Water is Life

<< Background >>Climate change/environmental pollution are on the agenda of all countries.Most of them take steps in this regard.Why did we focus on water?Water is life.It is the source of life. This resource is decreasing.Water directs people's activities and lifestyles like choosing a place of life,immigration. As those who want to live and keep alive, we feel the need to raise water awareness so that future generations still have water that they can drink. The reason why we apply for Erasmus + projects is that the issue is too global to be addressed only in our own countries and requires cooperation.The way to make this possible is to raise/educate individuals.Thanks to our project, individuals with these skills will be the outputs of our project.It is more effective to develop new teaching and learning methods by combining STEM education with environmental education.The project will meet the needs of the students to reach usable clean water in the future/know how to protect it,learn how other countries manage global warming, have an opportunity to exchange their experience in environmental issues, improve foreign language skills,learn about cultural differences/ know different lifestyles,develop creativity,be an active European citizen.<< Objectives >>Project has many objectives to achieve its main objective to have sustainable water resources.The main issues we dealt with are to find solutions/raise awareness for climate change,global warming/drought,increase in water waste,unconscious use of surface/ground water,pollution of water resources to a dangerous level.We joined our power.We took the first steps towards raising environmentally sound individuals.New effective methods/tools for a new approach in teaching/learning were developed.Students/teachers enhanced their ability to collect information about water.They increased their awareness of water resources;became water savers,developed creativity,designing logos,videos,a calendar,bulletin boards,posters,brochures,trips,STEM applications,pictures, presentations,celebrations of important days/weeks,educational materials related to environment,painting competition/exhibitions,a dictionary,a calendar,e-books,e-magazines,diaries.Partners got aware of water resources/different cultures.Questionnaires/results were evaluated.The project contributed to the experience/creativity,developed an understanding of different approaches,through the identification of common features relevant to their lives to promote European cooperation.<< Implementation >>The project activities that lead to the achievement of the project objectives/delivery of the planned activities/results are basically the project management,properly-distributed tasks and responsibilities among partners,appropriate budget management,transnational collaboration,LTTs, skill-gaining,supporting teachers/family participation/contribution/support, and some other activities: establishing “Water Savers Club” with students,creating Erasmus corners at school/institution,project website,informing our community by organizing displays,meetings, competitions,establishing application gardens, celebrations, trips and etc. We held 2 transnational project meetings and 5 LTTs. The role of the NGOs was very important in the project. They provided specialized education/workshops/support to the school partners. The schools cooperated with each other and the NGOs. We created project teams with well-defined roles.We established dissemination platforms.We gave importance to the evaluation/monitoring the project. As organizations with the same issues/institutional needs,we came together with the awareness that the solution requires a transnational cooperation.We discussed/decided what we could do to solve the problem.We created this project. The process after the approval included transnational meetings/online meetings,which gave us the skills to show how to work more effectively/overcome the problems in cooperation. Making common decisions,respect to ideas,empathy/being understanding were our key elements.We set standards/supported a common culture/cooperation.We shared common experiences.We carried what we experienced to our country. The activities had a content that raised awareness/sensitivity by developing correct attitudes/behavior,ICT/foreign language skills,green skills,transversal/basic skills of the participants/target group in a way that did not harm the environment. We ensureed how to protect/not to pollute water resources through games,STEM,outdoor activities,trips,practical activities,art,important national day/weekcelebrations,competitions,visuals,technology. With web 2 tools in school/LTTs,we createdvideos,corners,posters,logos,short movies,pictures,e-magazines,calendar etc. and used them ourselves.In this way,ICT skills of our students/participants improved. We integrated STEM into water-related activities,which were our focus in our project.We benefited from the facilitating role of environmental issues in STEM education.With STEM,We increased the emergence/impact of the skills we wanted to teach our students. Our project's activities support ed the development of stronger school leadership/innovative teaching/assessment methods.We used innovative learning approaches,developed creativity,supported teachers in delivering competence-based teaching and develop assessment/validation of key competences. Family participation/contribution/support: We were aware of the importance of family participation/support to students.The greatest strength in the project was to benefit from the help/support of families.Family support/participation was an effective force in gaining the desired behavior/skills in the project.<< Results >>We wanted to find solutions and raise awareness for climate change, global warming, drought, increase in water waste, unconscious use of surface and ground water, pollution of water resources to a dangerous level. For this purpose, we developed training materials by using web 2 tools. We used e-Twinning, social media, YouTube and create videos, bulletin boards, posters, logos, STEM applications, pictures and books to teach and learn about the environment. We also created our own products of activities such as educational materials related to environment, trips, designing logos, competitions, a calendar, e magazines, recorded videos, short movie, diaries, celebrations of important days and weeks in partner countries, the results of the questionnaires and creative products. The activities involved real life tasks. The results were viewed by peers from partner schools/organizations and wider community. The staff/teachers/students had greater understanding and responsiveness to social/linguistic/cultural diversity. They practiced foreign languages in real context. Their ICT competences were developed. Teachers learned different educational systems, compared them to their own. New experiences, like E-STEM, were incorporated in school/organization curriculum. This increased their motivation for professional development. They developed/reinforced their networks of partners, support the development, transfer and implementation of innovative practices as well as the implementation of joint initiatives promoting cooperation and exchanges of experience at European level. Teachers/students had more positive attitude towards the European projects/EU values. They had a chance to work in a transnational project/develop their cooperation skills, be more aware of the importance of the environment at international level, contribute to the protection of water resources thanks to this green project-an environmental project most of the products of which are digital. Our project produced outputs innovative for schools/organisations. It produced new learning opportunities/teaching materials to develop basic skills. Students learned by doing/developed the right attitude/skills towards environmental/water issues, improve learning skills, life skills, multiple intelligences, communication, sense of initiative and entrepreneurship, cultural, environmental and water awareness, learn group-work/participate in learning process actively/learn new cultures. Organizations/Schools benefited from the cooperation with their partners/gain an increased capacity in project management/improved organizational, management, planning and partnership skills. In the long term, the new pedagogical practices will modify our ways of teaching/improve the school results of our students. The participation in the project improved the image of the schools on local level.The school was perceived as an institution that could efficiently create network with partners in Europe. Neighboring schools were influenced because the school disseminated the information about Erasmus+, good practices, experiences, and innovative teaching methods. Our project offered a method that our stakeholders could use as well. We hope the influence of our project on society will be supported by any associated organizations which aim to struggle with environmental/water-related problems and climate change and which help them adapt to the society. The results were published any interested local and international media. Participants/students acquired lifelong skills of establishing an inclusive society, environmental awareness and teaching and learning skills having cultural respect and European added value.