The motivation of JHVS (DE) and other partner schools (LT, PT, HU) to set up this project is fuelled by the need to get more opportunities to cooperate and provide deeper and more rewarding student experiences beside the higher engagement in the Science learning-teaching process both for educators and students. Focusing on interdisciplinarity while teaching Science should be reinforced by adding the project-based learning approach, as they are a natural fit and highly complement each other. The project is meant to shift away from present classroom practices and instead emphasizes learning activities that are longer-term, interdisciplinary, student-centered and integrated with real-world issues and practice.This model should help increase content retention, motivation, reinvigorate teaching and recognize the importance of internalizing and contextualizing information in meaningful ways. It will empower students to shape their learning experiences and embed 21 st century success skills like collaboration, creativity, critical thinking which will be needed for students to be effective and help them meet the challenges of the world to come. With this project, the participating schools will provide learning experiences that maximize student potential.Thus the aim of the participating schools is to exchange experiences and get new ideas to empower project-based learning as an approach for a more engaging interdisciplinary Science education. This aim is also related to the exchange of good practices, improvement and development of activities based on a project approach to be integrated into the curriculum for teaching Mathematics, Physics, Biology, and Chemistry.The objectives: -To exchange experiences and good practices, including methodological aspects, of involving students in interdisciplinary Science activities when the latter includes project-based learning as an essential component. -To induce and support the development of new Science learning activities combining a mini-project based approach and integration of other subjects such as English/Literature. -To advance a student learning environment and enrich everyday practice in partner schools through the projects of teaching Mathematics, Physics, Biology, Chemistry, and English/Literature and lasting between one week and one month.-To give an opportunity for Science and English/Literature teachers to learn and benefit from each other’s knowledge and experience.-To promote project-based learning for interdisciplinary Science education at local, national and international levels.This will be achieved via organising 7 short-term learning, teaching and training activities both for students and teachers (involving 63 participants in total), creating and collecting project descriptions (also separate lesson, activity plans as the steps/material how to implement the projects) and preparing for the new Science activities (at least 6) proposed by partners. In between the transnational events schools will incorporate and organize project-based interdisciplinary activities for students of age 15-18 (involving at least 80 students of this age from each school), prepare a collection of videos on the activities and feedback from participants as well as E-book with partners' best practice and create a website of the project.The teachers will participate in 4 International Teachers' Rooms on guidelines for project-based learning and using films/videos, Science study circle methodology and cooperation with English/Literature teachers for preparation of activities to analyse science books/articles with students, generating ideas for thematic real-life based interdisciplinary projects and organizing them, as well as applying different assessment techniques. The students will be involved in Film and Science Laboratory, International Science Circle, project week “Discover and Uncover with Science: Every day and Nature Phenomena” activities.The project will lead to teachers’ professional development to learn how to design high-quality experiential activities for engaging Science teaching and learning. It will add possibilities to experience different cultural perspectives (a variety of ideas, solutions), increased credibility (with schools from four partner countries, choosing project-based learning as a pathway to better Science education will demonstrate that such successful initiatives are not limited to one country), diversity (a shared European educational experience will conclusively result in a higher potential for individual national educational progression in both instructional and learning achievement capacity), higher interest, motivation and inclusion (the integration of project-based learning into respective curricula units and the added European value will help to provide a more constructive teaching/learning process, which will meet both students and their parents’ expectations towards a better and more attractive Science education).

"At the beginning of this project, the motivation of the partner schools to set up this project was related to an intention - to create more possibilities for teachers of Science to cooperate and carry out common projects and to tackle the problem of getting isolated and not experiencing enough professional stimuli from one another. We also had the intention to be able to connect school-related knowledge and skills to real life. We had learned that the focus on the interdisciplinary approach to effective Science teaching and learning is of high importance for several reasons. This approach to teaching requires planning that looks at the foundational objectives of a number of curriculum areas. Connecting curriculum in the interdisciplinary approach is an efficient way to help teachers deal with the knowledge that grows at exponential proportions. One goal of this approach is to give students a more relevant, less fragmented, and stimulating experience. It also helps to focus on the content - the topics, issues, themes and problems that become subjects of learning. It is related to solving ""real world"" problems and developing skills, fostering thinking processes - developmentally appropriate benchmarks for students' learning, such as critical thinking, reading comprehension, and analysis. Thus the project addressed the need to get new ideas for both teachers and students on the interdisciplinarity for teaching/learning Science subjects and decrease deficiency of the relation of the educational process to the real-life, develop and improve educational activities related to Mathematics, Physics, Biology, Chemistry, and English through an exchange of good practices. The project was related to the development of activities based on an interdisciplinary approach and transnational educational opportunities for participants and provide them with new ways to strengthen their competencies and improve knowledge as well as raise their motivation to learn/teach Science. Objectives of our project were: -To exchange experiences and good practices of involving students in activities when two or more Science subjects are combined into one activity. -To stimulate and facilitate the development of new activities based on the interdisciplinary approach as well as CLIL. -To develop student learning environment and enrich everyday practice in partners schools through the activities - lessons and projects of teaching Mathematics, Physics, Biology, Chemistry, and English. -To give an opportunity for Science and English teachers to learn and benefit from each other. -To promote interdisciplinarity for teaching and learning Science at local, national, and international levels. These were achieved through organizing 7 short-term learning, teaching, and training activities both for students and teachers (84 participants in total), creating and collecting lesson, activity plans, project descriptions, and preparing for the new Science activities proposed by partners. In between the exchanges, the schools enriched their educational processes by incorporating and organizing the activities based on combining different Science disciplines for students of age 15-18, prepare a collection of videos on the activities http://www.interest-erasmus.net/videos/, lab experiments, and feedback from participants as well as Compendium (ebook) http://www.interest-erasmus.net/outcomes/ with partners' best practice, Instructables and create a website of the project. The teachers participated in 4 International Teachers' Rooms on comparing and finding the common topics of the curricula, generating ideas for interdisciplinary activities - lessons (combining two Science disciplines), teaching Science subjects and English together, organizing short-term projects, and choosing assessment forms. The students were involved in the International Science Fair, Sustainability Week, Science and English Learning Week activities. This has strengthened the profile of Science and English language teachers, both students and teachers acquired and developed high-quality Science learning/teaching skills and competencies. Working transnationally has given all of the partners access to a greater variety of solutions for an educational environment that would be perceived both by teachers and students as relevant and motivating. The opportunity for teachers and students to experience another culture's environment, people, attitudes, and educational approaches raised the attractiveness of such a project for participants. With 4 transnational partners, the viability and scope of interdisciplinary activities as a pathway to better Science teaching and learning has become a lot more credible, demonstrating to a wider EU that the success of such initiatives is not just limited to one country."