Project's diary - Romania.

Pelitli 75.Yil Cumhuriyet Ortaokulu, Trabzon, Türkiye Podstawowa nr 2 im. Marii Konopnickiej w Jasle, Polska Liceul Teoretic Mircea Eliade – Școala Gimnazială Nr. 2 Lupeni, România

Project diary „LET`S BE ECO-FRIENDLY” 2017-2019

Lupeni, Romania

PARTNER SCHOOLS Pelitli 75. Yıl Cumhuriyet Secondary School is a public secondary school in Trabzon, which is in East Black Sea region, which is one of the seven regions in Turkey and a historical city.

The school consists of 48 teachers and 590 pupils from 5th to 8th grade at the age of 11 -14. Pre-primary education covers forms 4-5, secondary education - forms 11-14. Pre-primary education consists of 75 students. There are seven students with special needs and two special experts for these children with special needs dealing with problems of psychological dysfunctions like dyslexia, dysfunction of conduct. They are part of a programme of integration in the normal curriculum. The school tries to adapt their learning process. There is also a support room with enough equipment for the students with half-time mainstreaming. Some teachers train the students in the context of regular classes integrating.

The school is located in a place where victims of natural disaster live. The region commune is characterized by poor life standards. The majority of the pupils are coming from families with disabilities or families with social or financial problems. Besides, some of their families are divorced, or they have some domestic problems. The parents in this region are also very busy and have no chance to spend a lot of time with their children. In spite of all, these pupils are very well integrated in the classes. Living standards of families is lower than the average therefore not many children have opportunity to have a closer look at other cultures.

The school does not only give importance to our curriculum but also the activities that make the students learn new things more easily, understand them better and use them in their daily life. The school includes pre-primary and secondary programme. The 8th form students must take two exams including questions from Science, English, Maths, Social, Religion and Turkish. The exams are performed by the Turkish Ministry of Education. The results of the exams and students' school marks are important to access the high school, but most of the students have low academic performance and cannot reach a good high school they would like to. The school is 130th among 206 schools in Trabzon city. As teachers put emphasis on providing all the students with good education and enabling them equal chances to develop. The teachers face problems connected with students' poverty and low motivation to learn. They organize the strengthening course to students with high and low school performance to increase their successes at Maths, Science, Social, Turkish and English, as well as practice for the exams of central system (TEOG) at weekends in four-year secondary programme. With the same intent we organize “Family Training Seminar” for students’ parents by our psychological counsellors. We are disadvantageous because of parents' profile. They also help the students reach their goals and monitor their development. The school constantly fights with the underachievement by training their teachers.

The institution has run a KA1 Mobility project with the involvement of 22 teachers. The main goals of this mobility project, is that participants have taken an advantage of observing different countries and it is resulted in cultural interaction, motivation of other teachers.

The teachers help students acquire and improve skills, social relations, planning and undertaking collaborative activities and using IT as well. After school, there are some extra-curriculum activities and study time waiting for students. For example: drawing, sport classes, singing, technology and design, choir and art activities.

All classrooms in our school are equipped with interactive boards with Internet access. Our institute has a school library including a lot of equipment and books, students spend a lot of time there with their Turkish teachers at reading classes to improve their reading skills and borrow books of their choice. There is a football pitch where the students can do different kinds of sport activities and win awards in sports competitions.

The institute also focuses on an environmental issues. The students get information about ecological problems, solution offers, saving energy and recycling in regular classes such as Science and Social. Each of us consumes some of the Earth’s products and resources every day. It is important that the students were aware of the need of rational use of the Earth’s resources because they are limited. We want to strengthen students‘eco-friendly attitudes and habits with the project. We want to make their world become nicer and adopting proper environmental behaviour in their life will help achieve this goal.

Szkola Podstawowa nr 2 im. Marii Konopnickiej w Jasle is a school situated in the south east of Poland in Podkarpacie region. It is quite old. It started working over one hundred years ago, so you can say that the teachers have educated several generations of local community members. In the 1990s due to educational reform the school was reorganized and now teachers work with students from the age of 6 to 13. Currently there are around 460 students and 45 teachers in this school, which is considered to be one of the best schools in our town. The teachers are hard-working and always eager to gain new experience and try new teaching methods for the benefit of the students. They put strew experience and try new teaching methods for the benefit of the students. They put stress on high standard of education and so, they organize a number of extra-curricular classes devoted to additional revisions, developing students' interests and preparing them for contests on local, regional and national level. In these contests our students reach high positions in Polish, Nature, Mathematics and English.

Each year teachers engage some of the students in Problem Based Learning projects which are organized in the town each year. Last year the students won this competition in Polish, and the Nature and Mathematics project also got high positions. The teachers constantly improve their skills in PBL method.

The teachers develop their skills and knowledge attending different forms of workshops, conferences and training meetings. To meet the requirements of today's world the headmaster decided to install interactive white boards in each classroom and equip them with computers. It required a lot of effort on the part of the headmaster because the costs of such equipment are extremely high for a public body.

The teachers also put stress on lowering the discrepancy between students with high and low school performance. They organize compensation classes but they are not compulsory and not all the students in need attend them. The teachers encourage them to get engaged in contests and different forms of after-class activities but the results are unsatisfactory.

Another important area the staff in the school does is to devote their attention to the environment. The teachers especially focus on saving energy used in the school and they make students aware of the importance of rational energy use in school and their houses. They realize projects where students measure how energy is used in the school and analyse if it is used rationally. They come up with ideas on how to use energy more effectively and how lower it loses.

This not only promotes more eco-friendly attitudes and habits but also helps reduce costs of using electricity, gas and heat in the school. Thanks to these actions they have been able to save money which were spent on other purposes.

Podkarpacie region is considered to be one of the poorest in Poland and it offers a lot less educational and work opportunities than other regions. This causes high unemployment in the community. Students attending the school come from different social environments and ethnical groups. Some students come from poor Roma or underprivileged families whose income makes it impossible to secure alternative forms of spending free time. There are also students who come from pathological families and they need special attention and care on the part of the teachers. Such students do not know all the possibilities offered by today’s world and they can only copy their parents’ pathological behaviour. For such students the school is the only source of valuable experience and place where they can discover and develop their interests.

Still, it is difficult to make them interested in regular classes and secure proper educational results.

On the other hand, there are students who realize that education is their future. They eagerly attend afterschool classes and activities. Unfortunately, the school does not have enough resources to meet all students' needs. The school was involved in a Comenius project a few years ago and that enriched everybody greatly. Our students and teachers have learnt a lot and gained new experience and friends. A lot of teachers and students still stay in touch with the people they worked with in the previous project. Analysing project's influence on local community, the students and teachers, and the current situation of the school, the headmaster decided to take effort in preparing another international project. He believes that engaging the teachers and students in Erasmus+ projects will bring effects that cannot be underestimated.

Liceul Teoretic ``Mircea Eliade``- Școala Gimnazială Nr.2 Lupeni is the oldest public school in Lupeni, a small mining town in the Jiu Valley, in Hunedoara County, in southwestern Romania, 8 km away from Straja Ski Resort. The region`s economy was (and still is) based on mining because the valley was heavily industrialised, but due to low efficiency, most of the mines have been closed down in the last 20 years. This is why the rate of unemployment in Lupeni is high and the socio-economic problems register an alarming growth that affects the population of Lupeni and of the Jiu Valley.

Due to reorganization, in 2012, Școala Gimnazială Nr. 2 Lupeni became structure of Theoretical High School ”Mircea Eliade”. When you talk about the school, you talk about high standards in education and the results of the combined work (students and teachers and parents) are shown in the national, regional or local competitions. The school

has a very good collaboration with �Save the children� Romania and The Red Cross Romania and the local units and, of course other foundations meant to help the students living a better life. Many of the teachers and even students are volunteers for these charitable organizations.

There are around 650 students aged 6 to 15 from preparatory classes to the 8th grade and 60 teachers and staff members in the school. The students come from all backgrounds and have a wide range of talents and that is the reason why the teachers are aware of their responsibility to discover their strengths and to develop their qualities, preparing them the best they can. There are students with excellent school results, but also students with special educational needs, with medical conditions or mild disabilities. The teachers in this school are very devoted, hard-working and involved in the students` lives, trying every day to give them the chance to be the best they can. They encourage and support students to excel in one or more subjects because their roles as educators forces them to assume a lot of work if they want to plan and be prepared to offer equal education experience for all. Each child brings something different into the classroom but unfortunately, some cannot keep up with the rest of the class. One of the most important things that the teachers do is to counteract disadvantage and to prevent and address underachievement. If the students are failing to meet the national expectations or if they are just having learning problems, the teachers work after-classes to make sure that they make the progress that they should. They use teaching methods that apply to the students` needs, support the progress of every student in all the subjects taught in school, keeping a close connection with the family, too. In order to succeed in getting satisfactory academic results students with learning problems need to be focusing on individual achievement progress and learning. It`s a pity the school does not have enough resources to meet all their needs and that is why sometimes they feel overlooked or misunderstood. Through the individualized intervention programmes they try and hopefully, they succeed in offering them a sense of normality.

The teachers and students do not have much experience with projects focusing on saving energy but they are very eager to learn. However, the school has been involved in many eTwinning projects and 2 Comenius projects in 2011 and 2013. The school is currently involved in an Erasmus+ project that started in September 2016. The students and the teachers have gained a lot of experience and made many friends. If given the opportunity, they are looking forward to working with new partners and find ways to protect the environment and save energy and thus money. They will all develop eco consciousness and eco-friendly behaviours and therefore, they will be better people.

Used teaching methods Polish school will introduce Problem Based Learning method in fighting students' underachievement. It will share knowledge and experience on measuring energy use in school, analysing effective energy use, determining causes of energy loses, ways of saving energy and means of promoting pro-ecological attitudes. Activities planned in these areas will require students' knowledge from Science, English and IT. Romanian partner will share their experience and knowledge on addressing the problem of students with poor academic results with the help of "Presentation of Art based learning method". They will also be responsible for themes dealing with recycling, waste selection, and natural resources. Activities planned in these areas will use students' knowledge and skills in Science, Technology and Design Art, English, and IT. Turkish partner will share their knowledge and experience on "Multiple Intelligence Theory" in context of promoting the acquisition of skills and competences. They will show other partners how to effectively use natural resources and how to protect endangered species. These activities will involve the following subjects: English, Science, Art, IT and Native Language. In Science classes they will engage partners in performing simple experiments concerning global warming, rainforests and recycling paper. Performing these activities will require students' knowledge from Science, Art, IT, Technology, Native Language and English.

All the above-mentioned issues will be unique for each partner and they will be introduced, practised and tested during students’ exchanges.

Reached project goals - emphasise the need to protect the environment and help students to improve their pro-ecological attitudes, - fight discrepancy between students with high and low educational performance, - instruct our students and local community how to use natural resources more efficiently,

- raise pupils' cultural awareness and their appreciation of European environment and lifestyles, - make students with low academic performance feel a valuable part of school, local and international community, - increase students' self-esteem, - motivate students to learn, - widen the range of after class activities, - equalize the chances of underprivileged students, - improve teachers and pupils' communication skills in English, - share ideas with teachers from abroad, - help teachers develop as professionals through peer observation and exchange of good teaching practices, - make parents aware of their role in the process of gaining and preserving knowledge and skills by students, - promote pro-ecological attitudes locally, regionally, nationally and internationally, - promote international cooperation, - promote tolerance towards different nations, cultures and religions, - share gained knowledge and experience with local institutions.

PART I PROJECT TIMETABLE Nr

1.

2. * **

3. * **

Description of activities/mobilities

Destination country (for mobilities)

School year 2017/2018 A1 Before the project activities start there is to be held a staff meeting in all partner schools. There will be invited the representatives of parents and local authorities. The meeting will be devoted to presenting the goals of the project, planned activities, means of achieving the goals, expected results, planned dissemination of project results and presentation of partners. Project tasks for the first project year will be distributed among teachers. The project will be presented to students during classes, project description will be posted on school websites.

There will be an accountant assigned and he/she will be provided with all materials necessary to secure financial safety of the project.

Work groups will be created and tasks assigned.

Project coordinator re-establishes contact with partners after summer break.

A2 Website of the project, eTwinning project, Facebook account.

Project coordinator launches eTwinning project, Romanian partner starts project's Facebook account and Romanian partner starts project's website. These partners will also be responsible for handling technical issues concerning these media. On the website and in TwinSpace all created results will be posted by all partners in turns. The website will also include information concerning our project, plan of activities and information about partner schools. Link to the project website is to be placed on school websites and will also be promoted through eTwinning and social network sites such as Facebook so that it was made public. It will be used for dissemination purposes, it will provide data for analysis for evaluation and assessment and, finally, it will secure worldwide availability of project's results.

Teachers involved: English, IT, project coordinator.

Evaluation tools/methods: final product.

A3 Diary of the project (final product).

The diary is to be started by all partner schools. It will include "project timetable" and be used as project register. In the diary each partner will include information about their school, pictures and comments on how particular activities were performed in their schools, what methods were used,

Approximate date of activity/ mobility

Partners involved

September 2017

Poland, Romania, Turkey

September 2017

Poland, Romania, Turkey

September 2017

Poland, Romania, Turkey

4.

what results were worked out and if activities were performed punctually. Students will take active part in updating the diary and they will use English for these purposes. The diary will be divided into three parts. One will be used as project's register. "Let's be eco-friendly - project timetable" will be printed and copied in the diary. All planned activities will be registered with dates of performed activities (time management register), reached goals and achieved results (quality and task fulfilment register) and number of participating students and teachers. The second part will be dealing with pedagogical issues, it will present description of trained teaching methods/theories and performed activities. The third part will stress environmental aspects of the project.

The diaries will be performed in digital and paper versions. Completed diaries will be taken to second and fourth transnational project meeting so that they could be examined commonly by all project partners.

At the end of the project each partner will make four copies of the diary and send one copy to each partner.

The copies of the diaries will be kept in school libraries and lend to any teacher interested in using included there materials. One copy of the diary will be given to local authorities. The diaries will be used for dissemination purposes, they will also provide data for analysis for quality checks, time management, evaluation and assessment purposes.

M1 First transnational project meeting.

Turkey Three teachers from Poland and Romania meet in Turkey.

2 representatives from each partner school meet in the coordinating school. The meeting will be devoted to discussing project goals, arrangements concerning realisation of planned activities, tools for evaluation and assessment, means of securing high project quality and distribution of tasks. There is to be discussed creation of work groups and assigning them to each activity performed in the first project year.

Evaluation plan is to be discussed and "monitoring charts" are to be analysed according to expected goals and results in the first project year.

There will be prepared a questionnaire for teachers and students in all partner schools. It is to measure knowledge concerning pro-ecological attitudes. The outcome of this questionnaire will be a base to measure projects results in the field of "ecology".

Similar questionnaires will be conducted at the end of each project year and their results will be compared with the results of the preliminary questionnaire.

Turkish partner will supervise this work.

October 2017

Poland, Romania, Turkey

5. *

6.

7. *

8. **

10. *

Another questionnaire will be prepared for teachers from participating schools and it will check their knowledge on teaching methods introduced in the first project year. This questionnaire will be conducted at the end of project year. Turkish partner will supervise this work.

Hosting school is to prepare an article and post it in local newspapers, project website, TwinSpace and school website.

All partners are to include in their diaries relevant information on the first transnational project meeting.

All school coordinators perform preliminary questionnaire among teachers and students to check their knowledge concerning eco-friendly attitudes.

The analysis of the questionnaire will create base for measuring project effects in this field.

A4 "Let's get to know each other" - PowerPoint.

Students work is to be documented with pictures. At the end of this activity its performance is to be evaluated. The results of the evaluation and description of the realised activity is to be included in the project diaries.

PowerPoint presentations are to be sent to all the partners until the end of November and presented to all students and teachers.

Romanian partner posts the presentations on project website, TwinSpace and updates Facebook account.

All partners post the presentations on their school websites.

Teachers fill in monitoring chart.

Hired accountants prepare a report on project expenditures. The report is to be presented to school coordinators, headmasters/headmistresses and local authorities. The report is to be included in project diaries.

A5 Erasmus+ spot.

Students participating in students exchanges will prepare here an exhibitions on activities done during the meetings. They find a place at school where all information concerning activities done during student exchanges will be displayed. The place is to be named Erasmus+ spot and it is to be situated in a part of school accessible by all students and parents bringing their children to school or picking them up.

The exhibition is to include description in native language and pictures of visited places, performed activities and created works.

Teachers supervising students' work and evaluate it.

Relevant information concerning this activity is to be included in project diaries.

First quality check All school coordinators are to revise evaluation results provided by "monitoring charts" of fulfilled

October 2017

Poland, Romania, Turkey

October/Nove mber 2017

Poland, Romania, Turkey

December 2017

Poland, Romania, Turkey

December / January 2018

Poland, Romania, Turkey

January / February 2018

Poland, Romania, Turkey

11.

12.

activities and other tools. They check if all planned goals and results have been achieved and if activities are performed without delays. If the planned goals have not been reached, school coordinators are to inform project coordinator and adapt measures aimed at securing high quality of activity realisation.

This data is to be summed up in project diaries and used to prepare a project realisation report at the end of the first project year.

A6 "Green Dictionary" - preparing a booklet about basic words of participants' languages and words about the topic.

Creating “Green Dictionary” in both English and the languages of each partner country. Each partner country will have to fill in the terms in its respective language. Polish partner will suggest 100 basic words and phrases in order to be translated in all four languages. The first part of the booklet will include words and phrases about pollution, ecology and saving energy. Selected words would be posted on Erasmus+ spots in each schools in order for the students to be able to watch them daily and finally learn them.

In the second part of the booklet there will be some slogans and students’ drawings, pictures of signs calling for protecting the environment and saving energy.

When the Polish partner collect all partner materials, the booklet will be printed for all four school and used for dissemination. It will be uploaded on-line (Polish partner).

Teachers supervising students' work and summarize and evaluate it.

C1 First students exchange - three teachers from Poland and Romania, nine students from Poland and ten students from Romania meet in Turkey.

Preparing lessons using the interactive board Students and teachers from partner schools work on Multiple Intelligence Theory. The areas of interest will be: 1. How can we use natural resources more efficiently? 2. How can I protect the environment in my area and Black sea coastline? 3. How national reserves contribute to protecting endangered species?

Students from partner schools cooperate with Turkish students. Turkish teachers supervise the work.

- Recycled paper from used newspapers.

Workshop. Students and teachers from partner schools will make their own recycled paper - this will increase the pro-ecological attitudes and habits.

Science teachers in Turkish school will supervise the work.

Turkey

February / March 2018

Poland, Romania, Turkey

April 2018 15.04.2018 – 21.04.2018

Poland, Romania, Turkey

13. **

- Field trips. Visiting company of waste paper recycling. During this trip students will gather data and materials for their projects.

Workshop. Students and teachers from partner schools will use recycled materials to create shopping bags, calendars or T-shirts with messages promoting eco-friendly attitudes in English and Native Language. Students will use the Internet, gathered materials to prepare presentations of their work.

Technology Design, Art, English and IT teachers in Turkish school supervise the work.

-Planting trees. Students from each partner school will plant their own tree in Nature Camp of HaçkalĹ Baba Plateau organized TEMA and invent a name for it.

-Drawing pro-ecological visuals on our school walls.

Workshop. Students from each partner school will draw some visuals on school walls concerning recycling and efficient use of energy.They will use the Internet, gathered materials and prepare presentations of their work. Art and IT teachers in Turkish school supervise the work.

- Field trips. Visiting Akocak Hydroelectric Power Plant. During this trip students will gather data and materials for their projects.

Presentation of project effects. Students will gather all materials created during the visit in Turkey and prepare a presentation summing up the visit.

Evaluation. Students and teachers from partner schools discuss activities performed during the meeting and indicate if planned results have been achieved. The results of the evaluation are to be included in the project diaries.

Teachers fill in monitoring chart to provide data on project goal achievement.

During the visit all teachers gather materials which will be used later in project diaries. They will be also used to prepare an article for local newspapers and school websites.

Worked out teaching materials are to be published in OER bases, TwinSpace and project website (Turkey).

A7 Sharing gained knowledge and experience.

Teachers participating in the second student exchange organize a teachers' meeting. They present to them Multiple Intelligence Theory based on the examples of activities performed during the visit in Turkey.

Next, preceptors are to discuss the issues concerning protecting the environment in all classes. They are also to present works created during the visit.

Students participating in the student exchange are to take active part in presenting their work and working

May 2018

Poland, Romania, Turkey

14. **

15.

on the article. The article is published in local newspapers and on school websites.

Both groups, teachers and students are to be included in the evaluation process of this activity.

Carrying out of this activity is to be evaluated by school coordinators.

Relevant information concerning this activity is to be included in project diaries.

A8 Erasmus+ spot.

Students participating in students exchange prepare an exhibition on activities done during the meeting.

They display in the Erasmus+ spot description in native language and pictures of visited places, performed activities and created works during the students exchange.

Teachers supervising students' work and evaluate it.

Relevant information concerning this activity is to be included in project diaries.

C2 Second students exchange - three teachers from Turkey and Romania, nine students from Turkey and ten students from Romania meet in Poland.

Students and teachers from partner schools take part in a meeting where realised in Polish school PBL projects are presented. Presented projects will deal with Native Language, Science/Nature and Mathematics. Partner teachers are provided with information on how to prepare a PBL project.

- Workshop. Students and teachers from partner schools work on a PBL projects. The areas of interest will be: 1. How can we use natural resources more efficiently? 2. How can I protect the environment in my neighbourhood? 3. How national parks contribute to protecting endangered species? Students from partner schools cooperate with Polish students. Polish teachers supervise the work.

- Field trips. Visiting Solina Hydroelectric Power Plant, Wind Farms, Magura National Park, Bieszczady National Park, Pieniny National Park.

During these trips students will gather data and materials for their PBL projects.

- Workshop. Students use the Internet, gathered materials and prepare presentations of their projects.

- Presentation of project effects. Students from partner schools present the effects of their PBL projects. The projects are to be gathered by Polish coordinator.

- Evaluation. Students and teachers from partner schools discuss activities performed during the meeting and indicate if planned results have been achieved. Teachers fill in evaluation prepared earlier.

During the visit all teachers gather materials which will be used later in project diaries. They will be also

Poland

May 2018

Poland, Romania, Turkey

June 2018 03.06.2018 – 09.06.2018

Poland, Romania, Turkey

16. **

17. **

18. *

used to prepare an article for local newspapers and school websites.

The results of the evaluation, review of the visit including activities done and used teaching methods are to be included in the project diaries. Participating students help prepare visit's review.

Worked out projects are to be published in OER bases, TwinSpace and project website (Poland).

A9 Sharing gained knowledge and experience.

Teachers participating in the first student exchange organise a teachers' meeting. They present to them Problem Based Learning method based on the examples of activities performed during the visit in Poland.

Next, preceptors in all partner schools are to discuss the issues concerning protecting the environment in all classes. They are also to present projects created during the visit. Students participating in the student exchange are to take active part in presenting their work and working on the article. The article is published in local newspapers and on school websites.

Both groups, teachers and students are to be included in the evaluation process of this activity.

Carrying out of this activity is to be evaluated by school coordinators.

Relevant information concerning this activity is to be included in project diaries.

A10 Erasmus plus day All partners organise in their schools an event devoted to summing up the first project year and presenting reached goals, realised activities and worked out products. It is aimed at disseminating project results and securing local and regional project impact. There is to be prepared an exhibition presenting partner schools, realised during the first project year activities and created works. The exhibition is to include information on where worked out teaching materials can be found.

Students and teachers prepare an assembly and use received earlier PowerPoint presentations to provide information on partner schools. They also prepare a short presentation describing their visits and discussing what they have learnt performing project activities.

Information concerning this activity is to be included in project diaries.

All partner schools are to prepare an article and post it in local newspapers, project website, TwinSpace and school websites.

Questionnaire for teachers and students. All school coordinators will perform prepared during the first transnational project meeting questionnaire. It will be

June 2018

Poland, Romania, Turkey

June 2018

Poland, Romania, Turkey

June 2018

Poland, Romania, Turkey

19. *

20. *

21.

done among students and teachers and it will check project's influence in the field of eco-friendly attitudes. The results of this questionnaire will be compared with the preliminary questionnaire performed in October 2017.

Evaluation questionnaire for teachers. All school coordinators will also perform prepared during the first transnational project meeting questionnaire for teachers aimed at checking their knowledge and opinions on learnt during the first project year teaching methods.

Outcomes of these questionnaires are to be included in projects diaries and used to prepare project's annual report.

Analysing school documents.

All school coordinators are to analyse classification results and other relevant school documents to determine the number of students with underachievement. This data is to be included in project diaries and used at the end of the project to determine to what extend project priority in this field has been reached.

Hired accountants prepare a report on project expenditures. The report is to be presented to school coordinators, headmasters/headmistresses and local authorities. The report is to be included in project diaries.

Second quality check All school coordinators are to revise evaluation results provided by "monitoring charts" of fulfilled activities and other tools. They check if all planned in the first project year goals and results have been achieved and if activities were performed without delays. If the planned goals have not been reached, school coordinators are to inform project coordinator and adapt measures aimed at securing high quality of activity realisation in the second project year.

Romanian partner will be responsible for evaluating public media used in the project (project website, TwinSpace, used OER bases and project Facebook account).

School coordinators use the results of the first and second quality checks and elaborate an evaluation report presenting reached goals, achieved results and their quality. The report is to be presented to all teachers and representatives from partner schools during the second transnational project meeting. It is also to be included in project diaries.

(A17) Start gathering pictures for "Let's be ecofriendly calendar". Activity described in May 2019 (A18) Teachers instruct students to start making pictures of nature in the region in different seasons. They

June 2018

Poland, Romania, Turkey

June 2018

Poland, Romania, Turkey

July / August 2018

Poland, Romania, Turkey

22.

23. *

24. **

explain that the pictures will be used to create a calendar showing natural beauty of partner regions.

School coordinators gather the pictures in May 2019 and use them for "Let's be eco-friendly calendar" activity (A18).

People engaged: students, school coordinator, Art teacher.

School year 2018/2019 A11 Before the project activities start in the second project year there is to be held a staff meeting in all partner schools. The meeting will be devoted to reminding the goals of the project, planned activities, means of achieving the goals, expected results and planned dissemination. Project tasks for the first project year will be distributed among teachers. The project plan for the second year will be reminded to students during classes. There will be an accountant hired for the second project year and he/she will be provided with reminded about all project financial requirements to secure financial safety of the project.

Work groups will be created and tasks assigned.

Project coordinator re-establishes contact with partners after summer break.

M2 Second transnational project meeting - three Romania representatives from each partner school meet in Romania. The meeting will be devoted to discussing reached project goals, evaluating the project and presenting prepared in earlier activity reports.

Partners will also present their diaries so that every partner could see how activities were realised in other schools. All teachers will share their opinions concerning gained knowledge and experience. They will revise used in the first project year teaching methods/theories, and ecological aspects of the project. They will share their opinions on the realisation of project activities during the first year. If there occur any problems in the first project year there will be discussed work enhancements so that the problems did not appear in the second project year.

Partners will discuss analysis of school documents aimed at determining project result. All other important project aspects which cannot be planned will also be discussed.

Hosting school is to prepare an article and post it in local newspapers, project website, TwinSpace and school website.

All partners are to include in their diaries relevant information on the first transnational project meeting.

A12 Erasmus+ spot.

Students participating in students exchange prepare an exhibition on activities done during the meeting.

They display in the Erasmus+ spot description in

August / September201 8

Poland, Romania, Turkey

October 2018

Poland, Romania, Turkey

November 2018

Poland, Romania, Turkey

25. *

26. *

27.

native language and pictures of visited places, performed activities and created works during the students exchange.

Teachers supervising students' work and evaluate it.

Relevant information concerning this activity is to be included in project diaries.

People involved: students and teachers participating in the second students exchange.

Evaluation tools/methods: evaluation chart, discussion, observation.

Hired accountants prepare a report on project expenditures. The report is to be presented to school coordinators, headmasters/headmistresses and local authorities. The report is to be included in project diaries.

Gathering information on energy use in schools.

School coordinators gather data on the amount and costs of energy (heat, electricity and gas) used annually. This activity is to provide information concerning students' energy-saving habits. The amount and costs of used energy are to be compared with the data of similar activity done in January 2019. It will indicate whether energy use in partner schools rise or drop.

This and performed analysis of questionnaires performed at the end of the school year will help assess project's effectiveness in promoting ecofriendly attitudes.

This information is to be included in project diaries.

A13 "My Eco-Mission" – brochure containing students’ eco-stories, instructions and pictures made on computer program illustrating future technologies for saving energy and recycling.

Students from each partner country will write ecostories, create pictures on computer programmes about future technologies for saving energy and recycling and give instructions about: - What should we do at home to consume less water, less energy, less paper?

- Should we consider moving differently in the city?

- Instructions for eco-homes - Instructions for eco-shopping - Instructions for eco-travel - Eco-instructions for leisure time The Turkish partner will take responsibility for summarizing all partners materials and produce the common brochure.

Some of the students’ pictures and stories would be posted on Erasmus+ spots in each schools.

The brochure will be printed for all four school and use for dissemination. It will be upload on-line.

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28. *

29.

30.

Teachers supervising students' works, summarize and evaluate them.

Third quality check All school coordinators are to revise evaluation results provided by "monitoring charts" of fulfilled activities in the second project year and other tools.

They check if all planned goals and results have been achieved and if activities are performed without delays. If the planned goals have not been reached, school coordinators are to inform project coordinator and adapt measures aimed at securing high quality of activity realisation.

This data is to be summed up in project diaries and used to prepare a project realisation report at the end of the second project year.

A14 "My eco-friendly song". Singing "ecology songs in native language and choosing a song in English to be project's song.

Each partner school will gather songs concerning ecology by using the Internet. They will choose the best song in their own country and record a video of students singing the song. Partners will also choose one song in English which will be the song of the project. Students will learn it and record their performance. The recordings of "eco-friendly songs" in native language and the project's song will be posted by each partner on the project website, TwinSpace and school websites. Information and links to materials will be posted on the Facebook account.

C3 Third students’ exchange - three teachers from Romania Turkey and Poland, ten students from Turkey and Poland meet in Romania.

Students and teachers from partner schools take part in a meeting where they learn how this method is best used when teaching new things. The method will deal with Native Language, English, Science/Nature, Arts and Mathematics. Partner teachers are provided with information on how to prepare an Art based project.

- Workshop. Students and teachers from partner schools work on an Art project. The areas of interest will be: 1. How can we use natural resources as educational resources?

2. What can we learn from playing with what nature gives us?

3. How national parks contribute to protecting endangered species?

Students from partner schools cooperate with Romanian students. Romanian teachers supervise the work.

- Field trips: visiting Retezat National Park, Buffalo Natural Reservation in Hateg. During these trips

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31. **

32. **

33.

students will gather data and materials for their projects.

- Workshop. Students use the Internet, gather materials and prepare presentations of their projects.

- Presentation of project effects.

- Evaluation. Students and teachers from partner schools discuss activities performed during the meeting and indicate if planned results have been achieved. The results of the evaluation are to be included in the project diaries.

During the visit all teachers gather materials which will be used later in project diaries. They will also be used to prepare an article for local newspapers and school websites.

Worked out teaching materials are to be published in OER bases, TwinSpace and on project website (Romania).

A15 Sharing gained knowledge and experience.

Teachers participating in the third student exchange organize a teachers' meeting. They present to them group work, discussion and role play methods based on the examples of activities performed during the visit in Romania.

Next, preceptors are to discuss the issues concerning protecting the environment in all classes. They are also to present works created during the visit.

Students participating in the student exchange are to take active part in presenting their work and working on the article.

Both groups, teachers and students are to be included in the evaluation process of this activity.

This activity is to be documented with pictures which, together with the evaluation results, will be included in the project diaries.

A16 Erasmus+ spot.

Students participating in students exchange prepare an exhibition on activities done during the meeting.

They display in the Erasmus+ spot description in native language and pictures of visited places, performed activities and created works during the students exchange.

Teachers supervising students' work and evaluate it.

Relevant information concerning this activity is to be included in project diaries.

People involved: students and teachers participating in the second students exchange.

Evaluation tools/methods: evaluation chart, discussion, observation.

A17 "Let's be eco-friendly calendar" (final product).

All school coordinators gather photographs taken by students in different seasons and presenting nature in our regions. Each partner is to gather a set of 12 pictures corresponding to 12 months in a year. A

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34. **

35. *

picture is to be named with the name of a partner country and the month it was taken in (ex. Poland January). There are to be made 4 copies of the set and sent to all the partners. Students are to use the pictures from all other partners to create a calendar for year 2019. Each calendar is to be divided into 12 months. Each month page is to include 4 pictures from all partners for a given month, days, proecological tips and "international days dealing with nature" (a list of the days will be provided by Romanian partner). All partners are to make ten copies of the calendar. Three copies are to be sent to project partners, one is to be given to local authorities and the rest is to be kept at schools and used for dissemination purposes.

A copy of each calendar is to be posted by all partners on project website, TwinSpace and school websites. Information concerning this activity is to be posted on Project's Facebok account.

A18 Erasmus plus day All partners organise in their schools an event devoted to summing up the second project year and presenting reached goals, realised activities and worked out products. It is aimed at disseminating project results and securing local and regional project impact. There is to be prepared an exhibition presenting realised during the second project year activities and created works. The exhibition is to include information on where worked out teaching materials can be found.

Students and teachers prepare a short presentation describing their visits and discussing what they have learnt performing project activities.

Created project calendars and brochures are to be distributed.

Information concerning this activity is to be included in project diaries.

All partner schools are to prepare an article and post it in local newspapers, project website, TwinSpace and school websites.

Questionnaire for teachers and students. All school coordinators will perform prepared during the first transnational project meeting questionnaire. It will be done among students and teachers and it will check project's influence in the field of eco-friendly attitudes. The results of this questionnaire will be compared with the preliminary questionnaire performed in October 2017.

Evaluation questionnaire for teachers. All school coordinators will also perform prepared during the first transnational project meeting questionnaire for teachers aimed at checking their knowledge and

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36. *

37. *

38. *

opinions on learnt during the second project year teaching methods.

Outcomes of these questionnaires are to be included in projects diaries and used to prepare project's annual report.

Analysing school documents.

All school coordinators are to analyse classification results and other relevant school documents to determine the number of students with underachievement. This data is to be included in project diaries and used at the end of the project to determine to what extend project priority in this field has been reached.

Hired accountants prepare a report on project expenditures. The report is to be presented to school coordinators, headmasters/headmistresses and local authorities. The report is to be included in project diaries.

Fourth quality check All school coordinators are to revise evaluation results provided by "monitoring charts" of fulfilled activities and other tools. They check if all planned in the second project year goals and results have been achieved and if activities were performed without delays. If the planned goals have not been reached, school coordinators are to inform project coordinator and adapt measures aimed at fulfilling all obligations.

Romanian partner will be responsible for evaluating public media used in the project (project website, TwinSpace, used OER bases and project Facebook account).

School coordinators use the results of the third and fourth quality checks and elaborate an evaluation report presenting reached goals, achieved results and their quality. The report is to be presented to all teachers and representatives from partner schools during the fourth transnational project meeting. It is also to be included in project diaries.

M3 Third transnational project meeting - three representatives from each partner school meet in Poland. The meeting will be devoted to discussing reached project goals, evaluating the project and presenting prepared in earlier activity reports.

Partners will also present their diaries so that every partner could see how activities were realised in other schools. All teachers will share their opinions concerning gained knowledge and experience. They will revise used in the second project year teaching methods/theories, and ecological aspects of the project. They will share their opinions on the realisation of project activities during the second year. If there occur any problems in the second

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project year there will be discussed ways of solving the problems.

Partners will discuss analysis of school documents aimed at determining project result. All other important project aspects which cannot be planned will also be discussed.

Hosting school is to prepare an article and post it in local newspapers, project website, TwinSpace and school website.

All partners are to include in their diaries relevant information on the first transnational project meeting.

39.

A19 Mails exchange.

At the end of the project, before summer break, school coordinators make a list of their students' email addresses. The list is also to include students' gender, age and brief information on interests. The addresses will be exchanged among all partners and distributed among students. Students will be encouraged to make contact with their peers from other countries. They will write about their experience concerning ecology and realised project activities. They will also be given freedom to touch upon any topic of their interest.

People involved: school coordinators, students from all partner schools. * Monitoring activities ** Dissemination activities

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PART II PEDAGOGICAL ISSUES

TURKEY The Theory of Multiple Intelligences (Project realised during the first student exchange-Turkey 15-20 April 2018) “HOW IS NATURE PROTECTED IN TURKEY?�

"Reason, intelligence, logic, knowledge are not synomous.", -Howard Gardner

The Multiple Intelligences Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed the theory of Multiple Intelligences (MI) in 1983. The theory challenged traditional beliefs in the fields of education and cognitive science. Unlike the established understanding of intelligence -- people are born with a uniform cognitive capacity that can be easily measured by short-answer tests -- MI reconsiders our educational practice of the last century and provides an 6 alternative.

According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. Although we each have all eight intelligences, no two individuals have them in the same exact configuration -- similar to our fingerprints.

In his Theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include such areas as music, spacial relations, and interpersonal knowledge in addition to mathematical and linguistic ability.

1 Visual-Spatial Intelligence

Strengths: Visual and spatial judgment People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.

Core Operations: accurate mental visualization, mental transformation of images Characteristics Characteristics of visual-spatial intelligence include:  Enjoys reading and writing  Good at putting puzzles together  Good at interpreting pictures, graphs, and charts  Enjoys drawing, painting, and the visual arts  Recognizes patterns easily Potential Career Choices If you're strong in visual-spatial intelligence, good career choices for you are:  Architect  Artist  Engineer 2 Linguistic-Verbal Intelligence

Strengths: Words, language, and writing People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.

Core Operations: syntax, phonology, semantics, pragmatics Characteristics Characteristics of linguistic-verbal intelligence include:  Good at remembering written and spoken information  Enjoys reading and writing  Good at debating or giving persuasive speeches  Able to explain things well  Often uses humor when telling stories Potential Career Choices If you're strong in linguistic-verbal intelligence, good career choices for you are:  Writer/journalist  Lawyer  Teacher 3 Logical-Mathematical Intelligence

Strengths: Analyzing problems and mathematical operations

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.

Core Operations: Mathematical number, categorization, relations Characteristics Characteristics of logical-mathematical intelligence include:  Excellent problem-solving skills  Enjoys thinking about abstract ideas  Likes conducting scientific experiments  Good at solving complex computations Potential Career Choices If you're strong in logical-mathematical intelligence, good career choices for you are:  Scientist  Mathematician  Computer programmer  Engineer  Accountant 4 Bodily-Kinesthetic Intelligence

Strengths: Physical movement, motor control Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity.

Core Operations: kinesthetic control of one’s own body, control in handling objects Characteristics Characteristics of bodily-kinesthetic intelligence include:  Good at dancing and sports  Enjoys creating things with his or her hands  Excellent physical coordination  Tends to remember by doing, rather than hearing or seeing Potential Career Choices If you're strong in bodily-kinesthetic intelligence, good career choices for you are:  Dancer  Builder  Sculptor  Actor 5 Musical Intelligence

Strengths: Rhythm and music People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.

Core Operations: pitch, rhythm, timb Characteristics Characteristics of musical intelligence include:  Enjoys singing and playing musical instruments  Recognizes musical patterns and tones easily  Good at remembering songs and melodies  Rich understanding of musical structure, rhythm, and notes Potential Career Choices If you're strong in musical intelligence, good career choices for you are:  Musician  Composer  Singer  Music teacher  Conductor 6 Interpersonal Intelligence

Strengths: Understanding and relating to other people Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them.

Core Operations: awareness of others’ feelings, emotions, goals, motivations Characteristics Characteristics of interpersonal intelligence include:  Good at communicating verbally  Skilled at nonverbal communication  Sees situations from different perspectives  Creates positive relationships with others  Good at resolving conflict in groups Potential Career Choices If you're strong in interpersonal intelligence, good career choices for you are:  Psychologist  Philosopher  Counselor  Salesperson  Politician 7 Intrapersonal Intelligence

Strengths: Introspection and self-reflection Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths.

Core Operations: awareness of one’s own feelings, emotions, goals, motivations

Characteristics Characteristics of intrapersonal intelligence include:  Good at analyzing his or her strengths and weaknesses  Enjoys analyzing theories and ideas  Excellent self-awareness  Clearly understands the basis for his or her own motivations and feelings Potential Career Choices If you're strong in intrapersonal intelligence, good career choices for you are:  Philosopher  Writer  Theorist  Scientist 8 Naturalistic Intelligence

Strengths: Finding patterns and relationships to nature Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments.

Core Operations: recognition and classification of objects in the environment Characteristics Characteristics of naturalistic intelligence include:  Interested in subjects such as botany, biology, and zoology  Good at categorizing and cataloging information easily  May enjoy camping, gardening, hiking, and exploring the outdoors  Doesn’t enjoy learning unfamiliar topics that have no connection to nature Potential Career Choices If you're strong in naturalistic intelligence, good career choices for you are:  Biologist  Conservationist  Gardener  Farmer

1. Aims of the Project Student: - knows how natural resources are used more efficiently in Turkey, - knows how the environment in his/her area and Black sea coastline is protected, -knows how national reserves are contributed to protecting endangered species, - can promote pro-ecological attitudes, - can work in a group, - can effectively organize his/her work, -promote creativity .

2.Main problems in the project: -How can we use natural resources more efficiently?

- How can I protect the environment in my area and Black sea coastline?

- How national reserves contribute to protecting endangered species?

- How can pro-ecological attitudes be promoted in schools?

3.Tasks and instructions Task 1 Use of natural resources more efficiently in Turkey.

Students: -Making their own recycled paper from used newspapers.

- Visiting company of waste paper recycling.

-Planting their own tree.

Task 2 Black sea coastline in Turkey.

Visiting Solid Waste Treatment in Sürmene/ Çamburnu . Find out how to dispose of garbage without harming the environment and how to generate energy from them.

Task 3 National reserves contribute to protecting endangered species.

Visiting Eco Park , Sümela and Uzungol in Trabzon.Find out what are the responsibilities of the national parks and what species are protected there.

Task 4 Promoting pro-ecological attitudes.

Painting T-shirts with messages promoting eco-friendly attitudes in English and Native Language.Drama about recycle of garbage and how to carbon footprint minimize. -Making their own recycled paper from used newspapers.

Visual Intelligences Subject Design Arts Theme: "How Eco-Guilty Are You?" General Objectives: Exploring and Utilizing Resources Topic: A diffeent recyling product

Problem Students from partner schools is making a different product from waste or discarded materials.

Gardener's multiple intelligences was used in the construction of this lesson plan. The intelligence which was looked at for this specific lesson was Visual-Spatial.- This is the intelligence that thinks in terms of physical space, as do architects and sailors.Since this intelligence allows students to become very aware of their surroundings and environment the task of designing and making recycling product was a great idea since the students would become very aware of other cultures and the environment as a whole, since a lot of waste or discarded materials are used in the construction of the products. Making of the product encompasses all the elements of ,Visual - Spatial . In creating the product students will be drawing, using verbal and physical imagery ,and creating three dimensional art work.

Specific Objectives: At the end of the Lessons students should be able to: - To encourage creativity, -To work in a group, -To organise their work,

-To address and solve problems, -To promote pro-ecological attitudes, - Design, create and make a product.

Naturalistic Intelligence Subject Science Theme: Planting General Objectives: Exploring and Utilizing Resources Topic: Planting their own tree

Problem: For the environmental awarenesss they are asked to plant their tree.

Gardener's multiple intelligences was used in the construction of this lesson plan. The intelligence which was looked at for this specific lesson was Naturalistic. This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. The lesson on tree planting allows the students to work in harmony with nature. It allows the students to take a closer look at, and respect both living and non living things. this lesson will be useful to students who are studying in the geography, social studies or the agriculture and the environmental classes.

Specific Objectives: At the end of the activity students should be able to:

- To learn about different types of tree.

- To tie into the Science curricula and offer an interdisciplinary way of looking at living and non living things.

-To encourage save envirement, -To work in a group, To promote pro-ecological attitudes.

Kinesthetic Intelligences Subject: Drama Topic: "carbon footprint "

Specific Objectives At the end of this activity, the students in this group should be able to: - know the factors that cause the carbon footprint to be large, - solve problems, - -know how to carbon footprint minimize.

Interpersonal Intelligence

Subject: Design Arts Theme:Meeting General Objectives: Exploring and Utilizing Resources

Problem: The students in the art class have decided to paint their own T-SHÄ°RT company has decided to design and print shirts.

Reason for teaching this lesson: This ativity which was planned in collaboration with the students, will employ Gardener’s interpersonal skills. This skill is particular important to the lesson because it allows students to interact with peers. Through this activity the students will be be using people and communication skills as they will decide among themselves who will be managers, secretary ,sales persons or delivery persons. This lesson will allow students to delegate task and know how to interact with other "interpersonal skills" is used oftes. This activity was decided on since the termn in business contexts to refer to the measure of a person's ability to operate within business organizations through social communication and interactions.

Specific Ojectives: At the end of the activity students should be able to: -To encourage save envirement, -To work in a group, To promote pro-ecological attitudes.

-To -To organise their work, -To promote pro-ecological attitudes, - Design and select data and materials

Promoting pro-ecological attitudes We painted T-shirt with ecological symbols which are to promote pro-ecological attitudes.These tshirts are worn by all of students during project so that everyone could see them and reflect on how to help our environment.

Making their own recycled paper from used newspapers

Visiting Solid Waste Treatment in Sßrmene/ Çamburnu . Find out how to dispose of garbage without harming the environment and how to generate energy from them.

Visiting Eco Park, Uzungol, SĂźmela Monestery in Trabzon.Find out what are the responsibilities of the national parks and what species are protected there.

POLAND PBL learning (Project realised during the second student exchange - Poland 04 - 08.06.2018) "HOW IS NATURE PROTECTED IN POLAND?"

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication. The PBL process was developed for medical education and has since been broadened in applications for other programs of learning. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, literature retrieval and encourages ongoing learning within a team environment.

The PBL tutorial process involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often alternates. It is focused on the student's reflection and reasoning to construct their own learning. The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesis. In short, it is identifying what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem. The role of the tutor is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor aims to build students' confidence when addressing problems, while also expanding their understanding.

This process is based on constructivism. PBL represents a paradigm shift from traditional teaching and learning philosophy, which is more often lecture-based. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often requires more preparation time and resources to support small group learning.

1.

Aims of the project: Student: - knows kinds of power plants producing energy in Poland, - knows kinds of power plants that are not harmful for the environment, - knows how energy is created in hydroelectric power plants, - knows how endangered species are protected in Poland, - can use the Internet to look for information, - can analyse information and draw conclusions, - can use gained knowledge to solve problems, - is stimulated to be active, - can work in a group, - can effectively organize his/her work, - can promote pro-ecological attitudes.

2.

Main problems in the project: - What kinds of power plants are used in Poland to produce energy and which ones can be considered as eco-friendly?

- How is energy produced in hydroelectric power plants?

- How are endangered species protected in Poland?

- How can pro-ecological attitudes be promoted in schools?

3.

Tasks and instructions Task 1 Power plants in Poland Instructions for the students: Using the Internet find what kind of power plants are used in Poland to produce energy. Determine which ones are the most friendly for the environment and which destroy the environment.

Task 2 Hydroelectric power plant.

Find out how energy is produced in hydroelectric power plant. To do so visit such a plant, talk to a plant worker and gain all the relevant knowledge.

Task 3 Endangered species in Poland.

Using the Internet find out what are the means of protecting endangered species in Poland. Visit Tatra National Park and Magura National Park. Find out what are the responsibilities of the national parks and what species are protected there.

Task 4 Promoting pro-ecological attitudes.

Working in three groups paint an ecological tree. Place there ecological symbols and display the paintings in a commonly visited place so that a lot of students, parents and teachers could see them.

4.

Project effects and products: Due to the project students will gain/develop certain knowledge, abilities and skills: - ability to look for specific information on the Internet, - ability to select data and materials, - ability to think creatively, - ability to work in a group, - ability to organise his/her work, - ability to address and solve problems, - knowledge on power plants used in Poland, - knowledge on how hydroelectric power plans work, - knowledge on the role of national parks in Poland, - knowledge on the system of protecting endangered species in Poland, - artistic skills.

Project products: - paintings promoting pro-ecological attitudes.

Other effects of the project: - promoting creativity, - promoting pro-ecological attitudes.

Realisation of the project Task 1 Power plants in Poland In Poland electric power is produced mainly in coal power plants, gas power plans, hydroelectric power plants and wind power plants. The most common are coal power plants which use coal in the process. This kind of plants is the most harmful for the environment.

▄Coal power plants (hard coal) ▄Gas power plants

▄Coal power plants (brown coal) ▄Hydroelectric power plants

▄Industrial power plants ▄Wind power plants

As shown in the graph only 3,29% of power plants in Poland can be considered to be eco-friendly.

Over 88% of Polish power plants use hard or brown coal to produce energy. This kind of plants is the most harmful for the environment.

Task 2 Hydroelectric power plant To learn more about the "clean" power plants we visited a hydroelectric power plant in Niedzica. It was built in 1997 and it is the highest earth dam in Poland. The water runs from the reservoir to the plant in two tunnels, each of 7m diameter - drilled in rocks. It produces up to 92 MW of energy.

Task 3 Endangered species in Poland In Poland endangered species (animals and plants) are protected mostly by forming restricted areas called national parks. They are protected by law and entering the area is regulated. There are 23 such areas in Poland. Their aim is to protect the endangered species, supervise tourism in the areas and educate.

To learn more about national parks we have visited two of them: Tatra National Park and Magury National Park.

In those parks there are protected a lot of animals like golden eagle, lesser spotted eagle, falcon subbuteo, eagle owl, deer, lynx, wolf, ermine, brown bear, alpine accentor, wallcreeper, water pippit, Tatra chamois, groundhog, common toad, Carpathian newt, common buzzard and black stork.

Task 4 Promoting pro-ecological attitudes.

In this task we worked in three groups. We painted trees with ecological symbols which are to promote pro-ecological attitudes. These paintings are placed in Polish school so that everyone passing by could see them and reflect on how to help our environment.,

ROMANIA Why Teach with Project-Based Learning?

(Project realised during the third student exchange - Romania 01 - 05.04.2019) “HOW IS NATURE PROTECTED IN ROMANIA?�

Project-based learning helps students apply what they learn to real-life experiences and provides an all-around enriching education.

Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work.

In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work.

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paperbased, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems or scenarios.

Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered.

Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their own time in a project-based class. Project-based instruction differs from traditional inquiry by its emphasis on students' collaborative or individual artefact construction to represent what is being learned.

Project-based learning also gives students the opportunity to explore problems and challenges that have realworld applications, increasing the possibility of long-term retention of skills and concepts.

More important than learning science, students need to learn to work in a community, thereby taking on social responsibilities. The most significant contributions of PBL have been in schools languishing in poverty stricken areas; when students take responsibility, or ownership, for their learning, their self-esteem soars. It also helps to create better work habits and attitudes toward learning. In standardized tests, languishing schools have been able to raise their testing grades a full level by implementing PBL. Although students do work in groups, they also become more independent because they are receiving little instruction from the teacher. With Project-Based Learning students also learn skills that are essential in higher education. The students learn more than just finding answers, PBL allows them to expand their minds and think beyond what they normally would. Students have to find answers to questions and combine them using critically thinking skills to come up with answers.

Arts-based environmental education and learning through art Arts-based environmental education (AEE) brings art education and environmental education together in one undertaking. The approach has two essential characteristics. The first is that it refers to a specific kind of environmental education that starts off from an artistic approach. Different from other types of outdoor or environmental education which offer room for aesthetic experiences, AEE turns the tables in a fundamental way. Art is not an added quality, the icing on the cake; it is rather the point of departure in the effort to find ways in which people can connect to their environment. A second fundamental characteristic is that AEE is one of the first contemporary approaches of bringing together artistic practice and environmental education.

The term "arts-based environmental education" (AEE) was first coined by Finnish art educator Meri-Helga Mantere in the 1990s. Mantere describes AEE as a form of learning that aims to develop environmental understanding and responsibility “by becoming more receptive to sense perceptions and observations and by using artistic methods to express personal environmental experiences and thoughts”.

Artistic experiences improve one's ability to see; they help one in knowing and understanding. Therefore, she maintains that these can be of high value in learning about the environment. Mantere's description of her method of artbased environmental education can be taken as a first attempt at a definition: "What do I do as an environmentalist and as an art teacher? To put it rather simply: I try to support fresh perception, the nearby, personal enjoyment and pleasure of perceiving the world from the heart. To achieve that, it is necessary to stop, be quiet, have time and feel psychologically secure in order to perceive the unknown, the sometimes wild and unexpected. At times conscious training of the senses, decoding the stereotype, is needed. I aim at an openness to sensitivity, new and personal ways to articulate and share one’s environmental experiences which might be beautiful, disgusting, peaceful or threatening. I support and facilitate the conversation with the environment."

In short, Mantere's conception of AEE is grounded on the belief that sensitivity to the environment can be developed by artistic activities. As an artist, and as a teacher and therapist, she came to find it more and more important to go back to the basics of the process and skill of perception. Here, the question of how we perceive and how we receive or reject the messages of the environment is central. Important to underline - because it counters possible allegations of embracing a too Romantic view of nature – is that there is also room for the “shadow” side of experience, for feelings of disgust, fear and agony.

Learning Through Art (LTA) cultivates student creativity by designing sustained, process-oriented art projects that support learning across the curriculum. The main aim is to develop and facilitate art projects integrated into the school curriculum. This method offers new insights into art and challenges students to think critically about art and ideas.

Students can also make environmentally-friendly art with recycled crafts. It’s never too early to teach children the importance of conserving the natural environment. There are a lot of recycled crafts ideas that the students can do, from the classic tin can phone to the inventive toilet paper roll maracas. So, there are a ton of different ways our students can celebrate being eco-friendly and their love of recycled crafts, why not preparing an eco fashion show.

PROJECT'S WEBSITE: https://letsbeecofriendly.webnode.com/

PART III ENVIRONMENTAL ASPECTS OF THE PROJECT LEARNING ABOUT THE PROJECT – SEPTEMBER 2017 LET`S BE ECO-FRIENDLY SCRAPBOARDS IN EVERY CLASSROOM Participants: all the teachera and all the students of our school Objective: Knowing the partner schools and the final products

IT LOOKS LIKE A LOGO

PARENTS-TEACHERS MEETINGS. TALKING ABOUT THE OBJECTIVES AND THE FINAL PRODUCTS

SELECTION OF THE STUDENTS – OCTOBER 2017 THEY MADE POWERPOINT PRESENTATIONS, TOOK AN ENGLISH TEST AND GAVE AN INTERVIEW

STUDENTS GOING TO TURKEY

STUDENTS GOING TO POLAND

ERASMUS CELEBRATES 30 YEARS OF SUCCES – DESEMINATION OCTOBER 2017 INFO DAYS ERASMUS 30+, VALEA JIULUI (THE JIU VALLEY) TALKING ABOUT OLD AND NEW ERASMUS+ PROJECTS

WINNERS OF ``MY ERASMUS+ EXPERIENCE`` PHOTOGRAPHY CONTEST

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1St TRANSNATIONAL MEETING IN TURKEY – NOVEMBER 2017 Three teachers from Poland and 3 from Romania met in Turkey. The meeting was devoted to discussing project goals, arrangements concerning realisation of planned activities, tools for evaluation and assessment, means of securing high project quality and distribution of tasks and activities to be performed in the first project year.

A questionnaire was prepared for teachers and students to be taken in all partner schools, to measure knowledge concerning pro-ecological attitudes.

During the visit we visited the partner school met with local authorities to talk about the project and the importance of international cooperation.

„LET`S BE ECO-FRIENDLY”

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„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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LET`S GET TO KNOW EACH OTHER Students worked on their power-point presentations at home. They introduced themselves to their peers and they prepared a presentation of Romania.

Initial questionnaire -November 2017 70 people have taken this questionnaire, 63 students, age 11-15, and 7 adults, age 20-40. The pupose of this inquiery is to determine the ecological awareness of the town/district’s population.

A) ATTITUDE

I care about environmental problems I really want to be green/ an active nature saver At school we take care of nature At home we take care of nature Global warming is also my problem I do not leave the refrigerator door open for a long time.

I turn off the lamps that are unattended at home or at school.

I watch environmental programmes or documentaries on television, read newspapers and magazines.

When shopping, I prefer the least damaging products around, even if they are more expensive.

I would like to participate voluntarily if an activity related to environmental problems is organized at our school.

I would warn someone (authorities) about possible harming of the environment

%

%

% 46 13 31 78 70 32 80

40 23 27 18 22 39 4

14 64 45 4 8 31 16

23

62

15

18

44

62

60

27

13

25

54

21

B) RECYCLING Mark X if you do this kind of recycling at school or at home

„LET`S BE ECO-FRIENDLY”

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I recycle Paper Cardboard Glass Metal Plastic Batteries Clothes Organic waste

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only at school at home % % 42 54 28 13 11 36 7 47 18 39 7 32 0 36 0 20

C) SUSTAINABLE ENERGY POLICY 1.

Waste management There are different kinds of waste containers at home There is a recycle point at school At school, we have a specific container for every sort of waste Everybody at school knows who and where the classroom containers will be emptied

YES %

NO %

12 22 0 14

88 78 100 86

2 saving energy Annual consumptions of energy (average) at school ............17984 kW..............at home.........12534 kW.............

3 saving water Annual consumption of water (average) at school ........140000 l.............at home..........56000 l............

4 saving copypaper Number of copies (average) at school .........34................at home............79...............

D) ANSWER THESE QUESTIONS: 1. What are the main sources of energy used in your home? (%) - electricity transferred from power plants, 67% - electricity transferred from power plants and solar panels, 21% - city heating system, 28% - coal / wood, 24% - heating oil, 0% -other................................................................................

- yes, always 25% - yes, sometimes 44% 4. What ways of saving energy do you use? .....turn off lights, unplug electronical devices............................

- solar panels 13% - other: ............................................................................

2. What do you use to heat your house in the winter? (%) - gas 45% -electricity 2% 3. Do you save energy? (%) - yes, rarely 11% - no 20% 5. Name ways of producing energy that are NOT environmentally friendly .........nuclear plants, coal plants...................................

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only 6. Name ways of producing energy that are ......... turn off lights, unplug electronical environmentally friendly devices......................... ...........solar panels, wind plants.....................................

8. What ways of saving water do you know?

7. What ways of saving electricity do you know? .........turn off water.........................................................

9. How would you rate your ecological awareness?(%) - great 16% - average 38% - good 21% - bad 25% 10. Do you take any actions to improve ecology in your town?(%) Yes 32% No 68% if "yes" what actions? ...cleaning garbage off the streets...........................

11. Would you like to learn more about ecology?(%) 12. Which means of transportation do you use daily?

Yes 23% No 77% (%) Tell us how.........lessons, trips......................................

-car 38% -bike 12% -bus 18% -walk 33% 13. Do you think intentional pollution should be legally punished?(%) Yes 34% No 66% How high, in your opinion, should the fine be?(average) .....100....... euros 14. How much time a week do you spend in nature? (%) Less than an hour 34% Between 2-4 hours 46% More than 5 hours 20% 15. Do you think local pollution has already affected your health?(%) Yes 64% No 36% In what way?....allergies, polluted air caused breathing problems.....................

16. What would you change locally?

E)

YES / NO QUESTIONS:

Do you think it is important to save energy?

Do you dispose waste in a pond, forest , or anywhere around your home?

Do you sort your home waste?

Does your town have separate waste containers?

Have you ever sent your waste for recycling?

Do you think that your water / energy consumption is above average?

Do you use linen or eco-bags when going grocery shopping?

Do you use products which damage the ozone layer and produce ozone holes?

Do you use recycled products?

Do you think that local authorities should do more to improve ecological awareness?

Do you write on both sides of the paper?

Do you leave the water running while brushing your teeth?

Do you turn off the lights when you leave the room?

„LET`S BE ECO-FRIENDLY�

YES % 78 13 20 57 34 63 41 74 35 42

NO % 22 87 80 43 66 37 59 26 65 58

86 75 46

14 25 54

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only Do you want to protect animals?

76 24 Would you join a Green Club?

33 67 Do you buy energy efficient products?

23 77 ....more garbage containers...................................

CHRISTMAS OBJECTS MADE FROM ECO MATERIALS (EXPOSITION AND RAFFLE) – DECEMBER 2017

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FIRST QUALITY CHECK - JANUARY 2018 The coordinating team of our school met to talk about project goals, the budget, and made arrangements concerning the realisation of planned activities, tools for evaluation and assessment, means of securing high project quality and distribution of tasks and activities performed so far. There were no delays and the objectives were met.

STARTED WORKING ON THE GREEN DICTIONARY BROCHURE -FEBRUARY 2018

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HANDMADE RECYCLING BINS FOR CLASSROOMS - MARCH 2018

„LET`S BE ECO-FRIENDLY”

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HOW TO PROPERLY PLANT TREES. WITH LOCAL RANGERS FROM THE FOREST DISTRICT LUPENI - APRIL 2018

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WORKING IN THE SCHOOL GARDEN - APRIL 2018

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„LET`S BE ECO-FRIENDLY”

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1st STUDENT EXCHANGE IN TURKEY –APRIL 2018 Three teachers from Poland and 3 from Romania, nine students from Poland and 9 students from Romania met in Turkey.

Students and teachers from partner schools worked on Multiple Intelligence Theory.

The areas of interest were: 1. How can we use natural resources more efficiently?

2. How can I protect the environment in my area and Black sea coastline?

3. How national reserves contribute to protecting endangered species?

Students from partner schools cooperated with Turkish students. Students and teachers from partner schools made their own recycled paper - this increased the pro-ecological attitudes and habits. Science teachers in Turkish school supervised the work. They visited company of waste paper recycling. During this trip students gathered data and materials for their projects. Students and teachers from partner schools used recycled materials to create shopping bags, calendars or T-shirts with messages promoting eco-friendly attitudes in English and Native Language. Students used the Internet, gathered materials to prepare presentations of their work. Students from each partner school planted their own tree in Nature Camp of Haçkalı Baba Plateau organized TEMA and invented a name for it. Then they visited Akocak Hydroelectric Power Plant. During this trip students gathered data and materials for their projects.

All the planned activies took place and all the goals have been reached.

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

PLOGGING a combination of jogging with picking up litter (Swedish: plocka upp)

„LET`S BE ECO-FRIENDLY”

APRIL 2018

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A LOT OF GARBAGE!!! USING THE RIGHT BIN. SPECIAL GUESTS: THE MAYOR OF LUPENI AND A SANITATION COMPANY FROM VULCAN, S.C. PREGOTERM

VISIT TO THE SAME SANITATION COMPANY IN VULCAN - MAY 2018

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„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

DISEMNINATION 1st STUDENT EXCHANGE IN TURKEY The students and teachers participating in the 1st student exchange prepared a presentation and talked to our students about the activities, the method, the results and the reached goals of the project.

2nd STUDENTS EXCHANGE IN POLAND – JUNE 2018 Three teachers from Turkey and 3 from Romania, nine students from Turkey and ten students from Romania met in Poland.

Students and teachers from partner schools took part in a meeting where realised in Polish school PBL projects were presented. Presented projects dealt with Native Language, Science/Nature and Mathematics.

Partner teachers were provided with information on how to prepare a PBL project. The areas of interest were: 1. How can we use natural resources more efficiently?

2. How can I protect the environment in my neighbourhood?

3. How national parks contribute to protecting endangered species?

Students from partner schools cooperated with Polish students. Polish teachers supervised the work.

The group visited Solina Hydroelectric Power Plant, Wind Farms, Magury National Park, Bieszczady National Park, Pieniny National Park. During these trips students gathered data and materials for their PBL projects.

They used the Internet, gathered materials and prepared presentations of their projects.

All the planned activies and all the goals were reached.

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

ERASMUS + SPOT – June 2018

ERASMUS+ DAY – JUNE 2018 TALKING ABOUT THE FIRST YEAR OF THE PROJECT, PERFORMED ACTIVITIES AND REACHED GOALS

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End of first year of project questionnaire -JUNE 2018 The same 70 people have taken this questionnaire, 63 students, age 11-15, and 7 adults, age 20-40. The pupose of this inquiery is to determine the ecological awareness of the town/district’s population.

E)

ATTITUDE %

%

% I care about environmental problems I really want to be green/ an active nature saver At school we take care of nature At home we take care of nature Global warming is also my problem I do not leave the refrigerator door open for a long time.

I turn off the lamps that are unattended at home or at school.

I watch environmental programmes or documentaries on television, read newspapers and magazines.

62 36 42 80 76 41 86

28 47 38 19 18 32 2

10 64 20 1 6 27 12

39

51

10

When shopping, I prefer the least damaging products around, even if they are more expensive.

I would like to participate voluntarily if an activity related to environmental problems is organized at our school.

I would warn someone (authorities) about possible harming of the environment

25

41

34

74

18

8

38

43

19

F) RECYCLING G) Mark X if you do this kind of recycling at school or at home I recycle at school % Paper 61 Cardboard 43 Glass 49 Metal 34 Plastic 32 Batteries 16 Clothes 0 Organic waste 0

1.

at home % 74 52 56 47 42 32 42 38

A) SUSTAINABLE ENERGY POLICY Waste management

There are different kinds of waste containers at home

YES %

NO %

53

47

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only There is a recycle point at school 58 42 At school, we have a specific container for every sort of waste 65 35 Everybody at school knows who and where the classroom containers 31 69 will be emptied 2 saving energy Annual consumptions of energy (average) at school ............15578 kW..............at home.........11365 kW.............

3 saving water Annual consumption of water (average) at school ........120000 l.............at home..........51000 l............

4 saving copypaper Number of copies (average) at school .........30................at home............62...............

A) ANSWER THESE QUESTIONS: 1. What are the main sources of energy used in your home? (%) - electricity transferred from power plants, 67% - electricity transferred from power plants and solar panels, 21% - solar panels 13% - other: .......................................................................................................

2. What do you use to heat your house in the winter? (%) - city heating system, 28% - heating oil, 0% -electricity 2% - coal / wood, 24% - gas 45% -other.........................................................................................................

3. Do you save energy? (%) - yes, always 47% - yes, rarely 18% - yes, sometimes 24% - no 11% 4. What ways of saving energy do you use? .....turn off lights, unplug electronical devices, change light bulbs, reduce use of appliances............................

5. Name ways of producing energy that are NOT environmentally friendly .........nuclear plants, coal plants, natural gas plants...................................................

6. Name ways of producing energy that are environmentally friendly ...........solar panels, wind plants, geothermal plants...................................................

7. What ways of saving electricity do you know? ......... turn off lights, unplug electronical devices, reduce use of appliances.........................

8. What ways of saving water do you know? .........turn off water, take shorter showers, check for leaks........................................................................

9. How would you rate your ecological awareness?(%) - great 37% - average 21% - good 24% - bad 18% 10. Do you take any actions to improve ecology in your town?(%) Yes 32% No 68% if "yes" what actions? ...cleaning garbage off the streets...........................

11. Would you like to learn more about ecology?(%) Yes 51% No 49% Tell us how.........lessons, trips................................................

12. Which means of transportation do you use daily? (%) -car 23% -bike 25% -bus 16% -walk 36%

„LET`S BE ECO-FRIENDLY�

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only 13. Do you think intentional pollution should be legally punished?(%) Yes 47% No 53% How high, in your opinion, should the fine be?(average) .....120....... euros 14. How much time a week do you spend in nature? (%) Less than an hour 26% Between 2-4 hours 51% More than 5 hours 23% 15. Do you think local pollution has already affected your health?(%) Yes 64% No 36% In what way?....allergies, polluted air caused breathing problems.....................

16. What would you change locally? ....more garbage containers, more recycling points...................................

B) YES / NO QUESTIONS:

Do you think it is important to save energy?

Do you dispose waste in a pond, forest , or anywhere around your home?

Do you sort your home waste?

Does your town have separate waste containers?

Have you ever sent your waste for recycling?

Do you think that your water / energy consumption is above average?

Do you use linen or eco-bags when going grocery shopping?

Do you use products which damage the ozone layer and produce ozone holes?

Do you use recycled products?

Do you think that local authorities should do more to improve ecological awareness?

Do you write on both sides of the paper?

Do you leave the water running while brushing your teeth?

Do you turn off the lights when you leave the room?

Do you want to protect animals?

Would you join a Green Club?

Do you buy energy efficient products?

YES % 82 7 43 66 49 47 58 52 46 65

NO % 18 93 57 34 51 53 42 48 54 35

88 34 87 88 48 43

12 66 13 12 52 57

SECOND QUALITY CHECK – JUNE 2018 The coordinating team of our school met to talk about project goals, the budget, and made arrangements concerning the realisation of planned activities, tools for evaluation and assessment, means of securing high project quality and distribution of tasks and activities performed so far. There were no delays and the objectives were met.

„LET`S BE ECO-FRIENDLY”

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LET`S DO IT, ROMANIA! NATIONAL CLEANING DAY – SEPTEMBER 2018

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INFO DAYS ERASMUS+ 2018 – OCTOBER 2019 TALINK ABOUT ERASMUS+ PROJECTS WITH STUDENTS AND TEACHERS WHO IMPLEMENT(ED) PROJECTS IN THEIR SCHOOLS IN THE JIU VALLEY

2nd TRANSNATIONAL MEETING IN ROMANIA – OCTOBER 2018 Three representatives from each partner school met in Romania. The meeting was devoted to discussing reached project goals, evaluating the project and presenting prepared in earlier activity reports.

Partners also presented their diaries so that every partner could see how activities were realised in other schools. All teachers shared their opinions concerning gained knowledge and experience. They revised used in the first project year teaching methods/theories, and ecological aspects of the project. They shared their opinions on the realisation of project activities during the first year. We also discussed any problems occuring in the first project year, so that the problems did not appear in the second project year.

Partners discussed analysis of school documents aimed at determining project result. All other important project aspects which cannot be planned were discussed.

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Hosting school prepared an article and posted it in local newspapers, project website, TwinSpace and school website.

All partners included in their diaries relevant information on the second transnational project meeting.

„LET`S BE ECO-FRIENDLY�

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„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

MY ECO-MISSION – FEBRUARY 2019 The students started to work on the My eco-mission brochure at home or at school.

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only THIRD QUALITY CHECK –FEBRUARY 2019 The coordinating team of our school met to talk about project goals, the budget, and made arrangements concerning the realisation of planned activities, tools for evaluation and assessment, means of securing high project quality and distribution of tasks and activities performed so far. There were no delays and the objectives were met.

MY ECO-FRIENDLY SONG – MARCH 2019

3rd STUDENTS EXCHANGE IN ROMANIA – APRIL 2019 Three teachers from Turkey and Poland, nine students from Turkey and ten students from Poland met in Romania.

Students and teachers from partner schools took part in a meeting where they learnt how this method is best used when teaching new things. The method dealt with Native Language, English, Science/Nature, Arts and Mathematics. Partner teachers provided information on how to prepare an Art based project.

- Workshop. Students and teachers from partner schools worked on an Art project. The areas of interest were: 1. How can we use natural resources as educational resources?

2. What can we learn from playing with what nature gives us?

3. How national parks contribute to protecting endangered species?

Students from partner schools cooperated with Romanian students. Romanian teachers supervised the work.

The students went on trips and participated into workshops dealing with art and they used projectbased method to learn new things.

Students and teachers from partner schools discussed activities performed during the meeting and indicated if planned results have been achieved. The results of the evaluation were included in the project diaries.

„LET`S BE ECO-FRIENDLY”

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„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

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KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

RECYCLING CAMPAIGN HELD AT SCHOOL (LET`S GET GREEN COMPETITION)

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

LET`S BE ECO-FRIENDLY CALENDAR –MAY 2019 We started working on another one of our final products. The students took photos of our region in the 4 seasons, translated the seasons, the months and the days of the week into English, Polish, Turkish. We gathered photos from our school partners and worked on the final form.

ERASMUS+ DAY – JUNE 2019

We had an assembly in the schoolyard and we presented the final reached goals and the performed activities. We thanked the students for their participation in this project and we gave them certificates of appreciation .

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

WATCHING A DOCUMENTARY ABOUT FAUNA AND FLORA IN ROMANIA (``UNTAMED ROMANIA`` -a documentary)

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

3rd TRANSNATIONAL MEETING IN POLAND – JUNE 2019 Three representatives from each partner school meet in Poland. The meeting will be devoted to discussing reached project goals, evaluating the project and presenting prepared in earlier activity reports.

Partners will also present their diaries so that every partner could see how activities were realised in other schools. All teachers will share their opinions concerning gained knowledge and experience. They will revise used in the second project year teaching methods/theories, and ecological aspects of the project. They will share their opinions on the realisation of project activities during the second year. If there occur any problems in the second project year there will be discussed ways of solving the problems.

Partners will discuss analysis of school documents aimed at determining project result. All other important project aspects which cannot be planned will also be discussed.

Hosting school is to prepare an article and post it in local newspapers, project website, TwinSpace and school website.

All partners are to include in their diaries relevant information on the first transnational project meeting.

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

-

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

FINAL QUESTIONNAIRE – JUNE 2019 70 people have taken this questionnaire, 63 students, age 11-15, and 7 adults, age 20-40. The pupose of this inquiery is to determine the ecological awareness of the town/district’s population.

H)

ATTITUDE

I care about environmental problems I really want to be green/ an active nature saver At school we take care of nature At home we take care of nature Global warming is also my problem I do not leave the refrigerator door open for a long time.

% 88

% 11

% 1

67

21

12

72 83 89

19 14 9

9 3 2

67

29

4

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

I turn off the lamps that are unattended at home or at school.

92

3

5

I watch environmental programmes or documentaries on television, read newspapers and magazines.

When shopping, I prefer the least damaging products around, even if they are more expensive.

I would like to participate voluntarily if an activity related to environmental problems is organized at our school.

I would warn someone (authorities) about possible harming of the environment

53

34

13

48

27

25

86

10

4

51

35

14

I) RECYCLING

J) Mark X if you do this kind of recycling at school or at home I recycle at school at home % % Paper 87 83 Cardboard 46 61 Glass 50 74 Metal 38 68 Plastic 47 63 Batteries 23 48 Clothes 0 46 Organic waste 0 42 1.

B) SUSTAINABLE ENERGY POLICY Waste management

„LET`S BE ECO-FRIENDLY�

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

There are different kinds of waste containers at home There is a recycle point at school At school, we have a specific container for every sort of waste Everybody at school knows who and where the classroom containers will be emptied

YES %

NO %

61

39

88 91

12 9

52

48

2 saving energy Annual consumptions of energy (average) at school ............113851 kW..............at home.........10762 kW.............

3 saving water Annual consumption of water (average) at school ........110250 l.............at home..........50500 l............

4 saving copypaper Number of copies (average) at school .........25................at home............53...............

C) ANSWER THESE QUESTIONS: 1. What are the main sources of energy used in your home? (%) - electricity transferred from power plants, 67% - electricity transferred from power plants and solar panels, 21% - solar panels 13% - other: .......................................................................................................

2. What do you use to heat your house in the winter? (%) - city heating system, 28% - heating oil, 0% -electricity 2% - coal / wood, 24% - gas 45% -other.........................................................................................................

3. Do you save energy? (%) - yes, always 58% - yes, rarely 8% - yes, sometimes 34% - no 0% 4. What ways of saving energy do you use? .....turn off lights, unplug electronical devices, change light bulbs, reduce use of appliances, wash only full loads, don’t block radiators........

5. Name ways of producing energy that are NOT environmentally friendly .........nuclear plants, coal plants, natural gas plants, large hydro plants..................

6. Name ways of producing energy that are environmentally friendly ...........solar panels, wind plants, geothermal plants, micro hydro plants.................

7. What ways of saving electricity do you know? ......... turn off lights, unplug electronical devices, reduce use of appliances, wash full loads only, don’t block radiators.........................

8. What ways of saving water do you know?

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only .........turn off water, take shorter showers, check for leaks, keep a water bottle in the fridge, plant draught resistant trees and plants........................

9. How would you rate your ecological awareness?(%) - great 45% - average 16% - good 34% - bad 5% 10. Do you take any actions to improve ecology in your town?(%) Yes 53% No 47% if "yes" what actions? ...cleaning garbage off the streets, telling others about their actions and the results..........

11. Would you like to learn more about ecology?(%) Yes 74% No 26% Tell us how.........lessons, trips................................................

12. Which means of transportation do you use daily? (%) -car 16% -bike 31% -bus 12% -walk 41% 13. Do you think intentional pollution should be legally punished?(%) Yes 60% No 40% How high, in your opinion, should the fine be?(average) .....125....... euros 14. How much time a week do you spend in nature? (%) Less than an hour 22% Between 2-4 hours 54% More than 5 hours 24% 15. Do you think local pollution has already affected your health?(%) Yes 64% No 36% In what way?....allergies, polluted air caused breathing problems.....................

16. What would you change locally? ....more garbage containers, more recycling points, informational campaigns...................................

D) YES / NO QUESTIONS:

Do you think it is important to save energy?

Do you dispose waste in a pond, forest , or anywhere around your home?

Do you sort your home waste?

Does your town have separate waste containers?

Have you ever sent your waste for recycling?

Do you think that your water / energy consumption is above average?

Do you use linen or eco-bags when going grocery shopping?

Do you use products which damage the ozone layer and produce ozone holes?

Do you use recycled products?

„LET`S BE ECO-FRIENDLY�

YES % 85 3

NO % 15 97

57 88 63 24

43 12 37 76

79

21

21

79

52

48

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

Do you think that local authorities should do more to improve ecological awareness?

Do you write on both sides of the paper?

Do you leave the water running while brushing your teeth?

Do you turn off the lights when you leave the room?

Do you want to protect animals?

Would you join a Green Club?

Do you buy energy efficient products?

77

23

90 12

10 88

89 91 65 59

11 9 35 41

FOURTH QUALITY CHECK – JUNE 2019 The meeting was devoted to discussing reached project goals, evaluating the project and presenting prepared in earlier activity reports. We presented all the final products. All the teachers shared their opinions concerning gained knowledge and experience and the realisation of project activities during the project.

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

WORDS TO REMEMBER

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2

KA2 - Cooperation for Innovation and the Exchange of Good Practices KA219 - Strategic Partnerships for Schools Only

„LET`S BE ECO-FRIENDLY”

2017-1-TR01-KA219-046865_2