• Is focused on ‘seeing the unseen’

• Uses some form of EdTech

Upload it to the Toolbox Padlet:

• Describe the topic clearly​

• Why does using EdTech brings added value? Could you do it without it?​

• What digital skills are you teaching?​

TIP: Use the Citizen Science Scientix® Colleciton for inspiration!

Upload your activity and describe:

• Why did you choose to represent this specific data in this way?

• How does it help you confirm or refute a hypothesis? Did any conclusion come out that you were not expecting?

• How would you advise students who wanted to use AI for this task?

Present your activity – 5 x 5 x 5

• You can use 5 slides – no photos of your group for GDPR reasons

• You have 5 minutes to present and 5 minutes for questions.

Governmental responsibilities

Individual responsibilities

Equal chances for all

Youngest

Primary

Secondary

Nature

Economics

Most challenging combination: integrating digital content, collective action, identify creative solutions

Reuse of this in teaching practice: students could design a boardgame like that

2. 3card together 2 digi comp and one green comp (especially when you get complex cards to make connections)

3. In many ways: we thoughts about use of different methods including experimental learning,discussion, standard lessons etc..

Challenging combination: Adaptability perspective; taking risk into the classroom with a lack of time to proper develop students ideas.

Using the activity in the classes associating it to other topic and adapting the cards to be played in different subjects and spaces (school areas).

The older pupils can prepare the colours for the younger ones.

At the end of the school year can have a " Sustainable Art Exhibition" using these colours and reusing papers and cartons from previous school activities.

This learning scenario engages preschool children (4–6 years) in an inquiry-based STEM journey where they investigate what plants need to grow through planting, observation, experimentation, engineering design, and outdoor exploration. The project begins with the real-life question: "What helps plants survive and grow?" Children formulate predictions, plant bean seeds in transparent pots, observe daily changes, compare different growing conditions, and record their findings through drawings, measurements, and discussions. The methodology is based on Inquiry-Based Science Education (IBSE), Project-Based Learning (PBL), experiential learning, and interdisciplinary STEM education. Science concepts are integrated with mathematics through counting, sorting, comparing, measuring plant growth, and recording observations. Engineering is promoted by designing and testing simple plant supports, while visual arts encourage creativity through nature-inspired products. Outdoor learning connects classroom experiences with authentic environmental observations, helping children understand sustainability in meaningful contexts. This learning scenario was inspired by the Scientix learning resource "Lesson 5: Stronger Together," which encourages young children to protect trees through discussion, creative activities, and environmental awareness. The original activity focuses on raising awareness about protecting forests and motivating children to take simple environmental actions. To meet the needs of our preschool curriculum and learning environment, we significantly adapted and expanded the original resource. Instead of focusing only on protecting trees through discussion, children investigated the scientific question "What helps plants survive and grow?" They planted bean seeds, compared different growing conditions, observed germination over several weeks, measured plant growth, documented their findings, and designed simple supports for growing plants. The activity was enriched with engineering design challenges, outdoor investigations, mathematical observations, scientific recording, and active family participation. This adaptation transformed the original environmental awareness activity into a comprehensive STEM learning experience while preserving its core objective of encouraging children to care for nature. The learning scenario supports several STEM School Label criteria by promoting personalised learning, inquiry, continuous assessment, interdisciplinary instruction, contextualised STEM education, and active family participation. Children work collaboratively, communicate their ideas, solve authentic problems, and develop responsibility for living things. Parents contribute to planting activities, follow children's observations at home, and participate in the final presentation, strengthening the home–school partnership. Assessment is continuous and formative, using teacher observations, children's drawings, observation journals, classroom discussions, self-reflection, and documentation rather than formal testing. Progress is evaluated through scientific curiosity, participation, collaboration, problem-solving, critical thinking, and environmental responsibility. Overall, this learning scenario develops scientific thinking, creativity, sustainability awareness, engineering skills, and key 21st-century competencies while providing meaningful, hands-on STEM experiences appropriate for early childhood education

Fatma gülnar

Students have a chance to get to know the remarkable stories of everyday heroes who are connecting science with society.

Life skills are also developed while doing this project.

Robotics club

Add more automations

I would use it to work on the Earth Overshoot Day, and how the over consumption is killing our planet. I would not need to adapt it so much as for 10-12 is fantastic the way is developed.

This activity can be implemented by changing the place instead of roofs, it will be safer to use school walls.

Many cities around the world already participate and schools/teachers/students are encouraged to participate in existing projects or create their own if one doesn't already exist in your city. I've been a coordinator for Milazzo, in Italy, for the past six years so if anyone has questions please let me know. Older students (10 years old and up) can do observations and upload them directly on the app.

Younger students can learn about biodiversity without using a screen, but with the teacher preparing things ahead of time using the citizen science resources iNaturalist to identify species around the school and creating a treasure hunt, here is a canva template that I've made that works very well: https://canva.link/7fskbh62fx8uyif

Pupils use the sensor in different places (different conditions): in the middle of the city; forest; and school yard.

Without tech would be very difficult to take the measurements at regular time intervals.

Digital skills: data literacy, make graphs, analyze graphs

They need to build robots with Legos that will move different coloured blocks (that each represent a different type of trash) to the correct bin. One group will be with coding and sensors and the other with joystick.

After, when activity is finished, they explain the experience and connect it with the overall curriculum objective of sustainability.

EdTech in this case brings citizen digital awareness and looks at potential solutions for incorrect waste disposal.

The students will learn digital skills including block coding and sensors.

1. The idea is to teach about cells. Older students (upper primary-lower secondary) use microscopes to study cells, see how they are, understand how they are (shapes, parts, etc).

After that, the students design different cell models based on what they saw. These models will be printed using a 3D printer.

These physical models will be used by those students to show younger students in school how cells are and work and let them play with them.

2. It puts the students at the centre of the learning process with an active role. It is easier, faster and it gives a degree of reality that you can't get from the book or simply photos. Yes, we could, but it would require more time, and the results would probably be less realistic.

3. Maker skills, 3D design, 3D printing, digital microscope, communication and collaboration, etc.

9-12 years old students

Students evaluate water using different tools firstly their own senses and then using a magnifying glass and at the end a digital microscope. The record their findings in drawings. Finally they can get fun by uploading the drawings in the virtual reality glasses.

Competences and skills: crythical thinking, data analysis, collaboration, innovation, adaptability, problem solving.

This is a Citizen Science project because this could be done by anyone.

Stakeholders included: school community (parents, students, teachers), local community around the sea shore, government.

Afterwards, they upload the data on data base of the University of Aegean. The researcher come up with conclusions about the health of environment.

It could be involved families and the community members.

Students are given a particular area of the city to look in, for example a park or the coast, street or countryside. Can be in class time or for homework. They will be looking for tree species that are alien (not native). The teacher should prepare ahead of time with some ideas of where the plants are if there are interesting observations.

How they will do the measurements:

1) taking photos and uploading them on iNaturalist that will help identify native or alien species.

2) they need to observe both the type of species, the number, the size, characteristic/features, smell, etc.

3) this can be interdisciplinary as they measure the size of the tree by measuring the rings (see summer and winter ring) and include math

4) the students can do drawings for art to observe more carefully the details of the leaves and trees

5) it connects with technology as the students can show their drawings to AI and see the image the AI will make - and display both two in a exhibition

6) it connects with well-being as student reconnect to nature

After this initial part, of observation and data collection the students are given the question of WHY?

Student then start an investigation on the history of the alien plant species, why are they there? should these alien species be removed? are they hurting the ecosystem?

In the final project stake holders are invited to the school and listen to the students.

Invited: city/town hall government officials, university professors, environmental non-profits

Students gain skills in all competencies of citizen science. By learning more about their city and the plant species around them they gain a sense of protection and love to promote the healthy and well-being of their local community.

Link: EASIN - European Alien Species Information Network - Homepage

App: Invasive Alien Species Europe - Apps on Google Play

App: A Community for Naturalists · iNaturalist

Citizen Science ToolKit: Citizens Science Toolkit – NBS4school

Children observe biodiversity in the school garden, collect simple data using observation sheets and digital tools, and compare their findings. Based on the results, they design nature-based solutions such as insect hotels, bird feeders, or pollinator gardens. Finally, they share their findings with families, local stakeholders, and partner schools, encouraging community participation in biodiversity conservation.

Citizen Science Competencies

Asking research questions

Collecting and analysing data

Evidence-based decision making

Collaboration and communication

Community engagement

Reflection and responsible environmental action

Children visiting a protected area or park and they collect data/pictures from plants in a quadrat. They transfer the data to a sheet or online document and help mapping the kind of vegetation in that specific area.

The stakeholders could be the municipality and/or the park authorities.

https://www.pollinet.pt/fitcount

Do the physical build first.

After making this tangible visualization, try AI and compare the results. Ask AI to make conclusions to check if it is similar to their own.

This is a school community project based data that shows how children move around playgrounds. It shows that these are designed more for boys than for girls, and that boys use the pitches and move all within them, while girls tend move around those, without a place they can feel their own.

The idea is to create a commission where all school community members together with external experts (university professors of architecture specialised in redesigning playgrounds to make them safer and inclusive) that will analyse the reality of the school, brainstorm ideas for improvement, and will prepare a redesign proposal. This proposal will have a focus on gender perspective, but will also target other inclusion and safety issues that may arise.

2. Asigning the same activities to all the students (the roles are shared equally, designer, checker, coder etc)

3. Creating Simple bridge structure with Tinkercad (make sure there are no failures, only bugs 🙂

4. Each group presents their bridge and answers discribing their activities

How did we ensure equal participation?

Make mixed groups of girls and boys using a random way (for example picking different colors).

Each student in the group has a different role. Initially, roles are being assigned in random way. In next phases role changing will take place.

At the end of the semester a science festival will be organized by the principal in order for the students to show their advanced technology achievements. Every team will get an award (named awards, note the same for all the teams) from the parents association to acknowledge their work. During the festival we will not let only the confident presenter present. The teacher chooses which student answers each question, at random, on the spot.

Teacher should pay attention when students performed in order to attend to gender inclusion.

1: "I want you to create an infographic that explains this subject. Find the links that this plan has with GreenComp, DigComp and LifeComp, and include those connections in the infographic.

A section should be devoted to who to convince and how. It's an elective subject. We have to convince the head of the school so he allows us to do it. We transmit the benefits of this cross-curricular project for 14 and 15 year olds. We need to convince the possible students, by highlighting the interactivity, group work and digital competences they will be developing. We need to convince the families so they support the choice of the subject, by explaining the importance of the content. We need to convince the ScubaDiving place so they join our project and accept training the kids on scuba diving and information on ocean preservation from a practicioner's perspective.

Section with Plan Bs: if we cannot scuba dive, we will bring the experts to the class. If families cannot attend, the students can record their presentations.

Be sure to include how important Gender perspective is in this plan (more female scientists than males, and balance in the gender distribution in the groups)."

2: "This infographic will be used to present this project to a group of expert European educators. It can be divided in 5 sections. The authors are: Akvilé, Edward, Margarita, Mónica and Renata. Include this info."

Link to the plan in Catalan (you can use AI for translating it into your language): https://drive.google.com/file/d/19ZnaPtSaKOkCr84MJ31NuE1bmjn8Qrfn/view?usp=sharing

Folder with role cards (improvable) for the various deliverables: https://drive.google.com/drive/folders/1fpAI2oeOOBomQyMmPTkgixqZHlztz8OL?usp=sharing

Additional prompt: Create 5 slides that present this project.