<< Objectives >>• Create more awareness on sustainable skills and healthy lifestyle among children and their teachers• Create a sense of ownership of kids' own healthy lifestyle and sustainable skills at early age• Develop an innovative learning approachwhere kids are involved in creation and execution of the content,that involves the direct environment of the children,within school and continues outside of school,fits with the experiences of kids,that motivates through gamificationthat provides handles<< Implementation >>Activity 1: GO HEALTHY TOOLBOXA toolbox for schoolteachers to with hands-on information on other tools, activities (good practices) on the topic of a healthy lifestyle and sustainable skills (practical activities to apply in class)Activity 2: BIN-GO-GREEN MethodologyBINGO-cards for children on schools, including effective practical assignments to perform in class (group assignments) and at home during holidays (individual assignments). Aim is completing all assignments within a certain time<< Results >>- Toolbox (in 3 languages; EN, NL, EL) in editable, downloadable format- (Template) BINGO cards and methodology (in 3 languages; EN, NL, EL) in editable, downloadable format- Outline of brainstorm activity 2- Strategy for the involvement of the target group- Project handbook- Website- Dissemination & Quality plan- Logo & promotional materials- Social media presenceThe main intangible result is raised awareness of sustainable skills & healthy lifestyle

"The coordinator establishment of the project (Les Deux Canons school) has been labeled ""ecoschool"" for 4 years and labeled E3D (level 3) for almost 6 years now. Our project, which will last 2 years, is inscribed in the continuity of the work that has been implemented for many years in our school regarding sustainable development.This project aims at bringing awarereness, generating and enhancing initiatives related to sustainable development for all the students from the European partner countries concerned (Greece, Poland, Portugal and Reunion Island). It can also have an impact on the local and regional level by the means of a local communication and dissemination for the project and through the research of local partners (associations, professionals, local press and mass medias, etc...). We expect this project will have an effect on the participants, but also on their school staff, as well as the parents of the students involved, as the different activities will need the collaboration of people out of the project and working in the establishment and the collaboration of the families too. Throughout these two years, this project will concern several groups of students from 11 to 14 years old, who will take over by writing and keeping a diary every step of the way, in order to maintain the project's consistency. Thus, the project will include several activities planned through a clear logic. Moreover, the results of each activity will be communicated and published on the eTwinning platform. At some point, short-exchanges will take place with all the partner countries (first Greece, then Poland, Portugal and finally Reunion Island). These short-exchanges aim will be the materialization of some activities made in advance and the preparation of the following ones. Before every exchange, videoconferences will be implemented according to each school technical means and possibilities. - First of all, we will prepare an evaluation at the very beginning to draw up in inventory of what does already exist in each establishment, in the families of the students and at the local level (examples relevantly chosen on that theme in each partner establishment and/or region) concerning sustainable development. It will thus allow an awareness on what is already done in that matter and then, the comparison between the different schools will inspire and enhance initiatives to improve the commitment of the establishment and/or region regarding sustainable development. - Then, this theme being quite vast, we will focus in particular on the managing of waste and biodiversity in these different places of Europe. Thus, the partners will present and explain how waste is dealt with inside their schools, in their families or even their local areas. Afterwards, they will introduce and present their local biodiversity by showing a few examples. These examples will allow the discovery by all the participants of the fauna and flora of these different areas. - Furthermore, they will be able to highlight the introduction of some endangered species, explain the origin and cause of that danger (human activities or other) and how the protection of these species is dealt with locally. - Being familiar with this new biodiversity, the students will be brought to awareness regarding the importance of its preservation. This fundamental protection will be demonstrated with examples chosen locally and illustrating relevantly this theme. So to conclude, this project will allow participants to:- become aware that this matter concerns all of us- have a betterknowledge of their region in terms of sustainable development- give meaning to learning- develop a sense of civic duty inside their establishements as well as in their families- be ambassadors of their region during these various short-exchanges throughout Europe- develop language skills- discover other European cultures through this theme- develop digital skills thanks to the use of the eTwinning platform, the creation of slide shows, videos, quiz, etc..."

<< Background >>Human activities of the last ~200 years caused an accelerated and abrupt response of the climate system; a response which manifests itself through a mild (but significant) change in the average conditions, alongside a more intense change in the extremes. Because of these changes, the diversity of life on Earth is in ever-increasing threat, including LIFE BELOW WATER (UN’s SD Goal SDG14). Recent observations on climate-related trends, impacts and adaptation in a changing ocean, pinpoint that carbon emissions from human activities are causing ocean warming, acidification and oxygen loss with some evidence of changes in nutrient cycling and primary production. [Bindoff et al. 2019]. Moreover, increased marine pollution and littering, especially through microplastics and heavy metals, and the perturbation of the nutrient cycles, greatly affect life below water and human well-being, in turn. It is crucial to inform people and especially children on the scientific facts and consensus regarding the marine environment, in a constructive and positive manner. The project will achieve the following learning objectives: On a cognitive level the students will acquire knowledge regarding the current state of the oceans and sustainability issues, develop their ocean literacy, as well as study the available options for preserving biodiversity and promoting sustainability on a regional and global level. Some questions that can be used as guidelines through this project, are:-What is and which are the causes of ocean warming?-What is and which are the causes of ocean acidification?-Where do microplastics come from?-Where does pollution come from?-What is the nutrient cycle in the ocean and how is it affected by the above?-What is the role of fisheries?-Which key actions can be taken for mitigating the above?OCEAN LITERACY AND SUSTAINABILITYIn this scenario, “knowing and understanding the ocean’s influence on us, and our influence on the ocean” -the essence of Ocean Literacy-, is key to create solutions and producechanges in lifestyles and behaviors capable of addressing these challenges and contributing to the SDG14 - Life Below Water.One cannot talk about providing an adequate response to the SDG14 - Life Below Water, without having people that are knowledgeable about the Ocean, thus making the case for introducing and reinforcing Ocean Literacy in school education. Ocean-related topics are mildly present in school curricula in the partner countries – Greece, Portugal, U.K. and Italy -, usually embedded in geography, natural sciences or social studies, but there has not been sufficient investment into approaching Ocean topics in an integrated fashion, capable to generate more impact on the levels of Ocean Literacy.<< Objectives >>The main goal of this project is to address the voids in Ocean Literacy education in primary school and to encourage the implementation of Sustainability practices to children in the age group of 6-10 years old. With a playful learning approach, it’s expected that children can assimilate knowledge in formal, non-formal and informal environments.In addition to raising the students’ awareness, this project will help them develop their critical and analytical thinking, as well as provide them with benefits on a social and communicative level, as they will be learning via interaction with others and playing.MBH will, as well, aim to help teachers, parents and children getting more familiar with the means of playful and online education, especially relevant due to the specific present era (Covid-19 pandemic), through a pleasant, user-friendly experience. This project will deliver a Digital Adventure Game and an Ocean Museum.>Digital Adventure GameIt’s expected that the effect of this Digital Adventure Game on children will encourage them to assimilate the importance of Ocean Literacy and Sustainability practices, becoming equipped with new tools and knowledge on these subjects. Students can change their whole notion regarding the importance of the Ocean for the future of the planet, as well as create new habits that hopefully will change the way they interact with the Ocean and the surroundings. The playful nature of this learning tool drives children to explore over and over again, to strengthen their interest and incentivize their curiosity. There is also a positive effect of children carrying these interests to their homes, educating parents, friends and colleagues alike.>Ocean MuseumThe Museum will serve 4 main purposes:-Develop children’s Ocean Literacy and Sustainability practices-Raise awareness about Sustainability issues, amongst educators, parents, local communities and general public.-Encourage Children and educators in the use of My Blue Home learning approach-Encourage general competences like teamwork, creativity and social awareness.After the completion of the Museum’s contents, children will be encouraged to present their creations, reinforcing and empowering their attitudes towards Sustainability and Ocean related subjects.<< Implementation >>The project will focus on developing the two main Results, The MBH Digital Adventure Game(R1), and Ocean Museum (R2).>The Game will have the following development structure:- Game Concept: Definition of a general idea for the Game with all partners, including a general storyboard, game objectives, the way learning contents can be embedded, etc.- Game Learning Objectives: Definition of the Learning Objectives, which will be inspired by existing learning frameworks about the Ocean subject matter. These objectives will concern the Digital Adventure Game (R1), as well as the Museum (R2)- Game Specification: Selection of the game digital contents, considering all Learning Objectives previously defined and their adaptation to the gameplay. Definition of a game layout and mechanics, story guidelines and narrative.- Game Development and Design: Development of game concept, contents, coding and all game assets. This process will be refined by the input of the testing activities.- Game Learning Contents: Integration of the Learning contents in the Game. The contents will be developed by the schools, digitally transformed and inserted in the game aiming for a consistent visual and audible outcome.- Game Testing: Testing is key to assess the responses to the set pedagogic challenges and it will allow all partners to further development and quality control of MBH.- Final Product: A final version of the game and a promotional video will be created.>The Museum will have the following development structure:- Guidelines: This activity will define the guidelines to develop the Museum contents and how to curate it. This should include the definition of criteria for selecting subjects, concepts, objectives, and propose suitable formats, methodologies and tools. A final Guidelines document will be produced by the end of the project.- Content Creation: Selected work groups will explore different techniques and media for the design to create the Museum’s contents.- Exhibitions: This activity will allow children to show their creations to their local communities and to the public in general. This presentations will be of great importance to the learning process as they will help validate and empower children in their attitude and confidence about the Ocean and Sustainability. Furthermore, an online exhibition of the Museum will be made available on the MBH website.-Final Guidelines and Showcases: The main goal of this activity is to make sure that the Museum can be used and replicated by other schools. Producing a final Guideline document will allow, together with the documentation of the Museum showcases made by the partnership, to produce a self-contained package that can be used and transferred beyond the project’s terminus.<< Results >>> Digital Adventure GameThis Result will be a game-based learning resource featuring an interactive adventure game and digital learning contents through the use of a computer, smart-phone or tablet.-The ocean-related contents will be delivered through different means: game mechanics, game storyline, digital image and video content, thus rewarding the children’s gameplay, engaging them in a more inclusive, comprehensive and attractive experience.-The use of playful learning in education will allow a collaborative and fun understanding of Ocean related issues, reinforcing in students and educators alike, the global concerns regarding the subject and the importance of acting socially and responsibly on these matters.The Game will have free online access and will be translated to 5 languages, for a greater dissemination and impact. > Ocean MuseumThe Ocean Museum will consist on an exhibition of contents created by the children at the partner’s schools, displaying their learnings and interests about Ocean Literacy and Sustainability.The concept of the Museum is to apply the contents assimilated in the Game(R1) and propose a more hands-on, creative experience for educators and children, which reinforces their knowledge on the subject of Ocean Literacy and Sustainability. Children will produce the Museum’s Contents, exploring subjects such as natural habitat, endangered species, and other concepts, using crafts and creativity. Students will explore Ocean and Sustainability subjects in their own creative way, thus assimilating matters in an effective manner, complementing and consolidating the Game’s (R1) Approach.The partnership will elaborate guidelines for the Ocean Museum’s creations, which will be compiled as a guide on how to replicate the Ocean Museum in other European Schools. The Museum will:-Develop children’s Ocean Literacy-Raise awareness about Sustainability issues, amongst educators, parents, local communities and general public-Encourage Children and educators in the use of MBH learning approach-Encourage general competences like teamwork, creativity and social awareness.> Additionally, the project will create: A Website and a Facebook page Project presentations for general public Project Video Final Event in all countries for the target groups Sustainability Strategy> Amongst other achievements, MBH is expected to:-Stress the importance of Ocean Literacy and Sustainability-Increase the readiness and competences of digital learning and teaching-Increase the number of schools teaching Ocean Literacy-Encourage children to follow careers in these fields-Encourage critical thinking, affirmative action and group collaboration skills-Promote to teachers, trainers and parents the use of innovative learning methods-Promote the participation of parents in educational activities with their children-Allow students to participate in real world sustainability actions, with a direct impact on environmental awareness, as the result of the Ocean Museum’s exhibition.-Involve educators and students in a transnational experience-Allow children to gain competences, contribute and feel empowered to make a difference regarding environmental issues-Provide tools to all partners to innovate their curricula, with new knowledge and materials for future projects

"<< Background >>Our project aims at installing the values of a greener world from the start: to children as young as 6 years in Primary schools, their teachers, and their families. The Greener Green project will provide these target groups with an Evaluation and Assessment tool on how “green” their school is, action plans, training, lesson plans for teachers and even a fun platform where very young children can record their green actions, get rewarding praise and motivation to continue!-Blue room innovation, develops technological solutions that help people and businesses to adapt their behaviours’ and business models to the circular economy. Our aim in leading this project is to work further in a “Greener Green Tool” for students and familiarize them with new digital skills for communication and implementing changes. We will use this project as a stepping stone to develop additional tools, content, knowhow and to strengthen international relationships in order to spread the results among citizens, companies and public stakeholders.Blue room envisages a fundamental need to adopt new financial mechanisms and technology transfers to help the majority of the population adapt to climate change and support human well-being through applicable projects that begin from small changes at an early age. -IDEC operates a Training Centre and has been training over 300 primary teachers and organisational trainers per year, for the past 10 years. It also has an extensive network of primary schools that it cooperates with for KA1 mobilities. Through this project, IDEC wishes to enrich its curriculum and courses with training pertaining specifically to the application of Green Deal and ecological principles in the school environment and to strengthen its ties with existing and new partnerships in primary schools of its region and throughout Greece. -FAPEL, being Luxembourg’s national federation for parents’ associations with 3.000 members, has a great need to find new, contemporary open resources and to disperse the green results and principles of the project to the country’s primary schools, pupils and their families. -ULiège, and its Laboratory of Climatology specifically, needs to improve their dissemination of their expertise and knowledge about climate change to the general public, starting from the early age of 6 year old students and their families. -The Primary School of Vareia in Mytilene, being in a remote area with limited access to training opportunities and learning activities, needs to stay onboard the EU vessel of change and benefit in upskilling its teachers and ameliorating its everyday green practices. -The Bell-Iloc school in Cataluña in a suburban area with many immigrant pupils, is witnessing newly booming tourism aggravating the natural environment and the agricultural sector that was originally the areas’ main activity. The school needs to educate its teachers and children on how to mitigate this chalenge by changing practices. -The Scuola Europea di Varese is already participating in the ""Green School"" project in cooperation with the local authorities but needs more digital resources to implement its digital and green transaction.We understand that schools must be wired for technology and at the same time, become more sustainable and greener than ever before. Teachers will be provided with an all-inclusive platform which will host the Assessment Tool, the Training programme, the lesson plans and the “Greener Green Tool” for students to upload their green accomplishments and receive positive reinforcement. In that way, teachers and pupils will be familiarized with new digital skills for communication among them, and will embrace the values of the Green Deal and a greener Europe. Parents will also be sensitized by the behavioral changes of their children which, in turn, will be transferred to the home and the community environment.<< Objectives >>The Green Deal is the Commission’s new Growth Strategy that proposes three concrete actions: Europe to become the first climate neutral continent in the world by 2050, boost the efficient use of resources by moving to a clean, circular economy and restore biodiversity and cut pollution. Policies, funds, and resources have been designed and predicted towards that direction but unless European citizens, from an early school age, embrace and identify with the cause, the plan cannot succeed.But what is a “green school”? Many definitions have been given but usually they have the following elements in common: protecting the Environment, improving the health and quality of the learning environment, integrating learning opportunities with the built infrastructure, being inclusive and sustainable. Even though there are quite a lot of initiatives regarding green schools or “eco” schools around the globe, the consortium was intrigued by not finding a specific project in the EU that comprises of a digital evaluation tool, a corresponding teachers’ training and a digital platform that ensures the ongoing cooperation and communication of all parties at a school (teachers, staff, pupils and parents), where they can all contribute and assess their green goals and everyday actions. Our project aims at installing the values of a greener world from the start: to children as young as 6 years in Primary schools, their teachers, and their families. The Greener Green project will provide all these target groups with an Evaluation and Assessment tool on how “green” their school is, action plans, training, lesson plans for teachers and even a fun platform where very young children can record their green actions, get rewarding praise and motivation to continue!The main goal of this project is to supply teachers and pupils of primary schools and their families with a quality digital assessment process of how “green” is their school and how they can practically implement concrete changes to improve it in that respect, support teachers with the necessary training to establish and maintain green practices at their school and provide all with a digital platform for cooperation and motivation to embrace changes at an everyday level. Main Target Groups Teachers of primary schoolsPupils of primary schools (6-12years old)Pupils’ families and local community The concrete objectives of the Greener Green project are:-To make primary schools in Europe greener by embracing, and contributing to the aims of the Green Deal.-To train teachers on the principles of sustainability, environmentally friendly, innovative practices to prepare learners and school staff to become true agents of change.-To enhance teachers and pupils’ digital skills by training them on how to use and employ an online platform to implement real-life projects, plans and objectives towards a greener school.-To teach pupils how to identify and adapt the values of a greener, sustainable Europe and how they can track their actions and progress through an innovative digital tool.-To make pupils’ families and Communities’ more aware of the necessity of a greener and sustainable Europe that starts for the school that their own child attends, to transform the intangible values to tangible and rewarding actions. -To assist, on a local and European level, the European Commission’s need to actively involve its citizens in its priorities.<< Implementation >>The project has a duration of 24 months and will unfold in 3 stages:Stage 1 is the preparation and research stage (M1-M6). During this stage, and after the kickoff meeting in Girona, the responsible partners will develop the project management plan, the quality assurance plan, the evaluation methodology and tools and the dissemination plan. Partners will also create the graphical identity of the project, the logo and leaflet as well as the project webpage and the social media accounts. Care will be taken for the harmonious color scheme among all visual aids and materials. A specific color scheme will be established to be used in all online and printed materials, a letterset decided upon, and Word template and Powerpoint template will be created to be used in all communication needs. This will create a better branding for the project so that is recognizable and identifiable wherever it appears. The dissemination strategy and necessary activities of dissemination will be set. Also, the initial version of the exploitation strategy will be delivered. At this stage, the implementation will also start. ULiège will deliver the Design of Methodology for identifying competences and digital skills for the ""green"" teacher and best practices for a green school. According to this Methodology, all partners will conduct in depth research, which will consist of desk research, online surveys and Needs Analysis and Focus Groups. Partners will deliver their National reports, which will be combined to one final Synthesis report done by ULiège .Stage 2 is the implementation stage (M7-M23). During this stage partners will deliver semester and interim progress reports comprising of the Implementation, Quality Assurance, Dissemination and Exploitation and Financial reports, will conduct evaluation of the project progress, disseminate the project in workshops, meetings and training, employ actively the project’s social media, send newsletters regularly and update the exploitation strategy. During this period, the project results will be implemented. Partners will perform the Technical development of the English version of the e-learning course, translate it to national languages,implement the pilot testing during a Joint staff training event for teachers/trainers in Liège and finally apply improvements and finalise it. Simultaneously, the Greener Green Assessment Tool will be created under the specifications of Blue room, the creation of questions included and necessary content, the peer review and the pilota testing during the training event in Liège. All project results will be ready by M23 of the project. Stage 3 will finalise the project. Partners will compose the final project report, the final evaluation and quality assurance report of the project, and will conclude on the impact analysis. Dissemination activities which will ensure sustainability will be intensified at this stage which all includes the multiplier events. Regarding project results, partners will perform the final improvements and finalize the e-learning course and the Assessment Tool. Management activities will continue throughout the project duration.<< Results >>The results of this project are expected on a multi-dimensional level. In general we would like to make an active intervention in European schools' green dimension and have a measurable impact in the schools, the teachers, the pupils and the parents relating to the partner organizations but also to make sustainability provisions that will guarantee long term results. Specifically the results of the project will be:PR1 The Greener Green training program (e-learning) for teachers to learn how to use the Assessment Tool, how to implement changes and how to make their school greener regarding its physical environment, its everyday practices, its teaching curricula and the communication and implementation of these practices to pupils. This program will instruct teachers on how to carry out the Sustainability and Green practices audit, how to monitor and evaluate actions at the school, how to engage and involve pupils and members of the school staff, how to produce an “Eco code” for the school and how to administer the digital rewards of the Assessment Tool to classes, in an inclusive and motivational manner. -PR2 The Greener Green Assessment Tool for: Α digital evaluation tool which will include questionnaires for teachers and school staff regarding their practices, will evaluate them and provide feedback on scoring, suggestions for improvement and action plans according to the score. The tool will be evaluating the status quo of the school regarding good practices and practices that need improvement, will give suggestions and transfer know-how regarding specific areas such as a Sustainability Audit, an Action Plan and the formation of a “Green committee” for students and another one for pupils. It will also incorporate the “Green Positive Reinforcement” system where classes will be able to record their practices and get motivating rewards such as the class’ “Green flag”. The tool will be a 360 free tool for all schools to start and implement their green – digital transformation. C1 Training of Trainers on how to use the training programme and the Assessment Tool with the participation of 2 teachers/trainers per partner organisation (14 participants in total). 3 Webinars focusing on the project results, their application and project awareness.- Organisation of seven (7) local teachers’ workshops with ten (10) participants per partner (70 teachers in total) Organisation of 6 multiplier events: E1 The Greener Green Event - Girona - 30 participantsE2 The Greener Green Event - Piraeus - 30 participants E3 The Greener Green Event - Luxembourg - 30 participants E4 The Greener Green Event - Vareia (Lesvos) 30 participants E5 The Greener Green School Event - Girona - 30 participants E6 The Greener Green Event - Varese - 30 participants Project Dissemination and Exploitation activities: -Dedicated accounts for the Greener Green in Facebook and Instagram.- Presentations to associated partners and stakeholders.- Articles in digital and printed Media that are relevant to the project’s results and their aspects. -An article in School Education Gateway."