JUNE 5 IS WORLD ENVIRONMENT DAY

World Environment Day (WED) is celebrated on 5 June every year, and is the United Nations' principal vehicle for encouraging awareness and action for the protection of the environment. First held in 1974, it has been a flagship campaign for raising awareness on environmental issues emerging from marine pollution, human overpopulation, and global warming, to sustainable consumption and wildlife crime. World Environment Day has grown to become a global platform for public outreach, with participation from over 143 countries annually. Each year, WED has provided a new theme that major corporations, NGOs, communities, governments and all celebrities worldwide adopt to advocate environmental causes

The foods we eat, the air we breathe, the water we drink and the climate that makes our planet habitable all come from nature.

Yet, these are exceptional times in which nature is sending us a message:
To care for ourselves we must care for nature. 

It’s time to wake up. To take notice. To raise our voices.
It’s time to build back better for People and Planet.

This World Environment Day, it’s Time for Nature

CORDOBA APUESTA POR LOS PROYECTOS DE AHORRO Y EFICACIA ENERGÉTICA

GLOBAL FOREST FUND is our unique scheme to help individuals like you reduce their carbon footprint while at the same time providing valuable resources and education to communities worldwide.

HOW THE MONEY IS SPENT

We help plant trees and educate children all around the world. From the money we receive, only 10% goes into all the administrative work that we do. The rest is used to make the biggest impact possible on the Carbon world: reducing the amount of CO2 and CO2eq in the atmosphere in the short-term while educating a generation to be more sustainable in the long-term.

eTwinning Spring Campaign 2020 - On-site event and action submission form

This form is a submission form for eTwinning Spring Campaign 2020 on-site events and activities. eTwinning teachers and school staff at all levels are encouraged to submit their climate change related on-site events for this campaign. Through this form, you can submit your on-site event or activity to the Spring Campaign 2020 map.

The first section of the form relates to general information about the organiser and the activity or action.

Submissions are for activities and actions organised or taken from 2 March until 31 March 2020.

For more information on Spring Campaign and for activity ideas, please visit: https://live.etwinning.net/campaigns/2020/climate-change

Wild and unspoiled Sierra Morena mountain range

The mountain range in the outskirts of the city goes by the name of Sierra Morena. It is a popular place for picnics and walks which still keeps some wild and unspoiled corners far from the city, as this one so-called "Los Riscos de Guadanuño". This group of hills is surrounded North and South by the Rivers Guadiato and Guadanuño, which further ahead become feeders of the great River Guadalquivir.

Needless to say, it is an area for experienced hikers where granite formations are abundant in the landscape. Vultures can be seen in the highest peaks (pay attention to the picture below) ans snakes can be found in the driest months of summer.

Córdoba registered more than 300 solar energy projects last year.

The province of Cordoba was the second in Andalusia with the largest 

number of facilities requested during 2019.

Instalación de placas solares.

La apuesta por aprovechar el sol como fuente de energía ha llevado a que la provincia de Córdoba haya registrado en el último año más de 300 proyectos de energía solar. En concreto, según datos de la Junta de Andalucía, en Córdoba se solicitaron o concedieron un total de 311 proyectos de instalaciones de energía solar durante 2019.

En el conjunto de Andalucía, el Gobierno autonómico ha destinado en este último año más de 37,1 millones de euros a través del programa de incentivos para el desarrollo energético sostenible que gestiona la Agencia Andaluza de la Energía, entidad adscrita a la Consejería de Hacienda, Industria y Energía, en un mes en el que también se ha conocido que Andalucía es la primera región de España en aprovechamiento solar en todas las tecnologías: fotovoltaica, solar térmica y termosolar.

Así, la Junta de Andalucía ha publicado este viernes en el Boletín Oficial de la Junta de Andalucía (BOJA) el cierre de los incentivos a las actuaciones con energía solar, entre las que se incluyen las de autoconsumo eléctrico, generar tu propia electricidad a partir de energía solar para autoconsumirla), según ha informado la Consejería de Hacienda a través de una nota.

La Agencia Andaluza de la Energía ha informado de que los últimos datos ofrecidos por el gestor de la red, Red Eléctrica de España (REE), indican que la comunidad autónoma se ha convertido en líder en solar fotovoltaica (ya lo era en solar térmica y termosolar) con un 20,4% del total nacional y 1.778 MW. Le sigue Castilla-La Mancha con 1.723 MW, según ha informado la Junta de Andalucía a través de una nota. Un éxito rotundo de la energía solar, y del autoconsumo en particular, que demuestra el enorme atractivo que tiene en Andalucía una tecnología renovable limpia y eficiente, que permite a los ciudadanos, administraciones y empresas andaluzas reducir su factura energética.

Debido a la gran demanda de este tipo de instalaciones, la Agencia Andaluza de la Energía propuso a finales de 2019 una nueva reprogramación de Fondos Feder que se articularía a través de su programa de incentivos para el desarrollo energético sostenible.

Destinó 10,7 millones de euros adicionales para esta medida, a través de las líneas de ayudas de Construcción Sostenible y Pyme Sostenible, que se han consumido en apenas dos meses. En total, 37,1 millones de euros durante 2019 para 2.906 actuaciones solares, el 88,1% de autoconsumo eléctrico.

Actuaciones en todas las provincias

Un total de 2.562 de las actuaciones solicitadas o concedidas se dirigen para autoconsumo 
con solar fotovoltaica, las cuales recibirán una ayuda de 23,3 millones de euros que movilizarán 
una inversión cercana a los 73 millones de euros en Andalucía.

En el desglose de la información por provincias, Sevilla es donde más proyectos
 de instalaciones de energía solar se han solicitado o concedido durante 2019,
 con 1.259. Le siguen Córdoba (311), Málaga (283), Cádiz (293), Granada (271), Jaén (184),
 Huelva (158) y Almería (147).

En conjunto, la gran mayoría de actuaciones han sido requeridas por ciudadanos, 
1.608 (26 en comunidades de vecinos), que recibirán un incentivo de 5,6 millones de euros.
 Las empresas, que ejecutan instalaciones de mayor tamaño, recibirán cerca de 16 millones de euros
 en incentivos para las 889 actuaciones que han solicitado. Las entidades locales también mejorarán 
su factura eléctrica gracias a las 65 actuaciones que pondrán en marcha con un incentivo 
de 1,9 millones de euros.

A estas instalaciones fotovoltaicas se suman las 261 que también abastecen a puntos de recarga
 de vehículos eléctricos y que han sido solicitadas a través de la línea Redes Inteligentes
 (cerrada desde el pasado mes de agosto por agotamiento de los fondos). 
Éstas se incentivarán con 11,6 millones de euros que movilizarán una inversión 
de 25,1 millones de euros.

La energía solar térmica, mediante la que se obtiene agua caliente sanitaria, 
recibirá 1,7 millones de euros en incentivo para 74 actuaciones, que generarán una inversión 
en la región de casi 5 millones de euros.

También para autoconsumo térmico, en esta ocasión por tecnología solar concentrada 
mediante colectores cilindro parabólicos, son las 9 actuaciones solicitadas por las pymes 
andaluzas para obtener calor para sus procesos industriales de una manera innovadora, 
que recibirán un incentivo de 385.000 euros, y que supone una nueva punta de lanza para 
la optimización energética en industrias intensivas en consumo de energía térmica.

Sol en Andalucía

Andalucía cuenta con un elevado número de horas de irradiación solar,
 por lo que tiene un potencial de aprovechamiento muy elevado. Nuestra región ha sido pionera 
en la obtención de calor y electricidad a partir de la energía solar.

La tecnología fotovoltaica ha experimentado un gran impulso con la implantación de plantas 
generadoras conectadas a la red de mediana y pequeña potencia, sobre suelo y en cubiertas, que han contribuido al modelo de generación distribuida (muchos productores pequeños y medianos
 próximos a los centros de consumo) en nuestra región. 
Esto ha llevado a Andalucía a convertirse en líder en energía solar fotovoltaica a nivel nacional.

Las instalaciones fotovoltaicas en su conjunto, aisladas más conectadas a red, han superado 
en 2019 los 1.808 MW de potencia fotovoltaica en funcionamiento,
 según datos de la Agencia Andaluza de la Energía.

Respecto a la tecnología solar de alta temperatura, también denominada energía solar termoeléctrica o termosolar, Andalucía ha sido pionera en su investigación y desarrollo a través de las investigaciones llevadas a cabo en los últimos treinta años por las universidades andaluzas y 
de las experiencias realizadas en la Plataforma Solar de Almería, considerada uno de los centros de investigación más importantes a nivel mundial de la tecnología termosolar.

Fruto de esta importante actividad investigadora, así como de la apuesta empresarial
 en nuestro territorio de empresas andaluzas, nacionales e internacionales, 
Andalucía fue la primera región en Europa en la que se implementaron proyectos 
comerciales de centrales termosolares y es la región europea que mayor potencia termosolar 
en operación dispone en la actualidad: 997,40 MW distribuidos en 22 centrales termosolares 
comerciales y dos experimentales.

La aplicación más extendida en el caso de las instalaciones de energía solar térmica de
 baja temperatura es el calentamiento de agua para uso doméstico.
 Cada vez son más frecuentes otros usos como el calentamiento del agua de piscinas,
 la calefacción y la climatización, principalmente, y ahora también para los procesos industriales
 usando tecnología desarrollada en Andalucía.

Andalucía es la región líder nacional en uso de la energía solar para producción de
 energía térmica y actualmente cuenta con 1.081.992 m2 de instalaciones solares térmicas.https://cordopolis.es/2020/02/22/cordoba-registro-mas-de-300-proyectos-de-energia-solar-el-ultimo-ano/#.XlFLnylx9RM.mailto

2ND MEETING WITH PARENTS OF STUDENTS TRAVELING TO LITHUANIA

Next Wednesday, the 26th, a second meeting with parents will be held. In this case, parents whose children are travelling to Lithuania are invited to attend.

Most of the trip details as well as the agenda for those days will be the focus od this meeting.

Cordoba and its trees...

Official reports state that out of the more than 82000 trees in the city, 400 of them are invasive species.

More Córdoba

The climate crisis opens up disturbing wounds throughout Spain

We do not have to go to Antartida to observe the effects of clinate change in the planet. In Spain, the increase of temperature, the rise of sea level and the fatal effects of severe storms are causing serious damage on the territory: while the River Ebro delta is flooded by sea water in the Mediterranean coast, the western region of the country, Extremadura, experiences a severe drought.

No hace falta irse a la Antártida para observar la gravedad de las heridas que la crisis climática está dejando sobre el planeta. En España, el aumento de las temperaturas, la subida del nivel del mar y las embravecidas condiciones meteorológicas dejan rastro en diferentes zonas del territorio. Mientras algunos lugares como el delta del Ebro se ahogan por la irrupción del mar, otros como Extremadura se asfixian por la sequía.

El aumento del nivel del mar intimida a las zonas costeras. En el presente, comiendo terreno a las playas y a los deltas. En el futuro, amenazando con inundar las ciudades isleñas situadas a menor altitud.

Amenazado por el mar

Las lluvias torrenciales, que antes solo se presentaban una vez cada 10 años, alcanzan la Península de forma cada vez más habitual haciendo estragos en unos territorios que no están preparados para estos escenarios meteorológicos extremos. Paralelamente, el riesgo de desertificación avanza desde el Mediterráneo hacia el interior.

De seguir así, el 75% de la Península puede convertirse en un desierto antes de acabar el siglo XXI, así lo temen los expertos. Las olas de calor se ceban con las grandes ciudades. La aridez del terreno crea el escenario idóneo para unos incendios cada vez más frecuentes y voraces. Y las reservas de hielo se agotan.

ALERTAS DE LA FAO Y LA OMS / La comunidad científica lleva décadas alertando de la situación. Un reciente informe sobre el riesgo medioambiental al que se expone la cuenca del Mediterráneo destaca que esta zona concreta se encuentra entre las más vulnerables del planeta. De hecho, aquí el calentamiento global avanza hasta un 20% más rápidamente que la media. Este fenómeno de alcance global se materializa a pequeña escala poniendo en riesgo los recursos naturales de cada territorio.

Muchas especies de animales y vegetales han quedado expuestas al peligro de un ecosistema inestable y cambiante. Algunas migrarán hacia el norte en busca de frío. Otras, incapaces de adaptarse a los cambios, desaparecerán definitivamente. La supervivencia de los cultivos también se tambalea ante una biosfera cambiante. La Organización de las Naciones Unidas para la Alimentación y la Agricultura (FAO) advierte de que todos estos cambios sobre el medioambiente ponen en riesgo la seguridad alimentaria. Por su parte, la Organización Mundial de la Salud (OMS) recuerda que podrían favorecer el surgimiento de nuevas y peligrosas enfermedades.

España, por ejemplo, es cada vez más cálida, así que no se puede descartar que nuestro territorio se vea amenazado por dolencias tropicales.https://www.diariocordoba.com/noticias/temadia/crisis-climatica-abre-heridas-inquietantes-toda-espana-diario-cordoba_1356011.html

Magic Córdoba, the best tourism promotion

https://www.youtube.com/watch?v=2ifrQuhEjuw

Córdoba guide in English

https://www.youtube.com/watch?v=Q52ZiFnGvA0

PRESENTATION OF OUR CITY CÓRDOBA

https://youtu.be/FMD3jcUZVWs

IES ALHAKEN II : ENVIRONMENTAL EDUCATION PROGRAM

ALDEA : ENVIRONMENTAL EDUCATION PROGRAM FOR THE SCHOOL COMMUNITY.

MODALITY B: Environmental Education on Sustainability and global change.

A. TERRAL Project.

B. RECAPACICLA Project.

IES ALHAKEN II, CÓRDOBA. Code: 14700067

2019/2020 ACTION PLAN

COORDINATOR: Francisco Jiménez Rojas

1) Analysis of the environment: social demands and potential resources.

The IES Alhaken II is located in a privileged area of ​​the city next to an important green area, the park of the writer Elena Fortún. It has been located in an area with two clearly differentiated neighborhoods in its urban, demographic, etc: Ciudad Jardín, an older and more consolidated neighborhood, and another of relative and recent construction, Huerta de la Marquesa.

In their economic aspect, both neighborhoods have a good level of commercial activity. Almost 85% are wage earners and family income is high or very high (Poniente). More than 80% own their own home. Regarding the level of university studies, the high percentage in Huerta de la Marquesa stands out, as it is a newer neighborhood: more than double that of the entire Municipality. The economic and cultural factor of the family context clearly affects social aspects, but also educational ones. In particular, the social, economic and cultural status of families and the social composition of the Center have a clear impact on school achievement, which may even be more important than that attributed to the school curriculum or to the resources available.

Our students in general, like most young people of these ages, need to raise awareness of the importance of caring for nature, the value of biodiversity and natural resources, and the impact of human activities on the environment. Both students and families need to acquire behaviors of respect and care of their closest environment, sustainable consumption habits, etc. Therefore, we consider environmental education as a strategic line of work for the improvement of citizenship and the school, thus creating new routines, references, awareness and establishing healthy habits for us and our planet.

IES ALHAKEN II  has participated in the two previous courses and consecutively (2017-18 and 2018-19), so this course wants to continue with the projects that were started previously. In addition, the Aldea program will be carried out in coordination with the Erasmus+ Eco program ( Eco thinking for Eco living )to which the school is also attached.

2) Lines of intervention and thematic projects to be developed.

A) TERRAL PROJECT

1. Specific objectives for the 2019/20 school year.

a) Become aware of the socio-environmental problems of climate change.

b) Promote energy-saving attitudes and behaviors that respect the environment.

c) Carry out actions that imply an effective reduction of greenhouse gas (GHG) emissions into the atmosphere.

2. Contents:

The ALDEA project aims to carry out an analysis of the CO2 emissions of the educational center, carried out collectively by the educational community, with the aim of proposing environmental and behavioral improvements of the people who live there, aimed at an effective reduction of carbon dioxide emissions. To achieve this, he proposes two successive strategies: a didactic aimed at improving the level of awareness and knowledge of Climate Change, and another aimed at the effective reduction of CO2 emissions, in the educational center and its surroundings, assuming commitments to reduce them effectively.

The concrete proposal for reduction will focus on the areas where CO2 emissions into the atmosphere are most significant, such as the following:

 Electric and heating energy consumption of the gas boiler.

 Transportation of students and teachers to the Educational Center.

 Minimization of paper consumption.

In subsequent years, the accounting of emissions will allow us to verify the validity of the proposed measures, their review and the approach of new ones that allow us to assume new upcoming challenges.

Another element that must be considered is the communication of the results obtained, both to publicize the problem of climate change to others, and to highlight the importance of adding all the small achievements that we achieve, and thus, understand more easily the value of our actions.

3. Curriculum integration strategies.

To address such a cross-cutting issue as climate change in a Secondary Center, interdisciplinary work and collaboration between different curricular areas is mandatory. The following Departments will be involved:

-Biology and geology.

- Geography and History.

- Philosophy

-Physics and chemistry.

- French

-English.

- Spanish language and literature.

-Mathematics.

4. Training proposals for the development of the program.

- Workshops for teachers taught by the Educational Secretariats of the ALDEA PROGRAM (still to be specified).

5. Activities to perform. Schedule.

a) Presentation of the project to the Educational Community

It is of vital importance that all the components of the educational community know and raise awareness about the importance of adopting measures that reduce the center's CO2 emissions and collaborate in curbing climate change. Therefore, it will be necessary to have the complicity of the entire educational community to extend the adoption of the measures to the environment in which the center is located and to the students 'and teachers' own homes.

Creation of a monitoring commission. The coordinator will propose the creation of a group of people who will be responsible for following during the school year reducing emissions in the school; for this, it will have the educational team of the educational center that is involved in this project. The monitoring commission will be constituted by the interested faculty, and we will invite a representation of the students, members of the AMPA and administrative and services staff. We will meet at least three times during the school year. The operation of the Commission will be established at the first meeting and the method to find out the center's emissions from energy consumption, transport and paper will be put in place. The functions of this commission are:

- Present the objectives of the ALDEA Project.

- Carry out a distribution of tasks for the calculation of CO2 emissions.

- Carry out the calculation of CO2 emissions derived from electricity consumption, heating, paper and travel of educational staff.

- Define, once analyzed the proposals made by the students, the decalogue of commitments that the center will add.

- Make proposals to effectively achieve the reduction of CO2 emissions from the center.

b) Awareness activities and knowledge of the problem

- Survey of the educational community: previously, a survey will be carried out, if possible via Google Forms, about what they currently know and what they think about climate change. [2 trimester]

- Calculation of the Center's CO2 emissions: using the invoices provided by the Secretariat, the CO2 emissions derived from our electricity consumption, fuel consumption for heating, the use of the different means of transportation used by teachers will be calculated and the students to reach the center, as well as the emissions related to paper consumption. [2 and 3 quarter]

- Research on the Center's CO2 emissions: based on the results of the emission calculation, the behaviors regarding electricity expenditure, heating use, paper consumption and the way to or from the center will be studied, and will be proposed together with the students ways to reduce and minimize these consumptions. [2 and 3 quarter]

- Reduction proposals: Each class will make a proposal of classroom commitments. Among all, the development of a decalogue of good practices, linked to the reduction of CO2 emissions will be carried out. [3 quarter]

- Activities with students: sensitization talk, with the activities "Draw climate change", and "Domino effect". [2 and 3 quarter]

- Acorn: we know that forests act as CO2 sinks. With the sowing of different seeds of trees of the genus Quercus (holm oaks, cork oaks, etc.) it is intended to work the reduction measures (after calculating what we emit) and it is proposed to compensate these emissions (balance them) by planting of trees that absorb atmospheric CO2. [1 and 2 quarter]

6. Educational resources.

- Videos related to the subject.

- “Domino Effect” tabs, to work on the topic with the class.

- "Kit to combat climate change".

- Traveling exhibition on the greenhouse effect and global warming.

- Google Classroom.

- Blog of the school. https://blogiesalhakenerasmuseco.blogspot.com/

- Personal resources: the educational community.

- Paper, pens, cards, etc.

7. Techniques and instruments for communication and dissemination of planned actions.

- The dissemination to the educational community will take place in the cloisters, in the meetings of the monitoring commission and in the tutoring sessions.

- Students will give talks for all classes about the work being done.

- AMPA will have an important role in disseminating the project to the rest of the fathers of the center.

8. Monitoring and Evaluation.

Evaluation is a fundamental phase in the educational process for several reasons. On the one hand, it facilitates data collection of interventions carried out by teachers and, on the other hand, it serves to assess student learning. All this information facilitates feedback and improves the quality of interventions (and the project) in the future.

The evaluation of the Action Plan will be carried out by monitoring the activities carried out, the development of the project, analyzing each of its phases, looking at the difficulties and proposing improvements that allow achieving the proposed objectives more effectively.

An evaluation will be carried out at the end of each quarter, as well as a survey at the end of the course to assess how the project has worked and launch proposals for improvement for the next course.

LOGO ICELAND

LOGOS TURKEY

Logos LITHUANIA

THE EUROPEAN GREEN DEAL

COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLAMENT

The minutes from ECO-Thinking for ECO-Living in France

 

THE MINUTES… ECO-THINKING FOR ECO-LIVING /FRANCE

·         The first transnational meeting of the project ECO-L was held from

15-17 JANUARY 2020 in TOURCOING, FRANCE.

·         The participants:

-      Johanna INGVARSDOTTIR – Iceland- Project coordinator

-      Gudrun Soffia JONASDOTTIR- Iceland- Principal

-      Maria JONSDOTTIR- Iceland- Vice-Principal

-      Esra ATAY – Turkey- English Teacher

-      Aylin GORENASLAN – Turkey – English Teacher

-      Gitana KAUPIENE – Lithuania – English Teacher

-      Ana Maria MORAL – Spain – French Teacher

-      Virginie DELATTRE – France – International school coordinator

-      Mélodie GRAVE – France- English Teacher

-      Isabelle T’JAMPENS- France – German Teacher

-      Valérie CRESPIN – France – English Teacher

·         Getting to know each other.

·         Presentation of the project by Esra, updating activities and re-distribution of the project activities.

- A Facebook page to exchange ideas, publish results and organize a logo contest on the page + creation of instagram and twitter accounts- FRANCE

- An eTwinning Project on the same topic + blog to publish energy saving methods- SPAIN

       - A project website will be created + YouTube channel – LITHUANIA

- A brochure containing saving energy methods and renewable energy resources will be done in English by each partner for his own country and region and will send it to FRANCE. SPAIN will ask for an estimate to a graphic designer to have the price a digital version and printed version. ICELAND will support the

cost if we choose to do so. First, the brochure will be made in English. After that, each country will translate the brochure into their own language. Chapters will be prepared one by one during each exchange and between exchanges. Then the final design will be created after all mobilities are fulfilled. The brochure will use the topics of the exchanges:

Ø  1. Chapter: A general information about the project and partners/mention that the project was financed by EU

Ø  2. Chapter: Carbon footprint. What is carbon footprint? How to calculate it?

Ø  3.  Chapter: Climate change. The causes and results of climate change and our responsibilities to prevent it

Ø  4.  Chapter: Recycling for energy saving. The importance of recycling

Ø  5.  Chapter: Renewable energy sources

Ø  6.  Chapter: Recycling e-waste. Digital pollution and recycling e-waste

Ø  7. Chapter: How to save energy at home. How to prevent overconsumption and how to save energy at home.

·         Planning of mobilities.

Please note down, there will be a change in numbers of LTT (Learning Teaching Training activities) on Mobility Tool since Greece has left the group and first meeting added in FRANCE. The LTT activities should be numbered in Mobility Tool in the following way (C1-C6):

C1: FRANCE – 15-17 Jan 2020. LTT activities

C2: LITHUANIA – 9-12 March 2020

C3: ICELAND- 11-14 May 2020

C4: TURKEY – 12-15 October 2020

C5: SPAIN- 8-11 February 2021

C6: FRANCE – 19-22 April 2021

·         All partners have to fulfill MINIMUM 20 students’ and 10 teachers’ mobilities during the project’s time period. Partners may however bring more students/teachers to the mobilities, if they desire so.

·         Send the list of students and teachers + flight numbers, arrival and departure times for mobilities to Lithuania and Iceland by the end of January. (Include: full names, birthdates, emails, phone numbers, food requirements, medical conditions)

·         Logo contest: Create a group on e-twinning, post the different logos and make students vote for the LOGO of the project by Feb 5^th+ FB PAGE.

·         Before going to Lithuania, what do you need to prepare with your students? (Theme: Carbon Footprints)

-      The participants from each partner school will prepare presentations about:

Ø  Their countries/cultures

Ø  Their Regions/cities/towns

Ø  Their schools

-      The participants will do a research about carbon footprints and learn what it is and how to calculate it. They will calculate the carbon footprint of their region and let the others know during the exchange.

·         Before going to Iceland, what do you need to prepare with your students? (Theme: Climate change)

-      The participants from each partner school will prepare presentations about causes and results of climate change, about the main environmental problems in their own countries, including climate change and what is done so far to prevent it.

See you all in Lithuania!