European ScienceCamps: Changing Climate, Changing Habitats - Exploring the Impacts of Climate Change on selected Habitats in Europe. The students examined selected ecosystems and their animal and plant species in trinational teams. This gave you a deeper insight into the complex interrelationships between biotic and abiotic factors and intra- and sub-specific interrelationships that served as the basis for interpreting human and climatic influences. Selected habitats in Ireland, France and Germany were analyzed as examples, including heather and forest landscapes in the Parc Nature Regionalen du Morvan in France, coastal regions in Ireland and the Wadden Sea and moors in Germany. In addition to the problem-oriented and experimental acquisition of skills, the pupils should discuss options for action for the habitats in the local and European context. Interviews and guided tours, e.g. with regional scientists and nature conservationists, i.e. people who were able to characterize changes in the habitats. In particular, the interdisciplinary approach, i.e. the networking of chemical, biological and geographical aspects, was very challenging for students. The intensive, joint planning and didactic penetration of the colleagues involved was the basis for the possible success of such a project. International school groups should have the opportunity to examine and analyze relevant ecosystems on site in international school teams and to work on research questions together. The preparation and parts of the evaluation continued via the eTwinning platform. Product-oriented, the students created photo and video documentation as well as a joint research report. The handling of common digital media was supplemented by the use of digital geographic information systems and story maps. The public presentation of the research results was intended to further promote the acquisition of skills.

"“Materials Revolution” is in full swing: more innovative materials, from nanotech to simply ""rediscovered"" and enhanced ones, are patented, manufactured and brought to market every day . Many of them are expressly designed to answer the needs of present and future society such as sustainability in building, mobility, water and energy harvesting/storage not to speak of the progressive integration between technologies and communication contributing to the implementation of the Internet of things, ""smart"" objects being simultaneously sensors and actuators applied to maintenance, health care, security,... Such topics are seldom approached at high school level except episodically, with little or no link to the curricula. However innovative materials offer to high school students a cheap, readily available and safe opportunity to be associated with cutting edge research while performing inquiry and project based experimental work within school labs thus encouraging interest in Science, Technology and, more generally, in knowledge-sharing at international level, leading to positive synergies between education, research and manufacturers and developing active and responsible citizenship. The project partners, four high schools from Italy, Ireland, Portugal and Germany, all had a specific interest in Science Education innovation as Science in all its facets is a main part of their curricula. As a consequence they started developing contacts with associations, local firms, research centres and higher education institutions active in the field of innovative materials from whose collaboration the project highly benefitted with an added EU value. The Project activities, partly implemented within traditional subjects to impact didactical practice and innovate science curricula, involved students along 3 lines: 1)studying and sharing what research is up to in the four countries and around the world within two main areas: a) smart materials and the Internet of Things( IoT) and b) materials for sustainability. 2) experimenting with materials properties to complement curricular topics; 3)devising, testing and prototyping new possible applications for such materials, thus boosting students’ innovators potential and entrepreneurship .The extensive employment of programmable microcontrollers + coding while testing and designing activities plus a plurality of ICT tools for collaboration and communication, trained students for the 21st century high-tech society and its sustainability challenges while bringing to a durable & significant impact on the curriculum and didactical practice thanks to the systematical introduction of home/ flipped labs based on low cost sensors + Arduino. Throughout the project students were actively engaged also in a wide range of dissemination activities: in 'peers to peers' mode older students acted as tutors to both the new entries and junior school pupils contributing to the widespread impact of the project within the participating institutions and the neighbouring ones. Outreach also targeted general public both in local communities -with open days, science shows, seminars, exhibitions - and at national/international level with the participation in Makers Faires and other similar activities.Since teachers are universally acknowledged as key players in Science Education innovation, MoM extensively pursued their professional development with a ""teachers for teachers"" approach both within the participating institutions and in the wider international community. Dissemination was widely spread with workshops and in conferences. MoM was awarded the EU STEM Prize at the Science on Stage Festival 2017. A teachers international Summer school took place at the end of the project with participants fom all over EU. All didactical materials, protocols, guides, lab sheets and templates are available from MoM project website as Open Education Resources (OER). A dedicated Moodle course is under construction on Scientix platform. Moreover to ensure further sustainability and durability of the project results the coordinating school offers to host EU colleagues for short job shadowing experiences (see Gateway to Education). Collaboration with new schools testing some of the materials samples has already started, envisaging the possibility of an enlarged active follow up network .Finally the project had a long lasting impact on the participating institutions as a whole, leading to development of school organization and didactics in an European dimension with an increased awareness of the existing EU initiatives in Education; better disposition towards international collaboration favouring further involvement; increased cultural awareness and multicultural acceptance; new contacts at both local, national and international level were developed that may lead to future projects or collaborations relevant also for students' career awareness."