Erasmus+ KA210 Project “Water Unites Us”
CEIP León y Castillo Las Palmas de Gran Canaria
The fourth international meeting of the Erasmus+ KA210 project “Water Unites Us” brought together partner schools from Poland, Italy, Turkey, and Spain in Las Palmas de Gran Canaria. This mobility was strongly rooted in STEM education, with a particular focus on water as a key element connecting science, environment, technology, and human development.
As an Erasmus+ initiative, the meeting had a clear educational purpose: to strengthen teachers’ competencies, exchange innovative practices, and deepen understanding of water’s role in human life and the global ecosystem.
💧 Day 1 – International Dimension and Educational Context
The first day established a strong academic and international framework for the entire mobility. The official opening at CEIP León y Castillo was attended by distinguished representatives of the education authorities , including members of the Ministry of Education, CEP (Teacher Training Centre) advisors, and representatives of the Canary Islands’ European Programs Office.
Importantly, the meeting extended beyond the core project group. Teachers from France, Croatia, and additional Polish institutions—participating in parallel Erasmus+ activities—also joined the event. This significantly enriched the international and interdisciplinary dimension, creating a broader platform for exchange of educational practices.
Participants were introduced to the host school’s organizational model and pedagogical approach. The visit to the Teacher Training Centre (CEP) provided insight into systemic support for teacher professional development and innovation in education.
The cultural elements of the day—such as traditional folklore and lucha del garrote—were not only an engaging experience, but also an example of how local heritage can be integrated into educational contexts, supporting holistic learning.
🧪 Day 2 – STEM Education in Practice: Water, Technology, and Experimentation
The second day focused on practical STEM applications in water education, with students actively leading the learning process. They introduced the importance of water in the Canary Islands, focusing on local challenges such as water scarcity, desalination, and sustainable management.
Through digital storytelling (Canva, chroma key), participants explored the water cycle and water treatment processes, linking scientific knowledge with digital competencies. Hands-on workshops using Makey Makey and micro:bit demonstrated how technology can support experiential learning—particularly in measuring precipitation and soil humidity, linking coding to environmental awareness.
These activities highlighted key STEM principles:
- integration of science and technology,
- inquiry-based learning,
- development of problem-solving skills.
The afternoon visit to an agricultural farm La Rekompensa in Arucas extended the STEM perspective into real-world application. Participants learned about banana plantations in the Canary Islands, their history, cultivation techniques, and economic importance. It was an opportunity to learn about irrigation systems on plantations and the link between water management and sustainable agriculture – a key issue in regions affected by water scarcity.
🌍 Day 3 – Environmental Systems and Natural Resources
Day 3 emphasized the environmental and geographical dimensions of STEM education.
The visit to the Maspalomas dunes provided an opportunity to analyze natural processes such as wind dynamics, sediment transport, and ecosystem balance. This experience reinforced understanding of how water interacts with landscapes and contributes to biodiversity.
At the Salinas Tenefé salt flats, participants learned about traditional salt production methods, linking chemistry, environmental science, and history. Discussions included:
- mineral composition of natural salt,
- differences between industrial and traditional production,
- historical importance of salt in human societies.
This day clearly connected STEM learning with sustainability and cultural heritage, aligning with the project’s broader educational goals.
🚰 Day 4 – Water Management: Technological Solutions and Sustainability
The fourth day addressed one of the most critical global challenges: access to clean water.
Participants visited a desalination plant, where they observed advanced processes that transform seawater into potable water, including filtration and purification. This provided a concrete example of how engineering solutions address water scarcity—particularly relevant for island environments.
In contrast, the exploration of traditional rainwater collection systems in Arucas demonstrated sustainable, low-tech yet effective solutions for water management. This comparison encouraged reflection on how different approaches—modern and traditional—can complement each other.
The day reinforced key STEM competencies:
- analytical thinking,
- understanding of systems and processes,
- application of scientific knowledge to real-world challenges.
🎬 Day 5 – Reflection, Evaluation, and Educational Outcomes
The final day focused on evaluation, synthesis of knowledge, and dissemination of results.
A project film summarizing the week’s activities was created. This task combined digital skills with reflective practice—an important component of modern STEM education.
There was time for reflection, experience sharing and assessing:
- the effectiveness of implemented methods,
- the transferability of activities to their own educational contexts,
- the development of professional competencies.
The meeting concluded with a certificate ceremony, formally recognizing participants’ engagement and learning achievements.
💡 Conclusion – STEM, Water, and Educational Impact
The fourth international meeting of “Water Unites Us” demonstrated how STEM education can be effectively integrated with environmental awareness and intercultural collaboration.
Through a combination of:
- scientific exploration,
- technological application,
- environmental observation,
- and cultural context,
participants deepened their understanding of water as a critical global resource.
Most importantly, teachers strengthened their ability to translate complex STEM concepts into meaningful educational experiences—ensuring that knowledge gained during this mobility will have a lasting impact on their students and school communities.