"The ""agro-ecological transition"" project: exchange of practices between French agricultural high schools,German and Czech, to learn to teach differently"" was born from relationships between 3 institutions that areare met in 2015 and have started to maintain relationships of group mobility andindividuals, learners and staff.This theme is at the heart of the problems of the 3 countries and the 3 institutions, formingall 3 in initial and continuing training, from learners to agricultural and forestry professionalsthe environment.On the French side, the project would concern the STAV (Bac Sciences et Technologies de l'Agronomie etdu Vivant), which constitutes the ""core business"" of the EPL de Fontaines training courses.On the German side, we find the same vision in terms of synergy of the 2 activities of the DLR of Bitburg:agricultural production on the one hand, and rural development on the other, not in terms ofof competing activities, but in a more ongoing vision in Germany of a reportcomplementary between agriculture and the environment.Finally, on the Czech side, the Podebrady Agricultural High School, located in an intensive agricultural area 1 hour from Prague, trains students in ""agribusiness"" or animal production to become veterinary assistants. Agroecology is a little-known term in Eastern Europe, where the term ""organic"" is separated from ""conventional"".Two teachers, passionate about pedagogy and permaculture, introduce their students to the diversity of agricultural systems ""so that everyone can find what suits them best"".The general subject of the project ""Teaching to produce differently in Europe"" through agro-ecology, which is one of the most importantsince 2014 of the French Ministry of Agriculture and Food, has therefore found its way to theprivileged ground through this Franco-German-Czech exchange.Its objective is to create a reference framework of simple agro-ecological practices applicable in the 3 countries.The additional interest of this technical study project to carry it out as part of aEuropean cooperation, is a better and more effective pedagogy.The aim is to stimulate high school students, mainly from rural areas and until then quitelittle mobile, through their direct meeting with their European counterparts, and thus confront them witha different environment, thus creating a climate conducive to learning and development.development of new skills and competences (by putting them in a situation ""outside theircomfort zone"")"

"...AND THE GOD CREATED THE SEA(S) THEN THE SEA(S) CREATED THE CLIMATE ...In the movie that our title's inspiration based on, the character that Bridgitte Bardot gave life says that “the thing that we call future is fabricated to ruin the present ''. In other words, being worried about the future is meaningless. Of course this was said in 1950's. Nowadays it's hard to say it,especially after the obvious climatic changes at present.In order to do something about this matter ,we have to act contrarily. If not, we won't have a future to be worried about… Our world is getting more polluted and warmer rapidly.This fact is being stated by scientists continuously.I just want to share one of them here because it makes me consider deeply about this matter.Each year 12,000,000 tons of plastic join the seas.This is really creepy and annoying when we consider the fact that plastic disappears in millions of years in the environment. Furthermore, most of these plastic materials are directly effecting the living organisms in the seas and us in the end.The marine organisms are in a real danger of extinction if no precautions are taken. While many people consider climate change and global warming to be synonyms, the latter is just one of many symptoms of climate change such as drastic changes in weather (heavier rainstorms, frequent drought) in some parts of the world. Climate change encompasses rising average temperatures but also other weather events such as the rising of sea levels as well as shifting wildlife population. In itself is not an unknown process- the earth has gone through climate changes such as ice ages before, but due to heat-trapping greenhouse emissions caused by humans a profound change of the climate all living things rely on has begun. As the pressing reality shows, measures have to be taken in order to not only teach our pupils about climatic issues but also engage them in environmentally friendly ways of living and provide opportunities to make changes for the better in their day to day surroundings-The main goal of this project is to enact the students and people by making them know the importance of environmental problems and informing them with scientific researches.All the efforts and sacrifices are really important for us to achieve our goal.Like ' Scrat ' in the movie Ice Age, we aim at bringing the acorn together with the earth , grow more sensitive generations to environmental problems , make them always remember that the seas are one of our main life resources and develop environmental friendly approaches for the teachers to be used in their lessons.We plan on implementing nature friendly thoughts especially in to our students' minds who will be the auhorities in the near future by engaging them in various outdoor activities that teach responsible practices and develop a long lasting consciousness of the responsibility active European citizens ought to have regarding the preservation of not only their local environment but nature in general.180 students (between 15/18 years old) and 72 teachers will directly involve in the mobilities and activities within the project.All the schools participating in the project has showed strong will to contribute to the topic.Schools from different geographical locations and climatic types from Norway to Turkey especially came together to have the chance of comparing how the change in climate affects different parts of Europe.Furthermore,different type of schools have been selected to emphasize that we have to struggle with environmental problems all together. Planning, researching and taking action activities are product-oriented. Both formal and informal strategies are going to be used by the students. At 'Take action' step,students are going to share the results of the project through technologies such as e-Twinning, Facebook and youTube.Some of the activities planned to be held during and after the project are :- a school billboard or school Erasmus corner-an open lecture given at the schools-a joint letter to the European government describing the project and its results as well as the students' main issues and proposal-a play organized by all partners open to the public -a monthly 'FANZINE' in English about environmental problems, created by the ""clubs for the environment"" in each school.Objectives of the projectStudents will:develop the Citizenship competenceimprove their understanding of the climate issuesact as responsible citizens- be able to identify how the climate change is addressed and how they can take actionPotential longer term benefits:to change habits for a better climateto understand that individuals or groups of people can work to increase positive effects of global connections and address the negative impacts of the climate issueto find new ways to lessen the impact on the environment"

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.

While keeping up with the school curriculum, meeting up parents and operating daily routine classes, we can have difficulty in saving time for creativity in our classrooms. However, even in such little time, even with a little touch to create effective classrooms provides an undeniable atmosphere and environment where students are more likely to express their ideas, think outside the box, challenge problems and learn more actively and effectively.The environment stands for a lot of things when we think of learning. Since it can influence students’ motivation, attitude, memory, and concentration, and we, as teachers, want our classrooms to place students look ahead to coming every day not to leaving early, and places which make them feel welcoming, safe, nurturing, and fun we look for every opportunity to motivate, encourage and increase student’s willingness and attendance, and to meet learning objectives in a positive way. The more students feel positive about their environment, the more they’ll also feel positive about what they’re doing and be eager to engage with their teacher, the material, and also each other.Since students and teachers spend the majority time in classrooms which need to inspire both of them it is our responsibility to foster this environment and atmosphere. This atmosphere should have beautiful spaces with art and music where appropriate, various living plants where students can take care of them on their own, comfortable seating, and fast internet access etc. which make students and teachers feel good and secure to be at school.We know that creating a favored classroom environment starts with responding students’ learning preference, needs, and diversity, and that process starts with organizing physical space, having students cooperate, creating a communicational environment, and maintaining a positive classroom climate.Based on these, we, as partners, applied a questionnaire to 150 students from our schools, how they can define the school, or what the school means to them. From the results of this questionnaire came some surprising results, such as that of about 80% of them are saying it is tedious for them and also for their teachers. The rest 20% of them are saying a school is a nice place not during the classes and evaluations but the moment for a break. After these remarkable results, we want to break this belief with the aim of having the students value the school and develop a willingness to learn with quality in an environment where they feel secure and eager to attend regardless of classes and break.The project will last for 2 years and involves schools from The Czech Republic, Iceland, Austria, Turkey, and Spain, and activities will be performed with the students aged 11 to 18. We would like to achieve those welcoming the feelings, living healthily and never thinking of dropping out of school while meeting our outcomes which are to;-Create a more desirable school environment,-Develop positive attitudes towards school environment,-Be involved in learning in its broadest sense, beyond the classroom and formal curriculum,-Enable people to be global citizens in terms of moral values such as tolerance and diversity respect,-Strengthen communication between cultures and nations,-Enable participants to share good- education exercises,-Make a bridge between the students with and without SEN thanks to activities in the project like peer-work and team-work-Have the students work together and collaborate,-Increase the students’ motivation, confidence, self-esteem, and aspirations to succeed,-Enrich the students’ childhood years,-Open the way to new opportunities, adventures, and possibly even future careers with methodology; peripheral learning areas, games, drama, learning by doing, enriching the atmosphere.We believe that involvement in our international project's activities is aimed at educating children so that they can better integrate into social life. To reach the objectives of our project, we will organize an Erasmus+ Day, make street interviews and surveys, organizing an Entertainment Day, watching films, fun activities, social and sports activities in school garden by creating of an Erasmus+ team, create of logo and slogan, website, e-Twinning - Facebook page, prepare of Erasmus+ corner in each school, hold seminars or workshops, exhibitions and form various materials such as booklets, brochures, posters with EU and project logo for the dissemination.The schools will have a chance to become a model for other schools in important areas such as digital practices, online safety, innovative and creative pedagogy approaches, the promotion of continuing professional development of teachers and the promotion of collaborative learning practices among staff and pupils. Therefore, the school will enjoy both recognition at county and national level as well as at the European level to take advantage of this project for long term effect.

"Water is the most important resource which our Mother Nature has given to us, vital for all living beings. The quantity of clean water is very limited and it is majorly available in lakes, rivers, and groundwater. As we live in an uncertain climate nowadays, it’s important to use water wisely so we will have a secure source of drinking water for many years to come. Water is a priceless resource that must be handled effectively both indoors and outdoors. Water conservation must be our priority in the present World. As Bill Gates said,"" Climate change is a terrible problem, and it absolutely needs to be solved. It deserves to be a huge priority.OBJECTIVESThe objective of our project is to demonstrate how sustainable water management within schools can work out. Moreover, we plan to answer the following questions:*What are the best places to provide water and utilize water more productively?*Where can we achieve efficiency? Which areas consume most of the water?*How can we engage the staff and students to make changes to their behavior?We aim to encourage students to apply their learning in developing ideas, designing solutions and delivering positive changes:*Where does our water come from?*How can we effectively reuse and conserve water?*What is our water quality challenges and how can we address them?*How do we plan for water sustainability?*How is water connected to energy and food production?PARTICIPANTS In this project, we are six partners from the Czech Republic as the main coordinator, Spain, Turkey, France and Romania as project partners that have identified common issues gathering each other.ACTIVITIES Our project involves 6 LTT activities that will be carried out by all the partners as a team. On one hand, 2 Short-term joint staff training events will take place in Turkey and France (2 teachers from each school will take part in these events) and will last 5 days. On the other, hand 4 short-term exchange of groups of pupils which will take place in Romania, Greece, Spain and Czech Republic (2 teachers and 3 students will participate in these activities) that will last 5 days. The main aims of these activities are: *to experience working/studying in an international team;*to learn/respect the culture/tradition/values and lifestyles by coming into direct contact with them;*to gain a global mindset among others. METHODOLOGY:•Educating school children on the effects of global climate change on our water sources, and on the strategies of adapting to the climatic change;•Encouraging the teachers to discuss the advantages and benefits of water conservation and the methods that could get the students involved in using less water;•Providing students and staff with information on water conservation, so they can incorporate water efficiency practices into classroom activities;•Regular maintenance and checks should be part of each school routine to ensure continued water savings by future water-use programmers;•Developing in group writing events with teachers and specialists working together;•Using research-based pedagogy;•Developing critical thinking and problem-solving skills;•Providing the science-based educational resources to raise the students' environmental awareness and problem-solving skills.By practicing such methods and activities, we aim to conserve more water naturally and ensure the availability of it for future generations and we will take a pledge and make a lifelong motto of “Save water, Save life, Save earth”.RESULTS We will obtain both tangible and intangible results, such as:Tangible: *Guideline for the management of sustainable water use (final product);*logs, posters, notices, boards, songs, paintings, etc.;*Rainwater harvesting system;*water efficiency programs;*planting trees;*lesson plan on water conservation;*solar power panel;*seminars, training sessions, other raising awareness events;*press releases;*experiments with water;*recycled products, etc. Intangible:*raising awareness on our environment’s well-being, on energy conservation and believe in the power of natural ingredients;*increasing our student’s attention on science and ecology by developing the lifelong learning skills that will allow them to be critical and conscious about European challenges;*creating a culture of sustainable thinkers and help students understand the importance of water conservation;*for teachers, the project aims at providing climate change information coupled with behavioral energy-saving choices; *encouraging all participants to be more sensitive, to protect the ecological balance and to contribute to attaining a better environment through adopting water efficiency.LONG TERM EFFECTSStudents will: *think critically; *gain deeper understanding;*evaluate;*prioritize;*apply knowledge to find solutions.Regular maintenance and checks will be part of each school routine to ensure continued water savings by future water-use programmers."