Learning of certain scientific and mathematical concepts is somewhat complicated at certain ages, which causes the demotivation of students in the face of science and mathematics subjects, and even at more advanced ages, they determine the option of their studies or even precipitate the abandonment of these.This is not a recent problem, quite the contrary. We have been trying to solve it for years but without success. The scientific method tells us that it is impossible to obtain different results if changes are not introduced in the procedure, so we understand that without a change in the methodology with which these contents are currently addressed, better results cannot be obtained. The problem is not only in the complexity of these concepts but in the way in which they are taught.With our project, the 5 partner countries (Spain as coordinator together with Croatia, Greece, Latvia and the Czech Republic) seek to give a new approach to the learning of mathematics and science subjects. We want our students to regain motivation and love for learning.For the development of this project we are based on these 3 ideas:1. Studies in neuroeducation affirm that students learn better if they do it in a more playful and fun process.2. Play and physical activity increase students' motivation to learn.3. Work peer to peer allows better assimilation of the contents: the student becomes an active part in the teaching-learning process, collaborating with the teachers so that their classmates better assimilate these concepts.That is why our objective was focused on working side by side with students to find, modify or even create games or exercises belonging to the physical education subject and provide them with scientific content so that while students carry out sports, fun and healthy, they get to learn some concepts that have been previously worked on in science or math class.The 20 games we have created are not computer games or applications. We want students to play to learn but to do so in a healthy way, with activities that can be done outside the classroom, outdoors, in groups, away from screens and keyboards. That is, we want them to learn science, in a fun way and at the same time take advantage of the benefits of physical activity and sport.So that the games can be used by all schools that wish, we present them through videos made by the students themselves. These videos include a technical sheet of the game that explains the objectives of the game, the rules, the levels for which the game is suitable, the number of participants, necessary materials and even the modifications that could be made to achieve other objectives or adapt them to other ages. These sheets can also be consulted thanks to the portfolio of sheets that we have also developed.In addition to the 20 games with their videos and explanatory sheets, throughout the project other complementary products have been obtained, such as, among others: the creation of a logo, the project's board game, a knowledge test about our countries and the UE, interactive games, works on local scientists, posters on healthy life and healthy habits, etc.To promote the dissemination of our work, a specific website and YouTube channel have also been created, as well as a Twinspace in e-Twinning that has also allowed the participants to communicate and work online, mainly during festive or confinement periods. The results can also be consulted on the Erasmus + Projects Results Platform.This project included 5 teaching and learning activities in individual schools, but of the 5 only 4 could be carried out as scheduled. The last LTTA, the one that was up to the Latvian school to host, had to take place virtually. In each LTTA, in addition to carrying out a host of activities of all kinds, the schools presented the GFLS that they had designed and was put into practice collectively, to later add it to the presentation video of the game. In the case of the virtual LTTA, each school presented their game and recorded their students playing it.With our project, added to the commented results, teachers and students have been able to improve their skills both in oral and written communication in English and in the use of ICT. Likewise, the importance of teamwork has been reinforced and we have been able to learn new methodologies and work dynamics.In addition, our educational communities have been able to recognize and appreciate the diversity of European cultures, heritage and languages ​​and reinforce the values ​​of respect and tolerance for diversity.

"As the number of children practicing sports has drastically decreased, each school from the partner group has taken various initiatives to create favorable conditions for shaping a positive attitude to physical activity and trying to train various sports . We are five primary schools, united by mutual concern for the health of the young generations and striving to find a way to increase motivation to practice sports among students, as well as improve their mathematical and scientific competences. In this project, we answer the question: What is the role of sport in the general development of students? How sport as a passion, hobby, mission, strategy can support the process of learning and teaching. And also, how to encourage children to spend their free time actively? We also wanted to prove that physical activity can increase the ability to count and read paraphrasing the saying, ""in a healthy body, a healthy mind."" This project has contributed to the multidimensional development of the child in terms of health, personality, social and basic skills. It ensured the satisfaction of the need for learning success by creating special activities that guarantee good results of pupils who did not have satisfactory results in the current system, both in sport and basic skills. The innovation of this project consisted in combining and creating an interdisciplinary path between physical education, mathematics and science. In familiar and natural context: children will practice their basic skills in their individual interests and talent in sport, on the other hand those who are interested in learning science, they will be motivated to check and analyze the parameters of their own physical fitness and are thus encouraged to improve their physical fitness. Some of the activities are: traditional games, local sports, e.g. funny warm-ups, matches and tournaments, sports day, picnic for the local community, classes - human body and its reactions for physical exertion,mathematical calculations and measurements. The product of our cooperation will be: project website, Erasmus + hymn, board game, video-training in European schools of 5 sports, brochure with illustrated proverbs, posters and four decorated balls (basket, football, volleyball, handball),educational systems in EU presentation."

"In all our schools we work on Health Education from the early stages of Early Childhood Education. We start teaching children the importance of body hygiene, we continue with food and the need to ""eat everything."" Later we show them the relationship between diet and health, the importance of sport and we teach them driver education. When we finish primary school, we talk about eating disorders, we teach them how to prepare a complete and balanced diet, and in secondary school we expand on the risks of excess internet use, drug consumption, sexually transmitted diseases, etc. Dealing with all these issues is essential for the correct development and personal growth of our students, but at what point do we teach them to care for others? When do we explain how they should behave in the face of the asthmatic crisis of a partner, or the loss of consciousness of a friend or even in the event of a significant nosebleed of the child who falls face-first in the yard? Are the teachers prepared to give these explanations?Currently, first aid is not treated properly in schools. In most schools, the Physical Education teacher or the Biology teacher give certain notes about it in their classes or, in some cases, the educational authorities facilitate small courses or workshops taught by health personnel, who do everything they can to adapt their technical knowledge to a child audience. Without a doubt, it is neither sufficient nor efficient.The schools that make up this project consider it necessary to make a change to the training techniques and guidelines for action in first aid. Confucius is credited with the phrase “tell me, and I will forget; show it to me and I'll remember it; Get me involved and I'll learn it.” We agree with this thought and therefore, we have decided that we will create the first aid training materials that we will use later to share with our educational community, and we will do it together, teachers and students, using innovative methodologies. such as cooperative work or problem-based learning, in which both groups are equally involved, and we all learn from everyone.To work on this project, each school will create a specific working group of teachers and students (between 3 and 8 teachers and between 16 and 24 students from 11 to 14 years old). Throughout the 2-year project, this group will prepare files and presentations on various common first aid practices (such as CPR, the Heimlich maneuver, etc.) and later, during the LTTAs, translate it into explanatory videos. More usual aspects of Health Education will also be worked on through infographics, posters and other works, the elaboration of which can be shared with the rest of the classmates or class members of the group. The members of the Erasmus group will also do small workshops for colleagues, and even for parents, in which they will present the work done.An important part for the development of the project will also be the work carried out through the eTwinning platform: complementary activities to those carried out in the LTTAs, such as competitions to better understand each partner country, challenges, photo albums, classes of the own languages, etc.It will be a project with a clear vocation of service for the entire school. The obvious objectives for students and teachers to learn new teaching and learning methodologies, or to improve their skills in the use of ICTs or in linguistic communication in English, or to deepen their knowledge of the EU, personal and social growth objectives will be added: students will empathize with those who suffer from diseases such as epilepsy or suffer frequent asthmatic attacks or fainting spells, who, in turn, will be encouraged to be included because they are better understood by his companions.We will create various evaluation systems for the different results and the various activities. From knowledge tests based on gamification to self and coevaluation rubrics. We will also seek the opinion of health professionals and specialized teachers to assess our products more objectively.The sustainability of the project over time in each school will be assured, since the management teams of the 5 educational centers are convinced of its need and give their full support.For its part, the dissemination of the results, which will begin practically at the local level, will eventually be able to be extended to schools across Europe thanks to the use of eTwinning or the Results Platform of the Erasmus + Projects."

BaPN (Be aware of and Protect Nature) is an International project to be carried out in the field of School Exchange Partnerships of Erasmus+. BaPN aims to make the participants and other stakeholders aware of the popular environmental problems and solution while making them improve their citizenship qualities and key competences and also meet new Teaching/Learning approaches and methodologies. BaPN consists of variable acts for students and teachers which manages to combine them in good harmony.The main objectives of BaPN are to make all parts;* be aware of environmental problems and work on solution ways* meet/learn and use new Teaching/Learning methodologies* be active citizens and take action into social matters* improve their key competences and skills* improve their ICT usage capacity* broaden their knowledge* meet and learn about new cultures* take responsibility and gain self confidence* understand the EU policies, priorities and EU bodies* spreading the physical Cultural Heritage of EuropeBaPN will be executed by partner schools from Netherlands, Turkey, Spain, Italy and Slovakia in the leadership of the Dutch partner. The idea of BaPN firstly occurred in social media and turned into a body in e-Twinning platform. All partners were met in e-twinning platform (https://live.etwinning.net/projects/project/158246) after which, they have decided to carry out this project as a School Exchange partnership. All partners have junior secondary school students aged between 10-14 which is the target group of this project. That age group was selected specifically because they are at the beginning of their teens and candidates to becoming adults. This period is when they start to gain their major personal qualifications and habits. We have thought that, if the pupils learn true citizenship qualities at that age, it is likely that they will be better citizens in future. This is also the critical period in which children meet with bad habits and express themselves aggressively. Taking responsibilities, being active, social and self-confident will keep them away from those unwanted incidents.During BaPN, all partners will perform five different Learning/Teaching/Training activities. 4 students and 3 teachers from each partner will attend to those LTTAs. While students work on environmental problems and their solutions such as Global Warming, Pollution etc., teachers will help and guide them to execute those activities by using/meeting new teaching/learning methodologies such as Phenomenal Learning, Flipped Classroom, CILL, Task Based learning, ComputerContributed Learning etc..Searching and analyzing, group work, kinesthetic learning, learning by doing, cooperative learning and lots of other practical teaching/learning methods will be used actively.Participants will perform live campaigns outside their school such as planting trees, cleaning the beach, having demonstrations... and they will produce products such as sample Solar Energy panels, Wooden household items...etc which will enable them to be an active citizen.In a world where teenagers are bound with technology, of course, improving their ICT skills is another key objective of BaPN. Recording and creating videos, preparing presentations, digital calendars...will help them to learn How to use ICT in a true way.The teachers and students will also meet new and popular teaching/learning methodologies in practice. Whereas they are improving their skills, they will also improve their personality and citizenship quality, evaluate current applications and be more motivated to search, try and perform new ones.Dissemination and sustainability acts, of course, have great importance to achieve the expected benefits in a long term. Therefore, BaPN will try to reach as many people as possible.Cooperating and integrating with stakeholders such as nearby schools, local authorities, media, energy and environment companies, NGOs and parents will be achieved by different activities like having regular meetings, visits, interviews, applying questionnaires and inviting/involving them to the acts in schools. To make the outcomes reach more people, virtual platforms will be used effectively and all kind of documents will be easily reachable and downloadable for third parties.To sum up, BaPN is a project covering lots of social, educational and environmental matters to study on with the aim of ;*making people aware of environmental problems and solution.* encourage people and make them capable to take action as a truly social and responsible persons on social matters*integrating social and real matters to school curriculum by applying new methodologiesTo make the benefits last longer, the cooperation between partner schools will continue on eTwinning platform and the results will be shared in Erasmus+ Project results sharing, school gateway and other virtual platforms.