CONTEXT Our project ‘’Save the Nature Save your Life’ is being carried out since the beginning of 2020 on eTtwinning . The goal of our project is developing works that were carried out on eTwinning, carrying out them internationally and making them reach more people. Our project aims to contribute to prevent climate change process by educational activities and create awareness about this issue. Our project is a five partner project including Turkish, Spanish and Romanian, Nederland schools under the coordinatorship of Italy. Common activities which will occur with the participation of four students between the age of 13-18 and two teachers from each school have been planned. Two female, two male students and one female, one male teacher will participate in each mobility due to gender equality. HORIZONTAL OBJECTIVE Sustainable investment, education and training, quality and efficiency of youth systems: We aim to help students gain confidence in the process of performing activities with their peers of the host institution; improve their teamwork and foreign language skills; improve their awareness about climate change, critical thinking and problem solving skills in the activities requiring hand skills and make them gain an artistic viewpoint .Environmental and climate goals : We aim sustainable permanent awareness and behavioral change about the climate change for our students.SCHOOL EDUCATION New innovative curricula/educational methods/development of training courses: Our teachers will improve themselves in matters of foreign language skills, entrepreneurship and professional sufficiencies. At the same time, our teachers will gain overseas experience and improve themselves in fields of personal growth and professional growth. Each teacher will reflect learning outcomes of their own branch about climate change on the curriculum. The completed works will be shared at the project website and the school website. CONTEXT AND BACKGROUND We planned our project works under six main themes. These are environmental pollution, industrial wastes, water saving,organic agriculture, other living beings and healty nutrition& illnesses caused by warming. Each partner has a duty on which they are strong. One of the aim of the project is observing environmental policies of different countries about each theme and pointing out their own strong and weak aspects of the countries and developing by supporting more qualified institution to less qualified one and contributing lots of students in the host country in the activities.EXPECTED RESULTS 1- % 88 of the students think that waste materials can be used in making products, the aim is increasing this percentage to % 95 in a two year process and to %100 in the long run. 2- %62 of the students think that climate change can be prevented by activities, the aim is increasing this percentage to % 80 in a two year process and to %100 in the long run. 3- %41of the students say that they participate in environmental activities, the aim is increasing this percentage to %100. 4- %54 of the students think schools provides enough information about climate change, the aim is increasing this percentage to %100. 5- Preventing unnecessary energy consumption in our institutions and at our students’ houses and disseminating this awareness. 6- Using recycling materials and creating awareness on it. 7- Creating the living spaces for the other living being, teaching how to do them and disseminating it.8- Improving and disseminating the works in our previous E-twinning project. 9- Creating awareness about reasons of climate change. 10- Creating awareness about the damages which the industrial wastes bring to nature and the preventations that need to be taken about this topic. 11- Making students calculate their annual carbon footprints with carbon footprint activity, reducing carbon footprints and creating awareness on it. AFFECT AND LONG TERM RESULTS: 1- Climate change has been defined as a priority of EU Development Strategy by EU and the comission’s suggestion about climate change in strategy.(i) To reduce greenhouse gas emissions,mitigation and adoptation of global warming and climate change effects and to ensure that global warming is kept under 2 ° C, One of the concrete aims of our project is providing long-term effects to achieve this goal. 2- Leaving permanent effects on individuals about air quality, water quality, waste management, nature protection, control of industrial pollution and risk management, chemicals and climate change topics which appears in EU Integrated Environmental Cohesion Strategy Plan (UÇES) (2007-2023). 3- Making participants reduce by %20 of carbon footprint use in their domestic and individual uses in the long run. 4- Making students gain awareness about clean energy and zero waste. 5- Making students stay away from packaged food and make a habit out of healthy life. 6- Creating awareness and skill to use technology for the right purpose.

Climate change is occurring in Europe, with the European land temperature over the past decade on average 1,3°C higher than in the pre-industrial era, making it the warmest decade on record (Source: Climate change, impacts and vulnerability in Europe 2012 - EEA Report No 12/2012). The consequences of climate change can already be noted through the increase in the frequency of natural disasters. In Europe, according to the Emergency Database of Disasters (EMDAT), the number of natural disasters reported increased from 43 in 1974-1978 to 288 in 1999-2003. All the agencies working on monitoring climate change agree that, in the future, such consequences will intensify with the weather and temperatures being more extreme. Impacts will include natural disasters such as river floods, droughts, forest fires, warm periods, including heat waves, are expected to be more intense, more frequent and longer-lasting. (Source: EEA 2007: Europe’s Environment, the fourth assessment).The impact of natural disasters on the European population ranges from material damage, economic losses, casualties (death and injuries) and psychological distress. However, such impacts can be mitigated through the education of individuals, communities, and disaster responders on three levels: prevention, preparedness and response to natural disasters. Unfortunately, the European population lack the necessary education to face the changes brought upon them by climate change.In order to address the identified educational needs of the European population to face the changes brought upon them by climate change, fire and rescue services, primary and secondary education schools, adult education providers, and public administrations from six European countries worked together in this cross-sectoral and cross-border partnership.The project “e-learning for the prevention, preparedness and response to natural disasters” aimed to develop, validate and deploy a set of innovative educational materials to educate the European population on the prevention, preparedness and response to natural disasters related to climate change. These educational materials were made into e-learning modules and available for free on an e-learning platform as OER (Open Educational Resources). There are four e-learning modules: one for primary school children, one for secondary school students, one for adults, and one for disaster responders (fire and rescue services, emergency personnel and other first responders). Each e-learning module is tailored to the specific needs of its target group throughout a process of adaptation and validation. The execution of the project lasted 24 months and was structured in the following phases: PHASE 1: Development of the educational content for the e-learning modulesThe professionals in prevention, preparedness and response to natural disasters represented by the four fire and rescue services from Denmark, Lithuania, Spain and United Kingdom, developed the educational content for the four e-learning modules.PHASE 2: Adaptation of the educational content to the target groupsTeachers and trainers from primary and secondary schools, adult education centres, and VET providers adapted the educational content of the e-learning modules to the specific needs of each target group. PHASE 3: Translation of the e-learning modulesThe project partners from non-English speaking countries translated the e-learning modules into their national language while the British partner improved the quality of the English version.PHASE 4: First deployment of the e-learning modules The partners deployed on the e-learning platform the four e-learning modules in six European languages.PHASE 5: Validation of the e-learning modules Each e-learning module was validated with its target group (primary school children, secondary school students, adults, and professionals from fire and rescue services) throughout six pilot tests. PHASE 6: Final deployment of the e-learning modulesBased on the feedback from the validation of the e-learning modules carried out during the pilot tests, the partners defined and implemented the necessary improvements before the final publication of the e-learning modules in six European languages (Danish, English, Estonian, Lithuanian, Romanian and Spanish) on the e-learning platform as OER (Open Educational Resources). As the e-learning modules are easily transferable to other countries and to other organisations, every user, teacher, trainer or education provider using the e-learning modules will be a positive step towards the education of the European population on the prevention, preparedness and response to natural disasters.

It was observed by all our partners during education and training that rapidly growing robotic applications in education attracted the interest and attention of the students and helped them to participate classes more effectively and more enthusiastically. Preparing today’s students requires educational systems to provide a core body of knowledge as well as a set of skills neede. At the same time the rapid growth of digital tools available increase the challenges of nowadays. The high exposure of 21st century students in web 2.0 tools, devices, and environments opens a window of new affordances, challenges, opportunities, and skills for learning/teaching and assessment. The project is expected to have a fundamental and lasting impact on pedagogy and innovation in practice of teachers across Europe, modernizing and making more relevant and motivating many aspects of the teaching activity, through the use of new technology. The project has major potential for enhancing student understanding, reflection and collaborative contributions to the creation of knowledge in school across different subjects. The project also aims to influence students' (and teachers') attitudes, particularly their awareness of major issues such as global climate change and the importance of observing and monitoring the natural world, and to improve their knowledge and respect for the environmentProject aims: 1. Develop in students basic knowledge (based on national curriculum) and a set of skills necesary for 21st century students2. Implement at school learners’ centred approaches based on self-regulated learning, self-reflections, peer assessment, collaborative work , etc3. Use of relevant technology Robotics, Coding, Computational Thinking in order to engage students in the learning process4. Create a at schools framework to introduce innovative learning and teaching practices and this will be done through improving teachers’ competences to implement innovative teaching approaches and also prepare teachers to assses students’ learning (both knowledge and skills)Outputs:Organizing training workshops, materials, services and resources to assist teachers design learning tasks for aligning learning goals and assessing transversal skills using ICT affordances and opportunities. Sharing professional practice in relation to the development new learning and teaching methods and assessment of transversal skills.A website with ten learning practices by country ready to use at the classroom on different subjects (using robotics, coding, etc) The materials will be in own laguage of the participants and in English.There will be organized 5 LTTs (one per country) lasting 5 working days:Italy - Computational thinking;Turkey - Use of 3D printer;Poland - Circuit drawing, simulation, animation and PCB drawing: Proteus;Romania - Own designed robotic projects;Greece- Open Source Coding: Scratch and Mblock Programming Languages.To guarantee that the project is executed within scope, time and budget, assure the effectiveness of the project activities we create a Project Executive Board (PEB): main decision-making board, formed by one representative from each partner. It will define the strategic objectives, solve any conflicts between partners, manage necessary changes to the project and exploitation of common results.