This learning scenario was prepared in order to let our young people, who are the architects of our future witness the problems closely and develop solutions with NBS ( natural based solutions).
Subjects: Biology; Learning ecological concepts, designing an aquarium. Geography; Discussing controversial issues and what responsible actions to take in account to prevent global warming or pollution. Art; Drawing naturmort pictures ICT; For student’s learning products, assesment and giving feedback..
Age of students: 14-16
Preparatıon time: One hour( for preparing pre and final quizes). Teaching time: 5*30 minutes. Online teaching materials: Padlet, Kahoot,Canva, youtube videos, EBA ( Education and Information Network of Turkey). Offline teaching materials: Aquarium, Tilapia or Trout, lettuce, radish, parsley, water pomp, power supply.
Relevant Trends that the Lesson incorporates:
Outcome of the lesson: Students gaines knowledge and practical abilities to understand ecosystems. Not only students learnt about the negative impact of air, water or soil pollution on the environment economy and social life but they also learnt that once broken down and reintroduced into nature recycling could have a positive impact on communities. With aquaponic ( Aquaculture; raising fish in a controlled environment , ponics; is latin “to work”, growing in soilless media) aquarium they learnt that NBS solutions in urban ecosystem can contribute to healthier and more sustainable cities and circular economies.
Firstly at Biology lesson, I explained to the students that they need to work as a team to understand and discuss the aquaponic agriculture and sustainability. I prepared a prequiz with Kahoot for determining pre knowledges of the students. Than they watched some videos from youtube and EBA. I divided the class into groups at 6 students providing a set of materials for each group. They decided appropriate fish and plant for their Aquarium as a natural ecosystem. Also they planned abiotic( non living) factors like light, water, temperature qualities. Finally all groups took photographs of their designing and they exhibited them on the Padlet.
We also organised a science interview via TUBITAK ( Scientific and technological research council of Turkey). We invited a lecturer who studies ecology releated issues at the university to the our school. Dr. Nehir TOKGÖZ gave informations to students about ecological concepts, global warming and climate change. We prepared a poster with Canva .
Also students discussed about controversial issues such as unconscious use of river banks or constructing power plants what are the pros and cons about these environmental facts via “Six thinking hats” activity at the Geography lesson. We used different masks: -Blue represents; process, White; facts, Green; new ideas; Yellow; benefits, Red; feelings, Black; problems. It was useful to use all the thinking masks for decision making, group thinking and problem solving. This made thinking through with all possible perspectives being covered.
They took a final quiz and they designed a poster with Canva for the assesment of the lesson. My LS’link is: https://docs.google.com/document/d/1_ykAVtV0M6oo2z3Lr9V6T8lU94pgicjB/edit?usp=drivesdk&ouid=113885424008948118675&rtpof=true&sd=true
The Competition:Leonardo4Children 2022 Awards: Climate, Equality and Peace
Key Words:Climate Change,Renewable Energy,Sustainable Energy Mindset
to teach sources and uses of energy,renewable and non-renewable energy
to learn examples of common types of renewable and non-renewable resources to communicate between different countries across Europe. to develop empathy/respect for nature and children’s creativity to improve English and ICT skills to design green lessons to raise awareness what the carbon footprint and measure it
This activity is one of our activities within our etwinning Project
ACTIVITY TIME: 20-30 minutes
TOTAL PROJECT TIME: 45 minutes to 1 hour
KEY WORDS: Solar energy, solar power, sun, heat, cooking, recycling
Pizza box or shoe box. The larger the box, the better the oven should work.(We used shoe box)
Pencil or pen
White school glue
A sheet of black paper
Shipping tape or black electrical tape
A wooden skewer or pencil
To do some cooking with your solar oven, you will need sunlight and fairly warm outside temperatures (above 75 degrees Fahrenheit is recommended, and the hotter it is the better). It should also not be windy.
If you want to cook some s’mores in your solar oven, you will also need graham crackers, marshmallows, and a chocolate bar. You can use an aluminum pie pan or a small piece of aluminum foil as a tray.
If needed, clean out the pizza box so it is ready to become a solar oven. Remove any cardboard liner that the box came with.
Adult assistance is recommended for using the utility knife. Use caution when cooking with the solar oven as it can get quite hot!
On the top of the pizza box’s lid,firstly,draw a square that is about one inch inward from each edge.
a) And use a utility knife (and the ruler as a straightedge) to carefully cut along each side of the square you just drew except for the side that runs along the hinge of the box and Cut all the way through the cardboard on those three sides of the square. Then fold the flap back slightly along the attached side.
b) Line the inside of the cardboard flap with aluminum foil. Besides,fold the edges of the foil over the flap to help hold the foil in place and glue the foil onto the flap. Keep the foil as smooth as possible.
c) Cover the opening made by the flap (in the lid) with a layer of plastic wrap. And attach the plastic wrap to the opening’s edges using shipping tape or black electrical tape. Make sure there are no holes in the plastic wrap, and that all of its edges are completely closed onto the lid.So,why do you think it is important to make sure the plastic wrap completely seals the lid’s opening?
d) Line the inside of the box with aluminum foil so that when you shut the box, the entire interior is coated with foil. It is easiest to do this by covering the bottom of the box with foil, and then the covering the inside part of the lid (going around the plastic-covered opening) with foil too.At last,glue the foil in place.
e) Glue or tape a sheet of black paper to the bottom of the box and centered there. And this will act as your solar oven’s heat sink.
f) Lastly, use a wooden skewer or pencil (and some tape) to prop the solar oven’s lid up, at about a 90 degree angle from the rest of the box. Finally,your solar oven is ready to do some cooking!
Semih ESENDEMİR, Emine Emir Şahbaz Science and Art Center / Turkey
Global warming causes many important problems affecting our lives. These problems not only affect our present, but also create troublesome situations for our future. In this activity, it is aimed to raise awareness on a global problem that has not been emphasized much. The change in the seas due to the increase in global temperature is the starting point of this activity. Sea levels are rising rapidly, even if we are not aware of it. The causes and effects of the rise in sea levels are discussed in this activity through an interdisciplinary approach.
Implementation of the activity
When the activity starts, students are shown a beautiful photo of Venice. Then a photo of Venice is shown underwater, with the statement that ‘Venice may be submerged by 2100’, announced by the Italian Agency for Sustainable Economic Development, Technology and Energy (Enea). “Why Venice is at risk of being completely submerged in 100 years” is discussed.
Students are asked to examine on the risk zone map how possible sea level rises will affect the coastal areas. Students can study their own country or any coastal region they wish. Students who realize that the rise of sea levels will affect all sea coasts in the near future are asked to read the article “Sea level rise” and answer the following questions.
• “What could be the reasons for the rise in sea levels?
• “What negative effects might the rise in sea levels have?”
After the discussion, students are asked “How do we know that sea levels are rising?” and information is given about the scientific studies and measurement tools (satellites, coastal tides, and drilling measurements) necessary to obtain data showing the rise in water levels.
Students who have learned how to collect data on sea level rise are asked to review NASA Sea Level charts that include satellite, historical data, and coastal tide data. They are asked to compare the data received from the satellites with the coastal tide data. By watching animation“Evidence of sea level ‘fingerprints‘”, they observe the change in sea levels according to the data received from the GRACE satellite.
Students are asked whether global warming and greenhouse gases are effective in rising sea levels. To answer this question, students are asked to examine NASA’s data and graphs of changes in global surface temperature according to average temperatures between 1880 and 2020. They watch the animation on the same web page showing the global temperature change between 1884-2021. Afterwards, all graphs are examined, and it is discussed with the reasons whether there is a relationship between the temperature change data and the rise in sea levels.
Along with the global temperature increase, the main factors that cause sea level rise, melting mountain glaciers, melting polar ice caps [Terrestrial glaciers (Fresh water or snow) and Sea ice (Salt sea water)] and thermal expansion of water.
Considering that the melting of glaciers is the main source of the rise of sea levels, the following questions about the concept of ice are discussed.
• How much of the world is icy? • Where on Earth is ice found? • So where on Earth is there a lot of ice? On land or at sea?
Students are asked what the difference might be between land ice and sea ice. It is stated that the correct information “Melting ice causes sea level rise”. However, the students are asked, “Does the melting of ice at sea or on land affect the rise of sea levels?” and “Is there a difference between having ice on land and being on the sea?”. Possible answers are taken. The following experimental setup is designed to show whether there is a difference between the ice being on land and in the sea.
The construction stages of the experiment
Pressing an equal amount of play dough onto one side of both plastic cups creates a smooth and flat surface that represents the land rising from the ocean.
Equal amounts of ice are placed in both plastic cups. Ice is placed on the play dough in the first cup and on the bottom in the second cup.
By connecting the water sensor and micro:bit to the point where the water level of both cups is, the change in water levels is measured.
The observation is continued until the ice in both cups completely melts. A time-water level graph is drawn according to the measurement results.
As a result of the experiment, discussion begins on the following questions.
Does the melting of the world’s glaciers contribute to sea level rise?
Has the water level rised in both cups?
In which cup did the water level rise more?
So why didn’t the water level rise in the cup representing the land glaciers, while the water level did not rise in the cup representing the sea ice?
As a result, icebergs and frozen sea water, namely sea ice, melt in warm weather, but do not cause sea level rise. This is because they are already in water and its density is lower than water (Mathematical equations for density are given at this stage). The volume of water they displace as ice is approximately the same as the volume of water they add to the ocean when they melt. When sea ice melts, it does not cause sea level rise.
In addition, students are asked to examine “How glaciers, continental ice caps and sea ice around the world are affected by climate change” by the global ice viewer.
By traveling in time by the Climate Time Machine, they are asked to study the change of Artic Sea ice and the ice cap on the island of Greenland over time.
At the end of the activity, a game is played to draw attention to the melting of glaciers.
• Groups of at least four people are formed. Each group is given 6 cups on which the factors that cause sea level rise are written, a rubber band, a rope for each student, a ping pong ball and a cup containing an ice cube.
How to play:
• As soon as the game starts, an ice cube is placed in a cup of the group.
• As the game starts, the groups must build towers from cups with the factors that cause the sea level to rise and by using ropes
• After finishing the tower, they must knock down the tower with a ping pong ball from a certain distance.
• The aim of the game is to build and demolish the tower as soon as possible without melting the ice that the groups have.
• The group that melts the least amount of ice wins the game.
The students, who did not see the rise in sea levels as a serious problem at the beginning, defined the rise of sea levels as a serious problem as a result of the articles, data, graphics and animations they examined during the activity. They discovered the causes and consequences of the rise in sea levels. With regard to ice melt, which is one of the most important causes of the rise in sea levels, they discovered the difference between the melting of land ice and sea ice by experimenting. During the experiment, the students wrote a code to measure the water level via the micro:bit makecode and measured the water level by the water sensor they connected to the micro:bit. In addition, as a result of the experiment, they explained the fact that the water level did not rise as a result of the melting of sea ice, with the density formula. They experienced how to analyze data through graphs. Thus, the activity was implemented in an interdisciplinary manner by establishing technology and mathematics connections. By the game played at the end of the activity, the causes and consequences of the rise in sea levels were revised in an entertaining way.
During the implementation of the activity, different local or global examples, pictures and articles can be included. If micro:bit cannot be used during the experiment, measurements can be made with the help of a ruler and the results can be compared. Preliminary work can be done with students on density formula, graph drawing and analysis in accordance with the student’s age level.
Teacher: Aleksandra Filipovic International School Crnjanski, Jagodina, Serbia
The project “Following Peter Pan’s shadow” was realized with the third grade students of the International School Crnjanski in Jagodina, Serbia. The project started on April 4th and ended on April 21st, 2022.The main aim of the project was to introduce students to the concept of shadow and the factors that affect its shape and size. The project is based on practical activities and independent work of students. For the needs of realization, a Wix site with the same name was created (link). The story of James Matthew Barrie “Peter Pan and Wendy” was incorporated into the project itself, which connected the content with non-STEM subjects.
Working in small groups, the students had individualized instructions within the site, with which they had the opportunity to progress at their own pace, cooperate with each other and exchange opinions. One of the working conditions was that each student within the group must have their own responsibilities and contribute to the work of the team. At the very beginning, the group came up with the name of the team: Neverland group.
The contents of the site are distributed in several logically thematically connected virtual stations that aim to develop students’ digital skills on the one hand, and STEM competencies on the other. By connecting the content in this way, the boundaries between subjects are erased, which enables students to connect learning with life.
After a detailed acquaintance with the way of working, the students independently start working on the first station called Peter Pan’s shadow. The adventure with Petar Pan begins with watching an insert from the film of the same name, in which the students deal with the issue of his shadow that separated from him. Before watching, students are given research tasks on what to pay attention to during the insert, and checking comprehension and encouragement, and thinking about the further course of the project is done through a Fyrefox quiz with multiple choice questions, which discusses the degree of understanding subject.
The Shadow art gallerystation is based on the Shadow art resource. Due to the impossibility of visiting the pop-up museum, students on the site review selected photos downloaded from the Internet. The students are invited to look at different pictures that show shadow art. Their findings are discussed in class by asking questions:
What do you see on the pictures?
Which materials did the artist use to create the artwork?
How are the artworks created?
The selected photos met with positive reactions from students because they aroused curiosity about this way of forming a shadow that students have not encountered so far.
Introducing students to the way of creating shadows and the factors we need to obtain a clear shadow was done through the Shadow makers station. Through the story of using the objects they noticed in Wendy’s room during the insert (cube, suitcase, glasses) to create a shadow, the students actually realize that they need a light source for that. They independently conclude that the shape of the shadow depends on the shape of the object itself. Special attention is paid to the analysis of materials from which objects are made, so that students can see that transparent objects do not give a shadow (example of glasses). In addition to the given subjects, students choose two subjects of their choice and record their observations in the table (download from site).
In the second part of the work on this station, students get acquainted with the types of light sources (natural and men-made) and check the acquired knowledge through a quiz on the site, receiving feedback on success and additional explanations. Based on the offered light sources, students should recognize which of the listed sources does not belong to the given sequence and explain why. The connection with the story of Peter Pan is made, among other things, by the question of whether Thinker Bell is a natural or men-made light source.
Challenges activities are also based on the aforementioned Shadow art resource (download from site). With thematic harmonization with the theme of the story of Peter Pan through the idea that looking for shade Peter Pan and Thinker Bell made a mess in the Darling family children’s room and that Wendy’s dad took photos of that mess, students get worksheets to solve on their own with practical performance.
This resource has proven to be extremely useful and engaged. The contents are arranged on several levels of complexity. In the first level, students should make a shadow based on the given photos, using 3 cans and a flashlight, and they will sketch their sets from above and from the side. They draw conclusions about forming shadows. This is a great resource for practicing different perspectives, floor plans and scales.
Within the second level, students, creating a shadow based on the given photographs, independently realize that the size of the shadow changes depending on the distance from the light source and its position. Based on the given shadows, it was necessary to predict the position of the light source, which made the practical application of knowledge.
The third level, the most demanding, required students to imagine and draw a shadow based on a photograph of lined cans, applying previously acquired knowledge about the size and shape of the shadow. At the same time, the students had to take care and investigate which object will give which shadow on the wall.
At the end of this stage of the work, students test the acquired knowledge through a quiz with questions of different levels of complexity.
The students especially liked this part of the project because by performing practical activities, they can experiment and determine how the size and shape of the shadow changes, test their predictions and draw conclusions by working as a team.
The Catch a moment page was called a creative station by the students because, working on these contents, they had the opportunity to show their ideas and express their views on the concept of shadows in different ways, applying previously acquired knowledge.
In the first segment of this station, students, hanging out with Michael Darling, first analyze a photograph that shows the shadows of animals, but does not show the way in which they were created. Only after discovering the secret trick, they receive instructions for performing these movements, on the basis of which they should make their own creations of amazing shadow animals.
The Creative puppets segment, among other things, encouraged students’ acting abilities. Improvising the selected roles, the students dramatized the meeting of Peter Pan with Wendy and her brothers, playing with their shadows. A recording of their performance is available on the site itself (link).
The enthusiasm caused by the work of artist Vincent Bal (Shadowlogy) was transformed into a series of independent student creations within the Shadow artists station, where using objects from the immediate environment and their shadows, students formed paintings: palm trees, muffins, dogs, octopuses and other works of art.
Skyline makers – Creative Island in Neverland
The main segment of the project was the Skyline makers section. The idea for the realization was also taken from the Shadow art resource itself. By working on this material, the students were able not only to nurture creativity, but also to get acquainted with the basics of engineering in the true sense of the word. Based on the given work criteria, they constructed the Creative Island settlement in Neverland. The procedure took place through the following stages:
sketching the floor plan of the Creative Island skyline;
making based on the created plan using materials from the immediate environment and objects of interesting and unusual shape that students previously brought from home (cubes, perfume bottles, spoons, toys, lamps…);
determining the name of the city and explaining the choice;
making a floor plan with all dimensions so that the city can be constructed in another place, practical measurement of the distance of objects from the wall or light source;
reflection on what was done through a discussion about what they learned, whether they applied knowledge in the field of mathematics and when, what was done well, to what extent the defined criteria of success were respected, what could have been done in a different way…
This was an excellent activity for the application of knowledge about dimensions, measurements and units of measure, spatial orientation and settlement plan. By integrating skills from different fields, learning was placed in a real context where students were maximally mentally engaged and focused on teamwork.
The final stage of the project included an Assessment, an evaluation of the organization of the project and an evaluation of the engagement of each student within the team. Students individually completed a five-point numerical or descriptive scale, the Likert assessment scale, assessing each statement. The results of the survey showed that the students understood the given instructions, the tasks were interesting and in accordance with their abilities, it was easy to obtain the necessary materials for the experiment, and they especially liked the story of Peter Pan which was used to complete the whole. As for team work, it turned out that students progress faster in this way, complement each other and exchange different ideas, were successful in applying knowledge to create a skyline, updated content in the field of geometry and improved their divergent thinking.
Our school’s art street studies were carried out. Our teachers worked very hard for the stem exhibition.
STEAM and Art Street work was carried out in the corridors of our school under the leadership of our school Technology and Design Teacher Zeynep KAYA and by Visual Arts Teacher Melih Ulaş Kılınç.
Thanks to (Zeynep KAYA ), Visual Arts Teacher( Melih Ulaş Kılınç) and students for their work.
Exhibition works of our school science teachers.
While we were making our exhibition, all our teachers worked very eagerly, and the students worked towards sustainable development goals.
The students exhibited model houses they made with solar energy panels as a solution to the goal of sustainable development (climate action).,With our exhibition, we partially achieved the goal of quality education, one of the sustainable development goals and our students had the chance to exhibit the materials they produced by doing and living. bridges with cultural significance, structures of historical importance, simple machines, and kindergarten students exhibited their eTwinning projects about recycle in our exhibition.
This exhibition was to increase students 21st century skills and raise awareness of real life problems. Participation was intense as parents, students, tradesmen and neighborhood. Our exhibition came to a very successful conclusion. Thanks to everyone who contributed.The school administration supported our work and always helped us, we also thank them.