My learning scenario for Stem course

1. Water everywhere
Hustiuc Nicoletta
Scientix is an initiative of European Schoolnet (EUN)

2. 2
SCIENTIX LEARNING SCENARIO
Title
Water everywhere
Author(s)
Nicoletta Hustiuc
Summary
Overall, teaching children about water at a young age not only equips them with important
knowledge and skills but also helps shape their attitudes and behaviors towards the
environment and their communities
Keywords
Experiments, water, coding, stem, life
License
Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon
your work even for commercial purposes, as long as they credit the original creation and
license their new creations under the identical terms.
Overview
Subject(s) Science
Mathematics
Coding
Language/art
Psyhical Education
Social studies
Outdoor experiments
Topic(s) Experiments
unplugged coding
aggregation
water cycle
conservation
importance
water observation
Age of students 5-6
Preparation
time
Science-1h
Mathematics-30 min
Coding-30 min
Language/art-1 h
Psyhical Education-30 min
Social studies-2 h
Outdoor-2h
Teaching time Science-30 min
Mathematics-30 min
Coding-30 min
Language/art-30 min
Psyhical Education-30 min

3. 3
Outdoor activities 2 h
Social studies-2 h
Online teaching
material
Internet connection
Collaborative tools such as Padlet, Google Classroom, or WordCloud
Video conference tools such as Google Meet
1. Videos:
 Utilize educational videos that are specifically designed for
kindergarten students to introduce concepts such as the water cycle,
properties of water, and the importance of water in our lives.
Websites like YouTube Kids often have curated content suitable for
young learners.
 Example: "The Water Cycle for Kids" by SciShow Kids.
2. Interactive Websites:
 Use interactive websites or educational platforms that offer
games, quizzes, and activities related to water for kindergarten
students. These resources can make learning fun and engaging
while reinforcing key concepts.
 Example: National Geographic Kids - Water Cycle
Interactive.
3. Virtual Tours:
 Take virtual tours of water-related sites, such as aquariums,
water treatment plants, or natural bodies of water. Many museums
and educational institutions offer virtual tours or live webcams that
allow students to explore these environments from the comfort of
their homes.
 Example: Monterey Bay Aquarium Live Cams.
4. Digital Books and Stories:
 Access digital books or e-books that focus on water-related
topics suitable for kindergarten students. Many online libraries and
educational platforms offer a variety of children's books that can be
read or listened to online.
 Example: "All the Water in the World" by George Ella Lyon
(available on Epic! or other e-book platforms).
5. Educational Apps:
 Explore educational apps designed for kindergarten students
that cover topics such as the water cycle, water conservation, and
water-related experiments. These apps often include interactive
elements and games that appeal to young learners.
 Example: "Toca Nature" by Toca Boca, which allows children
to explore and interact with different ecosystems, including bodies of
water.
6. Printable Worksheets and Activities:
 Provide printable worksheets, coloring pages, and activities
related to water that students can complete at home. These
resources can include simple experiments, crafts, and puzzles that
reinforce learning objectives.
 Example: Water Cycle Coloring Page or Water Conservation
Maze.
Offline teaching
material
1. Books and Stories:
 Gather age-appropriate books and stories about water from
your local library or bookstore. Look for picture books that introduce
concepts such as the water cycle, properties of water, and the
importance of water in our lives.

4. 4
 Example: "Water is Water" by Miranda Paul.
2. Flashcards and Visual Aids:
 Create or purchase flashcards and visual aids that feature
images and simple explanations of water-related concepts. Use
these materials to facilitate discussions and reinforce vocabulary.
 Example: Flashcards depicting the stages of the water cycle.
3. Manipulatives and Models:
 Provide manipulatives and models that allow students to
explore the properties of water and the water cycle through hands-
on experimentation. This could include items such as containers,
sponges, ice cubes, and plastic figurines representing different
stages of the water cycle.
 Example: A small water cycle model made from a plastic
container, cotton balls (clouds), and a small cup of water (ocean).
4. Art Supplies:
 Stock up on art supplies such as paper, crayons, markers,
paint, and clay to facilitate artistic expression related to water.
Encourage students to create drawings, paintings, sculptures, and
collages inspired by water and its various forms.
 Example: Watercolor paintings of different bodies of water.
5. Experimental Kits:
 Purchase or assemble experimental kits that allow students
to conduct simple experiments related to water, such as observing
water evaporating, freezing, and melting. These kits often come with
instructions and materials needed for the experiments.
 Example: Ice cube melting experiment kit.
6. Activity Books and Worksheets:
 Provide activity books and worksheets with puzzles, mazes,
coloring pages, and simple experiments related to water. These
materials can be used as supplemental resources for students to
explore independently or with guidance.
 Example: Water cycle coloring pages or word search
puzzles.
7. Outdoor Exploration Tools:
 Take advantage of outdoor exploration by providing tools
such as magnifying glasses, buckets, and nets for students to
observe and interact with water in their natural environment. This
could include exploring puddles, streams, or local ponds.
 Example: Nature journals for recording observations of
water-related phenomena.
Resources used Books and Stories:
https://www.youtube.com/watch?v=3uWxI0GOQdQ
https://www.youtube.com/watch?v=qHPqIQzkrHM
https://www.youtube.com/watch?v=dhFycQOrI4Q
https://www.youtube.com/watch?v=4uQflkIHW1Y
https://www.youtube.com/watch?v=j176B2J2PVg
Flashcards and Visual Aids
Manipulatives and Models
Experimental Kits
Outdoor Exploration Tools

5. 5
Aim of the lesson
the aim is to foster an appreciation for the wonders of water while providing foundational
knowledge and understanding that will support further learning about environmental science
and sustainability.
Trends
List the relevant trends that the lesson incorporates:
http://www.allourideas.org/trendiez/results
Lifelong learning – learning never stops, it is a continuous process over a lifetime.
Active learning – students are actively engaged with the lessons through discussions,
observation, problem-solving, experiments, role-playing etc.
Collaborative learning – students focus on group work and interaction.
Outdoor education – learning outside of the school building in ‘real’ environments. Peer
learning – students learn from peers and give each other feedback.
Student-centred learning – students and their needs are at the centre of the learning
process.
21st
century skills
Add here how the lesson plan corresponds to 21st century skills. To find out more:
http://www.p21.org/our-work/p21-framework.Activities
1. Critical Thinking: Encourage students to observe, question, and analyze water-
related phenomena. For example, ask open-ended questions about why water is important
or how it changes form. Engage students in experiments or activities where they must
predict outcomes and draw conclusions.
2. Communication: Provide opportunities for students to discuss their observations,
share ideas, and ask questions about water. Encourage verbal expression through group
discussions, storytelling, and show-and-tell activities. Additionally, incorporate visual aids
and demonstrations to enhance understanding.
3. Collaboration: Foster collaboration by organizing group activities where students
work together to explore water properties or conduct experiments. Emphasize teamwork,
sharing responsibilities, and respecting each other's ideas. Encourage students to listen to
one another and work towards common goals.
4. Creativity: Promote creativity by allowing students to express themselves through
art activities related to water, such as painting, drawing, or sculpting. Encourage imaginative
thinking by asking students to come up with inventive ways to conserve water or solve
water-related challenges.
5. Problem Solving: Present students with real-world scenarios related to water
conservation or environmental protection and challenge them to brainstorm solutions.
Encourage students to think critically about the consequences of their actions and consider
multiple perspectives when addressing problems.
6. Digital Literacy: Introduce age-appropriate digital resources about water, such as
interactive websites or educational apps. Teach students how to navigate digital platforms
safely and responsibly, and guide them in using technology to access information and
communicate ideas about water.
7. Global Awareness: Help students develop an understanding of the global
significance of water by exploring water-related issues in different parts of the world. Discuss
how access to clean water varies among communities and cultures, and encourage empathy
and respect for diverse perspectives.

6. 6
8. Environmental Literacy: Instill an appreciation for the environment and the
importance of preserving natural resources like water. Engage students in discussions about
environmental stewardship, conservation efforts, and the impact of human activities on water
quality and availability.
STEM Strategy Criteria
Please indicate which Criteria correspond to the specific Learning Scenario, contributing on
a broader scale to the development of a STEM School strategy, and briefly explain how you
applied the specific Criterion: https://www.stemschoollabel.eu/criteria
Elements and criteria How is this criterion addressed in the learning
scenario
Instruction
Personalization of learning The learning scenario intends to address different
learning needs and students’ interests.
Problem and project-based
learning (PBL)
The teacher provides open-ended questions and lets
students find a solution
Inquiry-Based Science Education
(IBSE)
Students learn how to address questions and find
answers through experiments
Curriculum implementation
Emphasis on STEM topics and
competencies
The curriculum highlights STEM topics and
competences.
Interdisciplinary instruction There is an interdisciplinary approach by implementing
activities from STEM (science and engineering) and
nonSTEM (art, literacy, and social studies)
Contextualization of STEM
teaching
Real-world problems and experiences are presented to
the students.
Assessment
Continuous assessment Students’ progress will be permanently assessed.
Personalized assessment Personalised assessment is carried out according to the
pace of learning and the instructional approach
Professionalization of staff
Highly qualified professionals Connecting with specialists in STEM subjects/topics.
Existence of supporting
(pedagogical) staff
Supporting staff play an essential role in providing a safe
and encouraging learning environment for the students
Professional development Opportunities for staff professional development to
improve their teaching strategies.
School leadership and culture
School leadership Management board and teams
High level of cooperation among
staff
Staff members are encouraged to work together and
support each other
Inclusive culture All colleagues’ views and opinions are valued and
respected.
Connections
With industry A talk with a physics expert or a museum curator can be
scheduled, either physically or virtually, so students can
access information directly from an expert.

7. 7
Elements and criteria How is this criterion addressed in the learning
scenario
With parents/guardians Parents/guardians can support the visit to the science
museum. If the lesson is held online, parents/guardians
will help the students by guiding them through the
learning and activities.
With other schools and/or
educational platforms
The activities carried out in this learning scenario can be
easily integrated into an eTwinning project or shared with
other partner schools virtually.
With universities and/or research
centers
A discussion with a professional from a research field
would be an interesting option to consider (faculty of
physics).
With local communities If possible, students can connect to the local community
when taking part in the outdoor activity
School infrastructure
Access to technology and
equipment
The school has internet access and all classrooms have
a laptop. Some classrooms have video projectors
High quality instruction classroom
materials
The school provides high-quality teaching materials. Staff
are encouraged to create personalised teaching
resources for the students.
Lesson Plan
This learning scenario is designed to be a two-week project. Students can explore materials
and resources related to the topic all week as there are suggestions for free play and games
related to the subject. This learning scenario can be implemented physically or online. Each
activity will be done again each week to be improuved.
Name of
activity
Procedure Duration
Science
Water Cycle
Adventure
 In this activity, students explore the water cycle through a
hands-on experiment. Set up stations representing
different stages of the water cycle (evaporation,
condensation, precipitation, collection) with materials such
as water, heat source, containers, and cotton balls.
 Students rotate through each station, observing and
participating in activities that demonstrate how water
moves through the cycle. For example, they can observe
water evaporating from a container, condensing on a lid,
forming droplets, and then precipitating back into a
collection container.
 Through this activity, students gain a deeper
understanding of the water cycle and its importance in
nature.
1h
Mathematics
Water
Volume
Challenge
 In this activity, students practice measuring and comparing
volumes of water using different containers. Provide a
variety of containers of various shapes and sizes, along
with measuring cups or tools.
 Challenge students to fill each container with water and
measure the volume using standard units (e.g., cups,
milliliters). Then, have them compare the volumes of
30 min

8. 8
different containers to identify which one holds the most or
least amount of water.
 This activity reinforces mathematical concepts related to
measurement, comparison, and understanding of volume.
Coding
Water
Pipeline
Challenge
1. Introduction (5 minutes):
 Gather students in a group and introduce the
concept of coding by explaining that coding is giving
instructions to make something happen, just like giving
directions to a friend.
 Use simple examples like giving directions to a toy
car or a person to illustrate the concept.
2. Setup (5 minutes):
 Divide the class into small groups of 3-4 students
each.
 Distribute a large sheet of paper and markers to
each group.
3. Activity Instructions (15 minutes):
 Explain the Water Pipeline Challenge to the
students: They are engineers responsible for building a
pipeline to transport water from one end of the paper to
the other.
 Each group's task is to draw a series of arrows
(representing pipes) on the paper to create a pipeline
route. The arrows will indicate the direction in which the
water should flow.
 Encourage students to think about the path the
water will take and plan their pipeline accordingly.
Emphasize the importance of sequencing the arrows
correctly to ensure the water flows smoothly.
 Once the groups have drawn their pipeline routes,
have them test their designs by pouring water (or moving
toy figures representing water) at the starting point and
observing how it flows along the pipeline to the end.
 Encourage students to make adjustments to their
pipeline designs based on their observations and test
results.
4. Reflection and Discussion (5 minutes):
 After the activity, gather the students together for a
brief reflection and discussion.
 Ask questions to prompt students to reflect on their
experiences, such as:
 What did you learn about coding from this
activity?
 What worked well in your pipeline design?
What would you change if you were to do it again?
 How did you work together as a team to
solve the challenge?
 Reinforce key concepts such as sequencing,
problem-solving, and teamwork.
Conclusion: The Water Pipeline Challenge offers a fun and
interactive way for kindergarten students to explore basic coding
concepts without the need for computers or digital devices.
3o min

9. 9
Through hands-on experimentation and collaboration, students
develop critical thinking skills and gain a foundational
understanding of coding principles.
Language/
Art
Watercolor
Landscape
Creations
 Combine language and art by inviting students to create
watercolor landscape paintings inspired by bodies of
water. Provide watercolor paints, brushes, and paper,
along with reference images of rivers, lakes, oceans, or
waterfalls.
 Encourage students to use descriptive language to narrate
their creative process as they paint their landscapes. They
can describe the colors, shapes, and textures they
observe in nature.
 This activity fosters language development through
expressive art while allowing students to express their
interpretations of water in various forms.
1h
Psyhical
Education
Water Relay
Race
 Organize a water-themed relay race outdoors or in a
gymnasium. Divide students into teams and set up relay
stations with buckets of water, sponges, and cups.
 Students race to transfer water from one container to
another using sponges or cups, passing the water-filled
object to the next teammate in line.
 This activity promotes teamwork, coordination, and gross
motor skills while incorporating the theme of water play.
30 min
Social
studies
Exploring
Water Use
Around the
World
 Engage students in a social studies activity focused on
water use and access around the world. Provide a world
map and pictures or stories depicting water-related issues
in different regions.
 Facilitate a discussion about how access to clean water
varies among communities and countries, and discuss the
importance of water conservation and equitable
distribution.
 This activity promotes global awareness and empathy
while fostering discussions about social justice and
environmental sustainability.
2h
Outdoor
Nature
Walk: Water
Exploration
 Take students on a nature walk to explore water-related
features in their outdoor environment, such as streams,
ponds, or rain gardens. Provide observation journals or
worksheets for students to record their findings.
 Encourage students to observe the characteristics of water
sources, identify plant and animal life associated with
water habitats, and reflect on the importance of preserving
these ecosystems.
 This outdoor activity promotes hands-on exploration,
environmental awareness, and connection with the natural
world.
2h

10. 10
Assessment
Describe here the assessment method of the lesson. For example, if you plan on assessing
your students with a quiz, include here questions and answer options with color-coding the
correct answers.
1. Observation:
 Regularly observe students during class activities, such as discussions, group
work, and hands-on experiments. Note their participation, engagement, and
understanding of concepts related to water.
 Observe students' behavior and interactions during outdoor activities, art
projects, and physical education sessions to assess their social skills, creativity, and
physical development.
2. Informal Conversations:
 Engage students in one-on-one or small group conversations to gauge their
understanding of key concepts. Ask open-ended questions about water, its
properties, and its importance, and listen to their responses to assess their
comprehension.
 Encourage students to share their experiences, observations, and ideas
related to water through informal discussions.
3. Performance Tasks:
 Assign performance tasks that allow students to demonstrate their knowledge
and skills related to water. For example, ask students to complete a water cycle
diagram, conduct a simple water experiment, or create a piece of artwork inspired by
water.
 Use rubrics or checklists to assess students' performance on these tasks
based on predetermined criteria, such as accuracy, creativity, and attention to detail.
4. Portfolio Assessment:
 Maintain portfolios for each student to document their work and progress over
time. Include samples of their artwork, writing assignments, science experiments,
and other projects related to water.
 Review and reflect on students' portfolio entries periodically to assess their
growth, identify areas for improvement, and celebrate their achievements.
5. Checklists and Anecdotal Records:
 Use checklists or anecdotal records to track students' mastery of specific
skills and behaviors related to the lesson objectives. For example, create a checklist
of water-related vocabulary words and mark off each word as students demonstrate
understanding.
 Record observations, anecdotes, and noteworthy moments related to
students' learning and development, noting areas of strength and areas needing
improvement.
6. Assessment Through Play:
 Integrate assessment into play-based activities by observing how students
engage with water-themed games, puzzles, and manipulatives. Note their problem-
solving strategies, cooperation with peers, and creativity during play.
 Use anecdotal notes or photographs to document students' play experiences
and assess their learning through play.
7. Formative Assessment:
 Use formative assessment strategies, such as questioning, quizzes, and exit
tickets, to check students' understanding of concepts during and after lessons. Ask
questions related to the water cycle, properties of water, and water conservation to
gauge comprehension.
 Provide immediate feedback to students based on their responses and use
their answers to inform instructional decisions.

11. 11
Student feedback
Add here the method with which your students will be able to give you feedback and discuss
the lesson.
1. Student Journals or Drawings:
 Encourage students to keep journals or draw pictures about their learning
experiences related to water. Provide prompts such as "Draw something you learned
about water today" or "Write or draw about a time when you used water at home."
 Review students' journals or drawings periodically to gain insight into their
interests, understanding, and reflections.
2. Group Discussions:
 Facilitate group discussions where students can share their thoughts and
experiences related to water. Use prompts such as "What do you like about water?"
or "How do you use water in your daily life?"
Teachers’ remarks
Add here your comments and evaluation AFTER the implementation of this lesson, if any.
About Scientix
Scientix, is the number one community for science education in Europe. It aims to promote
and support a Europe-wide collaboration among STEM teachers, education researchers,
policymakers and other educational stakeholders to inspire students to pursue careers in the
field of Science, Technology, Engineering and Mathematics (STEM).
Annex(es)
Add here any annex(es) for the Learning Scenario, if needed.
1. Printable Worksheets:
 "Color the Water Cycle": A coloring sheet depicting the stages of the water
cycle for students to color and label.
 "Counting Drops": A worksheet where students count and circle the number
of water droplets in each picture.
 "Measuring Cups": A worksheet where students match pictures of different-
sized cups with their corresponding water volume (e.g., small cup = 1 cup, large cup
= 2 cups).
2. Craft Templates:
 "Paper Plate Water Cycle": Templates for cutting out and assembling a paper
plate water cycle model, including labels for each stage (e.g., evaporation,
condensation).
 "Water Drop Collage": Cut-out shapes of water drops and various materials
(e.g., tissue paper, foil) for students to create a collage representing water in its
different forms.
3. Storybooks and Read-Alouds:
 "The Water Cycle Adventure": A printable storybook featuring colorful
illustrations and simple text explaining the stages of the water cycle.
 "Splash and Splish: A Water-themed Story": A printable story with characters
exploring the wonders of water in their everyday lives.
4. Experiment Instructions:
 "Rain in a Jar": Step-by-step instructions for creating a simple rain simulation
experiment using a jar, hot water, and ice cubes.

12. 12
 "Sink or Float": Instructions for conducting a sink or float experiment with
various objects and a basin of water, encouraging students to predict and test
buoyancy.
5. Educational Posters:
 "Water Cycle Poster": A visual poster depicting the water cycle stages with
labeled diagrams and concise explanations.
 "Save Water, Save Life": A poster with tips and illustrations on how students
can conserve water in their daily activities.
6. Parent Resources:
 "Water Fun at Home": A handout with suggestions for water-themed activities
families can enjoy together, such as backyard water games or making homemade
bubbles.
 "Talking About Water": A guide for parents on how to engage their children in
conversations about water and its importance.
7. Extension Activities:
 "Build a Mini Water Cycle": Instructions for creating a mini water cycle
terrarium using a plastic bottle, soil, gravel, and plant seeds.
 "Watercolor Seascapes": A suggestion for an art project where students
create watercolor paintings of ocean scenes, exploring different shades of blue and
texture techniques.
8. Assessment Tools:
 "Water Knowledge Quiz": A simple quiz with multiple-choice questions about
water-related concepts covered in the lesson.
 "Water Cycle Observation Log": A printable sheet where students record their
observations of water cycle phenomena over a period of time, such as clouds
forming or puddles evaporating.