Various Life Skills Activities Implemented in Classrooms
🦋 LIFE SKILLS SHOWCASE: TIME TO SHARE! 🦋
Dear Partners,
As part of our "I Learn Life Skills Through STEAM" project, we have carried out amazing activities that truly touched our students' lives. Now, it is time to bring these experiences together and inspire one another!
We kindly ask you to share 3 different Life Skills Activities that you implemented in your classroom throughout the year and that contributed most to your students' development on our Twinspace page.
📌 Sharing Content
For each activity, please provide:
🎥1 Video: A short video showing the application process or the final output of the activity.
🖼️ 1 Collage:A visual collage summarizing the different stages (preparation, implementation, and results).
📝 How Should You Post?
Please include the following details under your posts:
1. Name of the Activity: (e.g., "My Design, My Breakfast")
2. Targeted Skill:(e.g., self-care, problem-solving, collaboration, etc.)
3. STEAM Connection: A brief explanation of how the activity was integrated with STEAM disciplines.
🎶 A Small Reminder
We would be very happy if you could use our project anthem, "Steps of Success" as background music when preparing your videos. This will create a wonderful harmony across all our project works! ✨
We look forward to seeing these inspiring examples of how we are raising the skillful individuals of the future! 🚀
Thank you in advance for your hard work and valuable contributions.
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Gülşen ÖNER KILIÇ - Mithatpaşa Ecrin Meydan Primary School- Seyhan/Adana/Türkiye
Various Life Skills Activities Implemented in Classrooms
Seher ŞEREF -Yenişehir Primary School Mersin-TURKEY
Turkish Culture and Nature Album " Study
Our class was divided into seven separate stations to represent the seven geographical regions of Turkey. Each station is given a "Regional Knowledge" assignment, and students are encouraged to conduct in-depth research in their respective fields.
Bu "İyilik Kavanozu" etkinliği, öğrencilerin empati kurma, işbirliği yapma ve sosyal sorumluluk bilinci geliştirme süreçlerini somutlaştıran anlamlı bir uygulamadır. Gruplar halinde çalışan öğrenciler, günlük hayattaki iyilikleri kartlara yazıp kavanozlarına eklerken hem yazılı ifade yeteneklerini geliştirmiş hem de sınıf içinde paylaşımcı ve pozitif bir atmosfer oluşturmuştur. Bu süreç, çocukların sadece akademik değil, aynı zamanda duygusal zekalarını besleyerek çevresine karşı daha duyarlı ve nazik bireyler olmalarını sağlayan kolektif bir farkındalık çalışmasıdır.
**English Summary:**
The "Kindness Jars" activity serves as a powerful social-emotional learning tool that fosters empathy, teamwork, and social responsibility among students. By brainstorming and documenting acts of kindness in group-designed jars, students cultivate a culture of gratitude and mutual support within the classroom. This collaborative process not only enhances their writing and expressive skills but also transforms abstract values into daily habits, helping them grow into more compassionate and mindful individuals.
The students formed the slogan "EVERYONE SHOULD LOVE THE FOREST" by arranging short lettered pipes onto color-coded rods. During this activity, they tested their speed and attention by racing against the time limit noted on the board.
Throughout this process, the students reinforced their skills in assembling parts into a whole, making quick decisions, and coordinating as a team. Attempting to match the correct letters with the appropriate colors under time pressure provided an engaging learning experience that strengthened their cognitive speed and focus.
https://www.youtube.com/watch?v=eWnfdYdAjWQ
The "Homonyms Coming to Life" activity allows students to explore the richness of the language through play and drama, reinforcing their linguistic skills in an engaging way. By dramatizing the varying meanings of words in different contexts, students transform abstract grammatical rules into concrete experiences, which enhances their analytical thinking, vocabulary expansion, and rapid contextual reasoning. At the same time, as they bring these words to life on stage, they develop creative expression, non-verbal communication, and effective interpersonal skills, forging a strong connection with the aesthetic aspects of the language.
https://www.youtube.com/watch?v=x8IJVLz4igs
The "Atam İzindeyiz" (We Are Following in Atatürk's Footsteps) performance goes beyond historical education; it serves as a powerful platform for students to cultivate collaboration, stage confidence, and creative expression simultaneously. By experiencing Atatürk’s vision firsthand, students learn how to take responsibility, act in harmony toward a shared goal, and blend artistic expression with innovative tools. Ultimately, this meaningful project helps them evolve not only into individuals connected to their heritage but also into confident, conscious, and future-ready STEM explorers.
Liljana Nezha school "Zigur Lelo"Vlorë /Albania.
Various activities in the subject of Natural Science on Recycling, building a windmill and an electric circuit
Violeta Ramaj School " Mark Trokthi" Lac,Albania
The students have built a small model city with great creativity and teamwork. The models include buildings such as houses, a school, hospitals, and organized roads, along with cars, bridges, and green spaces. Some parts also represent natural elements like water, rivers, or coastal areas, making the city more complete and realistic.
The students have built a small model city with great creativity and teamwork. The models include buildings such as houses, a school, hospitals, and organized roads, along with cars, bridges, and green spaces. Some parts also represent natural elements like water, rivers, or coastal areas, making the city more complete and realistic.
The materials appear to be recycled (cardboard, boxes, plastic), showing care for the environment and smart use of resources. The students have also thought about daily life in a city, including transportation, services, and urban organization. This activity helps them develop practical skills, imagination, and collaboration while learning in a hands-on way about how a city is built and functions.
https://youtube.com/shorts/kWxrZi0fPJc?si=DTqfDFr_WfB_ee-x
During the activity “I Learn Life Skills Through STEAM”, students enthusiastically performed a short dramatization focused on creativity, collaboration, communication, and cultural awareness. Through role-playing and artistic expression, they explored how STEAM education helps develop important life skills in a fun and meaningful way.
The students wore colorful handmade masks symbolizing imagination and creativity, while proudly holding the flags of different countries to represent unity, diver
During the activity “I Learn Life Skills Through STEAM”, students enthusiastically performed a short dramatization focused on creativity, collaboration, communication, and cultural awareness. Through role-playing and artistic expression, they explored how STEAM education helps develop important life skills in a fun and meaningful way.
The students wore colorful handmade masks symbolizing imagination and creativity, while proudly holding the flags of different countries to represent unity, diver
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Cosmina Marin, Sc. Gim. ”Nicolae Bălcescu” Ploiești - ROMANIA
My students used STEAM to explore environmental issues. These dioramas contrast sustainable cities with the impact of pollution and waste. By building marine and urban models, children learn the importance of protecting our planet. This creative process builds essential life skills and ecological responsibility. It’s inspiring to see young minds advocating for a greener future through art and science!
https://www.youtube.com/shorts/iU7WXAboYDk
Together with my students, we gave our schoolyard a fresh, vibrant transformation. We planted beautiful flowers and whitewashed the tree trunks and pots, creating a cleaner and more joyful space for everyone to enjoy. This wasn't just physical work; it was a powerful lesson in taking responsibility for our environment and learning how simple actions can make a huge difference.
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Seher SEZGİN Göztepe Primary School Class 3-C İstanbul- Türkiye
https://youtu.be/1fPdjPtSKa0?si=JhDRD9X7mhr_vQFX
As part of the STEAM event, students participated in activities that developed life skills related to the uses of money and how to behave when shopping. We transformed the classroom into a market and a stationery shop, creating a shopping environment. They practiced shopping with fake Turkish money and gained skills in giving and receiving change.
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Murat TURHAN - Şehit Cemal Mutlu İlkokulu-Ünye-Ordu-TÜRKİYE
They focused their attention on a specific problem.
They developed problem-solving strategies.
They followed the rules.
They gained patient work habits.
They recognized the relationships between numbers.
They participated in group work.
Learning English parts of the house,
Associating words with visual materials,
Improving their fine motor skills,
Gaining awareness of recycling,
Developing teamwork and communication skills,
Practicing English speaking.
Enabling students to communicate effectively with family members
Improving question preparation and data collection skills
Enabling students to develop research and conclusion-drawing habits
Supporting the use of technology, art, and mathematics together
https://www.youtube.com/shorts/x13Qoa0kSw0
6th primary school ,Trikala,Greece.Teacher Georgia Katsampeki
Finally we talked about eco-friendly habits and transformed the craft s into photos
Colour experiment , combining basic colours to create secondary.Observation, collaboration , patience and creativity were developed . Problem solving skills were developed too.What happens if i add more or less of this colour?6th prim sch Trikala Greece
The jobs for the future.Talking about jobs in the English language class we talked about jobs that will help create smart cities in the future.We decided on the skills needed for each job and personality qualities.Finally students presented future jobs
OUR TOWN OUR LIFE
Mzia Gogaladze. LEPL Khashuri N6 Public School. Georgia
Seher SEZGİN Göztepe Primary School Class 3-C İstanbul- Türkiye
Third-grade students organized their classroom lockers to practice self-care skills. The goal was to teach them to tidy up and organize their own living spaces.
Teresa Moreira, School Frei Manuel Santa Inês, Porto, Portugal
Creating a school vegetable garden: this activity was part of the STEAM curriculum because it allowed students to learn by doing, linking science, technology, engineering, art and mathematics through the creation of a sustainable and creative school vegetable garden, decorated with stones painted by the students themselves.
The students, using the introduction to programming, practised problem-solving and responsible citizenship
SEMRA TUNÇ YAŞA -Şehit Mustafa Korkmaz Primary School Mersin/TURKEY
I am growing my own flower.
Students planted their own flowers. By taking care of the flowers themselves, they gained a sense of responsibility.
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Painting with Turkish Handicrafts In STEAM education, students are taught about cultural heritage, develop mathematical thinking, create creative designs, and gain problem-solving skills by using Turkish handicrafts.For example, a tile pattern study:covers many STEAM areas simultaneously, such as geometry, art, measurement, digital drawing.
Using the provided materials, students designed experiments and discussed their results. They created a learning journal.
Using the provided materials, students designed experiments and discussed their results. They created a learning journal.
Stemate Elena, Școala Gimnazială ” Angels” , România
During a practical skills lesson, students learned how to tie shoelaces.
SİBEL ÇUBUKTAR YENISEHİR PRIMARY SCHOOL MERSIN/TURKIYE
KENDİMİ İFADE EDİYORUM
Önce kutudan tv hazırladık. Sonra araştırma yaptık, kıyafetimizi belirledik. Sesimiz titredi, mikrofonu düşürdük, sözleri unuttuk. Süper bir deneyim edindik. Öğrencinin spiker olması, onu sadece mesleki olarak hazırlamaz; hayatı boyunca kullanacağı kendini ifade etme, heyecanını yönetme ve insanları etkileyebilme gibi çok kritik "soft skills" (sosyal/yumuşak beceriler) kazanmasını sağlar.
Sevcan EŞİYOK Şehit İlker Uylaş Primary School Hatay/TÜRKİYE
Sınıflarda Uygulanan Çeşitli Yaşam Becerileri Etkinlikleri
1-)Smoothie Yapımı(Kendine yetebilme,özgüven)
2-)Yoğurt Mayalama&Meyveli Yoğurt Yapımı(Günlük yaşam ile bağ kurabilme,aşamaları takip edebilme)
3-)Atık malzemelerle Fotoğraf Çerçevesi Yapımı(Çevresindeki sürdürebilirliğie katkıda bulunma)
1-)Smoothie Yapımı(Kendine yetebilme,özgüven)
2-)Yoğurt Mayalama&Meyveli Yoğurt Yapımı(Günlük yaşam ile bağ kurabilme,aşamaları takip edebilme)
3-)Atık önerilerle Fotoğraf Çerçevesi Yapımı(Çevresindeki sürdürülebilirirliğie katkı bulunma)
Sibel ÇUBUKTAR Yenişehir Primary School Mersin/ TÜRKİYE
I'm learning to read clocks I'm preparing for life
We cut up the athletic shirt. We drew shapes on it, painted it. We tied the cut parts together. We made our bags.
Now I've become a reporter
It enables my students to remain objective and make effective decisions without being swayed by emotions, by asking questions like a reporter, "What happened?", "Why did it happen?", "How should I react?" when they encounter a challenging event in daily life. They are effective in communicating correctly by using "I" language. Just as accusatory and subjective expressions are avoided in a news text, they app
I'm preparing for life.
I'm learning to read the clock
I'm preparing for life
First, we glued circles to the board. Then we wrote the numbers. After that, we placed gifts on the numbers showing the hour, half-hour, and quarter-hour. Whoever read the clock correctly received their gift and ate it.
We cut up a sports t-shirt. We drew shapes on it, painted it. We connected the cut pieces together. We made our bags.
MY STUDENTS:
They gained environmental and consumption awareness by transforming an old item instead of throwing it away.
They gave the t-shirt a new function (bag) and created original designs.
They developed design-oriented thinking skills during the cutting and connecting stages.
They improved their hand-eye coordination through cutting, painting, and knotting.
They gained a sense of accomplishment from producing a tangible and usable product with their own effort.
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Tamar Tevdorashvili - multi-profile private school - ltd "INTELLECT" /Georgia
Through this activity, students developed ecological awareness, practical skills, and a deeper understanding of the importance of recycling for environmental protection.
They used recycled materials, which shows concern for the environment and the wise use of resources. Students learned about the working principle of a catapult. This activity helps them develop practical skills, imagination and cooperation, while at the same time practically studying how to use a catapult
“Delicious Designs - My Breakfast”
Targeted Skills:
Self-care, collaboration, problem solving, decision making.
The activity was integrated with STEAM areas:
Science: Students explored the importance of healthy food and the properties of ingredients.
They used various kitchen tools.
They planned and created the structure and design of a dessert.
Art: They decorated desserts creatively and aesthetically.
Mathematics: They compared quantities, measured ingredients, and balanced proportions.
Sevil ODABAŞ Göztepe Primary School 3-B Class İstanbul -TÜRKİYE
FİGEN DEMİREL ŞEHİT EMRE TUNCA PRIMARY SCHOOL ÇUBUK/ANKARA TÜRKİYE
Ceramic Painting
My students improved their fine motor skills by painting ceramics. Their aesthetic sense developed. They gained virtues such as patience, cleanliness, order, sharing, and cooperation.
My students improved their sewing skills using waste threads and plastic needles. They learned about May 19th, one of our national holidays, by making a model of the Bandırma Ferry. Their fine motor skills improved.
My students improved their fine motor skills by painting ceramics. Their aesthetic sense developed. They gained virtues such as patience, cleanliness, order, sharing, and cooperation. Their imagination and creativity developed.
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