 So hello everybody, welcome to this teach meet. It's the last live event for MOOC as you already know. I think we know each other well so far as we are learning together for four weeks now. So my name is Efis Arteidu and I'm the course coordinator of the addressing the global climate crisis in your classroom. Before we start, I would like to quickly explain what a teach meet is. So a teach meet is a great opportunity to learn from peers, to reflect on practices and tools and from your work environment and to serve your expertise. Speakers will discuss any subjects related to climate change, education and sustainability, whether it is an interesting tool, resource or a project, a helpful activity or a relevant practice method inside or experience. Speakers are going to have five minutes to present and I'm going to be the timer and the moderator of this discussion. If you have any questions, please feel free to share them in the chat box or if the question concerns a specific speaker, you can use the padlet and we will try to address them by the end of the teach meet. I'm going to put the link to the chat as well so you can open it in case you need it during the presentation. So that being said, as you understand, I'm not going to be alone in this event. I'm very glad to have today a great lineup of speakers who were willing to participate and share their practices and methods. I would like to inform you that 40 more people would like to participate as speakers, but as you understand, if we would allow all of you to present, we would need a full evening for that so we had to make a selection. However, I warmly invite you to share your inspiring ideas in that chat box if you hear something relevant from the speakers and that relevant links or resources to share your perspective. Do you hear me well? I see some comments in the chat. Okay, good. So without further ado, I would like to give the floor to the first speaker. Together with us will be Maria Marta Ismail, Julia Dayana, Crisula and Yorgos, Emma and Daniela. So the first speaker is Maria Vasilopoulou. Maria, if you could turn on your microphone and your camera and we can start. So Maria is coming from Greece. She is an English teacher in secondary education and she has been an active e-twinner since 2012. Her motto is, where there is a will, there is a way, and her favorite word is resilience. She tries daily to integrate these motos in her daily curriculum, so Maria, the stage is yours. Hello everyone. I'm really happy I'm here. Can you hear me? Just to make sure. Okay. Yes, we hear you. Great, great. So the whole MOOC has been a great inspiration to me. So I try to use things I learned and prepare a project that I would like to implement next year. My project will be an e-twinning one and it's entitled Think Green, Act Green will be for students of level B1, secondary students 14, 15 years old. Main points to consider it will be a mini project that will act as a starting point for a longer one whose aim will be to develop a sustainable development action plan. That is, we would like to create a school culture of sustainability in the near future. Collaborative tasks will be in all the projects and we would like to make students, active learners, participants. We would like to accomplish the learning goal set and of course engage other school subjects, apart from English, that is natural sciences and art. I see some comments that people can't hear me. I don't know. Can you hear me? Yes, we hear you. I don't know why some people cannot hear you. I can hear you perfectly. Maybe if you have a problem with the sound, the rest of the people, you should try to solve it from your own device. I continue because I have five minutes and I know that so I have to respect it. The learning objectives will be to enrich students' environmental knowledge, to raise awareness of the importance of reducing their ecological footprint and the need to change their habits in order to be more environmentally friendly because they are not. To develop emotional and social skills such as self esteem and character development. And to develop 21st century skills you want to know critical thinking, problem solving, decision making or communication. To promote sustainable development, active citizenship, feelings of engagement and civic interest, feelings of empowerment, ability to take action. And to help them live a life that supports sustainable practices and hopefully influence others to do the same. Hold their language skills of course and help them to teach them to learn how to learn. That's very, very important. So at first I will start with two videos to offer inspiration. Students will watch these two videos that I share on my screen and then they will discuss and they will think about the topic of climate crisis. Brain storming will be which words come to your mind when you think of climate change and answer garden tool. And then students will take a quiz. What do you know about climate change? They will do it and they will discuss the results of the quiz. Great surprise there. Causes and effects of climate change. Students will watch a video National Geographic that will take notes. At the same time, they will see climate change in pictures from the American Museum of National History in New York City. The resources have been borrowed from our MOOC. And climate literacy working groups. Students will answer a couple of questions like, for example, why does climate literacy matter? How has climate change through centuries? What human activities have a profound influence on climate change? So I'll work, I'll try to work a lot on climate change so as students to realize what actually it is. There will all of them working in national and international groups be shared with a COGUL, a MINEPAP. And then to make sure that they have learned things, what a better way than again. To check, consolidate and assess. I'm sorry. Okay. And now has come time for a very ecological footprint. At first I will introduce the Earth Opershoot Day and students will take, will calculate their ecological footprint. They compare and they will compare and comment on the results in relation to food, shelter, mobility, goods and services. And their footprints will be shared on a twin space, on twin boards and on their classroom eco wall. And they will also calculate their families ecological footprint. And I am sure the results will be really many. And the results will be surprising as well because I don't believe that they will have a light carbon footprint. They will discuss and the best thing, of course, the best stage will be to find solutions. So we go to the Earth Plan. We think we use, we use recycle and upcycle and more. More is to plant a small garden in their school with herbs or adopt, for example, a flower plant. A small flower pot in their classrooms. So we think what actually need to take to change the environmental habits. Recycle, they will talk about recycling and they will put possibly handmade recycle bins made from carports in their school. They will prepare posters with photos and useful tips. And they will vote for the posters they like best and then decorate their school. They will talk about reducing, reduce wasting electricity, water, paper and money on curlers shopping. Of course, this will be on different, possibly with groups and in different lessons. Here is just the idea and reuse. We will use art. Of course, the art teacher will help how teachers, how students can use materials to upsetly use materials to decorate their classroom. Okay. I'm trying to be fast. The Earth Hour Calendar. That was a very interesting thing. I found it in one of the resources shared on our MOOC. Students will be introduced to the Earth Hour and to the Earth Hour Calendar and then there will be a challenge. They will make their own calendar themselves, getting inspired from the ones shared and adding their own posts themselves. And they will share that with the school community. And the ones who will keep that will possibly have a chocolate or a small reward, a surprise reward. The lesson will finish with a digital eco-escape room. This will be the one challenge and the last one for them and to see what have the students learned. Do they feel more confident about their environmental awareness? Do they feel they can contribute as ambassadors in our attempt to create a school culture of sustainability, our next project? If yes, then mission accomplished. That's all. I think I am within my time, I think. Right? You were excellent, Maria. Thank you very much. Excellent timing, very useful. It's everything that you shared. I think it's quite relevant. I'm glad also to see that the MOOC also inspired you somehow to introduce some practices in your lesson. So that's great. Thank you. Thank you very much. Thank you. So I've just put the link in the chat again in case you have any questions for Maria. You can post them on the padlet and we will address them at the end. So Maria, please stay with us. Of course. We may come back at the end of the presentation. Great. Excellent. So now I'm going to move on to the next speaker. My next speaker is Marta. Marta is coming from space. She is a need-winning and FCL ambassador. She is a European project advisor for the Department of Education and she works as English teacher and Erasmus class coordinator. Marta, could you please turn on your microphone and your camera to see you and listen to you? Marta, we are waiting for you to connect. Yes, because I was logged out and now I'm logging in. Okay. Now, I think I've got everything now. Okay. Can you see me and hear me and everything? Okay. Excellent. Yeah. The stage is yours. Right. So I'm going to present an activity I did three times. In fact, once I did it with my twinning project and twice with my students at the high school. In fact, I'm working part-time in my high school and I work part-time for the Department of Education of Catalonia as a European programs advisor. Okay. So what was this session online? This first session is about, I mean, it's an online session, but you could also do it inside with your students. It can more or less last for one hour, one hour, 30 minutes, even longer if you want. It tries to be interactive. So the aim is to get students to talk. And I think it's suitable for students of 14, 18-year-old. That's what I was saying about it. It was done in two different situations, but all within the confinement period. It was in April, basically. And the objective is a part of, because it was in the English class, was to enhance their speaking, English-speaking skills. It was to compare the situation of the call-byte. But it's a 19 crisis in each partner country when we did it with our twinning partners. Also, how students could express how they felt at that very moment. And also to talk about how this crisis was affecting the climate change crisis. Here, I think that you will share the presentation. You have the link to the full presentation. You can want to use it with your students. So we talked about first, when we did it with the twinning partners, about comparing whether government measures in each country, the ones where they were stricter than others. Then we moved into a section in which students could express their feelings. And we used an interactive web tool called Entimeter. I'll show you then some screenshots. And so they could express how they felt and in which zone they were. I will show you later the picture. And then the last session was more about discussing about the relationship between COVID-19 and climate change. We took some experts from this article that was taken from Science Magazine. And we talked about air quality and climate change. Also about policies in the world and all countries in the world, what is going to happen about energy sources and also about individual actions. So this is about the first part when they talked about themselves. So basically the first activity was how they were feeling at that moment. And we got this nice work cloud with their feelings, how they felt, more optimistic, et cetera. And then the second part was the same which zone they were. The weather zone, the fear zone, the learning zone, and the growth zone. Especially with my students at high school that we did it on the 13th of April. We had been in confinement for one month and a half. I told them, just compare yourselves when you were at the beginning of confinement and now have you grown somehow? And we got these responses. You can see here. And then these are different questions that we asked them about all these topics about the air quality. Do you think now that you see the clear skies, blue skies, do you think the air quality has improved? Because everyone is confined, everyone is at home. Many industries are locked down, just less traffic, et cetera. About the work policies, they think that because now all the governments are focused on fighting this virus, that when everything goes more or less back to normal, will they still invest again in all these environmental policies or they will have to recover economies so there will be no money and no investment in climate change policies? Also about the energy because the price of oil has gone down quite a lot. So now is it profitable to invest in renewable energy sources? And also about individual actions. Being locked down meant that you could not go on demonstrations that you used to. And maybe because people are just fighting and there will be more activities that will help the environment because there will be more people teleworking, for example, and not just moving around with cars. And basically what's this? I think that you can make use of it in many situations, even if it's with people from other countries or with your own students. And I hope that it has been inspiring for you. That's it. Excellent. Excellent. Thank you, Marta. It was very useful. You were on time. I see also very nice comments. People liked your ideas and your projects. So thank you very much. Please stay with us as well so we can address any questions we might have. Excellent. Thank you very much. Thanks. So let's move on to the next feature. And the next feature is Ismail. Ismail, could you please connect your microphone and your camera? So Ismail is coming also from Spain. He's a bilingual biology and geology teacher at the IES Cervantes, Cervantes, something like that. Teacher trainer in ICP and scientist ambassador. Excuse me, Ismail, if I pronounce something incorrectly. So you have now the states to explain your background, your ideas and to serve with us everything you want to serve. We don't hear you Ismail. Let's wait a bit. Do you hear us Ismail? Maybe we have some delays, some technical problems here. I'm not sure. Please write to me on the chat Ismail. Yes, you will have access to the presentations. The recordings will be available in the platform by the end of the week. And the presentation will also be uploaded in the platforms. So no worries about that. So to not lose some viable time, I'm going to move to the next feature Ismail and we can try to connect a bit later if that's okay with you. So I'm going to the next feature. I'm going through the slides very quickly and I'm going to Julia. Julia, could you please connect, turn on your microphone and your camera please. And I'm going to present Julia very quickly. So Julia is a Spanish cleaning ambassador and the Rasmus Plus coordinator. And Julia, the stage is yours now. Thank you very much. Good afternoon everybody. Can you hear me okay? We hear you perfectly. Excellent. So following the actions of the students and their energy and interest in fighting climate change. This year, our school is what I'll give you with our Rasmus Plus partners from Italy and Greece, as well as other partners from Czech Republic, Stonia and Poland. We have started an e-tweening project called climate action agents of change. I am an e-tweening ambassador on Rasmus Plus coordinator MSP. So in our local community, one in which our pupils face so many obstacles that they must overcome in their everyday lives. These inspirational young people are increasingly more aware and committed to fighting climate change. So this project intended to take advantage of our pupils' enthusiasm towards climate change by raising awareness about the importance of caring for the environment and becoming more proactive in incorporating such measures into the school. So this has been a timely initiative as climate change is e-tweening for 2020. So the key aspect of this project is collaboration. It is only by working together, building trust and building relationships can we start to make this change? So to do this, this project has a number of interrelated objectives, developing problem solving and critical thinking skills by proposing solutions to environmental issues. There are citizenship competence as they are acting as responsible European citizens participating in civic life actions and global sustainability. And we have achieved these aims by organizing video conferences to encourage contact with the students. Live meetings have been a key aspect to facilitate the work of mixed teams. We have also run a very successful global competition in which many students took part. Students were able to show their creativity and demonstrate what the project meant to them through their artistic talent. And finally a major objective, an essential objective that underpins the entire project is the integration of the project as part of the curriculum. So this change can only happen with the commitment of the whole school community and the teaching of climate change across a range of subjects. So some of the activities that we have been able to carry out through the project have been organizing recycling activities such as creating a recycling corner, Christmas decorations and cars, visiting local waste management centers to understand the importance of waste reduction, and creating environmental groups of students who truly identify with climate change issues. Also making connections with other organizations within the local community is also crucial. Therefore, the project will expand local networks, linking schools, NGOs and other stakeholders. And of course, the key product of climate action agents of change has been our public twin speed. So the impact of the project has had in my school is clear. Our school has focused on pragmatic action with the allocation of more resources to the development of the school allotment. Recycling is of course a main focus and we have done this with the vocational training students specializing in mending and fixing clothing so pupils can reuse out of style or ripped or broken clothing. And staff continue to attend online training of climate change and their continued work towards the main aim of incorporating climate change education into the school curriculum. And the best example of course is this course. So although the school closure has interrupted our project, we will continue meeting as many milestones as possible next year. Hopefully through another Erasmus Plus project. I talked before about being pragmatic but also being virtual. It's another skill for this time. So we're also trying to be inventive and innovative in other ways and we have planned to integrate up inventor virtual reality in the curriculum. So to finish E-tweening is the key to our continued success with our pupils as we aim to integrate climate change education into the curriculum. And we aim to develop the pupils everyday skills and be more environmentally friendly. And we continue the shift towards the virtual with focusing on developing their digital skills. So thank you very much for your attention. Thank you Julia. Thank you for the nice presentation. It's excellent. You shared some nice ideas. Could you please remind us the age of your students? Yes, the age of our students is from 11 to 14 mainly. Excellent. Thank you. Please stay with us and have a look on the public in case you see any questions for you. I will indeed. Thank you. Let me go back to Ismail if he's available now. Ismail, can you confirm if you would like to present now? Can you try to turn on your microphone and your camera? Probably Ismail has some technical issues. So I'm going to move on to the next presenter and the next presenter comes from Croatia. So Diana, please turn on your microphone and your camera. Diana is an English teacher at the vocational school in Croatia. She's going to present herself and of course is going to present her inspiring ideas. Okay. Can you hear me? We hear you. Okay. Good afternoon everybody. Don't see you though. My name? Hello. We don't see you yet. You don't see me? Turn on your microphone, your camera. Okay. Here I am. Good afternoon everybody. My name is Diana Jeladic and I'm an English teacher at vocational school in Omish Croatia. Today I'm going to share with you one of my it winning project activities that can be easily carried out in online classroom. Sorry Diana, we still don't see you. If you want to keep your camera off, that's fine. But just for you to know that we don't see you. We can hear you perfectly but we don't see you. We don't see you. We don't see me. And now it's login. Yeah. Now it should be fine. Excellent. Can you see me? Okay. What about my presentation? Is my presentation here? Yes, it is. Okay. Yes. Now today I'm going to share with you one of my it winning project activities that can be easily carried out in online classroom. It deals creatively with the 17 sustainable development goals enhancing at the same time all of four C's collaboration communication critical thinking and creativity. This activity represents an active response to the climate crisis with the aim of getting students to think about goals and start living according to them. At the same time, it is an example of a campaign with the help of social networks. In this case, a Facebook group where you are also invited to participate and contribute by sharing your ideas. Move on. Learning learning goals of these activities are to harness the power of reading by creating a list of recommended books inspired by goals to contribute to their achievement. Then to promote the diversity of European languages to get familiar with the literature and art of partners countries to choose the top 17 books of European literature with a topic of 17 goals and to get familiar with European inspiring digital cultural heritage platform. So here you can see nine countries, European countries that are involved in this project. And the students from nine European countries are engaged on sustainable development goals through national literature, literatures and art. They are divided. There is no slide here. Yes. Is there something missing? Yes. No. No more slide. We see you moving the slides. Yes. I'm moving them. Yes. Now we see the recommendations for reading. Yeah. Probably you don't see because you're moving on to the next slide. I can handle the slides. Let me know where you want to stop. Okay. Shall I continue? Yes, please. So the students are divided into transnational groups. It should be here. Each dealing with two sustainable development goals. As it can be seen on the slide in the last group, there is an innovation goal 19, which shows a quick adaptation to the real life circumstances and COVID-19. The activity will be shown on the example of the first group that deals with topics of no poverty and zero hunger. These are the first two goals. After having done some research in their national literature, students share their results. And here is what we get at the end. Now you are supposed to see the recommendation, their recommendation for reading. We see that. Yes. Is that okay now? Yes, we see. You see. I can't see anything. Don't worry. Maybe there is a bit of technical issue from your side, but we see everything. Please continue. Okay. What do you see now? The recommendations for reading from nine European literatures on SDG. Okay. So you see the recommendations. Yes. Okay. These are recommendations. And can you see the wall from the gallery? Yes. Showing Turkish paintings on the topic of poverty and hunger? Yes, we do. Okay. And after that, you can see collaborative tools offered to students to accomplish this task. Yes. We see Canva, Twin Space, Bookreader. Yes. These are the collaborative tools that are offered to students. And you can see a book published in Book Creator, where students have collected their choices of literary work, shortly describing the plot in their mother tongue and English. And you can see the book cover. Of which was made by students from Bordeaux, graphic students from Bordeaux. Students also work collaboratively on the quiz in Google Forms to check their understanding of proposed literature. Power of Youth is our Facebook group, where you are all kindly invited to join and learn with us about sustainability through great literary examples and art exhibits. And on the last slide, I don't know if you can see book covers. Each group, each transnational group agreed upon the content of the book cover, and graphic students from the school, from Bordeaux, from France, they made these amazing book covers. And that was the end of my presentation. Thank you very much for listening. I'm sorry for this technical issue we had. Don't worry. Sometimes it can happen. We could see your presentation, so don't worry. Thank you for the interesting presentation. Please stay with us in case we have any questions for you by the end of the course. You're welcome. Thank you for this opportunity. Thank you again. Bye. Sorry, I see FE is gone. So I'm going... OK, FE is back. I was just going to take over and move on to the next presentation. OK. Yeah, sorry. I lost my connection. OK, do you listen to me now? Perfectly, yeah. OK. So let's move to the next set of presenters. We have Chrysulla Tanasiu and Georgie Fantis from Greece. They are both biologists. And they have some very inspiring ideas to share with us. They're going to focus on games as a means to teach climate change. So we are really very curious about what they have to present. Chrysulla and Georgie, you can connect yourselves now. Please turn on your microphones and your cameras so we are able to see you and listen to you. Hello. Can you hear me? Yes, we can hear you. Sorry, FE seems to be gone again. Chrysulla, we cannot see you though. You need to activate your camera from the top of your screen and then also click on the video you see. So there will be a button saying share screen. Yeah, there you go. OK. Now we can hear you. OK. Thank you very much. So hello everybody. We're really glad to have done this course, to have been in this course, and we are glad to be with you now. As FE said, we are both biology teachers and the games we are going to present are part of our project that addresses climate change to student teams that come to our Environmental Education Centre. So this means that we have tried these games with hundreds of students between 10 and 18 years old and teachers as well. Let's see. That's our presentation. Sorry for not starting it. So, here are some reasons why we try to use games to teach climate change. Games encourage active learning and active engagement in dialogues. Talking about these things. Allow you to simplify complex systems such as climate change. They allow players to take decisions and receive feedback on the results of those decisions. There are a lot of opportunities for reflection, discovery, exploration and challenge. And of course they are fun. I think this is a serious incentive if you consider that emotions matter in learning. They are easy to apply and we believe that they can really be an unforgettable learning experience. So, let us present two of these games in brief hoping that you try them with your students. The first game we are going to present is the climate change, the greenhouse effect. The greenhouse effect is a game aimed to help pupils understand how does the greenhouse effect work. It affects the effect with causes that create it and with actions that can help to reduce it. As you see in the first picture, the child in the middle represents the earth. The circle around the earth represents the atmosphere where the children that represent carbon dioxide molecules are placed and there are also sun rays that are represented by the rest children placed in the bigger circle. The number of sun rays remains stable throughout the game while the number of CO2 increases as the game proceeds. During the game, the sun rays enter the atmosphere unhindered, warm up the earth, but when they try to exit the atmosphere, some of them are trapped by carbon dioxide and some escape and return to space. The first round of the game explains the natural greenhouse effect with only some sun rays trapped by the few carbon dioxide found in the atmosphere. As humans use small portion of shoes to fulfill their needs and wishes, more CO2 enters the atmosphere and trap more heat in it. Each time such an increase of heat happens, the students place a coat on top of the tile that represents the earth. The play is accompanied by a simple story that describes milestones of energy use as well as increase of population and consumerism in the human kind history. So this is a simple equation that works well and helps pupils to understand the effect, both the natural and the man-made greenhouse effect. A teacher can play it once, even before teaching the subject and can repeat it again later. For example, when the pupils are aware and can propose actions to reduce the effect, we strongly suggest that. In this case, students can lift a coat from the earth each time they propose a way where it can reduce the effect. So the earth, in the end, gets rid of all the excess heat. George. So now, hello everybody, I'm going to present the next game. The second game is called Sinking Islands and it's a simulation of sea level rise at an island. In this game, you divide pupils in small groups of four or five persons and a piece of paper or cloth represents the island that becomes smaller and smaller due to sea level rise at the time passes by. To show this in every round, you fold the paper and it becomes smaller, and the challenge is all the islands in habitants to find a way to remain standing on the available land. The teams that manage to do that after you play the game for some rounds win. So as you can imagine, it's great fun for children to find a way to keep on their small piece of paper or cloth. And you always ask them how the game was for them. Is it difficult, funny or whatever? How did they feel while playing? How did they feel when they were not able to stand on their island anymore? And what would that mean for them in real life? What strategies did they use to manage to stay on their island? It is a great opportunity to say or ask them to find out if this happens for real somewhere on Earth. And if no matter how far we live from this phase we contribute in some ways to this result. And in this way, it is an opportunity to address issues such as environmental justice, climate refugees or to draw attention to values like compassion to other people or organisms and so on. This fact gives us the chance to point out the importance of having this kind of reflection after each game. That is the part that gives the game its added value for education and it's not only a game to have a pleasant time playing it. So that is how games gives us the opportunity to create simulations of real life to take decisions and face these under safe conditions to have fun to learn to feel. We can have access to detailed descriptions of these and some more games in the links we posted in the chat and you can see in this slide. Thank you very much. Hope that it has been useful for you. Goodbye. Thank you both. It was definitely useful because we have seen a more active approach to climate change and we see also how it can be connected also with different subjects, physical education for instance and who doesn't like a more playful approach to learning anyway. So thank you very much both. Please also check out the Paglet for more questions or in case people want to receive the links now. Thank you. Excellent. So after Hrisula we are going to keep ourselves in this playful atmosphere and we are going to Emma. Emma is a former teacher of Latin history art and geography in English since 1998. She is specialized in CLIL and she teach in Cambridge International High School in Italy. She is a training and author of digital content and freelance researcher and she is going to present a gamified approach to climate change with Minecraft. Emma we can't wait to hear you. The stage is yours. Thank you, Hefti. My family name is Double Edee but anyway it's okay. It's the same. I'm about it. Hi to everybody. Yes, this is my approach. It's a creative approach. I'm happy to be after George and Hrisula because gamabated learning is the same approach that I use for this presentation for the project I made with my students. My students are 14, 15 years old and they work in a high school in Italy as a just school. I hope and I think that most of you already know what is game-based learning. It's a very creative approach to learning in a very collaborative way because students can cooperate together and learn the topics using the games. Digital games or also physical games as the ones my colleagues described in the presentation, the previous presentation. In my case, we work on digital competence and skill and coding skills because we use the Minecraft. Minecraft doesn't need a big introduction because it's very famous. I have two children and I can imagine most of the teachers here in this teach meeting that had children as well know what I'm talking about. It's a very popular, super famous video game that was created by a Swedish computer expert and now it belongs to Microsoft. It's not an open source, you have to pay for it but during the COVID-19 emergency it was for free and so no need to pay the license for the students. Anyway, you have not run the license for two dollars for one year so maybe you can have the Microsoft package for free. Anyway, I use the educational edition because you have two versions of Minecraft. It is a commercial version to play. The beautiful of this game is a sandbox game. You just have to create and destroy all the words you want. It's something very similar to Lego. There are blocks and there are endless words you can create. If you want to have a look you can go to this website where you can find the educational edition. The inspiration for this project was given by the European Commission portal named the Network Basics Solutions for Smart City after we give you the link in the chat is a portal of the European Commission where you can find all the suggestions for an eco and smart development of the city towards a sustainable life. So we concentrated with my students on Goal 11 from the University agenda and the goal is sustainable cities and communities. During the lockdown and isolation due to the emergency of the coronavirus, we could go home projecting on Minecraft because the aim of our project on Minecraft was to create a smart city. We collected a lot of examples of the good practices of landscape urban landscapes that use eco-sustainable way to develop for example green transport ways and a lot. For example, health cities in Finland, for Europe, but many cities also in the USA. So we collected a lot of materials and we moved on Amachi. Amachi is an open free virtual private network VPN in which you can set up in two minutes a very secure remote access to network with other people. So all the students were able to work in distance learning to build together the smart city of the future. We also used other tools that maybe you already know, for example Edmodo classroom to collect ideas the padlets. I think that most of you are familiar with those tools to connect distance learning both teaching or remote. In Italy we are still locked down and will be till the end of the school in June. These are the products, the final products we are still working on but for the next 10 days we will be finished. The students were divided in groups so it's very excellent for team working and for life skills, for skills, for example the ability to work in groups because every group has a different item to build in the virtual world of Minecraft. Some built the school of the future with a lot of virtual objects, blackboard everywhere and very physical desks the fantasy of students is really hand-less. If you let the students to create, there is no limit to their fantasy, to their imagination and Minecraft is a wonderful tool to feed their imagination. It's very nice to have this monument on the global warming one student had a very great idea he built an amtartica igloo that is melting down because of the global warming and inside this igloo in this monument in Minecraft there is a poor amtartica beer and also the fountain, also the aeolic for wind energy for example in house with solar energy panels, the students studied a lot to build all the parts of this city because you have to solve a lot of problems how to cope with a sustainable energy supply for the world city and it was a very great study and great effort from everybody to complete this city and it's really really wonderful you have to have, you can enter if possible to handle this city if you don't have Minecraft but anyway I wish very soon a video that collects a vision of this city that is almost going to be finished thank you so much, I hope I was short and I was quick enough yes, you were perfectly in time, Emma thank you very much for sharing your ideas and with Minecraft you also develop your computational thinking right, coding, that's another digital for code with Minecraft you can also practice your coding skills and also make a sort of matching of the highest caps in Antarctica you can create everything you want and also moving everything you want, you can create biomass, you can explore really it's something endless, if you start to enter in this world you can't go away anymore because there is so much to explore, I can assure you indeed, the possibilities are endless, thank you very much Emma thank you ok, let's move on to the next feature so then before Ismail we have Dani Jerala from Croatia you can connect now if you want the last presenter, not the last one before the last presenter comes from Croatia and is a physics and technology teacher in a middle school, with her presentation she puts on STEM and invites us to find a STEM solution for pollution so we can hear you now hi, so hello everybody it's going to be really hard after all these beautiful presentations but I'm going to do my best to show you what we have been doing so today I'm going to show you the activities from a little larger project that had four types of activities one connected to climate change have been done in a pollution find a STEM solution project it was a two year cross-curricular project that was an E-tweening and Erasmus project so you can hear the website of the project and an E-tweening website also I will tell you why later because you can download some stuff from it and it was a really interesting project the European Commission found it very interesting so they gave us two honours success story and sorry, something with the sound can you hear me okay? yes, we hear you so I'm going to move on so in this project the idea was besides renewable energies and cultural activities we wanted to measure pollution so we first we wanted to measure light sound and air pollution and the students they were 11 to 15 year olds they investigated what is the light pollution what is sound pollution, what is air pollution then they came up with ideas how can we measure them in school and our environment the students we only gave them like mentoring it was a project based on learning so they used LEGO EVA 3D Mindstorms robot to program it with sensors to measure light, to measure sound decibels and lux and for air pollution we created a little device with a sensor and measured walk gases walk gases are volatile organic gases that can be found in everyday products so students measured for example cleaning agents, they measured like hairspray nail polish and other everyday agents that they are using and they categorized these agents to see which of them have a larger volatile gases inside them so after they measured all of it they have been analyzing the measurements using scientific methods so they have analyzed their results calculated the errors and presented all of their findings so aside from measuring these so they did everything from investigation to data collecting and to analyzing the measurements and in the end presenting them so the results of these activities in the end you can find them on my website that I have shared with you are five future classroom scenarios in eight languages that you can download and use them and inside these intellectual outputs you have worksheets, video tutorials how to assemble these devices you have programs for the EV3 and tutorials how to collect them so you can do these activities in your own schools and repeat them so in the end after we have done everything the students have found that of course some of the decibel noises are very high inside schools for example they have measured in the classroom they have measured during the big breaks inside our school and found them very very high so in a way you will see later they had awareness campaigns that students should be a little bit quieter because it's very harmful for their ears some of the schools because we have five partners some of the schools have found their bells to be really really loud so they have written a letter to the principal asking them to please change the bell to something more joyful for the years and also this project was so interesting that we have made some national e-tweeting projects where in creation as you can see on this map like 100 schools have joined and measured the sound only sound pollution inside their schools but this time we didn't use an EV3 robot because it's expensive and not all schools have them so we used Arduino as you can see here and we have created a little sound measuring device from Arduino that can also be the tutorials can be downloaded on e-tweeting if you want to use them for your school so it was a really really eye opening project that in the end the students were so so happy with the outcomes with everything we have done and that they have used it to change their local community so from changing the bell they have also tried cleaning the classrooms because we have measured cleaning agents for walk gases they have asked the cleaning ladies to clean with the echo cleaning agents so ecological agents and found that the walk gases were really really lower so in a way they have shown that by using ecological agents it's more safer for the kids to be inside the classroom okay sorry I have to quick because my time is running out so apart from this project we made some awareness campaigns inside our school and connected everything these pollutants to climate changes so the students have spoke out to other students the school the parents local community and told them about our findings and also as you can see here are little comics and posters younger students that are not involved in this project have made comics have made posters to show their school and local community that the importance of renewable energy is the importance of using echo cleaning agents and being a little bit quieter because it's not good for the eyes for the ears and they have also measured like sound pollutants inside our city for example near the airport or near very big traffic jams to show that it's very loud there and it's not it's over the limit of hearing pain sorry hearing pain so all this has led us to the new project that we are going to be doing from the September so if any of you want to join you are free to join us on e-tweeting so it's going to be called climate action now it's going to be e-tweeting and Erasmus project because we applied for funding but nevertheless we are going to do it so this project will be about finding pollutants that are causing climate change inside our area so we have for example Portuguese Azores island so it's like an ocean island so Tenerife from Spain that it's very warm climate so we have Poland like continental Croatia that's Mediterranean France the Alps they are going to do like how CO2 is causing ice caps to melt and we have Finland country with very cold weather that's going to do a pollutant about social sustainability and how our consuming a lot of different plastics and stuff is causing climate change and for example we are going to be doing microplastic so we are going to be measuring again like I'm a physics teacher so it's my thing so we are going to measure microplastic in everyday beauty products for example some of these people some of the students are using like cosmetic creams that contain little parts of microplastic that are that in the end get kept on their faces so we are going to be measuring it to see how much plastic is around us that we are not even aware of so this is the idea for my project so I'm going to I have a lot more to say but my time is up so if anybody is interested please let me know so I'm going to thank you so much for your attention these are my contacts here and hope you enjoy this little brief presentation of my projects thank you very much could you please also share your website on the chat because some people are very interested in the project so if you have a link to share please okay no problem okay we are running a bit late apologies for that I'm going to go back to Ismail Ismail is your last opportunity to connect and present your slides so please turn on your microphone and your camera now and I'm going to move back to your slides okay this is one of the posters that my students are just producing in my high school during the last three years we have been participating in one project that is called Sustainable Schools and we just do a lot of activities regarding different topics recycling and energy regarding recycling we did one campaign to collect and recycle mobile phones I'm sure that you know the JN Goodall organization they have this campaign that in spain is mobilized for the jungle every year we just collect around 100 mobile phones and we send them to this organization and they try to recycle them I'm sure that you know what happened with Coltan inside our mobile phones can you please go to the next slide these are some of the posters that these kids just do in our high school they use digital tools to prepare the posters we always use open source applications they did this in the technology subject in the technology class with tools like GIMP or Inkscape and this is where we just publish the poster in different buildings of the school to motivate the people to collect to share their old mobile phones we always send them what happened with what they have inside the mobile phone next please this is our high school and in this slide I have a link to our project but maybe later you can see this is a video that we did during this project the video was made by our students with another open source application it's called KeyDN Life and there's another one of these open shots and we always publish our digital productions in one server that we have in Madrid that is called Educa Madrid next please the last activity that we are just doing now and the most ambitious one is we want to become self-sufficient regarding the use of energy nowadays we only we use electricity for lighting for the classes and the buildings that this electricity comes from non-renewable sources of energy and to heat our buildings we use gas oil and we want to change and we want to move to be completely self-sufficient with solar panels and photovoltaic energy and our students already did one audit of what we just spent in electricity and in oil and we are planning to move to heating our school with electricity and lighting our classes with solar panels and we already prepared the project this drawing was made for one student this is one of the buildings that we want to cover with solar panels next please and they also did using digital tools in this case using CAD applications they just model a 3D building and we publish the model what they did with TinkerCAD and we publish it in our media library in this slide you can link to the model and see how it works after that some of the kids just print with a 3D printer the model and we have one in the school and this is more than what we want to do now we are adjusting in a moment that we need to collect money to do the installations and we are just preparing a crowdfunding project to get the money because the administrations do not allow to do it they don't give us the financial money that we need and I think that if we in all the schools in Europe we just use solar panels to reduce the impact that we have over our planet thank you very much for your and sorry for the inconvenience at the end I was just very nervous trying to fix everything thank you very much indeed your suggestion is a good one yes solar panels can contribute a lot in the fight against the climate change that is my no worries the technical issues sometimes raised during presentations and that's that's fine thank you very much so let me go back because I think we have concluded I hope I haven't left out any presenter and that all of you have presented no yeah right yes okay so one moment so we have sometimes conversations planned normally but I think we are running a bit late and I wouldn't like to take more of your valuable time please don't move the slides I don't know who's moving the slides so you can post your questions in the and the speakers will make sure to address them at the end of this teach me so before we leave and say goodbye I would like to update you on the timeline for our course we're in the last mile as you know we're in the last module of the course and we are in the period of peer assessment if you want to complete this course successfully and if you have not done it already you have to develop and submit and submit your project plan once you do that you will be automatically assigned to provide feedback to the project plans of three other peers and you will receive three reviews for your own work the deadline for that is 3rd of June and after that day a blackout period will follow during which the course will not be accessible and it will allow us to check the reports that have been made during this activity the certificates are going to be awarded on the 11th of June finally I would like to personally thank all the speakers that joined the event today and made it happen I would like to thank all of you one more than 150 people that joined and decided to spend their afternoon with us and also for participating actively in the course and I want me also invite you to meet again in September when we are launching the next teacher academy MOOC on project-based learning to enhance key competencies until then enjoy the very well-deserved summer break that is coming soon each one of you have done an excellent job trying to reach and teach your students during the COVID-19 crisis keep developing yourselves and stay curious for learning have a nice evening and thank you all