In which world do we want to live? As part of our project, this question is raised by the students, teachers and educators of six elementary schools from six European countries - Lithuania, Poland, the Netherlands, Portugal, Malta and Germany. A French school will realize part of the project as a "silent" partner. Together we want to analyze how people in these countries use water and energy. The students, together with their supervisors, record sources of water consumption in school and family during the first year of the project, documenting problems in the water supply of their homeland. As part of the project work, the girls and boys illustrate the use of water in the form of stylized water containers, and provide them with the appropriate terms (hand washing, toilet, lunch supply ...). The children learn the identical terms in the languages of the partners and in the project language English. In digital form (E-Mail, Skype) the exchange takes place. The students compare their findings with the European partners and draw conclusions for their own strategies for reducing water consumption. To do so, they document their own contribution in the form of a digital water drop, which is summarized into a European image in the form of a cloud. In a water book as a continuation story, they work on the topic literary, create pictorial products and water programs with songs and poems in the framework of transnational project meetings. In the second year of the project, girls and boys learn about the difference between weather and climate, observe the weather, and analyze similarities and differences. The students measure the temperature at all times on school days at a mutually agreed time, illustrating their measurement with pre-arranged smilies and an appropriate term in English. These measurements are exchanged weekly via e-mail and published in all schools. All data is summarized to weather charts. A comparative diagram allows the children, together with their teachers and educators, to make a practical comparison of the temperature development. The girls and boys, under the guidance of their caregivers, compare climate change phenomena in recent years in different countries. They document their findings in commonly agreed upon visual forms. By determining the ecological footprint, students recognize their own contribution to the carbon footprint and draw conclusions for their own contribution to protecting the climate. Under the guidance of their supervisor teams, these insights and conse- quences connect the students with the individual subjects of the lesson scan and thus develop literary and artistic products. These will be presented as part of the transnational project meetings. The students document their personal contribution in the form of a digital sheet, which is summarized in a common European tree. In all sections of the project, girls and boys, as well as the team members involved in all schools, test, strengthen and improve their foreign language skills in the English language, but are also open to getting to know each other's languages. They use modern media for communication, documentation and dissemination of results. Finally, all schools scrupulously document their findings and experiences, developing a guide for elementary school children across Europe to use water and energy sparingly. A sustainable thinking of all involved is initiated and connected with the reality of life. In this way, the pupils, teachers and educators of our six European partner schools contribute with their sustainable thinking and actions in order to create a livable Europe for future generations as well.
In which world do we want to live? As part of our project, this question was asked by students, teachers and educators from six primary schools in six European countries - Lithuania, Poland, the Netherlands, Portugal, Malta and Germany. A French school implemented subtasks of the project as a "silent" partner. Together we analyzed how people in these countries use water and energy. Together with their supervisors, the students recorded sources of water consumption in school and family and documented problems in the water supply in their home country. As part of the project work, the girls and boys illustrated water consumption in suitable forms. They examined water with a wide variety of experiments. The children got to know the identical terms in the languages of the partners and in the project language, English. The exchange took place in digital form. The students compared their results with the European partners and drew conclusions for their own strategies to reduce water consumption. They documented their own contribution to this. In a water book as a sequel, "The journey of a drop of water through Europe", they worked up the subject in literary terms, designed pictorial products and water programs with songs and poems as part of the transnational project meetings. As the project progressed, the girls and boys learned the difference between weather and climate, observed the weather, analyzed similarities and differences. At a mutually agreed time, the students checked the temperature at their home school and illustrated their measurement in the form of pictures. These measurements were exchanged weekly by email and published in all schools. All data were combined into weather diagrams. A comparative diagram enabled the children, together with their teachers and educators, to compare the temperature development in practice. Under the guidance of their supervisors, the girls and boys compared the phenomena of climate change in different countries over the past few years. They documented their findings and exchanged them. By determining the ecological footprint, the students recognized the contribution they make to the climate balance and drew conclusions for their own contribution to protecting the climate. Under the guidance of their supervisor teams, the students combined these findings and consequences with the individual subjects of the teaching canon and thus developed literary and artistic products. The students documented their personal contribution in different ways. During the Corona pandemic, we continued to work intensively after a short break. In addition, we agreed that due to the travel ban in all countries, typical mascots of the respective region would travel for us. We documented their experiences in the form of diaries. In all project phases, the girls and boys, but also the participating team members from all schools, tested, strengthened and improved their foreign language skills in the field of English. They also acquired basic knowledge by learning the languages of the partners. They used modern media for communication, documentation and dissemination of the results. Finally, all schools conscientiously documented their findings and experiences and thus developed a guide for primary school children throughout Europe on how to use water and energy sparingly. A sustainable thinking of all participants was initiated and connected with the reality of life. With their sustainable thinking and actions, the students, teachers and educators of our six European partner schools made a contribution to shaping a Europe worth living in for future generations as well.