<< Objectives >>The implementation of this plan will contribute to the cooperation between students and increase their interest by using mobile phones, will give new perspectives on the subject of tourism, will contribute to the specialization of students on the subject of tourism. The professors will try to integrate the new fields of knowledge (agritourism, tourism marketing, environmental impacts of tourism) into their curriculum when the project is finished.<< Implementation >>We will implement a virtual activity where we will provide a basic training in the use of mobile phones and their connection with the pedagogical platform for sychronous and asynchronous teaching... and we will implement three physical mobility activities, one in each country, where we will trained in 3 themes of tourism: agrotourism, online tourism marketing, environmental burden due to tourism.Intra-school meetings will also be organized in order to disseminate the results.<< Results >>A pedagogical platform will be set up to manage the educational process, with exclusive use of students' and teachers' mobile phones and 3 mass open online courses will be produced which, in addition to audio-visual material, will also have evaluations and the possibility of communication between students and teachers as well as collaboration in teamsThe students will acquire a specialization in tourism matters but at the same time a plurality of their knowledge in the 3 subjects.

"This project’s priority is to support individuals in acquiring and developing basic skills, key competences inside and outside of school that promote a sense of international citizenship and global responsibility, while also fostering a more authentic and engaging approach to language learning. The main topic for this project deals with the critical question: How is water important and how will it continue to shape the lives of people in the future? This project is a call to action to ignite change and facilitate a deeper understanding of the fragility of the world’s natural resources that will empower students to make well-rounded, informed decisions in their future and the future of the planet. This journey begins by encouraging students to investigate the aforementioned question through a variety of content areas, cross-cutting concepts to create a deeper understanding of the age-old adage: Water is life.The role water has played in the development of mankind is complex and its use continues to be a topic of contention in the modern world; it is an essential life component and access to this resource should be a fundamental human right. Within current topics about the environment, such as climate change and people´s responsibility for conservative water use. Within current topics about the environment, such as climate change and people’s responsibility for conservative water usage, there is also the opportunity for students to explore important themes of water in art, literature, the humanities, to create a holistic vision of the value of water to the human race. Subjects that will be used to explore the nuances of the role of water in human life include skills in: environ. studies; ICT; physical +cultural geography; agriculture; biology; chemistry; language, literature; philosophy; history, the arts. The project seeks to provide an interesting, engaging, and relatable dialogue for students to connect to while exploring the overarching question, having participants reflect on the significance and personal value of water in their future lives and community and then applying these sentiments and experiences to the world in broader context. Students from different partner institutions will share their experience with global problems related to lack of water or threats to water integrity and state attitudes.Collaborating with partners and their educational institutions that hold different perspectives and legislations about water use will provide the students with an interesting lens to analyze and reflect on their country’s attitude and use of water resources. This project will cultivate respect and understanding for other people and their environments, as well as scaffold an attitude of shared responsibility and duty to protect the EU and the world’s natural wonders and resources. The project as the whole should attract students´ attention to be struck by this alarming situation and lead them to take the responsibility for their future.The goal of this project is to challenge students to create solutions for current issues related to water conservation and environmental responsibility of educational institutions. Using both the participants’ own personal connection to the environment (water) and school-based curriculum (technical subjects, humanities) this project seeks to inform students about water-related environmental issues, like the effects of climate change and the responsible use of natural resources, to create an action plan that protects the planet’s under-appreciated natural wealth. The project work will have 3 phases running during the exchanges (workshops, visits, field and team work) or before them within the school subjects or via internet communication. Phase 1: They will investigate the intricate water systems in the world; analyse data about water use and consumption; debate issues related to water rights and ownership; discuss the role of responsibility in protecting and conserving this vital and valuable resource (water cycle, sources, ecosystem, use, environment, modification, legislation); they will create multimedia presentations.Phase 2: It builds complex, technical concepts off of Phase1 (essays, posters, photos, legends, songs, definitions, quotations).Students explore water as a historical and cultural landscape represented in artistic mediums that portray the importance of water in daily life. Students will investigate and create document: What does water mean to you? Final 3 Phase:Challenges students to combine the scientific data with artistic outputs to create a booklet.Teachers will strive to facilitate international and intercultural cooperation to strengthen awareness of EU and international citizenship surrounding the imperative need for society to take responsibility for the climate and future life on our planet. The importance of this project resides into the awareness "" No water - no life""."

The subject of this project were national parks in completely different countries and climatic zones and it had folowing basic topics which the students and teachers deatl with and include into the final products.The project offered a variety of topics from the area of our environment and natural treasure. The students and teachers from all partner schools are very close to the nature either by their location or their specialization. Geography and natural sciences belong to their important subjects and all schools occupy themselves with environment and its protection within their curriculums. In this project the students and their teachers could improve their knowledge about ecosystems, different biotopes, natural history, flora and fauna, they tried real fieldwork during investigating them, take photos (plants, animals, minerals, geomorphological and geological formation, distinguishing different minerals, climate conditions etc.)This project was aimed at cosmopolitan awareness of the natural treasure and heritage, its variety and common features and characteristics. Through participation in this project, we wanted to encourage cooperation and intercultural communication and strengthen the sense of European citizenship based on understanding and respect for other people and their environment. Pupils became more open-minded and interested in other cultures and their natural environment and its protection through the experiences gained in the project. Each country has several national parks with their typical features and characteristic, uniqueness and rarities. Some of them are similar and some of them are completely different and unique. The students with their teachers explored the parks in theory but also in practice by real fieldwork during the stay in a foreign country. They worked in teams, which had specific assignments. Each team traced the information (internet, encyclopedias, textbooks etc.) and explored the parks from above mentioned assignments. The students were involved in different activities and work on the final outputs. As the partners were from Norway, Sicily and the Czech Republic, we concentrated on the most significant national parks in these countries.The students explored what they had common (from a point of view of natural history, geological processes, minerals, fauna, flora, environmental protection, legislation, economical and agricultural use, climatic zones, localization in the maps, chemical process, formulas etc.) and by using excel they elaborated charts, graphs, average values, statistics and so on, during the exchanges they participated in the fieldwork, took digital photos. They should have found out reasons, rarities of national parks and their significance, translate the texts into English or make own parks definitions. They communicated via Facebook, Skype, e-mails, practised their ICT skills etc.The students produced a great variety of outputs which were planned to be done by an interesting and funny way. All these activities resulted in the main product - a guidebook through national parks. The inseparable part of it were photos with legends taken and done by students. There also were some minor outputs. The students made documents with the brief summary where the similarities and dissimilarities were highlighted and Power Point presentations with own legends, photos and pictures. Students made a simple dictionary with the vocabulary which had connection to the national parks and what we could find there. This dictionary was in English and the other partner languages and if neccessary in Latin. Finally the students invented their own definitions of national parks and their significance. Everything was translated from the native languages into English. The main target group of this project were students. All our activities were student-oriented and could be only accomplished with their participation. The activites enabled them to gain new knowledge and skills and practise them. The young people could see their national variances as well as many similarities which they found in natural history, traditions, languages, environment. They learnt new things, cooperated together without the difference from which country they were or which skills they had. The other group was made by teachers and school staff who were students´ supporters and they helped them with all the activities. The teachers provided a guarantee that the project would proceed smoothly and its results would be sustained and used after project finnishing.This project was carried transnationally through the fieldwork and outdoor activities because it was based on comparing of different landscapes and their evolution. Without this possibility the project would have lost its significance.

"The MORE (Miracles of my region) project is a project focused on finding, observing and getting to know about natural, cultural and historical interests in school region and is based on inter cultural team work involving 5 European countries (France, Sweden, Slovakia, Norway, and Czech Republic). Each country organized a five days meeting on one of the following topics: 1.Topic: Cultural and historical 1.1- Culture and society ( museums, galeries, memorial places, folklore feasts) 1.2.- Art and history ( castles, open alr museums, folklore architecture) 1.3 – Nation in European context ( towns of European culture, sport, fortified settlements, burying grounds) 1.4 – National Gastronomy yesterday and now ( Days of regional cuisine, vintages, fairs, feasts, exhibitions ) 2. Topic : Nature 2.1- Interesting facts of live nature – Fauna and flora (arboretums, botanical gardens, ZOO s, natural reservations) 2.2 -Natural landscapes ( Caves, tarns, mountains, lakes, volcanos, canyons) During each meeting, the host country received a delegation of 5 students and 2-3 staff from each country. Each meeting consisted of at least: 1 A special food event in relation to the topic given above organized by the host country 2 Tasks (songs, advertisements, role play,video) performed by students in international teams. To complete the tasks each delegation came with a ""national miracle bag"". It contained real and virtual items related to the topic of the meeting. Each international team chose some items from each ""national miracle bag"" to create an ""international miracle bag"". Creating international teams promoted greater communication and inter cultural exchanges. Local, regional, national organizations, companies, and other establishments were involved in the MORE project. Exchanges of staff also played a key role throughout this project to foster exchanges and were used to assess the project. A MORE Internet platform, project web site, and cell phone devices, whatsup, msng, was also created to promote exchanges, to create dynamism and to ensure a more efficient communication between all participants. At the same time a MORE facebook profile helped in communicating and disseminating the results and a MORE YOU TUBE channel was used to gather the most relevant videos throughout the project."

<< Objectives >>What we want to achieve is to : -raise environmental awareness by taking attention to global climate change and its precautions -put recyling in the middle of their life and turn theory into practice -save energy in every part of their life and take attention to benefits of green energy -cover the importance of carbon footprint -learn the attitude ofanticonsumerist(don't use if you don't need) -spread behaving motherearth friendly -improve communicative and ICT skills on Eropean level<< Implementation >>Our activities are: -2 joint staff : teacher training -2 short term student exchange Via activities we will implement:-documentation visits and workshops -eTwinning project simultaneously -Competitions for logo, motto and slogan -website and social media accounts -videos by using web 2.0 tools -Organizing workshops about climate change and ICT -Planting trees<< Results >>Our results are: - A game application about calculating carbon foot print- A climate change vocabulary - an Erasmus hobby garden - project logo- project website- e-Twinning project - presentations- seminars and workshops - videos about exchanges - visits to Ecological buildings,Waste recycling Institution,botanic garden -slogans-motto - exhibition of objects made by using recycling utensils or waste products -recyling corners on every flat of schools -social media tool