Science, technology and engineering are key competences recognised by the European Commission essential respond to the personal fulfilment, health, employability and social inclusion requirements felt today. The low indicators on science on young students, resulting from the OECD PISA 2015 survey, highlight the need to develop knowledge and competences in science. To improve these competences in young students and foment their engagement, the role of the educational staff is essential. Thus, teachers should be provided with new and innovative teaching methodologies and learning forms to respond to the changes in the school context and prepare the students for the future. The InNature project is linked to biomimicry, an approach that defends that sustainable answers to many problems faced today were already developed by the nature. This approach defines that many problems solutions could be found through the emulation of the nature patterns. Hence, this project aims to enhance competences and awareness on biomimicry in the School Community, including students, parents, teachers and directors and Informal Science Education Providers through the development and implementation in classroom of a set activities related to this approach and events, such as a fair about this thematic in schools. There are some concrete goals behind the project, based on the need to increase the interest and knowledge in the school community: i) reinforce the sustainability principle in schools for the whole school community; ii) develop new teaching resources to be used inside the classroom and outside and iii) reinforce STEAM competences in the school community. In order to achieve them, InNature foresees the development of the following results: - IO1 Strategic Plan for biomimicry in schools in Europe: report on the current good practices in the European countries regarding biomimicry in different contexts, as well as the assessment of possibility to adapt and/or transfer those practices to primary and lower secondary schools. To develop the plan, 8 interviews will be performed with the representatives of the good practices chosen, as well as 5 focus groups with 8 participants each, one in each partner country with schools, to discuss the good practices with transferability capacity to the primary and lower secondary school.;- IO2 InNature Toolkit – a set of educational activities for teachers to use in classes, will be developed and tested in schools, and complemented by a teacher’s handbook, a guide to allow the independent use of activities in the classroom. Since teachers will test the toolkit in their classes, a short term staff joint event to train the teachers that will implement the educational resources in the first place will be organized with the participation of 13 staff members. Also, one pilot test will occur as the final activity, in the partner schools, for an average of 250 students;- IO3 InNature Fair –programme to organize the “InNature Fair”, a 3 days event in schools with activities and presentations to enhance the school community and Informal Science Education Providers curiosity on the theme. The five partner schools will pilot test the programme developed for, at least, 100 persons in each test, bringing a total of 500 participants in the five fairs. To reach the project target groups, i) the school community, namely primary and lower secondary school students – between 10 and 16 years old – and their parents, primary and lower secondary school teachers and directors and ii) Informal Science Education Providers, including biomimicry experts, several activities will be organized and performed, besides the ones explained above, such as the InNature local event, five multiplier events organized and hosted by the partner schools, aiming to share the results of the project, namely the IO1, IO2 and IO3. Around 20 participants from all target groups will be part of each, giving a total of 100. More, it is also expected to reach around 2500 persons through the social media networks, events, platform, e-mail and other dissemination channels used in the project. With the results of the project and the engagement of the external stakeholders, the primary and lower secondary students and parents will improve their competences in STEM as well as learn more about sustainability, though the new activities implemented in classroom for students and in the fair for the whole school community. More, the teachers will have access to new and innovative teaching methodologies to apply in schools, as well as to scale up their knowledge on nature-based solutions. The informal science education providers and biomimicry experts, similar to the primary and lower secondary school teachers, will have available teaching resources that can be adapted to other contexts.