Name of the project: "My Water Footprint"
Project partners:
1- Bilge Varel - Mustafa Kiriş Ortaokulu, Efeler, Turkey
2- Iva Naranđa - II. osnovna škola Čakovec, Čakovec, Croatia
3- Ana Lúcia Mouta - Agrupamento de Escolas n.º 3 de Rio Tinto, Gondomar, Gondomar, Portugal
4- Antonietta Cursio - ICS "S. Pertini" di Orta Nova, Orta Nova (Fg), Italy
5- Cecilia Vicoveanu - Palatul Copiilor , Botoșani, Romania
6- Eleni Kokkinou - Arıstotelio College Thessaloniki, Thessaloniki, Greece
7- Elif Özsoy - Tekkeköy İmam Hatip Ortaokulu, Tekkeköy, Turkey
8- Elif Şimşek - Tekkeköy İmam Hatip Ortaokulu, Tekkeköy, Turkey
9- Georgios Dardas - Arıstotelio College Thessaloniki, Thessaloniki, Greece
10- Grazina Avizieniene - Marijampolės Petro Armino progimnazija, Marijampolė, Lithuania
11- Hanna Chernovol - Kharkiv secondary school № 102, Kharkiv, Ukraine
12- Ioannis Makris - 8th New filadelfeia Primary school, Nea Filadelfeia, Greece
13- Irene Sanchis - IES Francesc Tàrrega, Vila-real, Spain
14- Ivanka Novak - II. osnovna škola Čakovec, Čakovec, Croatia
15- Justyna Plota - Szkoła Podstawowa w Sokołowicach, Oleśnica, Poland
16- Kemalettin Ak - Atakent Ortaokulu, Atakum, Samsun, Turkey
17- Kristien Van Hoof - VKO - Middenschool, Opwijk, Belgium
18- Marina Hussein - Agrupamento de Escolas n.º 3 de Rio Tinto, Gondomar, Gondomar, Portugal
19- Nada Sokolovic - JU OS"Osman Nakaš", Sarajevo, Bosnia and Herzegovina
20- Nihal Canlı - Gazi Mustafa Kemal Ortaokulu, Nazilli, Turkey
21- Philippa Labrosse - Collège Bernard de Fontenelle, Savigné Sur Lathan, France
22- Stavroula Skiada - 8th New filadelfeia Primary school, Nea Filadelfeia, Greece
23- Stefania Abruscio - ICS "S. Pertini" di Orta Nova, Italy
Short description:
Everything we use, wear, buy, sell and eat takes water to make.The water footprint measures the amount of water used to produce each of the goods and services we use. The water footprint is a measure of humanity’s appropriation of fresh water in volumes of water consumed and/or polluted. The main objective of this project is to enable students aged 10-16 aware of the protection of water resources in the world and to draw attention to climate change. In addition, development of English language skills, positive and efficient use of technology will be provided. Through collaboration between partners during the project process, students will learn what a water footprint is, the types of water footprints, how the depletion of water resources in the world is impacting climate change and what they can do to protect water resources around the world. Students and teachers from different countries will have the opportunity to collaborate during the project process. In order to strengthen cooperation between partners, students will write a collaborative story about "water footprint", prepare collaborative presentations and posters.
Aims:
* To learn about what a "water footprint" is.
* Learning to be conscious in daily water consumption.
* Generating ideas to protect water resources in the world.
* To realize the relationship between the decrease in water resources in the world and climate change.
* Support the use of Web2.0 tools.
* To improve foreign language skills (English).
* To develop ICT skills.
* Support the use of Web2.0 tools.
* To increase the awareness of nature conservation in students.
* Developing creativity and artistic skills through collaborative stories and illustrations.
* To improve presentation skills with collaborative work.
* To encourage students' self-confidence and cooperation.
Work Process:
September: Meeting with project partners (students and teachers). Preparing and sharing school introduction videos.
Details: Marking locations with Google Maps. Creating a meeting forum for students. Creating a meeting Twinboard for teachers. Informing project partners about Twinspace usage, e-safety and copyright.
October: Project pre-survey (for students and teachers). Creating international student teams. Creating a project logo. Prepare a collaborative presentation about water footprint.
November: Preparing project school boards. Informing students and teachers about the project. Voting for the project logo (with Tricider).
December: Online new year card will be prepared for partners. (The theme of New Year's greeting cards will be water footprint and climate change.)
January: Planning collaborative story writing about water footprint and climate change and getting started writing the story.
February: Project partners add their event on the worldwetlandsday.org website (World Wetlands Day-2 February 2021). Safer Internet Day Events. Continuing collaborative story writing.
March: Collaborative poster creation with Canva for World Water Day. (22 March 2021). Drawing illustrations for the collaborative story. Voting on Twinspace for the collaborative story name.
April: Sharing ideas for Earth Day events - 22 April 2021. (Example: Collaborative colouring book preparation, collaborative painting drawing, LearningApps games etc.)
May: Finishing and editing of all collaborative works. Dissemination. Preparation of the project website (with Weebly). Evaluation and final survey.
June: Creating a collaborative final project presentation. NQL Application.
Expected Results:
Our final product in this project will be a collaborative presentation that draws attention to water footprint and climate change. With this presentation, all students and local communities will develop conscious behaviours about water use. One more result will be the project website created by partners. Their awareness on climate change will increase. Works during the whole project will be shared on Twinspace.
1- Bilge Varel - Mustafa Kiriş Ortaokulu, Efeler, Turkey
2- Iva Naranđa - II. osnovna škola Čakovec, Čakovec, Croatia
3- Ana Lúcia Mouta - Agrupamento de Escolas n.º 3 de Rio Tinto, Gondomar, Gondomar, Portugal
4- Antonietta Cursio - ICS "S. Pertini" di Orta Nova, Orta Nova (Fg), Italy
5- Cecilia Vicoveanu - Palatul Copiilor , Botoșani, Romania
6- Eleni Kokkinou - Arıstotelio College Thessaloniki, Thessaloniki, Greece
7- Elif Özsoy - Tekkeköy İmam Hatip Ortaokulu, Tekkeköy, Turkey
8- Elif Şimşek - Tekkeköy İmam Hatip Ortaokulu, Tekkeköy, Turkey
9- Georgios Dardas - Arıstotelio College Thessaloniki, Thessaloniki, Greece
10- Grazina Avizieniene - Marijampolės Petro Armino progimnazija, Marijampolė, Lithuania
11- Hanna Chernovol - Kharkiv secondary school № 102, Kharkiv, Ukraine
12- Ioannis Makris - 8th New filadelfeia Primary school, Nea Filadelfeia, Greece
13- Irene Sanchis - IES Francesc Tàrrega, Vila-real, Spain
14- Ivanka Novak - II. osnovna škola Čakovec, Čakovec, Croatia
15- Justyna Plota - Szkoła Podstawowa w Sokołowicach, Oleśnica, Poland
16- Kemalettin Ak - Atakent Ortaokulu, Atakum, Samsun, Turkey
17- Kristien Van Hoof - VKO - Middenschool, Opwijk, Belgium
18- Marina Hussein - Agrupamento de Escolas n.º 3 de Rio Tinto, Gondomar, Gondomar, Portugal
19- Nada Sokolovic - JU OS"Osman Nakaš", Sarajevo, Bosnia and Herzegovina
20- Nihal Canlı - Gazi Mustafa Kemal Ortaokulu, Nazilli, Turkey
21- Philippa Labrosse - Collège Bernard de Fontenelle, Savigné Sur Lathan, France
22- Stavroula Skiada - 8th New filadelfeia Primary school, Nea Filadelfeia, Greece
23- Stefania Abruscio - ICS "S. Pertini" di Orta Nova, Italy
Short description:
Everything we use, wear, buy, sell and eat takes water to make.The water footprint measures the amount of water used to produce each of the goods and services we use. The water footprint is a measure of humanity’s appropriation of fresh water in volumes of water consumed and/or polluted. The main objective of this project is to enable students aged 10-16 aware of the protection of water resources in the world and to draw attention to climate change. In addition, development of English language skills, positive and efficient use of technology will be provided. Through collaboration between partners during the project process, students will learn what a water footprint is, the types of water footprints, how the depletion of water resources in the world is impacting climate change and what they can do to protect water resources around the world. Students and teachers from different countries will have the opportunity to collaborate during the project process. In order to strengthen cooperation between partners, students will write a collaborative story about "water footprint", prepare collaborative presentations and posters.
Aims:
* To learn about what a "water footprint" is.
* Learning to be conscious in daily water consumption.
* Generating ideas to protect water resources in the world.
* To realize the relationship between the decrease in water resources in the world and climate change.
* Support the use of Web2.0 tools.
* To improve foreign language skills (English).
* To develop ICT skills.
* Support the use of Web2.0 tools.
* To increase the awareness of nature conservation in students.
* Developing creativity and artistic skills through collaborative stories and illustrations.
* To improve presentation skills with collaborative work.
* To encourage students' self-confidence and cooperation.
Work Process:
September: Meeting with project partners (students and teachers). Preparing and sharing school introduction videos.
Details: Marking locations with Google Maps. Creating a meeting forum for students. Creating a meeting Twinboard for teachers. Informing project partners about Twinspace usage, e-safety and copyright.
October: Project pre-survey (for students and teachers). Creating international student teams. Creating a project logo. Prepare a collaborative presentation about water footprint.
November: Preparing project school boards. Informing students and teachers about the project. Voting for the project logo (with Tricider).
December: Online new year card will be prepared for partners. (The theme of New Year's greeting cards will be water footprint and climate change.)
January: Planning collaborative story writing about water footprint and climate change and getting started writing the story.
February: Project partners add their event on the worldwetlandsday.org website (World Wetlands Day-2 February 2021). Safer Internet Day Events. Continuing collaborative story writing.
March: Collaborative poster creation with Canva for World Water Day. (22 March 2021). Drawing illustrations for the collaborative story. Voting on Twinspace for the collaborative story name.
April: Sharing ideas for Earth Day events - 22 April 2021. (Example: Collaborative colouring book preparation, collaborative painting drawing, LearningApps games etc.)
May: Finishing and editing of all collaborative works. Dissemination. Preparation of the project website (with Weebly). Evaluation and final survey.
June: Creating a collaborative final project presentation. NQL Application.
Expected Results:
Our final product in this project will be a collaborative presentation that draws attention to water footprint and climate change. With this presentation, all students and local communities will develop conscious behaviours about water use. One more result will be the project website created by partners. Their awareness on climate change will increase. Works during the whole project will be shared on Twinspace.