Touristic trip and challenges towards the ecological city

The development of technology and industry has shifted the concentration of population in urban areas, adding to the challenges for architects and designers in managing urban areas for a sustainable city and a secure future.

In this SDW22 our students will continue to investigate and to understand how important the combination of technology is in creating a healthier, more sustainable city for the planet. Students continue to raise their voice in the community and society about the importance of a friendly, green and healthy city.

We have integrated two themes: technology and architecture.

Our activities are based on the basic concepts of coding through Microbits, computer activities, as well as the importance of computer science and the introduction of new tools and approaches, such as visual programming tools, detached activities and coding for all subjects.

Learning objectives:

  • Creating a more sustainable city for the system, for human health, economy and sustainable world.
  • Increasing children’s motivation to learn STEM.
  • Improving ITC skills.
  • More mathematical knowledge.
  • Using online applications to demonstrate results.
  • Creating a good environment for STEM study within subjects, careers and other professions.

Expected results

– Know the basic concepts of coding and understand why it is important in contemporary education.

– Explain why coding and computer science are important to students.

– Learn and think in a creative way.

– Recognize innovative tools and approaches, such as visual programming tools, detached activities, robotics, and coding for all subjects.

– Develop key competencies related to the importance of the global environmental problem and improve knowledge in their areas.

– Understand how cities can be more sustainable.

– List the elements that make a city more ecological.

– How these elements, such as renewable energy, food, affect our health and environment.

– Writing and drawing materials, for ecological city plan.

– Present the theoretical information and create an ecological city carpet in a creative way.

Demonstrate integrated ICT skills in their curriculum

1. Learn to integrate simple coding in cross-curricular learning topics, such as climate change and ecological city.

2. Recognize various unplugged activities, as part of group collaboration.

3. Understand how to create a specific problem-solving task.

4. Possess cognitive skills, for what students should apply, in order to solve the problems of the environment, climate change, and topics related to the ecological city during a certain task.

5. Have a good application of digital technology learning by developing digital competencies and skills, in order to improve them through the analysis of better data education.

6.Design and implement a lesson plan using recyclable tools in building an ecological city, various ideas and digital resources.

Content description

The event guides students through technology to help them, motivate and build strong knowledge on different topics. Many coding games have been created that can be used to create and interpret computer software – at any age, without a specific background and even without a computer.

Visual programming and unplugged activities offer a wide range of choices that break down any access barrier, having educational value and activating computer programming.

Technology is evolving in our daily lives. But this technological development must be in harmony with the environment.

The purpose of our event is to promote the tourist spots of our small country in Albania by simulating a trip of the robot Edmodo. This trip starts from the Fier city after Edmodo chooses one of the A or B buttons of the microbial tool. Microbit is programmed to display a city after each button that will be Edmodo’s next destination.

But this trip is not easy for him, since to get the ticket for the next trip he has to go through the challenges that are programmed in each city. These challenges are set as QR barcodes after travel tickets.

Developing students’ understanding of the algorithm and the “(IF-THEN-ELSE)” and “(IF, IF ELSE)” commands, the Edmodo tour goes further if it overcomes the challenge or otherwise receives the penalty by going back to the previous city.

The tourist has with him a map of Albania, or uses the web that we have created, which indicates in the travel itinerary and options A and B according to the selected destinations.

A digital map has also been created, for informational purposes, on the attractions of the cities of Albania:

If the trip is as short as possible towards the ecological city, this makes the Edmodo a winner.

The game starts from our city Fier, (an Albanian city) in the direction of the alternative ticket selected A or B. If ticket A is chosen, the destination is, for example, the city of Shkodra. Else if the ticket is B, the destination is Vlora.

Shkodra city – the game challenge is in MAZE (students can create their Maze game with different roadblocks for the different levels). At the end of the labyrinth, there is ticket A (Vlora), else if student does not choose ticket A, then the ticket choice is B (Tirana).

City of Tirana – Challenge: Internet network, find the minimum number of paving stones that need to be used so that you can get from any house to any other house. In the end, the city is written, and the destination of the movement (Ticket A – Vlora or Ticket B – Shkodra).

City of Vlora —- Challenge: The puzzle game. If the emoji comes out J the player goes to the city on the Durres, if the emoji is L student returns to the city in Start (Fier city).

Durres city — Challenge: message in bottle. A challenge awaits them in this city: to decode the message in the bottle, which will orient the player to the next destination, Tirana or Berat city.

City of Berat—- Challenge: to complete cryptographic input-output, for example with input code 001000 find the output code 001010. If the player does it correctly, then they will choose the ticket A that leads them to the Ecological City, if not, they choose ticket B, and returns to Start, at Fier city.

City of Fier. — Challenge: quizzes. If the tourist answers correctly, he will get the ticket A that will take them to Berat/County Z, if they do not answer correctly, they will get the ticket B that will take them to Tirana/Country S.

The winner is the  tourist who has discovered the fewest routes and cities,  to the ecological city.

While the student continues the journey, a student of the class writes on the blackboard the itinerary that the student has followed and the number of routes to the end of the journey.(Challenges can be different in each city, they can be quizzes with information on the culture and tradition of each city, or coding games.)

ASDEF (Architecture, Science, Design, Engeering Fair)

“Marin Barleti” University organized the ASDEF fair, the first #STEAM fair, in our country, Albania, where the students of vocational and general high schools presented their projects from different fields such as #architecture #engineering #biology #design #robotics #art ,etc. The evaluation committee announced our school project “Edmodo tourist trip to the ecological city” as one of the 10 winning projects.

This project integrated two very important issues: coding that develops in students computer thinking and environmental protection through ideas and innovation in creating an ecological city. This victory gives the opportunity to the students of our school to participate in the international fair Tekno Fest 2022 in Turkey.

#STEM #coding #Scientix #education #citycological #ecocity #climatechange #steamfair #teknofestistanbul #teknofest #scienceprojects #sciencefair #ecological #renewableenergy

STEM , Edtech-Parents and Teachers conference

In order to involve as many teachers and parents in the SDW22 campaign and to get acquainted with STEM education, Edu-ACT center in collaboration with Barleti University and Scientix ambassadors, we organized the conference, as a hybrid event with the theme: “Edtech-Parents and Teachers conference” .

My presentation focused on:

1. Understanding STEM education

2. The importance of STEM 3

3. Practical examples of STEM activities at home and in the classroom with the aim of involving parents, industry and University as collaborators.

The Wonders of Water

 Creation and Implementation of a learning scenario

As children grow and understand the world around them, it is important they value water as being vital for their health and for a healthy environment. In a flexible learning environment (FLE), students will explore, investigate, and collect data about: sources of water, the need of water in our life, water cycle, water waste vs responsible consumption of water. Students will acquire a better understanding of how our actions could affect, positively or negatively, our water and, in consequences, the world around us.


Language and Communication, Citizenship, Mathematics and Environmental Exploration, Science, Technology, Outdoor experience, Arts


Forms of Water, Sources of Water, Water Cycle, Water Waste vs Responsible consumption of water, Water and Sanitation, Water and Plants

Age of students:

6-7 years old (or older students by designing tailored content and tools)

Aim of the lesson:

By the end of the lesson students will be able to understand the importance of water in our lives, to identify sources of water, to learn about water cycle, water waste vs responsible consumption of water and simultaneously become agents of change in their school, local community and beyond.


Project-Based Learning: students get fact-based tasks, problems to solve and they work in groups.

Lifelong Learning: learning does not stop when leaving school.

Collaborative Learning: a strong focus on group work.

STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics subjects in the curriculum

Outdoor Education: learning outside of the school building in the “real” environment

Student Centered Learning: students and their needs are at the center of the learning process.

Active Learning: Students are actively engaged with the lesson through discussions, problem-solving, experiments and other methods.

Peer Learning: students learn from peers and give each other feedback.

Edutainment: playful learning. Learning while having fun.

Augmented Reality: by pointing devices like smartphones and tablets to objects of reality you receive extra information.

Leadership and responsibilities – students will develop the ability to guide and motivate each other.

21st century skill:

While this learning scenario focuses on the 4C’s of 21st Century Skills- Critical Thinking, Communication, Collaboration and Creativity it will also strengthen among students many other 21st century skills, such as:

Ways of thinking: creativity, innovation, critical thinking, problem solving, decision-making and learning to learn.

Ways of working: communication, collaboration, teamwork.

Tools of working: information literacy and ICT literacy

Living in the world: citizenship, life and career skills, personal and social responsibility.

The backgroud of the learning scenario

Activities done within this learning scenario are part of Sustainable Education and Cultural Heritage eTwinning project. Transnational teams of teachers and students from France, Italy, Turkey, Spain, Georgia, and Romania were formed to carry out collaborative activities.By representing WATER and by following the approach of Team-Based Learning (TBL), my students will worked collaboratively with students from Romania (LAND), France (AIR) and Georgia (ANIMALS), as part of the transnational team “Beautiful”.

Addressing sustainability in primary education from a water perspective might be challenging and demanding, but it is needed. Therefore, I started the implementation of this LS by designing activities focused on the key role that water could play in teaching & learning related to sustainable development goals. The pupils of today are the grown-up population of tomorrow thus they firstly should become aware of the impact of their actions on the environment. As teachers we have the responsibility to take an action by sharing knowledge and providing practical tools to make learning appealing and fun while ensuring students consider the environmental, economic, and social impacts of their actions and decisions in the local and global community. This learning scenario provides a collection of ecological activities that should start to be taught from an early age.

Lesson 1: What’s with Water? Blue, Blue Everywhere!

Language and communication

Brainstorming and whole class discussion

A flexible, comfortable, and friendly working environment has previously organized in the classroom. Whole class is invited to discover and explore the Corner of Water: a world globe, aquatic plants, aquatic animals, books, magazines, and encyclopaedias for little students. (Annex 2 includes a list of materials needed for organizing the Corner of Water and photos).

After exploring the Corner of Water, students will take turns observing the world globe. By using the Google Earth Pro, teacher launches the driving-question:

Why is our Earth called Blue Planet?

Following, students start brainstorming around the question. With teacher guidance a discussion about water will be held.

How much water is on Earth?

Why is water important?

Could we live without water?

Where does the water we drink comes from?

Are humans the only ones who need water for living?

Students are encouraged to share their opinions and talk freely about water and its importance.

Explanation and Discussion

Based on students’ responses, teacher explains to students that Planet Earth has been called “Blue Planet” due to the abundant water on its surface. Liquid water covers most of the surface of our planet and that’s why people take it for granted. However, in some parts of the world the lack of clean water affects the health of the people. Without water there would be no life, so it is important to value and preserve it.

Lesson 2: Water, in all its forms!On, In and Above the Earth…


Part 1: Whole class discussion

Teacher initiates a guided discussion related to the states of water:

Have you ever touched the water? (If yes, what did you feel?)

How many forms of water can we observe?

What is ice?

What does water turn into ice?

The lesson continues with a manipulation session. Students will receive an ice cub on a small plate. They are asked to hold the ice cube in their hands and observe.

What did you notice?

What did happen with the ice cube?

Why is the ice cube melting?

Students are encouraged to realize that the warmth of their hands is melting the ice.

Teacher explanation

Teacher talks about the different states of water by giving examples.

Water exists in many forms, such as liquid, solid, as in snow and ice, underneath the land surface as groundwater, and in the atmosphere, as invisible water vapor. Ice is frozen water. Water that we drink is liquid. Steam is also a form of water. We can see steam when we take a hot bath.

To extend the knowledge related the states of water, students will watch the video “Water cycle” and “Sources of Water.

Pictures can speak a thousand words. Therefore, on a flip chart a A3 picture related to water cycle is displayed. Same picture is given to students as a flashcard to be drawn. Teacher shows to the class a variety of pictures representing the sources of water.

Part 2: Exploration and investigation through the experiment “Make your own rain”

Driving question: Would you like the rain disappears?

The experiment focuses on what a cloud is and what makes it rain. Students will understand the connection between clouds and rain and recognize the pattern that clouds are necessary for rain. The activity starts by watching a video about what rain is and have a class discussion about the importance of rain and how we use water in our daily life.

Teacher tells students that even though some people may not enjoy rainy days, the water we get from rain is very important for people, plants, animals, in fact, for our Earth. By working in small group, the teacher directs and guides students to do each step of the experiment.

Each group will receive two plastic glasses (one of the glasses needs to be drilled with a toothpick; use the toothpick to make small and big drops), a spoon, a glass jar, large cotton balls, blue tempera/acrylic paint. The drilled plastic glass will be putted at the top of the jar. Students will be pouring 20 spoons of water in the other plastic glass and colour the water in blue. The coloured water will be poured over the cotton ball. When the cotton balls will be fully filled with water, “the rain” will be seen inside the glass jar.

Teacher Explanation:

The clouds are made of tiny droplets of water. Up in the air, within a cloud, water droplets condense onto one another, causing the droplets to become bigger/ heavier. When they get too heavy to stay in the cloud, they fall to Earth as rain.

Lesson 3: Water for life. Make a change! Be water wise!

Mathematics, Art, Citizenship (non-STEM subjects)

Part 1: Water Waste vs Responsible consumption of water

Through this activity little students will understand and appreciate the value of water.

Driving question: What will living beings do without water?

By answering to the question, students are challenged to find ways to harmonize the water requirements with those of the natural environment. By working in two teams, students are going to create awareness drawings posters and digital posters in Canva.

The Detective Kids and the Trackers Kids teams are in charge with finding solution for saving water at school and at home and to work together for products that will help others to value, respect, and, above all, not waste water.

Part 2: Water and Sanitation

Teacher starts by talking about how water is essential for human health and well-being as it allows them to meet basic human needs such as drinking water and sanitation services. Through this part of the lesson, students will understand the connection between water and health by creating videos to promote healthy habits related to water. The products are expected to persuade the other students of the school and all the children to take care of their personal hygiene and to use water wisely in their daily life.

Students (with the help of teacher) will record a demonstration of how to brush the teeth and how to wash hands and avoid water waste at the same time.

Part 3: Water Tracker

Children have many choices when it comes to beverages, and unfortunately, many children are reaching for sugar-laden drinks instead of water. In this part of the activity, students will learn about the importance of staying hydrated for their health.

Driving-question: Do you drink enough water or not? The answers to the question will trigger students’ curiosity to collect information about the water they drink at school and at home. This part of the activity requires parents’ involvement. For one month, students will monitor their drinking water consumption.

Lesson 4: Water, plants, and butterflies’ friendship

Outdoor experience, Engineering& Technology

Part 1

Driving-Question: Who’s the best, best friend of a plant?

After giving their opinions students are invited to watch the video “The needs of a plant”:

Students are taken in an outdoor setting. Teacher explains that they will participate in a Seed Finding Adventure. They are asked to find in the school garden 5 seed sachets. Once they are done, have them open the sachets and examine the seeds they have found. Students receive the materials and directions on how to place seeds in a glove (Annex 6). To better understand the relationship between water and plants, students will investigate the germination of seeds by exploring what plants need to grow.

Part 2: An apple a day keeps the doctor away!

Driving-question: Where does apple come from?

The previous outdoor activity will open the windows for discovering the development stages of a plant (an apple tree) and allow students to make real-world connection with the life cycle of a plant by exploring the elements of it.

In this part of the lesson students will work individually to cut imagines, arrange, and glue them in the correct order and assemble the components for designing the life cycle of an apple three. (Annex 7)

At the end of this activity students will learn that seeds need light, correct temperature, water, and air to germinate. After the germination, the plants will be planted and helped to grow for producing healthy food.

Part 3: Augmented reality

Driving-question: What other living beings need water to survive?

By using Quiver app, students will work in small groups to colour, scan, play and have fun while learning about a monarch butterfly life cycle.

During the lesson, students were immersed in experiences within which they gained in depth-understanding about the connection between water, plants, and all living beings. Students answers to the driving question of this lesson will be summarized in the proverb: Water, A friend in a need is a friend indeed!

Spread the word! Make your voice heard

Public event at school

At the end of the activity, students and teacher discuss, give feedback, share thoughts and opinions. Teacher will help and support students to organize a public event at school. Representatives of local community, parents, students and teachers of the school will be invited to attend to an online session with an expert in SDG’s goals. After that, all the learning products produced will be presented by teams of students. An exhibition will be placed at the entrance of the school during the school year as an example of responsible actions to save water, protect and preserve the environment.

Teacher will upload the results in a padlet that will be shared on social media channels. All the participants to the public event will complete an online survey aimed to find out the impact of the activities done within the project.



Animal use in science refers to animals used in basic and applied research, i.e., products used in drug development or manufacture, and chemicals, food additives, and other testing to ensure they are safe. The three Rs stand for modification, reduction, and improvement of animal use in science. Anyone who uses animals for scientific purposes in the European Union must practice the Three Rs. Under EU law (Directive 2010/63/EU). Animal testing on cosmetic products is prohibited under EU legislation. This Learning Scenario (LS) will enable middle school students to learn about animal studies, Three Rs careers and animal care. It will also touch on the Three R principles and their importance in governing the use of animals in science. Secondary school students will design a playground for experimental animals in order to improve the environments in which animals live during the use of animals in science.

SubjectScience Scientific thinking İnformation technologies  
TopicAnimal research, alternatives, Three Rs principles Integrated IT and Science course for middle school students  
Age of students12-14 years old
Preparation time3 hours
Teaching time160 minutes
Online teaching materialVideo to watch to draw attention to the topic and discuss it with students: Video to be used to introduce 3R in the description step: Web 2.0 tool that students will use for playground design:  
Offline teaching materialPaper for students’ drawings Paper for students to write instructions/take notes/ Pencils for students  
Resources usedAnimals used for scientific purposes: Video to watch to draw attention to the topic and discuss it with students: Video to be used to introduce 3R in the description step: Web 2.0 tool that students will use for playground design:  

Aim Of The lesson

Exploring the Three Rs principle embedded in European Union legislation,

To learn about the career profiles of practitioners who apply the Three Rs in their work,

To gain knowledge in the field of animal use in science,

Studying how to study STEM subjects.


  • Project-Based Learning: students get fact-based tasks, problems to solve and they work in groups. This kind of learning usually transcends traditional subjects.
  • Lifelong Learning: learning does not stop when leaving school.
  • Collaborative Learning: a strong focus on group work.
  • STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics subjects in the curriculum
  • Student Centered Learning: students and their needs are at the centre of the learning process.
  • Assessment: the focus of assessments is shifting from “what you know” to “what you can do.”
  • Peer Learning: students learn from peers and give each other feedback.

21st Century Skills

  • Critical thinking
  • Communication
  • Cooperation
  • Creativity and Innovation
  • Problem solving
  • Digital literacy


The teacher shows the students the video in the link.

Video: Ask the students, “Why do you think animals are used in experiments? What do you think about experiments on animals? Have you heard of The Three Rs? “asks questions and encourages students to express their opinions.


The teacher, who takes the students’ opinions on the subject, asks the students to bring the use of animals in science and The Three Rs researches and findings to the class.


After completing their research, students present their data on The Three Rs and the use of animals in science to their classmates in teams. The teacher listens to the students’ presentation and fills in the missing parts. The teacher shows the students the video about The Three Rs.


What are the “Three Rs”?

The publication of The Principles of Humane Experimental Technique”  by W.M.S. Russell and R.L. Burch in 1959 marks the birth of the principle of the “Three Rs”.

The authors proposed the principles of Replacement, Reduction and Refinement (the “Three Rs”) as the key strategies of a systematic framework aimed at achieving the goal of humane experimental techniques. Russell and Burch saw replacement as the ultimate goal for laboratory animal based research, education and testing, with the other two, reduction and refinement, being more readily achievable in the short term.


It can be defined as methods, strategies or approaches that do not involve the use of live animals. Replacement may be achieved through a number of tools or their combinations including in vitro systems using tissues, whole cells or parts of cells systems based on biochemical approaches, i.e. using synthetic (macro)molecules as proxies of (reactive) toxicity targets. Such methods are referred to as “in chemico” computer-based models and approaches – often termed in silico use of ‘omics’ technologies (e.g. transcriptomics, proteomics and metabonomics) non-testing approaches such as ‘read-across’ technique


The concept of reduction covers any approach that will result in fewer animals being used to achieve the same objective, including maximising the information abtained per animal, reducing the number of animals used in the original procedure and/or limiting or avoiding the subsequent use of additional animals. The number of animals can also be reduced by performing procedures on animals more than once, where this does not detract from the scientific objective or result in poor animal welfare. However, the benefit of reusing animals should always be balanced against any adverse effects on their welfare, taking into account the lifetime experience of the individual animal. As a result of this potential conflict, the reuse of animals should be considered on a case-by-case basis.


Today, the term refinement signifies the modification of any procedures or husbandry and care practices from the time the experimental animal is born until its death, so as to minimise the pain, suffering and distress experienced by the animal and enhance its well-being.

When an animal experiences pain, suffering or distress, there are often accompanying physiological changes which may increase the variability of scientific results. Refinement therefore is also likely to improve data quality and contribute to Reduction. Refinement can also be achieved by moving from species that are considered more sentient to those less sentient. Examples: substituting the use of an adult fish with earlier life stages, for example, before entering under the scope of the Directive, or substituting the use of fish with daphnia. These are both considered methods of refinement as they are likely to reduce the pain, suffering and distress experienced by the animal, however, still requiring the use of live animals.


The teacher asks the students to design a playground for the laboratory animals to improve their environment. He asks them to draw their designs on a piece of paper and then create their designs in three dimensions using the tinkercad program. The aim here is to ensure the integration of science, engineering and technology. Students use their engineering skills while drawing the prototype they will design on a piece of paper. They actively use technology while designing playgrounds through the Tinkercad program.


Students who complete their designs present their designs to their classmates. During the presentation, each group is evaluated by peer assessment with the rubrics prepared by the teacher.


Peer assessment will be done with rubric.The rubric is given below.

QuantitiesBad (1)Good (2)excellent (3)
 Creating products   
Accurate measurement of the created product   
Availability of the product     
Promoting the product and sharing the process   

Student Feedback

This learning scenario has not yet been implemented. At the end of the application, students’ feedback can be made on the padlet.

Teacher’s Remarks

It is thought that this learning scenario will raise students’ awareness about the use of animals in science and The Three Rs by using STEM disciplines.

Circles in a Dreamcatcher

“The subject of Mathematics is so serious that should we not pass on an opportunity to make it more interesting” – said famous French philosopher, writer, physicist, and mathematician Blaise Pascal. The best tool to accomplish this is art while the most important resource is the Europeana portal – it stores so many treasures it’s hard to count! My lesson plan focuses on studying circles and their elements, features, and properties. To make the learning process as effective as possible, we use the theory behind chemical and physical processes relating to paint, engineering constructions that relate to the properties of circles, and exciting coding that allows student to create fascinating patterns with circles.

Mathematics and art are connected in different ways. Mathematics itself has been described as an art motivated by beauty. Mathematics can be distinguished in such arts as painting, architecture, sculpture, and so on. The content of this educational scenario focuses on mathematics in the  visual arts.

Often great artists in their works used geometric shapes to enhance thought, to express a philosophical vision of the world, to more clearly convey their thoughts and experiences. Geometric shapes in the composition perform two functions: highlighting the main and combining elements of the image. That is why the resources of Europeana, which show the connection between science and art, are useful, important and necessary.

According to the curriculum, seventh graders begin to learn geometry. Which is difficult for them, because children are not yet very well developed spatial vision. Therefore, when learning complex and fundamental geometric concepts, in particular, such as a circle, it is necessary to give children information about its meaning and importance in everyday use, art, environment. And here the resources of Europeana are best suited. After all, children search in a safe environment, work with primary sources, get acquainted with the world’s artistic heritage, learn.

This learning scenario combines the teaching of mathematics with the fine arts. This activity also takes place in conjunction with the study of artistic culture, based on Europeana resources. This learning scenario is integration between project learning, STEM and distance learning. Students implement mathematical knowledge to learn about cultural heritage, and vice versa, they test mathematical  knowledge based on cultural  heritage.  And all this is happening with the active use of fine arts.  Students search for information in Europeana’s cultural heritage collections and create digital content, drawings based on problems and solutions they have developed using digital cultural heritage materials found in Europeana.

This interdisciplinary lesson aims to:

  • Motivating students to search for information and knowledge about cultural heritage on the Europeana portal
  • Checking the mathematical knowledge of students
  • Development of creativity and innovation of students, flexibility and adaptability and problem-solving skills
  • Development  of  students’  critical  thinking  through  the  creation  of  drawings  for  the  formation  of  their  geometric representations

The aim of this lesson is that students take an active part in solving problems with geometric concepts, outside the traditional way of learning. In addition, the added value is that the proposed tasks are based on cultural heritage materials, as they focus on the links between history, art, fashion and mathematics.

An interdisciplinary approach helped us combine the lesson with STEM and integrate it into our school curriculum.

I planned my learning scenario using distance learning technologies, because Ukraine is currently at war. Therefore, it is not possible to conduct lessons in an educational institution. The lessons included students who came from the occupied territories, as well as students who study in this class and are currently abroad.

Participants were able to use and access the platform Europeana, geogebra, mentimeter, Padlet, as well as learn to create a digital presentation and exhibition. Participants increased their interest, knowledge, creativity and research of works of art and ways of working in Europeana with real works of art and digital instruments. Participants were able to work in a team, use their critical thinking about the past and present and compare information on a particular topic. Participants were able to learn how the project works, what stages need to be passed and what material can be obtained used to create it. Participants were able to add their own ideas and support their opinions, as well as observe how others create and comment on their work. And finally – they were convinced that mathematics is the key to knowledge, the basis of the basics, its study is fascinating, informative and extremely important

I believe that it is worthwhile for children to hold such classes, even at such a difficult time. This allows students to develop, learn, move forward.


Air  Driven Cars project aims for our students to create a vehicle with a STEM organization through design-oriented activities. The main theme is to make vehicles with different designs due to the depletion of natural resources day by day. Work on this project was carried out between April 15 and April 29. It is a matter of designing a vehicle that can produce its own energy using natural resources.

In this learning scenario,

Ages of students: 9-10

Teaching time: 9 hours

Online teaching materials: YouTube, Learning Apps, ChatterPix, Scratch.

Materials: Materials may vary according to the student’s design. However, care is taken to use recycled materials. Balloon, scissors, glue, colored paper, plastic bottle, drinking straw, bottle cap, wooden stick can be used.

Project-based learning (PBL) and STEM techniques are used.

At the end of the learning scenario, students will be able to:

  •  Designs vehicles that can provide its own energy, benefit from the power of nature, reduce labor and produce less cost.
  • Develops students’ creativity and thinking skills.
  • Entrepreneurial skills increase as new ideas and designs emerge.
  • It measures in centimeters and millimeters, which are standard length measurement units.
  • Solves problems related to calculating the perimeter of shapes.
  • Students use web2 tools.
  • Students make inventions according to the needs of their environment.


The teacher draws the attention of the students by entering the class with as many balloons as the number of students in the class.She distributes all the balloons to the children.

“What is inside the balloon?”, “What is the importance of the air in the balloon for living things? “, “Can we use air for other things?” she asks.

He then unties the balloon in his hand and empties the air, allowing the balloon to fly in the classroom. Ask the students, “What moves the balloon forward?a sks she .Thus, the attention is drawn to the subject by brainstorming.

Students are shown a cartoon movie about the subject.

Videos of air-powered tools are watched.


Students are told that air, which is of great importance for the life of all living things in nature, can be used as a much greater power when compressed, and useful things can be done to facilitate human life.

A story is read to the students.

                                             DOES THE CAR GO?

On a hot summer day, Mete was playing with his toys at home. He was driving in the car park and shouting “Dut… dutt…”. Then he lined up the colorful cars and looked at them lovingly. He thought that one day she would have a car like this too. He was going to have a red car with big wheels that never ran out of gas.

Then he put her toys aside and sat by the window and looked out. He saw how the sudden wind blows the plastic bag that fell on the road.. “Wow .. it’s going well. “He said. While he was looking at the plastic bag that disappeared among the trees, he was imagining his car. He whispered that his car will fly like this, too. Then he looked at the clock on the wall and thought it was more time before his father arrived. Every day, he eagerly was waiting for her father to come home from work and explain how cars worked. During this excited waiting, he fell asleep on the edge of the sofa in front of the window.

In his dream, he found himself in a place with many cars. He saw the red car he always wanted to have and ran towards it. He got in the car, turned the key, but could not start it. Then he looked at to other cars. They weren’t working, either. He went to the place where the people were and asked why the cars were not running. People said that now all the oil fields in the world have dried up and all the resources to keep cars running are gone. Mete was very, very upset when he heard that the cars were no longer working. He was awakened by the sound of the horn outside. He was very happy when he realized that what he saw was a dream.It was only after this dream that he began to think about how to run a car without petroleum fuels.

And suddenly he thought of the plastic bag blowing in the wind…

Students are asked questions about the story.

  • Children, can we help Mete?
  • Well children, if the air has such a power, can we use this power to make a means of transportation?
  • Can we design a vehicle that does not harm nature and does not pollute the air?

After the students’ ideas are taken, the following videos are watched.


The teacher gives brief information about the subject of “force and motion” to the students.

Force: The effect we apply to move an object, change its direction, stop, slow down or accelerate is called force.

The force  provides us great convenience. It allows us to do many things we want to do.

– Allows us to move fixed objects.

– It allows us to stop the moving object.

– We can slow down or speed up different moving objects.

– We can also change the direction of moving objects.

– We can also change the shape of objects with force.

Then she makes a statement about gas substances. The spaces between the particles of matter are much larger than liquid and solid substances. Vapor, air in a flying balloon, air hitting your face when you shake the fan are examples of gaseous substances. It uses the learningapps web2 tool. Plays games about force and movement. Children learn by having fun.

By showing the picture above, how can we apply a method so that the car we are going to design can move in the direction of motion using air?

What can we use to make our car?

What can we use to move the car?

With the questions asked, the students are provided to reach the design they will create.

It has been concluded that the vehicle can move with rapid air output.

The design begins.


The teacher divides the students into groups.Attention is paid to the use of recyclable materials in the activities to be held. Materials such as pet bottles, pipette, 4 caps, balloons and glue are given to children.

Children divided into groups are asked to design a vehicle that can move with the thrust of the air according to the following criteria.


  •   Your vehicle will be move entirely by the power of air.
  •   Mobility will not be restricted.
  •   Its wheels will be able to move a certain distance smoothly.
  •   Care will be taken to that the distance between the wheels is equal.
  •   Joint work will be done.

Each group makes designs for their tools. The teacher helps them in this process by guiding them when necessary. Students are first asked to draw their designs on paper.

Students begin to build a prototype of their work. Holds the pet bottle from sideways. To make a car, paying attention to the equal spacing of the wheels, the bottom of the bottle and the middle of the bottle are marked. The marked areas and the covers to be used for wheel construction are drilled with the support of the teacher.

Measured and cut evenly, fine straws are passed through the opening in the sides of the bottle and passed through the straw by attaching a cap to the ends of the garbage skewers.The cover is fixed on the other end and the wheels are prepared. Then 2 thick straws are fixed to together and one end is inserted into the balloon, tied tightly and fixed so that the air does nor escape.

The center point of the plastic bottle is measured again and fixed to the top.The part to be inflated remains in the air.

The balloon on the vehicle is inflated by blowing air from the pipette. The other end of the pipette is clogged to prevent air leakage. The vehicles will move when the clogged end of the pipette is opened and placed on the ground. Then the students calculate how long the vehicle they designed moves. Calculates how far the vehicle has traveled in a given time period.

Then, the designs prepared by the students are voiced with the Chatterpix web2 tool. And they are provided to explain the features of the vehicles.

In the next lesson, an online chat with an automotive engineer is made and the real-life cost, material and price research of the prototype he prepared is researched and the table is filled. Thus, the student has an idea about whether the prototype he/she has prepared can be applied in real life.


In coding with Scratch, students are provided to design a car racing game that earns points by catching air using code blocks. The game designed with the students under the guidance of the teacher is played in the classroom.


A graph is created for peer assessment and self-assessment. Evaluation template (the evaluation template will include the measurement, the drawing of the observation result and the evaluation graph.) Self-evaluation form (the children’s learning before and after the activity is evaluated with a comparative table.)

Kısmet TÜRKAN KURNAZ- Akören Primary School – Afyon -Turkey

“Scientix Ambassador”- “STEM Teacher”