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SUSENSTEAM P4C CASE POOL

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NFO

SUSENSTEAM-P4C ONLINE CASE POOL

GOOD PRACTICES
ENGLISH
TÜRKÇE
POLSKI

FROM NETHERLANDS

LATVIEŠU
NEDERLANDS
CLICK ON TO MAKE COMMENTS
Co-funded by the European Union. Views and opinions expressed are however those of the author or authors only and do not necessarily reflect those of the European Union or the Foundation for the Development of the Education System. Neither the European Union nor the entity providing the grant can be held responsible for them.

SUSENSTEAM-P4C ONLINE CASE POOL

GOOD PRACTICES

FROM LATVIA

FROM TÜRKİYE

FROM POLAND

FROM NETHERLANDS

SUSENSTEAM-P4C ONLINE CASE POOL

NFO

GOOD PRACTICES FROM TÜRKİYE

NATURAL EVENTS

CLIMATE CHANGE

CLIMATE CHANGE

RENEWABLE ENERGY

RECYCLING

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SUSENSTEAM-P4C ONLINE CASE POOL

NFO

GOOD PRACTICES FROM POLAND

CLIMATE CHANGE

WATER WASTE

OCEAN POLLUTION

MATERIAL USE &

ENVIRONMENTAL STORIES

OVERCONSUMPTION

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SUSENSTEAM-P4C ONLINE CASE POOL

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GOOD PRACTICES FROM LATVIA

ART FORNATURE

CLOTHING IN ART

SUSTAINABLE CITY MODEL

RECYCLING

SUSTAINABLE ENVIRONMENT

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SUSENSTEAM-P4C ONLINE CASE POOL GUIDE

Welcome to the SUSENSTEAM-P4C Online Case Pool! This platform is designed to help educators access good practices and activities that integrate P4C (Philosophy for Children) with STEAM and Environmental Sustainability. ✅ STEP 1: Choose Your Language from the main page. ✅ STEP 2: Browse Good Practices: After selecting your language, you’ll see a list of project partners’ countries. Click on any title to explore its good practices. ✅ STEP 3: Understand the Buttons Project’s Website Button: Shows all project activities and results. Links to the SUSENSTEAM P4C E-learning Training Platform. Links to SUSENSTEAM P4C digital stories Main Page Button: Return to homepage. Go Back Arrow Button: Go to the previous screen. ✅ STEP 4: Explore Activities by clicking on the interactive items. In order to change subtitles on YouTube: Click the ⚙️ Settings icon, select Subtitles/CC. Then choose your language or use Auto-translate. This platform is part of the Erasmus+ project: “Sustainable Environmental Education by Integrating P4C Education into STEAM Courses” (SUSENSTEAM-P4C) Project Number: 2023-1-PL01-KA220-SCH-000157049 Co-funded by the European Union 🇪🇺

SUSENSTEAM P4CWEBSITE

MAIN PAGE

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SUSENSTEAM-P4C ONLINE CASE POOL

NFO

GOOD PRACTICES FROM NETHERLANDS

MICROPLASTICS IN NATURE

AIR POLLUTION & ROLE OF ART

WATER ECOSYSTEMS

SUSTAINABLE MATERIALS IN ART

DEFORESTATION

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CLIMATE CHANGE

As part of the lesson on Climate Change, a classroom activity titled “Concept Meter Game” was implemented by Tuba Çiftlik Akçakaya, teacher at Şehit Yunus Yılmaz Secondary School, on behalf of OMEM (Türkiye). In this interactive activity, students were divided into two teams and asked to rank key concepts that contribute to global climate change—from the most to the least impactful. After the ranking, each team chose a spokesperson to explain their reasoning behind the order. The activity was designed to foster critical thinking, teamwork, and a deeper understanding of climate-related issues. The session was based on the story provided in the official lesson plan and supported with additional classroom materials, all of which have been uploaded to the project drive. The most engaging part of the lesson was the active student participation during the ranking discussion. This dynamic approach not only encouraged learning but also created a lively and reflective classroom environment.

Concept Meter Game Classroom Activity Materials

SUSENSTEAM P4CWEBSITE

NATURAL EVENTS

As part of the P4C-SUSENSTEAM project, a classroom activity called the “Thought Game” was conducted to explore children's perceptions and reasoning about sustainability. Led by teacher Tuba Çiftlikkaya in the Social Club course, the class was divided into two sides using a red line on the floor—one side for those who agree, and one for those who disagree with a given statement. Students were presented with 4 imaginative and reflective sentences related to environmental awareness, such as: “Wasting water is as bad as dropping my ice cream on the ground.” “Protecting the environment is only the job of adults, let the children have fun.” Volunteers were asked to move to their chosen side and explain their opinions. The activity created a safe and playful space for debate, self-expression, and empathy. A general evaluation followed, allowing students to reflect on their learning.

Thought Game Classroom Activity Materials

SUSENSTEAM P4CWEBSITE

RECYCLING

This activity was implemented as part of the SUSENSTEAM-P4C Social Club. The teacher discussed the impact of overconsumption in fashion and introduced the concept of recycling and upcycling old clothes using printing techniques. A video was used to present the environmental damage caused by the textile industry, followed by a hands-on creative activity. Students reflected on personal consumption habits and the hidden environmental cost of clothing waste. They were introduced to upcycling as a creative solution, using visual prompts and peer exchange to explore sustainability in daily life. Students brought stained or damaged fabric/clothing items from home. Using eco-friendly fabric paints, sponges, brushes, and carved vegetables, they created unique printed designs. The teacher emphasized creativity over perfection. Music was played to enhance the classroom atmosphere. Students showcased their designs and shared reflections.

RECYCLING ACTIVITY MATERIALS

SUSENSTEAM P4CWEBSITE

RECYCLING ACTIVITY MATERIALS
Student Reflection Worksheet
Teacher Guidelines
Printing Activity Tools
CLIMATE CHANGE

As part of the P4C-based social club activity, students explored the causes and consequences of climate change through the story “A Day in Nature.” They discussed its effects—such as natural disasters, shrinking habitats, and oxygen loss—and reflected on whether it’s too late to act. Students also linked climate change with behaviors like water waste, deforestation, and pollution. They participated in a philosophical discussion, questioning individual and collective responsibilities, and proposed both preventive actions and policy-based deterrents (e.g., fines). The session emphasized self-awareness, encouraging students to reflect on their environmental roles and commit to action.

CLIMATE CHANGE ACTIVITY MATERIALS

SUSENSTEAM P4CWEBSITE

CLIMATE CHANGE ACTIVITY MATERIALS
Student Responses Observed
Classroom Discussion Questions
Teacher Guidelines
RENEWABLE ENERGY

The teacher begins with the story “The Wind That Sparked a Change,” introducing Asya and Mehmet’s wind turbine project. Students explore concepts such as wind energy, sustainability, and fairness in resource use through a P4C discussion. They then form small groups and develop research questions like: "How can we use wind to power small devices?" "Can recycled materials be used effectively in turbines?" Each group designs and builds a small wind turbine using recycled materials (e.g., bottles, cardboard, small motors), and tests them to evaluate efficiency. Findings are presented in class with reflection on real-world implications.

RENEWABLE ENERGY ACTIVITY MATERIALS

SUSENSTEAM P4CWEBSITE

RENEWABLE ENERGY ACTIVITY MATERIALS
Collected Results Student Reflections
Activity Description Materials Used
Teacher Guidelines
CLIMATE CHANGE

In this classroom activity, students created posters about climate change to express and discuss their knowledge, feelings, and ideas on environmental issues. Divided into small groups, they were provided with a variety of photos (e.g., nature, pollution, human impact) and materials like markers, glue, scissors, and crayons. Students selected meaningful visuals (Natural environments, environmental degradation, human-caused pollution), added captions or drawings, and created thematic posters on climate change. The posters served as a starting point for group discussions. Students explained their image choices, the emotions evoked by their posters, and what actions they could personally take to combat climate change. Final posters could be displayed in the classroom or school. This was used as a warm-up activity, especially for initial sessions.

ART-BASED WARM-UP ACTIVITY MATERIALS

SUSENSTEAM P4CWEBSITE

WATER WASTE

Students investigated how different substrates affect the performance of an artesian well by building two classroom-scale well models. Each transparent container represented a geological structure and was filled with layered materials such as clay, sand, floral soil, or expanded clay. Water was poured into each system to simulate a working artesian fountain. The core aim was to evaluate which material allows more efficient water flow. Students tested the hypothesis that floral soil would outperform expanded clay in water conductivity. The teacher noted that the most enjoyable aspect was watching students collaboratively build the well models and troubleshoot their flow efficiency, showcasing real teamwork and curiosity.

ARTESIAN WELL ACTIVITY MATERIALS

SUSENSTEAM P4CWEBSITE

OCEAN POLLUTION

In this engaging and hands-on experiment, students formed groups and constructed ships using various materials. Each group prepared and loaded small cargo (e.g., sand, oil, plastic pieces, garbage) into their ships. The simulation involved: Weighing the raw materials and ships before loading. Launching ships into a water tank (e.g., tub, wheelbarrow). Using a fan to simulate wind/waves during transport. Reweighing materials post-simulation to measure lost pollutants. Students observed that during “intensive traffic,” many pollutants (especially small plastic pieces) fell into the water, replicating the environmental impact of real maritime activities.

SHIP LAUNCHING EXPERIMENT MATERIALS

SUSENSTEAM P4CWEBSITE

OVERCONSUMPTION & MATERIAL USE

In this hands-on activity, students worked in groups to construct shoes using reused materials such as cardboard, fabric scraps, and string. Tools like hot glue, scissors, and needles were also used under supervision. The lesson was supported by a stimulus story: “A Short History of a Beautiful Shoe” to trigger reflection and discussion. Students explored how material choices affect sustainability and brainstormed the environmental impact of their creations. Learning Objectives: Foster awareness on material overconsumption Practice creative reuse and teamwork Encourage critical thinking on product durability and ecological footprint Resources Used: Story stimulus: “A Short History of a Beautiful Shoe” External resource: YouTube Video https://youtu.be/Q-qvchl6giQ?si=VUki-49wfq6WBCqQ Materials: Reused cloth, cardboard, string, scissors, glue, thread, etc.

SUSENSTEAM P4CWEBSITE

ENVIRONMENTAL STORIES

Students engaged in a collaborative story writing activity focused on environmental themes. They explored key ecological concepts and built short stories using creative prompts. Activity Description Divide the class into small groups. Present environmental issues through posters or a short online presentation. Distribute handouts with nature-related prompts (e.g. “I am an earthworm,” “I am a plastic bottle,” etc.). Each group writes a mystery description of the given element (without naming it). Other groups guess the object based on clues. Read aloud one story from the SUSENSTEAM project as a stimulus. Groups create their own stories in their native language around the concept they described. Stories are presented to the class. Students enjoyed the story guessing activity the most, which sparked laughter and lively engagement as they interpreted nature's voice and presented creative narratives.

SUSENSTEAM P4CWEBSITE

ART FOR NATURE Plastic Waste & Environmental Awareness

In this creative and environmental classroom activity designed for primary school students (Grades 1–4), learners observe a colorful mosaic made entirely from recycled plastic bottle caps. They are guided through four main reflection and creation tasks: Observation & Interpretation – Students analyze the image, identify colors, interpret the theme, and count elements. Plastic Use Awareness – A multiple-choice task invites students to reflect on responsible plastic use. Creative Design – Learners draw or describe what kind of art they would make using bottle caps. Environmental Reflection – A checklist helps students identify ways to keep the environment clean. The lesson wraps up with student self-assessment and optional peer/teacher feedback, promoting both creativity and environmental responsibility.

BOTTLE CAP ART FOR NATURE WORKSHEET IN ENGLISH
BOTTLE CAP ART FOR NATURE WORKSHEET IN LATVIAN

BOTTLE CAP ART FOR NATURE MATERIALS

SUSENSTEAM P4CWEBSITE

BOTTLE CAP ART FOR NATURE MATERIALS
Flower Mosaic Worksheet
Plastic Cap Activity Worksheet
Student Reflection Worksheet
Activity Description Materials Used
Guideline
MY SUSTAINABLE CITY MODEL

In this activity from Latvia, students designed a model of a sustainable city using recycled materials. Working in small teams, they constructed roads, buildings, and public spaces using cardboard, toilet rolls, bottle caps, and paper. Latvian national symbols were integrated into the models to promote cultural identity. The aim was to raise awareness about sustainability, encourage teamwork, and develop spatial and creative thinking. A student worksheet guided their reflection on environmental actions, symbol use, and their role in making greener choices. The activity helped students visualize an ideal urban environment while practicing reuse and environmental responsibility.

Implementation Steps Introduce the concept of a “Green City” and explain sustainability principles. Divide students into small teams. Ask them to construct a city using recycled items. Include Latvian symbols (flags, traditional forms). Guide them with questions from the worksheet (see below). Facilitate reflection and feedback with self-assessment prompts.

GREEN CITY WORKSHEET
MY CLEAN, SAFE, GREEN CITY MATERIALS

SUSENSTEAM P4CWEBSITE

RECYCLING

This hands-on activity introduces students to candle making by reusing leftover wax. Participants learn safety procedures, express creativity, and reflect on environmental responsibility. The activity fosters sustainability awareness while enhancing craft and science integration in education.

Key Questions for Reflection: What is leftover wax and why is it wasteful to throw it away? How can we ensure safety while working with hot wax? What message does your candle design convey? How does this activity contribute to sustainability? What other household waste could we creatively reuse?

Student Reflections: “I didn’t know you could make candles from old wax. They turned out so pretty!” “At first I was nervous about the hot wax, but being careful helped.” “Next time, I want to try using scented wax!”

Teacher Instructions: Begin with a safety briefing using a video or live demonstration. Organize students into small groups. Distribute protective equipment and materials. Supervise melting and pouring processes. Encourage creativity in decoration and mold selection. Discuss environmental impact of wax recycling.

MY RECYCLED CANDLE WORKSHEET
MY RECYCLED CANDLE MATERIALS

SUSENSTEAM P4CWEBSITE

SUSTAINABLE ENVIRONMENT

Students used an egg carton as a “treasure chest.” Each compartment had a clue (e.g., something white, something soft, something starting with S). Learners searched for matching objects, placed them in the compartments, then chose one to draw or describe. At the end, the group created a Mandala ornament from the collected objects. This activity is recommended for primary students (~Grades 4–5). It helps them develop observation skills, creativity, and sustainability awareness. Teachers are encouraged to use it outdoors, link it with environmental awareness (e.g., cleaning while searching), and include a reflection session where students explain their choices and share with peers.

MY TREASURE CHEST WORKSHEET
Treasure Chest Activity Teacher Guidelines

SUSENSTEAM P4CWEBSITE

Clothing in Art

What was done: Students explored old clothing items (shirts, jeans, scarves) and transformed them into artwork. Tasks included: Brainstorming Ideas: Draw a potential artwork using old clothing. Color & Texture Game: Choose three fabric pieces and describe their color, texture, and material. Teamwork: Collaboratively create an artwork from the fabric pieces, documenting three steps. Self-Evaluation & Peer Feedback: Students mark how they felt, and give or receive feedback.

CLOTHING IN ART WORKSHEET (IN LATVIAN)
CLOTHING IN ART WORKSHEET (IN ENGLISH)
Clothing in Art: A Second Life Teacher Guidelines

SUSENSTEAM P4CWEBSITE

Air Pollution and the Role of Art in Environmental Change

In this case, students explored the impact of air pollution through a combination of scientific experimentation and artistic expression. Guided by a stimulus story (The Canvas of the Sky) and P4C inquiry methods, learners reflected on how polluted skies influence our relationship with the environment. Artistic responses and data analysis empowered students to understand the science behind air quality and raise awareness creatively.

Resources used: Story-based philosophical stimulus Air particle observation tools Local air quality data from NASA Climate Kids

Resources Used
The Canvas of the Sky

SUSENSTEAM P4CWEBSITE

Microplastics in Nature

The lesson began with a stimulus story titled "The Invisible Mess", which introduced the issue of microplastics in an accessible and thought-provoking way. Students were invited to reflect on questions such as: “Can something we can’t see still harm nature?” “What is our responsibility if the damage isn’t visible?” After the discussion, learners moved through three rotating research stations designed to simulate how microplastics behave in the environment: Detection Station – Students used magnifying glasses and water samples to observe simulated microplastic particles. Dispersion Station – This station mimicked how plastics travel through water systems using models and colored beads. Filtration Station – Learners tested simple filtration methods to separate microplastics from water, reflecting on limitations of cleanup efforts. The rotation between stations gave each student a tactile and active role in the learning process. In the final discussion, students revisited the philosophical questions and linked their observations to broader themes of ethics, responsibility, and environmental justice. This combination of scientific practice and philosophical thinking encouraged deeper understanding and critical awareness, making the lesson both engaging and impactful.

Summary of Research Stations

SUSENSTEAM P4CWEBSITE

WATER ECOSYSTEMS AND HUMAN RESPONSIBILITY

This lesson focused on how water ecosystems can be gradually degraded by human actions and the difficulty of noticing these changes over time. Using the story “The Forgotten River” and a hands-on river pollution simulation, students explored concepts of responsibility, visibility, and long-term impact. A philosophical discussion helped learners reflect on their role in protecting nature, even when the damage is not immediately visible. As a follow-up good practice, students participated in a project called “Adopt a River”, where they investigated local waterways through mapping, observation, interviews, and poster creation. This activity connected the lesson to real-life environmental challenges and empowered students to consider personal and collective responsibility for water conservation.

“Adopt a River” Classroom Project

SUSENSTEAM P4CWEBSITE

NATURE, INSPIRATION, AND SUSTAINABLE MATERIALS IN ART

This lesson encouraged students to reflect on how artistic expression can align with sustainable values. By comparing natural and synthetic materials in artmaking and engaging in philosophical dialogue, students examined the ecological impact of their creative decisions. The activity culminated in a student exhibition, where many found that art made from natural materials felt more meaningful and alive, reinforcing the connection between creativity and environmental responsibility. Reflection: One student said, “When I worked with fallen leaves and clay, it felt like I was shaping something that already belonged to the Earth. It made me think about how much waste we create without realizing.” This experience helped the class develop a stronger sense of artistic intention, ecological empathy, and creative reuse, while turning theory into meaningful action.

“BIO-SCULPTURE GALLERY” CLASSROOM INSTALLATION

SUSENSTEAM P4CWEBSITE

DEFORESTATION AND IMAGINING FUTURE ENVIRONMENTS

This lesson encouraged students to reflect on the long-term consequences of deforestation and the human values behind environmental decisions. Using a fictional story titled “The Tale of the Last Tree”, visual prompts, and research-based group work, learners explored how today’s actions shape tomorrow’s landscapes. The final discussion helped students connect personal imagination with responsibility, ending the session on a note of hope and agency. Following the lesson, students were invited to create an illustrated vision of how their local environment might look in 100 years depending on today’s choices. They worked in pairs to design two contrasting panels titled: “If We Continue Like This...” “If We Change Today...” The activity helped students move beyond facts and into empathy-driven environmental thinking. One student wrote, “I realized I don't want to tell my grandchildren about forests—I want to walk in them with them.”

“FUTURE FOREST VISIONS” EXHIBIT

SUSENSTEAM P4CWEBSITE

“BIO-SCULPTURE GALLERY” CLASSROOM INSTALLATION After learning about sustainable materials, students from one group proposed transforming a corner of the classroom into a “Bio-Sculpture Gallery.” Each student created a small sculpture using only biodegradable or locally sourced materials such as: dried leaves and flowers fruit peels and seeds clay, twigs, bark, and used paper pulp 🔹 Process Highlights: Students worked in pairs to design their sculptures based on environmental themes (e.g., "fragility of nature", "circular life", "growth and decay"). Each group documented their materials and reasoning on a placard next to their piece. They presented their creations during a mini-exhibition, open to other classes.

🔍 Instructions (Teacher Guidelines) Begin with the story “A Day in Nature” to introduce an environmental problem. Pose the central question: “What will happen if we can't find a solution to climate change?” Divide students into small groups for discussion (e.g., 3-4 students per group). Allow 2 minutes for group reflection. Facilitate a full-class discussion based on the student ideas and arguments.

❓ Classroom Discussion Questions What problems does the story reveal? What happens if climate change continues unchecked? Is it too late to stop climate change? What are the other causes besides climate change (e.g., deforestation, water waste)? How does pollution harm us? How can individuals contribute to preventing climate change? Where do you see yourself in this chain of responsibility? Are warnings enough, or should there be penalties?
🔹 Story-based Philosophical Stimulus – “The Canvas of the Sky” This carefully crafted narrative served as the entry point for philosophical inquiry. It invited students to reflect on the sky as both a scientific phenomenon and an artistic inspiration. The story helped provoke open-ended questions such as: “What does the sky tell us about the health of our environment?” “Can art change how people treat nature?” 🔹 Air Particle Observation Tools Students used simple yet effective DIY tools to collect and analyze airborne particles. Materials included: Vaseline-coated cards or slides Transparent grids for counting particles Magnifying glasses or digital microscopes for visual inspection These tools allowed students to compare air quality at different locations or times of day, providing a hands-on experience in citizen science. 🔹 Local Air Quality Data from NASA Climate Kids Real-time and historical air pollution data were accessed from NASA’s Climate Kids platform. Students used visual infographics and maps to: Identify trends in local air quality Compare their observations with scientific data Understand the broader impact of pollution across regions and ecosystems
Plastic Cap Activity Worksheet Design a mosaic pattern using the bottle caps. Choose your colors, then glue them onto the picture below. You can use the sample as a guide. [Sample mosaic image – a flower made of colored squares] Design a mosaic pattern using the bottle caps. Choose your colors, then glue them onto the picture below. You can use the sample as a guide.

In this hands-on STEM challenge integrated with P4C principles, students designed and built their own wind turbines using recycled or household materials. They worked in small groups to explore concepts of energy generation, environmental sustainability, and engineering ethics.

Project Steps: Research Track: Students analyzed maps of local deforestation and urban expansion. Design Task: Each group created a diptych—two drawings showing two possible futures: one marked by ecological loss, the other by regeneration. Creative Writing: Each panel was accompanied by a short narrative describing life in that imagined future. Gallery Walk: The artworks were displayed around the classroom, and students walked through with sticky notes, leaving comments or reflections.
Method & Materials: Two transparent containers (as well models) Layers of different substrates: clay, sand, floral soil, expanded clay Tubes for water release Water (to simulate pressure and flow)
Thought Game Statements & Student Responses
Thought Game Classroom Activity Materials
Printing Activity Tools (Used in Class): ✅ Eco-friendly fabric paint ✅ Reusable sponges ✅ Assorted brushes (various sizes) ✅ Carved vegetables (e.g., potatoes and okra) used as print stamps ✅ Plastic aprons ✅ Newspapers (to protect desks) ✅ Paper towels for cleaning ✅ Water cups for brush cleaning ✅ Reused fabric or old clothes brought by students
🌀 Activity Description: Students were tasked with building a functional wind turbine using limited materials, such as cardboard, plastic bottles, skewers, and tape. They hypothesized how blade design and materials would affect energy generation. Using a small motor, battery, and LED, they tested if their wind turbine could generate enough power to light the LED. 🧰 Materials Used: Cardboard / Paper blades Plastic bottles, sticks, straws Recycled CDs Mini DC motor LED lights Tape, glue, skewers Multimeter (for voltage measurement) Fan (as wind source)
Students engaged in three interactive research stations to explore the behavior of microplastics in the environment. At the Detection Station, they used magnifying tools to observe simulated microplastic particles in water, highlighting the challenge of identifying invisible pollutants. The Dispersion Station demonstrated how microplastics move through aquatic systems using models and colored beads, helping students visualize the widespread impact. At the Filtration Station, learners experimented with basic filtering techniques, revealing both the potential and limitations of removing microplastics from water sources. Together, these stations provided a hands-on understanding of microplastic pollution, reinforcing the complexity of environmental issues that often go unseen.
After completing the lesson “Water Ecosystems and Human Responsibility”, one teacher decided to extend the learning by launching a mini project called “Adopt a River”. Students were assigned to investigate a nearby stream or canal in their town and observe its current condition. 🔹 Steps Taken: Mapping & Observation: Using printed maps and online tools, students located local rivers or canals and marked points of access. Photo Documentation: Each group visited their chosen location and took photos showing clean and polluted parts of the water body. Interviews & Research: Students interviewed neighbors or community members about how the river looked 10–20 years ago and whether it has changed. Problem–Solution Posters: Back in class, they created posters comparing “Then & Now”, and suggested actionable solutions such as reducing littering, planting riverbank vegetation, or writing to local authorities. Reflection Circle: The activity closed with a P4C-style reflection where learners discussed: “What does it mean to care for something we don’t own?” “Do small actions matter in protecting shared nature?”
💡 Instructions for Teachers: Divide students into teams of 3-4. Provide basic materials and the design challenge. Allow 30–45 minutes for construction. Test turbines under a fan and measure voltage. Observe whether LED lights up. Facilitate reflective discussion: Which design worked best and why? What materials were most effective? What would you improve next time?
Extra Resources Used: Visual materials from free image databases: https://pixabay.com https://unsplash.com https://www.pexels.com https://pixnio.com
Materials Used Toilet paper rolls (for buildings) Cardboard scraps & paper (roads, flags, other structures) Plastic bottle caps Wooden skewers Reused sticks and discs Gray paper and tape (road lines)
🧠 Student Responses Observed Risks identified: Natural disasters, limited habitats, oxygen reduction. Solutions proposed: Tree planting, avoiding waste, raising awareness, proposing fines for polluters. Ethical reflection: Acknowledgement of personal responsibility, admission of past mistakes. Philosophical inquiry: “Are we doing enough?” and “Will we act before it’s too late?”

Printing Activity Tools (Used in Class): ✅ Eco-friendly fabric paint ✅ Reusable sponges ✅ Assorted brushes (various sizes) ✅ Carved vegetables (e.g., potatoes and okra) used as print stamps ✅ Plastic aprons ✅ Newspapers (to protect desks) ✅ Paper towels for cleaning ✅ Water cups for brush cleaning ✅ Reused fabric or old clothes brought by students

Collected Results (Example)

| Group | Blade Material | No. of Blades | Voltage (mV) | LED Lit? | | ----- | -------------- | ------------ | ------------ | -------- | | A | Cardboard | 4 | 280 | Yes | | B | Plastic | 3 | 150 | No | | C | Paper | 6 | 310 | Yes | | D | Mixed | 5 | 200 | No |

Student Reflections: “We learned that even recycled materials can be powerful.” “The number and shape of the blades really mattered.” “We didn’t light our LED, but we understood the process!” “This made us think about how we can generate clean energy at home.”
Materials Used: Leftover wax from old candles Wicks or reused strings Silicone or metal molds Heat-resistant bowls Mixing sticks (wooden skewers or spoons) Protective gloves Aprons or old clothes Decorations (dried flowers, colors, glitter) Scented oils (optional) Stove or hot plate for melting wax Table covers or newspapers

🧵 Teacher Guidelines: Step-by-Step Guide for Printing on Fabric 1. Prepare materials and workspace. Lay down newspaper to protect desks and gather all tools: Eco-friendly fabric paint Reusable sponges Assorted brushes Carved vegetables (e.g., potatoes, okra) Plastic aprons Paper towels Water cups Reused fabric or old clothes 2. Use carved vegetables to apply paint. Dip carved stamps into fabric paint using a sponge or brush for even coverage. 3. Press stamps firmly onto fabric. Hold in place for 2–3 seconds to ensure full transfer. Repeat as desired. 4. Let dry for 24 hours. Place fabric in a safe, flat area to air dry thoroughly. 5. Set paint with heat if needed. Use an iron (on reverse side) for a few minutes to make prints permanent.

Resources Used: Lesson stimulus: “My Water World” YouTube references: https://www.youtube.com/watch?v=fH2xzTvVAmQ https://www.youtube.com/watch?v=MeakZmLziA8
Materials Used: Colorful recycled bottle caps Worksheets Pencils/Crayons for drawing Printed mosaic sample (visual prompt)