"""That's typical!"" The idea behind our project was an artistic approach to different cultures. We made, shared and analyzed as well as realized art and culture and exchanged our ideas. English as a foreign language helped us to communicate during e-twinning throughout the year and our exchanges. Our pupils in grade 8 participated in the program as well as teachers from the German and Finish School and experts like artists and museum employees. We did art in our own country as well as together with the groups during the exchange, not only theory but focus on learning by doing. This included photography, drawing and painting and sculpturing. Focus was our national culture and background and the specific typically German and Finish art. We worked in various styles reflecting the history of art. Visiting historical sites in both countries showed the richness of the cultures. The results were shown at our schools and in the community, the town hall, and library. We presented our works to a large number of people and created a little book about the development and results of the project. We deepened our relationship with our Finnish partner school and enabled the students to live the European spirit. With the financial help of Erasmus+ we were able to take also students with special needs and financial problems and integrate our multicultural pupils. The project strengthened our school profile of doing exchanges on a regular base as we already do for 20 years. Our pupils had a great benefit because of this project and widened their horizons. During the exchange week in Finland we studied Finnish national poetry of Kalevala Saga, made traditional Finnish food and learned about Finnish music, for example played the pupils the national instrument Kanteele. And they learned how to make Salmiakki in chemistry. We visited the science museum Heureka, the chocolate museum, the library in Helsinki and the art gallery. Also we went on a trip to see the beautiful Finnish nature.In Germany we went to a day trip to the beautiful Black Forest and went hiking on a trail above the trees. Here we discovered similarities and differences of the forests. With the guest families the Finnish pupils visited castles and ruins, the Mercedes- and Porsche Museum and the art museum in Stuttgart. During the lessons at our school the pupils painted their own dwarf, made out of concrete, with acrylic paint. On a tour through historical Calw the kids got to know Hermann Hesse as well as the medieval town. Besides that the pupils were working in mixed groups on the computer to write texts and translate them for our booklet."

"Project summary:Changing habits - changing the world! -Erasmus+ project rose out of the need to inspire young people to make positive environmental changes. Our project supported one of the United Nations Global Goals - Fixing climate change. According to the carried surveys in six partner schools the students had low interest in environmental issues, for example, they thought that taking care of the environment would not really be of significance to them and their future. This project was initiated because in different partner schools young people had different experience and habits of taking care of the environment, recycling, too big food and energy consumption. The results of the surveys showed that it was necessary to educate students and their families about the importance of a clean, healthy environment and to become that generation who would change the world by changing their everyday habits. In Changing habits - changing the world! - six project schools from different parts of Europe were working together towards a common goal. Schools were chosen from southern, northern, eastern and western parts of Europe in order to get a good understanding and overview of education and to enjoy interesting and effective cooperation as partner schools. Also, different skills and expertise was brought into the project. The target groups of the project were the whole school communities (students, teachers, other members and their families). Our target groups were young people, so they could learn long lasting habits in their everyday life. As we carried out this project transnationally, we wanted to compare the environmental issues in different countries and to learn from each other, share experience and good practices. The main aim of the project was to raise participants’ environmental awareness, understanding and knowledge of environmental protection through practical environmental activities. Also, this project aimed to promote the protection and conservation of the environment while learning in international groups. The planned activities supported the personal development of students and raised their environmental awareness through practical activities. Working together within international groups of students and teachers provided the students with the opportunity to learn directly from each other about how to improve their local communities. The activities forced the participants to think about the environmental issues from a global perspective. As a result, this made young people to take a more active, positive and responsible role in the society. During two years we focused on different activities: ecological events and campaigns at school, working as environmental friendly agents, sharing environmental friendly recipes, planning walking tours and planting a tree on the schoolyard. The project also covered other aspects of ecological education: reducing food waste, energy waste, solving global environmental problems, tending to stop global warming. In the meanwhile the public attitude in climate change problems developed enormously on a global level. Demonstrations against climate change were organized throughout the world by mainly young people. Whole world got to know the Swedish girl Greta Thunberg who was invited in a UN conference to give a speech about climate change. This has certainly affected the way of thinking for our students. Between LTT-meetings, we planned a lot of virtual activities. Participants made and shared presentations, wrote blogs and reports on the project website, made videos and took photos. Teachers and students used Whatsapp, Google tools and email for keeping contact virtually, the students used also Snapchat to some extent. With parents and teachers the most important social media was Whatsapp and email. During the project we had four LTT-meetings: project workshops on environmentally friendly pop up -restaurant, green gardens, eco-friendly shop at school, planting vegetables and herbs on the roofgarden and charging batteries by cycling. We engaged in conversation with the local companies working in the environmental sector. Learning activities of our project were based on ""learning by doing"" and ‘’cooperating internationally, acting locally"". When participants gained international practical experience through different environmental activities, they acquired new skills, respect towards otherness, team spirit, independence and self-confidence."

SEE THE BEAUTY, SAVE THE PLANET There are a lot of projects concerning environmental issues and climate change, since this is a global concern. There is also a lot of discussion about the anxiety these subjects cause on young people. This project wants to present a positive approach to the matter by finding the beauty in nature and the environment surrounding us, and this way deepen the pupils´ relationship with nature and promote the desire to preserve it.All countries are facing environmental issues, the problem is collective. That is why our aim with this project is to unite young people in our partner countries to meet, reflect and find solutions together for a better future.Pupils will experience the environment and its beauty through photography, video and art. This project will also build up pupils´ digital skills in photography and video and by contributing for the creation of a website for the project. They will learn how to use media and art in order to influence other people in a positive way.The project will also increase the expertise in CLIL methodology through collaboration with other partner schools using the same methodology.The main objectives are: to increase pupils´ awareness on environment issues, to increase language skills, to learn about other cultures and countries and their ways of acting on climate change and to create a network of schools to work with in the future.Methods for the activities are multidisciplinary learning, learning by doing, learning through sharing and discussions.The expected results are: growing awareness of environmental issues, improvement of students’ language skills, sharing new teaching ideas and the implement of sustainable actions in schools. Also, we expect to develop and improve CLIL methodology in lessons and all activities of the project and to develop and share original lessons plan on the topic of the project, using CLIL, and make them available, with creative commons licenses.The long-term benefits are a deeper understanding in environmental matters and cultures, new ideas and methods and how to use them in our teaching in the future. We will also be able to build a network of teachers and schools around Europe, sharing thoughts and values that will increase our competence as teachers.Countries taking a part of this project are: Finland as a coordinator (Nöykkiön koulu, Espoo), Italy (ISTITUTO COMPRENSIVO CARMAGNOLA I), Romania (Scoala Gimnaziala nr. 1, Galati), Cyprus (Gymnasio Archangelou Lakatameias, Nicosia), Portugal (Agrupamento de Escolas de Idães, Felgueiras) and France (College Joseph Lagrosillière, Sainte Marie, Martinique). All schools will involve as many students as possible along all project activities and for the mobilities will be involved pupils between 11 and 16 years old.

All life is connected and dependent on water and the globe is mainly covered by water. The scarcity of clean water has been a big global problem and is ever increasing due to increasing population and pollution caused by humans. People are highly unequal about the availability of clean water. Our students are those who are the most touched in the future and they are extremely worried about the situation of our planet. This concern is seen in every country of the project and our aim is to increase our students’ knowledge of the problems and moreover, to come up with ideas how they could do something useful for everybody’s future. In Europe, we have functional municipal and industrial water purification systems presently compared to that in the days of industrialization. Still there are many careless and unconscious habits in our living standards that need to be addressed in order to confirm the clean water for us all in the future. We eagerly buy goods that are produced on the other side of the world in poor countries with the expense of the local natural resources and human life. Increased consciousness of sustainable lifestyle has also motivated people to research sustainable technologies based on recycled renewable materials and energy sources.In this project, we are five partner schools from different parts of Europe who will work together towards the common goal to become the water sustainability managers/professionals. At the first phase we evaluate our every day water consumption including the invisible water. The relation to water in partner schools is different according to the place where the school is located. We examine and compare different local water ecosystems including lakes, rivers and seas of the project countries. We share the knowledge of the condition of water areas and water treatment and purification systems within Europe. Pupils shoot a document of human impact on different water areas during the project to be used on all partner schools and published on webpage/vlog. We also wish to make permanent changes in our habits and share the idea of sustainable water consumption in our communities.The study methods and (intercultural) group activities are shared instantly in attending schools and in local communities as well as globally through our project web sites. The project activities are built in a way they may be utilized in teaching even after the project is completed. Moreover, according to our curriculums, our aim is also to co-operate with business life so that our participants could realize the importance of our theme.