Issue 1 our common future

The reason this topic
was chosen is because
tackling climate change
and environmental
challenges is a task of
the utmost importance
to our generation.
Year after year, the at-
mosphere warms up
and the climate chang-
es.
"The environmental footprint before and after the
coronavirus crisis. From school and
local communities to the European
Green Deal (EU Green Deal) »
Magazine - 1st Lyceum Of Ierapetra
“Our Common Future”
Issue 1
Simulation of the
European Parliament
2—3
Climate Change- - Example
of two Villages/cities
4 – 5
Together we can Fight 6
Clean and Renewable Energy
in the European Green Deal
7
Upcycled Clothes 8
Fast fashion 9
Planting & Gardening 10 - 11
Green Jobs 12
Sustainable Mobility 13
Presentation of “Our Common
Future”
14 - 15
Logo Contest 16
Poster Contest 17
Calendar 18-21
Contents
Simulation of the European Parliament
Of the planet's eight million species, one
million are endangered. Forests and
oceans are being polluted and destroyed.
The Europe Green Agreement is our
roadmap for turning climate and environ-
mental challenges into opportunities in
all policy areas and achieving a fair and
inclusive transition.

Europa Simulation – Training Europeans Enhancing Solidarity,
EUropa.S. T.E.EN.S.
particularly concerned about
the role of the Media but al-
so the role of Education so
that all EU citizens, starting
from the school context, can
enhance their knowledge of
environmental issues and
end up strengthening their
individual responsibility.
Apart from the role of the
EU in informing the citizens,
the need for the implemen-
tation of experiential educa-
tional programs emerged, as
well as the importance of
highlighting the personal re-
sponsibility that will result
from the family circle. In ad-
dition, during the meetings,
the new "MEPs" consulted
on the correlation between
the pandemic and the impact
of our new way of life and
the burden on the environ-
ment. Among the issues
which widely discussed were
the need to reduce the use of
plastics and the production
of plastic products, the
search for alternative modes
of transport and the empha-
sis to be given holistically at
European level in the field of
transport.
During the action, the
participating students
raised issues of need
for adequate infor-
mation, information
and journalistic con-
tent related to envi-
ronmental issues and
climate change issues
which will enhance
awareness of the
state of emergency in
the environment by
strengthening thus
the need for reflection
on issues covered by
the Green Agreement.
The students were
Participants
Students:
Niki Aggelaki,
Nikos Dasenakis
Christos Liapakis
Klantio Gongo
Page 2

Students issued a Final Decision
text proposing to the European
Institutions as well as the na-
tional
governments of the Member
States the addition of specific
courses, and experiential ac-
tions on the environment and
climate change, at all levels of
education.
Finally, proposed shift to the
production of environmentally
friendly products, with a gradu-
al reduction of the use of plastic
and the ultimate goal of its abo-
lition, while emphasizing the
need for widespread use of re-
newable energy sources lead to
a reduction in carbon dioxide
emissions, thus reducing the
burden on the atmosphere,
thus achieving the objectives of
the Green Agreement.
I would focus on making the schools and
universities eco-friendly so that our gen-
eration would become used to live with
the minimum waste and then trough life
we would automatically implement that
on our environment of work, in our
house and influence older generations
to. Such as there is a lot of people that
ignore this basic rule, something that
could really help is the schools or even
the students encouraging to form
groups.
If you built a young European Green Deal against cli-
mate change, what would you focus on?
For start something really basic
that doesn't always happen is
separate the garbage that we
do on our daily routine, this is
the base not throwing garbage
on the floor.
Such as there is a lot of people that ig-
nore this basic rule, something that could
really help is the schools or even the stu-
dents encouraging to form groups of
people to make actions like collecting
trash from beachs, city centers or other
places that are usually more polluted.

In one the construction is done in squares for heating and traffic using
coal (oil, coal, gasoline, etc.) with the consequence of worsening the
Greenhouse Effect. This is illustrated with a glass dome and a mounted
thermometer that confirms global warming.
Page 4
The second is designed for you regular pentagon and each district for you
smaller pentagon. This ensures better lighting, ventilation, car traffic, an-
cillary and green spaces. In addition, the use of Renewable Energy
Sources, solar (photovoltaic) and wind (wind turbines) reduces climate
change and improves living conditions.
Climate change-
example with
two villages -
cities!
CLIMATE CHANGE

New, greening and
restructuring/
retraining case stud-
ies show that integra-
tion of sustainable
development and en-
vironmental issues
into existing qualifica-
tions is much more
effective than cre-
ating new training
standards.
Page 5
Human activities enhance the
phenomenon and do not cause it.
Factors that amplify the phenom-
enon are forest fires, exhaust
fumes from vehicles and indus-
tries, and the reckless burning of
oil and coal in industrialized
countries, which accumulate
mainly carbon dioxide in the at-
mosphere, resulting in an in-
crease in the earth's surface tem-
perature.
Greenhouse effect is called the
natural atmospheric process
thanks to which suitable condi-
tions are formed that make our
planet hospitable for life. To be
precise, the greenhouse effect and
the atmospheric gases that deter-
mine it, maintain the temperature
of our planet at tolerable levels for
the survival and development of
man, as well as of living beings in
general. Under normal conditions
the average temperature of the
Earth is around 15 degrees Celsius,
while without the greenhouse
effect it would be more than 30
degrees lower.
The creation of a village by our students where all human ac-
tivities come from energy produced by the burning of coal
presents a first assessment of the importance and severity of
the phenomenon under consideration . The glass dome re-
sembles the congested atmosphere with greenhouse gases
that trap more heat and lead to an increase in temperature as confirmed by recording
the temperatures that develop inside. This is how this phenomenon is felt with its vari-
ous catastrophic consequences.

Clean and Renewable Energy in the European
Green Deal
• Promote EU energy
standards and technolo-
gies at global level
• Develop the full po-
tential of Europe’s off-
shore wind energy
The highest emissions in
the EU member coun-
tries can be found in the
energy used in buildings
(primarily for heating),
were energy consump-
tions stands for approxi-
mately 40 percent and
transport for 25 percent.
The source of the ener-
gy utilized is also foul in
the terms of greenhouse
gas emissions, as the
production and use of
energy accounts for
more than 75% within
the EU countries..
The energy section of
the EU Green Deal un-
derlines the need to de-
carbonise the energy
systems to reach cli-
mate objectives. It also
lists the following ac-
tions as the key princi-
ples needed to achieve
such an agenda:
Interconnect energy
systems and better link/
integrate renewable en-
ergy sources to the grid
• Promote innovative
technologies and mod-
ern infrastructure
• Boost energy effi-
ciency and eco-design
of products
• Decarbonise the gas
sector and promote
smart integration
across sectors
• Empower consum-
ers and help Member
States tackle energy
poverty
Page 7

Last year, as part of our subject, we started studying about Fast Fashion. During our research we
realized how harmful fast fashion is to the environment. Do you know that it is the second most
polluting industry? We didn’t. The facts that we found out were really alarming. We also real-
ized the secret cost that nature “pays” for fast fashion. For example, have you realized that in or-
der to make just one pair of jeans 7,500 litres of water are needed? So, our students decided to do
something about it. What was that? Among other things we started collecting clothes that the stu-
dents of our school didn’t wear anymore. Then we created an “upcycling workshop”. We turned
the clothes into other clothes. For example, a skirt was turned into a cape.
Our goal was to organize a fashion show with our upcycled clothes but because of the corona vi-
rus, we couldn’t. Our students were very disappointed but we figured it out. We put the clothes
in display at school and we also did a photo shoot with models-students wearing the clothes that
we had made.
You can see the outcome!!!!!!
Page 8
Upcycled Clothes
Paricipating students:
Ioanna Papadaki
Melina Kontogianni

Environmental impact
The fashion industry produces 10% of all humani-
ty's carbon emissions, is the second-largest consum-
er of the world's water supply, and pollutes the
oceans with microplastics The fast fashion industry
is responsible for producing 20% of global
wastewater.
“Eighty billion pieces of clothing are consumed globally every year.”
Nearly three-fifths or 60% of all clothing produced ends up in incinerators or landfills
within a year of being made.
“Nearly 70 million barrels of oil are used each year to make the world’s polyester fiber,
which is now the most commonly used fiber in our clothing. But it takes more than
200 years to decompose.
“On current trend, the number of plastic
microfibres entering the ocean between
2015 and 2050 could accumulate to an ex-
cess of 22 million tonnes – about two-thirds
of the plastic-based fibres currently used to
produce garments annually”.
is a contemporary term used by fashion retailers for designs
that move from catwalk quickly to capture current fashion
trends.
Fast fashion clothing collections are based on the most recent
fashion trends presented at Fashion Week .This causes the con-
sumer to constantly feel like they need more. They do this by
keeping production costs low and advertising budgets large Fast
fashion clothing collections are based on the most recent fash-
ion trends presented at Fashion Week .This causes the consum-
er to constantly feel like they need more. They do this by keep-
ing production costs low and advertising budgets large Fast
fashion brands are not necessarily creating pieces to last a long
time, with over 60 percent of the fabric used being synthetics.

School gardens are a wonderful
way to use the schoolyard as a
classroom, reconnect students
with the natural world and the
true source of their food, and
teach them valuable gardening
and agriculture concepts and
skills that integrate with several
subjects, , as well as several ed-
ucational goals, including per-
sonal and social responsibility.
Page 10
Planting will drastically
improve the aesthetic
appearance of the
grounds making school
more inviting to stu-
dents, parents, faculty,
and the surrounding
community; provide
shade to cool down hot
recreation spaces and
create outdoor class-
room space that can be
used as a teaching tool.
Students serve as the primary
planters which allows them to
take ownership of the project and
responsibility for the plants and
trees.
The students also participate in
pre-planting activities that con-
nects them to the benefits of
trees and plants.
Planting in
our School
Planting & Gardening

Life skills through tree planting and gardening. Students learned responsibility by car-
ing for the plants, learned how to communicate and compromise with each other,
gained leadership skills, and developed self confidence. They also developed skills of
observation as they watched interactions among plants, animals, soil, and weather.

Green Jobs: Good for You, for the Environment and for the
Economy
Green job creation has
enormous potential and is
crucial to ensuring smart,
sustainable and inclusive
growth. The case for gov-
ernment support to drive
this forward is clear – in-
dustry cannot do it alone.
Europe’s policy-makers
need to ensure that their
support for skills and train-
ing matches the focus and
ambition of their strategies
for promoting investment
in green innovation and in-
frastructure.
Page 12
This European synthesis re-
port on skills for green jobs
brings together the findings
from country reports cover-
ing Denmark, Germany, Es-
tonia, Spain, France and the
UK.
In the future, almost every
job will be a green job; thus,
understanding the environ-
mental impact of an occupa-
tion needs to be main-
streamed into education and
training systems.
https://www.cedefop.europa.eu/en/
publications-and-resources/
publications/3057
New, greening and re-
structuring/retraining
case studies show that
integration of sustain-
able development and
environmental issues
into existing qualifica-
tions is much more
effective than creating
new training stand-
ards.

One of the greatest
environmental chal-
lenges we face today
lies in mobility. People
need a seemingly infi-
nite network of vehi-
cles and transporta-
tion systems to up-
hold societies and
economies. Cars. Bus-
ses. Trains. Trucks.
And other modes of
transport each leaving
their indelible mark
on the environment.
Sustainable urban mobility re-
quires a mind shift: where
transport in private cars and truck-
ing give way to different modes of
public transport. Like bicycle and
pedestrian lanes, electric vehicles,
car sharing and rail freight.
More and more cities around the
world are rising to the challenge.
Creating solutions that ensure the
vital flow of people, goods and ser-
vices. While mitigating climate
change and creating climate-safe
cities
Sustainable
mobility
Around one-quarter of global
CO2 emissions come from the trans-
portation of people and goods. Cre-
ating sustainable transportation so-
lutionstoday but also a great oppor-
tunity for the low-carbon develop-
ment of cities is one of the greatest
challenges facing cities

There is no other world.’ Similarly, our motto is ‘It is our COMMON problem of our
COMMON world threatening OUR COMMON FUTURE ’It is time to take action and
responsibility locally and globally.“The Greatest threat to our planet is the belief that
someone else will save it”(R.Swan).As teachers, this is our responsibility to raise
awareness on pupils to achieve the common good.From this view, the concept of sus-
tainability in this project is considered as a philosophy of life,teaching pupils to see
themselves as an integral part of the ecosystem, to reduce consumerism,to live life
simpler and in harmony with nature, to gain EU citizenship values and create a sense
of universal responsibility.
We aim to merge the principles and practices of sustainable development into all as-
pects of education and learning,and support the behavioural changes within the
scope of active learning process-in the frame of ‘HANDS-ON activities.’ As a result of
Innovative learning and constructive approach, the individual has the opportunity to
learn by doing and living.We aim to contribute to the achievement of the UN 2030
agenda-SDG, which will also carry us to EU Green Deal Strategy for 2050 as much as
one can.We want to ensure a better and more sustainable future for all.
The project will be implemented by five schools from Turkey, Greece, Hungary, Roma-
nia, and France with 5 LTTA(short term exchange of pupils) and local activities.Also, e
-twinning will be the virtual field of the project. For the 5 LTTA,we plan to involve to-
tally 91 pupils(considering gender equality)and 40 accompanying teachers from all
sending schools. As for the local activities, we will include the other school staff, pu-
pils, parents and local authorities.
“OUR COMMON FUTURE”

Through this project, we will address the concept of ‘Sustainable
Environment’ under the titles of
Good Agricultural Practices (LTTA 1)
Correct Chemical Use (LTTA 2)
Renewable Energy;Energy Efficiency and Saving (LTTA 3)
3R’s:Recycling, Reducing and Reusing (LTTA 4)
Ecological Literacy-Water Literacy and Carbon and Water Foot-
print (LTTA 5)
Local activities:
*Organizing seminars, arranging field trips on project subject
*Calculating ecological footprint of each school
*Having ‘0 waste’action-SWS Sort Waste at Source
*Organizing a collecting campaign for paper,plastic,glass and waste battery at schools
*Publishing the paperless school newspaper
*Designing products by using recycled materials
*Creating works of art using the plant pressing technique
*Learning composting technique and planting using it
*Organizing 'Environment week' (5th-11th June) activities and second-hand books
swapping fair.
ID:2020-1-TR01-KA229-093640
SCHOOLS
1.TURKEY - SEHIT VELIT BEKDAS ANADOLU LISESI (Coordinator)
2.FRANCE- Association Ogec Notre-Dame de Kerbertrand
3.GREECE - 1st Lyceum of Ierapetra
4.HUNGARY- Kaposvari SZC Drava Volgye Gimnaziuma, Szakgimnaziuma es Kol-
legiuma
5.ROMANIA- SCOALA GIMNAZIALA MARIA ROSETTI
“OUR COMMON FUTURE”

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Erasmus Teachers’ Team
Charitou Amalia
Ioannou Pandora
Kontaxaki Sofia
Poulis Georgios
Fanourakis Ioannis
EDITOR: Xylouri Eleni
Erasmus Students’ Team
Aggelaki Niki
Dasenakis Nikos
Gongo Klantio
Karkeli Eleni
Koina Emmanouela
Kontogianni Melina
Liapakis Christos
Papadaki Ioanna
Papadomanolaki Polymnia
Rainaki Stella
Staurakaki Eleni
Tzouveleka Marirena
Magazine - 1st Lyceum Of Ierapetra
“Our Common Future”

Issue 1 our common future

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