Biological diversity conservation measures are vitally important for urban areas. Scientific research proves that stable ecosystems with successful biocenosis substantially increase the ability of any urban environment to withstand the pollution and human impact of urban environment. At the same time, researchers claim that in general people are less interested in conservation methods that protect wildlife, such as plants, fungi, insects, birds, and small mammals. Therefore, modern urban communities are in need of new innovative ideas on how to attract and sustain biological diversity with a positive impact on the city environment. The project cities, Riga, Bucharest, Burgas, and Mersin, possess a vast variety of biotopes, such as city parks, sea coastline, river banks, and other green zones where biological diversity can be researched and successfully sustained with the help of functional recommendations and for the benefit of all the inhabitants of the city. Designed for two years, and targeting 14–18-year-old young people from Latvia, Romania, Bulgaria, and Turkey, Green City Life aims at developing a set of such recommendations to be used by city authorities and city dwellers. Confronted with the COVID-19 restrictions and other negative effects of the pandemic, the partners could not meet in 2020 in Riga as planned. The time of the project was extended by one year and the final meeting was held online hosted by Riga. In cooperation with the natural sciences and environmental institutions, students studied and researched the biotic, abiotic, and anthropogenic ecological factors, which affect biological diversity in the urban area. The students and teachers made photos of the ecologically beneficial and degrading city territories and objects and presented them at the exhibition at every partner school and later in Burgas. The purpose for that was selecting the territories and object in the city which can be improved. Later 3D models were created to respond to the needs of the urban environment and create the bases for the Set of Recommendations. The Green City Life 3Models feature successful biocenosis, or a community of organisms living together, and can be used for city planning and development in every partner city and over Europe. The innovation reveals itself in analysing and summarizing everyone's experience and next practices and creating a model and a set of recommendations which do not exist in each partner city. Apart from the opportunity to enhance their research, problem solving and analysis skills, the participants will be able to work in teams in a cross-cultural, multilingual environment, by creating a meaningful, sustainable product, which may be used in all the partner states, the young people from different countries of Europe and Turkey will feel empowered and inspired to become socially and environmentally responsible citizens.

"Preparing stageThe aim of preparing stage is to collect knowledge about curricula’s content and about educational system of teaching math, physics, chemistry, biology, language and communication in regions of attending schools. The outcome of this action is a common study that presents curricula’ contents, evaluation items, evaluation instruments, the level of difficulty, teaching techniques and the way that a content is used. Curricula’s content was posted on ""etwinning"" platform, by attending teachers. Working methods were sustained in the first project meeting by every school’s representative using filmed materials for those that are not in their own school, and by observations in classes. Every school prepared a study regarding their evaluation process. The study contains an analysis at every discipline involved, after this step teachers decided together regarding the topic involved. Schools developed a material about how curricula’ contents are used in their training sessions. Also teachers debated about their training needs involving common project actions. Project platform contains an analysis regarding every country specific and a detailed report regarding teaching activities in schools involved.Implementation stage. This stage involves the preparation of trans-curricular teaching materials in order to value pupil’s knowledge. It also involves the development of common strategies to add value to trans-curricular teaching techniques at regional level by organizing contests and trans-curricular learning events during international reunions.Teachers agreed, using the preliminary study, which trans-curricular topic will they choose. Every school choose to develop 3-5 topics and they developed working materials. Working materials consist in: lessons scenario, evaluation sheets, ppt, presentations, educational boards, working sheets, experimental materials, field trips documents. In international meetings those materials were debated and improved. In this way project final products are developed using the materials from all attending schools. In an international work-shop first conclusions were debated with training professors from Babes-Bolyai University of Cluj-Napoca. Regarding pupils involvement, they are present in 4 international reunions. During meetings preparations, pupils developed their researches on the topic described in meetings sections, they created educational games and quiz for small contests, scientific articles, theatrical performances. Pupils worked for producing project materials under teachers guidance. The scientific content they needed was closely related to school contents so that they could develop small researches, studies, essays (a study on the economical benefits of endemic plants from Volos, a study about how food supplements influence the quality of human life or an essay regarding project activities organized in the school they come from). Dissemination stage Partners involved organized schools competitions using the model of Romanian Olympiad on subjects from schools curricula. The contests were developed at first at regional and international level by the schools involved in the project and their local partners. The contest helped schools to involve local educational community in project activities and to exploit project materials.Special conferences were organized to promote project final conclusions and products. During the dissemination meetings project teams promoted lessons scenarios, trans-curricular tests, exientific experiments and project local events. The main promotions activities were made with the help of regional advisory forums for teachers of different subjects. Project products were presented in specific reunions such as ”Made for Europe”( contest rules ask for project completion before a product can be presented in the contest). Project's steps:1. teachers made a documented briefing about the educational system of their country regarding law, curricula specific, ways of teaching and teaching resources, final exams items and results.2. teachers have met, show their works and conclusions and with the help of university specialists develop an questionnaire that can show which are the week points for any school regarding establishing links between different subjects.3. Applying the questionnaire for schools involved and deciding what can be changed and how the change should be done.4. Adopting effective measures that helped to promote trans-curricular teaching in the schools involved. The debates were made in an international management team's meeting. 5. Applying the changes and developing ways and resources for new interactive teaching methods. 6. Working session for presenting new materials and teaching techniques, debates with university specialists, assessing impact on pupils knowledge.7. Advertising project products in multiplier events like international symposiums, local conferences, disseminating sessions."