# data[].attributes.body
My students first read the book, then watched the video, formed groups and tried to identify problem situations. Finally, they created prototypes by drawing designs.

# data[].attributes.headline
Tanasaciuc Valentina-School no. 28 Galati Romania

# data[].attributes.subject
Tanasaciuc Valentina-School no. 28 Galati Romania

# data[].attributes.body
The Story of King Midas

# data[].attributes.body
The students read the book in pairs. They identified the problem: the grandmother needed to get to and from her granddaughter's house without being eaten by the wolf, bear or lion.

They devised and built the scenario. They dramatised it by hand.

# data[].attributes.headline
Hicran ÖZÜM SOYLU-Şıralık Vatan Primary School-DÜZCE

# data[].attributes.subject
Hicran ÖZÜM SOYLU-Şıralık Vatan Primary School-DÜZCE

# data[].attributes.body
My students read the book and watched the video. Then, the problem in the story was determined. A solution was found for the determined problem with science, technoloji, engineering, art and mathematics lessons and a product was created.

# data[].attributes.headline
DOCEA DANIELA, Scoala Gimnaziala „MIHAI EMINESCU” BRAILA, Romania

# data[].attributes.subject
DOCEA DANIELA, Scoala Gimnaziala „MIHAI EMINESCU” BRAILA, Romania

# data[].attributes.body
„POVESTEA LUI APOLLODOR”, de GELLU NAUM

„THE STORY OF APOLLODOR”, by GELLU NAUM

This is a story in rhimes about finding oneselve`s place and purpose in life. First, we meet Apollodor, a penguin in a magical world of a circus, in Bucharest, where he was a tenor in the choir. Due to his voice, he was highly appreciated by the audience, by his friends, but, in spite of all these, Apollodor was unhappy, longing for his native lands in Labrador, for his real brothers and sisters.

He starts his long journey to find his home and beloved ones, experiences a lot of incredible things and overcames all the challenges in the way.

My kids loved the poem, and, working in teams, they found a funny solution so that Apollodor wouldn`t have to take the journey: A SKATING RING for the littlle penguin to have fun with his friends.

# data[].attributes.headline
Tuba PEKTAŞ İsmail Rahmi Karadavut Primary School İzmir -Türkiye

# data[].attributes.subject
Tuba PEKTAŞ İsmail Rahmi Karadavut Primary School İzmir -Türkiye

# data[].attributes.body
As the second book of our project, we read the cotton princess fairy tale chosen by our students. We listed the problems we identified and brainstormed on solutions. each student brought original solutions to the problems they identified. They then designed these suggestions with 3d design works. Thus, they brought solutions outside the author and belonging to the modern age. Tinkercad, Windows 3D paint, Canva applications were used in these designs. The design phase was very enjoyable and our students developed skills in using new applications.

# data[].attributes.headline
Rabia Kılınç Altınova Primary School Class-4B 

# data[].attributes.subject
Rabia Kılınç Altınova Primary School Class-4B 

# data[].attributes.body
My students first read the book, then watched the video, formed groups and tried to identify problem situations. Finally, they created prototypes by drawing designs.

# data[].attributes.body
Kupiškis Povilas Matulionis progymnasium, Lithuania

We read the national book "Egle the Serpent Queen" with pupils. It is a fairy tale that teaches sacrifice.

We read the book with the pupils and discussed the problems. We solved them through STEAM activities.

# data[].attributes.attachment_link.title
STEAM activities based on the Lithuanian folk fairy tale "Egle the Serpent Queen".

# data[].attributes.headline
Mazilu Gabriela, Scoala Gimnaziala nr 14 Sfantul Bartolomeu Brasov, Romania

# data[].attributes.subject
Mazilu Gabriela, Scoala Gimnaziala nr 14 Sfantul Bartolomeu Brasov, Romania

# data[].attributes.body
My students chose the Degetica book for this stage. We read the story, we watched the movie together to choose the problem. We managed to order the images of the story in order of events, writing the numbers in ascending order in the boxes. We made role-playing games to get more familiar with the characters. We imagined what the aquatic environment looks like, the river where the fishermen who saved Degetica were. The problem was also how the grain of barley received from the witch developed and turned into a flower. I expanded the problem a little, we discussed the stages of plant development, but also their composition.

# data[].attributes.headline
Görkem Kerimoğlu Altınova Primary School Antalya/Türkiye

# data[].attributes.subject
Görkem Kerimoğlu Altınova Primary School Antalya/Türkiye

# data[].attributes.body
My students read the book and watched the video.Then ,the problem in the story was determined. A solution was found for the determined problem with science,technology,engineering,art and mathematics lesssons and a product was created.

# data[].attributes.headline
Elena Oprea, Secondary School Raciu, Romania

# data[].attributes.subject
Elena Oprea, Secondary School Raciu, Romania

# data[].attributes.body
We read the book ,, The snowmen who wanted to meet the sun”, by Matei Vișniec, and we have identified the problems

Sciences-aggregation states of water-melting

Tehnologies- I gave voice to the snowmen using the Chatter pix

Engineering-We built snowmen

Arts we drawing snowmen

Math- we coded

# data[].attributes.attachment_link.title
STEAM with Stories book 2-Omul de zăpadă care voia să întâlnească soarele

# data[].attributes.headline
NAZLI ARSLAN-İSMAİL HAKKI KAYA PRIMARY SCHOOL ANTALYA/TÜRKİYE

# data[].attributes.subject
NAZLI ARSLAN-İSMAİL HAKKI KAYA PRIMARY SCHOOL ANTALYA/TÜRKİYE

# data[].attributes.body
FLYING SKATEBOARD

First,we determined the book we would read.

We read the book and talk about what the problems were...

We talked about the fact that lying is a bad behavior and that its consequences can put us in a difficult situation,so we should always tell the truth.

Science:Balance ,motion and friction

Technology:We used technology with the lighting process.

Engineering:Determing stuctural design.

Art:Colourise.

Maths:Colculations related to skateboard design.

# data[].attributes.headline
Făgădar Klara Katalin/ Școala Gimnazială ,,Mihai Vodă, Mihai Viteazu,România

# data[].attributes.subject
Făgădar Klara Katalin/ Școala Gimnazială ,,Mihai Vodă, Mihai Viteazu,România

# data[].attributes.body
,,RIDICHEA URIAȘĂ” / ,,THE BIG RADISH”

# data[].attributes.headline
Iancu Delia, Școala Gimnazială Șuța - Seacă, România

# data[].attributes.subject
Iancu Delia, Școala Gimnazială Șuța - Seacă, România

# data[].attributes.body
The Little Prince by Antoine de Saint-Exupéry

Problems identified:

1. Damage to the plane

2. Sandstorms in the Sahara

3. Survival issues

4. Interhuman relations and loneliness

The chosen problem to solve: Damage to the plane

The solutions STEAM found to solve the problem are as follows:

Science: We investigated the forces acting on an airplane and the basic principles of flight

Technology: Exploring the sky with Sky View, we identified planets and constellations

Engineering: Since the Little Prince traveled between planets on a paper airplane, students built their own airplanes using wood and paper. For the paper airplanes they tested and improved the design so that they fly as much as possible.

Art: Creative project – Artistic presentation of the characters in the book.

Mathematics: data analysis. Students analyzed the data in the table and filled in the blank cells.

# data[].attributes.headline
Irena Gjorsevska OOU Rajko Zinzifov Skopje , Macedonia  book 2 ,,Sleeping beauty,,

# data[].attributes.subject
Irena Gjorsevska OOU Rajko Zinzifov Skopje , Macedonia  book 2 ,,Sleeping beauty,,

# data[].attributes.body
First we watch the video about this story, then we discuss about story, we made

coloring activities, jigsaw puzzles, solving problems, discussion, message detection

My students located the problem in that they were very upset when Sleeping Beauty poked herself and fell into a deep sleep that lasted for 100 years, and concluded that goodness and love always win.

# data[].attributes.headline
Cherniciuc Ramona, Școala Gimnazială „Bogdan Vodă” Rădăuți

# data[].attributes.subject
Cherniciuc Ramona, Școala Gimnazială „Bogdan Vodă” Rădăuți

# data[].attributes.body
„Pinocchio”, by Carlo Collodi

# data[].attributes.headline
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania, 3th grade

# data[].attributes.subject
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania, 3th grade

# data[].attributes.body
We used ARLOOPA and Virtual Reality to understand the water circuit in nature. Being inspired by the book "Fram, the polar bear", by Cezar Petrescu.

# data[].attributes.headline
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania

# data[].attributes.subject
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania

# data[].attributes.body
I used Augmented Reality with the help of Quiver.

# data[].attributes.headline
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania

# data[].attributes.subject
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania

# data[].attributes.body
We used ChatterKid to bring our creations to life.

# data[].attributes.headline
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania, 3th grade

# data[].attributes.subject
Cristina Tomescu, National College “Tudor Vladimirescu”, Romania, 3th grade

# data[].attributes.body
FI proposed the book "Fram, the polar bear", by Cezar Petrescu.

The students are grouped into five teams. Each group will draw a slip that will have a clue (a word), which will suggest which fragment it has to tell: HUNTING, NAME, CIRCUS, MEMORIES, LONGING.

Working time 10 minutes, individual/team activity.

After the time is up, each student in the team will read the summary. The best summaries will be determined and the students will mark their best summaries for all fragments. This will result in the final summary of the fragment from the textbook

"The Cube"

1. DESCRIBE what Fram remembers about his birthplace;

2. COMPARE the world Fram comes from with the world of the circus;

3. ASSOCIATE the attributes from the text for the following nouns: creature, water;

4. ANALYZE the following words: bear, big, he, seven;

5. APPLY the following words in sentences: detached/ detached;

6. ARGUMENT whether it is good for Fram to stay in the circus world or not; Why YES / Why NO.

The PRO and CON debate''

-,,Fram to stay at the circus (PRO)/ Fram not to stay at the circus (CONTRA)

The students are grouped into two teams: some PRO (affirmations), others AGAINST (negations). The team in which each student will give a response without thinking time will win. At the end, the five most beautiful replicas will be completed.

# data[].attributes.headline
Maja Atanasovska Spaseska OOU,,Rajko Zinzifov,, Skopje , Macedonia book 2 ,, Ant and grasshopper,,

# data[].attributes.subject
Maja Atanasovska Spaseska OOU,,Rajko Zinzifov,, Skopje , Macedonia book 2 ,, Ant and grasshopper,,

# data[].attributes.body
First we watch the video about this story, then we discuss about story, we made

coloring activities, math activities, jigsaw puzzles, solving problems, discussion, message detection

Another great experience is knowing we are richer

# data[].attributes.headline
Yüksel Ertuğrul Ersoy Primary School Türkiye

# data[].attributes.subject
Yüksel Ertuğrul Ersoy Primary School Türkiye

# data[].attributes.body
Our students identified the book they will read through a questionnaire. After reading the books, they watched the movie. After listing the problems, they made free drawings. Common problems were identified and listed. At this stage, our students stated that they were very upset that the mother dog kicked her puppies out of the house and that they wanted to build a home where they could live together. Using waste materials, Legos and Jenga pieces, they designed an area where the mother dog and puppies could live. Thus, the dog family will be able to live happily without ever being separated.

# data[].attributes.attachment_link.title
Yüksel Ertuğrul Ersoy Primary School Türkiye