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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler Üretmek- Producing Ecological Nature Based Solutions for Urban Problems - /MERAM ŞEHİT PİLOT AYFER GÖK ORTAOKULU- KONYA/TURKEY

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Producing Ecological Nature Based Solutions for Urban Problems / MERAM ŞEHİT PİLOT AYFER GÖK MIDDLE SCHOOL - KONYA / TURKEY Yaşanabilir bir dünya için ekosistemi bozmayan doğal, mühendislik, zaman ve kültürel unsurları içeren daha iyi bir kentsel çevre oluşturmak için oluşturulacak bir ders planıdır.21 stem temelli bir planda farkındalık ve duyarlılıkla.

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MİND MAP AR -ZİHİN HARİTASI-

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MİND MAP AR -ZİHİN HARİTASI-

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler Üretmek/MERAM ŞEHİT PİLOT AYFER GÖK ORTAOKULU KONYA

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler Üretmek- Producing Ecological Nature Based Solutions for Urban Problems - /MERAM ŞEHİT PİLOT AYFER GÖK ORTAOKULU- KONYA/TURKEY

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Producing Ecological Nature Based Solutions for Urban Problems / MERAM ŞEHİT PİLOT AYFER GÖK MIDDLE SCHOOL - KONYA / TURKEY Yaşanabilir bir dünya için ekosistemi bozmayan doğal, mühendislik, zaman ve kültürel unsurları içeren daha iyi bir kentsel çevre oluşturmak için oluşturulacak bir ders planıdır.21 stem temelli bir planda farkındalık ve duyarlılıkla.

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https://play.google.com/store/apps/details?id=com.scapehop.mindmapar&hl=tr&gl=US

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The world's first 3D augmented reality mind mapping application

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Google for Education ekibi, her zaman, her yerden ve her cihazdan eğitimi ve öğrenimi desteklemeyi ilke edinmiştir. Geçtiğimiz 5 yıl içinde, Google Expeditions ve Sanal Tur ile her ülkeden milyonlarca öğrenciye etkileyici VR ve artırılmış gerçeklik (AR) deneyimi sunabilmiş olmaktan gurur duyuyoruz.

Dünyanın dört bir yanındaki okullar, eğitim platformlarını hibrit bir dünya için en başından yeniden tasarlarken biz de araçlarımızı, anın ve aynı zamanda geleceğin gerekliliklerini karşılayacak şekilde nasıl adapte edeceğimiz konusunda ayrıntılı incelemeler yapmaktaydık. Tüm öğrencilerin VR mikrofonlu kulaklıkla sunulan etkileyici deneyimlerden her zaman yararlanamadığını duyduk ve tespit ettik. Üstelik bu yıl hibrit eğitime geçişle birlikte okulların Expeditions'ı etkili şekilde kullanması konusunda ortaya çıkan zorluklar nedeniyle bu durum daha da gerçeklik kazandı.

Expeditions VR turlarından herkesin yararlanmasını sağlamak için turların büyük bir kısmını Google Arts & Culture'ın ücretsiz sitesine ve uygulamasına taşıyoruz. Bu platformda, herkesin keşfetmeye devam etmesini sağlayacak, dünyanın dört bir yanından kültürel eserlerin ve hikayelerin yer aldığı geniş bir koleksiyon da bulunmaktadır. Ancak, Arts & Culture'ın içeriği geliştikçe Google Expeditions uygulaması artık indirilemeyecektir ve 30 Haziran 2021 itibarıyla Sanal Tur'a erişilemeyecektir.

Ek bilgi için lütfen Expeditions Yardım Merkezi'ni ziyaret edin.

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Expeditions'la derslerinize hayat verin | Google for Education

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Google for Education ekibi, her zaman, her yerden ve her cihazdan eğitimi ve öğrenimi desteklemeyi ilke edinmiştir. Geçtiğimiz 5 yıl içinde, Google Expeditions ve Sanal Tur ile her ülkeden milyonlarca öğrenciye etkileyici VR ve artırılmış gerçeklik (AR) deneyimi sunabilmiş olmaktan gurur duyuyoruz.

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Open-source electronic prototyping platform enabling users to create interactive electronic objects.

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Tinkercad | From mind to design in minutes

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Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

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360 sanal tur oluşturduk.

We created 360 virtual tour.

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Tour Creator makes it easy to build immersive, 360 tours right from your computer.

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360 sanal tur oluşturduk.

We created 360 virtual tour.

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler Üretmek
Yaşanabilir bir dünya için ekosistemi bozmayan doğal, mühendislik, zaman ve kültürel unsurları içeren daha iyi bir kentsel çevre oluşturmak için oluşturulacak bir ders planıdır. 21 STEM temelli bir planda farkındalık ve duyarlılıkla. yy beceriler ve faaliyetler de dahil edilecek ve kaynak taramaları yapılacaktır. ( it is a lesson plan that will be created to create a better urban environment that contains natural, engineering, time and cultural elements that do not disrupt the ecosystem for a habitable world.21 with awareness and sensitivity in a Stem-based plan. yy skills and activities will also be included and resource scans will be carried out)

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler ÜretmekYaşanabilir bir dünya için ekosistemi bozmayan doğal, mühendislik, zaman ve kültürel unsurları içeren daha iyi bir kentsel çevre oluşturmak için oluşturulacak bir ders planıdır. 21 STEM temelli bir planda farkındalık ve duyarlılıkla. yy beceriler ve faaliyetler de dahil edilecek ve kaynak taramaları yapılacaktır.

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler Üretmek
Yaşanabilir bir dünya için ekosistemi bozmayan doğal, mühendislik, zaman ve kültürel unsurları içeren daha iyi bir kentsel çevre oluşturmak için oluşturulacak bir ders planıdır. 21 STEM temelli bir planda farkındalık ve duyarlılıkla. yy beceriler ve faaliyetler de dahil edilecek ve kaynak taramaları yapılacaktır. ( it is a lesson plan that will be created to create a better urban environment that contains natural, engineering, time and cultural elements that do not disrupt the ecosystem for a habitable world.21 with awareness and sensitivity in a Stem-based plan. yy skills and activities will also be included and resource scans will be carried out)

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler

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Kentsel Sorunlara Ekolojik Doğa Temelli Çözümler ÜretmekYaşanabilir bir dünya için ekosistemi bozmayan doğal, mühendislik, zaman ve kültürel unsurları içeren daha iyi bir kentsel çevre oluşturmak için oluşturulacak bir ders planıdır. 21 STEM temelli bir planda farkındalık ve duyarlılıkla. yy beceriler ve faaliyetler de dahil edilecek ve kaynak taramaları yapılacaktır.

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Türkiye'deki doğa tarihi müzelerini inceledik.

We studied natural history museums in Turkey.

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Türkiye'deki Doğa Tarihi Müzeleri listesi

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Bu liste Facebook Doğa Tarihi [1] grubundaki üyelerin katkılarıyla oluşturulmuştur. [2]

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Users' Tags:

Descriptor: agriculture biology chemistry earth sciences ecology engineering information and communications technology (ICT)

Age range: 14 - 15

Resource type: application, case study, guide, lesson plan, project, text

Creative commons:

Author: Tullia Urschitz

STEM strategy criteria: Connections with local communities, Contextualization of STEM teaching, Emphasis on STEM topics and competencies, Problem and project based learning (PBL), Professional development, School infrastructure

Description

All over Europe, it is often possible to observe water resources being wasted while watering gardens. At the same time, many countries, especially in Southern Europe, face a lack of water during warm summertime periods and they cannot water green areas. These and other places could benefit from recycling water, or just from restoring their degraded ecosystems. Through this lesson, students will learn about nature-based solutions (NBS) in general and specifically about NBS for wastewater treatment, which can not only purify water from pollutants but provide numerous co-benefits. Through a project-based learning (PBL) approach, students will build a prototype of a constructed wetland. Nature-based solutions (NBS) are solutions that are inspired and supported by nature, which are cost-effective, simultaneously provide environmental, social and economic benefits and help build resilience. Such solutions bring more, and more diverse, nature and natural features and processes into cities, landscapes, and seascapes, through locally adapted, resource-efficient and systemic interventions. Nature-based solutions must therefore benefit biodiversity and support the delivery of a range of ecosystem services.

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Users' Tags: Descriptor: agriculture biology chemistry earth sciences ecology engineering information and communications technology (ICT) Age range: 14 - 15 Resource type: application, case study, guide, lesson plan, project, text Creative commons: Author: Tullia Urschitz STEM strategy criteria: Connections with local communities, Contextualization of STEM teaching, Emphasis on STEM topics and competencies, Problem and project based learning (PBL), Professional development, School infrastructure All over Europe, it is often possible to observe water resources being wasted while watering gardens.

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Description

With industry, agriculture and recreation placing greater pressure on our water supplies than ever before, how can we ensure we have a reliable supply of drinking water? This resource introduces the work of environmental engineer Professor Li Li (and her team at the Li Reactive Water Group) in developing computer models to predict how water quality is affected by climate change and human activity. This resource includes an interview with Professor Li and an insight into how to become an environmental engineer. It also includes an activity sheet, containing 'thinking points' (based on Bloom's Taxonomy) to prompt students to reflect on Professor Li's work and activities that students can do at home or in class.

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With industry, agriculture and recreation placing greater pressure on our water supplies than ever before, how can we ensure we have a reliable supply of drinking water? This resource introduces the work of environmental engineer Professor Li Li (and her team at the Li Reactive Water Group) in developing computer models to predict how water quality is affected by climate change and human activity.

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Description

How can we foster more diversity and inclusion in STEM? This resource introduces the work of social scientists, Dr Christina H. Paguyo and Dr Valentine Iturbe-LaGrave from the University of Denver in the USA, and their innovative work in helping teachers to embrace inclusive teaching techniques. Dr Paguyo specialises in academic assessment, while Dr Iturbe-LaGrave specialises in inclusion. Together, they are helping teachers ensure that all students are supported and included in engineering and computer science. This resource includes interviews with Dr Paguyo and Dr Iturbe-LaGrave and an insight into how to become a social scientist. It also includes an activity sheet, containing 'thinking points' (based on Bloom's Taxonomy) to prompt students to reflect on Dr Paguyo and Dr Iturbe-LaGrave's work and activities that students can do at home or in class.

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How can we foster more diversity and inclusion in STEM? This resource introduces the work of social scientists, Dr Christina H. Paguyo and Dr Valentine Iturbe-LaGrave from the University of Denver in the USA, and their innovative work in helping teachers to embrace inclusive teaching techniques.

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Description

Cities are usually considered purely artificial enivironments rather than areas rich in diverse species. But in reality, cities can be more biodiverse than the surrounding areas, usually extensive farm lands and production grounds. Scientific literature shows that the wellbeing of urban dwellers is liked to the urban settlement's biodiversity. This educational package explores the concept of biodiversity and puts it in a relevant (close-to-home) context. Students will explore the importance of bees, the effect of invasive species, and other practical issues concerning biodiversity. Thematic package on biodiversity in 11 information cards give a good overview of extinction, what threats biodiversity, who are alien species, why insects extinct, how important is urban nature, why we should not lawn the grass too often, the collapse of bees, how we can keep on track our biodiversity digitally. There are also 5 story cards about the English lawn, bosco verticale, rosa rugosa, the mink and citizen science how people are looking for cowslips. There are 16 question cards that help students to get familiar with biodiversity issue. 10-minute video lecture talks about the importance of biodiversity.

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Cities are usually considered purely artificial enivironments rather than areas rich in diverse species. But in reality, cities can be more biodiverse than the surrounding areas, usually extensive farm lands and production grounds. Scientific literature shows that the wellbeing of urban dwellers is liked to the urban settlement's biodiversity.

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Description

As global demand for energy continues to rise rapidly and environmental concerns deepen, questions about sustainable energy production take center stage. The future of energy management presents many wicked problems, combining technological issues with social problems. Often the answers are more focused on risk mitigation rather than a uniquely "rights" and "wrongs". Thematic package on energy management gives briefly but thoroughly enough an overview of different means of energy production: from oil shale, wind, solar, biomass, hydropower, and nuclear power. Apart from that small-scale production of energy, how to store renewable energy, what is the price of green energy, about electric cars, about the correlation between energy consumption and climate change or even energy hungry data volumes are described in this package. What is more from story cards you can read a citizen science story of two students who studied whether windmills have an impact on earthworms or how tsunami can destroy a nuclear plant. Altogether there are 14 information cards, 4 story cards and eight question cards. Who is keen to know how solar panels work, a-ten-minute video lecture gives a good overview.

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As global demand for energy continues to rise rapidly and environmental concerns deepen, questions about sustainable energy production take center stage. The future of energy management presents many wicked problems, combining technological issues with social problems. Often the answers are more focused on risk mitigation rather than a uniquely "rights" and "wrongs".

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Description

This educational package introduces the concept of circular economy - the idea that today's economy is based on take-make-waste, whereas circular economy strives to leave out waste as much as possible, and to concentrate on reuse, recycling, etc. This educational package encourages students to consider production & consumption, the carbon cycle in ecosystems, and sustainability issues on the whole. Thematic package on circular economy starts with a good description what does this concept mean and is this something new. There are 17 information cards that give an overview of waste management, which materials can be recycled, textile industry and its environmental impact, more thoroughly about plastic and plastic waste, food waste and food packaging and composting, also a social dimension of the fact that cheap clothing provide jobs somewhere else. Apart from information cards there are 6 interesting story cards about how one Estonian started a brand from textile scraps, how big brands destroy unsold products, why eco-friendly bamboo cups are not "friendly" and how the plastic bag was invented. There are 16 question cards that help students to get more familiar with circular economy.

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This educational package introduces the concept of circular economy - the idea that today's economy is based on take-make-waste, whereas circular economy strives to leave out waste as much as possible, and to concentrate on reuse, recycling, etc. This educational package encourages students to consider production & consumption, the carbon cycle in ecosystems, and sustainability issues on the whole.

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Description

Although the energy-related educational packages address the topic of climate crisis, a separate package presents the opportunity to broaden the students' viewpoint. The climate crisis is entwined with energy production and consumption issues, but is also a wider concern affecting other aspects of scientific research and our daily lives. This educational package explores the local and global effects of climate change, the problem of individual (consumer) choices versus the accountability of industries etc. This package combines scientific issues with ethical ones in a more straightforward manner. Thematic package on climate change in 16 information cards gives a good overview of what is climate change, what is causing it, how this impact our future, who are the climate refugees and victims, should we humans change something in our everyday life to help the environment around us. Apart from information cards, there are 6 story cards that describe how Qatar uses energy to cool down the outside air, what are the consequences of extraordinary weather conditions, how is the life in lower income countries, why we see young climate activists, how polar bears will survive and what adaptions are needed in plant production. There are 8 question cards that help students to get more familiar with climate change issue. 10-minute video lecture gives a good insight to climate change as well.

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Although the energy-related educational packages address the topic of climate crisis, a separate package presents the opportunity to broaden the students' viewpoint. The climate crisis is entwined with energy production and consumption issues, but is also a wider concern affecting other aspects of scientific research and our daily lives.

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Description

This educational package introduces students to the energy issue: the advantages and disadvantages of nuclear energy and renewable forms of energy, cultivating the role of a responsible citizen. The 18 information cards give a good overview on the importance of fossil fuels energy in climate change and into the environmental pollution, the probable benefits and risks that the use of nuclear energy entails as well as the possible environmental and economic benefits and harms deriving from the installation of hydroelectric and nuclear power plants. Also, 11 story cards present the variability of Renewable Energy Sources, its dependence on environmental conditions and problematize students about the cost of energy produced by RES and nuclear power plants. There are 21 question cards that help students to get acquainted with the Energy Issue. A 10-minute video lecture presents the main advantages and disadvantages of both RES and nuclear sources of energy.

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This educational package introduces students to the energy issue: the advantages and disadvantages of nuclear energy and renewable forms of energy, cultivating the role of a responsible citizen.

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Description

This video is part of Eurostat video series and can be used to easily integrate statistics in classes of geography, social sciences, mathematics, etc. The video explains how to understand the Sustainable Development Goals (SDGs) using the power of statistics. It also shows how, by using Eurostat interactive tools, you can see interesting trends related to the SDGs in your country and compare them with other European countries.

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This video is part of Eurostat video series and can be used to easily integrate statistics in classes of geography, social sciences, mathematics, etc. The video explains how to understand the Sustainable Development Goals (SDGs) using the power of statistics.

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Age range: 10 - 11

Resource type: lesson plan

Creative commons:

Description

This learning scenario aims to raise awareness among students about the water scarcity problem in the world. After watching videos (Google Classroom platforms) and/or reading articles about it, they will debate about what they had learned from those videos/articles. The teacher will ask students to identify problems related to the misuse of water by society and particularly in their school. They will also build a survey to implement at school. The data collected will be organized into graphics to be displayed at the school's lobby. Students will be asked to build a water filtration device. Finally, they will also build a musical instrument using water, after discovering the ideal proportion of water to produce different sounds. This LS can be implemented in an online environment like Google Classroom.

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Age range: 10 - 11 Resource type: lesson plan Creative commons: This learning scenario aims to raise awareness among students about the water scarcity problem in the world. After watching videos (Google Classroom platforms) and/or reading articles about it, they will debate about what they had learned from those videos/articles.

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Users' Tags: enerji

Age range: 14 - 15

Resource type: lesson plan

Creative commons:

Description

The aim of this Learning Scenario is to make students aware of how the knowledge they acquired in STEM subjects like Mathematics, Physics and Chemistry is applied in everyday life. For this reason, in order to provide a concrete example, we examine the cost of energy consumption in students' households, the impact of various energy sources on the environment and the processes through which a source of energy can be converted to another one. With this Learning Scenario we expect that students will understand and become familiar with the phenomenon of pollution caused by energy production, and they will learn how to plan actions aimed at environmental protection.

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Users' Tags: enerji Age range: 14 - 15 Resource type: lesson plan Creative commons: The aim of this Learning Scenario is to make students aware of how the knowledge they acquired in STEM subjects like Mathematics, Physics and Chemistry is applied in everyday life.

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Users' Tags:

Age range: 13 - 15

Resource type: lesson plan

Creative commons:

Author: Preeti Gahlawat , Junior Ndiaye , Anna Brink

STEM strategy criteria: Connections with universities and/or research centers, Contextualization of STEM teaching, Curriculum implementation, Emphasis on STEM topics and competencies, Existence of supporting pedagogical staff, High level of cooperation among staff, Inquiry Based Science Education (IBSE), Interdisciplinary instruction, Problem and project based learning (PBL), School infrastructure, School leadership

Description

Communication is very important in any design process. Professional design teams and designers often need to pitch ideas to clients. Designers use a range of graphic techniques to communicate their ideas and constructional and technical considerations related to design solution. Students will work as if they were employed at an architectural firm where they will first make a drawing of a house with a dimension of 25-30 sqm, and then build a model of a house where they will choose their own scale and material for the model, making it sustainable. They will use an online tool of their choice from the proposed tools. The digital drawing should include a hall, a bedroom, bathroom with shower and a living room with a small kitchen. The dimensions of the furniture, kitchen cabinets and more can be found on IKEA.com. They will also build a website to present their house. The choice of content, fonts and design should reflect the taste of an imaginary customer. At the end of the project, the students will do an oral presentation where they will speak both about the house they designed, and about how they have chosen to communicate the idea of their house with the website that they have built.

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Users' Tags: Age range: 13 - 15 Resource type: lesson plan Creative commons: Author: Preeti Gahlawat , Junior Ndiaye , Anna Brink STEM strategy criteria: Connections with universities and/or research centers, Contextualization of STEM teaching, Curriculum implementation, Emphasis on STEM topics and competencies, Existence of supporting pedagogical staff, High level of cooperation among staff, Inquiry Based Science Education (IBSE), Interdisciplinary instruction, Problem and project based learning (PBL), School infrastructure, School leadership Communication is very important in any design process.

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Users' Tags:

Age range: 13 - 15

Resource type: lesson plan

Creative commons:

Author: Isabela Elena Ciurea , Aura Matei , Simona Ungureanu , Raluca Olteanu

STEM strategy criteria: Connections with universities and/or research centers, Contextualization of STEM teaching, Curriculum implementation, Emphasis on STEM topics and competencies, High level of cooperation among staff, High quality instruction classroom materials, Inquiry Based Science Education (IBSE), Interdisciplinary instruction, Problem and project based learning (PBL), Professional development, School infrastructure, School leadership

Description

In our community we have a big problem that affects everyone's lives. In our town and in a lot of nearby localities there are a lot of industrial waste deposits, many of them of oil and oil derivates waste. Because of the chemical reactions between them there are constantly liberated very dangerous gases in the atmosphere, which smell bad and affect our health (this is a real problem in our county). A lot of non-governmental organizations promoting ecology at local level revealed this problem but not all the people understand the risks. Some laboratories measured the air quality and the data collected revealed that in the air are liberated a lot of types of gases. All those gases that are emitted in the atmosphere, are responsible for enhancing the greenhouse effect and, affect our health in the long-term as the studies made by competent medical and healthcare institutes demonstrate. Besides that, in our county, an area with significant industrial activity and with a significant population, we are facing a dramatic deforestation due to exploitation of space and the construction of houses and factories. The living standards have increased but also the number of cars and daily consumption of the resources.

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Users' Tags: Age range: 13 - 15 Resource type: lesson plan Creative commons: Author: Isabela Elena Ciurea , Aura Matei , Simona Ungureanu , Raluca Olteanu STEM strategy criteria: Connections with universities and/or research centers, Contextualization of STEM teaching, Curriculum implementation, Emphasis on STEM topics and competencies, High level of cooperation among staff, High quality instruction classroom materials, Inquiry Based Science Education (IBSE), Interdisciplinary instruction, Problem and project based learning (PBL), Professional development, School infrastructure, School leadership In our community we have a big problem that affects everyone's lives.

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NATure-based URban innoVATION is a 4-year project, funded by the European Commission and involving 14 institutions across Europe in the fields of urban development, geography, innovation studies and economics. We will seek to develop our understanding of what nature-based solutions can achieve in cities.

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EU Research and Innovation on Nature-Based Solutions (NBS) aim to position the EU as leader in 'Innovating with nature' for more sustainable and resilient societies. Nature-based solutions to societal challenges can be defined as living solutions that are inspired and supported by nature, which are cost-effective, simultaneously provide environmental, social and economic benefits and help build resilience and adapt to climate change.

This Research and Innovation agenda is implemented through Horizon 2020, the EU Framework Programme for Research and Innovation, but also through other means to enhance the awareness and engagement of end-users, stir the supply and demand towards the market and develop an EU-wide knowledge base on NBS.

More information and definitions of nature based solutions and other terms.

Case Studies

The EU-wide knowledge base on NBS can certainly benefit from already existing examples across the EU. In fact, many European cities and regions have undertaken NBS-inspired actions to tackle a series of societal challenges through the provision of key ecosystem services.

This collection of case studies has been compiled by DG Research and Innovation at the European Commission from publicly available information and cross-checked by city administrations. It provides examples of the multiple benefits delivered by NBS. In doing so, it is a first step and a reference tool for the creation of an EU-wide NBS knowledge repository. This constitutes a tool for the dissemination of knowledge on NBS effectiveness (e.g. multiple benefits, returns of investment and development opportunities), which may in turn help the future uptake of NBS across the EU.

Further information

For more information visit the DG Research and Innovation page on Nature-Based Solutions

DG RTD, Unit I3 - Sustainable Management of Natural Resources
RTD-ENV-NATURE-BASED-SOLUTIONS@ec.europa.eu Disclaimer: the content of the case studies does not represent the official position of the European Commission

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Nature-based Solutions - City Case Studies

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EU Research and Innovation on Nature-Based Solutions (NBS) aim to position the EU as leader in 'Innovating with nature' for more sustainable and resilient societies.

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Nature-Based Solutions Pilot

Overview Learning Scenarios

Overview

Pilot Teachers

15 teac hers joined the Nature-Based Solutions project (January - September 2020) to help develop learning scenarios that integrate nature-based solutions (NBS) resources in the classroom (full description of tasks and benefits).

The 15 draft Learning Scenarios will be found below at the end of the pilot.

What are nature-based solutions (NBS)?

NBS are solutions inspired and supported by nature and ecosystems. As opposed to purely technological solutions, NBS are cost-effective, simultaneously provide environmental, social and economic benefits, and help build resilience to climate change. NBS bring more nature and biodiversity to cities, landscapes and seascapes, through locally adapted, systemic interventions. Examples of NBS are green roofs and green walls to cool down cities in the summer, parks to combat pollution and provide leisure and exercise to citizens, green corridors connecting natural areas, urban food gardens, etc. See examples at:

Learning scenarios

Let's make our school a Growing place!
Suggested Age/Subjects: 7-8 yrs old - Science, Art, ICT, English
Summary: This learning scenario stems from the need to improve the quality of 'Green Solutions' in schools. The aim is to involve students from an early age to be familiar with the topic of green area diffusion and would contribute towards building a sustainable, healthy, and resilient city, better adapted to climate change. In this context, students will debate and plan the construction of a green wall inside and outside the school using recycled materials. See the final learning scenario.

GRETA - Green Relevant Environment to All (Understanding NBS)
Suggested Age/Subjects: 13-14 yrs old - STEM, STEAM, CLIL
Summary: The climate change activist Greta Thunberg is an "influencer" of the teenage generation. What aspects of her presentation "Nature Now" make her a role model of learning more about nature-based solutions (NBS)? By using their critical thinking students are going to discover more about the destruction of our environment and use self-studying methods to find a way to help nature recover from the destruction. See the final learning scenario.

Deconstructing Climate Denial Speech and understanding the role of Nature-Based Solutions (NBS)
Suggested Age/Subjects: 15-17 yrs old - Biology, Ecology, Philosophy, Social Sciences
Summary: Recently scientists and experts released reports which should provide content to policymakers on the climate crisis. In this Learning Scenario, we work from these documents to review the scientific method by analysing several graphs, figures and short texts on climate change and nature-based solutions. See the final learning scenario.

The Traveling Fox
Suggested Age/Subjects: 6-8 yrs old - Discovery of the World, Maths, Art, Language
Summary: In this learning scenario, students get familiarized with the concept of social and environmental justice through the story, photos and videos of Foxy Travel - a fox who likes traveling across Europe. With the help of the Foxy's "environmental" photos, they will think about the socio-environmental fair neighbourhood in which they would like to live using recycled materials. See the final learning scenario.

Transform your school/town: design a constructed wetland
Suggested Age/Subjects: 14-15 yrs old - Biology, Chemistry, Ecology, Engineering, Earthsciences, Design and Technology
Summary: It is often possible to observe the waste of water while watering gardens, in spite of lack of water during warm summers. Through this lesson, students will learn about NBS for wastewater treatment, which can not only purify water from pollutants but provide numerous co-benefits. Through a project-based learning (PBL) approach, students will build a prototype of a constructed wetland. See the final learning scenario.

Exploring ecosystem services and nature-based solutions to urban problems
Suggested Age/Subjects: 12-18 yrs old - Biology, natural science
Summary: The purpose of this learning scenario is to explore an urban ecosystem of a city, analysing its ecosystem services and determining whether it acts as a nature-based solution (NBS) to challenges such as diminishing biodiversity, urban heat islands and urban decay. This learning scenario uses Uppsala as an example, but can be implemented using other places. See the final learning scenario.

Nature Changing Our Surroundings
Suggested Age/Subjects: 6-9 yrs old - Primary, Biology, Natural Sciences
Summary: By analysing photos of different cities students try to work out the logic behind using nature in solving problems that cities might face. Then students try to define whether their school faces any of the analysed problems in which nature could prove to be of use. With the help of the teacher, students design a plan to address problems around school using nature-based solutions and implement changes. See the final learning scenario.

A Green School is a Healthy School
Suggested Age/Subjects: 15-19 yrs old - Chemistry, Natural Sciences, Science, Biology, Guidance lessons
Summary: The main goal of this learning scenario is to help students realize that the school environment, where they spend a lot of time, is very important for their health, well-being, their concentration and efficiency of studying. This is done through measuring air quality in the school, and debating how they could make school spaces greener. Students may work on a green wall concept for their school, and eventually build it. See the final learning scenario.

Water Management at Urban Areas
Suggested Age/Subjects: 12-13 yrs old - Biology, Geology, Earth Sciences
Summary: This learning scenario encourages students to learn and care about the importance of water management to tackle urban challenges such as floods and disruption of the water cycle in the urban environment via nature-based solutions (NBS). Through the activities, students will work as scientists following the approach of Inquiry-based learning by following the design process as engineers (or landscape architects). See the final learning scenario.

Nature-based solutions (NBS) for Climate mitigation and adaptation
Suggested Age/Subjects: 8-9 yrs old - English, Primary
Summary: Climate mitigation and adaptation are attempts to slow down the process of global climate change. This learning scenario looks into green vegetation for health and well-being and, on the other, on participatory planning and actions, like creating a vegetable school garden that will reduce the greenhouse gases in the atmosphere and provide food and plants that improve the health and well-being of the students. See the final learning scenario.

Green Jobs Create Economic Opportunities
Suggested Age/Subjects: 17-19 yrs old - Earth and environmental sciences
Summary: In this scenario students reflect on how their future jobs can be based on Nature-Based Solutions (NBS) to transform their cities. The students must choose their role and decide the way to develop a green job and consider how it would be possible. This scenario will allow the students to understand that green jobs can also be profitable. See the final learning scenario.

School Garden, Street Garden
Suggested Age/Subjects: 14-17 yrs old - Agronomy, Statistics, Biology, Physics, ICT, Languages
Summary: Green areas are increasingly scarce in cities and in schools and, oftentimes there are many abandoned green spaces and parks. These could become places of biodiversity, environmental education, healthy recreation for people, improving the ecosystems of cities. The aim of this activity is to carry out a project with students, to connect uncultivated existent green areas, and external spaces of the school, with green cycling paths and walking tracks. See the final learning scenario.

NBS to prevent forest fires and reduce risk disasters caused by deforestation
Suggested Age/Subjects: 14+ - STE(A)M
Summary: Nature Based Solutions can reduce disaster risks connected with forest fires. This is a key issue in ciuntries where climate change and desertification have increased the risk of forest fires and disasters, mainly caused by deforestation. With this learning scenario students will analyse risks and propose NBS based on the data resulting from scientific research, using digital competences and real-world problem-solving skills. See the final learning scenario.

Waste Management of The Food Industry - Hazards, Risks and Solutions
Suggested Age/Subjects: 16-18 yrs old - Biology, Chemistry, Physics, Economics
Summary: Uncontrolled landfill sites are increasingly being used as a method for food waste disposa, becoming sources of diseases, unpleasant odours, parasites, rodents, etc. In this learning scenario we conduct an experiment, in which food waste is converted to compost, and with it grow some vegetables. In this way, we linked the production of natural fertilisers and green energy with food initiatives. See the final learning scenario.

Green infrastructure and NBS in dialogue: How to integrate NBS in your technical classes
Suggested Age/Subjects: 15-20 yrs old - Technical classes
Summary: The purpose of this learning scenario is to introduce students, especially those at technical and vocational high schools, to Nature-Based Solutions (NBS), using the concept of green infrastructure applied to a practical project. To begin with, the teacher presents NBS and their benefits and discusses them with students, with an eye to local issues. After laying the foundations of NBS and related challenges, students' approach (urban) problems and how to address them through green infrastructures, i.e. infrastructures integrating nature. See the final learning scenario.

Pictures credits

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Overview Learning Scenarios Pilot Teachers 15 teac hers joined the Nature-Based Solutions project (January - September 2020) to help develop learning scenarios that integrate nature-based solutions (NBS) resources in the classroom ( full description of tasks and benefits ). The 15 draft Learning Scenarios will be found below at the end of the pilot.

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hem tinkercad'te tasarım yapalım hem de devre sistemimizi kurarak kodlama yapalım.

Let's both design in tinkercad and coding by setting up our circuit system.

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sanal kodlama dersi örnekleri yapıldı.örnek videolar izletildi.

Virtual coding lesson samples were made. Sample videos were watched.

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maket incelemeleri yapıldı.
Model reviews were made.

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web 2 araçları tanıtıldı. alan araştırması için örnekler verildi.

web 2 tools were introduced. examples for field research were given.

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padlet kullanımı ve dosya yükleme hakkında bilgi verildi.

Information was given about padlet usage and uploading files.

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ders sunum ve aşamaları iki ayrı sunumda öğretmen tarafından yapıldı.

The presentation and stages of the lesson were made by the teacher in two separate presentations.

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Creating Ecological Nature-Based Solutions to Urban Problems

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ekosistem konuları tartışıldı, Beyin fırtınası yapıldı.(Mentimether'da görüş bildirildi)
ecosystem issues were discussed, brainstormed.(Opinion provided on Mentimether)

https://docs.google.com/presentation/d/1ZBTpA2CMpt4fLeObV8raUSBLNVfLV_dIOm0qYAxNBG8/edit?usp=sharing

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konu başlıklarını ve derste neler öğrenebileceğimize dair sunum öğretmen tarafından hazırlandı konular bireysel olarak paylaştırıldı. Sonra her bilgi Padlet konu paylaşımı bölümünde diğer akranlar ile paylaşıldı. Böylece bireysel öğrenme ve grup öğrenme ortamları sanal olarak oluşturuldu.

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konu başlıklarını ve derste neler öğrenebileceğimize dair sunum öğretmen tarafından hazırlandı konular bireysel olarak paylaştırıldı. Sonra her bilgi Padlet konu paylaşımı bölümünde diğer akranlar ile paylaşıldı. Böylece bireysel öğrenme ve grup öğrenme ortamları sanal olarak oluşturuldu.

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The presentation about the topics and what we can learn in the lesson was prepared by the teacher and the topics were shared individually. Then each information was shared with other peers in the Padlet topic sharing section. Thus, individual learning and group learning environments were created virtually.

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Tinkercad'te düznleme yaptık / We leveled in Tinkercad

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Tinkercad'te düznleme yaptık / We leveled in Tinkercad

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Tinkercad 3D sanal maket çalışmamız
Our Tinkercad 3D virtual model work

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zoom derslerimiz ve bilgilendirme toplantılarımızı düzenledik. Covid  19 nedeniyle okullarımızda yarı zamanlı eğitim uygulandı. Hibrit eğitim modelimiz ile hem okulda 4 gün toplandık hem de uzaktan 3 gün derslerimizi yaptık.

We organized our zoom lessons and informative meetings. Part-time education was implemented in our schools due to Covid 19. With our hybrid education model, we both gathered at the school for 4 days and did our 3-day lessons remotely.

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öğrencilerimizle eğlenerek, yaparak yaşayarak, STEM'e dayalı bir proje geliştirdik.
Tüm kentlerimizin yeşile , yenilenebilir enerjiye, sürdürülebilir kaynaklara, madde döngülerini bozmayacak çalışmalara ve farkındalığa davet ediyoruz.
"Dünya bize atalarımızdan miras kalmadı, çocuklarımızdan ödünç aldık."

We have developed a STEM-based project by having fun, doing and living with our students.
We invite all our cities to green, renewable energy, sustainable resources, work and awareness that will not disrupt the material cycles.
"The world is not inherited from our ancestors, we borrowed it from our children."

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tatlı doğa dostu kent ekosistemimiz

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projemizin bitiş aşaması ve son hali
the completion phase and final state of our project

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rüzgar türbinlerimiz.
our wind turbines.

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güneş panelleri sayesinde hem ışığımız yanıyor hem de li-on piller şarj oluyor(depo enerji)

Thanks to solar panels, both our light is on and Li-on batteries are recharged (storage energy)

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hem güneş panelleri hem de rüzgar türbinleri ile enerji elde ederek kentimizi aydınlattık. Temiz, sürdürülebilir enerjimizi özellikle kent aydınlatmamızda kullandık. potansiyometre ile ışığımızın şiddetini ayarlayarak ışık kirliğinin önüne geçtik. Rüzgar türbinleri simülasyonu için dc motor ,LED, pervane kullandık. Rüzgarda her döndüğünde motor hareket enerjisini dönüştürerek LED'imizi yaktı.

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hem güneş panelleri hem de rüzgar türbinleri ile enerji elde ederek kentimizi aydınlattık. Temiz, sürdürülebilir enerjimizi özellikle kent aydınlatmamızda kullandık. potansiyometre ile ışığımızın şiddetini ayarlayarak ışık kirliğinin önüne geçtik. Rüzgar türbinleri simülasyonu için dc motor ,LED, pervane kullandık. Rüzgarda her döndüğünde motor hareket enerjisini dönüştürerek LED'imizi yaktı.

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We enlightened our city by generating energy with both solar panels and wind turbines. We used our clean, sustainable energy especially in our urban lighting. We prevented light pollution by adjusting the intensity of our light with the potentiometer. We used dc motor, LED, propeller for wind turbines simulation. Every time it turns in the wind, the motor turns on our LED, converting the motion energy.

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balıklar gibi canlı popülasyonunu da unutmadık.
We have not forgotten the living population like fish.

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Güneş panelleri yerlerine yerleştirildi. Devre sistemimiz yenilenebilir enerji ile çalışıyor (güneş panelleri). Güneş ışığını alan fotovoltaik paneller enerjiyi dönüştürüp ledlerin yanmasını sağlıyor. Böylece kent aydınlanmasında yenilenebilir enerji sağlanmış oluyor. Ayrıca gelen güneş ışığı paneller sayesinde li-on pilleri şarj ederek ayrı bir enerji deposu oluşturuyor. Böylece farklı amaçlar için kullanılabilecek enerji akışı sağlanmış oluyor. Tam ortada duran gri-mor renkli apartman tarzı biyomimetrik evimiz ile çok katlı ev tasarımını oluşturduk. Böylece herkesin ayrı tek evlerde yaşaması yerine ortak enerjiyi verimli kullanmamızı sağlayacak ev tasarımımızı da prototip olarak inşa etmiş olduk.

Solar panels have been placed in their places. Our circuit system is powered by renewable energy (solar panels). Photovoltaic panels that receive sunlight convert energy and enable the LEDs to light. Thus, renewable energy is provided in urban enlightenment. In addition, the incoming sunlight creates a separate energy storage by charging the li-on batteries thanks to the panels. Thus, the flow of energy that can be used for different purposes is provided. We created the multi-storey house design with our gray-purple apartment style biomimetric house standing right in the middle. Thus, we have built our house design as a prototype, which will enable us to use common energy efficiently instead of living in separate houses.

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yeşil yollar ile tarlamıza rahatça ulaşabiliriz.
We can easily reach our field with green roads.

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rüzgarla giden yelkenlimizi de unutmadık.

We haven't forgotten our sail that goes with the wind.

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yenilenebilir kaynaklardan rüzgar gülü kulelerimiz inşa ediliyor. böylece esen rüzgarı hareket enerjisinden elektrik enerjisine çevirebileceğimiz sistemi oluşturup kentimize inşa ediyoruz.
🌬🌬🌬🌬🌬
Our windmill towers are being built from renewable resources. Thus, we create a system that can convert the blowing wind from motion energy to electrical energy and build it in our city.

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oturma bankları, geri dönüşüm kutusu düzenleniyor.
sitting benches, recycling bin is being held.

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güneş paneli kulelerimiz kentimizin yüksek kısmına inşa ediliyor. Böylece depo alanı olan piller ve güneş panelleri ile kentimiz ışığına kavuşuyor ve kentler ARDUİNO UNO VE KODLAMA ile aydınlanıyor.

Our solar panel towers are being built in the high part of our city. Thus, our city gets its light with batteries and solar panels, which are storage areas, and cities are illuminated with ARDUINO UNO AND CODING.

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güneş panellerimiz yenilenebilir kaynak olan güneşten elde ettiği ışığı elektrik enerjisine li-on devre kartı sayesinde dönüştürüyor. Böylece güneş panelleri ile çalışan yenilenebilir doğa dostu kent tasarımımız oluşuyor.

Our solar panels transform the light obtained from the sun, which is a renewable source, into electrical energy thanks to the li-on circuit board. Thus, our renewable eco-friendly urban design working with solar panels is formed.

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potansiyometre ile ışık şiddetini ayarlamak ve değer okuma çalışmamız

Our study of adjusting the light intensity and reading the value with the potentiometer

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potansiyometre ile led'n ışık şiddetini azaltıyoruz ve böylece ekonomimize katkı sağlıyoruz. Sürdürülebilir elektrik kullanımının yollarını gözlüyoruz.

With the potentiometer, we reduce the light intensity of the LED and thus contribute to our economy. We are observing ways to use sustainable electricity.

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Our led operating code with potentiometer. we read anolog entry.
potansiyometre ile led çalıştırma kodumuz. anolog giriş okuyoruz.

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potansiyometre ile led yakma çalışmamız.

Our study of led burning with potentiometer.

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Our study of led burning with potentiometer.

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ikili led yakma çalışmamız.

Our dual led burning work.

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ardık iki led'i aynı anda yakabiliriz Böylece mahellemizden geçen aydınlatma sistemini (sokak ve ev için) karşılayabiliriz.
🌱 🌤
Now we can turn on two LEDs at the same time. Thus, we can meet the lighting system (for street and house) passing through our neighborhood.

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Mahallemizi aydınlatacak ışıklarımız kodlama ile hazır.

Our lights that will illuminate our neighborhood are ready with coding.

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her öğrencimiz ayrı kodlama çalışması yaptı

Each of our students did a separate coding work.