Climate change.…...

1
Ernst-Hansen School .….2
1st Primary School of Asvestohori .….3
St. Michael’s School .….4
Agrupamento de Escolas Templários .….5
ZS sv. Cyrila a Metoda .….6
Escola Les Acàcies .….7
Storkyrkoskolan and Björngårdsskolan .….8

Climate change
For the last decades many scientists from
various scientific fields have been
researching the effects of greenhouse
gases and the possible climate changes that
the planet faces today or may face in the
future. The global temperature rise is a
fact, taking into account that the average
temperature rose 0.5 C since 1860.
Consequently, the sea level rose between
10 and 25 cm. According to recent
projections the sea-level rise will be
between 9 and 88 cm from 1990 to 2100
with a global average surface temperature
rise of between 1.4 and 5.8°C.
The pupils should comprehend the
environmental issues and their potential
impact on the planet in order to support
any possible solution in the future. This
comes in parallel to public awareness and
interest in environmental problems.
There are many preconceptions of the
pupils, students and/or their teachers on
how and why the global temperature is

Global Citizenship steps in Europe

rising and how and why the greenhouse
effect is blamed.
Very often students’ understanding
about global warming is severely limited
and embedded with a number of glaring
misconceptions. That is the reason we
worked with this issue. We want the
pupils to understand the mechanism of
this phenomenon, the causes, the
consequences and the activities to
undertake in order to eliminate the
problem.
Containment of global warming calls for
international
cooperation
and
consensus and changes in peoples’
lifestyles. And for this reason there has
been lately a great interest in public
understanding of climate change and in
educating pupils, the future citizens, so
as to enable them to successfully cope
with this threat. We believe that our
project is a part of this education
process.

http://gcstepseu.weebly.com/

Ernst-Hansen School, Bielefeld

CLIMATE – Experiencing the circle of life in the field
Germany

Many of our children at school have no idea
where food comes from other than a shop and
what it means to grow food. Since they live in
the city they are also not experienced in being
mindful and observant of nature. Their
practical experience and knowledge of the
relationship of a balanced economical cycle
and the consequences of pollution is very
small. In order bring the children to a better
understanding of the concept of sustainable
handling and to raise their understanding of
nature, the “Schelphof Project” was installed.
Our „Schelphof – project” runs ten years now.
Every spring to autumn class 6 of our school
works on the project that takes place on a
weekly basis. Every Thursday the students and
their teacher meets two social workers outside
at a place called “Schelphof”. Here you can
find an outside classroom with some benches,
a bonfire place, a bigger tent used as a dining
place, an earth closet, a water canister for
washing hands, a simple water point with a
hose pipe and most importantly: one patch for
every student. The focus of that time is to get
an insight into the complex procedures of
producing food (ploughing, sawing, watering,
pulling up weed, waiting, harvesting, dressing
the plant, cutting, cooking …. Eating!) There is
also the compost that students use for
example after pulling weed.

In conversations whilst working on their
patches and in that outdoor classroom the
students have time to reflect on bigger
issues such as climate, pollution and
nature conservancy. Next to the regular
maintenance of the vegetable patch, there
is time for practical projects such as sawing
firewood, producing juice from elder
blossoms, crafting with natural material
and brick earth, learning about animal
species and plants. The students helped
building a Benjeshedge, that supports and
protects biological and faunal diversity.
They also put up a so called hotel for
insects.
Working on their own patch they can see
that there are specific seasons of sowing
time and harvesting time in Germany,
depending on the fruit. With that
background the students also learn about
the origins of fruits and vegetables, offered
in the supermarket. They think about the
consequences of trading fresh fruit
concerning transport and learn about local
farmers.

1st Primary School of Asvestohori, Thessaloniki

Hellas

The solar bus of C2
It’s true! Have you ever
travelled on something
like this?
Yes! C2 class really
travelled by this! They
made their imagination
work, they made it and
it was filled with all of
us full of joy.
So we have travelled on
it. Without fumes and
carbon
dioxide
emissions. So simply
just with solar energy.

The climate is changing. Are we?

School garden

We have been listening lately, all the time,
all about the climate changes and the
greenhouse effect. We are watching on TV
about extreme weather conditions, the ice
that is melting in the Poles and the rising of
the sea level that is threatening many
places.

The A1 class worked in the school garden
planting aromatic and decorative plants.
Having the pupils working in the school
garden gave them the opportunity to
learn about the different kinds of plants,
the stages of planting and development
and the factors from which their
development is depended on.

But why is the climate changing? Is this
change something natural or does this
responsibility fall on our shoulders? Most
scientists today believe that the climate
changes occur because of the human
activities which release various gases into
the atmosphere. These increased gases
(carbon
dioxide,
methane,
chlorofluorocarbons)
which
are
accumulating into the atmosphere have a
huge impact on the climate of the earth.
Have we really realized which the roots of
the problem are? I guess not ,otherwise we
would try harder to find a solution rather
than simply wishing .The problem is on us
and on our perception that we can use
nature to take raw materials and to
produce as many goods as we can.

In the flower beds lavender and rosemary
were planted, two kinds of aromatic
plants. The pupils
learnt about their
beneficial qualities of these aromatic
plants and their use, as much for
pharmaceutical purposes as for their
daily use in cooking.
In some spots of our playground old tyres
were also placed, in which aromatic
plants where planted to decorate the
place. The pupils were split into groups
and they carried soil by themselves, they
planted the flowers and they were in
charge for their care and their daily
watering.

However, in order to reduce the negative
consequences, which the climate change
has created, we have to take action and to
change our way of life. Old and young,
simple citizens, politicians, scientists,
industrialists can contribute to the
improvement of the environment. We need
to take the initiative and especially all to
understand that we can lay a stone with
our daily choices on the improvement of
the planet. (D2 class)

http://blogs.sch.gr/dimasves
/

St. Michael’s School, Galway

Ireland

IrelandBlue
is a small
on the edge isof the
The
Starisland
Programme
an
Atlantic Ocean.
And because
the prevailing
education
initiative
for primary
school
winds
come
from
this
ocean
we
normally
students across Ireland. The idea of the
get a lot of rain and wind. However, in
Programme is simple: to foster better
recent years we have had more stormy
understanding and knowledge of the
weather and more flooding than usual. So
European Union and how it affects the
climate change is impacting on Ireland.
lives of Irish citizens among Irish primary
Fourth through
class pupils
decided to
find out
if
pupils
classroom
projects
and
climate change
was taking place
in other
activities.
The Programme
is supported
countries.
Theyof accessed
the Internet
by
the office
the Minister
of Stateand
for
did some research. They discovered that
European Affairs, the Department of the
climate change was also happening in many
Taoiseach, the European Commission
parts of the world. Icecaps were melting in
Representation in Ireland and the
polar regions causing the levels of oceans
European
Parliament
Information
to rise. Other
parts of
the world Office
were
in
Ireland.
suffering from drought and crops were
failing, ofand
a result
Pupils
sixthas class
signedpeople
up forwere
this
migrating.
And
they
found
many
countries
programme. They explored European
were experiencing storms and severe
themes through four key areas:
flooding. These floods caused a lot of
historical, geographical, cultural and
damage. A lot of money was then spent on
institutional.
repairing the damage caused by these
stormslearned
and floods.
They
about the devastation of
the Second World War and about the
Holocaust. They learned about the
functions of The European Council, The
European Parliament and The European
Commission.
They examined the
impacts that these institutions have on
Irish citizens. They learned about
European elections and about Irish
Members of the European Parliament.
Ms
Marionthen
Harkin
MEP changes
visited that
our
The pupils
suggested
school.
She answered
pupils
questions
they themselves
could make
to lessen
the
effects the
of climate
change:
food waste
about
European
Parliament,
and
should that
be composted
to provide
for
stated
the formation
of thefood
EU has
plants andEurope
trees; pupils
or walk
made
a should
morecyclepeaceful
to school so that parents would burn less
continent.

reduce carbon dioxide from the
atmosphere; being active - talking to family
and friends about climate change, and
telling our government that we need to be
careful with our environment, would
spread the message that we can all have an
impact on climate change.
The pupils wanted to tell the younger pupils
of third and second classes about their
work. So they decided to make a
presentation of their findings during the
end of month assembly. Some pupils
explained about the changing climate of
Ireland and the world. Others outlined the
changes that pupils and their parents might
make to try and make the world a better
place to live.
This was a very useful exercise for all the
pupils involved. Fourth class pupils
researched on the Internet and they
learned that climate change was a global
issue. They learned that they themselves
could have a small but positive influence on
climate change. They presented their
results to others and improved their selfesteem in so doing. Moreover, the
presentation helped the younger pupils
understand that climate change was an
important issue that might have an impact
on them in the future.

fossil fuel driving them to school; growing

As
well
teaching
about
the
food at
homeaswould
mean that
less food
democratic
thedistant
EU
would need toprocesses
be importedoffrom
throughout
the year
teachers
were very
countries; planting
more
trees would
proactive in developing the citizenship
skills of pupils.

https://www.mervuebns.com/

Agrupamento de Escolas Templários, Tomar

A world to care about!
Portugal

To start with, we, 6th grade class D,
watched a Portuguese TV station
programme named “Race against Time”. It
is a work that shows the net of effects
caused by climate changes. It took two
years to be filmed, edited and presented. In
this show, a five countries voyage has been
pathed since the Arctic to the east Coast of
the United States. Several questions related
to global warming are raised, some answers
are given and there’s a big alert to the
consequences cause by those changes in
the Portuguese way of life for the next
decades.
Watching to this TV show and several other
documentaries,
the
class
became
astonished and a brainstorming and debate
on the theme let us, pupils, quite worried
and aware that the race against time had
already begun. Moreover, we know now
that the responsibility to delay the global
warming effects is a global responsibility,
including ourselves.

We also wanted to know what the big and
powerful are doing to lower those future
effects and we realized that it is mandatory
and paramount to develop and profit from
new and alternative energies. Conferences
are not resulting properly: the glaciers keep
on melting, the level of the waters keep on
rising and the destruction of the planet is in
progress…
There is a Portuguese popular saying:
those who sow winds crop storms!
By the way, the national Portuguese media
noticed recently that Portugal was able to
have all its energy for 107 hours coming
from non-fossil resources.
Later on, we were asked to research more
about the theme in groups and that each
group would create a Power Point
presentation on our group works: we ought
to speak about consequences of climate
changes and imagine possible measures to
fight them.
We strongly hope that we manage to solve,
altogether, the problem!
The result of our work was four PowerPoint
group presentations to be displayed at
school and at the Erasmus Project Website.
The images that go along this article are
some of the slides we made. There are 4
images, one from each work.

Amongst other aspects, we were surprised
with the future that is waiting for our
planet, in general, and particularly to the
Iberian Peninsula and Portugal. Without
being too alarmist, we are now aware that
our geographical position enhances
dangerously the country, mainly the
southern part, with a progressive
desertification
and
extreme
and
contradictory weather phenomena.

6th Grade, Class D - Santa Iria School

http://www.aet.pt/

ZS sv. Cyrila a Metoda, Kosice

Let’s slow down the Global Warming by saving energy
Slovakia

Every year the pupils of Grade 8 take part
in “Energy days”, which are held at the
Secondary School of Electrical Engineering
in Kosice. The students prepare different
workshops focused on saving energy. They
also present their projects, that win the
leading positions in the competitions all
over Slovakia. The main aim is to show how
the energy can be saved and how can we
slow down the global warming.

The number of people living on the Earth is
growing every day and so we need more
energy devices. The world has to look for
other ways of energy production. The Earth
is getting hotter because of us. It means
the more earth oil, natural gas and coal we
use, the less resources we have and we
cause that the environment and air are
more and more polluted. The most of the
cars are driven by only one person instead
of giving a lift to other collegues, friends,
family members or using the public
transport.

Every household could reduce the energy
consumption by turning down the heating
by one degree, spending less time in a
shower, switching the light off when
leaving the room, stopping water while
brushing the teeth, etc. There are certainly
many more ways how to save energy and
money.

We should all try to reduce the energy
consumption whether at work, at home or
at school. Our teachers teach us how to
save
energy
and
how
to
be
environmentally friendly. (In Biology and
Physic`s lesson we learn how to save
energy and how to be friendly to our
environment).
Everyone should try to keep the nature and
the world around us cleaner.

http://www.zscamke.sk/sk/projekty

Escola Les Acàcies, Barcelona

Climate change
Spain

“Climate change”, two words that
everybody has heard about but we do
not really know what they mean. Is the
climate all around the world changing? Is
it getting warmer and are the poles
melting? In some countries where it
never rained before, now there are lots
of hurricanes and heavy storms. Yes, we
have some answers but what is really
happening and what it implies for our
planet, not everybody knows it.
If it is a difficult question to answer for a
lot of us, as adults, it is even harder for
our students. And not because of that we
have to avoid it and ignore it. We think is
time to learn all together: What is climate
change? What is happening and why is it
happening? And what can we do to stop
the destruction of our planet, THE
EARTH.

Talking about it seems catastrophic, but
this is our reality. It is important and
necessary that we start raising awareness
to the younger generations that follow
us. It is everybody’s duty to find a
solution to this huge problem we are
facing.
Within the ERASMUS + project, the pupils
of 5th and 6th grade of our school “Les
Acàcies” have worked this topic during a
whole term. Moreover, they have learnt
what is really happening with the
greenhouse effect and the ozone
depletion, and which its causes are. We
have specially focused on how the coast
of our city is changing.

We have taken advantage of our school’s
situation next to the beach and the fact
that the students live next to it too. We
have started from the observation of the
coast, the water analysis and after that
we have done several experiments from
which we discovered how the increase of
the water temperatures has affected its
acidification, and the problems that it
implies for the different animal and
vegetable species that live in it.
We have extrapolated our closer
problems to what is happening in the
different oceans and seas around the
planet. Also, how it is affecting the
disappearance of many different living
being species, and the melting of the ice
poles.
Additionally,
we
have
done
a
classification of the waste that is
collected along our coasts, in order to see
what we can do to stop this
contamination. We need to start
reducing, recycling, reusing and, most
importantly, stop contaminating.
It has been hard work, where everyone
has learnt lots of things about this big
and important topic. At the beginning,
we did not know how to approach it, nor
from which point should we start our
project. Nevertheless, once the project
was finished, we were very proud and
satisfied with our results, the learning of
our students and the awareness that they
have shown at the end of it.
We hope that the future generations will
improve the relations with our planet.
The Earth deserves it!

Storkyrkoskolan and Björngårdsskolan, Stockholm

We have to stop!

World disaster!

We can´t do this anymore,

Sweden

it´s time to stop.

At this time our world isn´t very healthy.

It´s enough with the big

This is because of the so called global
warming!

refugee crisis we have now,
soon we will have climate refugees
who needs help because we
abuse our earth!

Many people don´t understand what we
are doing, that we are actually destroying
our earth so that it will perish. We can not
live like we do, we have to stop. It is
important to know that meat isn´t just
meat that we eat. We have to know that
what we are eating has been a living being
that we have slaughtered just because we
want to eat it. It is not something you can
eat all the time.
The meat industry has become the biggest
environmental threat. The amount of meat
we eat has to decrease. And if that is not
bad enough, every year one person in
Sweden releases 7ton CO2 and if we
compare with USA they release 25ton CO2
per person. If USA doesn´t decrease its
emissions, then the year 2020 it will
increase by 20%. Our emissions affect both
kids, or future, the animals´ lives and the
poor countries. Sweden sits on the 30 most
emission of fossil fuels. In the first place is
USA. It´s hard to change your way of living
but we have to. The most important thing
is that we stop eating meat or at least
decrease the intake. We also have to stop
flying airplanes and cars with fuel. We have
to buy fewer things too. Methane is also a
big part of the climate change. It´s about
cows!

For example, when we drive a car, we
release a lot of exhaust that heats up our
http://xtec.cat/ceipacacies/
planet. Our planet
gets warmer, because
the exhaust makes our atmosphere thicker
and the sunlight bounces back to the earth
again, and again. This affects the people in
Africa, with high temperatures and fires,
but also the ice in Antarctica melts and can
cause flooding in the future. All exhaust
that affects our world, we call it global
warming.
”What can I do to help?” you might
wonder. Well, you can eat a lot LESS meat.
The meat industry stands for almost 70% of
all the emissions.
Don’t eat meat, eat chicken instead!
How bad is it then? A human in Sweden
releases 7 tons of carbon dioxide per year
and we’re about 10 million people in
Sweden. But of course there are countries,
we don´t say which, that release about 25
tons of carbon dioxide per year! And they
have many more people than we have!
Save the environment!
Elliot and Viggo

Amanda and Agrippine

http://storkyrkoskolan.stockholm.se/

http://bjorngardsskolan.stockhol
m.se