In 2050, we live well, within the planet’s ecological limits. Our prosperity and healthy environment stem from an innovative, circular economy where nothing is wasted and where natural resources are managed sustainably, and biodiversity is protected, valued and restored in ways that enhance our society’s resilience. Our low-carbon growth has long been decoupled from resource use, setting the pace for a safe and sustainable global society. That means there are approximately eight billion seven hundred species on Earth but unfortunately hominid line is the most serious threat risk among those creatures for our planet. With the globalization; our planet is faced with destruction as a result of not only materialist politics of the countries but also insensible attitudes of people against to nature. Nowadays, as the technology and industry develops, problems of the environment increase and natural sources will be run out limitlessly. Concordantly, some species have extincted and some have faced with danger of extinction, as well. We may be late for our losts but protecting remainings must be our privileged response. The aims of the project with this project is to increase our student’s attention on science and ecology by developing their lifelong learning skills that will allow all of them to be critical and conscious about European challenges. Denmark is the coordinator country and Turkey, Hungary, Spain and Italy are partner countries. Our target group is especially students who are weak and lack of motivation in science aged 8/12. We will do project activities both in our own schools and partner schools’ workshops, performance halls, classrooms and nature according to 24 months’ calendar. With this project, students will do creative workshop activities, raise awareness to protect ecological balance, create fashion shows with the collaboration and participate to nature activities with their peers. Besides, they will design green houses and smart life areas. With these activities, the students’ foreign language communication skills, tolerance, spirit of collaboration will improve and they will discover cultural similarities and diversities. Our schools will have chance to do international activities, our teachers will proud as they grow sensible and creative generations on ecology and science. They will have chance to observe different teaching methods in different countries and share their opinions with their colleagues. The joint international work will enable teachers to understand one another's educational systems, to adopt well tried methods to increase efficiency and fairness of education in childhood, experience other cultures and get to know one another as individuals rather than national stereotypes. This will equip them to challenge racism and xenophobia.
Many scientists prospect of our near future is alarming. In 2050, we live well, within the planet’s ecological limits. Our prosperity and healthy environment stem from an innovative, circular economy where nothing is wasted and where natural resources are managed sustainably, and biodiversity is protected, valued and restored in ways that enhance our society’s resilience. Our low-carbon growth has long been decoupled from resource use, setting the pace for a safe and sustainable global society. That means there are approximately eight billion seven hundred species on Earth but unfortunately hominid line is the most serious threat risk among those creatures for our planet. With the globalization; our planet is faced with destruction as a result of not only materialist politics of the countries but also insensible attitudes of people against to nature. Nowadays, as the technology and industry develops, problems of the environment increase and natural sources will be run out limitlessly. Concordantly, some species are extinct and some have faced with danger of extinction, as well. We may be “late”, but teaching our future generations how to protect the world, must be our privileged response. The aims of the project with this project was to increase our student’s attention on science and ecology by developing their lifelong learning skills that will allow all of them to be critical and conscious about European challenges. Denmark was the coordinating country and Turkey, Hungary, Spain and Italy were the partner countries. Our target group were especially students who had little knowledge and lacked motivation in science aged 8/12. We did project activities both in our own schools and partner schools’ workshops, performance halls, classrooms and nature according to 24 months’ calendar. Students experienced creative workshop activities, had their awareness raised, learning how to protect the ecological balance, created fashion shows with the collaboration and participate to nature activities with their peers. Students also designed and built prototypes of green houses and smart life areas. With these activities, the students’ developed foreign language communication skills, tolerance towards other nationalities, discovered the spirit of collaboration, and improved and their awareness of cultural similarities and diversities. It was a great opportunity for our school, communities, students and teachers to do international activities. Our teachers were proud to see how students showed sensible and creative ideas on ecology and science. It was excitin to observe different teaching methods in different countries and share their opinions with their colleagues. The joint international work enabled teachers to understand one another's educational systems, and adopted well tried methods to increase the efficiency and fairness of education in childhood, experienced other cultures and got to know one another as individuals rather than national stereotypes. This project also equipped students and teachers to challenge racism and xenophobia. Finally, it is with great pleasure to see the 17 SDG enter the worlds stage and educational systems around the world. Our project Future Green Generation began in 2017 and has led us straight into working with 17 SDG in 2019.