Step by Step to Solution with STEM

Posted on 04/05/2022 by Şerife Takmaz

A DROP OF WATER MAKES A DIFFERENCE

As part of the 2022 STEM Discovery Campaign, an eTwinning STEM project was planned using the “A Drop of Water Makes a Difference” learning scenario at the Scientix Resource Repository. The project was carried out under the name “Step by Step to Solution with STEM”. The project involved 13 teachers and 250 students from four different countries: Turkey, Italy, Portugal, and Poland.

Schools: Konya Ereğli Science And Art Center, Konya Ereğli Dumlupınar Scondary School, Konya Feriha Ferhat Koyuncuoglu Scondary School, Genova (GE), İtalyaICS Pra’ di Genova, Szkoła Podstawowa nr 1 im. Janusza Korczaka w Szprotawie Polonya, Alpaslan Ali Can Science And Art Center, Manisa Soma Science And Art Center, Agrupamento Escolas António Alves Amorim, Konya Akşehir Science And Art Center, Antalya Science And Art Center

Age students 10-11 years

Dates:1^st of February 2021 – 25^th of April 2021

Our Main Resource: “A Drop of Water Makes a Difference“

Our goals

Awareness among students about the problem of water scarcity and pollution in the world create.

Developing 21st century skills such as global awareness, environmental literacy, creativity and innovation, critical thinking and problem solving, collaboration, knowledge and ICT literacy, citizenship and different thinking
To encourage children in their active online participation
To strengthen their active participation through the assumption of roles
Developing your imagination
To observe them, to try them, to draw conclusions, to invent, to make constructions, to make contact with art, to present their work.
To manage to cooperate with the rest members of the group

Timeline

Activities Time
Citizenship			40 + 40
Natural Science			40 + 40 + 40 + 40
Mathematics			40 + 40
Art			40
Music			40 + 40
Designing and Prototypeing			40 + 40
STEM Career Interviews: Architect			40
Collaborative Studies			40 + 40

Activities

First, our students and teachers introduced themselves to other partners. Afterwards, our students made logo and poster designs of our project. Afterwards, the students determined the logo and poster of our project with the survey. At the next stage, each team identified the “real-life problem” that it wanted to work on. We referred these issues to the survey. The students cast their votes. After all, “Water is very important for life. However, the earth’s water is gradually running low and polluting. Let’s find a solution to the water shortage.”

Citizenship (Brainstorming, discussion and preparation)

The students discussed the following questions with their teachers:

• How do you use water at home? At school?

• Give examples from your daily life: where do you
think you are wasting water?

• Do you think there is enough water for everyone? How can we stop waste?

• Do you think water will end?

Students were asked to discover some information about water using an inverted classroom. The students presented the information they discovered using the “Canva” tool. And they uploaded these presentations to the eTwinning common area. In addition, they watched other presentations that were there.

Natural Science (Watch, discuss and build)

After watching the relevant videos, students were asked to think about reducing water consumption and waste, reusing water, recycling it and using alternative sources (Videos are here: Part 1, Part 2). Students were then asked to think about the following questions and create a Mind Map.

Is water important for living beings? Why?
Do we consume a lot of water?
What can we do, in our daily lives, to reduce water consumption?
How can we ensure the sustainability of water?

Students used “popplet” for the Mind Map. In addition, schools collaborated on this event, and each team added a section to the map.

Then they designed an experiment that showed that water evaporates when heated and intensifies when cooled. They shared it with friends in the common area. In this experiment, they understood the “water cycle” in nature. They worked with the “Science” teacher at this event. The event continued both at school and at home.

Ebrarsu_ Buharlaşma ve yoğuşma – YouTube

They designed and built a water filtration device using materials commonly found in the next activity. They measured the effectiveness of the filtration device using pH measurement methods.

**A selection of images from project practice**

They then measured the ph value of water and different liquids. They used a “phet simulation” for this.

Then they played Kahoot about the Water Cycle. This event was very exciting and fun for them.

Mathematics (Water Statistics in your school)

In this course, students read and wrote statistics on water addiction. They searched for information on various websites like this (here). Then they checked their water footprints. Then they made a poster using the results. They commented on the “Water Footprint Results” on the poster.

Our students created and conducted a questionnaire to understand the truth about the use of water in our school community. The Survey is here. They then created a poster with graphic information about the collected data.

They watched videos of water recirculation on the ISS. Video 1, Video 2

The students then prepared puzzles on the “conscious use of water”. They used “learningapps.org” and “wordwall.net” for this event.

Art (Creative activity)

In this lesson, they learned how to create colors that differ from the main colors, and
They watched the videos (Video 1, Video 2). Phet practiced with the “Color Vision” simulation. They determined what color the person would see for various combinations of red, green and blue light. They defined the color of the light, which can pass through different colored filters.

Color after students watch videos they worked together to create a poster of the series. They described the “Water Cycle” on the poster. For this they used colored crayons and cardboard.

The students decided to work together for “World Water Day”. And they created a calendar. Every school team designed a month. In the design, they created “a picture and slogan on the water problem”. They worked collaboratively using the Canva tool. They finally created the 2022 Calendar. The calendar is here.

Music (Musical Water)

In this course, they collaborated with our school’s music teacher. We asked the students to find the water content needed for each glass to make a different sound.
Ingredients: Cups of the same size, water, food dye, spoon or stick

Then they filled the glasses with different levels of water. They added food dye to further distinguish them. In this way, they created a “Water Xysytophone”. When it was over, they took a metal rod and slowly hit the glasses. They finally created a melody. The music teacher accompanied them using the piano.

https://youtu.be/rArsNzdaj0E

https://www.youtube.com/watch?v=GhwgVX9zOQo

Designing and Prototyping

In the first lesson, all the students made designs that they thought would solve the water problem. For this, some students used paper and crayons. Some students chose to design with the “tinkercad” program. At the end of the first lesson, they presented their designs to their friends. Together they decided on the best solution.

In lesson 2, they all built a prototype of a building that harvested rain. They also wanted to add wind roses to their building. They installed an electrical circuit inside the building. At the end of the lesson, they discussed the good and the bad of the prototype. They decided on aspects that needed to be improved.

https://www.youtube.com/watch?v=61MTXAYXlQs

STEM Career Interviews: Architect

In the next lesson, they met with the architect. The meeting was held online. How did he become an architect? What do architects do? they asked questions like. Later, they contacted our project. How do you design to make sustainable buildings? What materials do you use? What do you pay attention to regarding the use of water? They tried to understand the profession with questions like.

In the next lessons,

the Students did studies to tell people the truth about “water scarcity and water pollution” and to raise awareness about them.

Groups of 13 teachers and their teams created an “e-book”. They named the book “Adriana and Carlos In Search of Clean Water.” Here’s the ebook.

Then they created a “Public Spotlight”

They made a video message. This event was held in collaboration with all teams. The video discussed “we are running low on water, we are getting dirty”, “the future is in danger”, “what should we do about it for a better future”. And he gave me messages. This study was done with “canva”. Each team edited its own page. Here’s the “Public Spotlight “

Then the students designed a game for their peers using “Scratch”. The game moved with the slogan “Clean the Seas”. In this study, the teams worked collaboratively. Students were divided into mixed school teams. Each team was guided by a teacher. The IT teacher also supported the teams. The study took place online. Because each team had students from all four countries. The teams improved the next stage of the game. Finally, this game came about.

They planted trees at the last event. We wanted to collaborate with local governments for this event. That’s why we had help from the mayor of the city where we live. The mayor helped us with everything. He’s prepared the area where we’re going to plant trees. He dug holes. He brought the saplings ashore. They even took our students to the field by bus and also provided food and drink.

The event was attended by 90 students, 5 teachers, parents and municipal employees. Each student also planted at least 15 trees. In the end, 1,000 trees were planted that day.

https://youtu.be/fXhW5FnlcKs

Ultimately

Our students were very excited and curious during the project activities. They were given the opportunity to observe and experiment, draw conclusions, invent and take care of art. Critical thinking, creativity, problem solving and collaboration skills have improved. The students were actively involved in the project. On the other hand, intercultural interaction was provided as well as environmental literacy. And most importantly, awareness of water scarcity and pollution has increased.
In addition, the families followed the project with interest. They even said their monthly water bills were down. The students left to discuss another project.

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We Make Our Own Recycled Paper

Posted on 03/05/2022 by suslu

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.

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.

Go green or go home!

Posted on 02/05/2022 by dmaurac

Written by Danijela Maurac

Offering the nine years old student the opportunity to draw conclusions based on experience, learning in immediate reality by researching and studying natural phenomena around him is the most effective way to become aware of the connection between learning, his existing knowledge and experience. If we add to this the innate curiosity of every child, we can do a lot to develop the student's awareness of the role of the individual in the world and to make him a responsible citizen of the future.

  With our project, we have connected water conservation and forests as two important ecosystems and it was very easily fit into the curriculum. Sustainable development, living conditions and natural balance are topics that can be implemented at all levels and through all subjects. Reading, writing, arithmetic research, experimentation, drawing ... these are all methods used in the activities.The students first got acquainted with the basic living conditions and recognized water as one of them. They explored the importance of water for the life of all living beings and its role as a renewable energy source. They realized the importance of conserving water as a basic ecosystem.They made experiments about natural phenomena and water circulation in nature. Students conducted research on household water consumption and found ways to reduce consumption.

Students were given research assignments at home (flipped clasroom)). Next day, students presented their results to the other students and then used the MetaChart app to create water consumption diagrams.

What is pollution? How people pollute the water? What is the importance of forests and why people destroy them? What impacts have pollution on human being on the Earth?… was the questionst in storm ideas. Students played a Coral bleaching game of marine pollution at Nasa for Kids web page. After that, they made posters with messages on how to reduce water consumption for other students and placed them in school toilets.

https://climatekids.nasa.gov/coral-bleaching/

Since we live on the Adriatic coast, we werw interested in how to maintain the marine ecosystem and its purity, and we visited the Maritime Museum in Split where we had an interesting workshop of biologists dealing eith marine ecology, ecosystem and agreed that at the end of the school year we will have an action to clean one of the beautiful beach.

The next activity was carried out on the occasion of World Forest Day. The students performed several activities of unplagged coding, but also using AI in class. They studied and got to know the trees that grow in the environment of our school, they have plogging activity wich helped to collect even more plastic plugs that we collect as part of humanitarian activity Plug for people with disabilities.

The first activity was to go out into the school yard, using the Plant@Net app, photograph the selected tree. After that the students studied the tree and madea personal identity card of trees by finding various sources on internet. With Pl@ntNet app theymade short videos and revived their tree. The next activity was unplagged coding. Students had to help the B-bot to find the way trough the field but watch out for the discarded plastic.

We registered the activity as an event on the e Twinning platform, but also the EU code week, and through social networks we invited other teachers and students to join us.
https://padlet.com/nela9m/Bookmarks
Afther this activity we had activity called plogging. Plogging is a term invented by Erik Ahlström referring to the act of picking up trash and litter while jogging.

The students went out to the school yard and had a certain amount of time in which they had to run to collect as much garbage from the school environment as possible. They were divided into groups, and the group that collected the most received the award. It was fun and instructive. We sorted the collected garbage and separated the plastic plugs that we put in our cork collection box. In this way, we have contributed to the Plug for Persons with Disabilities campaign, in which we participate throughout the year. In this way we help both nature and people in need.

We were happy to see the works of the other students on our Padlet. We realized that EU code week , eTwinning and Scientix can connect us with students around the world with a variety of topics and activities. We continued with the “green” activities and signed up for the STEM Discovery Campaign, thus connecting several educational communities and platforms in order to encourage others to think about nature conservation.

http://Book Crator – Go green or go home

Sustainability with “Terra Mission”!

Posted on 02/05/2022 by mbarouta

ABSTRACT

The learning scenario “Teaching Sustainability through the “Terra Mission” educational material aims to encourage young students to reflect on the importance of the trees for our planet and the environment and discuss about deforestation and alternatives to prevent it. Through multiple activities, students will use digital tools and and will express their opinion through critical thinking. As a result, they will enrich their knowledge and enhance their skills.

TEACHING SUSTAINABILITY: OBJECTIVES

The scenario is about teaching sustainability through the “Terra Mission” educational material. Students will learn about the importance of trees and the consequences of deforestation. They will enrich their knowledge about the process of photosynthesis and how trees contribute to oxygen’s production. They will also express their opinion, collaborate through STEAM activities and have fun!

ACTIVITIES FOR TEACHING SUSTAINABILITY USING THE “TERRA MISSION” MATERIAL

1st activity: “If our planet had feelings”

Students are watching the video “A sick planet” and are asked to write in Mentimeter three words that will describe how they would feel if they were planet Earth. After that we discuss all answers and students express their opinion about what their fellow students wrote.

2nd activity: Let’s talk about trees with “Terra Mission”

The teacher takes a piece of paper, writes something, scrunches up the piece of paper and throws it away. Right after that shows the students the presentation from Terra Mission at Gynzy and asks: “Why is it a shame to just throw a piece of paper away?”, “What is paper made of?” or “What do you know about trees?”

Then, on “Tierra Mission” presentation at Gynzy students complete the parts of the tree. They discuss the prerequisites which form a forest and how trees produce their own food.

trees-sustainability-teaching — https://static.wixstatic.com/media/864625_d60396d8336b41c2a904ef5d4517a9d2~mv2.jpg/v1/fit/w_612,h_792,al_c,q_80/file.png

After that, they watch the “Photosynthesis video” and discuss their answers.

3rd activity: Working on “Tierra Mission” worksheet

Students complete exercises 1, 2 and 3 and also do the quizzes in slides
17 & 18 in Gynzy’s presentation. Then, they complete the Terra Mission “Trees” Worksheet, which can be found here.

4th activity: The giving tree

Students will watch the video “The Giving Tree”, which narrates Shel Silverstein’s fairy-tale. After that they will express their opinion about what changes as the little boy grows up and how does the apple-tree feel as time goes by. They will, also, describe all the things that the apple-tree gives to the boy. In this way we talk about all the benefits that the trees and the forests offer to our planet and about which human actions have led to deforestation.

5th activity: Giving trees made of recycling materials

Finally, students create their own “giving trees” using recycling materials.

STEM FOR RACE (STAND WITH UKRAINE)

Posted on 06/04/2022 by Serkan Topbaş

https://stemaddie.blogspot.com/

STEM refers to a process where we produce solutions to daily life problems beyond interdisciplinary work in the fields of science, technology, engineering, and mathematics. Therefore, it is our most important responsibility to be with our students when they face the problems of daily life.

Our most important problem today is that our colleagues and children in Ukraine are being persecuted before the eyes of the world.

As the STEM Applications With ADDIE Project team, we asked our students a daily life problem. They told us about the invasion of Ukraine. When we asked what kind of a solution we could come up with, they said that we could build a bridge that would save them and support them.

Based on this great idea, we built bridges of love, peace, and friendship from our countries to Ukraine with the participation of many European countries.

With an international and intercultural perspective, our students experience both the happiness of working with each other and the pride of producing solutions to problems.

Analyzing the problem and producing alternative solutions in problem-solving processes is the most important skill to be taught today.

With this activity, our students did not only do a STEM activity but also a peace movement. It was very important to be able to write peace to their small hearts and big ideas with such a job.

Our project not only developed a training program but also carried out important studies in STEM discovery week activities by producing solutions to problems in cooperation. We just wanted to share the bridge of friendship with you.

Wishing for a world where friendship and peace prevail…

The STEM Discovery Campaign Blog

Participants of the various STEM Discovery Campaign competitions are invited to blog about their activities for the 2022 STEM Discovery Campaign here!

Tag Archives: Sustainability