"<< 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."

"The main goal of the training services served to the disabled pupils was to gain these pupils the skills of independent living skills in order to carry on living without being dependent on someone else. In project, it was aimed to create an enjoyable learning environment for SEN students with the help of the lessons in which the students were volunteer participants and enjoyed, such as Music, Sport and Art. In Each partner, there are different kinds of SEN students. However; intersection point of all partners consists of mild degree intellectual trainable students. In the scope of our project, apart from observing the good implementations of partners and making inferences, our overall goals and objectives on SEN students were to -supply them an educational environment actualizing their social role, establish relationship and cooperate efficiently and effectively, adapt in developing environment and world, have knowledge of Europe citizenship, be productive persons -help them improving basic life skills, self-maintenance, self control -prepare them in their future life considering pupils’ interest and abilities with the approaches, methods, techniques, implementations used in EU countries The objectives of activities to reach our goals to -raise communication and social skills, guide them for new opportunities -strengthen pupils’ motivation towards the school subjects and decrease distractibility and increase the duration of concentration -take their attention on their physical, auditory, visual skills and gain the emotions of success and self-confidence -gain problem solving ability and expressing themselves independently and creative thinking -teach them the basic usage of computer, the importance of ICT -gain them the knowledge of responsibility, raise environmental awareness, the importance of recycling, habit of reading newspaper -improve their handcraft, gain lifelong maintained experience -teach basic Maths beneficial knowledge in daily life -teach them addition-subtraction, even-uneven numbers in Maths by using recycled Musical instrument -enhance the velocity of neurons in brain, activate them by using Tomatis Method (listening Mozart's concertos during a lesson) -gain them sense of entrepreneurship to adapt to developing world Project partners were from Poland, Italy, Lithuania, Portugal, Greece and Turkey. The project took 27 months including 3 transnational meetings and 5 LTT activities. All activities were planned for the mild degree intellectual disabled students who were at the age of between 10 and 18 and their teachers. Also, not only the participants but also the parents took part in the school activities.The students were selected according to not only their skills,abilities and interests but also their availabilities. The teacher participants were the ones who were beneficial and efficient persons for the project and had courses for mild degree intellectual disabled students. At the end of the project, the students managed to -actualize their social roles in their daily life -be more self confident persons -enhance communication skills -gain problem solving ability -improve basic and required skills, self-confidence and self control -gain abilities on using computer properly -gain knowledge of responsibility -meet different cultures and people and be respectful persons -learn some basic school subjects easily And the teachers managed to -experience and learn new techniques and methods about SEN pupils including ICT. -keep up with developing technology -improve linguistic competences for foreign language -gain awareness on how to be a European citizen meeting different cultures and people The participants learned and experienced innovative approaches, techniques and methods in an enjoyable environment. By the usage of dissemination activities, we could draw attention to SEN students and innovative teaching methods for them both nationally and internationally. Furthermore; this project managed to be an example for the others who have the same target group and wanted to give a chance for their SEN students to say ""I am here, too!"""

STEM acronomy comes from the first letters of Science, Technology, Engineering, Mathematics. As is known STEM practices in very different countries all over the world, providing multidisciplinary learning, the favorite subject in recent years and takes roots from The USA as competing in a global economy that demands innovation. We are 6 schools from 5 different countries made contact with each other via E-Twinning and Scıentıx platforms and we noticed that there was no European standards on our teaching systems by using STEM. We decided to build the project to make STEM education standard among these 6 schools to exchange good and innovative practices among all partners, to clarify the strenghts and weaknesses of each school. We’r from UK, Spain, Italy, Grecee and Turkey. Thanks to our Project;Students will-think critically,-increase their science literacy,-put into practice the algorithmic and analytical thinking method,-know STEM and where to use it,-manage to build up a STEM based activity,-gain a clear view on how a lesson can be,-explore new areas on science, technology , engineering and maths,-improve social skills such as working in groups making decisions,-improve knowledge of foreign languages and mother tongue language,-broaden their horizons by being more open minded,-The number of female students who wants to work on STEM subjects'll increase.Teachers who are accompanying will-manage to make a lesson plan by using STEM based activities,-teach in a more effective way,-broaden their horizons on teaching methods,-improve their skills on ICT,-have real possibilities to meet their colleagues from all over the Europe. There will be at least 75 participants. There will be some activities about science, tehnology, engineering and maths. We will use put into practice the algorithmic and analytical thinking method, and increase their science literacy.As it is written in European Strategic Framework - Education and Training 2020 (European Strategy 2020);Making lifelong learning and mobility a realityImproving the quality and efficiency of education and trainingPromoting equity, social cohesion, and active citizenshipEnhancing creativity and innovation, including entrepreneurship, at all levels of education and training are our some of main objectives.

The project was about the education of immigrant/refugee and local students by using creative drama methods.Thanks to this project ,with the help of creative drama methods , immigrant/ refugee and local students expressed their personal,physical and emotional qualities,established healty communication and interaction with the environment ,felt the sense of accomplishment of the behavior and skills that could not be done alone with the group, knew themselves, improved communication skills, developed problem solving skills,improved language skills and imagination,gained ability to evaluate events,developed empathy skills and prevented intercultural conflict. In the project teachers and students from each school participated in country mobilities . The participant students in mobilities were immigrant/refugee and local students,between 12-16 age,The participants took part in LTT activities during 5 days in each country .The communication skills of all students increased and the cooperation feelings were strengthened in the activities in the mobilities that all the students would do together. We have planned the activities in this project for immigrant/ refugee and local students ' having peaceful, social and positive school climate ,being in harmony with each other,exploring their identity ,incerasing their motivation ,developing personally and socially,developing their language skills and communication skills with their peers ,teachers,families and managers ,having good academic achievement and wanting to continue their education in future : Thanks to c1meeting about bullying ,all teachers learned strategies which encouraged more effective communication and social skills,through activities easily adapted to any classroom and all students' emotional need and their potential for social and individual growth were focused on the education system. Thanks to c2 meeting about making dialogue with puppets ,all students expressed themselves,their emotions and feelings freely without post travma stress by using web 2 tool,Morphix program and they had ICT skills that digital era required. Thanks to c3 meeting about empathy activity method ,all students expressed emotions such as sadness and happiness by using the body in a harmonious way, expressing the feelings of verbal expressions ,empathizing. Thanks to c4 meeting about dramatization method ,all students learned to work in harmony within the group and developed empathy. The particiption in this project provided a peaceful,social and positive school climate for immigrant/ refugee and local students having adaptation problems and the education facility in harmony with each other in the schools.The participants obtained effective,practical,theoretical knowledge and experience about the use of creative drama methods in immigrant/refugee teaching and knew how to help the students with useful methods.Thus they prepared a curriculum for immigrant/refugee and local students and showed a common attitude and the success of the immigrant/ refugee and local students increased thanks to project.The participants gained international knowledge and experience in the education of immigrant/refugee and local students and strengthened their profiles of teaching profession .By this way the project schools were good example of using creative drama methods in the education to other schools with the same profile in the region.

The term 21st Century (called technological era)skills,has brought many requirements in terms of education.It makes essential different constructions,innovations and reforms including meaningful and lifelong learning.In this aspect,TPACK(Technological Pedagogical and Content Knowledge)has come into prominence expeditiously.TPACK is a framework for teacher knowledge for technology integration.Knowledge that teachers need to effectively integrates technology into teaching subjectspecific curriculum within specific contexts.Briefly,technology changes not only what the teachers teach but also how the teachers teach.Role of the technology to better impact on students learning gains importance day by day.In current project each partner use technology in their classes in a way but the essential thing is the knowledge of the correct usage of technology by means of TPACK.With this project each partner ll have opportunity to learn not only TPACK but also the effective usage of Web 2 tools in classes and interdisciplinary CODING;the alphabet of new era,in intended context by attending the lectures and exchanging of good practices among the partners from Germany as a coordinator country, England, Turkey, Lithuania, Italy and Spain. In the scope of the current project apart from observing the good implementations of partners and making inferences, our objectives on teachers and students are to:-raise communication and social skills, gain them self improvementi,improve their technological, pedagogical and content competences-supply an opportunity to algorithmic and analytical thinking, enhance their productivity-develop their teaching proficiencies with the implementations used in EU countries-to improve digital competences-strengthen pupils’ motivation towards the school subjects by using the technological methods-supply an opportunity to algorithmic and analytical thinking-gain problem solving ability and expressing themselves independently and creative thinking-teach them the importance of obeying the rules and the results of them-gain them the knowledge of responsibility, raise environmental awareness, the importance of recycling,-gain them the emotions of success and self-confidence-improve their competences, gain lifelong maintained experience-gain them sense of entrepreneurship to adapt to developing world-gain them the knowledge of the correct usage of technology and improve digital competences-gain them permanent learning by concretizing of abstract conceptIn current project, in order to reach our goals there will be six learning teaching training activities in each partner country. Two of these activities are for the educators and the others are short term exchange of group pupils. At first, each partner will build a project management team under the guidance of contact person of the country. All activities have been planned for the students who are between 10 and 18 and their teachers. The project team of each partner will decide the students and teachers according to the criterions.In the activities, the effective usage of TPACK is aimed and during the project, Coding and Web 2.0 tools will take place to support our students and teachers in the digital era that we live in. At the end of the project the educators will be able to improve their digital competences by attending the meetings and applying the activities;raise their skills and competences. They will be able to adapt themselves and their classes to the changing world. In terms of the students, they will be able to improve their sequential, analytical and algoritmic thinking, improve digital competences by using technology in classes including integrating CODING.