Disciplines involved: Science, Environmental Studies, Art, Music, Reading
The expected role of Art & Science: We seek to create an interdisciplinary approach that combines science, reading, music, and especially art in our educational programming. We believe that a combination of these areas can enhance student understanding, creativity, and interest. By uniting science-reading and the arts, we create an environment that promotes critical skepticism, exploration of new ideas, and expressiveness. We seek ways to supplement education with activities that integrate scientific inquiry with the creative process of art, providing a rich educational environment that encourages personal growth and multicultural understanding. Children recall previous knowledge, acquire new knowledge in a playful way, in a way appropriate to their age, by creating a game, taking the initiative to disseminate the messages they want to communicate, cultivating their imagination, and creating works of art.

Link with Climate topic

The scenario encourages the combined use of science (structure of matter, molecules, atoms, Democritus) and creativity to create a multidimensional work, as Da Vinci did by combining art, science, and ingenuity. The process involves researching and discussing the global crisis of water scarcity, challenging students to be curious and explore the deeper issues of the global problem. They understand that small steps will achieve the desired results by starting with the school community and also by taking the messages to our students” families.
So in the end the children prepared a campaign to inform the rest of the school’s students about two environmental problems, water waste and recycling. They made posters and constructions to motivate the rest of the students to be aware of the above environmental issues.

Teaching resources-produced material

Information-resources

 Scientix platform, Esa kids, Nasa kids, ">you tube, Europeana, Weather Wiz Kids, Met Office Kids, NASA Climate Kids, The Weather Channel Kids, National Geographic Kids

Produced material

• Information-resources 

   Scientix platform, Esa kids, Nasa kids, ">you tube, Europeana

   

  Produced material

• 1^st station learning material
• Checking  what children know about water-brainstorming, science 1, science 2
• Scientix project, ">video, presentation
• The dissemination  to the rest of the students in our school, ">video
• The evolution of work, ">video
• Final Result, ">video
• Leonardo Da Vinci, ebook  ,  fables with illustrations by the children
• Our magazine in the national school network, magazine
• Gallery with children’s works,  digital gallery
• Greek project’s  website,  website
• External teachers’ work, presentation
• Tools 

  videos, presentations, web.2.0 tools, websites

Time required

Preparation: About 6 hours

Execution: 4 weeks( 2 hours per week)

Description of the activity

• We read Leonardo Da Vinci’s 3 myths about water, its composition, and the water cycle, test students” prior knowledge about the properties of water, and create material to test our students’ knowledge at the end of the project.
• We imagine the trip of Leonardo Da Vinci to Greece and especially to Thrace to meet Democritus and to talk to each other about the three states of water and the atoms and molecules of the water.
• We listen and sing songs about the water and we try to write our poems.
• We create messages about water waste ( videos and posters) and we participate in a Scientix activity.
• We write a magazine so that the parents of the school the school community and the local community of our city can get to know our activities and we create a boarding game.
• Finally, we meet Joan Miro in Europeana platform, we try to imagine and find molecules and atoms as shapes in Miro’s paintings and we draw also molecules and atoms and create a virtual-digital gallery of children’s paintings.
• We decorate our school Erasmus corner with our paintings and we also create an online gallery with our paintings.

All the students of the school wa the videos that were created. The children create posters and a construction with recyclable materials to encourage the rest of the school’s children to recycle and not waste water on school grounds and participate it in the Scientix-Allience activity.

Conclusions and recommendations for future application

Conclusions

It seeks to promote open thinking and encourages discussion and the exchange of ideas. The children propose solutions to spread the message to the rest of the school take the initiative in carrying out their board game and discuss environmental problems related to climate change. They discover the connection and interaction between science and art by trying to help them see the relationships between different ideas. They are assigned research and exploration, and curiosity is encouraged. You nurture an interest in discovering new knowledge. And you promote collaboration and the exchange of ideas between participants. Collective thinking can enhance creativity.

The scenario encourages the combined use of science (meteorological phenomena and especially the types of clouds- Luke Howard) and creativity to create a multidimensional work, as Da Vinci did by combining art, science, and ingenuity. The process involves researching and discussing the global crisis of climate change, challenging students to be curious and explore the deeper issues of the global problem. They understand that small steps will achieve the desired results by starting with the school community and also by taking the messages to our students” families.

Students” personal participation and expression in the creation of videos, presentations, artwork and posters enhanced experiential learning, providing students with a comprehensive educational framework. The students were engaged in an exciting educational journey that combined art, science and environmental awareness while also cultivating social skills.

Recommendations

The using of European platforms such as Scientix and Europeana allows you to have a huge repository of good practices for your future projects, empowering your professional development as a teacher.

The goodness of these kinds of projects is that increase not only the science knowledge of your students but also their empathy regarding environmental problems. We need active and sensitive future European citizens.