"Tolstoy's words are our motto: ""One of the first conditions of happiness is that the link between Man and Nature shall not be broken""TREES Erasmus project are emerged from schools partners needs:-understand how to get the balance between science, development and natural environment-how to develope collaborative/creative activities to strength/adopt new sustainable realities and reforest in face of emerging climate changes that affects all-how to develop science, digital and computing activities to reinforce techonological, robotic, ICT and code skills and knowledge for searching new competences in our digital world-improve communication/foreign language skills/social abilities linked to compromise of respect the diferences-develop in students an active citizenship in society and worldThe respect of human dignity and Nature, principles, defended by EU, most prevail through the promotion and justice all over Europe. Last Education Summit (September 2019) the Commissioner desire improve greener, digital and inclusion in european schools. This project has create activities to improve that mission and engage many people such like:-children and students from pre-school to secondary, staff, parents and local comunity in school activities;-students between 13-18 years old, general education and professional courses in international collaborative activities (exchanges of short group of students).In order to guarantee values of equity and inclusion, defended by EU, there will be special focus on students with pour performance, in risk of failure, learning and integration difficultiesStudents from different levels will work the main topic through different kind of activities in different subjects: STE(A)M, biology, literature, arts, multimedia, ICT, coding, robotic, design, politics.Activities will be carried out by:-online communication, in a collaborative way with international teams and sequencial steps developing products by all partners-internacional meetings and exchanges of students where multicultural groups will work cooperatively in siteThrough collaborative work, project methodology and pratical activities, schools partners will:-develop 21st century skills-develop key competences on ICT/computer science, cinema, biology, environment, arts, design, politics and citizenship-improve active and collaborative teaching and learning methodologies-improve foreign languages skills and multilinguism-increase ecocitizenship-know about environment qualitity of schools and local community-increase sutdents authonomy/responsability-promote school sucess and reduce early school leaving-develop the connection between formal, non-formal and vocational education-increase synergies between institutionsStudents will be doers instead of users by cooperative work and project methodology: working in teams using their creativity, critical thinking and responsability, deepening their social/civic competences, built knowledge, learn to learn and learn by experience. By extention, they will also understand the importance of life long learning in a constantely changing world, achieve theirs goals and learn about what theirs're curious about. The innovative way of using technology and solving problems will foster the acquisition of key competences in our students turning them into active, responsable and entrepreneurial citizensThe results of this project are produced through cooperative activities in several areas and the main results that will remain for the future are: eco-robot, movie, stories, digital game, APP, forest super-heroe, open letter to EU, website/eTwinning project, urban gardens, plants tree(schools)A maximum impact will be assured by the wide range of different students/teachers/subjects/teaching levels/methodologies and countries (north/central/south) involved in this partnershipThe topic of innovative teaching methods make pupils raise their motivation towards school increasing their success, which will lead to the reduction of school failure and early school leaving. Teach/work methodologies will make well prepared for the challenges of the world and can improve changes in places they will live and work. By this topic they will be actives ecocitizens and life long learnersIn the future, with this partnership, there will be more students succeeding in tertiary education, being better prepared to enter the global labour market as real European citizensAll work will be used in several situations by community in each country. All procedures/results will be published as public Twinspace, social networks, local media and Erasmus+ dissemination website being accessible for participating schools as well as a any interested party to promote success in their institutionsTREES project wants to break with indifference because tree represents economic/environmental/social wealth and its home of 80% of animals and plants/speciesNature conservation by education it's a imperative and our future"

“The Sunny Side Up” was a project created by five countries from five different climatic areas and geographical positions: Spain, Slovenia, Norway, Latvia and Cyprus; and it was focused on demonstrating the different uses of solar energy and thus creating a more sustainable and eco-friendly environment. The goal was also to compare and contrast the benefits and drawbacks of this kind of energy in each climatic area. With this project we addressed the underachievement in the basic skills of Maths, Science and literacy, and reached a better inclusion of our students with fewer opportunities. We achieved an inclusive school with equal opportunities for all our students and provided them with more effective, innovative teaching methods. To carry out our objectives successfully, Discussion, Steering, Evaluation, and Financial Committees were created in each school, which ensured the achievement of the objectives.The project was divided into three phrases. The first two phases were addressed to the higher grades, which are formed by students aged 11 to 15. The first phase was based on the construction of home-made solar panels by the students themselves. These were simple and very basic panels, where we used the heat from the sun to warm the water in the tubes. After the experimental stage, where the students tested the efficiency of the solar panels by means of changing different parameters, all the data was analyzed and cross-referenced in order to come up with the ideal solar panel for our climatic conditions according to the results. This phase was developed along the first year. The second phase of the project was the construction of a greenhouse. We grew flowers, mint or strawberries in the greenhouse. The plants were scientifically observed and measured. The mint or any other herbs or flowers were transformed into essential oils through a distillation process using our school still. By implementing these activities, we promoted entrepreneurial skills in our students so they can develop initiative, perseverance, cooperative work and responsibility while creating and looking after the plants in the greenhouse and using the still. This phase took place along the second year. Both students from Lower and/or Higher grades actively participated during the third phase of the project, based on a research on the history of the solar energy in the ancient civilizations, namely the Greeks, the Vikings, the Romans, the Arabs and the Baltic tribes. The results of the research were collected in a solar booklet. The students also took part in a drawing contest in order to build and decorate a sundial. The sundial was made either with a mosaic or painting it on a wall or on the school ground. This gave the students the opportunity to express themselves and leave their mark for generations to come. This phase took place along the two years. The future generations of the students will benefit from the project’s results as they will serve as teaching aids and will thus provide additional motivation and give added value to the teaching process. During the duration of the project, the students communicated with their peers from the partner countries via the internet conferences. Thus, they improved their communication skills and promoted the project’s results. The study visits for the students were executed in all 5 partner countries, where the students got the unique opportunity to promote their knowledge about the project as well as be acquainted with the different culture and educational principles for each country. During the study visits, the hosting country organized a Solar Day where the project’s results were actively promoted by the students. Furthermore, the students were also actively involved at certain lessons, and learned how to build solar toy cars, plastic bottle greenhouses, solar cooks and driers, etc. The project had numerous effects on the institutional level, as the teachers and educational authorities participating at the international meetings experienced and shared examples of good teaching practices and by collaborating with other partner countries they had the opportunity to improve their communication and organizational skills. The students, especially those with fewer opportunities, experienced and actively participated during all of the project’s activities, including the study visits (35% out of the total participants). Internationally, the project deepened the relationships with other European countries and contributed to the internationalization of the schools.

SEE THE BEAUTY, SAVE THE PLANET There are a lot of projects concerning environmental issues and climate change, since this is a global concern. There is also a lot of discussion about the anxiety these subjects cause on young people. This project wants to present a positive approach to the matter by finding the beauty in nature and the environment surrounding us, and this way deepen the pupils´ relationship with nature and promote the desire to preserve it.All countries are facing environmental issues, the problem is collective. That is why our aim with this project is to unite young people in our partner countries to meet, reflect and find solutions together for a better future.Pupils will experience the environment and its beauty through photography, video and art. This project will also build up pupils´ digital skills in photography and video and by contributing for the creation of a website for the project. They will learn how to use media and art in order to influence other people in a positive way.The project will also increase the expertise in CLIL methodology through collaboration with other partner schools using the same methodology.The main objectives are: to increase pupils´ awareness on environment issues, to increase language skills, to learn about other cultures and countries and their ways of acting on climate change and to create a network of schools to work with in the future.Methods for the activities are multidisciplinary learning, learning by doing, learning through sharing and discussions.The expected results are: growing awareness of environmental issues, improvement of students’ language skills, sharing new teaching ideas and the implement of sustainable actions in schools. Also, we expect to develop and improve CLIL methodology in lessons and all activities of the project and to develop and share original lessons plan on the topic of the project, using CLIL, and make them available, with creative commons licenses.The long-term benefits are a deeper understanding in environmental matters and cultures, new ideas and methods and how to use them in our teaching in the future. We will also be able to build a network of teachers and schools around Europe, sharing thoughts and values that will increase our competence as teachers.Countries taking a part of this project are: Finland as a coordinator (Nöykkiön koulu, Espoo), Italy (ISTITUTO COMPRENSIVO CARMAGNOLA I), Romania (Scoala Gimnaziala nr. 1, Galati), Cyprus (Gymnasio Archangelou Lakatameias, Nicosia), Portugal (Agrupamento de Escolas de Idães, Felgueiras) and France (College Joseph Lagrosillière, Sainte Marie, Martinique). All schools will involve as many students as possible along all project activities and for the mobilities will be involved pupils between 11 and 16 years old.

<< Background >>The negative human impact on nature demands from people, especially young ones to ensure, that caring for the nature, is part of their lives. It requires advancement of peoples’ awareness, attitudes and knowledge about these issues. Environmental education and awareness (EEA) is a relatively new field that is becoming increasingly more critical as our natural resources are falling apart day by day. Starting from an early age, EE should raise children’s awareness of the environment and provide learning experiences through which they obtain knowledge and skills to solve environmental problems now and in the future. While, the theory of generational replacement argues that changes in adolescents’ attitudes are important markers of long-term social change, the investment in their education in terms of enviromental protection has not recieved adequate attention. Often, children are not aware of the need for clean air and water, the conservation of natural resources and energy sources. EE needs to be integrated into the curriculum so that it is evident in daily activities and children internalize values and engage in eco-friendly behavior as a way of life. Today, only Italy, is the first country to make learning about climate change compulsory in schools in an attempt to position the country as a world leader in EEA. School education is a crucial stage in the development of a person's behaviour, social awareness and self-awareness. In 2017, a study conducted by Stanford University, aiming to investigate how Enviromental Education (EE) affects school students, showed, after researching hundred scientific studies published from 1994 to 2013, that 83% of students improved their ecological behaviour significantly and 98% scored better in other subjects such as maths and science. Furthermore, based on research, teenagers have tremendous influence over their parents and can use the acquired knowledge and skills to influence the attitudes and behaviors of adults, their parents and other community members. Teens today need to receive different information than their parents or grandparents did, as each generation differs in the kind of education need to be acquired. Information is growing so rapidly now, that sometimes children’s knowledge is more up to date than their parents.<< Objectives >>The ulitmate objective behind the B-Green project is for students(12-18) to develop a firm ecological mindset and use it to overcome today's environmental challenges with a proactive attitude and a strong commitment in their community. Furthermore, it aims:•To equip schools with innovative green oriented teaching and learning tools to support their efforts to becom ECO-FRIENDLY SCHOOLS, initiators of social change and sustainable development;•To upgrade teachers’ profile so that they can adopt interactive learning experiences that spark students’ engagement.•To encourage young Europeans to become activite citizens supporting their communities from an early age for social change while promoting the 2030 Sustainable Development Goals of the UN;•To transform students as AMBASSADORS among their peers,friends, parents, teachers, other citizens so that others can follow their example;•To creat a community of “green” conscientious young people working on sustainable solutions for addressing environmental challenges;<< Implementation >>The project foresees to focus on the following groups:- Secondary School teachers from different fields of expertise - Secondary School students (12-18 yrs) - Parents, other school staff, community, social workers, policy makers etc..Their participation is crucial for the success of the project and will be involved in the following activities:1.The direct beneficiaries group, teachers and students will participate in the all planned activities of the project, as well as the setting up and the implementation of the B-GREEN SCHOOL CLUBS to be organised in PR4 for the PILOT TESTING of PR1, PR2, and PR3. More speficically,- 25 students will participate in the B-GREEN SCHOOL PROGRAMME to be set up either in or out of schools (20 hours of training and 20 hours of outdoor activities). Trained teachers will be involved in this supported by the partner organisations’ coordinators.(total 40 hours, min 5 teachers, min 25 students). The selection of teachers/students is the responsibility of the participating schools (as part of the consortium or associate partners). P2, P5, P6 will carefully choose its students and teaching staff that is willing to experiment with new technologies and new approaches in the classroom, and the rest of the partners will invite local schools to select teachers and students which will benefit from this participation in the workshops. 2.CAPACITY BUILDING TRAINING for teachers: 5 teachers per country will attend the C1 upskilling training activity in FR which will include presentations and workshops on the new developed material. 3.During the DISSEMINATION ACTIVITIES, presentation of the material to local organizations or individuals who cooperation with the schools such as Parents’ Associations, Local Authorities, School Boards, NGOs, youth organizations, vocational centres etc. It is expected that at least 10 representatives from each country (60 in total) will be informed about the project and will be encouraged to play with the AR GAME, register on the platform and utilize the material. 4.BLENDED MOBILITY OF LEARNERS: 5 students accompanied by 2 teachers from each country will participate in the training activity for 7 days (2 traveling). The first 4 days participants will interact via organised workshops and visits to enviromental oriented organizations (recycling companies, NGOs, second hand shops), while developing a CODE OF CONDUCT addresed to Schools for minimizing carbon footprint (total 28 students and 12 teachers). At this stage partner organizations, except the criteria as mention below in the C2 description, will give priority to at least 4 STUDENTS with fewer opportunties to travel abroad and experience this transnational opportunity (Total: 30 YP) 5.B-GREEN CONFERENCES (E1-E4): 30 participants will attend the local conference in each partner country. (Total. 120)6.AUGMENTED REALITY GAME APP(PR2): 25 students from each country will download the app, create their profile, complete the challenges and inspire them to minimize their impact on enviroment and live an environmentally conscious lifestyle.7.PLATFORM (PR3). Through the PLATFORM teachers and students will be able to search for material to increase their knowledge on the subject and exchange ideas through the e-COMMUNITY. (Total 140 teachers and students at least to register as users). The project team will run the PLATFORM and provide any immediate support to the target group. 8.SOCIAL MEDIA will be used to involve people in project's outcomes. (Total at least 300/ 50 per country). All the material developed will upload to facebook page of the project in order to enhance their dissemination.9.OTHER NATIONAL EVENTS, e.g. EARTH DAY, World Environment Day, International Education and Career Exhibition etc. (Total visitors 10.000)<< Results >>The expected results for secondary school teachers and students and on its completion are:1.The LEARNING and ASSESMENT TOOL in the form of an AUGMENTED REALITY GAME (PR2) with an AVATAR incorporating: - quiz-like evaluation mechanism supporting self-education and self-regulated learning both for monitoring and skills retention purposes (spread in levels and associated with point system). - newsfeed of environmentally friendly activities and tips that will guide users on how to save energy, conserve water, sustainable food consuption and live an environmentally conscious lifestyle (with puch notifications on a weekly basis). The Augmented Reality Tool will offer to teachers an innovative and interactive tool to empower the other teaching resources, methodologies and tools and play a significant role towards attracting students’ interest in environmental issues establishing the acquisition of eco-knowledge and the retention of green skills.2.The MULTI-MEDIA TRAINING KIT (PR1) based on the development of a targeted eco-framework with in build benchmarks and indicators against which students’ learing is monitored and assessed, accompanied with interactive/multi-media material offered on/off line with teaching guidelines, videos and presentations to support teachers to ugrade their teaching and as results positively influence students’ ecological mindset from an early age. 1.An ON LINE INTERACTIVE PLATFORM (PR3) with various functionalities to support both teachers and students based on the access level given to them. It will inlcude (a) an e-learning section with materials, resources, tools etc., to be produced in 5 different languages or collected, (b) an e-community as a social environment where teachers can interact and share information, experience and knowledge with other teachers, students, experts etc., and (c) an ECO-AUDIT-TOOL for assesing HOW ECO-FRIENDLY is a school, accompanied with a GUIDE for promoting the concept of a more sustainable and environmentally friendly school. 2.A GUIDEBOOK to support the setting up the B-GREEN CHALLENGE (PR4) for ensuring the project’s exploitation and sustainability and the pilot-testing of the project results (PRs).