BIOdiversity eTwinning project

Projectsummary

PRESENTAcION

START

Index

About Project

"If I were an animal"

Water the source of life

concept

partners

Climate Change Experiments

European Mobility Week

Guardians of clean air

Code Week

A message from Earth to People

herbarium with PLANTS

The Voice of Nature

What does ecology mean to you

Trees as air filters

We build different living environments

Summary

About project

The Biodiversity Project is a project implemented in the field of STEAM-based education for students 7-11 years old. Our project aims to engage students in various activities that raise awareness of biodiversity and promote sustainable lifestyles. Through creative and practical learning experiences, students will explore the topics of environmental protection, climate change and the importance of ecosystems. Activities include creating posters, building models of ecological vehicles, participating in biodiversity-themed competitions and developing educational materials such as e-books and presentations. By participating in the project, children not only gain knowledge, but also develop attitudes and competences that will help them act responsibly in the future as conscious citizens and guardians of our planet.

Concept

Our project aimed to engage students in various activities that raise awareness of biodiversity and promote sustainable lifestyles. Through creative and practical learning experiences, students were able to explore the topics of environmental protection, climate change and the importance of ecosystems. Activities include creating posters, building models of eco-friendly vehicles and developing educational materials such as e-books and presentations. By participating in the project, children not only gained knowledge, but also developed attitudes and competences that will help them act responsibly in the future as conscious citizens and guardians of our planet. Our project encouraged creativity, teamwork and environmental awareness, while developing digital and practical skills and conscious sustainable citizenship. The project successfully combined education, creativity and action – empowering students to speak for the Earth and become young guardians of biodiversity.

Concept

Objectives:

• Promote environmental awareness: Encourage students to understand the importance of biodiversity and the role of sustainability in everyday life.
• Creative expression: Allow students to express their thoughts and ideas through art, slogans, models, and digital presentations.
• Collaborative learning: Foster teamwork among students, teachers, and parents through group activities and projects.
• Practical understanding: Provide hands-on experience in building models and conducting experiments related to biodiversity and climate change.
• Digital competence: Enhance students' digital skills by using platforms such as Canva, Bokcreator, and Nearpod to create and present their work.
• Community engagement: Involve the wider community by organizing outdoor activities, such as bicycle trips, to connect students with their natural surroundings.
• Global citizenship: Cultivate a sense of responsibility and citizenship in students by addressing global environmental challenges and promoting sustainable practices.

Why is it important to teach children STEAM?

STEAM is an educational approach that integrates these disciplines into a cohesive curriculum, promoting creative thinking and problem-solving. Teaching children STEAM:

• Develops Critical Thinking Skills: Children learn to analyze problems, seek solutions, and test their ideas, which is crucial in a rapidly changing world.
• Stimulates Creativity: Combining art with science and technology allows children to express themselves while learning valuable technical skills.
• Prepares for the Future: As technology and innovation play an increasingly significant role in our lives, the skills gained through STEAM will be invaluable in the job market.
• Supports Collaboration and Communication: STEAM projects often require teamwork, helping students develop social skills and engage in international cooperation.

Teaching children through STEAM is an investment in their future, equipping them with the tools to navigate a modern, complex world.

Partners

European Mobility Week

European Mobility Week

European Mobility Week supports the Sustainable Development Goals by promoting sustainable transport, improving the quality of life and health of citizens, and reducing the negative human impact on the environment. It is an example of how local action can contribute to global challenges. Students promoted ecological means of transport, created posters and slogans, built models of ecological vehicles and documented bicycle trips outside the city.

Related SDGs:

• Goal 3: Good Health and Well-being
• Goal 4: Quality Education
• Goal 7: Affordable and Clean Energy
• Goal 9: Industry, Innovation and Infrastructure
• Goal 11: Sustainable Cities and Communities
• Goal 12: Responsible Consumption and Production
• Goal 13: Climate Action
• Goal 15: Life on Land

What did students learn from this activity?

The European Mobility Week assignment was an extremely valuable learning experience for the students, combining ecological, social and practical education. Here is what the students learned from taking part:

• Environmental awareness

- They understood that transport has a huge impact on the environment - ​​especially exhaust emissions and air pollution. - They learned about the benefits of sustainable mobility - cycling, walking, public transport - for health and climate. - They realized that everyday choices (e.g. how we get to school) can contribute to combating climate change.

What did students learn from this activity?

• Proactive attitude

- Students created posters, slogans and models of ecological vehicles, learning how to convey important messages in an interesting way. - By engaging in project activities, they felt that their voice counts and that they can have an impact on the local community.

• Cooperation and communication

- They worked as a team, exchanging ideas, creating campaigns and in some schools even organizing local events. - Sharing the results of their work with partners from other countries helped them see how different European countries approach ecology and transport.

What did students learn from this activity?

• Digital skills

- They used Canva and phones to create and present their ideas - developing their creativity and technological skills.

• Healthy lifestyle

- They understood that movement, cycling, walking not only protect nature, but also strengthen health and well-being. Why was it important? The task taught the children that ecology is not only about "saving forests" - but also everyday decisions that affect the quality of life of people, animals and the entire planet.

CodeWeek

Herbarium with local plants

Herbarium with local plants

Herbarium is a great way to develop environmental knowledge, practical skills and pro-ecological attitudes. The “Herbarium of local plants” activity taught students, above all, to be aware of the nature around them, to respect the vegetation of their region and to understand that even the smallest elements of nature are part of a larger ecosystem. The Herbarium of local plants activity, carried out as part of the eTwinning project “Biodiversity”, supports many of the UN Sustainable Development Goals (SDGs). Here are the specific goals that best suit this activity:

Related SDGs:

• Goal 3: Good Health and Well-being
• Goal 4: Quality Education

• Goal 12: Responsible Consumption and Production
• Goal 13: Climate Action
• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• Recognizing local plant species and learning their names, appearance, and properties.

• Collecting, documenting, and organizing information in an organized manner (photos, descriptions, illustrations).

• Working collaboratively and using digital tools (e.g. Book Creator, Canva) to create collaborative products.

• Understanding that local plants support biodiversity by providing shelter, food, and oxygen for other organisms.

• Reflecting on how human activity affects flora, e.g. through pollution, mowing, cutting, climate change.

Trees as air filters

Trees as air filters

The "Trees as air filters" activity was a beautiful combination of ecological, artistic and digital education. Trees are the foundation of terrestrial ecosystems, they are not only the "green lungs" of the planet, but also the habitat and source of life for many organisms. This task made students realize that by protecting trees, we protect biodiversity, because each tree is a small ecosystem. A single oak tree can support up to several hundred species of insects, birds, lichens, and fungi. Different species of trees support the diversity of life. The children saw that local trees differ in appearance, properties, and function in nature, which helps them understand the concept of biodiversity "with their own eyes."

Related SDGs:

• Goal 3: Good Health and Well-being
• Goal 4: Quality Education

• Goal 12: Responsible Consumption and Production

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• They got to know local tree species and learned about their characteristics and how they support life in the ecosystem.

• They understood that trees are not just plants – they are air filters, water storage tanks, and sources of life.

• They developed the ability to create infographics – combining knowledge with graphics and visual communication.

• By learning the poem “I am a tree”, they practiced empathy and looking at the world from the perspective of nature.

• They learned to present knowledge in English by creating descriptions, headings and captions.

• They built awareness that trees are our allies in the fight for clean air and a healthy environment.

We build different living environments

We build different living environments

This activity is real STEAM in action - it teaches children to think like scientists, act like artists and work together like a research team. The students learned about different types of ecosystems – forests, meadows, deserts, oceans, mountains, rivers – and what conditions prevail there. They learned that each environment has its own unique forms of life – different species of plants and animals, adapted to the climate, substrate, availability of water and light. When building models, the students had to consider the relationships between the elements of the ecosystem – for example, that a fish needs clean water, plants – light, and a fox – shelter and food. By creating models, drawings or digital models, the students combined knowledge of nature with art and technology. They learned that learning can be creative, interesting and based on cooperation.

Related SDGs:

• Goal 3: Good Health and Well-being
• Goal 4: Quality Education

• Goal 13: Climate Action
• Goal 14: Life Below Water

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• This activity showed the children that biodiversity depends on the place - some animals live in the tundra, others in the tropical forest, others in the lake.

• It made them realise that each environment is a complex, delicate system, where organisms are interdependent.

• It gave the children the experience of “being a creator of nature” - which builds empathy and responsibility.

• It strengthened the understanding that by protecting different environments, we protect different forms of life - and that this is not only a problem in distant countries, but also in our own backyards.

"If I were an animal, I would be a..."

"If I were an animal, I would be a..."

The task “If I were an animal, I would be…” is a great form of education through empathy, creativity and fun. It allowed students to enter the world of animals, understand their needs and threats, and at the same time express themselves in a creative way. Thanks to this task, students understood why protecting animals and their environments is important for the entire planet. This task taught students not only “what biodiversity is”, but also how to feel it. Children not only learned about different species of animals, facts about these animals, but also “got into the skin” of animals, which allowed them to build an emotional bond with nature. And this is the first step to true care and protection of nature.

Related SDGs:

• Goal 3: Good Health and Well-being
• Goal 4: Quality Education

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• This activity showed the children that biodiversity depends on the place - some animals live in the tundra, others in the tropical forest, others in the lake.

• It made them realise that each environment is a complex, delicate system, where organisms are interdependent.

• It gave the children the experience of “being a creator of nature” - which builds empathy and responsibility.

• It strengthened the understanding that by protecting different environments, we protect different forms of life - and that this is not only a problem in distant countries, but also in our own backyards.

Wather - the source of life

Water Pollution Experiments - The Oil Spil

Water threat in our region and how to solve it.

Wather - the source of life

This task was an important part of the project for understanding the importance of water in nature. Students learned that clean water is essential for all living organisms – plants, animals and people. Thanks to the "Oil spill" experiment and the book, they understood the effects of water pollution, waste and shortage – on people and biodiversity. By conducting experiments and observations, they developed their understanding of natural processes.

Related SDGs:

• Goal 3: Good Health and Well-being
• Goal 6: Clean Water and Sanitation
• Goal 4: Quality Education
• Goal 14: Life Below Water

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• The children learned that life originated in water – and that the greatest part of biodiversity still occurs in aquatic environments.

• They learned that without clean water, no species can survive – neither plants, animals nor humans.

• The students saw that our daily choices (how long we brush our teeth, what we throw in the trash, what we drink from plastic) have an impact on rivers, seas and their inhabitants.
• Thanks to this task and the "Oli spill" experiment, they learned to respect water as a common good, not just "something from the tap".

Climate Change Experiments for kids and DIY science

WHY IT IS IMPORTANT?

Climate change is the greatest environmental threat facing humanity and nature. 11% of the world's population is vulnerable to the effects of climate change (droughts, heat waves, sea level rise...)

Climate Change Experiments for kids and DIY science

The task “Climate Change Experiments for Kids and DIY Science” was an extremely valuable element of the Biodiversity project, as it introduced students to the world of climate phenomena through practical action, observation and reflection. Children learned about key processes occurring in nature, such as melting glaciers, water evaporation, volcanic eruptions, earthquakes and rising sea and ocean levels. Thanks to this, they understood that climate change is not a distant and abstract phenomenon, but a reality that is already affecting the habitats of plants and animals. Students discovered that climate and biodiversity are closely linked - many species will not survive if their living conditions change. Droughts, floods and fires destroy habitats, and human activities, such as CO₂ emissions, significantly accelerate these processes.

Climate Change Experiments for kids and DIY science

By independently performing experiments, analysing results and formulating conclusions, the students could feel like little scientists - they developed research skills, logical thinking and curiosity. Joint planning of tasks, using household materials (DIY) and presenting the results to project partners also strengthened cooperation, creativity and team responsibility. This task allowed students to understand in an accessible and engaging way how their everyday choices affect the climate and life on Earth, thus building the foundations for conscious and responsible ecological citizenship.

Related SDGs:

• Goal 3: Good Health and Well-being

• Goal 4: Quality Education
• Goal 9: Industry, Innovation and Infrastructure
• Goal 12: Responsible Consumption and Production
• Goal 13: Climate Action

• Goal 14: Life Below Water

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• This activity showed the children that climate change is a threat not only to humans but to the entire natural world.

• In this activity, the students experienced phenomena that are difficult to “see” – but their effects are real and dramatic for biodiversity. It taught them to think critically: “What can we do to prevent this?”

• These experiences built an emotional and intellectual understanding of why we need to act – for the good of the planet and the future of all species.

Guardians of clean air

The air quality around us

Birds- Guardians of clean air

Guardians of clean air

The Guardians of Clean Air activity is a great example of combining science education, technology and creativity, helping students understand the connection between air quality and human and animal health – and the impact of air on biodiversity. Students learned about where smog comes from, how it is formed and its effects on the environment and human and animal health. They understood that clean air is not a luxury, but a condition of life, especially for birds and other wildlife. They learned about the role of trees and natural environments as air filters. Students used an air quality app – learning to read data, analyse and document their observations. They took screenshots and journal entries – developing their skills in record-keeping and working with technology. By creating short videos from the perspective of a ‘bird hero’ in ChatterPix, students learned to convey simple but powerful environmental messages. They practiced English, creativity, public speaking and using technology to talk about important issues.

Guardians of clean air

The Guardians of Clean Air activity is a great example of combining science education, technology and creativity, helping students understand the connection between air quality and human and animal health – and the impact of air on biodiversity. Students learned about where smog comes from, how it is formed and its effects on the environment and human and animal health. They understood that clean air is not a luxury, but a condition of life, especially for birds and other wildlife. They learned about the role of trees and natural environments as air filters. Students used an air quality app – learning to read data, analyse and document their observations. They took screenshots and journal entries – developing their skills in record-keeping and working with technology. By creating short videos from the perspective of a ‘bird hero’ in ChatterPix, students learned to convey simple but powerful environmental messages. They practiced English, creativity, public speaking and using technology to talk about important issues.

Related SDGs:

• Goal 3: Good Health and Well-being

• Goal 4: Quality Education

• Goal 12: Responsible Consumption and Production
• Goal 13: Climate Action

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• This task showed that air pollution does not only harm people, but also birds, insects, trees and other organisms.

• The students understood that clean air is a condition for the existence of biodiversity, and smog and exhaust fumes can destroy entire habitats.

• The task helped them discover that by protecting air, we protect life.

• It taught empathy - the children "spoke with the voice of animals", which deepened their understanding and respect for nature.

A message from Earth to PeopleInternational Day of Biological Diversity

A message from Earth to People

The task "A message from Earth to People" was an emotional and educational summary of the entire project. Students took on the role of the voice of the Earth, expressing concern for nature and appealing to people to protect what is still alive. Students understood that the Earth - as a planet and ecosystem - is a common home for all species. By creating their messages, they learned to look from the perspective of nature, expressing concern for its future. Students realized themselves and others that by protecting the environment - we also protect ourselves. Students learned how to talk about difficult topics in simple but moving language. They expressed their emotions, empathy, sense of agency - their voice became the voice of the planet.

Related SDGs:

• Goal 3: Good Health and Well-being

• Goal 4: Quality Education

• Goal 13: Climate Action
• Goal 14: Life Below Water

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• This task reminded us that biodiversity is not “optional” – it is a condition of life.

• The students not only learned facts, but identified with the Earth, which helped them understand how important it is to act now, not tomorrow.

• This task showed them that anyone can be an ambassador for nature – even a child from a small school in Poland.

• The task combined emotions with knowledge, which increases the sustainability of education and motivation for further action.

The Voice of Nature- Earth Day

The Voice of Nature - Earth Day

The task "The Voice of Nature" is one of the most symbolic activities in the Biodiversity project - children gave a voice to nature to tell people what it feels, what it needs and how we can help it. Students learned to think from the perspective of nature - by embodying animals. They understood that nature does not have a voice in the literal sense, so it is we - humans - who have to give it to it. Through the statements of the "voices of nature", students showed how human activity affects the life of plants and animals - through pollution, logging, climate change. They noticed that silence in the face of harm to nature is complicity, and action matters.

Related SDGs:

• Goal 3: Good Health and Well-being

• Goal 4: Quality Education

• Goal 13: Climate Action
• Goal 14: Life Below Water

• Goal 15: Life on Land
• Goal 17: Partnership for the Goals

What did students learn from this activity?

• This task showed students that biodiversity is not a list of species - it is a living system that feels, breathes and suffers.

• It built a deep emotional bond with nature - children not only learned the facts, but experienced them internally.

• Students understood that every river, every tree and every animal has the right to exist and deserves protection.

• This task taught courage, sensitivity and responsibility for the Earth.

What does ecology mean to you

What does ecology mean to you? Completion of the project

Throughout the Biodiversity project, students discovered that ecology is not just about nature – it's about connection, care, and everyday choices. From their point of view, ecology means: - Protecting trees because they clean the air for animals and people. - Helping bees and insects, because without them we have no flowers, fruits or life. - Respecting every living creature, even the smallest, because they are all important. - Saving water and keeping rivers clean, because water is life. - Thinking before we throw something away – because nature feels our choices. Through creative tasks, experiments, outdoor learning and digital storytelling, they realized that biodiversity is what makes our planet alive - every plant, animal, and ecosystem plays a role in the great story of Earth.

What is the relationship between ecology and biodiversity?

Students understood that without a diversity of species, there is no balance in nature. And without care for the environment, there is no chance of preserving this diversity. Ecology is action - and biodiversity is a goal.

Ecology teaches us how nature works, and biodiversity shows us who lives in it.

Summary

The Biodiversity Project was more than just a school initiative – it was a journey of discovery, empathy and transformation. Through creative tasks, real experiments, storytelling and international collaboration, our students learned to see nature not as something distant, but as something they belong to. They discovered what it means to protect life on Earth – from the smallest leaf to the vast ocean. They became scientists, artists, activists and above all – young guardians of our planet. Each activity helped them understand that biodiversity is not just about animals and plants – it is about balance, interconnectedness and survival. By combining education with action and imagination, this project allowed children to believe that they can make a difference. We hope that our work will inspire others – because it is never too early or too late to start caring for the Earth. Together, we are connected by biodiversity.

Every organism counts- protect them all!

• Love all animals - big and small.
• Plant trees, flowers, or veggies.
• Never throw trash in nature.
• Be kind to bugs and insects, do not hurt animals and plants.
• Save water.
• Use less plastic every day.
• Walk or bike instead of using a car.
• Learn about animals and plants.
• Tell others to care for nature too!

Thank You