STORKS IN SCIENCE ZONE The partners of this project are five schools: Primary School in Aydin, Turkey, Primary School in Cardiff, Wales, the UK, Group of Schools in Parchowo, Poland, Primary School in Granada, Spain, Primary and Secondary School in Foggia, Italy.There will be 4 short-term exchanges of groups of pupils, 1 short-term joint staff training events and 3 transnational meetings at the begining, after the first year and at the end of the project. In the mobilities will take part 60 students including 5 with special needs and 40 teachers. Approximately 16000 persons will benefit indirectly from the activities organized by the project.The project will be focused on three main priorities: HORIZONTAL: Open and innovative education, training and youth work, embedded in the digital era. SCHOOL EDUCATION: Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum and addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods.The common point will be STORK. By observing storks we can connect our topics, our science zones. We can create a connection among all the fields of science we are interested in. In this way our students will have an in-depth knowledge about storks and different science fields that are in connection with our main topics. Experiencing these scientific areas in person our students will be able to see the coherence between zoology, astronomy, brain, archeology and renewable energy. The teachers involved in the project have observed that our students need to be supported due to their lack of opportunities for international interaction, they also need to learn how conduct experiments and carry out researches in the different fields of science.Through this project we will give pupils and students the opportunity to develop their awareness of the European dimension, by working collaboratively in science zones. We will put the emphasis on learning and practicing the different aspects needed to reach objectives. The main goals are to communicate with kids from other countries, to work and share contents of zoology, archeology, alternative sources of energy, astronomy and cerebration. The project will encourage staff and students to develop their own ICT skills, which will be necessary to share information with partner schools and it will support team building and cooperation skills of the involved people. Also there will be an improvement in the use of English language, the communication language of the project. The contents of the project develop transversal skills related to various areas of the curriculum and reinforce various key competences: communication in mother and foreign languages, science, digital, learning to learn, social and civic entrepreneurship and sense of initiative.We are going to work in different topics in the three years of the project duration but the link between us is our stork. We will be doing different type of activities adapted to our main topics. The methodology will be: find out what they know, explain them exercises and share the research results with their project partners, implement positive measures to their topics. For sharing the appropriate datas, experiments and research results, each school will elaborate with the pupils creating the Erasmus+ corner. Pupils exchanges are very important in this project to put in practice inclusion aims, it is necessary living together to realize and to know how to conduct in the different situations that happen. The results of the project will be: charts from the five schools for each aspect, evaluation documents: surveys, questionnaires, texts ; summary from each of the participants about their stork within their own topic, power-point presentations, texts… of the activities developed in the exchanges, summary of each group of students about their experiences in the interaction with the pupils involved in the project, evaluation by the students and teachers about the project, permanent exhibition in each school of the materials.The impact on teachers and on schools will be: more skills of using clues to inclusive practices; competences of cooperation between different types of schools and strengthen European cooperation. On pupils: less discrimination of pupils with less knowledge in science, improvements of abilities of cooperative learning and increase their awareness of European citizenship. Forward this project the schools will go on cooperating by e-Twinning platform.All the materials will be for sharing at the school websites.It will have transcontinental dimention because beside the project partner schools we will also collaborate with schools from India and the USA, like we did in our previous project.
STORKS IN SCIENCE ZONE The partners of this project are five schools: a primary School in Aydin, Turkey, a primary School in Cardiff, Wales (UK), group of schools in Parchowo, Poland, a primary School in Granada, Spain and a primary and secondary School in Foggia, Italy. We had 4 short-term exchanges of groups of pupils, 1 short-term joint staff training event and 3 transnational meetings; these were throughout the duration of this project. The mobilities consisted of 60 students including 5 with special needs and 40 teachers. Approximately 16000 persons benefitted indirectly from the activities organized by the project. The project focused on three main priorities, HORIZONTAL: An open and innovative education, training and youth work, embedded in the digital era. SCHOOL EDUCATION: Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum and addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods. The common point of the project is the STORK. By observing storks we connected our topics through our science zones. We created a connection among all the fields of science we were interested in. In this way our students gained in-depth knowledge about storks and different science fields that were in connection with our main topics. Experiencing these scientific areas in person our students were able to see the coherence between zoology, astronomy, brain, archaeology and renewable energy. The teachers involved in the project observed that the students needed to be supported due to their lack of opportunities for international interaction; they also needed to learn how to conduct experiments and carry out research in the different fields of science. Through this project we were able to give pupils and students the opportunity to develop their awareness of the European dimension, by working collaboratively in science zones. We placed emphasis on learning and practicing the different aspects needed to reach each objective. The main goals were to communicate with kids from other countries, to work and share contents of zoology, archaeology, alternative sources of energy, astronomy and cerebration. The project encouraged staff and students to develop their own ICT skills, which were necessary to share information with partner schools and support team building and cooperation skills of the involved people. There was also an improvement in the use of English language, the communication language of the project. The contents of the project developed transversal skills related to various areas of the curriculum and reinforced various key competences: communication in mother and foreign languages, science, digital, learning to learn, social and civic entrepreneurship and sense of initiative. We worked within the different topics during the three years of the project, the stork being the main focus. We took part in different types of activities adapted to our main topics. The methodology behind this was to find out what they know, explain their exercises and share the research results with their project partners while implementing positive measures to their topics. For sharing the appropriate datas, experiments and research results, each school elaborated with the pupils creating the Erasmus+ corner. Pupil exchanges were very important in this project to put in practice inclusion aims, it was necessary to work together to understand and to know how to conduct in the different situations that occurred. The results of the project was shown in many ways such as charts from the five schools for each aspect, evaluation documents, surveys, questionnaires, texts, summaries from each of the participants about their stork within their own topic, power-point presentations of the activities developed in the exchanges. We received summaries from each group of students about their experiences in the interaction with the other pupils involved in the project, evaluations completed by the students and teachers about the project, permanent exhibitions in each school of the materials received or made during the project. The impact on teachers and on schools were that skills were developed using ideas from inclusive practices; competences of cooperation between different types of schools and strengthen European cooperation. For pupils the impact was to lessen discrimination of pupils with less knowledge in science, improvements of abilities of cooperative learning and increase their awareness of European citizenship – this was successful in achieving this. Following this, the schools cooperated via the e-Twinning platform. All the materials were shared on the school websites.