Legend:

Bold black text is text from the application.

Standard black text is a concrete example.

The red text is guidance.

1. General information about the project

Name of the project (maximum 200 characters with spaces): ProBleu

Example (Name of the project requesting funding)

Acronym (maximum of 15 characters): PE (Shortened version of the

name)

Lot / Main Field (choose between Ocean/marine or Freshwaters):

Freshwater (This is an example. There are two possible main fields.)

Project Duration (remember that your project must last between 3

and 12 months): 11 months (This is an example.)

Project Summary
Please share a publishable summary, this text should be the same that you
are requested to provide in the Online Application Form
Example: This project [Name of the project] will investigate the efficacy of a
multifaceted approach to fostering environmental awareness and action
among students regarding water conservation. It will leverage a combination
of online learning modules and data collection through on-site water quality
testing of local water bodies. Students will transition from passive learners
to active citizen scientists, analysing data, and spearheading creative
awareness campaigns. Through student-managed blogs and databases,
they will disseminate their findings and inspire action within their
communities.

The project's core objective is to cultivate a generation of informed and

passionate environmental stewards. By empowering students with scientific
knowledge and fostering a sense of agency in protecting local freshwater
resources, the project will contribute to the long-term sustainability of these
vital resources.

2. Description of the project

This section includes information for the evaluation of your
application under Dimension 1. Quality of the Project and Outcomes
(check Chapter 6 of the Call for Proposals, to see the evaluation
criteria under this dimension).

2.1. What are the main objectives of your project?

Example answer: The project aims to improve students' understanding of

water resources and promote a sense of responsibility towards protecting
oceans and freshwater ecosystems. The project aims to involve students in
water conservation through various field activities such as river cleanups,
water quality assessments, and community awareness campaigns.
Additionally, the project will encourage students to develop resources and
artwork that promote conservation and generate scientific data.

Objectives:

 Improve student understanding of water resources.

 Foster a sense of responsibility for protecting water ecosystems.
 Engage students in water conservation efforts.

2.2. What is/are the topic(s) that you will address in your project?
How will the project address them?

Choose 1 to 3 topics for your project. Indicate the same topics that you have
selected in the Online Application Form.

Next, justify how the activities of your project are related to these topics.

The chosen topics will be addressed through various activities.

The project will address the topic of ‘Open access data on marine and
freshwater’ by collecting data through water quality testing of local water
bodies, this data will be openly accessible to allow it to be used and built on
by other organisations or schools.

2.3. What activities will be carried out in the project? Provide details
of implementation with a timeline and who will be involved. Justify
how the activities address the objectives described in section 2.1.

While answering this question, think of the following details that should be
included when you describe the implementation of an activity:
  Activity name
 Description
 Timeline
 Participants involved (students, teachers, external interested parties
and actors)

You can use online resources and materials to get inspiration about the
activities and how they can be conducted. The following are just examples so
feel free to brainstorm and plan activities for your specific project. Also, use
large language models like Gemini or GPT to write the description of the
activities and, in general, to write the content of the application.

Example 1:

Name: Water testing activity

Water quality testing in the local water body (freshwater) or the

Mediterranean Sea using
([https://www.nps.gov/lacl/learn/education/classrooms/upload/teacher-
manual-how-clear-is-the-water.pdf] and [Science Teacher's Toolbox: Testing
Water Quality]):

 Measure and analyse the presence of toxins such as insecticides,

herbicides and metals. (A lab is needed for this.)
 Checking for physicochemical indicators of pollution (dissolved oxygen,
pH, temperature, salinity and nutrients (nitrogen and phosphorus)) to
understand what is impacting the water system. This will be done
using methods like [https://www.eyeonwater.org/], and
[https://heartofenglandforest.org/water-pollution-experiment]).
 Implementing clean-ups and using methods, such as FreshWater
Watch, to collect data relating to SDG6, demonstrating improved water
quality over the project period.
 Using inquiry-based learning methods and experiments from
[https://www.nasa.gov/wp-content/uploads/2009/07/288978main_mete
orology_guide.pdf?emrc=057709] to improve the understanding of
ocean-based resources as well as foster a deeper connection with the
water bodies.
 Teachable optics
[https://misclab.umeoce.maine.edu/documents/BossOPN.pdf] to
understand the absorption, scattering and light reflection properties of
water.
  Water quality testing at school or at home
[https://thehomeschoolscientist.com/water-quality-experiment/]

Timeline:

Month 1- Preparation and acquisition of kits, materials, developing

protocols

M2 - Teaching basic principles and using teaching resources to improve

understanding of the experimental concepts

M3 - Planning and selection of a group of students to conduct the

experiments. Students will be selected from each grade level.

M4-M9 - Periodic trips to local water bodies in addition to visiting

research institutions / inviting scientists to give lectures. Throughout
this, knowledge will be improved and data will be collected through the
experiments described in the previous section.

M9-M11 - Compiling the results of the data collected, writing reports

and papers, and documenting evidence for presentation. Uploading
everything to an online repository created by the high-school students
and enabling community curation. Final submission to the ProBleu
consortium.

Example 2:

Name: Design-a-Water-Saving-App Challenge

This activity empowers students to become early app designers and

environmental advocates, promoting water conservation through app design.

Challenge: Students brainstorm and design a mobile app focused on water

conservation. They consider features like:

 Water tracking and tips to save water

 Educational quizzes and challenges
 Augmented reality features (using free AR creation tools) to identify
water leaks or visualise water usage
 A "Water Champion" badge system to reward users for water-saving
actions
Platforms: Students don't need to code a working app. They can use online
mock-up tools like Figma or Thunkable or even paper and drawings to design
app interfaces and functionalities.

Presentations and voting: Students present their app designs to the school
community, explaining features and benefits. The community can vote for
the most innovative and engaging concept.

Timeline:

M1-M2 - Introduce the project to the students, research water

conservation and gamification, research existing water apps, and
brainstorm innovative features. Define the Design-a-Water-Saving-App
Challenge.

M3-M9 – Implement the Design-a-Water-Saving-App Challenge: Design

the user interface and functionalities and develop a logo.

M9-M11 - Community outreach: School presentations, "Water Fair",

social media promotion, and partnering with local outreach
organisations.

2.4. What type of materials, resources, results, etc. will your project
produce?

Describe what will be the outputs of your project. An output can be, for
example, a set of educational materials, a manual, etc. If you intend to
develop any teaching material, it should be published in your local language
and in English. You can do it yourselves, or you can use part of your budget
to contract translation services if needed.

These are the types of materials that your project can produce:

 Educational materials such as booklets, lesson plans, and videos

that can allow teachers to reproduce the project in the future
 Database of results from water and biodiversity data-analysis
 Blogs, newsletters and summaries of workshops, meetings,
conferences, training, field trips, exhibitions, local expeditions,
technical trips, virtual educational activities, boat activities, virtual
laboratories, laboratory trips, and museum trips
 Report on in-classroom lessons and exercises with external
interested parties and actors
Example description:

Educational materials:

 Lesson plans will be uploaded to the school website and made

available in English and the local language.
 Student artwork will be digitised and uploaded to a shared platform
like a wiki or online gallery, allowing for comments and inspiration.
 Student-led blogs will be hosted on an online platform or website,
fostering a wider readership and encouraging feedback.
 Presentations: Student presentations will be recorded and uploaded to
a website or video platform like YouTube or Vimeo, enabling wider
access and sparking discussions.

2.5 How will the planned activities and results be integrated into
the school curricula and school activities?

Example answer: This water conservation project directly connects to various

aspects of the existing school curriculum, enriching student learning and
fostering real-world application of knowledge:

 Science: Water-quality testing activities align with science curricula on

topics like:
1. Environmental science: Understanding water pollution and its
impact on ecosystems.
2. Chemistry: Analysing water samples for various parameters (pH,
dissolved oxygen).
3. Biology: Exploring the connection between water quality and
aquatic life.
4. Technology: Utilising online resources for lesson plans, data
collection tools, and student-led blog creation.
 Social studies: Investigating local water sources and their importance
connects to lessons on geography, resource management, and civic
responsibility.
 Art: Creating artwork inspired by the ocean and water conservation
allows students to express their understanding creatively, potentially
linking to art-curriculum themes about environmental awareness.

The project's results can further be included in existing school activities:

  Science fairs: Water quality data and project findings can be presented
at school science fairs, showcasing student research and scientific
inquiry.
 Community service initiatives: The project's emphasis on water-
conservation awareness aligns with existing school community-service
programs focused on environmental stewardship.
 Cross-curricular collaboration: The project can spark collaboration
between science, art, and social studies teachers, creating a more
holistic learning experience.
 By integrating the project into existing curricula and activities, the
project strengthens student learning, promotes environmental
awareness, and fosters a sense of community responsibility for
protecting local water resources.

3. Engagement and impact

3.1. How many students and other groups will your project involve?

3.1.1 Students at your school

Example answer: This project is designed to be flexible and inclusive,

allowing participation from various student groups within a 3000-student
school.

Direct Involvement:

 Water quality testing and data analysis: a minimum of 10 students

from each grade level, with a total of seven grades. Students will carry
out water testing in small groups to ensure greater involvement with
limited testing kits.
 Research presentations: The same group of students can present their
findings to the school community.
 Artwork creation (art classes): a minimum of 50 students.

School-wide activities:

 Artwork and infographic competitions: Open to all students (with a

minimum of 100 participants)
 Student-led presentations (lower grades): A core group of at least 10
students will present to multiple classes, reaching at least 200 younger
students.

Indirectly, all 3000 students will be involved.

3.1.2. Students from other schools

Example answer: Students from another school will be invited to attend the
presentation and some classes. Based on that, they will be invited to
participate in the competition. A total number of at least 15 students from
the other school will be involved in submitting artwork or infographics.

3.1.3. Wider community, other stakeholders and groups:

Example answer:

 Local environmental organisations:

1. Reach out to local organisations, expressing interest in collaboration
and outlining potential benefits for both the school and the external
organisation (e.g., student data contributing to local water quality
monitoring).
2. Invite representatives from these organisations to present to students
about water conservation efforts or local water-resource challenges.
 Local media:
1. Develop a press release highlighting the project's goals, student
involvement, and potential community impact.
2. Distribute the press release to local newspapers, radio stations, and TV
channels.
3. Coordinate interviews with teachers or students involved in the project
to generate further media coverage.

3.2. How will you ensure that students have equal access to the
activities of the project?

Example answer: Equal access will be ensured through considering the

following:

 Providing differentiated learning materials and instructions.

 Offering visuals, charts, and hands-on activities alongside written
instructions for science-related tasks.
 Encouraging creative expression through artwork or presentations for
students who might struggle with traditional writing assignments.
 Differing abilities: Adapting activities to accommodate students with
physical or learning functional diversity.
 Offering alternative ways for students to participate in presentations, such
as creating video presentations or group presentations where students
can contribute in different ways.
 Access to technology (online forum, data collection tools): ensuring
equitable access by utilising school computer-labs or providing loaned
devices for students who lack access at home. (You can include these
devices in the budget.)
 Offering alternative ways to participate in online activities for students
who might have limited internet access.
 Scheduling project activities around non-academic themes as necessary,
in addition to core academic subjects.
 Offering flexible deadlines for tasks or breaking down larger projects into
smaller, manageable steps.

3.3. Will the project reach students with fewer opportunities?

Example answer: Yes, please read on.

3.3.1. If you replied “yes”, please explain how the activities of the
project will facilitate the access of people with fewer opportunities.

Example answer: There will be dedicated support for students with fewer
opportunities:

 Economic barriers: Cost-free solutions, fundraising, and access to

technology would be provided.
 Cultural differences: Translation tools, peer support, and cultural
sensitivity will be emphasised.

3.4 Can the materials or other results of the project be used by

other schools (or by other organisations) in the future? Explain how
you intend to encourage others to use them?

Possible answers / ways to make the project results accessible to other

schools:

1. Project website/blog: A dedicated website or blog will house all project

materials, including:
 Water-quality data sets (anonymised to protect privacy)
 Student presentations and reports
  Educational resources like infographics and posters on water
conservation
 Teacher guides with suggestions for incorporating project activities
into curricula
 Open Educational Resources (OER) platforms: Uploading key project
resources (presentations, teacher guides) to OER platforms allows for
wider discovery and free access for other schools.
2. Promoting use by others:
 Presentations and workshops: The student team can present the
project at regional science fairs or environmental conferences,
showcasing its design and encouraging other schools to adopt it.
 Social media outreach: Utilising social media platforms like X or
Facebook to share project updates, infographics, and a link to the
project website, and using hashtags related to science education and
environmental conservation can increase visibility.
 ProBleu promotion: If the material produced is considered excellent,
ProBleu might include it in its ocean and water resource catalogue,
expanding the project's reach and allowing it to be discovered by
schools and organisations specifically searching for water-related
educational resources.
3. Ensuring responsible use:
 Clear licensing: The project website will clearly state that all resources
are available for free under Creative Commons license CC0, allowing
adaptation and use by other schools.
 Contact information: The project website will provide clear contact
information so that interested educators or organisations can connect
with the school and seek clarification or guidance on using the project
materials effectively.

4. Relation with European initiatives

4.1. If you plan to collaborate with other school(s) for the

development of any activity (as stated in section 3.1.2), explain how
you intend to work with them (e.g., joint activities, guest speakers,
exchange programs).

Example answer:

We aim to collaborate with a nearby high school (XXX School) and share our
findings and results. Additionally, we plan to connect with other European
schools via the e-twinning platform
[https://school-education.ec.europa.eu/en/etwinning]. Once accredited, we
intend to establish connections with other schools in the region and share
our project details and results with them.

4.2. How does your project ensure that the activities proposed will
have carbon neutrality?

Example answer:

The project will use a carbon footprint calculator and adopt eco-friendly
practices. Participants will travel to the project's sites using public
transportation, biking, or walking. They will not use single-use plastic
materials. At catered events using ProBleu funding, only vegan food options
will be available.

4.3. How do the project’s activities contribute to promoting open

schooling and engagement with the external community?

Example answer:

The project outputs will be produced in open editable formats making them
usable by others.

Data: Water quality data will be compiled in a shared and openly accessible
spreadsheet allowing for community access, input and analysis.

Educational materials:

 Multimedia presentations will be created and made openly accessible

and editable, allowing others to adapt and reuse them.
 Brochures will be designed with open-source software like Inkscape or
GIMP, enabling easy modification for future campaigns. They will be
made openly accessible.
 Student artwork will be digitised and uploaded to a shared platform
like a wiki or online gallery, allowing for comments and inspiration.

Documentation:

 Student-led blogs will be hosted on an online platform or website,

fostering a wider readership and encouraging feedback.
  Alternatively, a collaborative document tool like Google Docs can be
used, allowing for community contributions to the project narrative.

Presentations: Student presentations will be recorded and uploaded to a

website or video platform like YouTube or Vimeo, enabling wider access and
sparking discussions.

4.4 How do the project activities integrate citizen science

methodologies and encourage active participation in scientific
research?

Do some research into citizen science projects that align with your project,
maybe you can take inspiration or contribute to their data. This can be a
good opportunity to introduce students to the concept of citizen science. The
project example involving collecting water quality data has clear links to
citizen science methodologies, the example below demonstrates even
projects with less obvious links can still incorporate citizen science
methodologies.

Example answer:

The project will involve designing a water-saving application. Students will

learn about citizen science methodologies and shall be encouraged to find
innovative ways to integrate these into the app. By incorporating citizen
science features, it can empower users to become active participants in
water conservation efforts, contribute valuable data, and foster a sense of
community involvement. Some suggestions of features the students could
incorporate are below.

 Water usage tracking: Allow users to track their daily or weekly water
usage and share data anonymously with a central database.
 Leak detection: Encourage users to report potential water leaks in their
community or public spaces.
 Water conservation challenges: Organise virtual or in-person
challenges to encourage users to reduce their water consumption.
 Community water projects: Facilitate community-led water
conservation projects, such as rainwater harvesting or gardening
initiatives.
 Knowledge sharing: Create a platform for users to share tips, tricks,
and best practices for water conservation.
  Water conservation pledge: Allow users to sign a pledge to reduce their
water consumption and share their commitment with others.
 Water usage visualisation: Provide users with visualisations of their
water usage patterns over time.

5. Budget summary

Example answer:

The budget will be spread across various activities, incorporating scientific

and creative subjects. Artwork and infographic competitions will be open to
all students (with a minimum of 100 participants), water testing will be
conducted by students in small groups across each grade level. The project
duration will be 11 months and will require the following:

 Online resources and lesson plan development: 500 euros (developing

custom online lessons, website maintenance)
 Water testing kits: 3000 euros (30 basic kits)
 Technology for data analysis: 500 euros (software, sensors for data
collection)
 Art materials for competitions: 500 euros (various art supplies)
 Printing and photocopying costs: 100 euros (presentations, brochures)
 Awards: 100 euros (small prizes for artwork competition)
 Professional memberships for GLOBE: 300 euros

Total requested: 5000 euros