Sorry, taki mamy klimat

<< Background >>The project contributed to raising awareness related to the necessity of nature conservation in the local environment, especially among young people and children. The project served to unleash inspiration for changes in school curricula (especially in Greece and Poland) by creating conclusions regarding the too superficial treatment of environmental topics and the inclusion of practical elements in education. The task of the project was to create a number of lesson plans on topics related to respect for the environment and to make clear the problems brought about by downplaying the importance of environmental education. It was also important for young people to diagnose the threats located in the local environment and concerning the impact on water, land and air pollution. All these elements served to improve the quality of the work of the participating schools, while the exchange of experiences naturally influenced the involvement of students and representatives of the local environment in caring for nature. << Objectives >>The main goal was to change residents' attitudes toward the environment in the areas covered by the schools. It was also important to increase awareness of the ecological dangers occurring in local environments, in order to stop the senseless habits of burning grass or taking garbage to the forest. Through the implemented lessons in international groups, competitions, working in groups to create slogans to promote nature conservation, we hoped that the change that would occur would be a permanent one and would significantly affect the local environment. The environmental conferences were intended to reflect the nature of the formation of a coalition for nature protection with the participation of students and teachers together with representatives of national parks, universities, elementary schools, local government, state and non-governmental organizations. The common message from these conferences indicated that this is a serious problem and it is worth working together not to solve it, but at least to marginalize it. << Implementation >>All planned activities were carried out: 1. a diagnosis of environmental threats in 3 local environments (Spain, Poland, Greece) was carried out , which did not exist before. Thanks to the activities of young people, it was possible to prepare a map of threats. 2. posters and leaflets were prepared, as well as scenarios of activities for children and young people. 3. planned activities in elementary school conducted by international groups during the mobility and groups involved in the project between the mobilities took place.4. A publication was developed containing lesson plans in 3 languages, project description, risk maps, conclusions - 100 pages in 3 languages and common parts in English.5. 3 climate conferences were organized,6. 3 competitions on environmental issues were held and settled.<< Results >>Results:- Hard 1) publication of a publication containing 3 hazard maps, analysis of curricula in Greece, Spain and Poland, lesson plans - publication of 200 each in 3 languages,2) organization of 3 climate conferences,'3) participation of 12 teachers from each country in 3 short-term training courses,''4) participation of 36 students from each country in 3 short-term student mobilities5) preparation and publication of 100 posters and 1,000 leaflets promoting environmentally friendly attitudes6) conduct classes by leaders from 3 countries in elementary school ( 12 classes x 3 countries x 3 mobilities)7) conduct classes by leaders in the national language for younger classes between mobilities (12 classes x 3 countries x 3 mobilities)8) conducting 3 environmental competitions9) implementation of 3 community activities in 3 countries.10) carrying out 3 activities disseminating results in 3 countries - debriefing meetings,- soft:1) change in the attitude of local residents towards environmental problems2) increase in intercultural competence of project participants,3) increase in motivation among teachers and students participating in the project 4) increase in the level of key competencies among students,