Fcs English

DREAM
45 min
EXPLORE
180 min
Goals
using the Internet re students learn about

sources students explore
different areas of polluthe ways of researching
tion: air, noise and light,
and studying different
measurements, robotics,
forms of pollution: air,
engineering, ICT
noise, light
learn about web 2.0 tools
learn about assessment learn about web 2.0 tools
students gain basic
and self-assessment
knowledge about engiStudents will improve:
neering
communication skills
students gain knowledge
eSkills and ICT
about chemical reac independence
tions, physical laws, envi(learning objectives, try to
creativity and innovaronment, health, laws
match them to your curriculum
tion
st
and 21 Century Skills)
self-organizational and Students will improve:
research skills
planning skills
critical thinking
develop a sense of
self-assessment and
shared responsibility
evaluation
problem solving skills
eSkills
collaborative skills
knowledge in some
research skills
areas of engineering
critical thinking
and chemistry
science and math skills
science and math skills
organizational and
leadership skills
Learning Activity
(could range from a couple of

minutes to a couple of lessons)
Duration
Subject: p
hysics, ecology, chemistry, biology, technology, ICT, health
Number of students in this project: 20
Age range of students: 10 15 years old
ON AIR, NOISE AND LIGHT

POLLUTION
Learning Story Name: R

ESEARCH
MAKE
90 min
learn about web 2.0 tools understand the importance of reducing the
understand the imporpollution
tance of reducing air,
light and noise pollution become aware of their
influance on the environ identify the causes of air,
ment
light and noise pollution
learn ICT and web 2.0
on human health
tools by making their
define the causes of air,
presentations
light and noise pollution
on animals and plants
Students will improve:
eSkills
editing skills
collaboration skills
English language
organizational and
through working in difplanning skills
ferent web 2.0 tools
eSkills
creativity
creativity
leadership
leadership
organizational skills
evaluation and feed science and math skills
back
MAP
180 min
SHOW
ASK AND
COLLABORATE
students learn how to

learn how to make a
present the results of
good, successful presentheir work
tation
learn how to use presen- students boost their
confidence and increase
tational tools
their self-worth
use podcast or any other
learn to give a construcform of recording
tive feedback
presentational skills
self-assessment
eSkills
critical thinking
active listening
self-motivation
using video recording
Self confidence
devices
- collaboration
editing skills
self confidence
communication in
English
45 min
30 min
The OER were made in the Erasmus + project Pollution! Key challenges, trends impacting your work at the
school and how they link to the Learning Story: This
Find a STEM solution!
activities are also aiming to reinforce young Europeans
Pollution! Find a STEM solution! is a two year long cross- interest in science and STEM education, careers and thus
address anticipated future skill gaps within the European
curricular project that grew out of identified need for
Union. Students will use the scientific method and CLIL
further development of STEM and ICT skills. Pisa 2012
methodology. They will understand the importance of
results make evident that students knowledge is poor
and motivation for math and similar subjects is low. Im- scientists, engineers and technicians jobs. The activity
plying priorities of European Commission, like e-learning, provides mathematical practice in recording, plotting and
analyzing data, mirroring how engineers collect and anawill raise motivation and also develop basic skills and
lyze data to solve real-world design challenges.
improve knowledge in science, math, physic and ICT.
EXPLORE
Group number 4 do the

research on different web
2.0 tools they plan to use
in their activities and divide
them by categories. They
present some that they
found useful (ex. Glogster,
Powtoon, Pixton, GoAnimate, Mindomo, Kizoa,
Padlet, Linoit, Kahoot,..) to
their group.
2. Noise pollution group:

will research the causes
of each
and effects of noise pollearning activity in the context
lution
of the learning story
3. Light pollution group:
students will research
the causes and effects of
light pollution
4. Web 2.0 tools: students
will research online and
try out different web 2.0
tools and divide them
into categories. Students
are dividing their work
inside the group by
categories. Those categories are:
a. presentational web
2.0 tools
b. assessment web 2.0
tools
c. publishing web 2.0
tools
d. evaluation web 2.0
tools
e. interactive web 2.0
tools
its advantages and disadvantages and summarize
how they can use the tools
in order to present the
given issue of: air, noise or
light pollution.
Group number 5 presents

their ideas of evaluation
and evaluation forms that
they will use to evaluate
final products of the other
groups and their work.
Group number 5 researches and learns about So they decide among
assessment, different kinds themselves who is going to
evaluate which group and
of assessment (formative
and summative). Students the final product.
explore examples how to
All groups chose their demake a successful evaluasired web 2.0 tools for their
tion, assessment and selfpresentations.
assessment.
Students within the group

start their research according to the topic they have
chosen or have been given.
Students write down their
findings, ideas and research
which they have gathered
on a group Padlet.
Description
MAP
Groups 1, 2 and 3 discusses

within their group and the
teacher-mentor and they
select gathered information
for their presentation. They
go through the materials
and check if they have creative commons licenses (cc
licenses). They learn about
There is a discussion and
author rights concerning
reflection of the proposed photos, artwork, articles
They got acquainted with
some web 2.0 tools during ideas inside each group.
and everything found onICT lessons.
line. They gather the inforIn
groups
number
1,
2
and
Students are teamed up
mation about the authors
3
students
explore
the
Ininto five groups which will
of the data they plan to use
ternet
in
order
to
find
the
research the following
in order to credit them in
causes,
effects
and
especialtopics:
their presentation.
ly
the
ideas
of
how
to
re1. Air pollution group:
search
and
measure
air,
light
Group number 4 presents
students will research
and noise pollution, ways to by categories to the chosen
the causes and effects
of air pollution and VOC measure them and ways to web 2.0 tools to other stureduce the pollution.
dents and they enumerate
gasses
DREAM
Students define various

causes and effects of pollution during their biology,
chemistry and physics
classes. They learn about
sound in music classes and
physics. They learn about
environment and energy efficiency in different classes.
Learning Activity
ASK AND
COLLABORATE
Group 5 presents the results of their assessment

and their observations
during the teamwork inside
each group and give constructive feedback.
Students interact with

scientists/ school teachers/ other students from
school/foreign students
from major/capital cities
around the world in order
They divide the work
to ask question about air,
among themselves in their light and noise pollution.
teams and are constantly
They present their ideas
supervised by the teacher and ask for some suggeswho mentors them.
tions/additional informaGroup 4 students that have tion.
experience with web 2.0
Students share their worktools help the other stuing process with other
dents during their work and peers and get some feedshow them how to use the back about their work.
selected tool.
They fill out assessment
forms made by group 5.
They also participate in
online quizzes made by
group 5.
Students in groups 1, 2, 3
and 5 start working on their
presentations, interactive
posters, comics, videos,
Google forms and quiz.
MAKE
Students will give a selfreflection on their work

and the dynamics of the
teamwork.
Assessment of the work

by local community and
the public is done through
feedback of the students
peers, comments on their
work and the presentations
done by the students themselves.
Many of this content can

be used in teaching biology,
physics, ICT or chemistry.
Students can upload some

of the work to the school
website.
The students upload their

work to a sharing platform, such as YouTube and
Vimeo, Facebook, Twitter,
eTwinning (TwinSpace) or
students create a Wix page
which will be the place for
posting the students work.
SHOW
ENG
f. collaborative web 2.0

tools
This list will be helpful
throughout the project
and students will add
new web 2.0 tools during the duration of the
project to this list.
5. Assessment: make quizzes in order to evaluate
what have the students
learned about these
topics
DREAM
(some of the already made

OER can help you in your
project. You can use them or
just take them as guidelines)
Link to the OER

made in the E+
project
Digital
technologies and
tools
Description of each
The students will share

their ideas using Padlet or
similar tool for their group
collaboration.
Padlet, TeamUp, Linoit,
Google documents
They will use internet

search engines, online encyclopedias and YouTube.
They will connect the

knowledge they gained
on their biology, physics,
chemistry, music classes
regarding these topics.
Within their group, students will gather all availlearning activity in the context able information on their
requested topic, videos,
articles, photos, research.
Learning Activity
Google Documents, YouTube, Padlet, Glogster,

Thinglink, Prezi, Pixton,
PowerPoint, Bookwidgets,
Wix, Pictochart, GoAnimate, Mindomo
MAP
ASK AND
COLLABORATE
comptuers, mobile phones, Skype, email, chat, WhatsApp, Facebook

tablets, virtual labs, camera, Google Documents,
YouTube, Padlet, Glogster,
Thinglink, Kahoot, Google
forms, Prezi, Pixton, PowerPoint, Wix
MAKE
http://stemsolution.weebly.com/oer.html
Google Documents, YouTube, Padlet, Glogster,

Thinglink, Kizoa, Pixlr, Prezi,
Pixton, PowerPoint, Bookwidgets, Wix, GoAnimate,
Mindomo
EXPLORE
Wix, eTwinning, Edmodo,

Facebook, project website,
school website, blog,
SHOW
AIR POLLUTION
-students learn about air,

volatile organic compounds,
measurements, robotics,
ICT, web 2.0 tools, assessment, how to do a research,
engineering, physics, electronics
DREAM
45 min
MAP
90 min
-gather information about

electronics, voltmeter, LED,
wires, resistors, breadboard connections
- learn about measuring

units, electricity, physics
and electronics, engineering
- explore about air, volatile - to describe and list exorganic gasses and different amples of adverse effects
resulting from air pollution
effects they cause
EXPLORE
90 min
-students boost their confidence and increase their

self-worth
-students learn how to present the results of their work
-learn to use Skype or other

online communication applications
- to understand how engineers measure and identify

several products in our homes
and schools that emit volatile
organic compounds
- learn about absolute and

relative error
SHOW
45 min
ASK AND COLLABORATE
90 min
MAKE
180 min
Key challenges, trends impacting your work at the school

and how they link to the Learning Story: This activities are
also aiming to reinforce young Europeans interest in science and STEM education, careers and thus address anticiPollution! Find a STEM solution! is a two year long crosspated future skill gaps within the European Union. Students
curricular project that grew out of identified need for further development of STEM and ICT skills. Pisa 2012 results will use the scientific method and CLIL methodology. They
make evident that students knowledge is poor and motiva- will understand the importance of a scientists, engineers
tion for math and similar subjects is low. Implying priorities and technicians jobs. The activity provides mathematical
of European Commission, like e-learning, will raise motiva- practice in recording, plotting and analyzing data, mirroring
tion and also develop basic skills and improve knowledge in how engineers collect and analyze data to solve real-world
design challenges.
science, math, physic and ICT.
The OER were made in the Erasmus + project Pollution!
Description
Students learn about air

pollution in biology, health
class, chemistry, they learn
about electronics and elecof each
tronic components in techlearning activity in the context nology and different web
2.0 tools in ICT.
Goals
Students review their tasks,

ideas and research the
topic on measuring air pollution on different websites,
in their textbooks and they
learn the physics and biology behind each topic by
collaborating with the older
students in their teams.
Teams of students analyze

their findings inside their
groups and collaborate
in order to choose which
materials and facts are they
going to use in their work,
projects and presentations.
They divide the responsibilities among themselves.
Students start working on

their presentations, interactive posters, comics, videos,
and a quiz.
Students use Skype to contact students from different

countries and discuss about
difficulties and problems they
encountered when assemThey divide the work among bling the device and measurthemselves in their teams
ing the air quality in school
and are constantly supervised (VOC gasses). They can show
by the teacher who mentor
their work to other teachers
them.
or even scientists in this area

work to a sharing platform, such as YouTube and
Vimeo, Facebook, eTwinning (TwinSpace Live) and
Edmodo. They can even
upload some of the work
to the school website, project website or send it to a
digital newspaper.
Students will improve their:

Collaboration skills
eSkills
Communicational skills

eSkills
-learn
about
web
2.0
tools
-learn
about
measure editing skills
Social skills
critical thinking
ments, dependent and

entrepreneurship

eSkills
and
ICT
(learning objectives,
English language

self-assessment
independent
variables
math skills
independence
try to match them to your
through communica active listening
st

science
skills

creativity
and
innova organizational and
curriculum and 21 Century
tion with local commu
peer
review
ICT skills
tion
planning skills
research skills
Skills)
nity, scientists

teamwork
organizational and plan math and science skills
science skills


math
and
science
skills
English language through
ning skills
eSkills
math skills
eSkills
their
work
in
different
develop a sense of
creativity
critical thinking
math skills
communication with
web 2.0 tools
leadership and team self-assessment and
analytical skills
their peers
work
evaluation skills
entrepreneurship skills
teamwork
evaluation and feed eSkills
self-assessment
back
critical thinking
Students will reflect on
self - confidence
their own design and ideas
Learning Activity

Duration
Subject: p
Learning Story Name: M

EASURING
ENG

Link to the OER

made in the E+
project
Digital
technologies and
tools
Description
Students make a list of the

materials needed:
breadboards
electrical wires
light emitting diode
VOC sensor TGS 2602
resistor R = 46 600
voltmeter or multimeter
20AA batteries
different VOC sources
from their school and
home
laptop
tablet
EXPLORE
MAP
MAKE
They have to choose which A team that is investigating

web 2.0 tools are going to the air pollution and its effects on human health and
be used.
environment is making a
They make a map or a little Glogster or using some differscenario, storyboard and
ent web 2.0 to make a presa list of the steps to finish
entation on the subject.
their project.
Activity Making the device
for measuring air pollution-A
consists of making a step-bystep guide how to assemble
the measuring device.
In Making the device for
measuring air pollution-B activity students film the assembling of the measuring device
They all research different
and narrate it in English. They
web 2.0 tools they plan to
make a video tutorial.
use in their activities. StuActivity 4. Table for measuredents research presentaments gathers students worktional tools and assessment
ing on designing a table about
tools.
when and where to measure.
They have to know about
The targeted audience is
dependent and independent
their peers, school teachers
variables in order to make the
and local community.
table scientifically correct.
The students brainstorm
Assessment group is making a
about their ideas and design
Google Form or an online quiz
scenarios by sharing them
about all the concepts students
on Padlet or Linoit with their
have learned in this project.
teammates and teachers.
Padlet. Pixton, bubble.
iPad, mobile phones, virtual
TeamUp, Google DocuGoogle Documents, Youus, Linoit, Popplet, Mindlabs, camera, Google Documents, YouTube, internet
Tube, TED-Ed, Mindmap,
ments, YouTube, TED-Ed, Padsearch engines, online ency- Padlet, Glogster, Thinglink, meister, Freemind, Prezi,
let, Glogster, Thinglink, Kahoot,
clopedias, Padlet, Glogster, Kahoot, Google forms, Pre- iPad and tablets
Google forms, Prezi, Weebly,
Padlet
zi, Weebly, Vimeo, Pixton,
Vimeo, Pixton, PowerPoint, inPowerPoint, infographic,
fographic, Bookwidgets, Linoit,
Sticky moose, Bookwidgets,
HotPotatoes, Wix, different
Linoit, HotPotatoes, Wix
movie editing tools
DREAM
Students are divided in

teams (using application like
TeamUp) according to their
age, competencies, affiliations and each team is supposed to create a tutorial,
short video, presentation
or similar on the following
subjects:
1. Air pollution (Glogster)
2. Making the device for
measuring air pollution-A
measuring air pollution-B
(video tutorial)
of each
learning activity in the context 4. Table for measurements
(working on a table deof the learning story
sign -when and where to
measure)
5. Assessment group (making Google Form or online
quiz)
Learning Activity
Other teachers, students,

parents, local community
can view and comment the
uploaded content.
SHOW
Skype,Padlet, Linoit, Adobe

connect, email, Chat, Viber,
WhatsApp, Google Form,
Twitter, Facebook, Edmodo,
Twinspace live
Social Media, Youtube,

Vimeo, eTwinning, Edmodo,
Facebook, Instagram,
project website, school
website, Twitter,Google
form, Sticky Moose, digital
newspaper, blog
Students will give a selfreflection and self-assessment on their work and the
dynamics of the teamwork.

health class or chemistry.
Assessment of the work is
done through feedback of
the students peers, comments on their work and
Students will ask a feedback
the presentations of the
on their work, from peers
working on the different task, students themselves.
about the simplicity and the
Also fifth group of students
sense of understanding the
has made a Google Form
subject.
about assessment of this
If needed students will repeat activities and students
involved in the project have
the measurements or reasto fill it out.
semble the device properly.
Students get feedback from

their peers and/or scientists
and get even more ideas and
motivation to improve their
work and get better results. If
students are not able to meet
scientists in person, they can
write to them or Skype with
them through an organized
videoconference.
ASK AND COLLABORATE
DREAM
45 min
EXPLORE
MAP
90 min
MAKE
180 min
Description
Goals
-students learn about light

and its characteristics,
about light pollution and
impact on human health
and environment, about
measurements, robotics
- explore about light and

different effects it causes
SHOW
ASK AND
COLLABORATE
They can show their work

to other teachers and/or
scientists in local community or online.
Students will contact/meet

with/ Skype with other
students from different
countries and discuss about
difficulties and problems
they encountered when
assembling the device and
measuring the intensity in
their school.

collaboration
critical thinking
self assessment
active listening
peer review

can view and comment the
uploaded content.

work to a sharing platform, such as YouTube
and Vimeo, Facebook,
eTwinning (TwinSpace) and
Edmodo. They can even
upload some of the work
to the school website, project website or send it to a
digital newspaper.

eSkills
English language
through communication with their peers
and scientists
-students boost their confidence and increase their

self-worth
-learn to use Skype or other -students learn how to

online communication ap- present the results of their
work
plications
45 min
90 min
Key challenges, trends impacting your work at the

Pollution! Find a STEM solution! is a two year long cross-cur- interest in science and STEM education, careers and thus
address anticipated future skill gaps within the European
ricular project that grew out of identified need for further
development of STEM and ICT skills. Pisa 2012 results make Union. Students will use the scientific method and CLIL
evident that students knowledge is poor and motivation for methodology. They will understand the importance of a
math and similar subjects is low. Implying priorities of Euro- scientists, engineers and technicians jobs. The activity
pean Commission, like e-learning, will raise motivation and provides mathematical practice in recording, plotting and
also develop basic skills and improve knowledge in science, analyzing data, mirroring how engineers collect and analyze data to solve real-world design challenges.
math, physic and ICT.
The OER were made in the Erasmus + project Pollution!
Find a STEM solution!:
- to understand how engineers

- to describe and list exmeasure light intensity
amples of adverse effects
resulting from light polluStudents will improve their:
-gather information about tion
eSkills
Lego Intelligent brick and - learn about sensors, il editing skills
light sensor
luminance (units: lux nad
entrepreneurship
lumen)
Students will improve their: -learn about measure-learn about web 2.0 tools
working in different web
communication skills ments, dependent and
independent variables
(learning objectives, try to
2.0 tools
eSkills and ICT
independent
and 21st Century Skills)
organizational and
creativity and innova research skills
planning skills
tion
critical thinking
eSkills
organizational and
self-assessment and
creativity
planning skills
evaluation
leadership
develop a sense of
eSkills
evaluation and feed problem solving skills Students will reflect on
back
Teams of students analyze Students start working on
Students review their
Students learn about
their presentations, interactive
light pollution in biology, tasks, ideas and research their findings inside their
posters, comics, videos, and
the topic on measuring
health class, chemistry,
the quiz.
physics, they learn about light pollution on differmaterials and facts are they
electronics and electronic ent websites, in their
textbooks and they learn going to use in their work, They divide the work among
components in technolprojects and presentations. themselves in their teams and
ogy and different web 2.0 the physics and biology
of each
are constantly supervised by the
behind each topic by coltools in ICT.
learning activity in the context
teachers who mentor them.
Teachers
mentors
them
in
laborating with the older
order to select the best and
students in their teams.
most relevant materials and
teams (using application
Students make a list of
facts.
like TeamUp) and each
the materials needed:
team is meant to create
Lego Mindstorms
a tutorial, short video or
intelligent brick
presentation on one of
the following subjects:
Learning Activity

Duration
90 min
LIGHT POLLUTION
Subject: p

EASURING
ENG
DREAM
EXPLORE
MAP
MAKE
already made OER can help

you in your project. You can
use them or just take them as
guidelines)
Link to the OER

made in the E+
project (some of the
Digital
technologies and
tools
Description
They have to choose which

web 2.0 tools are going to
be used.
light sensor
1. Light pollution (presen laptop
tation)
application for meas2. Making the device for
uring light intensity
measuring light pollution
measuring light pollution They all research different
web 2.0 tools they plan to
(video tutorial)
use in their activities.
4. Table for measurements (working on
designing a table about
when and where to measure)
5. Assessment (making
google form or online
Kahoot quiz)
Activities:
1. Light pollution
First team that is investigating
the light pollution and its efThey make a mind map or fects on human health and ena little scenario, storyboard vironment is making a Glogster
and a list of needed steps
or using some different web
to finish their project.
2.0 to make a presentation on
the subject.
measuring light pollution-consists of making a step-by-step
guide how to assemble the
measuring device.
of each
measuring light pollutionlearning activity in the context The targeted audience is
students make a video tutorial
their peers, school teachof the learning story
How to assemble the measurers and local community.
ing device. It will be narrated
The students brainstorm
in English.
about their ideas and
4. Table for measurements
design scenarios by shar-gathers students working on
ing them with their teamdesigning a table about when
mates and teachers.
and where to measure. They
have to know about dependent and independent variables
in order to make the table
scientifically correct.
5. Assessment -students prepare a google form or an online
quiz about all the concepts they
have learned in this project.
TeamUp, Google DocuGoogle Documents, You- Padlet. Pixton, bubble.
labs, camera, Google Documents, YouTube, NASA
Tube, TED-Ed, NASA edu- us, Popplet, Mindmeister,
Freemind, Prezi, iPad and
ments, YouTube, TED-Ed, NASA
education, Padlet, Glogster cation, Padlet, Glogster,
education, Padlet, Glogster,
Thinglink, Kahoot, Google tablets
Thinglink, Kahoot, Google
forms, Prezi, Weebly, iPad
Vimeo, Pixton, PowerVimeo, Pixton, PowerPoint, inPoint, infographic, Bookfographic, Bookwidgets, Linoit,
widgets, Linoit, HotPotaHotPotatoes, Wix
toes, Wix
Learning Activity
Skype, Adobe connect,

email, Chat, Viber, WhatsApp, Facebook, Edmodo
If needed students will

repeat the measurements
or reassemble the device
properly
Students get feedback from

their peers and/or scientists
and get even more ideas
and motivation to improve
their work and get better
results.
ASK AND
COLLABORATE

website, digital newspaper,
blog

the students peers, comments on their work and
the students presentations
themselves.
Also a fifth group of students has made a google
form about assessment of
this activities and students
involved in the project have
to fill it out.
Students will give a selfreflection on their work
teamwork.
Much of this content can

health class or chemistry.
SHOW
NOISE POLLUTION
Goals

eSkills
editing skills
entrepreneurship
English language
through working in different web 2.0 tools
Students start working on
their presentations, interactive posters, comics, videos,
and quiz.
They divide the work among
themselves in their teams
and are constantly supervised by the teachers who
mentor them.
A team that is investigating the Air pollution and its
effects on human health
and environment is making
a Glogster or using some
different web 2.0 to make a
presentation on the subject.
- to understand how engineers measure and identify

noise pollutants and how
does a sound meter work
- to describe and list examples of adverse effects

resulting from sound
pollution
- explore about sound pollution and different effects

it causes
Learning about:
sound and waves
environmental awareness
environmental issues
effects of noise pollution
to human and animal
health
sound in our society
sound meters, noise, sound - learn about measuring units,
levels
electricity,electronics,
-learn about measureLEGO Mindstorms EV3
ments, dependent and
Arduino
independent variables
- learn about web 2.0 tools
Students will improve
research skills
their:
critical thinking
Collaboration skills
self-assessment and
organizational and
evaluation
planning skills
eSkills
eSkills
Students will reflect on
creativity
leadership
evaluation and feedback
MAKE
180 min
MAP
60 min
EXPLORE
60 min
SHOW
-students learn how to
present the results of their
work
ASK AND
COLLABORATE
-learn to use Skype or
other online communication applications
- learn about absolute and -students boost their confidence and increase their
relative error
self-worth
their:
their:
collaboration
critical thinking
eSkills
self assessment
English language
active listening
through communica peer review
tion with their peers
and scientists
Students will contact/
entrepreneurship
meet with/ Skype with
skills
other students from dif presentational skills
ferent countries and discuss about difficulties and The students upload their
work to a sharing platproblems they encounform, such as YouTube and
tered when assembling
the device and measuring Vimeo, Facebook, eTwinning (TwinSpace) and
sound pollution in their
school and environment. Edmodo. They can even
They can show their work upload some of the work
to other teachers or even to the school website,
project website or send it
scientists specialized in
to a digital newspaper.
this area.
60 min
60 min
Find a STEM solution!:
interest in science and STEM education, careers and
Pollution! Find a STEM solution! is a two year long crossthus address anticipated future skill gaps within the
European Union. Students will use the scientific methfurther development of STEM and ICT skills. Thats why
od and CLIL methodology. They will understand the
this project was designed to motivate students through
the use of 2.0 web tools, collaborative working and social importance of a scientists, engineers and technicians
jobs. The activity provides mathematical practice in
sharing of the own skills achieved. Implying priorities of
recording, plotting and analyzing data, mirroring how
European Commission, like e-learning, will raise motivation and also develop basic skills and improve knowledge engineers collect and analyze data to solve real-world
design challenges.
in science, math, physic and ICT. Although being a technology based project, it is also cross-curricular, involving
different departments of the school and learning about a
topic which affects our everyday life as a school and as a
society.
DREAM
60 min

awareness on noise pollution
awareness on cultural
traits
collaborative skills and
responsibility
Students learn about sound,
noise, hearing in biology,
health class, physics and musical class, they learn about
electronics and electronic
components in technology
and different web 2.0 tools
in ICT.
Learning Activity

Duration
Subject: P

EASURING
ENG

Link to the OER

made in the E+
project
Digital
technologies and
tools
Description
EXPLORE
MAP
MAKE
Team of students analyze

their findings inside their
materials and facts are
they going use in their
work, projects and presentations.
Students review their

tasks, ideas and research
the topic on measuring
air pollution on different
websites, in their textbooks
and they learn the physics
and biology behind each
topic by collaborating with
the older students in their
teams.
Making the device for

measuring noise pollutionconsists of making a step by
step guide how to assemble
the measuring device with
LEGO Mindstorms EV3 or
Arduino.
In Making the device for
measuring sound pollutionThey have to choose
B activity students film the
which web 2.0 tools are
assembling of the measurStudents make a list of the going to be used.
ing device and narrate it in
materials needed:
English. They make a video
They
make
a
map
or
a
little
LEGO EV3 Mindstorms
tutorial.
scenario,
storyboard
and
intelligent brick
Table for measurements
a
list
of
the
steps
to
finish
sound sensor
gathers students working
their
project.
wires
on designing a table about
batteries
when and where to mea laptop
sure. They have to know
tablet
about dependent and independent variables in order
They can do reference
to make the table scientifimeasurements with sound
cally correct.
sensor attached to Arduino
Assessment group is making
breadboard
The targeted audience is
a google form or an online
Or
use
a
NOISEWATCH
their peers, school teachers
quiz about all the concept
smartphone
application
or
and local community.
students have learned in
similar.
They
all
research
The students brainstorm about
this project.
different
web
2.0
tools
they
their ideas and design scenarplan
to
use
in
their
activiios by sharing them on Padlet
or Linoit with their teammates ties.
and teachers.
Prezzi, PowerPoint, sound
Google Documents,
us, Popplet, Mindmeister, labs , camera, Google Doculevel meter, YouTube, Podcast. YouTube, TED-Ed, NASA
Noise watch app (or similar). education, Padlet, Glogster, Freemind, Prezi, iPad and ments, YouTube, NASA educatablets
tion, Padlet, Glogster, ThingThinglink, Kahoot, Google
link, Kahoot, Google forms,
Prezi, Weebly, iPad Vimeo,
Vimeo, TED-Ed, Pixton,
TED-Ed, Pixton, PowerPoint,
PowerPoint, infographic,
infographic, Bookwidgets,
Bookwidgets, Linoit, HotPoLinoit, HotPotatoes, Wix
tatoes, Wix,
DREAM

teams (using application like
TeamUp) according to their
age, competencies, affiliations
and each team is supposed to
create an tutorial, short video, presentation or similar on
one of the following subjects:
1. Sound and noise pollution
(Glogster)
measuring sound pollution-A
(tutorial in pdf for Arduino
based device)
of each
measuring noise pollution-B
learning activity in the context
(video tutorial)
4. Table for measurements
(working on designing a table
about when and where to
measure)
5. Assessment group (making
google form or online quiz)
Learning Activity

be used in teaching biology, music, health class or
physics.

can view and comment
the uploaded content.
SHOW
Skype, Adobe connect, email, Chat, viber,

WhatsApp, Facebook,
Edmodo

Vimeo, eTwinning, Edmodo, Facebook, Instagram,
blog

the students peers, comStudents will give their
work to peers not working ments on their work and
the presentations of the
on the same subject to
give them feedback about students themselves.
Also fifth group of students
the simplicity and sense
has made a google form
of understanding the
about assessment of this
subject.
activities and students involved in the project have
If needed students will
repeat the measurements to fill it out.
or reassemble the device
Students will give a selfproperly
reflection on their work
teamwork.
Students get feedback

from their peers and/or
scientists and get even
more ideas and motivation to improve their work
and get better results.
Students not able to meet
a scientist f2f are able to
write to them or Skype
with them through an organized videoconference.
ASK AND
COLLABORATE
METHOD
DREAM
45 min
EXPLORE
90 min
Goals
students learn about

measurements, variables, errors of measurements: mean, relative and absolute error
- explore about errors of

measurements: mean,
relative and absolute error,
mathematical and graphical
results, the reasons why they
effect the measurements
Students will improve their: and how to reduce them
eSkills and ICT
units, analytics, data
independence
interpretation
analytical skills
math skills
organizational and
electronics, voltmeter,
planning skills
LED, wires, breadboard
develop a sense of
connections
problem solving skills -learn about measurements,
dependent and independent
Students form groups using variables
TeamUp application.
Students should be divided Students will improve their:
research skills
according to their skills and
critical thinking
knowledge so each group
self-assessment and
should be composed of
evaluation
at least one studentwith
eSkills
greater math skills and one
math skills
with higher ICT skills.
Analytical skills
Groups can be divided
according to different types Students will reflect on
of pollution and one group their own learning.
can do assessment:
Learning Activity

Duration
Subject: P
Learning Story Name: SCIENTIFIC
- how to avoid and/

or reduce errors of
measurements
- to understand how to
calculate mean, relative
and absolute errors of
measurements
MAKE
180 min
-learn about web 2.0 tools
- how to analyse the data

and do mathematical and
Students will improve their: graphical analysis of the
errors.
organizational and
planning skills
eSkills
eSkills
creativity
editing skills
leadership
entrepreneurship
math skills
math skills
science skills
evaluation and feed ICT skills
back
teams skills
Teams analyze their
English language
findings on a given question
through working in difor topic using mindferent web 2.0 tools
mapping techniques. Mind
mapping can be done with Based on a design brief
and design ideas, student
an online tool.
teams start to calculate
and discuss the reason
for differences in the
measurements of all
partners.

units, variables,
errors, analytics, data
interpretation
- to describe and list types

of errors, find examples on
how to calculate the errors
MAP
90 min
SHOW
ASK AND
COLLABORATE
-students boost their

confidence and increase
their self-worth
communicational skills
social skills
English language
through communica eSkills
tion with local com critical thinking
munity when visiting
self-assessment
partners, scientists
active listening
peer review
eSkills
math skills
math and science skills
analytical skills
English language
through communica presentational skills
tion with their peers
self-assessment
After having created a
critical thinking
product as part of their
self - confidence
work student teams meet
Students create a video
with 24 experts. These
or a presentation for
experts could be future
showing the results of an
users, readers, teachers,
investigation, a product
scientist that specialize in
the field of air, light and/or they have created or some
other piece of work.
noise pollution.
- learn about mean,

absolute and relative error
and its application and
importance in scientific
community and scientific
work
-learn to use Skype or other -students learn how to

present the results of their
online communication
work
applications
45 min
90 min
interest in science and STEM education, careers and thus
Pollution! Find a STEM solution! is a two year long crossaddress anticipated future skill gaps within the European
Union. Students will use the scientific method and CLIL
further development of STEM and ICT skills. Pisa 2012
results make evident that students knowledge is poor and methodology. They will understand the importance of a
scientists, engineers and technicians jobs. The activity
motivation for math and similar subjects is low. Implying
provides mathematical practice in recording, plotting
priorities of European Commission, like e-learning, will
raise motivation and also develop basic skills and improve and analyzing data, mirroring how engineers collect and
analyze data to solve real-world design challenges.
knowledge in science, math, physic and ICT.
ENG
1. Air pollution
measurements
analysis group
2. Sound pollution
measurements
analysis group
3. Light pollution
measurements
analysis group
4. Assessment group
DREAM
Student teams explore
the context of a topic
or question either by
observing relevant
practices by searching
existing works that relate
to the topic or question
by collecting relevant
examples that they can use
in answering the question
or explaining the topic.
EXPLORE

Link to the OER

made in the E+
project
Digital
technologies and
tools
Description
TeamUp, Google
Documents, YouTube,
Padlet, Glogster, Excel,
Prezi, Word
Students discuss, question

and familiarize themselves
with the design brief.
They document their work
online on Linoit or Padlet.
Students then record a

reflection and document
their activities. Guidance
through the learning
activities and the process
of creation is indispensable
for students to keep their
minds on learning potential
curricular requirements.
They create their first

graph, and discuss it
afterwards. The discussion
especially relates to how
well the measurement
results address the
identified pollution.
MAKE

us, Popplet, Mindmeister,
Freemind, Prezi, iPad and
tablets
iPad, mobile phones,

virtual labs, camera, Google
Documents, YouTube, TEDEd, NASA education, Padlet,
Glogster, Thinglink, Kahoot,
Google forms, Prezi,
Weebly, iPad Vimeo, Pixton,
Bookwidgets, Linoit,
HotPotatoes, Wix
The assessment group tries

to assess the analyzed data
and tries to find differences
The students slowly build
and similarities in the data
a shared collection of
from different countries.
ways to tackle challenges,
They also try to make
which can be used after the comparisons and tries to
project ended.
find or guess reasons for
differences and similarities.
Students and the teacher

record, post and share
audio-visual reflections
and feedback of project
progress, challenges and
future steps.
Based on their collected

information and analysis,
the teams refine their
answers or explanations to
the given topic or question.
Then the teams record a
reflection.
They identify relations,

similarities and differences
between the examples
and/or media files they
collected.
MAP
Google Documents,
YouTube, TED-Ed, Padlet,
Glogster, Thinglink, Kahoot,
Google forms, Prezi, Weebly,
Pixton, Excel, Word, Prezi,
Bookwidgets, Linoit,
Students should form

subgroups and divide their They share their collected
of each
responsibilities according to media files within their
learning activity in the context their skills and knowledge. group.
If there is a greater number Teacher mentors them
and guides their search
of students, teacher can
and support them in the
duplicate groups and ask
them to compare results at qualification and selection
of their material.
the end of the activity.
Learning Activity
They share this

presentation or video
with other students in
the school, their parents
and their identified
audience to transfer their
learning, to communicate
the background of their
project, to let others know
about the possibility to
remix their work, to receive
feedback and to share
ideas how to improve our
environment.
After the meeting the
students analyze the
comments and decide
how to interpret them
for their re-calculations.
They then refine their
product, especially in
relation to the challenges,
context and added value
of the result, record a
reflection and update their
documentation. This activity
can happen more than once
at varying time investments
and can be conducted
online or face to face.
Skype, Adobe connect,
email, Chat, Viber,
WhatsApp, Facebook,
Edmodo

Prezi, blog
In the video they also

address their learning
achievements and possible
future steps that are
connected to reducing
pollution in their schools
and environment. They
give their opinion on the
reasons for the pollution
and differences in pollution
in different countries.
SHOW
Other students or teachers

can also be considered as
experts in certain areas.
The student teams
communicate their ideas
using graphs, prints,
drawings, models or other
supporting materials. The
experts are encouraged
to modify and comment on
the product.
ASK AND
COLLABORATE

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DREAM

using the Internet re students learn about

(could range from a couple of

Number of students in this project: 20

Age range of students: 10 15 years old

ON AIR, NOISE AND LIGHT

Learning Story Name: R

students learn how to

Group number 4 do the

2. Noise pollution group:

Group number 5 presents

Students within the group

Groups 1, 2 and 3 discusses

Students define various

Group 5 presents the results of their assessment

Students interact with

Students will give a selfreflection on their work

Assessment of the work

Many of this content can

Students can upload some

The students upload their

f. collaborative web 2.0

(some of the already made

Link to the OER

The students will share

They will use internet

They will connect the

Google Documents, YouTube, Padlet, Glogster,

comptuers, mobile phones, Skype, email, chat, WhatsApp, Facebook

Google Documents, YouTube, Padlet, Glogster,

Wix, eTwinning, Edmodo,

-students learn about air,

-gather information about

- learn about measuring

-students boost their confidence and increase their

-students learn how to present the results of their work

-learn to use Skype or other

- to understand how engineers measure and identify

- learn about absolute and

ASK AND COLLABORATE

Key challenges, trends impacting your work at the school

Students learn about air

Students review their tasks,

Teams of students analyze

Students start working on

Students use Skype to contact students from different

The students upload their

Students will improve their:

(could range from a couple of

Number of students in this project: 18

Age range of students: 10 15 years old

Learning Story Name: M

(some of the already made

Link to the OER

Students make a list of the

They have to choose which A team that is investigating

Students are divided in

Other teachers, students,

Skype,Padlet, Linoit, Adobe

Social Media, Youtube,

Many of this content can

Students get feedback from

ASK AND COLLABORATE