-
Pollution! Find a STEM solution!
Open Educational Resources
Sufinancirano sredstvima programa Europske unije Erasmus+ /
Co-funded by the Erasmus+ Programme of the European Union
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Table of Contents
Research on air, noise and light pollution
.........................................................................................................
7
Measuring air pollution
...................................................................................................................................
10
Measuring light pollution
................................................................................................................................
12
Measuring noise pollution
..............................................................................................................................
14
Scientific method
............................................................................................................................................
16
CATALN
...............................................................................................................................................................
18
CROATIAN
.............................................................................................................................................................
32
CZECH
...................................................................................................................................................................
45
FRENCH
................................................................................................................................................................
56
GERMAN
...............................................................................................................................................................
73
POLISH
..................................................................................................................................................................
89
SPANISH
..............................................................................................................................................................
105
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Title of the project: Pollution! Find a STEM solution!
Project duration: 24 months
Participants: teachers and students from 5 European countries
(Croatia, Czech Republic, France, Poland and Spain)
Audience/fokus: youth, ages 12-15
PROJECT SUMMARYPollution! Find a STEM solution! is a two year
long cross-curricular project that grew out of identified need for
further development of STEM and ICT skills.
Pisa 2012 results make evident that students knowledge is poor
and motivation for math and similar subjects is low. Implying
priorities of European Commission, like e-learning, raise
motivation and also develop basic skills and improve knowledge in
science, math, physic and ICT.
In addition, the participants support multilingualism by
publishing Open Educational Resources in 8 different languages.
Active learning, peer- teaching, project-based and
student-centered pedagogy encourages creativity, vision,
coop-eration and collaboration among students. It improves students
attitudes and performance in STEM area of interest.
Activities are divided in 4 categories:
STEM ACTIVITIES are focused on building the devices for
measuring air, light and noise pollution in students schools and
homes, analyzing the data using the scientific method and comparing
the results with their peerin other schools to find a solution.
E-SKILLS, DIGITAL LITERACY AND DIGITAL JOBS are focused on
introducing career opportunities in STEM and ICT, through meetings
with scientist and engineers, developing 21st century skills and
e-Skills in order for stu-dents to be more employable in the
future. During the digital months the aim is that students from
each school included in the project choose one Web 2.0 tool that
they find useful and present it to peers in other countries on
eTwinning platform.
Through CLEAN TEHNOLOGY AND CLEAN ENERGY activities students
will build windmill models and solar collec-tors and visit at least
3 different clean technology and engineering facilities.
RAISING CULTURAL AWARENESS AND EUROPEAN DIMENSION is achieved
through collaboration and communi-cation from the very beginning of
the project. It arouse sense of initiative and entrepreneurship,
cultural aware-ness among students and teachers.
Collaborative design tools for making future classroom scenarios
such as EDUKATA PROCESS and FLIPPED CLASS-ROOM SCENARIO is used in
some activities to produce OER (Open Educational Resources). They
will foster the quality of educational outcomes but also aim to
support long-term effects on the participating schools and
par-ticipants involved. We hope to motivate students to take
sustainable actions to increase air and light quality at schools
for themselves and future generations.
To perform tasks we mainly rely on numerous Web 2.0 tools and
Twin Space communication platform.To assure long term benefits we
have developed Open Educational Resources that are available for
download.
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MAIN OBJECTIVESMain objectives are to increase students interest
in STEM education and careers and introduce them to all avail-able
new trends in technology, engineering and science in their region
by visiting clean technology industries and strengthening links
with them.
One of our goals is to introduce some future digital jobs and
create opportunities to meet experts in person or by using video
conference. Students are prepared for rapid technological changes
by integration of ICT into class-room practice more.
Furthermore, the project highlights the importance of solving
global environmental issues and improves the knowledge in the areas
of sustainable development and renewable energy. It develops
collaborative partnership between schools and the wider community
in formal, non-formal and informal learning.
The project objective was also to make Open Educational Resorces
(OER).These lesson materials are offered freely for STEM areas
educators to use and re-use it for teaching.
THE PROJECT RATIONALE to improve the knowledge and grades of
students with LOW BASIC SKILLS in math, science, technology and
ICT
It is done by approaching the curriculum in an innovative way,
offering students to take initiative and develop KEY COMPETENCIES
which are relevant for personal development and facilitate
employability. A pedagogy approach that was not in our daily
practice has been applied through activity-based, child-directed
learning and peer- learn-ing method.
to improve the quality of education in schools
We have been using ICT in classrooms more. It has improved
students motivation. Newer technologies have en-able students and
teachers to collaborate more efficiently.
to connect the schools and enrich their curriculum with a
COOPERATION WITH INDUSTRY and STEM professionals
In order to inspire and challenge our students, we engage them
with presentations and workshops of software de-velopers, civil
engineers, researchers, medical scientists. They serve as
role-models and motivators. It is a way to involve the community in
supporting childrens learning and also introduce some FUTURE
DIGITAL JOBS and pro-fessionals with STEM related careers. They
show them a wide range of CAREER PROSPECTS that STEM opens up.
to increase young Europeans interest in STEM education
Schools included in the project have provided more STEM oriented
activities. They have brought realworld con-text and applications
of STEM into schools to enrich teaching and increase
motivation.
to improve collaboration, teamwork and peer feedback
to highlight the importance of global environmental issues and
improve the knowledge in the areas of sustain-able development by
using 21st century skills (communication skills, decision-making
skills, interpersonal skills and lifelong learning skills)
Through their research, students raise awareness about
environmental issues and develop awareness of the ef-fects of
pollution and the need of sustainable living. It motivates students
to take sustainable actions to increase air and light quality at
schools for ourselves and future generations.
to bust English language use in content
Content-based instructions in English are used during the
project. Students had the opportunity to not only de-velop language
skills, but to become more informed citizens, both locally and
globally.
to inspire and encourage other students and our local community
to be actively involved in exploring our environ-ment and to
act
Students have created a sustainable international dialogue and
are ready to join and actively participate in new projects.
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INTRODUCTION TO OER
UNESCO believes that universal access to high quality education
is the key for building peace, sustainable social and economic
development and intercultural dialogue.
This is the reason why partners of the Erasmus+ project
Pollution! Find a STEM solution! decided to share their work with a
large number of teachers and students through Open Educational
Resources (OER). These OER are built to of-fer a free access to
teaching resources in science related fields (biology, physics,
chemistry, mathematics) technology, ICT, ecology and health. They
are available in 8 different languages (English, Croatian, French,
Catalan, Czech, Polish, Spanish and German) and are designed for
students aged 10 to 15 but can be adapted for a different grade
levels. These materials can also be used within CLIL (Content and
Language Integrated Learning) approach.
OER consist of 5 FCS (Future Classroom Scenarios) and cover
several topics:
1) Research of air; noise and light pollution
2) Measuring air pollution
3) Measuring light pollution
4) Measuring noise pollution
5) The scientific method (Analyzing the measurements)
As it was said by the European Schoolnet Academy,* every FCS
contains six learning activities:
Dream: Teacher presents a design brief to your class but leave
room for their interpretation. He/She in-spires and motivates
students to do their best by telling them about the ownership and
freedom they have over the task. The Teacher presents the schedule,
and negotiate the assessment criteria with the class. Students form
teams, discuss, question and familiarize themselves with the design
brief. The teams refine their design brief, particularly in a
relation for whom are they designed. An initial design challenges
and affects the final design results. Students record reflections
and document their work online.
Explore: Student teams explore the context of a topic or
question either by observing relevant practices or environments
using digital cameras, notebooks and microphones, or by searching
existing works that relate to the topic or the question by
collecting relevant examples that they can use in answering the
question or explaining the topic. They share their collected media
files on their blogs and record a reflection. A teacher guides
their search and supports them in the qualification of their
material. Note that viewing and qualify-ing video material can be
time consuming. Spending time viewing videos that contain
inaccurate informa-tion, can be a detour from which a pedagogically
meaningful conversation may arise, and may provide stu-dents with a
first-hand experience about the appearance of an invalid source.
Some students, for example younger ones, may need more guidance in
performing this activity.
Map: Teams analyze their findings on a given question or topic
using mind-mapping techniques. They identify relations,
similarities and differences between the examples and/or media
files they collected. 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. Open
ended questions can be challenging for students to answer
initially. However, after passing the initial threshold, students
are likely to have inspiring ideas. Students and the teacher
record, post and share audio-visual reflections and feedback of
project progress, challenges and future steps. The students slowly
build a shared collection of ways to tackle challenges, which can
be used after the project ended.
Make: Based on a design brief and design ideas, student teams
start making a product. They create their first prototype, and
discuss it afterwards. The discussion especially relates to how
well the design addresses the identified design challenges. After
that they record a reflection and document their activities.
Careful guidance through the learning activities and the process of
creation is indispensable for students to keep their minds on
learning potential curricular requirements. Highlight the
reflection after this activity and
*European Schoolnet, Future classroom scenario toolkit
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ensure that everyone focuses on addressing the needs of an
audience. To avoid free-riders or unequal workload division, a
teacher should carefully divide tasks and roles within teams.
Ask and collaborate: After having created a product as part of
their work (prototype, presentation, de-sign, etc.) student teams
meet with 24 experts. These experts could be future users, readers,
or recipients of the product created by the team. Expertise may be
interpreted broadly, for example, a construction site worker can be
considered to offer deep insight into the everyday practices of
people on a building site. Other students or teachers can also be
considered as experts in certain areas. The student teams
communicate their ideas using prints, drawings, models or other
supporting materials. The experts are encouraged to modify and
comment on the product. After the meeting, the students analyze the
comments and decide how to interpret them for their re-design. They
then refine their prod-uct, 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.
Show: Students create a video or a presentation for showing the
results of an investigation, a product they have created or some
other piece of work. In the video they also address their learning
achievements and possible future steps. They share this video with
other students in the school, their parents and their identi-fied
audience to transfer their learning, to communicate the background
of their project, to let others know about the possibility to remix
their work, and to receive feedback for improvement.
Each activity that lasts between 45 and 180 minutes is
elaborated through 3 parts:
Goals (learning objectives): what will students learn, which
skills will students improve
Description: elaboration of the different tasks, division of the
group member responsibilities
Digital technology and tools used: web tools and software
required
In addition to the FCS, there are other teaching resources
related to this project (videos, tutorials, worksheets) that can be
found on:http://stemsolution.weebly.com/oer.html
FUTURE CLASSROOM SCENARIOS LEARNING OUTCOMES Students will be
able to summarize the concept of light, air and sound pollution,
its sources and measure-
ments
Students will be able to investigate the effects of pollution on
human health and environment
Students will be able to identify sources of air, sound and
light pollution in different parts of Europe
Students will be able to construct the measuring devices and
measure air, light and sound pollution in their schools and measure
using it
Students will be able to collect data and analyze it
Students will be able to explain the scientific method of data
analysis (errors of measurements) and will be able to use it to
analyze their measurements
Students will be able to reproduce about different ways of
protection against air, sound and light pollution
Students will be able to use and compare different web 2.0
tools, see its possibilities and usage in different school
subjects
Students will be able to translate and work on texts about
pollution and Web 2.0 tools in English
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Lear
ning
Sto
ry N
ame:
RES
EARC
H O
N A
IR, N
OIS
E AN
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GHT
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TIO
NAg
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uden
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15 y
ears
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Num
ber o
f stu
dent
s in
this
pro
ject
: 20
Subj
ect:
phys
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eco
logy
, che
mist
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iolo
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echn
olog
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T, h
ealth
The
OER
wer
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e Er
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Po
llutio
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TEM
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at g
rew
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Lear
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st
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arn
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nt a
reas
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ollu
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ir, n
oise
and
ligh
t, m
easu
rem
ents
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otic
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engi
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le
arn
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t web
2.0
tool
s
lear
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out a
sses
smen
t an
d se
lf-as
sess
men
t
Stud
ents
will
impr
ove:
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mm
unic
atio
n sk
ills
eS
kills
and
ICT
in
depe
nden
ce
cr
eativ
ity a
nd in
nova
-tio
n
self-
orga
niza
tiona
l and
pl
anni
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ills
de
velo
p a
sens
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sh
ared
resp
onsib
ility
pr
oble
m so
lvin
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ills
co
llabo
rativ
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ills
re
sear
ch sk
ills
cr
itica
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nkin
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scie
nce
and
mat
h sk
ills
us
ing
the
Inte
rnet
re-
sour
ces s
tude
nts e
xplo
re
the
way
s of r
esea
rchi
ng
and
stud
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diff
eren
t fo
rms o
f pol
lutio
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ir,
noise
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ht
lear
n ab
out w
eb 2
.0 to
ols
st
uden
ts g
ain
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kn
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abou
t eng
i-ne
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stud
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gai
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mic
al re
ac-
tions
, phy
sical
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ronm
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aws
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sear
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ills
cr
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nkin
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self-
asse
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eval
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arn
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unde
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nd th
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por-
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air,
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oise
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lutio
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iden
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caus
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f air,
lig
ht a
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oise
pol
lutio
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hum
an h
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fine
the
caus
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ani
mal
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pla
nts
Stud
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will
impr
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ills
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ent
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arn
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web
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to
ols b
y m
akin
g th
eir
pres
enta
tions
Stud
ents
will
impr
ove:
eS
kills
ed
iting
skill
s
Engl
ish la
ngua
ge
thro
ugh
wor
king
in d
if-fe
rent
web
2.0
tool
s
colla
bora
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skill
s
crea
tivity
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ader
ship
or
gani
zatio
nal s
kills
sc
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d m
ath
skill
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le
arn
how
to m
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w to
use
pre
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tatio
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ools
us
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dcas
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ny o
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fo
rm o
f rec
ordi
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Stud
ents
will
impr
ove:
pr
esen
tatio
nal s
kills
se
lf-as
sess
men
t
criti
cal t
hink
ing
ac
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liste
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cord
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devi
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iting
skill
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self
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iden
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com
mun
icat
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in
Engl
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st
uden
ts le
arn
how
to
pres
ent t
he re
sults
of
thei
r wor
k
stud
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boo
st th
eir
conf
iden
ce a
nd in
crea
se
thei
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f-wor
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lear
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giv
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cons
truc
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edba
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Stud
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will
impr
ove:
co
mm
unic
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ills
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pr
esen
tatio
nal s
kills
se
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otiv
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Self
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iden
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olla
bora
tion
-
ENG
Lear
ning
Act
ivity
DREA
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AND
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RATE
SHO
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Desc
riptio
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eac
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arni
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ctiv
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the
cont
ext
of th
e le
arni
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ory
Stud
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def
ine
vario
us
caus
es a
nd e
ffect
s of p
ol-
lutio
n du
ring
thei
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logy
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emist
ry a
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s cl
asse
s. T
hey
lear
n ab
out
soun
d in
mus
ic c
lass
es a
nd
phys
ics.
The
y le
arn
abou
t en
viro
nmen
t and
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rgy
ef-
ficie
ncy
in d
iffer
ent c
lass
es.
They
got
acq
uain
ted
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so
me
web
2.0
tool
s dur
ing
ICT
less
ons.
St
uden
ts a
re te
amed
up
into
five
gro
ups w
hich
will
re
sear
ch th
e fo
llow
ing
topi
cs:
1. A
ir po
llutio
n gr
oup:
st
uden
ts w
ill re
sear
ch
the
caus
es a
nd e
ffect
s of
air
pollu
tion
and
VOC
gass
es2.
Noi
se p
ollu
tion
grou
p:
will
rese
arch
the
caus
es
and
effe
cts o
f noi
se p
ol-
lutio
n 3.
Lig
ht p
ollu
tion
grou
p:
stud
ents
will
rese
arch
th
e ca
uses
and
effe
cts o
f lig
ht p
ollu
tion
4. W
eb 2
.0 to
ols:
stu
dent
s w
ill re
sear
ch o
nlin
e an
d tr
y ou
t diff
eren
t web
2.0
to
ols a
nd d
ivid
e th
em
into
cat
egor
ies.
Stu
dent
s ar
e di
vidi
ng th
eir w
ork
insid
e th
e gr
oup
by
cate
gorie
s. T
hose
cat
-eg
orie
s are
: a.
pre
sent
atio
nal w
eb
2.0
tool
sb.
ass
essm
ent w
eb 2
.0
tool
sc.
pub
lishi
ng w
eb 2
.0
tool
sd.
eva
luat
ion
web
2.0
to
ols
e. i
nter
activ
e w
eb 2
.0
tool
s
Stud
ents
with
in th
e gr
oup
star
t the
ir re
sear
ch a
ccor
d-in
g to
the
topi
c th
ey h
ave
chos
en o
r hav
e be
en g
iven
.St
uden
ts w
rite
dow
n th
eir
findi
ngs,
idea
s and
rese
arch
w
hich
they
hav
e ga
ther
ed
on a
gro
up P
adle
t.
Ther
e is
a di
scus
sion
and
refle
ctio
n of
the
prop
osed
id
eas i
nsid
e ea
ch g
roup
.
In g
roup
s num
ber 1
, 2 a
nd
3 st
uden
ts e
xplo
re th
e In
-te
rnet
in o
rder
to fi
nd th
e ca
uses
, effe
cts a
nd e
spec
ial-
ly th
e id
eas o
f how
to re
-se
arch
and
mea
sure
air,
ligh
t an
d no
ise p
ollu
tion,
way
s to
mea
sure
them
and
way
s to
redu
ce th
e po
llutio
n.
Gro
up n
umbe
r 4 d
o th
e re
sear
ch o
n di
ffere
nt w
eb
2.0
tool
s the
y pl
an to
use
in
thei
r act
iviti
es a
nd d
ivid
e th
em b
y ca
tego
ries.
The
y pr
esen
t som
e th
at th
ey
foun
d us
eful
(ex.
Glo
gste
r, Po
wto
on, P
ixto
n, G
o-An
imat
e, M
indo
mo,
Kizo
a,
Padl
et, L
inoi
t, Ka
hoot
,..) t
o th
eir g
roup
.
Gro
up n
umbe
r 5 re
-se
arch
es a
nd le
arns
abo
ut
asse
ssm
ent,
diffe
rent
kin
ds
of a
sses
smen
t (fo
rmat
ive
and
sum
mat
ive)
. Stu
dent
s ex
plor
e ex
ampl
es h
ow to
m
ake
a su
cces
sful
eva
lua-
tion,
ass
essm
ent a
nd se
lf-as
sess
men
t.
Gro
ups 1
, 2 a
nd 3
disc
usse
s w
ithin
thei
r gro
up a
nd th
e te
ache
r-men
tor a
nd th
ey
sele
ct g
athe
red
info
rmat
ion
for t
heir
pres
enta
tion.
The
y go
thro
ugh
the
mat
eria
ls an
d ch
eck
if th
ey h
ave
crea
-tiv
e co
mm
ons l
icen
ses (
cc
licen
ses)
. The
y le
arn
abou
t au
thor
righ
ts c
once
rnin
g ph
otos
, art
wor
k, a
rtic
les
and
ever
ythi
ng fo
und
on-
line.
The
y ga
ther
the
info
r-m
atio
n ab
out t
he a
utho
rs
of th
e da
ta th
ey p
lan
to u
se
in o
rder
to c
redi
t the
m in
th
eir p
rese
ntat
ion.
Gro
up n
umbe
r 4 p
rese
nts
by c
ateg
orie
s to
the
chos
en
web
2.0
tool
s to
othe
r stu
-de
nts a
nd th
ey e
num
erat
e its
adv
anta
ges a
nd d
isad-
vant
ages
and
sum
mar
ize
how
they
can
use
the
tool
s in
ord
er to
pre
sent
the
give
n iss
ue o
f: ai
r, no
ise o
r lig
ht p
ollu
tion.
Gro
up n
umbe
r 5 p
rese
nts
thei
r ide
as o
f eva
luat
ion
and
eval
uatio
n fo
rms t
hat
they
will
use
to e
valu
ate
final
pro
duct
s of t
he o
ther
gr
oups
and
thei
r wor
k.
So th
ey d
ecid
e am
ong
them
selv
es w
ho is
goi
ng to
ev
alua
te w
hich
gro
up a
nd
the
final
pro
duct
.
All g
roup
s cho
se th
eir d
e-sir
ed w
eb 2
.0 to
ols f
or th
eir
pres
enta
tions
.
Stud
ents
in g
roup
s 1, 2
, 3
and
5 st
art w
orki
ng o
n th
eir
pres
enta
tions
, int
erac
tive
post
ers,
com
ics,
vid
eos,
Go
ogle
form
s and
qui
z.
They
div
ide
the
wor
k am
ong
them
selv
es in
thei
r te
ams a
nd a
re c
onst
antly
su
perv
ised
by th
e te
ache
r w
ho m
ento
rs th
em.
Gro
up 4
stud
ents
that
hav
e ex
perie
nce
with
web
2.0
to
ols h
elp
the
othe
r stu
-de
nts d
urin
g th
eir w
ork
and
show
them
how
to u
se th
e se
lect
ed to
ol.
Stud
ents
inte
ract
with
sc
ient
ists/
scho
ol te
ach-
ers/
oth
er st
uden
ts fr
om
scho
ol/f
orei
gn st
uden
ts
from
maj
or/c
apita
l citi
es
arou
nd th
e w
orld
in o
rder
to
ask
que
stio
n ab
out a
ir,
light
and
noi
se p
ollu
tion.
Th
ey p
rese
nt th
eir i
deas
an
d as
k fo
r som
e su
gges
-tio
ns/a
dditi
onal
info
rma-
tion.
Stud
ents
shar
e th
eir w
ork-
ing
proc
ess w
ith o
ther
pe
ers a
nd g
et so
me
feed
-ba
ck a
bout
thei
r wor
k.
They
fill
out a
sses
smen
t fo
rms m
ade
by g
roup
5.
They
also
par
ticip
ate
in
onlin
e qu
izzes
mad
e by
gr
oup
5.
Gro
up 5
pre
sent
s the
re-
sults
of t
heir
asse
ssm
ent
and
thei
r obs
erva
tions
du
ring
the
team
wor
k in
side
each
gro
up a
nd g
ive
con-
stru
ctiv
e fe
edba
ck.
The
stud
ents
upl
oad
thei
r w
ork
to a
shar
ing
plat
-fo
rm, s
uch
as Y
ouTu
be a
nd
Vim
eo, F
aceb
ook,
Tw
itter
, eT
win
ning
(Tw
inSp
ace)
or
stud
ents
cre
ate
a W
ix p
age
whi
ch w
ill b
e th
e pl
ace
for
post
ing
the
stud
ents
wor
k.
Stud
ents
can
upl
oad
som
e of
the
wor
k to
the
scho
ol
web
site.
Man
y of
this
cont
ent c
an
be u
sed
in te
achi
ng b
iolo
gy,
phys
ics,
ICT
or c
hem
istry
.
Asse
ssm
ent o
f the
wor
k by
loca
l com
mun
ity a
nd
the
publ
ic is
don
e th
roug
h fe
edba
ck o
f the
stud
ents
pe
ers,
com
men
ts o
n th
eir
wor
k an
d th
e pr
esen
tatio
ns
done
by
the
stud
ents
them
-se
lves
.
Stud
ents
will
giv
e a
self-
refle
ctio
n on
thei
r wor
k an
d th
e dy
nam
ics o
f the
te
amw
ork.
-
Lear
ning
Act
ivity
DREA
MEX
PLO
REM
APM
AKE
ASK
AND
COLL
ABO
RATE
SHO
W
Desc
riptio
n of
eac
h le
arni
ng a
ctiv
ity in
the
cont
ext
of th
e le
arni
ng st
ory
f. co
llabo
rativ
e w
eb 2
.0
tool
sTh
is lis
t will
be
help
ful
thro
ugho
ut th
e pr
ojec
t an
d st
uden
ts w
ill a
dd
new
web
2.0
tool
s dur
-in
g th
e du
ratio
n of
the
proj
ect t
o th
is lis
t.5.
Ass
essm
ent:
mak
e qu
iz-ze
s in
orde
r to
eval
uate
w
hat h
ave
the
stud
ents
le
arne
d ab
out t
hese
to
pics
With
in th
eir g
roup
, stu
-de
nts w
ill g
athe
r all
avai
l-ab
le in
form
atio
n on
thei
r re
ques
ted
topi
c, v
ideo
s,
artic
les,
pho
tos,
rese
arch
.
They
will
con
nect
the
know
ledg
e th
ey g
aine
d on
thei
r bio
logy
, phy
sics,
ch
emist
ry, m
usic
cla
sses
re
gard
ing
thes
e to
pics
.
They
will
use
inte
rnet
se
arch
eng
ines
, onl
ine
en-
cycl
oped
ias a
nd Y
ouTu
be.
The
stud
ents
will
shar
e th
eir i
deas
usin
g Pa
dlet
or
simila
r too
l for
thei
r gro
up
colla
bora
tion.
Digi
tal
tech
nolo
gies
and
to
ols
Padl
et, T
eam
Up,
Lin
oit,
Goog
le d
ocum
ents
Goog
le D
ocum
ents
, You
-Tu
be, P
adle
t, Gl
ogst
er,
Thin
glin
k, K
izoa,
Pix
lr, P
rezi,
Pi
xton
, Pow
erPo
int,
Book
-w
idge
ts, W
ix, G
oAni
mat
e,
Min
dom
o
Goog
le D
ocum
ents
, You
-Tu
be, P
adle
t, Gl
ogst
er,
Thin
glin
k, P
rezi,
Pix
ton,
Po
wer
Poin
t, Bo
okw
idge
ts,
Wix
, Pic
toch
art,
GoAn
i-m
ate,
Min
dom
o
com
ptue
rs, m
obile
pho
nes,
ta
blet
s, v
irtua
l lab
s, c
am-
era,
Goo
gle
Docu
men
ts,
YouT
ube,
Pad
let,
Glog
ster
, Th
ingl
ink,
Kah
oot,
Goog
le
form
s, P
rezi,
Pix
ton,
Pow
er-
Poin
t, W
ix
Skyp
e, e
mai
l, ch
at, W
hat-
sApp
, Fac
eboo
kW
ix, e
Twin
ning
, Edm
odo,
Fa
cebo
ok, p
roje
ct w
ebsit
e,
scho
ol w
ebsit
e, b
log,
Link
to th
e O
ER
mad
e in
the
E+
proj
ect
(som
e of
the
alre
ady
mad
e O
ER c
an h
elp
you
in y
our
proj
ect.
You
can
use
them
or
just
take
them
as g
uide
lines
)
http
://s
tem
solu
tion.
wee
bly.
com
/oer
.htm
l
-
ENG
Lear
ning
Sto
ry N
ame:
MEA
SURI
NG
AIR
PO
LLU
TIO
NAg
e ra
nge
of st
uden
ts: 1
0
15 y
ears
old
Num
ber o
f stu
dent
s in
this
pro
ject
: 18
Subj
ect:
phys
ics,
eco
logy
, che
mist
ry, b
iolo
gy, t
echn
olog
y, IC
T, h
ealth
The
OER
wer
e m
ade
in th
e Er
asm
us +
pro
ject
Po
llutio
n!
Find
a S
TEM
solu
tion!
Pollu
tion!
Fin
d a
STEM
solu
tion!
is a
two
year
long
cro
ss-
curr
icul
ar p
roje
ct th
at g
rew
out
of i
dent
ified
nee
d fo
r fur
-th
er d
evel
opm
ent o
f STE
M a
nd IC
T sk
ills.
Pisa
201
2 re
sults
m
ake
evid
ent t
hat s
tude
nts
kno
wle
dge
is po
or a
nd m
otiv
a-tio
n fo
r mat
h an
d sim
ilar s
ubje
cts i
s low
. Im
plyi
ng p
riorit
ies
of E
urop
ean
Com
miss
ion,
like
e-le
arni
ng, w
ill ra
ise m
otiv
a-tio
n an
d al
so d
evel
op b
asic
skill
s and
impr
ove
know
ledg
e in
sc
ienc
e, m
ath,
phy
sic a
nd IC
T.
Key
chal
leng
es, t
rend
s im
pact
ing
your
wor
k at
the
scho
ol
and
how
they
link
to th
e Le
arni
ng S
tory
: Th
is ac
tiviti
es a
re
also
aim
ing
to re
info
rce
youn
g Eu
rope
ans
inte
rest
in sc
i-en
ce a
nd S
TEM
edu
catio
n, c
aree
rs a
nd th
us a
ddre
ss a
ntic
i-pa
ted
futu
re sk
ill g
aps w
ithin
the
Euro
pean
Uni
on. S
tude
nts
will
use
the
scie
ntifi
c m
etho
d an
d CL
IL m
etho
dolo
gy. T
hey
will
und
erst
and
the
impo
rtan
ce o
f a sc
ient
ists,
eng
inee
rs
and
tech
nici
ans j
obs.
The
act
ivity
pro
vide
s mat
hem
atic
al
prac
tice
in re
cord
ing,
plo
ttin
g an
d an
alyz
ing
data
, mirr
orin
g ho
w e
ngin
eers
col
lect
and
ana
lyze
dat
a to
solv
e re
al-w
orld
de
sign
chal
leng
es.
Dura
tion
(cou
ld ra
nge
from
a c
oupl
e of
m
inut
es to
a c
oupl
e of
less
ons)
45 m
in90
min
90 m
in18
0 m
in90
min
45 m
in
Lear
ning
Act
ivity
DREA
MEX
PLO
REM
APM
AKE
ASK
AND
COLL
ABO
RATE
SHO
W
Goa
ls (le
arni
ng o
bjec
tives
, tr
y to
mat
ch th
em to
you
r cu
rric
ulum
and
21s
t Cen
tury
Sk
ills)
-stu
dent
s lea
rn a
bout
air,
vo
latil
e or
gani
c co
mpo
unds
, m
easu
rem
ents
, rob
otic
s,
ICT,
web
2.0
tool
s, a
sses
s-m
ent,
how
to d
o a
rese
arch
, en
gine
erin
g, p
hysic
s, e
lec-
tron
ics
Stud
ents
will
impr
ove
thei
r:
com
mun
icat
ion
skill
s
eSki
lls a
nd IC
T
inde
pend
ence
crea
tivity
and
inno
va-
tion
or
gani
zatio
nal a
nd p
lan-
ning
skill
s
deve
lop
a se
nse
of
shar
ed re
spon
sibili
ty
prob
lem
solv
ing
skill
s
colla
bora
tive
skill
s
- exp
lore
abo
ut a
ir, v
olat
ile
orga
nic
gass
es a
nd d
iffer
ent
effe
cts t
hey
caus
e
-gat
her i
nfor
mat
ion
abou
t el
ectr
onic
s, v
oltm
eter
, LED
, w
ires,
resis
tors
, br
ead-
boar
d co
nnec
tions
-lear
n ab
out m
easu
re-
men
ts, d
epen
dent
and
in
depe
nden
t var
iabl
es
Stud
ents
will
impr
ove
thei
r:
rese
arch
skill
s
scie
nce
skill
s
mat
h sk
ills
cr
itica
l thi
nkin
g
self-
asse
ssm
ent a
nd
eval
uatio
n sk
ills
te
amw
ork
eS
kills
Stud
ents
will
refle
ct o
n th
eir o
wn
desig
n an
d id
eas
- to
desc
ribe
and
list e
x-am
ples
of a
dver
se e
ffect
s re
sulti
ng fr
om a
ir po
llutio
n
- lea
rn a
bout
mea
surin
g un
its, e
lect
ricity
, phy
sics
and
elec
tron
ics,
eng
inee
r-in
g
-lear
n ab
out w
eb 2
.0 to
ols
Stud
ents
will
impr
ove
thei
r:
colla
bora
tion
skill
s
orga
niza
tiona
l and
pl
anni
ng sk
ills
m
ath
and
scie
nce
skill
s
eSki
lls
crea
tivity
le
ader
ship
and
team
-w
ork
pr
oble
m so
lvin
g sk
ills
ev
alua
tion
and
feed
-ba
ck
- to
unde
rsta
nd h
ow e
ngi-
neer
s mea
sure
and
iden
tify
seve
ral p
rodu
cts i
n ou
r hom
es
and
scho
ols t
hat e
mit
vola
tile
orga
nic
com
poun
ds
Stud
ents
will
impr
ove
thei
r:
colla
bora
tion
skill
s
eSki
lls
editi
ng sk
ills
en
trep
rene
ursh
ip
mat
h sk
ills
sc
ienc
e sk
ills
IC
T sk
ills
te
amw
ork
En
glish
lang
uage
thro
ugh
thei
r wor
k in
diff
eren
t w
eb 2
.0 to
ols
-lear
n to
use
Sky
pe o
r oth
er
onlin
e co
mm
unic
atio
n ap
-pl
icat
ions
- lea
rn a
bout
abs
olut
e an
d re
lativ
e er
ror
Stud
ents
will
impr
ove
thei
r:
colla
bora
tion
skill
s
eSki
lls
criti
cal t
hink
ing
se
lf-as
sess
men
t
activ
e lis
teni
ng
peer
revi
ew
pres
enta
tiona
l ski
lls
m
ath
and
scie
nce
skill
s
Engl
ish la
ngua
ge th
roug
h co
mm
unic
atio
n w
ith
thei
r pee
rs
-stu
dent
s lea
rn h
ow to
pre
-se
nt th
e re
sults
of t
heir
wor
k
-stu
dent
s boo
st th
eir c
on-
fiden
ce a
nd in
crea
se th
eir
self-
wor
th
Stud
ents
will
impr
ove
thei
r:
Colla
bora
tion
skill
s
Com
mun
icat
iona
l ski
lls
Soci
al sk
ills
En
glish
lang
uage
th
roug
h co
mm
unic
a-tio
n w
ith lo
cal c
omm
u-ni
ty, s
cien
tists
com
mun
icat
ion
skill
s
eSki
lls
mat
h sk
ills
an
alyt
ical
skill
s
entr
epre
neur
ship
skill
s
pres
enta
tiona
l ski
lls
self-
asse
ssm
ent
cr
itica
l thi
nkin
g
self
- con
fiden
ce
Desc
riptio
n of
eac
h le
arni
ng a
ctiv
ity in
the
cont
ext
of th
e le
arni
ng st
ory
Stud
ents
lear
n ab
out a
ir po
llutio
n in
bio
logy
, hea
lth
clas
s, c
hem
istry
, the
y le
arn
abou
t ele
ctro
nics
and
ele
c-tr
onic
com
pone
nts i
n te
ch-
nolo
gy a
nd d
iffer
ent w
eb
2.0
tool
s in
ICT.
Stud
ents
revi
ew th
eir t
asks
, id
eas a
nd re
sear
ch th
e to
pic o
n m
easu
ring
air p
ol-
lutio
n on
diff
eren
t web
sites
, in
thei
r tex
tboo
ks a
nd th
ey
lear
n th
e ph
ysic
s and
bio
l-og
y be
hind
eac
h to
pic b
y co
llabo
ratin
g w
ith th
e ol
der
stud
ents
in th
eir t
eam
s.
Team
s of s
tude
nts a
naly
ze
thei
r fin
ding
s ins
ide
thei
r gr
oups
and
col
labo
rate
in
ord
er to
cho
ose
whi
ch
mat
eria
ls an
d fa
cts a
re th
ey
goin
g to
use
in th
eir w
ork,
pr
ojec
ts a
nd p
rese
ntat
ions
. Th
ey d
ivid
e th
e re
spon
si-bi
litie
s am
ong
them
selv
es.
Stud
ents
star
t wor
king
on
thei
r pre
sent
atio
ns, i
nter
ac-
tive
post
ers,
com
ics,
vid
eos,
an
d a
quiz
.
They
div
ide
the
wor
k am
ong
them
selv
es in
thei
r tea
ms
and
are
cons
tant
ly su
perv
ised
by th
e te
ache
r who
men
tor
them
.
Stud
ents
use
Sky
pe to
con-
tact
stud
ents
from
diff
eren
t co
untr
ies a
nd d
iscus
s abo
ut
diffi
culti
es a
nd p
robl
ems t
hey
enco
unte
red
whe
n as
sem
-bl
ing
the
devi
ce a
nd m
easu
r-in
g th
e ai
r qua
lity
in sc
hool
(V
OC
gass
es).
They
can
show
th
eir w
ork
to o
ther
teac
hers
or
eve
n sc
ient
ists i
n th
is ar
ea
The
stud
ents
upl
oad
thei
r w
ork
to a
shar
ing
plat
-fo
rm, s
uch
as Y
ouTu
be a
nd
Vim
eo, F
aceb
ook,
eTw
in-
ning
(Tw
inSp
ace
Live
) and
Ed
mod
o. T
hey
can
even
up
load
som
e of
the
wor
k to
the
scho
ol w
ebsit
e, p
ro-
ject
web
site
or se
nd it
to a
di
gita
l new
spap
er.
-
Lear
ning
Act
ivity
DREA
MEX
PLO
REM
APM
AKE
ASK
AND
COLL
ABO
RATE
SHO
W
Desc
riptio
n of
eac
h le
arni
ng a
ctiv
ity in
the
cont
ext
of th
e le
arni
ng st
ory
Stud
ents
are
div
ided
in
team
s (us
ing
appl
icatio
n lik
e Te
amUp
) acc
ordi
ng to
thei
r ag
e, co
mpe
tenc
ies,
affil
ia-
tions
and
eac
h te
am is
sup-
pose
d to
crea
te a
tuto
rial,
shor
t vid
eo, p
rese
ntat
ion
or si
mila
r on
the
follo
win
g su
bjec
ts:
1. A
ir po
llutio
n (G
logs
ter)
2. M
akin
g th
e de
vice
for
mea
surin
g ai
r pol
lutio
n-A
3. M
akin
g th
e de
vice
for
mea
surin
g ai
r pol
lutio
n-B
(vid
eo tu
toria
l)4.
Tabl
e fo
r mea
sure
men
ts
(wor
king
on
a ta
ble
de-
sign
-whe
n an
d w
here
to
mea
sure
)5.
Ass
essm
ent g
roup
(mak
-in
g Go
ogle
For
m o
r onl
ine
quiz)
The
targ
eted
aud
ienc
e is
th
eir p
eers
, sch
ool t
each
ers
and
loca
l com
mun
ity.
The
stud
ents
bra
inst
orm
ab
out t
heir
idea
s and
des
ign
scen
ario
s by
shar
ing
them
on
Pad
let o
r Lin
oit w
ith th
eir
team
mat
es a
nd te
ache
rs.
Stud
ents
mak
e a
list o
f the
m
ater
ials
nee
ded:
br
eadb
oard
s
elec
tric
al w
ires
lig
ht e
mitt
ing
diod
e
VOC
sens
or T
GS 2
602
re
sisto
r R =
46
600
vo
ltmet
er o
r mul
tim-
eter
20
AA b
atte
ries
di
ffere
nt V
OC
sour
ces
from
thei
r sch
ool a
nd
hom
e
lapt
op
tabl
et
They
all
rese
arch
diff
eren
t w
eb 2
.0 to
ols t
hey
plan
to
use
in th
eir a
ctiv
ities
. Stu
-de
nts r
esea
rch
pres
enta
-tio
nal t
ools
and
asse
ssm
ent
tool
s.
The
y ha
ve to
cho
ose
whi
ch
web
2.0
tool
s are
goi
ng to
be
use
d.
They
mak
e a
map
or a
litt
le
scen
ario
, sto
rybo
ard
and
a lis
t of t
he st
eps t
o fin
ish
thei
r pro
ject
.
A te
am th
at is
inve
stig
atin
g th
e ai
r pol
lutio
n an
d its
ef-
fect
s on
hum
an h
ealth
and
en
viro
nmen
t is m
akin
g a
Glog
ster
or u
sing
som
e di
ffer-
ent w
eb 2
.0 to
mak
e a
pres
-en
tatio
n on
the
subj
ect.
Activ
ity M
akin
g th
e de
vice
fo
r mea
surin
g ai
r pol
lutio
n-A
cons
ists o
f mak
ing
a st
ep-b
y-st
ep g
uide
how
to a
ssem
ble
the
mea
surin
g de
vice
.In
Mak
ing
the
devi
ce fo
r m
easu
ring
air p
ollu
tion-
B ac
-tiv
ity st
uden
ts fi
lm th
e as
sem
-bl
ing
of th
e m
easu
ring
devi
ce
and
narr
ate
it in
Eng
lish.
The
y m
ake
a vi
deo
tuto
rial.
Activ
ity 4
. Tab
le fo
r mea
sure
-m
ents
gat
hers
stud
ents
wor
k-in
g on
des
igni
ng a
tabl
e ab
out
whe
n an
d w
here
to m
easu
re.
They
hav
e to
kno
w a
bout
de
pend
ent a
nd in
depe
nden
t va
riabl
es in
ord
er to
mak
e th
e ta
ble
scie
ntifi
cally
cor
rect
. As
sess
men
t gro
up is
mak
ing
a Go
ogle
Form
or a
n on
line
quiz
abou
t all t
he co
ncep
ts st
uden
ts
have
lear
ned
in th
is pr
ojec
t.
Stud
ents
get
feed
back
from
th
eir p
eers
and
/or s
cien
tists
an
d ge
t eve
n m
ore
idea
s and
m
otiv
atio
n to
impr
ove
thei
r w
ork
and
get b
ette
r res
ults
. If
stud
ents
are
not
abl
e to
mee
t sc
ient
ists i
n pe
rson
, the
y ca
n w
rite
to th
em o
r Sky
pe w
ith
them
thro
ugh
an o
rgan
ized
vide
ocon
fere
nce.
Stud
ents
will
ask
a fe
edba
ck
on th
eir w
ork,
from
pee
rs
wor
king
on
the
diffe
rent
task
, ab
out t
he si
mpl
icity
and
the
sens
e of
und
erst
andi
ng th
e su
bjec
t.
If ne
eded
stud
ents
will
repe
at
the
mea
sure
men
ts o
r rea
s-se
mbl
e th
e de
vice
pro
perly
.
Oth
er te
ache
rs, s
tude
nts,
pa
rent
s, lo
cal c
omm
unity
ca
n vi
ew a
nd c
omm
ent t
he
uplo
aded
con
tent
.
Man
y of
this
cont
ent c
an
be u
sed
in te
achi
ng b
iolo
gy,
heal
th c
lass
or c
hem
istry
.As
sess
men
t of t
he w
ork
is
done
thro
ugh
feed
back
of
the
stud
ents
pee
rs, c
om-
men
ts o
n th
eir w
ork
and
the
pres
enta
tions
of t
he
stud
ents
them
selv
es.
Also
fift
h gr
oup
of st
uden
ts
has m
ade
a Go
ogle
For
m
abou
t ass
essm
ent o
f thi
s ac
tiviti
es a
nd st
uden
ts
invo
lved
in th
e pr
ojec
t hav
e to
fill
it ou
t.
Stud
ents
will
giv
e a
self-
refle
ctio
n an
d se
lf-as
sess
-m
ent o
n th
eir w
ork
and
the
dyna
mic
s of t
he te
amw
ork.
Digi
tal
tech
nolo
gies
and
to
ols
Team
Up,
Goo
gle
Docu
-m
ents
, You
Tube
, int
erne
t se
arch
eng
ines
, onl
ine
ency
-cl
oped
ias,
Pad
let,
Glog
ster
, Pa
dlet
Goog
le D
ocum
ents
, You
-Tu
be, T
ED-E
d, M
indm
ap,
Padl
et, G
logs
ter,
Thin
glin
k,
Kaho
ot, G
oogl
e fo
rms,
Pre
-zi,
Wee
bly,
Vim
eo, P
ixto
n,
Pow
erPo
int,
info
grap
hic,
St
icky
moo
se, B
ookw
idge
ts,
Lino
it, H
otPo
tato
es, W
ix
Padl
et. P
ixto
n, b
ubbl
e.us
, Lin
oit,
Popp
let,
Min
d-m
eist
er, F
reem
ind,
Pre
zi,
iPad
and
tabl
ets
iPad
, mob
ile p
hone
s, vi
rtua
l la
bs, c
amer
a, G
oogl
e Do
cu-
men
ts, Y
ouTu
be, T
ED-E
d, P
ad-
let,
Glog
ster
, Thi
nglin
k, K
ahoo
t, Go
ogle
form
s, Pr
ezi,
Wee
bly,
Vim
eo, P
ixto
n, P
ower
Poin
t, in
-fo
grap
hic,
Boo
kwid
gets
, Lin
oit,
HotP
otat
oes,
Wix
, diff
eren
t m
ovie
edi
ting
tool
s
Skyp
e,Pa
dlet
, Lin
oit,
Ado
be
conn
ect,
emai
l, Ch
at, V
iber
, W
hats
App,
Goo
gle
Form
, Tw
itter
, Fac
eboo
k, E
dmod
o,
Twin
spac
e liv
e
Soci
al M
edia
, You
tube
, Vi
meo
, eTw
inni
ng, E
dmod
o,
Face
book
, Ins
tagr
am,
proj
ect w
ebsit
e, sc
hool
w
ebsit
e, T
witt
er,G
oogl
e fo
rm, S
ticky
Moo
se, d
igita
l ne
wsp
aper
, blo
g
Link
to th
e O
ER
mad
e in
the
E+
proj
ect
(som
e of
the
alre
ady
mad
e O
ER c
an h
elp
you
in y
our
proj
ect.
You
can
use
them
or
just
take
them
as g
uide
lines
)
http
://s
tem
solu
tion.
wee
bly.
com
/oer
.htm
l
-
ENG
Lear
ning
Sto
ry N
ame:
MEA
SURI
NG
LIG
HT P
OLL
UTI
ON
Age
rang
e of
stud
ents
: 10
15
yea
rs o
ld
Num
ber o
f stu
dent
s in
this
pro
ject
: 18
Subj
ect:
phys
ics,
eco
logy
, che
mist
ry, b
iolo
gy, t
echn
olog
y, IC
T, h
ealth
The
OER
wer
e m
ade
in th
e Er
asm
us +
pro
ject
Po
llutio
n!
Find
a S
TEM
solu
tion!
:
Pollu
tion!
Fin
d a
STEM
solu
tion!
is a
two
year
long
cro
ss-c
ur-
ricul
ar p
roje
ct th
at g
rew
out
of i
dent
ified
nee
d fo
r fur
ther
de
velo
pmen
t of S
TEM
and
ICT
skill
s. P
isa 2
012
resu
lts m
ake
evid
ent t
hat s
tude
nts
kno
wle
dge
is po
or a
nd m
otiv
atio
n fo
r m
ath
and
simila
r sub
ject
s is l
ow. I
mpl
ying
prio
ritie
s of E
uro-
pean
Com
miss
ion,
like
e-le
arni
ng, w
ill ra
ise m
otiv
atio
n an
d al
so d
evel
op b
asic
skill
s and
impr
ove
know
ledg
e in
scie
nce,
m
ath,
phy
sic a
nd IC
T.
Key
chal
leng
es, t
rend
s im
pact
ing
your
wor
k at
the
scho
ol a
nd h
ow th
ey li
nk to
the
Lear
ning
Sto
ry:
This
activ
ities
are
also
aim
ing
to re
info
rce
youn
g Eu
rope
ans
in
tere
st in
scie
nce
and
STEM
edu
catio
n, c
aree
rs a
nd th
us
addr
ess a
ntic
ipat
ed fu
ture
skill
gap
s with
in th
e Eu
rope
an
Uni
on. S
tude
nts w
ill u
se th
e sc
ient
ific
met
hod
and
CLIL
m
etho
dolo
gy. T
hey
will
und
erst
and
the
impo
rtan
ce o
f a
scie
ntist
s, e
ngin
eers
and
tech
nici
ans
jobs
. The
act
ivity
pr
ovid
es m
athe
mat
ical
pra
ctic
e in
reco
rdin
g, p
lott
ing
and
anal
yzin
g da
ta, m
irror
ing
how
eng
inee
rs c
olle
ct a
nd a
na-
lyze
dat
a to
solv
e re
al-w
orld
des
ign
chal
leng
es.
Dura
tion
(cou
ld ra
nge
from
a c
oupl
e of
m
inut
es to
a c
oupl
e of
less
ons)
45 m
in90
min
90 m
in18
0 m
in90
min
45 m
in
Lear
ning
Act
ivity
DREA
MEX
PLO
REM
APM
AKE
ASK
AND
COLL
ABO
RATE
SHO
W
Goa
ls(le
arni
ng o
bjec
tives
, try
to
mat
ch th
em to
you
r cur
ricul
um
and
21st C
entu
ry S
kills
)
-stu
dent
s lea
rn a
bout
ligh
t an
d its
char
acte
ristic
s, ab
out l
ight
pol
lutio
n an
d im
pact
on
hum
an h
ealth
an
d en
viro
nmen
t, ab
out
mea
sure
men
ts, r
obot
ics
Stud
ents
will
impr
ove
thei
r:
com
mun
icat
ion
skill
s
eSki
lls a
nd IC
T
inde
pend
ent
cr
eativ
ity a
nd in
nova
-tio
n
orga
niza
tiona
l and
pl
anni
ng sk
ills
de
velo
p a
sens
e of
sh
ared
resp
onsib
ility
pr
oble
m so
lvin
g sk
ills
co
llabo
rativ
e sk
ills
- exp
lore
abo
ut li
ght a
nd
diffe
rent
effe
cts i
t cau
ses
-gat
her i
nfor
mat
ion
abou
t Le
go I
ntel
ligen
t bric
k an
d lig
ht se
nsor
-lear
n ab
out m
easu
re-
men
ts, d
epen
dent
and
in
depe
nden
t var
iabl
es
Stud
ents
will
impr
ove
thei
r:
rese
arch
skill
s
criti
cal t
hink
ing
se
lf-as
sess
men
t and
ev
alua
tion
eS
kills
Stud
ents
will
refle
ct o
n th
eir o
wn
desig
n an
d id
eas
- to
desc
ribe
and
list
ex-
ampl
es o
f adv
erse
effe
cts
resu
lting
from
ligh
t pol
lu-
tion
- lea
rn a
bout
sens
ors,
il-
lum
inan
ce (u
nits
: lux
nad
lu
men
)-le
arn
abou
t web
2.0
tool
s
Stud
ents
will
impr
ove
thei
r:
colla
bora
tion
skill
s
orga
niza
tiona
l and
pl
anni
ng sk
ills
eS
kills
cr
eativ
ity
lead
ersh
ip
prob
lem
solv
ing
skill
s
eval
uatio
n an
d fe
ed-
back
- to
unde
rsta
nd h
ow e
ngin
eers
m
easu
re li
ght i
nten
sity
Stud
ents
will
impr
ove
thei
r:
eSki
lls
editi
ng sk
ills
en
trep
rene
ursh
ip
Engl
ish la
ngua
ge th
roug
h w
orki
ng in
diff
eren
t web
2.
0 to
ols
-lear
n to
use
Sky
pe o
r oth
er
onlin
e co
mm
unic
atio
n ap
-pl
icat
ions
Stud
ents
will
impr
ove
thei
r:
colla
bora
tion
cr
itica
l thi
nkin
g
self
asse
ssm
ent
ac
tive
liste
ning
pe
er re
view
pr
esen
tatio
nal s
kills
-stu
dent
s lea
rn h
ow to
pr
esen
t the
resu
lts o
f the
ir w
ork
-stu
dent
s boo
st th
eir c
on-
fiden
ce a
nd in
crea
se th
eir
self-
wor
th
Stud
ents
will
impr
ove
thei
r:
com
mun
icat
ion
skill
s
eSki
lls
Engl
ish la
ngua
ge
thro
ugh
com
mun
ica-
tion
with
thei
r pee
rs
and
scie
ntist
s
entr
epre
neur
ship
skill
s
pres
enta
tiona
l ski
lls
Desc
riptio
n of
eac
h le
arni
ng a
ctiv
ity in
the
cont
ext
of th
e le
arni
ng st
ory
Stud
ents
lear
n ab
out
light
pol
lutio
n in
bio
logy
, he
alth
cla
ss, c
hem
istry
, ph
ysic
s, th
ey le
arn
abou
t el
ectr
onic
s and
ele
ctro
nic
com
pone
nts i
n te
chno
l-og
y an
d di
ffere
nt w
eb 2
.0
tool
s in
ICT.
Stud
ents
are
div
ided
in
team
s (us
ing
appl
icat
ion
like
Team
Up)
and
eac
h te
am is
mea
nt to
cre
ate
a tu
toria
l, sh
ort v
ideo
or
pres
enta
tion
on
one
of
the
follo
win
g su
bjec
ts:
Stud
ents
revi
ew th
eir
task
s, id
eas a
nd re
sear
ch
the
topi
c on
mea
surin
g lig
ht p
ollu
tion
on d
iffer
-en
t web
sites
, in
thei
r te
xtbo
oks a
nd th
ey le
arn
the
phys
ics a
nd b
iolo
gy
behi
nd e
ach
topi
c by
col
-la
bora
ting
with
the
olde
r st
uden
ts in
thei
r tea
ms.
St
uden
ts m
ake
a lis
t of
the
mat
eria
ls ne
eded
:
Lego
Min
dsto
rms
inte
llige
nt b
rick
Team
s of s
tude
nts a
naly
ze
thei
r fin
ding
s ins
ide
thei
r gr
oups
and
col
labo
rate
in
ord
er to
cho
ose
whi
ch
mat
eria
ls an
d fa
cts a
re th
ey
goin
g to
use
in th
eir w
ork,
pr
ojec
ts a
nd p
rese
ntat
ions
.
Teac
hers
men
tors
them
in
orde
r to
sele
ct th
e be
st a
nd
mos
t rel
evan
t mat
eria
ls an
d fa
cts.
Stud
ents
star
t wor
king
on
thei
r pre
sent
atio
ns, i
nter
activ
e po
ster
s, c
omic
s, v
ideo
s, a
nd
the
quiz.
They
div
ide
the
wor
k am
ong
them
selve
s in
thei
r tea
ms a
nd
are
cons
tant
ly su
perv
ised
by th
e te
ache
rs w
ho m
ento
r the
m.
Stud
ents
will
con
tact
/mee
t w
ith/ S
kype
with
oth
er
stud
ents
from
diff
eren
t co
untr
ies a
nd d
iscus
s abo
ut
diffi
culti
es a
nd p
robl
ems
they
enc
ount
ered
whe
n as
sem
blin
g th
e de
vice
and
m
easu
ring
the
inte
nsity
in
thei
r sch
ool.
They
can
show
thei
r wor
k to
oth
er te
ache
rs a
nd/o
r sc
ient
ists i
n lo
cal c
omm
u-ni
ty o
r onl
ine.
The
stud
ents
upl
oad
thei
r w
ork
to a
shar
ing
plat
-fo
rm, s
uch
as Y
ouTu
be
and
Vim
eo, F
aceb
ook,
eT
win
ning
(Tw
inSp
ace)
and
Ed
mod
o. T
hey
can
even
up
load
som
e of
the
wor
k to
the
scho
ol w
ebsit
e, p
ro-
ject
web
site
or se
nd it
to a
di
gita
l new
spap
er.
Oth
er te
ache
rs, s
tude
nts,
pa
rent
s, lo
cal c
omm
unity
ca
n vi
ew a
nd c
omm
ent t
he
uplo
aded
con
tent
.
-
Lear
ning
Act
ivity
DREA
MEX
PLO
REM
APM
AKE
ASK
AND
COLL
ABO
RATE
SHO
W
Desc
riptio
n of
eac
h le
arni
ng a
ctiv
ity in
the
cont
ext
of th
e le
arni
ng st
ory
1. L
ight
pol
lutio
n (p
rese
n-ta
tion)
2. M
akin
g th
e de
vice
for
mea
surin
g lig
ht p
ollu
tion
3. M
akin
g th
e de
vice
for
mea
surin
g lig
ht p
ollu
tion
(vid
eo tu
toria
l)4.
Tab
le fo
r mea
sure
-m
ents
(wor
king
on
desig
ning
a ta
ble
abou
t w
hen
and
whe
re to
mea
s-ur
e)5.
Ass
essm
ent
(mak
ing
goog
le fo
rm o
r onl
ine
Kaho
ot q
uiz)
The
targ
eted
aud
ienc
e is
thei
r pee
rs, s
choo
l tea
ch-
ers a
nd lo
cal c
omm
unity
. Th
e st
uden
ts b
rain
stor
m
abou
t the
ir id
eas a
nd
desig
n sc
enar
ios b
y sh
ar-
ing
them
with
thei
r tea
m-
mat
es a
nd te
ache
rs.
lig
ht se
nsor
la
ptop
ap
plic
atio
n fo
r mea
s-ur
ing
light
inte
nsity
They
all
rese
arch
diff
eren
t w
eb 2
.0 to
ols t
hey
plan
to
use
in th
eir a
ctiv
ities
.
They
hav
e to
cho
ose
whi
ch
web
2.0
tool
s are
goi
ng to
be
use
d.
They
mak
e a
min
d m
ap o
r a
little
scen
ario
, sto
rybo
ard
and
a lis
t of n
eede
d st
eps
to fi
nish
thei
r pro
ject
.
Activ
ities
:1.
Lig
ht p
ollu
tion
Firs
t tea
m th
at is
inve
stig
atin
g th
e lig
ht p
ollu
tion
and
its e
f-fe
cts o
n hu
man
hea
lth a
nd e
n-vi
ronm
ent i
s mak
ing
a Gl
ogst
er
or u
sing
som
e di
ffere
nt w
eb
2.0
to m
ake
a pr
esen
tatio
n on
th
e su
bjec
t.2.
Mak
ing
the
devi
ce fo
r m
easu
ring
light
pol
lutio
n-co
n-sis
ts o
f mak
ing
a st
ep-b
y-st
ep
guid
e ho
w to
ass
embl
e th
e m
easu
ring
devi
ce.
3. M
akin
g th
e de
vice
for
mea
surin
g lig
ht p
ollu
tion-
stud
ents
mak
e a
vide
o tu
toria
lHo
w to
ass
embl
e th
e m
easu
r-in
g de
vice
. It w
ill b
e na
rrat
ed
in E
nglis
h.
4. T
able
for m
easu
rem
ents
-g
athe
rs st
uden
ts w
orki
ng o
n de
signi
ng a
tabl
e ab
out w
hen
and
whe
re to
mea
sure
. The
y ha
ve to
kno
w a
bout
dep
end-
ent a
nd in
depe
nden
t var
iabl
es
in o
rder
to m
ake
the
tabl
e sc
ient
ifica
lly c
orre
ct.
5. A
sses
smen
t -st
uden
ts p
re-
pare
a g
oogl
e fo
rm o
r an
onlin
e qu
iz ab
out a
ll th
e co
ncep
ts th
ey
have
lear
ned
in th
is pr
ojec
t.
Stud
