STEAMISTS

a journey in to a dystopian world

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Project Process

Project Activities

Objectives

• Startup activities

• Main activities

• Farewell activities

Story of our project

Team

intro

e-safety

Duration

Dec '23- June '24

Introduction

In 2120, the world underwent a great change and turned into a dystopian universe. Technological developments, rapidly increasing population and excessive use of resources have left the planet facing environmental problems. Climate change has caused devastating weather events; Floods, droughts, and wildfires were common around the world. Cities were plagued by pollution from industrial waste and plastic polluting the surrounding oceans. Air quality decreased and many people had to struggle with health problems. Instead of making people's lives easier, technology created new problems. Automation eliminated many jobs and unemployment increased. Artificial intelligence and biotechnology have raised ethical issues and security concerns. In this chaotic world, a group of scientists, engineers, artists and students came together and decided to find a way out.

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Project Name Selection

Students in our Project

Project Logo Selection

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Main Activities

Information about STEAM education

Our stories in our project

STEAM plans with 5E Model

Students Working on STEAM plans

See the STEAM Plans Results

Final Video

See The Results

Final Video

Story Writers: Bahadır Furkan Sönmez &Melis Luigi Alterani Efstathia Giagkiozi Funda Taşlı &Fehime Anastasios Salis Kyriaki FotiadouStory ebook Designers: Burcu Sönmez & Kutay Eda Acar & Aleyna Cennet Erdemir Urhan & Angeliki Glava Elena Amalia Comanescu Efterpi Koundoura Voice team: Theodora Ketsetsidou Carmela Magliano Bahadır Furkan Sönmez Sema Karakelleoğlu Sümeyra Tunga Plotagon Team: Burcu Sönmez & Muhammed Eda Acar & Arzu Tayyibe Tezcan

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Farewell Activities

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Earth's Last Hope

Powering The Future

Pollution Busters

You should definitely take a look at the stories written by our students in teams.

Cultivating Change

Delicious & Nutritous

Thriving Beyond Crisis

Curing The World

Earth's Last Hope

Powering The Future

Pollution Busters

You should definitely take a look at the stories written by our students in teams.

Cultivating Change

Delicious & Nutritous

Thriving Beyond Crisis

Curing The World

Pollution Busters

Earth's Last Hope

Powering The Future

Luigi Alterani

Efstathia Giagkiozi

Anastasios Salis

Bahadır Furkan Sönmez

Burcu Sönmez

Burcu Sönmez

Bahadır Furkan Sönmez

Sümeyra Tunga

Funda Taşlı

Delicious and Nutritious Foods

Cultivating Change

Curing The World

Thriving Beyond Crisis

Theodora Ketsetsidou

Sema Karakelleoğlu

Tayyibe Tezcan

Elena- Amalia Comanescu

Eda Acar

Kyriaki Fotiadou

Angeliki Glava

Efterpi Koundoura

Cennet Erdemir Urhan

Carmela Magliano

Throughout our work, we shared photos, challenges, suggestions, and outcomes on Twinboard, fostering a collaborative and reflective STEAM learning environment.

During our "Access to Healthy Nutrition"steam plan, we introduced students to the concept of healthy nutrition through a presentation and discussion, ensuring they gained a basic understanding despite some engagement challenges. We then played a food sorting game to help students identify healthy and unhealthy foods, making it competitive and fun. In a meal planning workshop, students creatively presented balanced meal plans, learning portion sizes and nutritional balance. We continued with a presentation on food waste, highlighting its impact and ways to reduce it, which engaged students in discussions about sustainability. Students then created infographics about healthy diets, helping them visualize and remember key nutritional information. We also introduced a recycling puzzle, making learning about recycling interactive and enjoyable. Additionally, students wrote poems on healthy nutrition, allowing them to express their understanding creatively. We designed a meal planner for teens, guiding students to plan nutritious meals tailored to their age group. Preparing a Mediterranean salad with their mums fostered family involvement and hands-on learning. A session on the importance of food packaging taught students about preserving food quality and reducing waste. Finally, students gave group presentations, sharing their learnings and reflecting on their experiences, which encouraged participation and resulted in a deeper understanding of healthy nutrition.

We investigated the contribution of recycling and upcycling to the economy. We prepared a poster on the subject. While examining the environmental effects of upcycling and its role in our daily lives, we examined the reuse of clothes, furniture and accessories.

During the week we worked on access to healthy food, we conducted various research. The fact that our students in Food and Beverage Services were familiar with the subject made our work a little easier. We came across the concepts of recycling and upcycling and did research on these topics. We created a virtual board on healthy food and nutrition and shared it with all students in our school. We prepared posters about food groups, nutrients and their functions. We worked on preparing a healthy meal in our workshop and practiced an artichoke recipe with olive oil. What chemical reactions occur during the recycling process? We created a concept map by questioning our thoughts about the recycling of food waste and using various sources. In order to use the packaging of a food product effectively, we collected the waste packaging of food products in our school and made our zero waste cakes that will be sustainable and can be used in more than one batch. We examined how compost is created using recyclable materials and the studies that enable the production of aromatic plants with this compost. We recognized the technological devices used in upcycling and examined the working principles of one of these devices.

STEAMISTS:Journey to a Sustainable Future

Dear Colleagues and Students! Our world faces many urgent challenges outlined in the Sustainable Development Goals (SDGs). To achieve these goals, we need innovative solutions and educated, conscious individuals. The STEAMISTS project is designed to meet this need and build a more sustainable future. STEAM is a concept formed by the combination of the disciplines of Science, Technology, Engineering, Art and Mathematics. Within the scope of this project, together with our partners and students from Greece, Romania, Italy and Turkey, we will investigate SDG-related problems and produce solutions using STEM skills. The goals of the STEAMISTS project are:

1. To provide our students with in-depth knowledge and awareness about the SDGs
2. Helping them develop STEM skills and create solutions to real-world problems
3. To enable them to develop teamwork, problem solving and critical thinking skills
4. Promoting awareness of global citizenship and respect for different cultures
5. Exchange of ideas and collaboration with our partners and students

STEAMISTS project is not just a project, it is a journey of learning and discovery. In this journey, we believe that we will make our world a better place by working together, discovering new things and finding solutions to problems. We are very pleased to participate in this exciting project and work with you. We believe that together, you will have an unforgettable experience and add value to the world. Thanks!

Our team has been working on a plan to address Pollution. First, we researched the different types of pollution: air, soil, water, light, and sound, then, we began to discuss how to prevent these types of pollution and then think about the tools and strategies that could be used to avoid the different types of pollution. This is because the problem of pollution is very much felt in our territory, which many people abroad will also know as the "Land of Fires", due to the phenomenon of illegal dumping of waste and toxic substances and the burning of harmful substances by organized crime in the territory in which we live, which for years have been the cause of illness and death for the population that lives there. We have also created posters to raise awareness on the problem.

Finally, we tried to think up and design a vehicle that could be used to reduce air pollution by using waste materials from discontinued products.

Our team looked for information about climate change and issues related to agriculture and animal welfare and we put together a STEAM plan with solutions for them. All the students in our team got involved with the activities with interest, learned to use A.I to generate theme-specific images, created a poster with 5 solutions to today's agricultural problems and made a digital game in WordWall in which the players are put in the situation to associate the solutions proposed by us to the current problems of agriculture. During the activities, we were happy to discover the power of artificial intelligence and at the same time we had so much fun.

In our project we worked with the STEAM plan about climate change and its effects on humans. While examining and implementing the activities in the plan in detail, the most common problem we encountered in our environment was the decrease in water resources due to climate change and global warming. At this stage, we thought about preventing some wastes. And we realized that in the use of the Natural Gas energy source that came to our city a few years ago, cold water has to be wasted for a certain period of time to access hot water. We discussed how we can recycle this water in our already limited water resources and my students designed a system that recycles this water. In this way, they combined each of the topics of Science, Technology, Engineering, Art and Mathematics.

In our work, we worked with the STEAM project on climate change and its impact on humans. We examined and implemented several of the project activities. The most important problem we wanted to address in our environment was the increase in global warming. So we thought to investigate whether exhaust emissions from transportation, the heating we use in our homes, the type of fuel, air conditioners and other factors affect global warming. In our class, we examined our personal ecological footprint according to our habits. This was done through the link suggested by the STEAM project in the activities. We recorded the results and looked for solutions to reduce it. Each of us decided what to change in our daily habits to help the planet. In the end, we repeated the test to see the results of reducing our ecological footprint.

We worked on a STEAM project on the effects of climate change on humans. Within the scope of this project, we realized that the biggest problem in our environment is the very high CO2 emissions during the activities we examined and implemented in detail. In order to raise awareness on this issue and increase environmental awareness, we designed a game to reduce CO2 emissions and developed this game using Python programming language. While the game we developed is fun to play, it also provides information about climate change and the effects of CO2 emissions. In this way, both children and adults have the opportunity to learn and raise awareness in a pleasant way.

We used Python to write a game show addressing the issue of climate change. In this game, we created a scenario where the player tries to reduce a city's climate impacts by making various decisions. The game involves the user making choices in areas such as energy sources, transportation, and recycling. This game presents a scenario in which the user attempts to reduce CO2 levels in the city by making various choices over a certain number of rounds (e.g. 10). The user affects CO2 levels by making choices in energy, transportation and recycling. Random events also increase the dynamism of the game. If the player manages to reduce the CO2 levels below a certain value, he wins the game, otherwise he loses.

LOGO COMPETITION LINK

On the one hand, we learned about the concepts of recycling and upcycling. We organized an upcycling workshop to draw attention to transformation. We designed a mind map about recycling and upcycling. Our students transformed the used items in their homes. Our most important work was to grow our healthy products in our school garden. We created a hobby garden and grew vegetables. We learned about compost making. Thus, we included both parent participation and other teachers in our school in the implementation of our STEAM plan.

During our "Access to Healthy Nutrition" STEAM plan, we introduced students to the concept of healthy nutrition through presentation and discussion. Then, we learned about healthy and unhealthy foods with a Kahoot competition. Then, we created healthy portions for a dinner at our home with the participation of our parents. We also organized a healthy breakfast event at school. We received support from our Food and Beverage department while preparing these healthy portions. Then, we researched the nutritional values ​​of foods with our students. The students in charge made a presentation and explained it to their other teammates. Our next activity was to prepare posters and infographics. We prepared visuals containing tips on healthy eating and hung them in our school. Thus, we tried to raise awareness in our school.

It took 7 class hours to implement our STEAM plan on the theme of Environmental Pollution. Our students first did the story completion activity given in the plan. After all the pieces were completed, they analyzed the story as a whole. After this story, I made sure that our students were aware of the topic by showing them the remarkable visuals in the plan. They did various experiments and watched videos. Thus, they had more detailed information about the subject. In the following days of the process, we identified the problem situation with our students and used the fishbone technique to produce solutions according to this problem situation. Then I gave our students a general research assignment for the solutions they produced. At the end of their research, the students drew their solution suggestions and then started to make their designs. They became very sensitive about environmental pollution by using waste materials during the design process.

During our 7-day "Sustainable Energy Sources" STEAM program, we introduced students to the concept of sustainable energy through an engaging presentation, ensuring they gained a basic understanding of various sources like solar, wind, hydro, and geothermal power. Students completed and discussed a sustainability questionnaire, which raised their awareness of their current practices and areas for improvement. Building a LEGO wind turbine allowed students to grasp the engineering behind wind energy in a hands-on manner, while creating posters and a “sustainability and the environment” presentation about different sustainable energy sources fostered creativity and deepened their knowledge. Each group presented their posters, enhancing their public speaking skills and reinforcing the importance of sustainability and environmental protection.

• An electric bike demonstration provided a practical example of kinetic energy conversion, allowing students to experience sustainable energy firsthand. We cycle and generate energy! Throughout the week, we shared photos and videos of our activities on Twinboard, discussing the challenges we faced, the fun moments, and the valuable outcomes. This collaborative approach helped students reflect on their learning and appreciate the importance of sustainable energy practices.

Hello everyone! We want to shape our project entirely with your ideas and our dear students'. We are waiting for your contributions to choose the best name for this project, which we will equip with the themes of science, technology, engineering, art and mathematics. Please click on the link below and type the name you would like to give to our project. And feel free to vote for the names you like!

project name ideas link

We started implementing the steam plan to combat health problems by drawing attention to the subject through visuals prepared for students. Then, we focused on healthy lifestyle, disease prevention and protection, and the social effects of diseases. We watched videos on the topics. We discussed one by one the health problems that the students perceived as a major threat to the future. Students tried to offer concrete solutions to problems that would pose major problems. The students said that since they were students of the health department, many terms were included in the course curriculum. This was one of the facilitators we encountered in implementing our plan. Then, they prepared a concept map poster infographic about a health problem they chose and discussed it with their friends. Developments in biomedical engineering, which provides solutions to health problems through technological developments, were examined. We got to know technological devices and examined the working principles of one of these devices. We drew attention to health problems with our work and raised awareness among our students through engineering, mathematics, science and art.

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During our STEAM program "Agriculture and Livestock Issues," we focused on understanding and addressing key issues in the fields of agriculture and livestock. We began by engaging in discussions to identify problems and their causes, and we sought to propose solutions and methods for their implementation. The students used various applications to create concept maps that depicted the range of issues they identified, as well as information cards where they presented indicative solutions to these problems. Through artificial intelligence, we created images and posters to showcase the future of agriculture and livestock. Additionally, we designed virtual applications for water management in cultivated areas and for managing livestock units.

We built and played with a LEGO robot in the classroom as a proposal for future land cultivation. All these activities were based on the combination of Science, Technology, Engineering, Art, and Mathematics.

Our Team has analyzed a Plan related to Economic Problems. We started from a research to understand what the economy is and then we tried to deepen some of the main economic problems that cause inequality and inefficiencies for the world's populations: Inflation, unemployment, poverty, natural disasters, corruption, new technologies. Subsequently we did a research on the economic data in the Countries of the participants in our project to search for common problems and challenges. In the next Step we tried to analyze the strategies that could be used to address these problems and to hypothesize sustainable solutions to address the economic problems that we have in our region. Finally we had fun creating a Budget model that a peer of ours could use to manage his own money

We worked on sustainable energy sources with our students in our project. As a result of long research and investigations, we decided to work with our students on solar energy systems. Even when we examined the electricity bills in the buildings where only lessons were held in our school, we saw that there were huge amounts of expenditures and we discussed what we could do about it. As a result, we came to the conclusion that we can make a serious energy saving here if we can at least provide lighting from solar energy and prevent the lamps from bu IIrning when there is enough light area.

We worked on sustainable energy sources with our students in our First of all, my students gathered all the materials they collected from the recycling bins (cardboard, paper, cardboard, wooden sticks, etc.) and wanted to build a small city with them. They found an idle solar panel and repaired it and turned it into both a charging station and an energy storage that would provide lighting for the city. With the mechanism they installed, they prevented the lights from turning on in this city when there was enough daylight. In this way, they combined each of the topics of Science, Technology, Engineering, Art and Mathematics.

In our "Combating our Health Issues" steam plan, we took a comprehensive approach to explore the connection between good food and well-being. We did a presentation on mental health, highlighting the role of nutrition in supporting emotional well-being. To solidify these concepts, we then delved into a collaborative mind map activity. This brainstorming session allowed us to visually organize a wealth of information about healthy eating, encompassing everything from essential food groups to meal planning strategies. Further solidifying our learnings, we designed eye-catching posters that championed the benefits of healthy food choices. To make the experience even more engaging, we incorporated fun and interactive games that put our knowledge to the test. Through this blend of informative presentations, collaborative mind mapping, comic creations, creative posters, and interactive games, our eTwinning project fostered a fun and enriching exploration of healthy eating habits.

Each of us decided what to change in our daily habits to help the planet. In the end, we repeated the test to see the results of reducing our ecological footprint. In this way we used the Science of Technology, Mathematics, Art and Engineering.

In our work, we worked with the STEAM project on climate change and its impact on humans. We examined and implemented several of the project activities. The most important problem we wanted to address in our environment was the increase in global warming. So we thought to investigate whether exhaust emissions from transportation, the heating we use in our homes, the type of fuel, air conditioners and other factors affect global warming. In our class, we examined our personal ecological footprint according to our habits. This was done through the link suggested by the STEAM project in the activities. We recorded the results and looked for solutions to reduce it.

We conducted research on the economic difficulties that will be experienced in crises such as earthquakes and natural disasters. While writing our plan, we developed ideas on solutions to economic problems that will be experienced in crisis environments with the established teams. Planning our own budget while implementing the plan and budget planning practices in local governments were very instructive for us. Since our country is an earthquake country and we have experienced great losses due to these disasters in recent years, we wanted to contribute with solution-oriented studies. We prepared a booklet by researching smart system solutions and precautions to be taken before, during and after the earthquake. We designed an early warning system using informatics materials. We think that applying this system to schools, homes, local government buildings etc. will save lives.

Stars of This Journey

Theodora Ketsetsidou

Burcu Sönmez

Bahadır Furkan Sönmez

Eda Acar

Luigi Alterani

Sümeyra Tunga

Funda Taşlı

Anastasios Salis

Elena- Amalia Comanescu

Sema Karakelleoğlu

Efstathia Giagkiozi

Kyriaki Fotiadou

Carmela Magliano

Angeliki Glava

Efterpi Koundoura

Cennet Erdemir Urhan

Tayyibe Tezcan

In our project, we worked on sustainable energy resources with our students. Once the concepts and ideas were well understood, we discussed the problem situations we could solve. We wanted it to be an idea that was both economical and feasible. Most of today's energy consists of non-renewable energy sources, and these resources are finite and harm the environment. As a result of the students' research and analysis, we decided to build a moving machine. We thought that if non-renewable resources were replaced with more environmentally friendly and sustainable resources, we might be able to find solutions to energy problems. We obtained energy with the system we built.

We converted the rotational movement obtained with the initial force through the shaft and springs in the middle into electrical energy through stators. Based on the tests we conducted on our setup, we concluded that the spring system used initially could not continue on its own. However, our students aim to use the force of magnetism by adding magnets to our project, which is in the development stage. We think that this method is a more accurate solution to ensure continuity.

During our 7-day "Economic Problems" STEAM program, we focused on understanding and addressing basic economic issues. We began by exploring fundamental economic problems through discussions and activities. Students created AI-generated images depicting various economic problems, which were then turned into puzzles to enhance their understanding in an engaging way. We played Monopoly games to simulate economic principles and decision-making in a fun and interactive manner. Additionally, students worked in groups to create an economic business plan for a virtual company, applying their knowledge to a practical scenario. We also prepared and delivered a presentation about poverty, highlighting its causes, effects, and potential solutions. Throughout our work we shared photos and videos of our activities on Twinboard, discussing the challenges we faced, the fun moments, and the valuable outcomes. This comprehensive approach helped students grasp complex economic concepts and think critically about solutions to real-world economic problems.