Water is Life


Access to clean water, one of the problems caused by the global climate crisis, is the aim of our STEM plan.

The gradual decrease of clean water resources and access to clean water has become one of the biggest problems of our world.

We aimed to create nature-based solutions with our students for the efficient use of water resources.

We aimed that our students adopt a more sustainable lifestyle by understanding the effects and causes of climate change at an early age.

We also encouraged them to gain critical thinking, creativity, problem solving, cooperation and sense of responsibility at an early age.

Among 36 students aged 9-10, 19 were girls and 17 were boys. We carried out our activities in our classroom. Our activities took place between 4-20 April 2022.

To our students 1- What does the blue part in the picture of our world represent? 2-How much of our world is covered with water? 3-Do you think we can use all of the water on Earth as drinking water? 4-How much of our body is water? 5-Why is water important for our life and what difficulties would we face without water? We triggered feelings of curiosity by asking questions and brainstorming.

(Atıf CC-BY)

As the first step of conscious water consumption, we had water footprints calculated.

(Atıf CC-BY)

As part of the expert meetings, Dr. We talked to Akgün İlhan about “SU” on Zoom. Our students played the Future of the World game to say ‘I am in the Future of the World’, learned about the problems related to water and developed solutions.

(Atıf CC-BY)

Elif is 8 years old. There is a drought in his city. Water resources are dwindling rapidly. Elif and her family are struggling to find water for drinking and cleaning. Since problems began to be experienced in the irrigation of agricultural lands, the city where Elif lives can no longer produce from agricultural lands as much as before. Trying to understand the reason for all this, Elif shares her observations with her family, friends and teacher. They are starting to explore how we can reclaim our water through recycling. I explained the problem situation to my students. The students, who were divided into groups, started to create their prototypes by doing research on “Rainwater harvesting”.

rainwater harvest https://www.youtube.com/watch?v=CywGLqPRFRs

Presentations by my students https://youtu.be/6YSystVNr5Y




Our students strengthened their ties with nature by developing nature-based STEM activities. Aware of the problems of the environment they live in, our students learned to be sensitive to the environment by questioning their role in the chain of life. They took steps towards efficient use of water resources. They have shrunk their water footprints. They started to change their lifestyles for a sustainable world.




In this project, pupils will be reminded of the importance of water in their lives. Apart from our survival, water has played a major role in the place we live in. Some of us live next to the sea which means, that maybe our city is a port or attracts people for a vacation. Some others may live next to rivers also used for transportation or in lakes that host rich biodiversity. Some areas use water to produce their energy. In some others, they construct dams to water their fields. And, of course, there are places that lack water and people have been adjusted to this fact. The impact of water both in our lives and places is crucial in this project.


The pupils should watchlearnunderstand and conclude that water:

-Is essential for our health, cleanness and wellbeing

-Has made what Earth is (a blue/green planet)

-Plays a major role in energy production and economy

-Drinking water is not accessible (or clean) for everyone in the world

-Not inexhaustible on our planet

-There are ways to save and protect it


A teacher calendar will be created with all the activities in this 9-months project. The schedule will demand one activity per month. The works will be uploaded on twin space. We propose the following, but let’s keep in mind that anything can be discussed, changed, or omitted:

September: Introduction to ourselves/school/place. Could be one of the following: A group photo in front of your school and a postcard (from the web) of your place. Or, a ppt with your photos and what your hobbies are. More advanced, make a video or use any other digital tool you are familiar with.

October: “Water is everywhere”. Discuss the water cycle. Watch the trees and gardens, fruits and vegetables. Take a photo or draw some of them. Plant flowers or vegetables in small plastic pots. Watch them grow! Talk about water in our bodies.

Let’s start keeping a rain/snow calendar from October 1st until the end of June 1st and see in which (partners) area has rained/snowed more (or less) days. This is going to be a handcraft in our class. Every day from Monday to Friday we will be sticking a “sun”, “rain”, “snow” or “fog” sign on the calendar. We have to create a 9 monthly calendar!

November: “Water is precious”. Let’s ask our children what they know about drought or water pollution. Talk to them about some key facts and decide together about water-saving practices.

December: “Pastry making”. Whatever you plan to do, you’ll need water! Choose something for your traditional confectionery.

January: “Story Telling”. Find, or better, write something about water. Anything, a small text, a letter, a fairytale… Share with us a traditional song about water.

February: “Biodiversity in natural protected water areas”. Why is it so important for us? Is there any nearby your school?

March: “Water in my place”. Send us your photo from the water element that describes your place: Your Sea, lake, river, waterfall, fountain, or even the water at the center of your village. Compare web photos of places rich in water with those that have less (for example Nile delta).

April: “Water is energy”. Talk, show or discuss energy. Make a virtual visit to a hydropower station. If there is in your area, visit old watermills. Talk about domestic devices that use water: boiler, washing machine, or dishwasher

May: “Water Games”. You decide if the kids will become wet or not! Discuss with them what they know about water sports.

June: Assessment and presentation of the project




Konstantinos Tzavidas: ARIDEA, Greece Primary School of Loutraki-Pella

Beata Wójcik: Puławy, Polonya, Szkoła Podstawowa nr 1 im. Tadeusza Kościuszki w Puławach

Margrit Yeşiltepe: Beşiktaş, Türkiye, İstek Özel Atanur Oğuz İlkokulu

Not every water is H2O

This year, the students of the 4th grade of the elementary school Hugo Badalić from Slavonski Brod, Croatia will join the STEM Discovery Campaign 2022. with the topic Not every water is H2O. In the conducted activities, the students used the skills of observation, measurement, observation, graphical presentation of data, inferences, and the activities marked the World Water Day.
At the beginning, the students answered the questions What does water look like? What shape is water? What does water smell like? What does water taste like? What is water for? How important is water to us? What do we use water for? What would happen if we didn’t have water? They repeated the acquired knowledge about water circulation in nature.

In the first activity, students learned that there is 71% water on Earth and the rest is land. They showed this percentage by filling the squares with color (blue percentage of water, and brown land). They found out that out of this 71% of the water surface, as much as 97% is salt water, and only 3% is fresh water, and they showed that ratio by filling in the squares.

In the next activity, they researched on the Internet that the human body contains as much as 70% water, and they also showed that percentage graphically by filling that percentage of the body with color.

The students listed which animals live in water (fresh or salty) and made a graphic presentation of the number of animals shown on a piece of paper.

We also mentioned the beaver which also lives in the water. On the CodeMonkey programming platform, students helped the cheerful beaver with sequence, branching, and repetition commands to complete the dam and make cocktails for his friends.

For the Running Water activity, we prepared six glass cups, different food colors, paper towels and, of course, water. The students filled three glasses to half full with water and added 5 drops of food coloring. They arranged the glasses in a circle so that every other glass was empty. They took a paper towel and folded it into strips and placed it over the edges of the cups. The water slowly moves towards the paper towel through a process known as capillary action. The paper towel is made of fibers and water can travel through the gaps in the fibers. These voids act like capillary tubes, pulling water upward. Students compared this process to watering a plant, where water travels from the root of the plant to the leaves at the top of the plant or tree.

For the Colorful Rain in a Glass activity, we prepared a larger glass cup, an oil cup, edible oil, food coloring and water. The students filled a larger glass with water up to 3/4. They carefully poured the oil into another glass to a height of about 2 cm, and then carefully added food coloring of different colors to the oil. With the help of a wooden stick, they broke the food coloring into small drops. Oil and drops of food coloring were poured into another glass and they were surprised by the result of the experiment. They noticed that water and oil did not mix, and that drops of paint fell slowly, like colorful rain, to the bottom of the glass. They learned that water, although they claimed otherwise at the beginning of the experiment, has a higher density than oil.

For the activity Melt, don’t melt! we prepared six glasses and sugar, salt, pebbles, soap, paper, eraser, and of course, water. The students added 100 ml of water to each glass, and sugar to the first glass, salt to the second, a piece of paper to the third, a pebble to the fourth, soap and a rubber to the fifth. After that, they observed what of the above dissolves in water and what does not.

For Hot or Cold activity! we prepared water, four glass cups, different food colors, a kettle. The students filled four glasses: one glass to the top with cold water, one glass to half cold and half hot water, one glass up to a quarter with cold water and three quarters with hot water and one glass to the top with hot water. Add a few drops of food coloring to all the glasses and watch what happens in the glasses. They concluded that the paint dissolves faster in hot water and became acquainted with the concept of diffusion, ie spontaneous mixing of substances with their environment.


For activity Thicker than you think! we prepared a larger glass, edible oil, water and honey. The students filled a glass with one third of honey, one third of water and one third of oil. They observed how three layers were formed, depending on the density. On the Internet, they found that the density of a physical quantity is characteristic of each substance and is equal to the quotient of the mass and volume of that substance.

The students enjoyed today’s activities and learned something new about water that they did not know until now. The activities of the international eTwinning project Full STEAM ahead were also carried out.


Video about water

Water consumption is adversely affected as a consequence of the increasing population in the world, climate change, and rapid consumption in economic processes.
Conscious use of water will only be possible by knowing the concepts such as water footprint and water literacy. When we handle the necessity of protecting water resources, the amount of water available in the world is approximately 1.4 million km3. 97.5% of this water is saline water found in oceans and seas. Almost all of the remaining 2.5% freshwater is stored in the form of ice cap and groundwater in polar regions such as Antarctica and Greenland.

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Climate Action-Water İn All Aspects

Sustainable Development Goals

How did we start?

We started our The Silent Scream Of Water eTwinning project on 3 October 2020, which started with the participation of 19 teachers and 137 students from 6 different countries.

Project Logo

What is the purpose of our project?

      Approximately 1.3 billion people in the world do not have enough drinking water and 2.3 billion people crave for healthy water. Some estimates suggest that by 2025, over 3 billion people will face water scarcity. The future of water is adversely affected by the increasing population in economic processes, climate change and the rapid increase in consumption. Conscious use of water is only possible by knowing the concepts such as water footprint and water literacy. For this reason, our project was created to raise awareness of secondary school students on conscious water use. In our project, it is aimed to raise individuals who are responsible for the solution of social problems, who can think creatively and analytically, who can produce solutions that differ based on cooperation, and who adopt the principle of lifelong learning with sustainable environmental awareness. absorbed social and technological developments and their relationship with the environment.
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