Our project team is composed of 5 countries.Italy,Spain,Romania,Lithuania,Turkey located into different parts of Europe.It involves 5 educational institutions with around 2000 participants, including 180 children with special needs, experienced teachers.Our project focuses on Secondary school students,(13-17ages) who will communicate via ICT, by means of our eTwinning common platform,and work together to put forward their ideas and to compromise.Environmental issues are main problems of all countries.We focused on creating a new generation to protect nature.According to Europe 2030 strategy, like an European countries we have had similar ways of teaching and develop similar transversal competencies built on the different bases of our national cultures,our methods of teaching,working and soft skill competencies.To implement our goals,we will work together in different countries involved in the partnership,within these 4 stages:1.Protected Ecosystem 2.Recycling 3.Responsible Water Consumption 4.Renewable Energies.Before starting the project, we conducted a survey and swot analysis among all students of our partner schools to determine the level of this knowledge it is at the level of Italian school %45 the Spanish school 52%, the Turkish school %,40 the Romanian school 45%, the Lithuanian school%40.Our surveys have shown us that nearly %60 of students don’t know how to protect environment.We think that we should focus on how to protect environment.At the end of the project,after two years of activity,the same survey will be served and comparing the results of these two surveys will allow us to determine the increase in knowledge in students in each of the partner schools in the field of ecology and state that the project goal has been achieved,as confirmed.When writing the project, our main goal is to make students more environmentally conscious,and to find solutions how we can solve them, to expand the colleagues’methodological toolbox using cooperation among subjects,learning modern methodological strategies and trying them in practice.In adittion to this,we believe that English is one of the most important subjects to teach, because our students must live in a global world.We think English cannot be done in an isolated way:it must be related to important subjects in that global world such as ecology.Acording to Swot analyzes and Surveys in partner schools:%75 of children know the rules of grammar but they have difficulty in speaking English.We will improve our educational practices in order to get better the four basic skills(speaking, reading, listening and writing)in English incorporating them into the Linguistic Project.That this way of working, sharing good practices from different countries,can lead teachers to improve their professional skills and the ability to introduce a variety of unconventional methods and ways to teach.The methodology to be used is designed to engage students using languages familiar to and interesting to them, and keeping with encouraging them to speak.It will strengthen the international cooperation through sharing good teaching learning practices.New methodological materials for learning/ teaching in this area will be innovative and it will encourage the environmental awaraness.The material will be widely disseminated so they are available to the general public to Europe.With this project,our task is to involve the students to an active research in the collection of information and scientific data observing and investigating nature,global warming responsible and water consumption,studying how renewable energy resources are exploited.The project will get better integration of all schools into EU base on the education.Our aim is to achieve the objectives of the Project by cooperating and working actively together with local institutions, teachers, parents and children..The main activities carried on will be:surveys and questionnaires,presentations by experts,different visits to places related to all the topics,World "Important Day" Celebrations,making different manual works(Terrarium,water filter,solar panel,furniture clothes bags from waste materials) e magazine,e newpaper about environmental protection.Common webpage to upload and download materials.youtube channel.Using different ways to evaluate the project results and its impact on the school communities.We want to offer our students the opportunity of having a qualified education, improving our methods of teaching, sharing good practises,developed by different partners of this project.Therefore, we are completely sure we will be able to get environmentally responsible citizens who are going to use different formats and ways to get to the information and this will be very useful for the future.We are concentrated on the environmental problems and solutions must be added to national educational cirriculums.The disseminitation of the project will spread our aims to all locals,national and international.
Environmental education: this was the key objective of the entire project that involved 5 different nations: Italy, Spain, Romania, Lithuania and Turkey. Aware of the emergency assumed today by the environmental issue and the need to protect nature from the damage caused by modern society, within the framework of the 2030 Agenda for Sustainable Development, this pathway was articulated in order to promote the formation of citizens more responsible for the planet they inhabit, more aware of the problems related to nature and to find concrete solutions on how to solve them, starting from small daily gestures. Each partner school developed its own track related to different themes, all linked together by the same educational goals. The results were then shared within the school community that was created during the development of the project. Specifically, the themes developed were as follows: 1. A protected ecosystem, implemented by Italy; 2. Responsible water consumption, developed by Spain; 3. The implementation of robotics as a support to environmental problem solving, taken care of by Turkey; 4. Waste and recycling, developed by Romania 5. Human-nature interaction, developed by Lithuania. The decision to promote this project and these areas of study arose from the need to familiarize students, including those from different nations, with their home territory and educate them in environmentally conscious and respectful lifestyles. We started in Italy, discovering the Murgia and its ecosystem. The students have lived nature, not just observed it: they went to discover lichens, which are considered excellent indicators of environmental quality; they learned to calculate how much oxygen a forest of oaks and downy oaks produces. In Spain they expanded their knowledge of water, its cycle, origin, catchment systems, and distribution. Students were able to observe directly how water is withdrawn from aquifers and then stored in reservoirs. In Turkey, each school showed the others models of small robots, and new models were built by the students, pooling each other's knowledge. Interesting were the hypotheses of using robots in environmental protection. Reuse, recycling and waste reduction were the themes developed in Romania. The very practical activities showed how to use recycled materials for many purposes, including play. Special attention was paid to the 7 lives of paper, making it the most recycled material in Europe. Finally, in Lithuania, all students were able to observe and reflect on the delicate balance that ties man to the environment; how much man's interaction in his environment can have a positive or negative impact; how to change their habits in order to assume positive and favourable behaviours for the preservation of nature. In addition, to the educational purposes already mentioned, such as increased knowledge and respect for their own territory, a strong awareness of sustainable use of the land and its resources, the students, in their respective nations, were encouraged to actively participate in initiatives in the area (debates and city conferences) with the aim of raising awareness or developing a critical approach to problems and the search for possible solutions. Thus, the activities developed during the project also provide long-term benefits both on the school, which will continue to promote similar activities, and on the students who took part in the work: it is clear that the amount of data and information acquired alone does not change behaviour; scientific knowledge is not acquired forever. There is a need to develop an educational approach to best practices, gentle pushing, learning by doing, there is a need to translate "information" and knowledge with "educational and participatory processes" for lifestyle change. Therefore, long-term benefits will come from the following interconnected elements: - knowledge: environmental, social and economic systems and their interconnections - understanding: awareness and sensitivity to environmental issues and sustainable development - knowing how to be: the dimension of the ethics of responsibility - participation: active citizenship - acting: know-how, adopting sustainable lifestyles.