What about clouds?

By Margarita Dakoronia, Roberta Colombo and Despina Armenaki

Schools: 32nd Primary School of Piraeus-Greece, IC di Merate Italy, 3rd Primary School of Chios-Greece

Age students: 7-10 years

Dates: 1st of March 2021 – 10th of April 2021

Our sources: Europeana for Howard and Constable, Esa kids, Science kids, For the experiments

Used web 2.0 tools

For brainstorming: Gocongr, Bookcreator

For videos: Windows 10, YouTube

For photo collage: Canva, be funky, Pixiz

For puzzles: jigsaw

For the timeline: timetoast

Our goals

1- To encourage children in their active online participation
2- To strengthen their active participation through the assumption of roles
3- To develop children’s imagination and creativity
4- To encourage children to observe, to experiment, to draw conclusions, to make inventions, to make constructions, to get in touch with art, to present their work.
5- To manage to cooperate with the rest members of the group
6- To gain STEM skills


As part of the eTwinning project, weather broadcast by curious detectives, three of the collaborating schools designed and implemented the activity, ”what about clouds’‘. Both schools were in online classes while the third was not. So we started with the water cycle, its evaporation and liquefaction. But what piqued the children’s interest were the clouds. The questions were many and so we focused on the study of clouds.

A selection of pictures from the project practice– The pictures are the author’s own –(Attribution CC-BY)
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Author: Semih ESENDEMİR

Within the scope of the “STEM Discovery Campaign 2020” organized by Scientix in European countries, I, as a science teacher at Emine Emir Şahbaz Science and Art Center, organized an online STEM activity “Build your own weather station” with my students being 9 to 12 years old between 13 – 19 of April, 2020.

My aim in organizing this activity was to develop scientific and engineering process skills by directing them to research, questioning, and design with the online STEM event that I organized during these difficult times when I am separated from my students. To achieve this goal, I dealt with the weather events that concern us in our daily lives. I thought to develop Science, Technology, Engineering, and Math skills by having my students’ design tools to measure weather events like a scientist, mathematically express and predict their measurements. Based on these ideas, I decided to implement the learning scenario called “The weather in our town!

Figure 1: Weather station in our house
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