The project “Our Planet, Our Future!” came about after our school, Midsund skule, took part in a Government initiative to help clean the cost-line of Norway for rubbish. During the same period, the pupils became aware of the problem with plastic waste in the ocean, after reports about a dead whale which had died because of consuming plastic waste. Because of this, we wanted to create a project where pupils at our school, in collaboration with pupils from other schools in different countries should learn about the environment, pollution, climate change and sustainability in food and food production. We also wanted the pupils to learn how political decisions are made and what influence the decision-makers. Can young people influence political decisions when it comes to climate and pollution? It is also important for the project to make young people aware of how their own choices have an impact on the environment, and for them to understand that the young people of today are the leaders, politicians, employers and workers of tomorrow. Hence the title of the project, “Our Planet, Our Future!” Through different activities, interaction and exchange of practices in the partner schools, we are hoping to raise the understanding and knowledge of environmental issues, how they are dealt with today, and how we can solve various problems that are influencing our pupils’ future. Through the tasks, they will also learn vocabulary and expressions related to the topic and for the final meeting, they will have prepared for a debate, where they will discuss more than one side of the environmental issues. Thus, they will learn about how to form arguments, debate techniques and to understand that others might have a different opinion to themselves. Also, this is a great opportunity to practise their language skills in the language of cooperation for the project, English. The learning objectives have been developed so the pupils can learn vocabulary related to each topic. They should learn about recycling, energy and energy sources, consequences of the melting of the ice caps and the perma- frost and how the ocean is affected by pollution. Furthermore, they are going to learn about the rain forests, their own carbon footprint, sustainable food and food production and about political and economic issues when it comes to the environment. The partners for the project are from Poland, Greece, Italy, Spain and Norway. Some of the partners have collaborated on different projects through eTwinning, and Poland and Norway have previously been on an Erasmus + project together. The learning activities and tasks have been developed so that they can be implemented in the school curriculum for use in the project and for the future. Hence, the project can continue developing after it has oficially finished.
The project “Our Planet, Our Future!” came about after our school, Midsund skule, took part in a Government initiative to help clean the cost-line of Norway for rubbish. During the same period, the pupils became aware of the problem with plastic waste in the ocean, after reports about a dead whale which had died because of consuming plastic waste. Because of this, we wanted to create a project where pupils at our school, in collaboration with pupils from other schools in different countries should learn about the environment, pollution, climate change and sustainability in food and food production. We also wanted the pupils to learn how political decisions were made and what influence the decision-makers. Could young people influence political decisions when it came to climate and pollution? It was also important for the project to make young people aware of how their own choices have an impact on the environment, and for them to understand that the young people of today are the leaders, politicians, employers and workers of tomorrow? Hence the title of the project, “Our Planet, Our Future!” Through different activities, interaction and exchange of practices in the partner schools, we managed to raise the understanding and knowledge of environmental issues, how they were dealt with today, and how we can solve various problems that were influencing our pupils’ future. Through the tasks, they also learnt vocabulary and expressions related to the topic and for the final meeting, they had prepared for a debate, where they were supposed to discuss more than one side of the environmental issues. Thus, they were going to learnt about how to form arguments, debate techniques and to understand that others had a different opinion to themselves. Also, this should have been great opportunity to practise their language skills in the language of cooperation for the project, English. However, the debate was cancelled due to Covid-19 The learning objectives had been developed so the pupils could learn vocabulary related to each topic. They learnt about recycling, energy and energy sources, consequences of the melting of the ice caps and the perma- frost and how the ocean was affected by pollution. Furthermore, they learnt about the rain forests, their own carbon footprint, sustainable food and food production and about political and economic issues when it came to the environment. The partners for the project are from Poland, Greece, Italy, Spain and Norway. Some of the partners have collaborated on different projects through eTwinning, and Poland and Norway had previously been on an Erasmus + project together. The learning activities and tasks were developed so that they could be implemented in the school curriculum for use in the project and for the future. Hence, the project could continue developing after it had oficially finished.