Individual Responsibilities for Our Common Environment

<< Background >>All three partners were incredibly concerned and had a long school ethos concerning climate change and emergency. Therefore, the rationale behind the submitted project was to continue instillig in pupils (as well as in the broader educative community in each of the three partner) the need to act responsibly in our individual lives to make a collective huge difference in the environmental protection of our local area.Each of the three partners identified specific needs relevant to their local areas. Thus, water consumption and recycling, as well as solar energy, were a key factor in southeastern Spain (IES Miguel Hernández). Meanwhile, air pollution is particularly relevant to a large cities like Istanbul (Fetihtepe Ortaokulu). Finally, alternative energy sources like wind and hydro power are a regular, long-standing contributor to the energy pool in Slovakia (Zaklada skola Komenskeho 2). Pupils shared and learnt about the challenges facing their own local area and that of their partners, thus gaining a global insight into how global warming and climate emergency affects and connects us all.<< Objectives >>The objectives we aimed to achieve were as follows: - Raising increased awareness among the pupils and local area residents of our schools on the individaul actions and choices that we can take to protect the environment and fight against climate change. Connected to that, sharing and transferring those ideas and actions with other European countries. In order to do that, they had to get familiarised with some new concepts like sustainable development or renewablesources of energy.- Developing key competences among the participants, particularly those concerning languages (English as a common language), IT, problem-solving, critical thinking, cultural and social abilities (getting to know other cultures and people their age) and STEW (graphics, air pollution gauges, etc.). In short, increasing the participants' self-reliance and independence by using their analytical thiking, proposing ideas, conducting research to eventually collect and present data.- As a corollary , improving young people's confidence in new situtaions.- Fostering the knowledge of European common values, encouraging and pormoting the civic engagement of our younger generations and their future participation as adult citizens in ther local communities.<< Implementation >>1. CLEAN SURROUNDINGS: partners presented their institutions, carried out wokshops on recycling, contrasted their educational systems' and environmental teaching in lessons, became familiar with waste management concepts, visited recycling centres and met with local officials and NGOs. They also condutcted their own cleanup mission on a local beach in La Manga del Mar Menor. 2. WATER EQUALS LIFE (VIRTUAL): partners conducted water usage surveys in their communities. They then created materials about water pollution, including its causes and consequences. The participants also received a talk connecting areas such as biology, chemistry, geography, and economics.3. LET US BREATHE: they gave presentations, worked togeher on a STEM project to create a contamination level gauge, went on field trips to see the consequences of pollution and prepared posters to raise wareness on the issue.4. HOT EARTH AND GREEN ENEGRY SOURCES : participants presented one kind of renewable energy per country, talked about global warming issues and how to handle them, visited hydropower plants to consult experts and worked in teams to make models of sustainable cities in the future.5. GET RID OF RUBBISH (VIRTUAL): they conducted campaigns with NGOs. << Results >>The concrete outputs and results wre as folows:- NGOs' presentations in LTTA 1.- The topic presentations from each partner.- The agendas for each meeting and LTTA.- The comparative analysis of each survey results.- Brochures created by teenagers.- Some disseminating materials: short videos, final goods of each activity and the attendance certificates.All these final outputs were posted on the EPRP website, the porject's Facebook page and the eTwinning profile, to which potential partners will have access to.