HAPPY PLANET
ENVIRONMENT
SLOGANS - COLLABOARATION
Students from partner schools in Poland and two schools in Greece worked together in international teams to create environmental slogans promoting the protection of our planet. The activity aimed to raise students’ ecological awareness, encourage creative expression in English, and strengthen intercultural collaboration.
During online meetings and through shared digital platforms, students exchanged ideas, discussed global environmental problems, and jointly developed short, impactful slogans highlighting the importance of actions such as recycling, saving water and energy, protecting animals, and reducing pollution.
The final slogans reflected the students’ shared values and commitment to sustainability, demonstrating how international cooperation can inspire young people to take responsibility for the environment and promote positive ecological change.
10EXPERIMENTS IN POLAND
As part of the lessons related to the book “Rany Julek! O tym, jak Julian Tuwim został poetą”, the students of class 3a had the chance to step into the shoes of young Julek, who loved to experiment and discover the world through hands-on activities. Inspired by the book’s main character, the children independently prepared and conducted interesting experiments, developing their creativity, curiosity, and teamwork skills. The first experiment involved combining water, food coloring, oil, and a fizzy tablet. The students observed the formation of colorful bubbles and the movement of substances in the container, which helped them understand differences in density and the chemical reactions occurring between the ingredients. The second experiment was carried out in a graduated cylinder filled with oil, honey, shampoo, and water. The children then dropped various objects into the cylinder to see at which level of liquid they would stop. This allowed them to observe how different substances and materials behave depending on their density. The activities not only offered a deeper understanding of the book’s character but also helped nurture scientific interests. The students discovered that experimenting is a great way to gain knowledge and that science can be an exciting adventure. At the same time, the lessons emphasized the importance of using materials responsibly and reducing waste by reusing everyday items for scientific exploration. The students learned that even simple experiments can inspire reflection on how to protect natural resources. Through hands-on learning, they strengthened their awareness of environmental stewardship—one of the key ideas of the Happy Planet project.
LYRICS -GREECE
Greek students of Experimental Junior High School of Rhodes University of the Aegean created a song and its lyrics to "Reduce, Reuse, Recycle: Environmentalism" called "Erasmus Groove" and a quiz related to this theme.
LONG TERM ECOLOGICAL EXPERIMENT - POLAND
In November 2025, younger students initiated a long-term ecological experiment aimed at observing the decomposition processes of various types of waste. Each child received a jar, into which they first placed a layer of soil, then inserted a selected piece of waste (e.g., paper, fruit peel, a piece of plastic, aluminium foil), and covered it with soil once again. During the lesson, the class discussed which materials decompose quickly and which persist in the environment for many years. Students learned to predict the changes that might occur inside their jars and to understand why certain types of waste pose greater harm to nature. The experiment will continue until the end of the school year. Throughout this period, students will regularly monitor their jars, record observable changes, and compare which waste materials decompose and which remain intact. Through this hands-on activity, students gain a practical understanding of waste segregation and the impact of the quantity of waste on the environment. The lessons foster scientific curiosity, promote environmental responsibility, and demonstrate that even small individual actions can contribute to the protection of our planet.
ECO - POSTERS
Students from partner schools worked collaboratively in international groups to create posters focused on environmental protection. Each group explored important ecological problems such as pollution, acid rain, ozone hole, ocean acidification, use of chemicals, smog and others, discussing their causes and global impact. Learners carefully analysed each topic, shared ideas, and reflected on the importance of protecting the natural environment. While working together, students divided responsibilities, with individual members responsible for different parts of the poster (texts, illustrations, facts, or slogans). Through discussion, cooperation, and joint decision-making, they created shared posters that reflected both their knowledge and teamwork skills. Each group worked out 3 posters.
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Ecological Disasters in the Past
Students from partner schools worked together in mixed international teams, communicating online and sharing responsibilities. Each group selected historical ecological disasters, researched their causes and consequences, and discussed their impact on people and the natural environment. Team members were responsible for different parts of the presentation, such as collecting information, preparing visuals, or summarizing conclusions. This collaborative work helped students develop their research skills, critical thinking, and digital competences. It also increased their awareness of environmental issues and showed how human activity can affect the planet.
11161Environmental problems & action, recycling. Help the Planet! - English
The lesson started with a short discussion about the slogan “Reduce, Reuse, Recycle,” during which students explained the meanings and shared examples of recyclable materials. Next, they practiced key environmental vocabulary through matching and gap-fill exercises. Students then read a short text about environmental problems and recycling, completing comprehension tasks. This was followed by a listening activity about actions teenagers can take to help the planet. In the speaking stage, students worked in groups to suggest practical environmental actions using modal verbs. Afterwards, they completed a short text titled “Help the Planet” and wrote a brief paragraph about how they can protect the environment in their daily lives. The lesson ended with a short reflection and feedback.
SOLUTIONS TO ENVIRONMENTAL PROBLEMS
Sixth-grade students worked on their English lessons using the project-based learning (PBL) approach. The main aim of the project was to combine language development with environmental education and global awareness. Students were divided into small groups and chose two main topics: endangered animal species and endangered historical monuments around the world. Each group conducted research in English, using reliable sources to gather information about the causes of endangerment, the consequences for the environment and cultural heritage, and possible solutions. As a final product, each group created a presentation, poster, or digital project in English. Importantly, students were encouraged not only to describe the problems but also to propose their own solutions. Their ideas included organizing awareness campaigns, promoting responsible tourism, supporting conservation programs, reducing plastic use, fundraising for restoration projects, and educating local communities.
TOYS FROM WASTE MATERIALS
Polish students created new useful products—mainly toys—by reusing various types of waste materials. Items usually considered useless or ready to be thrown away became valuable resources for creative work. The students designed and built their own objects, learning that waste can be given a second life. After completing their projects, each child presented their work, explaining the idea, materials used, and the construction process. Together, they concluded that such activities are an important part of the circular economy, based on reusing resources, reducing waste, and protecting the environment. The lessons showed that creativity and responsibility for the planet can go hand in hand, and even the simplest materials can inspire the creation of something new and valuable.
City of the Year 2120
During creative classes, Polish students built a 3D model called "City of the Year 2120", presenting their vision of a modern, eco-friendly, and sustainable city of the future. The model was made from recycled and craft materials, including cardboard, paper, tubes, wooden sticks, foil, and natural elements. The city features futuristic skyscrapers with green roofs, eco-friendly neighborhoods, wind turbines, solar-powered street lighting, parks, lakes, and innovative transport systems. Unusual buildings, technology zones, and future vehicles highlight the city's modern and creative design. This project reflects the students' ideas about life 100 years from now, combining advanced technology with environmental responsibility. Creating the model also helped them develop teamwork, creativity, planning, and practical skills.
DEBATE - IMPACT OF CIVILISATION ON ENVIRONMENT IN POLAND
Grade 8 students took part in an English debate on the impact of civilization on the environment. The class was divided into two groups: supporters of technological and economic progress and defenders of the planet who advocated for environmental protection. Students presented arguments, expressed their opinions, and discussed the benefits and challenges of modern development. The debate helped them improve their English speaking skills while raising awareness of environmental issues and sustainable living.
ECOLOGY TIMELINE IN POLAND
Students created an Ecology Timeline presenting important events, milestones and influential figures connected with environmental protection. The timeline covered different historical periods, from Antiquity through the Middle Ages and the modern era to contemporary times, showing how people’s attitudes towards nature and environmental protection have evolved over the centuries. While preparing the timeline, students searched for information, selected key facts and arranged them in chronological order. The activity helped them broaden their knowledge of environmental history, understand the origins of modern ecological awareness and recognise the role of individuals and organisations in protecting our planet. It also developed students’ research, teamwork and presentation skills, while promoting the main values of the Happy Planet project: environmental responsibility, sustainability and active citizenship.
16ECO LABELS AND CERTIFICATES
As part of the Happy PLANET project, students carried out the project “Eco Labels and Certificates – Making Conscious Product Choices.” During the activities, they analysed everyday products such as cosmetics, cleaning products, and packaging to learn how they affect the environment. Students learned how to recognise important eco labels and certificates, including the EU Ecolabel, FSC, and recycling symbols. They examined product ingredients, discussed harmful substances, and evaluated packaging materials such as plastic, paper, and glass in terms of recyclability. They also discovered that not every product described as “eco” is truly environmentally friendly. Through group discussions and practical analysis, students understood that the environmental impact of a product depends on its ingredients, packaging, recyclability, and reliable eco certifications. The project encouraged students to become more conscious consumers by reading labels carefully, reducing plastic use, choosing recyclable products, and buying only what is really needed. The project helped students develop environmental awareness, critical thinking, and responsible consumer habits, showing that everyday choices can have a real impact on the planet.
Environmental Experiments
As part of the HAPPY PLANET project, students worked in international groups to explore and demonstrate different environmental threats through simple, practical experiments. The activities focused on important issues such as water pollution, air pollution, soil contamination and other forms of environmental degradation. Students from different countries collaborated to develop the experiments together. They discussed the environmental problem they wanted to present, planned the procedure step by step, decided what materials would be needed, and agreed on how the experiment and its results would be presented. This collaborative planning process allowed students to share their ideas, experiences and perspectives while working towards a common goal. Once the experiment had been prepared, one student from each group recorded a video demonstrating the activity and explaining the environmental issue it illustrated. The recordings could then be shared with the other project participants, allowing students from different countries to learn from one another and compare the results of their experiments.
Short Videos – How We Care for the Environment
Students created short videos showing how they take care of the environment in their everyday lives. Each student presented simple but meaningful actions that can help protect our planet, such as saving water and electricity, reducing waste, reusing materials, recycling, using reusable bags and bottles, choosing sustainable means of transport, caring for plants, and keeping their surroundings clean. The videos gave students an opportunity to share their own ideas and everyday habits with their international project partners. By showing real-life examples, students demonstrated that protecting the environment does not always require big changes – small, responsible actions can also make a difference. Creating the videos also encouraged students to reflect on their own environmental habits and consider what they could do differently to live in a more sustainable way. At the same time, they developed their creativity, communication and digital skills while planning, recording and presenting their videos. The activity strengthened the international character of the project, as students could see how their peers from other countries contribute to environmental protection in their daily lives. It also promoted the idea that everyone can play an active role in creating a healthier and more sustainable planet.
Students also created a variety of digital and visual materials presenting ways of protecting the environment. These included posters, presentations, Padlets and e-books, which were developed collaboratively by international student groups. Students worked together online to exchange ideas, collect information, choose relevant content and decide how to present it. Each member contributed to the final product, taking responsibility for a specific task such as preparing text, finding examples, creating visuals or designing the layout.
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ECO - OBSERVERS
Students recorded short videos while exploring their local surroundings. During their walks, they observed and presented positive examples of environmental protection, such as green spaces, recycling facilities, bicycle paths or clean public areas, as well as negative examples, including litter, pollution or other threats to the local environment. By documenting what they saw, students learned to look at their neighbourhood from an environmental perspective and reflect on how everyday human activities affect the world around us.