With this project we want to make experiments in different areas with project partners and we plan to create main project output called: EXPERIMENTS BOOK.The project topics of science will be sound, chemistry,energy and power,gravity and force,soil and heat.Our goals are: to improve the level of key competences and skills,foster quality improvements,innovation excellence and internationalisation at the level of education,promote theemergence and raise awareness of European Lifelong Learning area,be aware of EU’s abroad linguistic diversity and cultures,improve the teaching and learning of languages in real life,encourage the participation of students/teachers in democratical life in Europe,develop their professionalism and European dimension of our schools.All the students and educational staff in each school will participate to project.We make experiments to show a scientific fact.Experiments imparts knowlodge because they provide detailed and subtle facts on various aspects of life and physical sciences.Experiments help students to learn the practical aspect of science in everyday life.Students generally enjoy doing things practically because theoretical learning sometimes becomes very boring.With the experimental approach in science,students will easily grasp the concerned topic quickly.For teachers, it is very helpful to reach difficult students.For call 2016, Turkey,Greece,Spain(another Spanish school),Slovenia,Romania and Poland on the following topics:water,electricity and magnetism,air-color-light,human body,other living beings and astronomy-space in KA229 206-2018,2016-1-RO01-KA219-024368,”Science Through Experiment In Europe”.Pupils actively participated to the project activities.We completed all our duties and at the end they got etwinning European Quality Label.Here is the link: https://twinspace.etwinning.net/28447/homeOur project has six partners,Spanish school is the coordinator.Every school has a special experimental area to focus on.In each visit,partner schools will work on different experimental topic.We shared the mentioned areas as: Spain-soil, Romania-chemistry, Greece: gravity and force,Hungary-energy and power,Croatia-sound and Turkey-heat.Hosting school will set up experiments as learning activities to the students together with teachers.Also all of the visitors will make at least one experiment to the participating students with the hosting country’s experimental topic.Experiments will be recorded as video and photos.Then they'll be shared by all schools during visits.Recorded experiments will be uploaded to created youtube channel.Then the links will be given to our etwinning twinspace.Also each school for each experimentthey do will prepare an experiment plan to produce “ e-Sound ( let’s say ) Experiment Book”.This process will repeat for each topic.At the end of the project,we will have 6 different experiment books.During the application year as we get the experiments from partners ,we'll use them in ourschool curriculum in science lessons.Each school will prepare 4 experiments and their videos and their 4 experiment plans for one topic.Before and after a visit,all the stakeholders in local,regional and national level will be informed in each country and its activities by our project website,eTwinning ,Erasmus+ corners/walls,social media tools and local and national press.Towards the end of the second project year, every school will organize “SCIENCE FESTIVAL” in their schools with all experiment areas and then will create its “ SCIENCE FESTIVAL MAGAZINE” after that Greek school will combine them to produce an emagazine called” SCIENCE FESTIVALS MAGAZINE”Impact;•To emphasise the importance and relevance of science to our daily lives; nurturing interest in the sciences, increasing motivation for learning about the sciences and equipping children with the competences necessary for future employment in this area.•To provide teachers with a range of approaches to science learning and teaching; building capacity– providing teachers with new skills, pedagogies and importantly, the confidence to deliver science education. This in turn will enhance the quality of learning and teaching.Longer term benefits: The international dimension of education and training and the skills,competences and active citizenship of pupils and teachers will be enhanced.Continuous cooperation and exhance and transfer of knowlodge between partnership schools will be strengthen.Prejudices will be demolished between people from different countries.Students' ability to handle a job and competences on analysis,synthesis and monitoring together with the ability of working in a group will be improved.Students' and teachers' linguistic and ICT competences will increase.Perpetual wish in joining European projects will be permanent.All stakeholders will understand that innovation and technological developments are the results of experiments

The aim of the project work was to approach the bee as a carrier of culture in Europe in different ways. The disappearance of many insects and thus also many bee colonies as a result of the use of pesticides, monoculture and the sealing of green areas were the starting point. The question arose as to what can we experience in Seiersberg-Pirka (AUT), Varazdinske Toplice (CRO), Ljutomer (SLO) and Klosterfelde (DE) and which changes can we initiate ourselves. We also had to acquire knowledge about the bees and work out concrete instructions for a change in dealing with nature. In order for the project to be successful in the four countries, local and regional cooperation partners had to be found who would support teachers and students in their endeavors. All schools succeeded in doing this. In Ljutomer there was support from beekeepers, forest workers and the Deputy Environment Minister, in whose presence trees were planted. In Klosterfelde we were supported by local companies, the forest ranger and the community. A letter sent to the Federal Chancellor Dr. Merkel was written, was answered by the head of the Chancellery. In Seiersberg-Pirka there was support from the community and an agricultural school. In Varazdinske Toplice we were welcomed by the mayor who supported the project. In this way, we achieved a greater reach than we had thought possible and thus brought the project and its urgency to the public nationwide. The school public of all schools is around 3,500 people, the total coverage could have been around 15,000 people, if all media (Facebook, Twitter, Instagram, newspapers, official gazette, letters) and people reached in the communities are taken as a basis.During the course of the project, the learners at the Klosterfelde primary school were able to draw conclusions from the knowledge they acquired and to change their behavior. This can be seen in concrete terms in the handling of rubbish during breaks, work in the school garden, and participation in community environmental projects. Since environmental education is an important part of everyday school life, this generation of schoolchildren should see significant changes in relation to the problems explained.The Fridays-for-Future movement also plays a role with the older students.Our findings were documented in the BEEweb (https://bee-online.jimdofree.com/), in the BEEbook and on the project homepage (https://gemeinsam-in-europa-lernen.jimdo.com/). The BEEbox - a self-developed learning box filled with its own materials - is used to obtain information and BEEsmart should secure what has been learned in a multilingual, team-oriented and playful way.The learning objectives were always with the help of music (Maya the bee, sung in three languages), games (bee cup, relay competitions), art (logo competition, spring pictures, bee pictures), specialist teaching (biology, history), expert panels (beekeepers, museums, foresters) and through the Reached help from parents and grandparents. We have not only covered many areas and enabled the children to get involved where their skills are most valuable, but also brought different generations together.The added value for all involved learners and teachers lay in getting to know European cultures in terms of language, food and sights, recognizing similarities and differences, jointly pursuing a learning goal and exchanging examples of good teaching practice.