Science subjects aren't very popular at school because students can't see connections between what they learn at school and what they experience in real life. Our project offers alternatives for stereotypes (science for boys and cooking for girls, early school leaving, science subjects are too theoretical etc). Project is different because we try to integrate different subjects (chemistry, math, history, technology, geography, arts and English).Science (Physics, Chemistry, Math) language as universal language and possibility to see problems all together, complex. So we offer for our students learn that universal language to better understand culture, history, geography , everyday life around them. During the project participants will prepare national dishes of their regions and they don't focus on cook book but rather on chemical proceesses what endure during cooking the dish. Based on that special cook book will be prepared which includes videos for DIY activities for fellow students. This is what makes the project interesting that science topics are learned trough unusual activities. Also teachers will prepare lesson plans so everyone could re-do the innovative lessons.Learners will develop different skills and learn languages, self evaluation, self awareness, sustainability, food management, organic food, fair trade etc Going beyond students and the certain and obvious advantages the project brings to them, there is the entire educational community to benefit from such entrepreneurship. Parents, teachers and other stakeholders will be involved in the project activities and invariably will learn new things, establish new contacts to be used whatever they wish and, generally, will acquire nice useful experiences to take advantage of and pass on. The idea is to involve as many people as possible, from simple villagers and other inhabitants to many schools outside the project, specialists in different areas collaborating with our organizations, authorities and school inspectorates. Inclusive education (school-parents-community - partners) will let students and teachers see new possibilities of teaching and Beside cooperation at different levels, we wish to promote those important learning values such as: peer learning, PBL, non formal education, integrative lesson teaching, using direct items in evaluation and recycling of taught matter, team work, with all its implications, leadership and mindfulness, to mention only a few aspects characterizing the schoolwork within the project. Also, we are intent on involving all students, not only the good ones. Wherever there are cases of disadvantaged students, physically or socially, they will undoubtedly be involved in the project activities, taking care at the difficulty level of the given task. We really want to improve all solicited skills through the project activities, them being, most common, English command, ICT, communication, science, social etc.
Science subjects aren't very popular at school because students can't see connections between what they learn at school and what they experience in real life. Our project offered alternatives for stereotypes (science for boys and cooking for girls, early school leaving, science subjects are too theoretical etc). Project was different because we integrated different subjects (chemistry, math, history, technology, geography, arts and English).Science (Physics, Chemistry, Math) language as universal language.. So we offered for our students learn universal science language to better understand culture, history, geography , everyday life around them. In first application we had 6 partners and finally Greece and Portugal partners gave up and we were 4 partners. We decided ot share activities and take in project meetings more students (instead 4 6-8 students). Also we created more teaching materials and visited different food industries : diary indutry, bakery, ice cream factory, Turkish delights factory etc. During the project participants prepared national dishes of their regions and focus was rather on chemical proceesses what endure during cooking the dish. Based on that special worksheets was prepared which includes lesson plans for DIY activities for fellow students. The project was interesting because science topics were learned trough unusual activities. Also teachers will prepare lesson plans so everyone could re-do the innovative lessons.Learners will develop different skills and learn languages, self evaluation, self awareness, sustainability, food management, organic food, fair trade etc . All the meetings and the activitieswere designed to serve the effectiveness of the project and the pursuing of its general objectives.The boys and girls worked in international teams together and developed their social skills to understand better similarities and differences each others cultural heritage. Workshops were organized to combine traditional food, healthy food habits, information about chemical processes during cooking and information about vegan food, fair trade and influence of chemical fertilizers or food supplies in agriculture. Going beyond students and the certain and obvious advantages the project brought to them, there was the entire educational community to benefit from such entrepreneurship. Parents, teachers and other stakeholders were involved in the project activities and all partners learned new things, established new contacts between families, students, partners and communities. The idea was to involve as many people as possible, from simple villagers and other inhabitants to many schools outside the project, specialists in different areas collaborating with our organizations, authorities and school inspectorates. That connection was established and students were very warmy greeted by local communities, visited local governments and neighbour schools was also invited to participate. Tatally about project heared about 800 local participants from each country: students, parents, community members, partner organizations etc. Beside cooperation at different levels, we promoted those important learning values such as: peer learning, PBL, non formal education, integrative lesson teaching, using direct items in evaluation and recycling of taught matter, team work, with all its implications, leadership and mindfulness, to mention only a few aspects characterizing the schoolwork within the project. Also, we involved all students, not only the good ones. Wherever there are cases of disadvantaged students, physically or socially, they undoubtedly were involved in the project activities, taking care at the difficulty level of the given task. Our students improved in all solicited skills through the project activities, them being, most common, English command, ICT, communication, science, etc.