Explore, Inspire, Animate in Nature




Teachers workshop (Almeria)

Day 1 ICT in scientific field learning The visitors were shadowing colleagues at the host schools and receiving comprehensive training in the schools’ methodologies for teaching scientific subjects and correlated subjects such as English, biology, geography and history. They took part in workshops conducted by E. Segura Roche, a teacher of biology, supported by teachers from biology and geology and English department focusing on showing good practices. Also some examples of ICT tools used in the lessons were demonstrated as well as mobile apps for science such as Science 360, New Globe Observers or Flipped Classroom.

The experienced teachers presented the knowledge about available digital tools for dissemination such as Canva, Wix and QR Code, Kahoot and Plickers. Other participants shared their results from their earlier best-practice Etwinning projects that are going to work as a reference for ExinNature project. Day 2 Photography and film as a means for promoting nature conservation Workshops were conducted by D. Apostolou, a teacher from Greece who got experience in working with this tool during his previous Erasmus projects. He presented 7 steps how to create a digital environmental story, starting from preparing a narrative, presenting various forms of including images and voice over narration. Programmes that help to edit the images, sound and text to create a digital story e.g. iMovie, Windows Movie Maker, Historia de Foto 3, Adobe Spark, Adobe Premiere, Final Cut, Filmora were presented and technical training was introduced Day 3 Hands on biosphere reserves and sustainable development Workshops were conducted by N. Ribeiro, a teacher from Portugal who was going to sharessome ideas from his several projects related to the sea, sustainability and respect for the environment as well as he presented programmes to construct virtual tours to the parks, where students digital works will be integrated through hotspots in 360 degree panoramic photos and how to create virtual reality environments using 3d modelling. E. Segura Roche presented the results from his previous Erasmus+ projects on ” water as a natural resource” and “eco-sustainability. All the workshops were accompanied by visits to the protected natural areas and monuments: National Park (Sierra Nevada), Natural Parks (Cabo de Gata-Níjar), Natural Areas (Tabernas Desert ,Sierra Alhamilla, Gypsum Karst in Sorbas, Punta Entinas-Sabinar) and natural Reserves (Albufera de Adra), natural Monuments ( Posidonia barrier reef, Terreros island and Negra island, Cabo de Gata-Níjar biosphere reserves.


Silale (Lithuania)

Sometimes students just learn basic theoretical things about nature at school. Almost all schools have a laboratory, but still, it is far from real nature. During the week in Lithuania, students were staying close to nature – they spent almost every day of the LTTA in the national park, natural reserve area and had the opportunity to observe the nature and changing climate from very close sight. This kind of experience had huge impact to their academic grades and not only – the practical touch to the things helped them to understand how to preserve the nature in future. Every year Silale Darius and Girenas school is participating in various programs that are offered by the national park which is close to our district. During the mobility to Lithuania the participants could meet the rangers, who are the eyes and ears of the National Parks and often have an unparalleled knowledge of the local history, ecology, and culture of the area.

The participants of the LTTA held such a meeting at Varniai Regional Park, where they saw the most magnificent Samogitian mounds, dating back to the time of the Crusaders and Swordsmen and the largest natural Samogitian lake – Lūkstas, the only one in Lithuania where the waves shore amber and the heaviest oal with the diameter of 1.8 m. The park is rich in sacred architectural monuments and unique wooden architectural monuments. They learned how important is history, traditions and culture in the national parks, how healthy food from national park is created such as fir tree tea or oak coffee, how the animals navigate in darkness or how to explore the parameters of watershed. The students could experience healthy lifestyle while visiting the National Park of Curonian Spit, that stretches from the Sambia Peninsula on the south to its northern tip next to a narrow strait with the highest moving dunes.

The existence of this narrow shoal is inherently threatened by the natural processes that govern shoreline features. The participants learnt that due to the importance of tourism and fishing for the regional economy, pollution of sea and coastlines may have disastrous effects for the area as the unique nature and the economy would be damaged. They also visited fishing village Nida, that boasts a spectacular strip of moving dunes between the Curonian Lagoon and the Baltic Sea, written in UNESCO World Heritage Site, recognised for its authentic features and the need for protection.


Kraśnik (Poland)

During the LTT in Poland the students went through various stages of workshops that helped them to create their own animated environmental story, they participated in the animation workshop and also learnt about the causes of climate change and negative impact on the environment observed in the national parks and biosphere reserves. There were workshops based on the West Polesie Biosphere Reserve and Roztocze Transboundary Biosphere Reserve, which both have national parks in the core zone.

The West Polesie is located at the border with Belarus and Ukraine on the juncture of different bio-geographic zones, where plant and animal species include relic boreal, Atlantic, eastern-continental species and Pontian species. The Polesie National Park includes primeval swamps, the most extensive meadows in Poland and the south-westernmost touch of tundra in Europe. This is due to the fact that this area is covered with plants characteristic of climate of northern Siberia. The park is a home to over a thousand species of vascular plants, which are relics of the glacial era, which took place 11000 years ago, and important crossingpoint for igratory birds of the north-south flyways and east-west latitudinal migration. The park is also the habitat of numerous animal species. These include extremely rare European pond tortoise. It is also inhabited by numerous beavers, roe deer and elks. The students experienced that the biggest threat to watery areas of PNP is obviously a major change in water reservoirs structure. It had already been put to hazard in the 60’s and 70’s, because of the large investment that was carried. The participants learnt that the main ways of conservation is a reproduction and protection of the specificity of water, and the protection along with the rehabilitation of the wetland ecosystems.

During the workshop in Roztocze National Park, located at the border with Ukraine, the students got familiar with fauna and flora of the park and experienced one of main threats to the natural environment : anthropopressure: human impact on the environment): and observed that the development of a distributed architecture and energy infrastructure in the areas of important ecological corridors linking the park with other ecologically valuable areas. Another threat is also an increasing traffic of vehicles and intensification of agriculture (including land consolidation and the cultivation of industrial plants).

The students explored plant species of three geographical areas and extinct species of a forest horse. Polish pony, whose ancestor was the tarpan is consequently breed withinthe Park’s breeding program. They took part in nature photography workshop that finished with an international nature photo contest. Students also visited the Swietokrzyski National Park with endemic fir and beech forests. The students also created a digital environmental story presenting the various protective area with fauna and flora.


Almería (Spain)

Our aim was to make students responsible of the world they live on and helped them to become its protectors. This implied an active working method, making them assume the design anddecisions on the activities they carry out. During LTT in Spain the students took part in various workshops on wildlife, endemic plants and landscape in protected areas. Some project activities were integrated with the classes, others were extracurricular. They visited Almería’s unique National Park, Biosphere reserves and other types of protected areas. They enjoyed kayaking close to Cabo de Gata Natural Park, where they could admire main ecosystems, unique marine and land species and understand their importance. Natural Parks including Cabo de Gata-Níjar, Sierra Nevada, Natural Areas (Tabernas Desert ,Sierra Alhamilla, Gypsum Karst in Sorbas, Punta Entinas-Sabinar), Natural Reserves, Posidonia barrier reef, Terreros island and Negra island were explored and passed Campo de Dalías an Almería such as cisterns, water wells, water mills, ditches, waterwheels.

Trekking in Sierra Nevada gave the opportunity to observe rare endemic plants and ntive birds. Snorkelling in Posidonia Barrier reef being an indicator of cleanliness enabled to expore underwater rock formations, caves and reefs that shelter the wide variety of marine fauna and flora of the Mediterranean seabed: groupers, lobsters, octopuses, sea urchins, algae, corals, sponges, Visiting the Tabernas desert together with Minioasis Hollywood led to observing 800 animals of 200 different species and 4000 trees, being also a centre of recovery and environmental education. In the centr students enjoyed show of parrtos where they coud study the feeding and living customs.

They also experienced the life in the city od the wild west cowboys. Students also had workshops at the university of Almeria where they looked for symetry of plants in the nature maths garden. They also enjoyed visiting the school garden and could focus on typical plants from the surrounding countryside of arid climate and saline and gypsum soils. The students at the end of the process produced conclusions that were shared in a round table with the method of Flipped classroom. During the planned activities, a photograph contest was announced trying to capture the beauty of nature along with sensitisation. After the LTT in Spain the students needed to work in teams and find examples of protectes species pf plants in their region or country according to the EU Habitats Directive as well as European Red Lists of Threatened Species and paying attention to to the significance of these species to maintain various ecosystems. In the presentation they could focus on some photos they did in Almeria, or take photos of its own typical surrounding area or national park while preparing the eTwinning task: The students could firstly practise usung various apps such as Picture this Plant app.


Volos (Greece)

During the LTT in Greece students discovered the benefits of nature conservation and environmental issues, using multimedia techniques to create digital pictures, trailers, short films, they understood the importance of both natural environment and modern ICT. Story-building sessions for students focused on teaching participants how to use photography and film to communicate messages about nature conservation and environmental issues; story backgroundresearch, brainstorming/storyboarding sessions, and story production was taught. There were educational visits to local sights that have a natural and environmental interest.

There was marine park, a nature reserve, a wildlife habitat, all around Volos as well as biosphere Olympous mountain. In terms of a more active lifestyle, students were encouraged to get closer to nature, discovering the benefits of rejecting a “couch potato” way of living, in favour of increasing their physical activity, creating their photos, trailers or short films in nature. During our LTT we visited the 100-years-old experience olive oil museum and a family factory, where harvesting of the fruits remains manual up to day.

The participants learnt the history of olive cultivation, the significance of the olive tree in ancient Greece, techniques of cultivation, and the different olive varieties. During our tour of the museum the students acquired the traditional techniques used in olive cultivation and olive oil production in the 19th and early20th centuries. During the guided tour of the press, the students learnt about the oil extraction process and how factors such as weather, time of harvest and pressing temperature ("cold pressed") influence the quality of the final product. At the end we had the opportunity to sample Pelion green olive oil and organic extra-virgin olive oil. As the ages-old olive groves of Pelion cover most of the mountain, we also did some trekking in the mount of Pelion. 

We visited Makrinitsa, a well known balcony of Pelion, located on the edge of the mountain and combining unparalleled natural beauty with spectacular views all around. In Portaria we were  offered a glance at the past and the way locals lived centuries ago leading a healthy and calm lifestyle and we tasted mountain tea and locally produced fruits and jams. We also visited The Antichassia- Meteora Natural Reserve, home to various species of flora and fauna, covered by Mediterranean deciduous trees and birds of prey, like Griffon vultures, Egyptian vultures, eagles, black kites and buzzards. We also sdmired monasteries with numerous cells and hermitages scattered in the rocks of Meteora for over 600 years. The course contents promoted new approaches in teaching in order to achieve greater results from the students in terms of competencies. Photography and filming promoted creative thinking and media literacy.


Peniche (Portugal)

During the LTT in Portugal the students got familiar with 17 Sustainable Development Goals of UNESCO. They discovered that Peniche and the sea are inextricably linked. Situated on a peninsula with one of the largest traditional fishing ports in Portugal and a large Atlantic center for maritime-tourist activities, the city of Peniche is known for its nature tourism. The marina is one of the attractions of the place, such as the Igreja dos Remédios, Cabo Carvoeiro with one of the westernmost lighthouses in the country; some of the most well-known caves.

The region has a huge diversity of natural environments, including the island of Berlenga (biosphere natural reserve by UNESCO) integrated in Nature Reserves. The students had a boat tour and visited specific places on the island: such as Flandres Cave; S. João Baptista Fortress; Duque of Bragança Lighthouse; Blue Cave; Elephant’s Head andMonastery Route, observing its wildlife sea birds and marine life, such as mackerel, mullet, and swordfish.

Aware of the growing importance of marine resources and of a true blue economy of regional, national and even international nature, the Polytechnic Institute of Leiria did a strong investment to build a new scientific and technological infrastructure to support the R&D activities in the field of the marine resources and their sustainability – CETEMARES, Marine Sciences R&D, Education, and Knowledge Dissemination Centre; The students had opportunity to visit the MARE –an R&D unit classified as excellent in the field of Marine Sciences by the Portuguese National Science Foundation, which focuses its research in the areas of Marine Biotechnology, Marine Biology and Sustainability, and Seafood. This


Badesi (Italy)

During the LTT in Sardegna, students learnt about the rich biodiversity of the territory situated in the north part of Sardinias on the Asinara Gulf. Its peculiarity is due to the Coghinas river, one of the most important in Sardinia, and the dune systems with their ecosystem, particular flora and fauna, rare birds. Sea, river and mountains have had a relevant part from the ancient settlements and this is the reason for the considerable presence of archeological and historical monuments and sites.

The students had the opportunity to explore the river by boat and they observed migratory birds that nest among the reeds along the Coghinas river, did birdwatching and learnt the dune system in the SCI area. The coast has been declared an EU Place of Interest for its thick vegetation and unusual fauna, in particular marsh. Learning about conservation and biodiversity were combined with lessons and workshops at schools and with ice-breaking activities, sport and games outdoors to promote the socialization and cooperation among the students. They also knew how to integrate with other cultures.

The participants experienced examples of sustainable development in the area, exploring some monuments and natural thermal baths along the river. Because of the strong wind blowing in those days not all activities were possible, but as an alternative proposal they experienced how to make the Italian food famous all over the world, pizza, combined with a golf experience so that they could mix food and sport as fundamental elements of healthy lifestyles. Before the LTT in Badesi students collected the material about the protected areas of birds in their country under the Nature 2000 and national laws and presented the list of extinct or endangered species explaining the impact of birds on maintaining various ecosystems and forests.

Being the last mobility of our project, students had also to realize a Nature trailer, a Slide show, a Digital nature story about a tree which were part of a competition. Through these activities students reached the main objectives: be aware and preserve our environment, cooperate and work in a team, used new and involving technologies and methods of learning, improve languages and interact.


Grant Agreement No. 2020-1-PL01-KA229-082248_1

Project Title: Explore, inspire, animate in nature

Project Acronym: ExinNature

Project Start Date (dd-mm-yyyy) 01/12/2020

Project End Date (dd-mm-yyyy) 31/08/2023

Project Total Duration (months): 33

Coordinator Org. Legal Name: Szkoła Podstawowa nr 2 w Kraśniku

National Agency: Foundation for the Development of the Education System

The main objective of the project is to enrich learning methods, develop problem solving skills and improve the achievements’ results in the area of science among 120 students of 13-15 years of age from sixth partner schools within 24 months of the project’s duration.

The project aimed at helping students to experience science in various, interesting and enjoyable ways, combining other academic subjects such as literature, art, music, English with learning scientific issues, fostering the development of key cempetence in science, technology and engineering, shaping pro- ecological attitudes and healthy lifestyle, highlighting the use of national parks and nature reserves as the recreational areas and source of ecotourism in order to change habits of indoor generation, understanding threats from the climate change and people’s handling in the area of national parks, acquiring knowledge about biosphere reserves as important ecosystems of combined conservation of biodiversity with sustainable development as well as developing students and teachers' digital tools and fostering long lasting cooperation among schools. 

To meet the objectives of the project 6 LTTs activities for students, one joint training event for teachers and broad range of local activities in our schools and in the local areas were realised within the duration of the whole project. By participating in various activities and actions students got involved in real world of science. Through observing, experimenting and interacting they took responsibility for their own learning process and by comprehending and structuring information and working cooperatively with the aim to produce concrete products. Taking part in environmental workshops enabled them to understand that national parks are a testament to the reality of climate change. The experienced that human pressures on land and water resources are drastically reducing the diversity of genes, plant and animal species, ecosystems and landscapes of the planet. In the UNESCO biosphere reserves they learnt how to combine conservation of biodiversity with sustainable development.

The students also learnt about traditional forms of land-use, how to maintain their traditions, as well as to improve their economic well-being through the use of culturally and environmentally appropriate technologies. Learning about environmental and conservation issues helped them to develop their leadership skills. Describing and comparing the natural habitats, plants and animals species in various interactive methods gave participants hands-on learning, helped them to connect to each other and build friendships. Walking, cycling or canoeing in the national parks offered them healthy lifestyle and recreational possibilities.

The students step by step have became visual storytellers so that they can use photography and filmmaking to communicate about nature conservation and environmental issues. During story -building sessions they will develop their digital skills and produce a photography slideshow, mini-documentary, photo essays and environmental stories. The project has had a positive long-lasting effect on the participating schools and it has introduced necessity of students’ spending more time in fresh air during breaks. It has had positive impact on the work of all teachers and created a suitable environment for cooperation among teachers and enhanced their skills to manage international projects.

The common results produced can be used in all the partner schools to continue the initiative of familiarizing future generations of students with the basics of Unesco biosperes reserves and sustainable development, the digital didactic materials and new teaching technologies can be integrated in the students’ regular curricular activities and incorporated in the schools’ curriculums.

Contact Us


Szkoła Podstawowa Nr 2 w Kraśniku

ul. Urzędowska 10

23-200 Krasnik, Poland

Project co-ordinator

Monika Hatlas,

Email: hatlas.monika@gmail.com