CLIMATE ACTION SUPERHERO

Climate Action Superheroes was a project on the theme of climate change reflected and developed by three schools. Our schools had common points: - strong desire to advance participants through a p...

Climate Action Superheroes was a project on the theme of climate change reflected and developed by three schools. Our schools had common points: - strong desire to advance participants through a pedagogy of projects in basic learning, - setting up an atmosphere to motivate and inspire students to become leaders to take everyday actions for climate change, - dissemination of the habits and actions for taking care of our planet for future generations, - experience the staff in European projects. The participants acted as superheroes to learn more and act when it comes to recycling, saving water and gardening at school playgrounds. They and the school community learned by doing, not just studying the possible solutions theoretically. The project promoted creativity and innovations in teaching and learning with ICT tools with the purpose of increasing motivation. Building up logical thinking abilities is necessary in math and science but also it simplified functioning in society nowadays. It helped extend Key Competences and social skills like teamwork.

Our project consisted of activities that were virtual, local, mobilities and management. In virtual meetings we discussed: evaluation results and project monitoring, we chose the logo as a competition - voting, we talked about important issues. Before each mobility we had online meetings to discuss the plan and get to know participants. We also had coding messages and challenges. Local activities were trips and events for students who weren’t involved directly in the project (didn’t go abroad) but wanted to fight for climate change. Mobilities in Poland, Spain and Turkey and after each Open Days. During mobilities participants worked in international teams, they took part in many eco activities and shared their reflections. They presented to the school community what they learnt and experienced. Teachers were also involved in coordinators meetings and prepared CLIL lesson plans. They also had lessons where they presented their countries. In management we worked on reports, work plans, financial agreements and surveys. We discussed money issues and organised Certificates of participation, Europass Mobility, Erasmus+ Exhibition corners, Open Days and CLIL lesson plans to disseminate our outputs and implement them in a quality way

We believe the project had an impact on our daily lives, raising participants’ awareness, changing actions to be more environmentally responsible and fight for our planet like superheroes. We all agreed on common activities that all partners will be responsible for: CLIL lesson plans on topics: plants, water and recycling, Certificates of Participation, Erasmus+ Exhibition corner in our schools showing project activities and results, “Open Days” at school after each mobility and organising local trips or events about ecology. Tangible outputs (products) on Mobilities were: eTwinning project website, the Magazine, designs of school gardens, programming paths for robots, infographics with tips for healthy eating, handbooks about gardening, a brochure on saving water tips, a calendar with water photos, art exhibition on waste and recycling, journals, posters about recycling and plastic in the sea, presentations about Poland/ Turkey/Spain and issues: gardening, water and recycling, webinars, reflections and evaluations. There were also: coding messages, project logo, infographics about Earth Day, evaluations and surveys, Project Management Plan, Communication Plan, Financial Agreement, Work Plan, and dissemination materials.