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Can a story help children to reflect on their own behaviors and create more empathic attitudes? Can the manipulative activities of tinkering and making help children increase concentration, critical thinking and improve classroom behavior?
A story to reflect, laugh and create!
7 YEARS OLD, attending the second primary school( Convitto Nazionale Gaetano Filangieri Vibo valentia)
It is always funny and enjoyable to check your knowledge in Science in the form of game. But is better to learn more about your career possibilities in the same way. During SDC 2021 in Vilnius Alexander Pushkin Gymnasium in Vilnius, Lithuania. 9th and 11th form students have played special educational games.
9th form students have participated in virtual EscapeRoom activity. The students were divided into groups of 4-5 people. Each team must receive 6 text documents. Five documents were protected by passwords. In order to open the next document, you need to complete the tasks. Each completed task not only gave the opportunity to go to the next “room”, but also get points for correct answers. All participants successfully completed the tasks, and the fastest were determined as the winners of the competition. Students not only learned more in biology, but also have developed their digital, leadership and communication skills.
We see that water resources are not used properly in Turkey and many countries of the world. At the same time, many countries, especially in Southern Europe, face water shortage during the warm summer months and green areas experience irrigation problems. Recovering degraded ecosystems can also benefit from water recovery. Through this course, students will learn about nature-based solutions (NBS) in general and NBS for wastewater treatment in particular. They see that not only will they remove pollutants from rainwater, but also numerous side benefits. Through the project-based learning (PBL) approach, students will prototype storage areas for stormwater harvesting.
Efficient use of rain water, revitalization of vegetation, water management, nature-based solutions, ecosystem, sustainability.
Rational consumption of resources, water, food, and energy, as well as clean air, are important for the progress of civilization and clean sustainable development.
Physics teacher can prepare and elaborate a topic according to the “Nature-Based solutions”. Within the laws of physics, that is energy from the Sun. Therefore, renewable energy sources. Our life and work depend on energy, whose large-scale production today pollutes the air and warms the environment.
So getting electricity from a renewable solar source is made possible by solar cells.
Sunlight provides an opportunity to preserve our blue planet Earth.
Solar energy is a source of clean and renewable energy.
TOGETHER FOR THE PLANET IT IS MADE UP OF SIX INSIGHTS: 1 WATER 2. GOOD AIR 3. ANIMAL FRIENDS 4. TREES, LEAVES AND FLOWERS 5. CREATIVE RECYCLING 6. CLEAN ENERGY. ALL THE INSIGHTS ARE PRESENTED WITH AN INCLUSIVE, LABORATORY, ARGUMENTATIVE METHODOLOGY. ALL THE INSIGHTS ARE STRUCTURED AS A LEARNING UNIT (UDA) AND DESIGNED IN TERMS OF OBJECTIVES, CONTENTS, METHODS, TOOLS, PRODUCT AND RESULT EVIDENCE, IN ITINERE VERIFICATIONS AND FINAL EVALUATIONS (TRAINING AND SUMMARY BY CRITERIA).
To change the world just open a notebook!
“TOGETHER FOR THE PLANET”, transversal and multidisciplinary activities conducted by the team of teachers of the IC RENDE COMMENDA – PRIMARY SCHOOL STANCATI – RENDE – TEAM CLASSES IIF AND IIH
GIULIA FALCONE ROSSELLA FERRARI ANNALISA SASSONE ROBERTA ALESSIO.
The transversal and multidisciplinary path was designed with an annual deadline.
Creative and diversified works that allowed the students to use techniques, materials, strategies and methodologies. Materials used: paper and cardboard, plastic, rubber, cork, wood, leaves, shells, natural elements.
The students were engaged through an inclusive and stimulating methodology.
The lessons took place in three ways:
in the classroom,
in DaD (that is a virtual laboratory class),
in Did (that is in the classroom while connected with students following lessons at home).
The methodological modality: laboratory, composition of creative works built with natural or recovery / recycling material, of listening, reading and guided and collective understanding of the many texts reworked by the team.
The use of technology and the technical / scientific apparatus have created an innovative setting and guaranteed the achieving of STEAM goals. It tried out the scientific method of making hypotheses, deriving predictions and carrying out empirical observations.
The pedagogical value
Cooperative learning and inclusion had a stimulating and motivating pedagogical effect. All the children were highly interested and constantly involved in the activities. The results of learning units (UdA) showed the achievement of autonomy and competences, the development of new resources, scientific /operational reformulations, arguments,graphic elaborations and expressive, artistic elaborations. The products realized: drawings, maps and diagrams, written summaries and contextualized exhibitions, storytelling, arguments, origami, graphic representations, posters, dioramas, artifacts, experiments and tests, manual jobs, invention of alternative and futuristic settings.
Why others should reply
The path presented is a good teaching practice: the results and evidence show that the pupils have participated and developed active knowledge that can be replicated through the appropriate presentation of the learning unit.
The planning of activities is carried out by the team in a preventive manner with respect to delivery. The Gant table is used; the structuring is by LEARNING UNIT (UDA).
University of Calabria Researchers' night
LIBRIAMOCI: MINISTERO DELLA PUBBLICA ISTRUZIONE
SCUOLA.NET: LE NOSTRE PAROLE PER IL PIANETA
SCUOLA.NET: INSIEME PER GLI OCEANI
GIORNATA INTERNAZIONALE DELLA TERRA
GIORNATA MONDIALE DEL LIBRO