"<< Background >>Environmental problems, which emerged as a result of the approach of human beings that can be summarized as ""dominating nature"" and ""using nature unkindly"" from past to present, are one of the basic problems of world societies. Increasing demand for resources has led to a gradual loss of yield and a decrease in biodiversity. Depletion and pollution of water resources can cause serious problems, and water scarcity could affect up to a third of the world's population by 2025, according to the EU environment and climate report.Environmental pollution for every country has reached terrible levels. This situation is a problem for the whole world and European countries. All European countries accept that we need to start by solving environmental problems if we want to raise a healthy society. The way to European citizenship is to have environmental awareness. If we want to spread and develop environmental awareness and European citizenship awareness, it is necessary to start with school education and the awareness of teachers. All over the world, change and development starts with education. Schools and teachers have a lot to do at this point. For this reason, we want to be involved in European and Erasmus + activities, as a grant, to raise awareness of combating environmental pollution and climate change and to pass it on to future generations.Among the EU Targets, the activities planned on combating environment and climate change are among the horizontal priority issues. At the same time, environmental awareness focuses on being inclusive and holistic as it is a common problem of people of all ages, race and religion, and in this respect, it is among the EU Erasmus + priority goals with its subject and features.With LTT activities, we want to enable our teachers and students to be an active part of a solution in solving environmental problems with STEAM-based methods and techniques. We want to develop a common European citizenship consciousness with our project, which is a collaborative work involving organizations of different structures, schools and non-governmental organizations for our world, which is the common value of all countries.<< Objectives >>Our project is about environmental pollution, its consequences and climate change. ""Environmental pollution"" is the intense mixing of foreign substances that affect the life activities of the living elements of the environment negatively and cause structural damage on the non-living elements and spoil their qualities with the air, water and soil. Climate changes are a type of atmospheric or astronomical changes that are scientifically studied according to climatology. The first step taken against climate change at the international level is the ""First World Climate Conference"", which was organized by the World Meteorological Organization in 1979 and where issues related to global climate were discussed for the first time in the international arena, and the ""Intergovernmental Climate Change Panel"" established by the UN and the World Meteorological Organization in 1988. (IPCC) also plays an active role in the formation of international cooperation on climate change.Environmental right is one of the most fundamental human rights for every individual. Every step taken for the environment is an important step taken for humanity. Nature works in its own order, and the environment is one of these factors. People should know the order of the environment in which they live and act in accordance with this order. Unfortunately, we humans often fail to follow this simple rule. Environment and climate change represent the most important and challenging policy areas of the EU. Sustainability is of great importance to enable future generations to use and benefit from natural resources.Before creating the project, “Environmental Literacy Scale” was given to teachers and students separately. The results of it has showed us that our teachers at partner schools have insufficient environmental knowledge scores. On the other hand, the results show that our teachers have environmentally oriented thinking and positive environmental awareness. The environmental knowledge scores, whose levels are quite low, were observed to be quite insufficient. Lest our students had low environmental knowledge awareness levels and their environmental knowledge scores were quite insufficient. As partner countries we want to contribute to the environment and solve out environmental problems. We want to achieve it by either reducing rubbish and waste amounts or make advantage of them by using STEAM applications. Using existing resources economically, preferring sustainable energy resources, stop wasting and saving from electricity bills, reducing consumption products and creating a ""carbon and ecological footprint"" are among the contributions we are planning to have with our project.We want raise up individuals who benefit from the STEAM applications of scientific and technological developments in the 21st century for finding solutions to environmental problems, realize the importance of green areas and do their best to greening, have knowledge about the definition, types and management of waste, gain experience about the importance and ways of recycling.<< Implementation >>We will conduct it as partner 7 countries. These:1. LTT :Environmental Awareness with STEAM Applications and Experimental Kits (Italy)Our Goals for Students:Realization of a learning session with a gamification approach based on low-cost materials with Kit 1Children in the role of sustainability detectives are divided into working groups and discover objects, tools, tests to pass, materials and instructions to conduct simple experiments. To ensure that all participants receive basic information about the environment, waste, sustainable life,Goals for our Educators: The laboratory learns activities that involve, encourage and interest children using collaborative learning methodology, inspired by the IBSE (Inquiry Based Science Education) approach and aiming to develop the ability to use scientific knowledge in concrete situations2. LLT Sustainable production and Green Skills for the Future (Estonia)These LTT goals are, To be aware of the return on production and consumption and green skills for a sustainable environment. To experience measuring the pollution of the water with experimental kits.Learn by doing and living.To be a part of nature with permanent learning about the future, to be conscious of protecting it, to understand the necessity of recycling and sustainable energy resources. Start adapting our green skills into our everyday lives. As a result of this LLT our students and educators will be more aware of the environmental problems that the world have. Educators and students who are equipped with STEAM skills that they will be able to apply recycling and waste management in every part of their lives They will do their best to adapt their lives as being more green and turn more towards energy resources that are friendly with the environment. 3.LLT To Measure the Soil Pollution with STEAM Applications and Experimental Kits (Portugal)Targets for our trainers participating in LTT; Experiencing STEM-based methods and techniques, environmental awareness, observing analysis and interpretation skills in different examples of soil pollution, gaining awareness about recycling and waste management, Experiencing learning ways through travel and observation, Results for our students; Learning to build relationships and scientific ways about STEAM Raising awareness of gaining ideas about waste management and recycling transformation, Learning to use scientific ways and methods and gaining problem solving skills To gain awareness of soil pollution and to witness it in experimental ways, Developing our foreign language experience by cooperating with our foreign friends 4.LLT Plastic recovery and recycling targets and annual action plan waste (Germany )To learn about recycling waste management, Obtaining ideas on gas emissions and effects of biogas plants, Thinking about water pollution and the water crisis it causes, reducing water consumption. Awareness of how wastes pollute our environment, how energy can be used as efficiently as possible, how we can prevent waste and how we can use the wastes we produce in creative and beneficial ways, Water pollution, awareness of water use and ability to rise awareness on this issue and fulfill our duties as individuals Awareness on release and effects of bio gases Understanding the importance of waste management and recycling and being a part of the solution, Prevention of waste in our daily lives by empathizing with drama activity Recognizing consumption with ecological footprint, understanding the importance of waste prevention and recyclingmanagement2 Transnational Meetings (Malta and Turkey/Adana)<< Results >>With this project, we aim to create personal responsibility among students in Europe through environmental awareness in order to promote the active citizenship element of democratic society. We aim at the point of transition to individual activism in order to eliminate the consequences of global warming and the future of our world.Concrete results-Environmental surveys will be conducted at the beginning and end of the project.- Aaction plan to combat environmental pollution will be prepared. The articles of it will be added to school strategic plans .- An information form of 20-30 artcles on environmental pollution and climate change will be prepared for our students and teachers.- By establishing the link between the acquired knowledge, activities and mobility 1. Ecology, water pollution, 2. Air pollution and climate change, Natural disasters 3. Waste recycling, renewable energy resources and savings 4. Soil pollution pollution are composed of these 4 modules. A change information kit will be prepared. (6 native languages)These prepared informative kits will be shared on the project official website and they will be transferred to e-book and project handbook.- To realize the importance of green areas.-The experimental kit and environmental pollution and climate change kit will be prepared..An official website for our project will be created.- We aim to bring positive attitudes and behaviors by reducing the carbon footprint of individuals against the climate change, reducing the ecological footprint of consumption products, and reducing energy use. Encourage to walk or cycle, and to use public transport instead of using private cars-Every year, an environment-themed painting contest will be held to raise awareness among students. A calander will be created by using the first 12 pictures which got the highest records from the selection committiee in partner countries. Every country will have their own calander printed as a dissemination activity . We will focus on Water Day, ,Forest Day and Environment Day will be widely included in the calendar.-A case study based on research and questionnaire will be conducted on water pollution and its effects on life.Abstract results:-Equipping individuals with the knowledge, values, behaviors, responsibilities and skills they need to protect the environment,- To create behavioral changes in societies, groups and individuals to protect the environment, and to achieve these goals: Awareness (Sensitivity and Awareness on environmental issues)- Creating desired behaviors in individuals by taking initiative in issues such as creating responsibility for the environment, development and protection of it.- Ensuring individual development for the solution, research and definition of environmental problems-Recognizing the importance of recycling and green areas- Gaining awareness on issues such as renewable energy and waste managementMultipler EventsWith our multiplier effect eco workshops and project launching meeting, we will draw attention to environmental pollution and climate change, and we will inspire environmental projects to be written as an example of good practice and cooperation. Thus, we will reach larger groupsOutput of the Project Result In cooperation with the departments responsible for national education in the district/region in our provinces, R&D units environmental pollution and climate change kit (e-book, brochure etc. in the kit) will be sent not only to 5 primary schools, 5 secondary schools, 5 high schools in our city,region that conduct environment projects but also to 5 primary schools, 5 secondary schools, 5 high schools, 4 foundations or associations that carry out local/regional/international activities projects on consciousness of environment pollution and climate change. They will be informed about the links of our official website in order to visit and use the materials on our website."

"Disposing of waste has huge environmental impacts and can cause serious problems. It is in our hands to join efforts in order to find more appropriate and sustainable approaches to reduce waste in homes, schools and workplaces and that is why 5 schools from Romania, Greece, Malta, Finland and Italy decided to make a partnership with the title ""Don't Throw, Make It Glow!"", whose main aim is to foster awareness among students, teachers, parents and local communities for being more environmental conscious, by changing waste into useful objects, encouraging creative recycling. All partner schools have developed recycling programmes but the result was not satisfactory. Therefore we needed to learn from other countries through an exchange of good practices.The project objectives are:- to prevent generation of waste by learning innovative methods and strategies from partners' experiences, and sharing them not only to students and teachers, but also to parents;- to promote sustainable development by turning waste into useful objects on a long term;- to develop innovative methods to raise awareness among students regarding environment protection;- to improve vocational, artistic and teamwork skills, as well as creativity and imagination, by organizing workshops to produce crafts from recycling materials, as well as creating and performing the plays with environmental topic;- to encourage students, teachers and parents to learn foreign languages, using English for main language of communication, as well as the partners' basic vocabulary;- to enhance liaison and cooperation in Europe by encouraging students and teachers' mobility through transnational project meetings.In the first year teachers created a joint syllabus for an environmental course which was taught all partner schools in the second year. There was made an exchange of good practices and the methods learned from each other were applied in joint workshops for making crafts from recyclable materials, during the learning/teaching/training activities, which took place in each partner country. After the workshops there were organized exhibitions and after the meetings, workshops were carried out in each partner school. A project mascot and a students diary were created. Students took the mascot at home and they wrote in the diary their experiences in environment protection. The mascot was handed in to the other partners and kept until the next meeting together with the diary. In this way students learned from one another in an informal way about their partners' experiences, this being a good tool for monitoring the impact of the activities during the project period.A project web page and a blog were created, where partners posted the results of the activities. It was also created a you tube channel where tutorials with the procedures for making the objects were posted.In the second year of the project the environmental course was taught in each partner school. On the project webpage there were posted assessments and class activities. In this way other schools in the community can make use of them.On Skype, an interactive lesson was about soil pollution was performed, being evaluated with an online test taken online by students from all partner countries, the exchange of teaching/learning strategies being made openly and with greater impact both on students and teachers.The students from each partner school wrote a short script with environmental topic which was acted in a joint performance during the last project meeting in RomaniaWhile working on the project, students acquired: better knowledge of environmental issues, improvement of the sense of European citizenship, better ICT and English communication skills , improvement of teamwork skills, by working together in the workshops, improvement of artistic and vocational skills. Teacher got: greater awareness regarding environment protection, development of vocational and pedagogical skills, improvement of communication skills in English and learning vocabulary from partners' languages, development of teamwork skills, better ICT skills, greater feeling of belongingness to the European Community. The institutions involved in the partnership improved educational systems, managerial skills, they got a better image in the local communities, better relationship with the community and closer school-parents relationship, involving parents in the activities.Among outcomes and results there were: environmental course syllabus, environmental course taught in all partner countries, handbook with good practices in environment protection, project logo, web page, e-learning platform, workshops for making crafts from recyclable materials, exhibitions with the crafts, play scripts written by students about their environmental experiences, acting show, play scripts booklet.Through all these activities we helped to make a better environment so that we can all enjoy life in a wonderful and healthy world."

The project “Science around us” has been implemented by a partnership consisting of six upper secondary schools (four state and two private) from six different countries– Finland, France, Greece, Island, Malta and Poland. The direct participants were 20-80 students of age 15-20 and 4-10 teachers per school. The project was student-centered, both in terms of aims and involvement in almost all project activities at all stages – from preparation to evaluation and dissemination of its results. It was an answer to the need to form young people in a comprehensive way- to develop them as critically thinking, open–minded individuals, but also members of local communities, nations and united Europe, and conscious inhabitants of our planet, and in this way to contribute to science-literate society, the necessity of which was stressed by Europe 2020 Strategy. It addressed the problem of falling interest of students in scientific subjects, which many of whom found difficult, useless or boring, observed in schools and confirmed both in surveys conducted among students and in reports of the Ministries of Education, and manifesting itself in decreasing shares of students doing sciences on advanced level and choosing scientific subjects in final exams, as well as in unsatisfactory results in PISA tests in our countries, which only in Finland were above the average for OECD countries both in terms of mean score and the share of top performers. To ensure active involvement of the students in the activities, we used enquiry-based learning approach, hands-on method and place-based education. Observations, experiments, workshops, lessons in university labs or science museums, demonstrations, debates, lectures, seminars and visits to scientific or industrial institutions triggered and developed the curiosity of our students in the natural and technical world around them and the principles governing natural phenomena or the operation of technical devices, made them realise the importance of science and its influence on our lives, and fostered their critical thinking and innovativeness, which was our main goal, corresponding to the main problem. A chance to observe scientists or engineers at work, using modern digital equipment, showed them the significance of scientific method and a good command of ICT. Non-academic activities like photo or film-taking attracted students achieving worse results at school or marginalised at school and local community, and gave them a chance to feel important, building their initiative and self-confidence, and in some cases aroused interest in science too. Moreover, we used the full potential inherent in group work, especially in international context, and tried to form attitudes of initiative and entrepreneurship, teamwork and leadership skills as well as ability to perform well in new situations and cooperate with people from different backgrounds. International cooperation also raised awareness of linguistic and cultural diversity of Europe, increased language skills and motivation to learn them. Getting to know the culture of other nations built awareness of similarities and differences among nations, helped to fight stereotypes, form attitudes of tolerance, openness and respect for otherness. Distance cooperation and the need to use modern equipment and ICT in project work at home increased their ICT skills. Also, the enriching impact of international cooperation on teachers cannot be overestimated. Exchange of ideas, experiences and practices within the partnership developed their professional skills. Changes in attitudes, especially towards science, finding new interests and learning new skills are the most important results of our project. However, we also prepared a few joint end products, some of which we hope to be used as teaching aids in our partnership and beyond. We prepared PDF presentations on the importance of water and the problem of its purity and on the Earth as a planet, booklets containing photos of geological forms in our countries and physical phenomena in nature together with explanations of how they were formed, a video on the benefits and risks of using nuclear physics, a PPT presentation on the principles of operation of various devices explained on the grounds of science, an interactive atlas showing electricity production in our countries and a set of lesson plans. We expect the project to be a stimulating and developing experience for the students that will change their attitudes and perception of the world and influence their life choices. It will equip teachers, not only of our schools, with innovative lesson plans and teaching aids. Finally, the schools as institutions, maintaining some curricula changes, new extracurricular activities, as well as newly gained contacts or forms of cooperation, will be able to offer a chance for comprehensive development to new students and keep their position of modern, European schools.

We are six partners from different countries, Italy, Latvia, Malta, Portugal, Romania and Spain, that have decided to start a Strategic Partnership with the purpose of diving into ways of reaching motivation in our students through the new tools that are available for us nowadays in our schools and on the Internet. We intend to prove that powerful tools such as Information and Communication Technologies can be excellent vectors to flood all our schools with enthusiasm and motivation for being creative and for learning. The context of an international partnership is an extraordinary breeding ground for sowing seeds of knowledge, creativity and excellence. We want to work with professionals in the fields of ICT, Renewable Energies and Environmental Sustainability and learn from them so that we can make school productions on different aspects of energy production and sustainability in the most professional way possible. We want to learn the technique and then produce and share our own works in several areas of the school curriculum. This production of materials will undoubtedly set our students (15-17 year-olds) in a much more active attitude. And sharing our productions with our School Communities and with other schools will definitely make them work more enthusiastically and in a more responsible way.Each participating school will organise a visit to their school, and decide on the activities that all the schools will work on in that visit. Apart from sharing information about their countries with the host school, the students participating in the visit (5 students per school + 2 teachers, which makes a total of 25 students + 10 teachers visiting each host school) will produce new educational content from their trips, lectures and experiences during their visits.Our strategic partnership is based on a two-year Project. In both years, participating students will acquire, through joint ICT workshops during their visits to their partner schools, but also in their classes at school, technological skills such as video recording, editing, screen capturing, multimedia presentations and digital educational content creator tools that will enable them to produce quality educational material such as Educational Videos, Multimedia Presentations, Videotutorials and Digital Educational Resources in the above-mentioned scientific fields. We will also learn about waste recycling, sources of energy, power plants and natural treasures or about the ecological footprint and organic farming. All this material will be in English, licensed under open licences and shared with schools and educational institutions both through our school websites and project blog and through free-access educational multimedia content platforms that are available in Europe and worldwide. All the production of the students (photos, sound files, videos, digital educational content, etc.) produced and collected during these visits will be uploaded to the eTwinning Workspace. We will also share them in any other European educational platforms available at the time, and through other general multimedia content providers such as Youtube, Slideshare, Soundcloud, etc.Undoubtedly, the opportunity to work with professionals in the field of energy and sustainability and in the field of production of educational digital content will be a great value experience both for the teachers and the students, and will broaden their future academic and working options. The teamwork methodology we will use in most parts of this project will aim at developing our students’ skills in researching, writing, performing, debating, addressing an audience, and managing a project, thus enhancing their creativity and their social abilities and promoting their initiative in the combination of resources and skills to carry out a project of excellence. Our students will participate in all the stages of the project, including decision making and planning. Key-competences such as digital skills and foreign language acquisition will be subject to special dedication.We want this project to have a long-lasting effect in our schools so that the new methological approaches we intend to promote become a permanent way of learning in many areas of the curriculum. Once the 2-year period of the project is over, all the 6 schools intend to continue working together. Our intention is that this kind of teaching and learning we promote with the project stays with us once the project is closed. We will continue working with active methodologies with our students, and using the newly acquired technical skills in our classes. We will use all the materials produced in the project in our classes as they will be available for us and for the public.We would also try to find new funding for school visits as we believe that they are very convenient if not essential in the learning of a second language. We all want School Exchange Patnerships to be a distinguishing feature of our schools.

"<< Objectives >>The aim of the project is to introduce children and parents to healthy eating and living habits and encourage them to engage in daily physical activities. Secondary goals are to encourage creativity of students and teachers, cooperation with partners from other countries and regions and thus open school doors and action in a EU environment, encourage active involvement of students from participating schools in activities outside of compulsory education, creating EU citizenship.<< Implementation >>In the project we will carry out various activities in which students, parents and teachers will be involved. The activities we are implementing are: making a gardening book and a cookbook with healthy food, ""Handicraft"", ""Days without technology"" and exercise ""I practice, you practice, we practice."" After the activities, we will create a picture book for children ""Skillful and happy"" which will connect all the activities into one.<< Results >>The desired effect of the project at the local and regional level is to encourage students and parents outside our institutions to change behavior in nutrition and self-care and awareness of the opportunities that are in our environment that greatly facilitate our health care. We want to encourage schools outside the project to think about a healthier lifestyle. At the national level, we want to encourage more frequent and comprehensive conversations about healthier habits of school children."