<< Objectives >>The general purpose of the project; With STEM, which is a learning, application and development approach that integrates four disciplines: Science, Technology, Engineering and Mathematics, efforts to combat climate change and global warming and students' environmental awareness and awareness. To take steps towards becoming individuals and to reach this goal with activities and workshops to be held in this direction.<< Implementation >>Local and transnational events were organized to achieve the project objectives. Thanks to these events, the participants will both develop their competencies in line with the objectives of the project and exchange cultures with students and teachers from other partner countries. The following issues will be addressed in LTT activities.-Stem and Climate Change-Renewable energy-Climate Change and Human-RecycleWorkshops will be implemented at LTTs and students will develop prototypes.<< Results >>At the end of the project, each of our students will have experienced teaching with the STEM method. Each of our students will be climate activists and their awareness on climate change and global warming will be enhanced. The perspectives and habits of all partner school participants will change, their achievements in renewable energy, climate change and recycling concepts will increase.

<< Background >>The need for inclusivity in education has grown even more due to the effects of the COVID-19 pandemic. Not to excluding those pupils who have some specific educational, physical, psychological, social, economic or any other difficulties has always been necessary, because such an exclusion would lead to more serious problems and unwanted and unexpected effects of pupils´ school education. There have been many programmes including school assistants who help with the educational side of the school performance of those with special needs. But there are not many activities that would focus on inclusive environment in the class and on natural cooperation of pupils with those who struggle with fewer opportunities or face various barriers. Education during the COVID-19 pandemic was based on a distance way of teaching and learning, all the pupils were taking their lessons individually through on-line computer communication, the separation has grown bigger and has brought various psychological problems, such as loneliness, lack of motivation and depression.Children of all ages need to be with their mates to improve their social skills, to grow their psychological awareness and to understand differences among people. Schools cannot ignore these needs as they are directly connected with the pupils’ educational performance and they have to try to find a way to support pupils’ coherence, pupils’ inclusion and healthy dynamics of school classes, groups and society. We realised that there is such a tool which can be used as a natural way of inclusion support and which has got very good side effects connected with good health, strong immune system and growth of self-awareness. Sport is the tool that will be shared, tested and developed during the project realisation. We want to choose certain elements of sports and use them as inclusion activities which will support inclusive environment in school classes and school society.<< Objectives >>The main objective of the project is to find natural inclusive activities based on sport elements which will support inclusive environment in the school classes and help those with specific or special needs to become an equal and valuable part of the class. We want to support the pupils’ understanding of inclusivity and give them personal experience with the differences in competition and cooperation attitudes. This way, the pupils will gain social skills which will positively affect their school performance and their cooperation, self-awareness and understanding of differences. The support of mental and physical health of the pupils is another objective we want to achieve by the project realisation; build a stronger immune system and beat the beginnings of more serious psychological problems, such as feelings of loneliness, lack of motivation and depression which have arisen during the COVID-19 pandemic period in larger numbers. Sport collectives can bring the team spirit. Shared feelings of success make the success even bigger, shared feelings of failure can be an example of how other children cope with these difficult situations. Team of pupils in a competitive environment has to cooperate well to succeed and sport rules based on a fair-play system will make the frame in which pupils will learn how to respect the others.<< Implementation >>The project will start with the kick-off during which all the project tasks will be consulted in more details and distributed. Each school will create its own mascot which will represent the country and which will have a certain connection to sport and social skills. Pupils will introduce themselves and the mascots to their mates from other partner schools through an associated project realised through the eTwinning platform. The eTwinning project will be used for more intensive cooperation among pupils. The mascots will be an important part of the LTT activities which are based on sport competitions and other cooperative games based on physical movement. All the participants of the LTT events will be mixed into teams under the mascot names and they will follow the most important mascot values.There will be 3 management meetings to organise the project and its activities and there will be 4 LTTs – each partner country will prepare its own LTT.Furthermore, during the project realisation, the partnership will search for and share the best practice sportive activities which could be used for pupils’ inclusion support in the classes. Each partner will organise and develop at least 4 sportive activities which could be used for inclusion support based on their best practice. These sportive activities will be presented at the LTTs and evaluated by the pupils. Those having the most positive feedback will become a part of the interactive guide, be recorded and an introductory description will be added. The LTTs program will also include presentations and examples of other collaborative and inclusive sportive activities in teams, so children who are very weak physically will also be able to reach common success – which will enlarge their self-esteem and affect their position in the class. Thanks to team cooperation the pupils will understand that everybody has got a different potential and that the comparison of potentials brings only competition whereas understanding of differences brings cooperation. As an additional activity which would bring even deeper understanding of differences, we want to involve the associated partner school that deals with physically or mentally disabled pupils. These children will participate in the LTT organised in the Czech Republic. Every other LTT will have its own concrete topic chosen according to the specifics of the school (inclusion of younger pupils into the group of older ones, alternative physical activities which support inclusion, inclusion through team sports).<< Results >>The expected project results are connected with the partner schools on the first level. There will be a certain number of pupils and teachers who experienced the LTT events with inclusive sportive activities topics. There will be even larger number of pupils who will take part in the eTwinning cooperation. So, the project will affect the pupils in the project target age group 10–14 years in the partner schools on a very wide range. All those pupils should have their social skills, sportive skills, self-awareness and understanding the difference between cooperation and competition improved. We will use the project webpage as one of the promotional and dissemination tools. Besides eTwinning and Erasmus+ Results platforms, the project webpage will be the main place to store and share the project outcomes and outputs. The interactive guide “Sport as a tool for inclusion support“ can be seen as the main project output; it will include best practice examples developed by the schools during the project implementation and/or gained from the LTTs activities. So, any school interested in the topic of inclusive environment support in classes through sportive activities can use it. So, the overall project result should lead to the improvement of social, sportive, related health and educational skills, not only in partners’ schools, but also in any other school that will be interested in this topic and will implement the created and shared materials.

"One of the five main objectives of the Europe 2020 strategy is “Reducing greenhouse gas emissions by at least 20% compared to 1990, 30% if conditions are favorable, and also increasing the share of renewable energy in the EU's energy consumption by 20% and providing 20% energy efficiency”. For this reason, the 2020 etwinning book has been named as ''Climate Chance and Environmental Problems (2020) based on this problem. Climate change differs from most environmental problems in that its impacts are not local. Actually, it is global. ""As Europeans, we want to leave a healthier planet behind us for the future."" Based on the words of the President of the European Commission Jean-Claude Juncker(European Parliament, September 12, 2018), the project Make Me Live, I Will Live, The World Will Live; is a two-year project focused on mobilizing this issue and raising awareness of students, teachers, parents and local people on climate change and global warming. As Tibor Navracsics noted in his ""Building a culture of inclusion through eTwinning 2018"", the way to build fair and more harmonious societies is to tackle challenges such as climate change. In all stages of the project, climate change will be tackled, and then evaluation and dissemination activities will continueThe project will be carried out with 6 school partnerships from 5 European countries. The project is based on the needs identified by all partners. All partners of the project cooperated to prevent climate change and global warming. They came together with the Etwinning project. They discussed the results of the project, making use of all the data, including surveys, forms and student observations.The objectives of the Project are;Build awareness of climate chance. To determine the policy of each school on climate change and global warming, to make students aware of what they can do about climate change and global warming, to raise awareness of the surrounding community where the schools are located in this regard, to realize that climate change and global warming is bringing the end of our world, to expand school curricula, to raise awareness of energy consumption, sustainable and renewable energy awareness, improve efficiency and saving awareness, prevent deforestation, sustainable development, drought, loss of agricultural yield, recycling, critical thinking, social cohesion, cooperation, communication, digital and language skills and diversity. Encouraging students to meet and chat online in both individual and collaborative multicultural groups (with their European peers) by participating in e-twinning events.In order to achieve the project goals, we plan to do activities that appeal to all kinds of students. Logo, posters, Erasmus and etwinning boards, digital stories, surveys (readiness and awareness), discussions, integration of the ""natural science"" course into the curricula, project website, facebook and instagram pages, SKYPE chats and online events to be held on the eTwinning Platform, LTT Before and after the activities, pre-test and post-test applications, e-mail exchange, presentations of partner schools, cities and countries (PowerPoint), interactive theater, nature-themed concert, project introduction film, kahoot exams, local food experiences, lesson plans, magazines, brochures, flyers, festivals, exhibitions, materials to be obtained in workshops (Technology Design, Stem, Music, Web2, Soil Development, Ecological Balance) . Thanks to these activities, our students will be motivated to be sensitive to nature and the environment, and disadvantaged students will be included in the project. External stakeholders will also be directly affected by these activities and will support project dissemination. Families and local communities are indirect target groups. After each LTT activity, all partner schools locally will share all outputs in LTT activity with the “Feedback Meetings” with the participants in their own schools. Throughout the project, all partners will provide ""e-twinning and Erasmus training"" to the teachers of other schools in their districts.Project methodology aims to produce teaching materials that will increase teachers' motivation to use digital and non-digital innovative applications, and improve teaching methods. The project will help students develop sustainable living, respect for land, water and air, ecological balance, recycling, empathy, creativity, imagination, respect, tolerance and appreciation. Social cohesion will be promoted by developing creativity, communication, social-cultural competencies, intercultural skills and competence-based learning due to activities.The Project website will include project results that everyone can access and download for free. With the dissemination plan, it will reach a wider audience and will have an impact at local, regional, national and international levels."

Sustainable development is a global priority because current generations must be able to meet their needs without compromising the ability of future generations to meet their own needs.The UN 2030 agenda, adopted by world leaders in 2015, represents the new global framework for sustainable development and sets 17 sustainable development goals (SDGs). There is a major concern worldwide for bringing education about global development in schools. Education is an important component because a quality education for all, will help break the cycle of poverty (Goal 1) and reach gender equality (Goal 5). These Goals will help people into decent work and promote thriving economies (Goal 8) and are empowered to live healthier lives (Goal 3).Education promotes the values of empathy and inclusiveness key to reducing inequalities (Goal 10) and leading to peaceful societies (Goal 16).Partner schools come from countries that are facing problems specific to the respective region. Through the exchange of experience from the project level, we will have better informed teachers, able to educate others as well, we will have more methods and means of educating students about sustainable development.The objectives of the project are:1. Increasing the number of teachers and students who know at the sustainable development goals (SDGs) and know how to explain them 2. Increasing the number of formal and nonformal activities dedicated to the sustainable development3. Increasing community involvement through collaborative projects between the school and the community in the field of sustainable developmentThe target group will consist of approx. 25-30 students/school, of 12-14 years old and coming from different social and ethnic backgrounds. Thus, they will better understand the social and ethnic differences that distinguish people and learn to empathize with one another. Apart from the target group, at least another 30-50 students/school will be involved in the project activities.There will also be 7-10 teachers/school directly involved and another 5-10 teachers/school participating in the project. Another category of indirect participants are: parents, local authorities and other local organizations who will collaborate in the implementation of environmental projects and students from other schools who will participate with different types of works (eco-pictures, videos, presentation for exhibisions).The activities are grouped around two important forms of student organization within the project: STUDENTS CLUBS and ECO-PARLIAMENT, which will be created in each school. Activities include: •trips, tourist maps for a bicycle route which show the varieties of plants and species in the area, •Eco-photocontest, •campaign for documenting the ingredients in the foods we eat; comparing eating habits in partner countries•Hobbies related to nature•Popularizing the 17 SDGIn order to ensure the succes of the project we will lead a well-defined methodology from the drafting stages of the project. This means that:•the project coordinators from the partner schools, tasks and responsibilities were established.•Preliminary plans of implementation, monitoring/evaluation and dissemination were elaborated. A Gantt chart was prepared to track the activities•the project will be initiated on etwinning, which will be the project site•Partnership agreements will be signed between the Coordinator and each partner •the monitoring will be done every 6 monthsThe main intangible results are:•improving the knowledge of teachers and students about sustainable development and the 17 SDGs•development of skills for students: socialization, initiative, teamwork, communication, creativity, skills for practical work, active involvement, observation and analysis of problems in the environment•improving the teaching methods in the field of sustainable development•increasing the European dimension of the schoolsTangible results:•Album with pictures that reflect the environment and ecological problems •Brochure with the natural environment•Collection of projects in the field of sustainable development, proposed and implemented by students•Collection of documentary films / videos made by students on eco themes•Guide with cross-curricular lesson projects that include global development.In the long term, this project will contribute to the development of schools as follows:- the experience gained by teachers in the field of sustainable development will be used in the education of the new generations of students. - teachers will improve their vision on the European dimension of education; - schools will improve their strategic plans for European development with goals aimed in sustainable development- Collaboration through European partnerships will be encouraged and improved