy to have the opportunity to come back to disseminate Scientix between Campanian teachers, and I hope they will contribute to SDC2022 and start to participate in other scientix activities.

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.

Activity

Materials:

  • 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
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Image 7

Result

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.

THE WORLD IS OUR CANVAS

To comprehend and apply STEM principles in making and utilizing wall paints. Students explore the history of paints and the type of paint used in their homes and the reason for using it. They measure the length, breadth and height of their classroom in group and home living room [individual] and determine the amount of paint they would require for 2 coats. They will decide upon the choice and colour for the walls and ceilings and share their scientific and aesthetic reasons for the same.

Structure of the Lesson

Introduction of the Lesson

Teacher asks students to study the class walls and share their knowledge on the type of wall
paint used and how it was manufactured.
Teacher shares the following links with students to understand the history of paints.
https://www.earthdate.org/colorful-history-of-paint
https://www.britannica.com/biography/Domenico-Ghirlandaio
https://lobopopart.com.br/en/the-history-of-painting/
https://www.youtube.com/watch?v=3OLaNtKoJFk&t=72s

Tasks designed for the students [Individual]

Teachers asks students to research on the wall paints used in their own home and share the following:

1. Type of paint used:

2. Gallons of paint used:

3. Cost of painting:

4. Properties of the paint used in their homes

5. Living Room dimensions in terms of length, breadth and height

Students present their findings to their peers through peer –peer interaction.
Teachers with students create a bar chart to know the various types of paints used by students in their home and the frequency. Students will analyze the findings.

Group Tasks for students

Students are divided into groups of 5 and they are asked to research on the varieties of paints available in the market and share the composition, utilities and process of making and present their findings through a table or presentation with pictures.
Resource: https://www.nerolac.com/blog/types-of-wall-paint-and-finishes
https://www.asianpaints.com/products/paints-and-textures/interior-walls/plain-finishes.html
https://www.ny-engineers.com/blog/types-of-paint-used-in-construction
https://www.youtube.com/watch?v=lykiE7UJ01o – A walk through the paint making process
https://www.youtube.com/watch?v=f39o4EVqx9U

Type of paintCompositionUtility [Where is it used]Cost of the paintAdvantage of the paintProcess of making
      
      

Students explore ways to paint a wall

Students will study how to paint a wall.

https://www.lceted.com/2020/02/the-standard-procedure-for-painting.html

https://www.architecturaldigest.com/story/how-to-paint-a-room-10-steps

Class Assignment House projects/Group

Students will now measure the length, breadth and height of their classroom in group/home living room [individual] and determine the amount of paint they would require for 2 coats. They present their mathematical evaluations to the peer groups and the teacher supports them to arrive at approximations.

Students will decide upon the choice of paint and the colour for the walls and ceilings and share their scientific and aesthetic reasons for the same.

Assessment

Teachers will design a rubric to evaluate their tasks. Students will solve the quiz on paints and write a 100 words reflection report on the experience.

https://forms.office.com/Pages/ResponsePage.aspx?id=SEPx0bXxCUqsmX6_ITy8gYu-kpThOBJFjqAvxW4oy9dUMTg2TkkwNUJWU0NBM1c1UU1HWFEzT1NXWi4u

As a teacher, the experience for me was overwhelming. The students were constantly engaged, they were curious to learn the wall paint used by their peers in their homes and the costing. They were critically evaluating the gallons of paints to be used for their classroom. They were contemplating the colour for classroom walls and the debating between the groups was interesting. some wanted images and some wanted plain walls. Finally, they have now connected the classroom concepts of area, perimeter, mathematical operations, pigments and dyes and much more to wall paints used all around them and appreciating the STEM principles.