TALKING WITH DINOSAURS

"<< Background >>We applied for the ""Talking with Dinosaurs"" (TAD) project to address the growing need for engaging and effective climate change education among students aged 11–15. Traditional methods often fail to capture students’ interest, especially those from disadvantaged or rural backgrounds. Dinosaurs are universally fascinating and offer a powerful gateway to learning. Through the lens of palaeontology, we aimed to teach students about climate change, extinction, geoscience, and the environment in an accessible and memorable way. Our schools are located near geoparks and natural heritage sites, yet students and teachers often lack the tools and experience to incorporate these resources into the curriculum. By partnering with schools and organisations across Poland, Portugal, Romania, and Turkey, we sought to integrate STEAM education with real-world exploration of fossils, geodiversity, and palaeoclimate. The project also supported EU 2030 climate goals by fostering green skills and climate awareness at an early age.<< Objectives >>The main objective of the ""Talking with Dinosaurs"" (TAD) project was to raise awareness about climate change by using palaeontology as a teaching tool. We aimed to engage students aged 11–15 and their teachers in STEAM (Science, Technology, Engineering, Art, Mathematics) education through innovative and interdisciplinary methods. Specifically, we wanted to:Use the fascination with dinosaurs to spark interest in climate-related issues.Integrate climate change education into school curricula using local geoheritage.Enhance teachers’ competencies through cooperation with palaeontologists and geoscientists.Create and share educational resources such as STEAM lesson plans, mind maps, and a multilingual glossary.Support the EU 2030 climate goals by promoting green skills and environmental responsibility.Through cross-border collaboration and hands-on learning in geoparks and fossil sites, we aimed to make climate education more meaningful, inclusive, and action-oriented.<< Implementation >>We implemented a wide range of local and transnational activities combining formal and non-formal learning methods. Three short-term learning, teaching, and training (LTT) mobilities took place in Poland, Portugal, and Romania, each focusing on a different aspect of palaeontology and climate education. Participants engaged in fossil excavations, workshops with palaeontologists, and field visits to UNESCO Global Geoparks. Teachers and students co-created climate-themed STEAM activities using dinosaur-related content.We also organised online webinars, school climate action clubs, and hands-on workshops integrating archaeology, geology, and environmental science. A final meeting and conference in Turkey brought all partners together to share results and present the project to a wider audience.Key outputs included an e-booklet of DINO STEAM activities, climate change mind maps, school mascots, posters, lesson plans, and a multilingual glossary of extinct animals. Dissemination was supported through social media, eTwinning, and local exhibitions.<< Results >>The project produced several concrete and impactful results. A key output was the DINO STEAM Activities e-Booklet, which includes interdisciplinary lesson plans integrating climate education with palaeontology. We also created climate change mind maps, school dinosaur mascots, posters, and a multilingual glossary of extinct animals, supporting both students and teachers in understanding complex scientific content in an engaging way.Teachers gained new competencies through hands-on fieldwork, webinars with scientists, and international cooperation. Students increased their knowledge of fossils, climate issues, and STEAM subjects, developing critical thinking and environmental awareness.We established Climate Action Clubs in each partner school, empowering students to lead green initiatives. The final conference and widespread dissemination via social media, eTwinning, and school events extended the project’s impact to parents, local communities, and other schools. Overall, the project enhanced climate literacy, teaching quality, and cross-cultural collaboration."