Bao'an Middle School STEM Case Study

Bao'an Middle School STEM Case Study: Climate Change Education through Project-Based Learning

"Exploring Water Quality Differences and Developing Water Purifiers"

Research Background

Since the 18th National Congress of the Communist Party of China, ecological civilization has been integrated into the national "Five-in-One" development strategy. Shenzhen, a low-carbon pilot city in Guangdong Province, has achieved remarkable success in soil and water conservation, sewage treatment, and water purification. These efforts provide a valuable model for coordinated governance of water pollution and climate change mitigation, contributing to a future "carbon-neutral" society.

To promote harmonious coexistence between humans and nature, and promoting the construction of a global community of life, Bao’an Middle School (Group) Experimental School in Shenzhen, Guangdong Province (hereinafter referred to as "Bao’an Middle Experimental School") has become one of the initiators of the "National Climate Change Education Research Alliance" to actively promote collaborative education on climate change among schools, families, and society, discuss educational strategies to address the challenges of climate change, and seek the path of harmonious coexistence between humans and nature. In the current context of educational reform, how to effectively enhance science education has become a hot topic of work for frontline science and technology teachers. How to carry out climate change education practice based on STEM comprehensive activities has become an important task for the interdisciplinary team of climate education at Bao’an Middle Experimental School.

In order to establish the awareness of young people in coping with climate change, cultivate their scientific knowledge, methods, attitudes, spirit, and qualities in dealing with climate change issues correctly, and encourage more young people to participate in climate action, Bao’an Middle Experimental School is based on the characteristics of undergraduate innovation and the "1+3+5 Framework" climate change education program, namely:

1 Goal - establish a school with distinctive science and technology innovation features focused on climate change education.

3 Brands - development of school-based climate change readers, climate change learning month in October each year, and annual climate change education achievement exhibition in April.

5 Dimensions:

lSociety: introduce social education resources on climate change;

lSchool: build a climate change education science popularization base;

lParents: establish a home-school educational alliance for climate change;

lTeachers: develop school-based climate change education courses and readers;

lStudents: encourage everyone to strive to become a climate change science popularization advocate.

Facing elementary school students, Bao’an Middle Experimental School actively explores STEM planting and energy-saving and emission reduction project research based on biological gardens, agricultural fields and greenhouse greenhouses; Targeting junior high school students, carry out technological inventions and project practice activities related to new energy, energy conservation and emission reduction, guide students to pay attention to the themes of soil and water conservation and water resource protection, practice meteorological climate and dual carbon theme projects, strengthen their understanding of climate change and ecological civilization, and participate in low-carbon environmental protection actions.

The distinctive science and technology education courses of Bao’an Middle Experimental School are divided into three series: science popularization courses, science action courses, and science superpower courses. The interdisciplinary team on climate change education has set up relevant project activities in all three dimensions and continuously transformed and optimized existing maker spaces. Among these, the interdisciplinary team on climate change education focuses on scientific research activities such as March Arbor Day, April Earth Day, May Labor Practice Month, June World Environment Day, and September and October energy conservation and emission reduction by setting up different projects. The information technology course introduces "future ecological maker education" that includes energy conservation and environmental protection, programming, 3D modeling, artificial intelligence, and other content. Climate change education related activities have also been integrated into subject expansion courses such as primary and secondary school clubs and literacy courses. For example:

lPractical activities such as meteorological and climate science popularization and waste management have been added to club activities such as "Little Inventors" and "Little Experimenters" in primary schools;

lThe "Science Box" club courses in junior high school have introduced courses in disciplines such as water technology, life sciences engineering and technical sciences, and resources and environmental sciences;

lIn competitive training courses, such as artificial intelligence exploration, AR/VR science fiction experiences, climate STEM projects, dual carbon projects, biodiversity projects, and white list competition training, a variety of climate change education projects and activities have also been added.

Project Design

STEM education advocates activities based on life experiment tasks, requiring students to create a series of physical models and explore, apply, and revise knowledge in fields such as science, engineering, and the environment during the production process. The materials used in STEM experimental activities are simple, but they allow students to experience the cognitive and operational approaches of scientists and engineering technicians during the activities. Based on the STEM education philosophy, our school has launched the "Exploration of Water Quality Differences and Research and Development of Water Purifiers" project, promoting students to design and complete experiments by themselves, fully unleashing their innovative spirit, and closely linking the knowledge and skills they have learned with real-life situations, so that technological activities can flourish and bear fruit on campus, at home, and in society.

Project Implementation

1. Students Understand and Master the Basic Concepts of Water

In the inaugural lesson, the teacher explains the first scientific knowledge point - an overview of water, to enhance students’ understanding of water. Firstly, the teacher introduces the issue of water pollution, guiding students to understand the hazards of water pollution and the importance of prevention and control work in addressing climate change. They also understand the concept of "prevention first, combined prevention and control" and the concept of comprehensive governance.

Moving forward, teacher and students will jointly explore the physical, chemical, and microbial indicators of water quality. On one hand, students make judgments about water quality based on their everyday experiences. This includes:

① Visual inspection: Observing water in a glass against light to detect any suspended particles; after three hours, checking for sediment at the bottom.

② Smelling: Smelling water from the tap to detect the presence of chlorine (bleach); a strong chlorine odor indicates excessive residual chlorine.

③ Tasting: Drinking boiled water to check for a chlorine taste; a strong chlorine taste suggests excessive residual chlorine.

④ Observation: Brewing tea with tap water and observing if the tea darkens overnight; darkening indicates high levels of iron and manganese.

⑤ Drinking: Drinking plain water to detect any astringent taste, which suggests high water hardness.

⑥ Inspection: Examining appliances like water heaters and kettles for scale buildup, which also indicates high water hardness.

On the other hand, under teacher guidance, students use specialized equipment and reagents to test various types and brands of water quality, understanding key indicators such as residual chlorine, water acidity/alkalinity, zinc content, and total dissolved solids.

Finally, students use methods such as soap water, heating, and evaporation to distinguish between "soft water" and "hard water", and convert "hard water" into "soft water" through laboratory boiling and distillation.

2. Conduct Experimental Exploration to Understand Water Quality Differences

Students use one class hour to complete several experimental explorations under the guidance of the teacher. The first objective is to determine if different water samples are soft water; The second is to explore the softening methods and effects of tap water.

Building on this foundation, teachers set up real-life scenarios, stimulate students to think, and propose the question that needs to be studied - "Exploring the water quality differences of different brands of drinking water." Teachers and students jointly analyze the physical quantity of the experimental design - independent variable: different drinking water; Dependent variables: residual chlorine, conductivity (minerals), solid dissolved matter. Student project teams design experimental plans to explore the differences in water quality among different brands of drinking water.

3. Design an Experimental Plan for a "Self-made Water Purifier"

This implementation phase mainly consists of the following three aspects:

The teacher explained the purpose of the experiment: Water scarcity has become one of the most significant problems in the world today. We have previously learned concepts or principles such as filtration, adsorption, water purification, and water resource protection. We have acquired knowledge of the composition of water in nature, the necessary materials and principles for impurity removal, and have also mastered the operation of filtration. Accordingly, the primary objective of this experiment is to use our brains and hands to create a simple water purification device.

Students should master the literature review technique: form STEM experimental groups in groups of 3-4 people. Briefly introduce the learning achievements of our group on relevant concepts or principles in a short article, refer to and cite literature materials, and attach two pictures of the research content. During this process, the teacher provides students with a path and method for accessing information, organizes students to hold a summary report meeting, guides students to learn how to collect information, learn to ask questions, and learn to write a report on accessing information.

Students design experimental exploration plans: in small groups, collaborate to study the principle, composition, and function of water purifiers, and propose a production plan for water purifiers. Conduct brainstorming to explore feasible solutions. Based on this, we will start making prototypes and evaluate them through experimental exploration, continuously improving them. Finally, present and exhibit.

4. Implement the Experiment of "Self-made Water Purifier" and Showcase the Experimental Results

Following the engineering design process, the STEM group embarked on a project to develop a simple homemade water purifier. The procedure was as follows:

lResearch filtration and water purification knowledge;

lBrainstorm ideas on how to make a water purifier;

lCreate a design diagram for the water purifier;

lStart building an environmentally friendly water purifier;

lConsult relevant science books or other materials to test the model's accuracy and effectiveness, recording the comparative results;

lEvaluate the model, analyzing the components and functions of each part of the water purifier;

lDetermine an improved design plan for the device;

lRe-evaluate and assess the improved design;

lPresent the group's learning outcomes.

Finally, each group must submit the following outcomes within the time frame specified by the teacher and present them as a group. The presentation should include:

lA 1-2 page paper summarizing the research findings on the principles of water purification, with cited references, and must include two images;

lA design diagram for an environmentally friendly water purifier;

lA record, analysis, and explanation of the water purifier's performance testing;

lA summary of the experimental tasks and practical process, which should cover the objectives of the tasks, a brief explanation of the testing process, and an interpretation of the results;

lA "Self-Evaluation Scale" and "Reflection Record."

The STEM project group is required to bring the homemade water purifier back to school, prepare it in the laboratory with the lower end connected to a beaker for collecting water; pour the wastewater into the water purifier along a glass rod for observation, and report on the water purification effectiveness, improvement strategies, and lessons learned (see Figure 1).

Figure 1. Environmental Protection Defender Homemade Water Purifier

Effectiveness & Reflections

The "Exploration of Water Quality Differences and Research and Development of Water Purifiers" project is based on the fields of engineering technology, natural sciences, and social sciences. Teachers guide students to carry out innovative research projects on how to improve water environment quality, strengthen water resource conservation and ecological protection, and enhance wastewater treatment capabilities. It can effectively implement the pertinent directives of the Water Pollution Prevention and Control Action Plan issued by the State Council, which includes "strengthening publicity and education, and incorporating water resources, water environment protection, and water situation knowledge into the national education system". It has a positive promoting effect on improving the awareness and technological innovation ability of young people in ecological environment protection, guiding them to actively participate in water ecological environment protection and water conservation actions. In the next stage, we will guide students to conduct scientific and technological practice surveys on topics such as water resource conservation and protection, water ecological restoration, water environment status, and public awareness of water environment through the Chinese Youth Science Survey Experience Activity.

In the past six years, Bao’an Middle Experimental School has been promoting youth action to address climate change. We have encouraged students to adopt different methods such as writing relevant articles or personal speeches, and have adopted low-carbon behavior education in schools, families, and communities to spread awareness and understanding of climate among young people; We also encouraged students to propose solutions, measurement models, or physical inventions targeting climate change and low-carbon through scientific inventions, programming, algorithm models, and other methods related to environmental protection. As the masters of the future world, teenagers are also an important driving force in addressing climate change. Climate change education for young people is also of utmost importance in sustainable development education. It not only helps young people understand and respond to the impact of climate crises, but also equips them with the knowledge, skills, values, and attitudes needed as agents of change.

Provided by CaiyingChen, ChaoxiaLong, YufangZeng, LinJiang, Xiaofeng Cai,
Teaches of Bao’an MiddleSchool(Group)ExperimentalSchool,Shenzhen,Guangdong;Jianfen Lin,Teacher of Shekou School, Nanshan, Shenzhen, Guangdong