JOINT RESULT 11

Selection and teaching of traditional songs concerning the diet.

 Pupils of every school chose 3 traditional songs of their country related to diet and sent them to the participant schools. In the framework of music lesson students were taught their partners traditional songs in their original language. In this way they got acquainted with the traditional music of the other countries as well as with their language.

Εκμάθηνση εθνικών παραδοσιακών τραγουδιών που αναφέρονται στη διατροφή.

 Οι μαθητές του κάθε σχολείου επέλεξαν 3 παραδοσιακά τραγούδια της χώρας τους που είχαν σχέση με τη διατροφή και τα έστειλαν στα εταιρικά σχολεία. Στα πλαίσια του μαθήματος της μουσικής τα παιδιά διδάχτηκαν τα παραδασιακά τραγούδια των εταίρων τους, στην αυθεντική τους γλώσσα. Έτσι ήρθαν σε επαφή τόσο με την παραδοσιακή μουσική των άλλων χωρών όσο και με τη γλώσσα τους αυτών.

Yemekle ilgili geleneksel şarkıların seçimi ve öğretimi

 Her okulun öğrencileri beslenmeyle ilgili üç geleneksel şarkı seçip diğer katılımcı okullara gönderdi. Müzik dersi çerçevesinde diğer iki okulun gönderdiği şarkılar çocuklara Orijinal dillerinde öğretildi. Bu yolla çocuklar diğer ülkelerin dilleriyle olduğu kadar geleneksel müzikleriyle de tanışmış oldular.

JOINT RESULT 10

Pupils filled a questionnaire in order for the second part of the project concerning the healthy diet to be evaluated.

 Pupils of the three participant schools filled a questionnaire aiming to evaluate the second part of the project. Through this we tried to detect if students had understood the value of the Mediterranean diet, had become familiar with the national cuisine of their partners and had changed unhealthy diet habits. The results of the questionnaire will be uploaded on the website of the project.

Συμπλήρωση ερωτηματολογίου αξιολόγησης από τους μαθητές για το δεύτερο μέρος του σχεδίου που αφορούσε στην υγειινή διατροφή.

 Οι μαθητές των τριών εταιρικών σχολείων συμπλήρωσαν ένα ερωτηματολόγιο που στόχευε στην αξιολόγηση του δεύτερου μέρους του σχεδίου. Μέσα από αυτό έγινε προσπάθεια να ανιχνευθεί κατά πόσο τα παιδιά είχαν κατανοήσει την αξία της μεσογειακής διατροφής, είχαν γνωρίσει τις εθνικές κουζίνες των εταίρων τους και είχαν αλλάξει διατροφικές συνήθειες που επιβάρυναν την υγεία τους. Τα αποτελέσματα του ερωτηματολογίου θα αναρτηθούν στην ιστοσελίδα του σχεδίου.

Çocuklar sağlıklı beslenmeyle ilgili projenin ikinci kısmını değerlendirmek için için bir anket doldurdular.

 Üç katılımcı okulun öğrencileri projenin ikinci kısmını değerlendirmek amacıyla bir anket doldurdular. Bu yolla, çocukların Akdeniz beslenme türünün değerini anlayıp anlamadıklarını ve partner okullarının ulusal yemek kültürlerini tanıyıp tanımadıklarını ve sağlıksız beslenme alışkanlıklarını değiştirip değiştirmediklerini tespit etmeye çalıştık. Anket sonuçları proje sitemizde yayınlanacak.

JOINT RESULT 9

Pupils filled a form concerning their diet habits.

 For 14 days pupils were filling everyday a form concerning their diet habits. The data were categorized in an excel form and a report was made along with their graphics for every school. All the above were uploaded on the website of the project. Then they all worked upon a common Mediterranean diet pyramid and pupils compared the results of the forms they had filled with the data of the pyramid. Last, they detect the ways they could change their unhealthy diet habits and it was stressed value of the Mediterranean diet for our health.

Συμπλήρωση φόρμας από τους μαθητές που αφορά στις διατροφικές τους συνήθειες.

 Οι μαθητές συμπλήρωναν καθημερινά, επί 14 ημέρες, μία φόρμα που αφορούσε στις διατροφικές τους συνήθειες. Τα δεδομένα αυτά εγγράφηκαν σε αρχείο excel και μαζί με τα ραβδογράμματά τους συντάχθηκε μία έκθεση για το κάθε σχολείο. Αυτά αναρτήθηκαν στην ιστοσελίδα του σχεδίου. Κατόπιν εξετάστηκε μία κοινή και για τα 3 σχολεία μεσογειακή πυραμίδα διατροφής και οι μαθητές συνέκριναν τα αποτελέσματα της φόρμας που είχαν συμπληρώσει με τα δεδομένα της πυραμίδας. Τέλος συζητήθηκαν οι τρόποι με τους οποίους θα μπορούσαν να αλλάξουν τις επιβλαβείς διατροφικές τους συνήθειες και αναδείχθηκε η αξία της μεσογειακής διατροφής για την υγεία.


Çocuklar beslenme alışkanlıklarıyla ilgili bir form doldurdular.

Çocuklar 14 gün boyunca hergün beslenme alışkanlıklarıyla ilgili bir form doldurdular. Bu bilgiler excel formu olarak kategorize edildi ve her okulun grafiklerinden oluşan bir rapor hazırlandı. Tamamı projenin web sitesine yüklendi. Daha sonra hepsi beraber ortak bir Akdeniz beslenme piramidi üstünde çalıştılar ve çocuklar bu piramit ile kendi doldurdukları formların sonuçlarını karşılaştırdılar. Son alarak kendi sağlıksız beslenme alışkanlıklarını değiştirmenin yollarını öğrendiler. Böylece sağlığımız için Akdeniz beslenme türünün değerini vurgulandı.

  

JOINT RESULT 8

Pupils filled a questionnaire with their ideas and proposals for the kind and the organization of the actions of the project.

 At the beginning of the first year pupils were informed of the Comenius program and the project they had undertaken and were asked about the actions they would like to be realized in its framework, so that the aimed results would be met and the actions would correspond to their interests. The questionnaires were gathered and the ideas and the proposals of the pupils were discussed by the pedagogical teams. The collaboration among the pupils and the teachers led to the planning of the actions undertaken.

Συμπλήρωση ερωτηματολογίου από τους μαθητές σχετικά με τις ιδέες και τις προτάσεις τους για το είδος και την οργάνωση των δραστηριοτήτων του σχεδίου.

 Στην αρχή του πρώτου χρόνου οι μαθητές ενημερώθηκαν για το πρόγραμμα Comenius και για το σχέδιο που είχαν αναλάβει και ερωτήθηκαν για τις δράσεις που θα ήθελαν να γίνουν στα πλαίσιά του, έτσι ώστε να επιτευχθούν τα στοχευμένα αποτελέσματα και να είναι σύμφωνες με τα ενδιαφέροντά τους. Τα ερωτηματολόγια συγκεντρώθηκαν και οι ιδέες και οι προτάσεις των μαθητών συζητήθηκαν από τις παιδαγωγικές ομάδες. Η συνεργασία των μαθητών και των εκπαιδευτικών των τριών εταιρικών σχολείων οδήγησε στη σχεδίαση των δραστηριοτήτων που πραγματοποιήθηκαν.

Çocuklar projedeki etkinliklerin türü ve yapılacak organizasyonlar için fikirlerini ve önerileri paylaşabilecekleri bir anketi doldurdular.

 İlk yılın başlarında çocuklar Comenius programı ve proje hakkında bilgilendirildiler ve hedeflenen sonuçlara ulaşılsın ve onların da ilgilerini çekebilsin diye onlara bu çerçevede ne tür eylemler gerçekleştirmek istedikleri soruldu. Anketler toplandı ve çocukların fikir ve öneriler pedagojik takımlarca tartışıldı. Çocuklar ve öğretmenler arasındaki işbirliği üstlenilen eylemleri planlamayı sağladı.

JOINT RESULT 7

Blogs creation for the undertaken activities in the framework of the project “The magic wand of taste touching the arts”.

 Four blogs were created in order to include audiovisual material that would more vividly present the activities of the partner schools. Photographs of the pedagogical teams as well as of the pupils that were mobilized or had accommodated foreign students along with short cvs were uploaded on them. Blogs also facilitated the communication among students and formed a diary of the project activities. The languages used in the blogs were English, as common language, as well as Greek, Spanish and Turkish, for the respective three schools.

Blogs addresses:

Blogspot FOR GREECE ---> http://varkizaprimary.blogspot.com/
Blogspot FOR SPAIN ---> http://gustavoadolfobecqueries.blogspot.com/
Blogspot FOR TURKEY ---> http://ihsanserif.blogspot.com/

Common ---> http://turkeygreecespain.blogspot.gr/

Δημιουργία blogs για τις δραστηριότητες που έγιναν στα πλαίσια του σχεδίου «Το μαγικό ραβδί της γεύσης αγγίζει τις τέχνες».

 Για να υπάρχει οπτικοακουστικό υλικό που να δείχνει με πιο άμεσο τρόπο τις δραστηριότητες των εταιρικών σχολείων δημιουργήθηκαν 4 blogs. Σε αυτά αναρτήθηκαν φωτογραφίες των παιδαγωγικών ομάδων και των μαθητών που μετακινήθηκαν ή φιλοξένησαν με μικρά βιογραφικά. Τα blogs αποτέλεσαν επίσης μέσω επικοινωνίας μεταξύ των μαθητών καθώς και ένα ημερολόγιο των δραστηριοτήτων του σχεδίου. Σε αυτά χρησιμοποιήθηκε η κοινή γλώσσα συννενόησης (τα αγγλικά) καθώς και οι γλώσσες των 3 εταίρων (ελληνικά, ισπανικά και τούρκικα).

Διευθύνσεις blogs:

Blogspot FOR GREECE ---> http://varkizaprimary.blogspot.com/
Blogspot FOR SPAIN ---> http://gustavoadolfobecqueries.blogspot.com/
Blogspot FOR TURKEY ---> http://ihsanserif.blogspot.com/

Common ---> http://turkeygreecespain.blogspot.gr/

'Lezzetin sanata sihirli dokunuşu'' projesi çerçevesinde yürütülen etkinlikler için bloglar oluşturma

Partner okulların etkinliklerini daha açık şekilde göstermek için görsel-işitsel materyalleri de içeren dört tane blog kuruldu. Harekete geçirilen ya da yabancı öğrencileri evlerinde konuk eden çocukların ve de pedagojik takımların fotoğrafları, kısa cv'lerle beraber bu bloglara yüklendi. Bloglar ayrıca öğrenciler arası iletişimi kolaylaştırdı ve proje etkinlikleri için bir günlük görevi gördü .Bloglarda kullanılan diller ortak dil olan İngilizce ile ilgili üç okulun dilleri olan Yunanca, İspanyolca ve Türkçe'dir. Blog adresleri:

 Yunanistan için:  http://varkizaprimary.blogspot.com/

 İspanya için: http://gustavoadolfobecqueries.blogspot.com/

 Türkiye için : http://ihsanserif.blogspot.com/

 Ortak blog :  http://turkeygreecespain.blogspot.gr/

JOINT RESULT 6

Website creation for the project “The magic wand of taste touches the arts”.

 A webpage was created for the faster and better multiplication of the activities and our project’s results as well as an active diary in relation to the two years of our program. The data collected by the pupils of the partner schools were uploaded on the webpage and a diary of actions was frequently updated throughout the project. In this way pupils and teachers were enabled to easily access the data of the three partner schools. The languages used in the webpage were English, as common language, as well as Greek, Spanish and Turkish, for the respective three schools.

Website address:

http://www.educa.madrid.org/web/ies.becquer.algete/magicwand/intro.htm

Δημιουργία ιστοσελίδας για το πρόγραμμα «Το μαγικό ραβδί της γεύσης αγγίζει τις τέχνες».

 Για την ταχύτερη και καλύτερη διάδοση τόσο των δράσεων όσο και των αποτελεσμάτων του σχεδίου μας αλλά και σαν μία μορφή ημερολογίου για τα δύο χρόνια του προγράμματος δημιουργήθηκε μία ιστοσελίδα. Σε αυτήν ανέβηκαν όλα τα δεδομένα που συλλέχθηκαν από τους μαθητές των εταιρικών σχολείων και κρατήθηκε ημερολόγιο των δράσεων του σχεδίου. Με αυτόν τον τρόπο μαθητές και δάσκαλοι είχαν εύκολα πρόσβαση στα δεδομένα και των τριών εταιρικών σχολείων. Στην ιστοσελίδα χρησιμοποιήθηκαν τόσο τα αγγλικά, σαν γλώσσα συννενόησης, όσο και οι εθνικές γλώσσες των τριών σχολείων (ελληνικά, ισπανικά και τούρκικα).

Διεύθυνση ιστοσελίδας: http://www.educa.madrid.org/web/ies.becquer.algete/magicwand/intro.htm

Proje içi web site oluşturma '' Lezzetin sanata sihirli dokunuşu''

 Etkinlikler ile proje sonuçlarının daha iyi ve daha hızlı çoğaltılması ve de iki yıllık programın aktif bir günlüğünün tutulması amacıyla bir web sitesi kuruldu. Partner okulların öğrencilerinin topladıkları bilgiler ve etkinlik günlükleri de bu siteye yüklendi. Bu yolla çocuklar ve öğretmenler için üç ortak okulun bilgilerine kolay erişim sağlandı. Sitede kullanılan diller ortak dil olarak İngilizce ile ilgili üç okulun dilleri olan Yunanca, İspanyolca ve Türkçe'dir. Web site adresi :

http://www.educa.madrid.org./web/ies.becquer.algete/magicwand/intro.htm

JOINT RESULT 5

Pupils and teachers from the Spanish and the Turkish school visit Varkiza primary school and are guided to the archaeological sites of Athens.

Pupils of the Spanish and the Turkish school visited the historical centre of Athens and were guided at the rock and the new museum of Acropolis as well as the temple of Poseidon in Sounion. They got to know Varkiza area and visited our school twice. The first time they walked around the school and entered the classrooms in order to have lesson with the Greek pupils. The second time the pupils of every school presented the material collected and processed the previous year and expressed their ideas about the continuance of the project for the second year. At the event parents of the Greek pupils were present and they cooked traditional food and deserts for all the pupils and the teachers.

Μαθητές και εκπαιδευτικοί από το ισπανικό και το τούρκικο σχολείο επισκέπτονται το Δημοτικό σχολείο Βάρκιζας και ξεναγούνται σε αρχαιολογικούς χώρους της Αθήνας.

Παιδιά από το ισπανικό και το τούρκικο σχολείο επισκέφθηκαν το ιστορικό κέντρο της Αθήνας και ξεναγήθηκαν στο βράχο και στο μουσείο της Ακρόπολης και στο ιερό του Ποσειδώνα στο Σούνιο. Γνώρισαν την περιοχή της Βάρκιζας και επισκέφθηκαν το σχολείο δύο φορές. Την πρώτη φορά περιηγήθηκαν στους χώρους του και μπήκαν μέσα στις αίθουσες για να κάνουν μάθημα με τους έλληνες μαθητές. Τη δεύτερη οι μαθητές της κάθε αποστολής παρουσίασαν το υλικό που είχαν επεξεργαστεί τον πρώτο χρόνο αλλά και τις ιδέες τους για το πώς θα ήθελαν να συνεχιστεί κατά το δεύτερο έτος. Στην εκδήλωση παρεβρέθηκαν και γονείς των ελλήνων μαθητών, οι οποίοι είχαν μαγειρέψει παραδοσιακά φαγητά και γλυκά για όλα τα παιδιά και τους εκπαιδευτικούς.

İspanyol ve Türk Okulu öğrenci ve öğretmenlerinin Varkiza İlkokulunu ziyareti ve Atina'nın arkeolojik yerlerine seyahati

İspanyol ve Türk okulu öğrencileri Atina'nın tarihi merkezini ziyaret ettiler ve Souinon'daki Poseidon tapınağı ile Acropolis kayalıkları ve yeni müzesine götürüldüler. Varkiza bölgesini öğrenme fırsatı buldular ve okulumuzu iki kez ziyaret ettiler. İlk ziyaretlerinde okul çevresini dolaştılar ve Yunan öğrencilerin dersini görmek için sınıflara girdiler. İkinci ziyarette her okulun öğrencileri bir önceki yıldan toplanan ve işlenen materyalleri sergilediler ve ikinci yılında projenin devamlılığını sağlamak adına fikirlerini beyan ettiler. Etkinlik gününde Yunan veliler de okuldaydı ve geleneksel yemek ve tatlılarını tüm öğrenci ve öğretmenler için pişirdiler.

JOINT RESULT 4

Visit of Turkish and Spanish pupils at Varkiza and their accommodation by families of Varkiza school students.

On the 6^th to 10^th November 2013 pupils and teachers from our partner schools visited us in the framework of the mobility actions provided by the project. The foreign students were accommodated by families of our school students. They got to see the Greek houses, they tasted homemade Greek dishes and they got to know our culture and our way of living. The acquaintance among the pupils of the three different countries led to strong friendship bonds and their relation continues through the social media and visits among them.

Επίσκεψη μαθητών από το τούρκικο και το ισπανικό σχολείο στη Βάρκιζα και φιλοξενία τους από οικογένειες μαθητών του Δημοτικού Σχολείου Βάρκιζας.

Στις 6 μέχρι 10 Νοεμβρίου 2013 μαθητές και εκπαιδευτικοί από τα εταιρικά μας σχολεία μας επισκέφθηκαν στα πλαίσια κινητικότητας που προβλέπονται από το πρόγραμμα. Οι ξένοι μαθητές φιλοξενήθηκαν από οικογένειες μαθητών του σχολείου μας. Είδαν πώς είναι τα ελληνικά σπίτια, έφαγαν σπιτικά ελληνικά φαγητά και γνώρισαν την κουλτούρα μας και τον τρόπο ζωής μας. Η γνωριμία τους με τους δικούς μας μαθητές καθώς και η συνολική αυτή εμπειρία οδήγησε στη δημιουργία δεσμών φιλίας ανάμεσα στα παιδιά και η σχέση τους συνεχίζεται μέσω των κοινωνικών μέσων καθώς και με επισκέψεις μεταξύ τους.

Türk ve İspanyol öğrencilerin Varkiza ziyareti ve Varkiza Okulu öğrencilerinin aileleri tarafından sağlanan konaklama

2013, 6 ila 10 Kasım arası partner okullarımızdan öğrenci ve öğretmenler projenin sağladığı hareketlilik çerçevesinde okulumuzu ziyaret ettiler. Yabancı öğrenciler okulumuzdaki öğrencilerin ailelerinin yanında ağırlandılar. Yunan evlerini görme, ev yapımı Yunan yemeklerini yeme ve kültürümüz ile yaşam tarzımızı tanıma fırsatı buldular. Üç farklı kültürün çocuklarının tanışması çok güçlü dostluk bağlarının kurulmasını ve çocukların sosyal medyada da arkadaşlıklarını sürdürmelerini sağladı.

JOINT RESULT 3

School competition tendering of art and handcraft in order to create a logo for the project.

At each of the participant schools there was held an art and craft competition so that a representative logo of the project would be created. Pupils painted or made logos and then the best in every school was selected. Three different logos, one for every school, were made, that decorated the blogs created for the project. In every blog the chosen logo of the particular school was uploaded, while the other two logos are shown at the end of the central page. For example, on the Greek blog the Greek logo was uploaded, while the Turkish and the Spanish ones are shown at the end of the page.

Διενέργεια σχολικού διαγωνισμού ζωγραφικής και χειροτεχνίας για τη δημιουργία λογότυπου για το πρόγραμμα.

Σε κάθε ένα από τα συμμετέχοντα σχολεία έγινε διαγωνισμός ζωγραφικής και χειροτεχνίας για να αναδειχθεί ένα λογότυπο που θα αντιπροσώπευε το πρόγραμμα. Τα παιδιά ζωγράφισαν ή φιλοτέχνησαν λογότυπα και στη συνέχεια επιλέχθηκε το καλύτερο από το κάθε σχολείο. Έτσι δημιουργήθηκαν τρία λογότυπα, ένα για το κάθε σχολείο, τα οποία και κόσμησαν τα blogs που είχαν δημιουργηθεί. Σε κάθε blog μπήκε το επιλεγμένο λογότυπο του συγκεκριμένου σχολείου, ενώ τα άλλα δύο αναρτήθηκαν στο τέλος της κεντρικής σελίδας. Για παράδειγμα, στο ελληνικό blog αναρτήθηκε το ελληνικό λογότυπο, ενώ το τούρκικο και το ισπανικό παρατίθενται στο τέλος της σελίδας.

Proje logosunu yaratmak için sanat ve el sanatları yarışması teklifi

Her katılımcı okulda projeyi temsil edebilecek bir logo oluşturmak amacıyla bir sanat ve zanaat yarışması yapıldı. Öğrenciler resim ya da logo yaptı ve her okulun en iyileri seçildiler. Her okul için bir tane olmak üzere toplam üç farklı logo projenin sitesini süsledi. Her blogda da okulun birinci seçtiği logo kullanıldı. Diğer iki logo ise sayfanın sonuna konuldu. Örneğin, Yunan bloğuna Yunanistan’ın logosu var fakat Türk ve İspanyol logoları da sayfanın sonunda gösteriliyor.

JOINT RESULT 2

Children learn how to prepare a healthy breakfast, among many tasty options, which will provide them with energy for school and their activities.

Having studied the Mediterranean diet pyramid, pupils were asked to bring ingredients from their homes that could be used to prepare delicious and healthy breakfast. Many different kind of healthy and nutritious breakfast were prepared in the classrooms and children ate the breakfast that everyone had selected for him/her self according their preferences. They realized that it is extremely important to eat in the morning, that it is not a time consuming procedure and that they have many tasty choises.

Τα παιδιά μαθαίνουν πώς να προετοιμάζουν ένα υγιεινό πρωινό, μέσα από πολλές νόστιμες επιλογές,  που θα τους δίνει ενέργεια για το σχολείο και τις δραστηριότητές τους.

Αφού διδάχθηκαν τη μεσογειακή διατροφική πυραμίδα, τα παιδιά κλήθηκαν να φέρουν από τα σπίτια τους υλικά που θα μπορούσαν να χρησιμοποιήσουν για να φτιάξουν νόστιμα και υγιεινά πρωινά. Μέσα στις τάξεις ετοιμάστηκαν οι διάφορες εκδοχές υγιεινών και θρεπτικών πρωινών και κατόπιν τα παιδιά έφαγαν το πρωινό που το καθένα είχε ετοιμάσει για τον εαυτό του σύμφωνα με τις προτιμήσεις του. Συνειδητοποίησαν ότι είναι απαραίτητο να τρώνε το πρωί, ότι δεν είναι χρονοβόρα διαδικασία και ότι υπάρχουν υγιεινές και ταυτόχρονα νόστιμες επιλογές.

Çocuklar okulda ve yaptıkları etkinliklerde kendilerine enerji sağlayacak sağlıklı kahvaltıyı birçok lezzetli seçenek arasından seçerek hazırlamayı öğreniyorlar.

           Akdeniz beslenme piramidini çalışan çocuklardan sağlıklı ve lezzetli bir kahvaltı hazırlamak için gerekli olan malzemeleri evlerinden getirmeleri istendi. Birçok farklı ve besin değeri yüksek kahvaltı türleri sınıflarda hazırlandı ve çocuklar kendi tercihlerine göre istedikleri kahvaltıyı yediler. Sonuç olarak sabah yemek yemenin ne kadar önemli olduğunu ve birçok leziz seçeneğe sahip olduklarını fark ettiler.

JOINT RESULT 1

Collecting, proceeding and multiplying the information concerning the national cuisines represented in art  

During the first year of the project pupils of the participant schools made a survey to collect information about the presence of national cuisine evidence in literature, cinema, music and painting. After being processed, the data were uploaded on the webpage of the project. From this common data basis the collected information was spread to the pupils and teachers of the three schools.

Συλλογή, επεξεργασία και διάχυση των πληροφοριών για τις εθνικές γεύσεις των τριών συμμετεχόντων σχολείων μέσα από τις τέχνες.                  

 
Κατά τη διάρκεια του πρώτου έτους του προγράμματος έγινε έρευνα από τους μαθητές των σχολείων για να συλλεχθούν οι πληροφορίες που αφορούν σε αναπαραστάσεις και περιγραφές εθνικών φαγητών μέσα από τη λογοτεχνία, τον κινηματογράφο, τη μυθολογία, τη μουσική και την τέχνη. Μετά την επεξεργασία τους  τα δεδομένα «ανέβηκαν» στην ιστοσελίδα του προγράμματος. Μέσα από την κοινή αυτή βάση δεδομένων έγινε ο πολλαπλασιασμός των πληροφοριών στους μαθητές και τους εκπαιδευτικούς και των τριών σχολείων.

Sanatta temsil edilen ulusal yemeklerle ilgili bilgiyi toplama, ilerletme ve çoğaltma

Projenin ilk yılı boyunca katılımcı okullardaki çocuklar edebiyat, sinema, müzik ve resim gibi alanlarda ulusal yemeklerin izini sürmek için araştırma yaptılar. Daha sonra bu bilgiler projenin web sitesine yüklendi. Toplanan bilgiler daha sonra üç okulun öğrenci ve öğretmenlerine aktarıldı.