"CONTEXT/BACKROUND In last decades, ""obesity and malnutrition“ has been growing up problem among the children between 5-18 that badly effect their health and result with several problems. There are several reasons lying behind it such as bad eating habits, sugar intake, addiction and inactivity, etc. OBJECTIVES We aim to:*raise awareness and introduce new term of “MOLECULAR GASTRONOMY"" and use of it for a healthy diet among students, families and school staff starting from local area to national point, then in Europe*show how to apply the techniques that are commonly used in molecular gastronomy and draw attention to use natural food and products in homes*combine correct food and use the right cooking techniques and use creativity in kitchens*remember old traditional meals and sustain them*inform people and disseminate our projects with panels, forums, conferences, etc.*arrange feasts, organizations, sport tournaments and workshops in schools*include both students and families in activities, decrease early school leaving and grow sympathy for school*grow the inner abilities that students have and promote productivity, self confidence and tolerance among students*create opportunities for meeting new people and having cross cultural activities*disseminate the project, its' objectives and activities among local authorities, local governmental and private institutions, cooperate with local associations and local press, announce at first, reach the national organizations and governors then*change the eating habits, decease and stop bad eating habits and run a healthy life in public PARTICIPANTS:The project will involve schools from 5 European countries, such as Spain (coordinator), Germany, Iceland, Romania and Turkey (two schools). In project activities, they will include:- secondary school students, aged from 12 to 18;- teachers;- other school staff;- parents and local authorities; - specialists in the filed of nutrition. ACTIVITIES: We will have 5 exchanges of pupils and they will last 5 days. For each mobility, 2 teachers and 3 students will join the mobility activities. Each host will create e-book with the recipes used during the workshops and cooking sessions. Plus, the physical exchange will be combined with virtual exchanges on eTwinning. 1) Students will make gluten free sandwiches with “chia and Chenopodium quinoa and agar agar"" in Germany. 2) Students will make their own homemade chocolate in Spain.3) Students will have a ""murături"" contest in Romania. 4) Students will decorate their homemade cakes with black pearls in Iceland. 5) Students will make their “Foamy Drinks” with lecitinin in Turkey. Throughout two years we will also follow a timetable and accomplish 19 activities with our partners. The students will have a role as “makers “ and will be involved in various activities such as: Logo competitions and online voting; creation of booklets, papers, flyers, project boards, t-shirts, films, ads, etc. These will also be among the products resulting from our project. The visits to culinary schools and gastronomy departments in universities, local institutions and foundations, seminars, conferences, meetings and news on local papers will contribute dissemination too. METHODOLOGYThe digital platforms will enables us to communicate easily, sharing/exchanging the needed materials, filing the data and docs, announcing the improvements and checking out the data and tasks during the two year long process. Messenger, WhatsApp, Google Drive will be used to communicate with partners. We will divide the tasks as “specific” and “common ones”. The partner schools will make sure that they have completed all the given tasks and activities which were planned to be fulfilled and disseminated among by all the participants. Methods: workshops, meetings, visits, pair/group work, evaluation tools, etc. RESULTS AND IMPACT At the end of our project, students will be able to: *learn about “molecular gastronomy and correct food combination and cooking methods”*know about uncommon but natural and healthy food*leave bad eating habits and follow a healthy lifestyle*do activities that promote active life*involve in school activities,share tasks and responsibilities and promote pair and group work*organize sports activities *learn how to keep fit and healthy*grow positive feelings (responsibility, confidence, leadership, growing imaginativeness, empathy and critical thinking,etc.)*hold conferences, seminars, meeting, visiting and conferences and meet specialists on “molecular gastronomy""*use their ICT competence for useful purposes and improve it (PPTs, videos, short films, logos and posters,etc.) *meet new people,host them,learn about them and break down their prejudices and build up friendship*use their foreign language (English) and improve four skills (listening, reading, writing and speaking); *meet new friends from different countries, have cross cultural activities"

Modern life and ICT brings many problems besides fastening and easing our life. Even though people especially our students keep in touch with their friends with the help of smart technological tools,they use them for bad purposes not only at school even all day! Cyberbullying is the highest threat our student face and it is growing very fast and coming very common among them.Besides they are getting less and less active in their life.We are 6 partner schools and our students are between 10-18.Our schools are fromFrance,Netherlands,Romania ,Czech R. and Turkey.We want to; - determine all the effects of cyberlife and solutions -raise awareness about using information and communication technology among students,families and school staff and to draw attention to the extent of this problem,starting from local area to national point,then in Europe, -draw attention to the legal dimensions of cyberbullying ,about the children who spend their time both on the net how to use it by arranging panels,forums,conferences…etc., -arrange courses,lectures,organize occasions and new activities for students ,families and staff in schools, -create a peaceful school athmosphere and grow possitive feelings -motivate students for productivity and creativity and use ICT in possitive way -interact students with the participants from partner schools and promote face to face communication and improve reflecting themselves correctly, - annonunce the negative sides of Cyberbullying,misuse of Internet and risks among teenagers an make it reachable by everyone, -stop bullying and violence first in schools then in public, We will meet 5 times for our project. 1)Joint staff meeting:LEAVE VIRTUAL;LIVE REAL!:It is lecture,given to project staff to acknowledge them about Cyberbullying an solution in Czech Republic. Leearning Teaching Training actvities are; 2) REFLECT ME IN COLOURS 3) BODY WITNESSES EVERYTHING 4) SEE,SAVE AND ANNOUNCE IT! 5) CODE IT YOUR FOREIGN LANGUAGE! In addition to our LTT activities,19 timetable activities will be included in project plans. To realise the project objectives,we will aim to reach as many people as we can. LTT activities wll last 5 days.Two LTT activities has been planned as “Coding Programme” and “short film.They will be organized in order to make students to use ICT for a possitive purpose and make them design their own language games. Two LTT activities has been planned as “Drama” and “Painting”.They will be organized in order to make students to improve their artistic skills.In this way,we will both improve their Artistic sides an competence to use ICT in possitive way.For LLT,30 participants from project partners(2 teachers and 3 students)will implement LTTs. Regular visits to Local Courts,AD campaigns,Better Ways to Spend (sport tournaments,dance performances),posters,booklets,brochures,short films,courses and lectures,meetings,posters, logo design,Education on Coding, magazines and short films will be realised an used in order to disseminate our project along Timetable activities. In the end our projects, OUR STUDENTS will be able to; -find opportunities for cogniting themselves ,showing their talents,improving them and reflect their ideas via ART and DANCE, -take part in SPORT TOURNAMENTS, -learn keeping fit and how to spend their time except for virtual life, -grow positive feelings(responsibility,confidence,leadership, growing imaginativeness emphaty and critical thinking..ETC) -use their ICT competence for useful purposes and improve it, -designing “Educative programs and games”, -have courses and lectures on risks ,bad effects of Cyberbullying and “CODING” -meet new people,host them,learn about them and break down their prejuices and build up friendship, - interact with foreign friends and learn about new culture, -communicate in target language and improve their foreign language, The teachers will be able to ; -apply different methods and techniques for teaching, -contribute groupwork and sharing tasks and responsibilities, -create teaching heterogenous groups and promote creativity cooperation among them, -contribute the workshop and activity in several ways(drawing,playing musical instrument,using ICT…etc) , -promote productivity and imaginativeness while creating their own products,applying their ICT competence and skills for new activities, -exhange good practices and learn new methods on teaching, -have courses and conferences on the matter Cyberbullying and ways to solve it, inform the families and local people about them. -organising new events,tournaments and social activities and orienteering the students for social activities rather than wasting their time online, - create a friendly school athmosphere , -include the stuents ,parents and local people in activities and create “FRIENDLY SCHOOL”

All together for inclusion our project wanted to foster young people´s competences and skills through a linguistic, methodical and educational path that aimed at enhancing knowledge of students about their possibilities in planning their professional career, about the different ways to step into the world of work and to be able to evaluate their chances on the European job market.The need to discover for teachers new approaches and procedures lead the exchange of best practises and methods each partner uses to prepare students to the world of work.The project contributed the achievement of language, character, computer skills.The project aimed to increase the self- awarness of students, to aquire and improve linguistic English skills, self- confidence, skills in self- organizing and life skills they need for their later career.The concrete main objectives oft he project were*provide professional guidance and counseling for students, enhance career and educational support services;*show teachers and other staff different methods of teaching; give them a chance to adopt new approaches, techniques and good practice;The partnership was made of six partners from 5 countries: Turkey, Spain, Romania, England and Germany. All had different experiences in preparing their students for their later professional way in life. Each had experience with inclusion problems, too. The way partners organize the preparation of students is as different as the ways students start a successful career. Germany is on a special position, because it is the only partner, where the students are trained for the jobs in a theoretical and practical way.Depending on it the methods and practises at school are different from the others, too. Some of them had previous experiences in participating on European projects and on eTwinning projects. Each school had a specific task: The German school- the coordinator- monitoring the information flow, draw up the final roduct, gadgets; the Turkish school from Corum introduction poster; the Turkish school from Ankara the homepage;the Romanian school the survey; the Spanish school facebookpage;the English school booklet about participating countries and partners.The undertaken activities have been made with the purpose of developing skills and knowledge of students, teachers and community about the different ways students follow in each country and to adapt them in their curricular. Some had been done the same in each partner- country ( Career Day, Career Booklet, seminars with employers, students, stuff and community) Some have been done in a different way at each partner, because of the different ways of preparing fort he world of work.( Germany: introducing the main employer of the region, the way students can get an apprenticeship there, the basics, needs and conditions you have to fulfil, introducing the procedure students have to pass before they gat an apprenticeship// Spain: Career Fair// England: introducing the different colleges students can attend and the change in education now) The students’ involvement in activities have been active and in presence and have been based on co-operative learning, peer-to-peer collaboration, use of I.C.T. tools.The partnership has realized the web- site and facebook- site, videos and presentations for/ after each mobility, Erasmus- corners at each school, initial survey, project logo, recource book, handouts, articals on local newspapers, leaflets, seminar, gadgets (banners, keychains, caps, rucksacks…)The results and impacts were in three different levels: schools, teachers, students.At a school level: strengthen partnerships and develop them focussing on supporting opportunities for students to engage in active learning in a practical European context.increase in students’ involvement in the European citizenship, whereby, in contributing their views, time and talents, bring positive change in the school and the community.better reputation and acknowledgement on a local, national and European level.At a teachers level: new pedagogical approachesmotivating students to participate actively in school, out-of-school or extracurricular activities. At a students level: experience an improvement of their life skills and competences needed as future active and critical citizens by linking current learning to future real life situations, especially in their choice of careerstrengthen their self-awareness, self-confidence, responsibility, knowledge, capabilities.

The various planned activities related to the purpose of the project were accomplished according to the project schedule thus we reached the project’s objectives. Before carrying out project activities, we selected a project implementation team according to a selection criterion from the volunteer students and teachers. The team was combined of Math, Science, Chemistry, ICT, Literature, History, English teachers. The team members were responsible for the management of the project, activities, budget, evaluation, dissemination. They also took part in project activities and mobilities. The other school staff were engaged in organizing, applying and spreading activities, publishing news on school website and some paperwork like mobility documents and financial papers.In parallel with the project implementation team, we established a project management team, which consisted of the project coordinator, headmaster of the school, school's accountant, and the teacher of English. The members of the project team set up meetings regularly in order to supervise the work done, to analyse the progress, to make proposals for the future steps to be takes, to discuss means of evaluation, to prepare future meetings, etc. The coordinator supervised the worked done and acted as a link between the local project team and the international team for partners.Students were permanently involved in all the steps of the project, from planning the activities, to implementing and evaluating them. Also, they involved actively in the dissemination activities and carried out a campaign for promoting renewable energy resources. At the same time, we involved the parents, as well as the local community in our activities. They all answered positively to our activities, and we accomplished wonderful things together.We used the Project Management and Implementation budget to create a wide range of materials and products during the course of the project and disseminated the results effectively. We published flyers, leaflets, and posters and spread them out to local people and started an advertising campaign for promoting methods of using energy from biomass in our city. Our students highlighted the importance of using renewable energy sources and the positive impact on the environment. Also with some deliverables like flyers, posters, brochures,t-shirts, agendas, pens, pencils, bags, school newspaper, information technologies (project website, Facebook page, social network pages, and Erasmus+ Corner (which has been updated after each mobility with photos and articles), we reached more people than we intended to at the local, regional, national and international level. We disseminated our results and products to public schools, research centers, local authorities, other authorities, municipalities and universities, etc. We prepared the magazine of our project: https://www.flipsnack.com/gemosky1/green-energy-v1pfdzdqwd/full-view.htmlAlthough we didn't plan it in the application form, we used budget from Management and Implementation to organize two transnational meetings - one in December 2018, in Turkey, and the second in July 2021, in Spain. The meetings were necessary as the beginning of the project was affected by the withdrawal of a partner, and the end of the project was affected by the COVID-19 pandemic, so it was necessary for partners to work together and discuss the final report. We calculated the grant according to the distance band: 0 - 1999 km - 575 euro/participant (Turkey), =<2000 km – 760 euro/participant in Spain. In each meeting there were 2 teachers from each partner school attending the meeting, specifically, the project coordinator and another member of the project team. Learning, Teaching and Training Activities grant was spent according to the planning realized in the application form. We carefully planned the LTT meetings so that we will respect the budget assigned for each meeting. Thus, we prepared the meetings in advance, took advantage of special offers, etc. The number of participants to each meeting respected the planning made at the beginning of the project, respectively 2 teachers and 3 students in each meeting. As our partner from Greece withdraw from the project, the Learning, Teaching and Training Activity that was planned to take place in Greece was held in Turkey instead, and the partners used the budget assigned for the meeting in Greece to the meeting in Turkey. There were a wide range of activities, designed in such a manner that they led to the achievement of project objectives: - Project presentations in various institutions, schools and main authorities of partners cities. - Creation of logo and slogan, website, eTwinning - Facebook page.- Initial and final survey: we did surveys in order to draw conclusions on the success of the project. - Field trips: students visited a Geothermal plant, a Hydraulic plant, a biogas plant, and an eolic park. They studied how to convert energy from the different natural resources into electricity. They did presentations about these energies and studied the renewable energy used in each country compared with the non-renewable ones. They also did a research work in this field and share the results they got with their schoolmates and partners. - Seminars/open lessons on renewable energy with experts: students learnt how to measure their carbon footprint and propose ways to reduce it.- Renewable energy exhibition in the schools partners. - Advertising campaigns: students did an advertising campaign in their cities to promote methods of using energy from biomass. They designed and spreaded leaflets and flyers. - Interviews: students made interviews to the members of the project team to get their opinion and the success of the project. - Building a power generator (becoming a scientist): students built 2 different types of aerogenerators and also a picoturbine ( all of them working with wind energy). They did a research work on how this machines work and its applications.-Building a solar car: students built a solar car in the workshop.-Study a solar panel: students studied how a solar panel works (photovoltaic panels) and made charts and tables related to the energy obtained. The photovoltaic panels were connected to the low voltage network. They also see the daily average solar radiation captured by the solar panel.-Creation an energy conservation guide: students created a guide for making an efficient use of energy and promoted an ecological behaviour between their school mates.-Creation a magazine: Students created a project magazine. This magazine had been distributed in local schools, authorities and other institutions.-Developing a Green School: students planted trees in the playground of their school and also in some other areas with other schools with some environmental organizations. -Celebrating the Erasmus Day in our schools. Our students learned more about all types of renewable energy sources, had unique opportunities to observe directly how energy is produced form renewable sources, were involved in building their own wind turbine. At the same time, they increased their interest in sciences, they learned to collaborate with their peers, and they developed essential competences. Through dissemination, we had the chance to spread word about our project in the local, regional, national, and international level and to present our project results and achievements.The main challenge of our partnership has encountered is Covid-19 pandemic. As schools were closed most of the school year, we extended the project for a year. As students were not allowed to go out, we carried out some activities virtually and some with less students. We organized virtual meetings to celebrate Erasmus+ day. We carried out Becoming a scientist activity with less students at school and all partner schools created a wind turbine.

The aim of the project was to get acquainted and also to support eco-agriculture as the way to approach healthy life style and to support health itself. We succeeded in our main goal, which was to create eco-field without using chemicals. In every school (thanks to the supported activities) we managed to create eco-gardens without using of pesticides. Supported activities themselves enabled to show the way as primary production of vegetables proceeds to the processing and then consumption itself. Students were involved in all the process. Actually, most students of participated schools were involved. Students were informed about mass production of healthy products.