E book Consciousconsumersoffuture

CONSCIOUS CONSUMERS OF
FUTURE
KA2 - Cooperation For Innovation and the Exchange of
Good Practices Strategic Partnerships for Schools Only
2017-1-PL01-KA219-038547
POLAND-ITALY-FRANCE-PORTUGAL-TURKEY

2
Contents
Page
Definition of the project.........................................................................................................3
Summary of the project.........................................................................................................4-5
Information of the coordinating organisation Poland.............................................................6-7
Partner Organization France.................................................................................................8-9
Partner Organization Italy.....................................................................................................10-11
Partner Organization Portugal..............................................................................................12-13
Partner Organization Turkey.................................................................................................14-15
Mobility to Italy –Modica........................................................................................................16-19
Mobility to France– Lyon........................................................................................................20-23
Mobility to Portugal– Sa Bras De Alportel..............................................................................24-27
Mobility to Poland—Słupsk ....................................................................................................28-31
Lesson Plans.........................................................................................................................32-77
Calendars,Magazines and Films...........................................................................................78

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The Project topic arose from the need
of raising awarness about sustainable
consumption for the future of the next
generations. Our Project was designed
starting from threats and from the
wrong habits that individuals have. We
also take into consideration the needs
of partner schools regarded to the
environment education. We aim to
improve students analytical thinking,
criticism, autonomy, development of
knowledge about the world. Teachers also take innovative actions in the
teaching process, creating tools and methods. This Project encourage our
teachers and students to broaden their horizon by looking beyond national
borders. So , this Project take five nation sand five different schools together.
Definition of the project
P R O J E C T
ID E N T I F IC AT I O N
KEY ACTION: KA219
Cooperation
for innovation and
exchange of good
practices
2017-1-PL01-KA219-
038547
LANGUAGE:
ENGLISH
START DATE:
01/09/2017
DURATION: 24
Months
END DATE:
31/08/2019
C O NS C I O U S
C O NS U M E R S O F
F UT UR E
General Information
1 8 / 0 6 / 2 0 1 9
P AR TN E R S
-IT AL Y
-FR AN C E
-P OR TU G AL
-P OL AN D
-TU R K E Y

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Project summary
The project has three stages:
1. First stage - The threats of unsustainable consumption – duration: 3 months
2. The second stage students are given a scenario – students are part of international crew of Illuminator, an imaginary
spaceship that landed on the habitable planet called FuturEU. They want to start a new civilization era and are expected to
deal with the problems/threats of sustainable development – such as Healthy Living / Food / Sports; Economy; Environment /
Climate change/ Environmental protection; Innovation. - – duration: 9 months
3. The third stage – dissemination of the outcomes – duration: 3 months
Through this strategic partnership we intend to:
• increase knowledge of 2500 students during 2 years project about sustainable consumption stimulating students’
observation skills, comparison and classification techniques;
• encourage creativity skills by actively involve a number of 65 students that will create the project’s book to promote how
to be environmentally friendly;
• to improve quality of school curricula encouraging a sustainable consumption behavior through educational activities in 5
different European schools;
• creation of educational base - lesson plans, posters, book.
• enhancing the potential of teachers in increasing language competence and intercultural competence
• learning the skills of reading comprehension
The students involved are aged between 12 – 17 years old, coming from five lower secondary schools. Four of the partners
(France,Italy,Poland and Portugal) have experience in international school project, while one of the partners (Turkey) has no
experience in international projects.
The project’s activity is divided
into subtopics as follows:
PL- “Unsustainable consumption
& Threats “
IT – “FUTUREU & Healthy Living &
Food & Sports"
FR- "Employment & Economy"
PT- “ Environment& Climate
change& Environmental
protection"
TR – “Education & Innovation"

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The core project’s activities aim to improve students’ key competences (ICT skills, communication skills, team working,
inter-cultural dialogue, social acceptance and tolerance) and to widen students’ creativity and innovation spirit.
Different methods are used in order to achieve the aims of the project. The partners collect data, monitor, do scientific
researches, presentations, develop innovative practices, design new educational tools, etc. A direct interaction with
European schools and policies offer the possibility to explore new methods of teaching in line with the European standards.
The project’s results (Book, magazines, presentations, questionnaires, logo, posters, leaflets) are available on the common
website and data base. Direct links to the products are posted on schools’ websites, e Twining page and Facebook group
page.
Students and teachers disseminate the project activities at a local, regional, national and international level, encouraging
the use of the outcomes that were produced through this project.
Our partnership have a powerful impact on 2000 students and teachers from the partner schools regarding having a
sustainable consumption attitude. We strongly believe that bringing together people with different backgrounds increase
the feeling of belonging to a united European community and that the spirit of an international cooperations are based on
motivation, commitment, work and professionalism.

6
“The
wisdom
comes from
your own
hard work.”
II Liceum
Ogólnokształcące
II Liceum Ogólnokształcące
Applicant Organisation
Choir Contest.
The youngsters of their school are
offered a possibility to study 6
different languages – English /
German + English / German /
French / Italian / Spanish /
Russian.
Among the graduates of the
“Mickiewicz” school there are over
81 winners of subject contests and
175 finalists.
But they also emphasize the key
role of a family background, the
Since 1989 they have been
constantly a partner in students or
teachers exchange programs,
starting with international
exchanges, via Comenius
mobilities and projects, ending up
with the Erasmus+.
They have a breeding ground for
new fresh talent – “Fantazja” choir,
which has been awarded many
prizes including: Grand Prix in an
all-Poland Choir Contest, the
Silver Diploma in the National
right to education for the disabled
or the maladjusted. For their
individual needs we deal with
particularly talented students as
well. No matter their family, social,
economic situation, our goal is to
provide the students with the
access to education, freedom of
speech, will and choice, right to
live healthily and safely. We also
try to prepare them for their future
life in modern and multicultural
Europe.
www.lo2.slupsk.pl
working groups. Thanks to work and a
kind of cooperation that they have
with those groups they are
involved in building a team of modern
and professional teachers, school
actions, by which they increase the
students results and their creativity
present in the extracurricular activities
as well.
The coordinating school is
II Liceum Ogólnokształcące from
Poland. The school is rather a big
one. There are 66 teachers along
with 400 students at the age
13-19. Every year the school is
ranked the best in the city or
region. All the teachers are
garthered in serveral cooperating
Coordinating Organisation

7
The changes planned for their school are still vague. As it has already been stated, the lower
secondary education in Poland is about to be suppressed and the secondary educations is to be
extended – all within next years. Nevertheless, their local authorities have not defined their policy yet,
which makes the situation even more difficult and stressful.
All the teachers are gathered in several cooperating working groups. They meet repeatedly, discussing
current issues, unexpected problems or plans for their daily teaching life. Different teachers work in
project team depending on the field of the project.
people they are so deeply involved in building a
team of modern and professional teachers, who
successfully bond inside - school actions -
increasing the students' results and their
creativity present in the extracurricular activities
as well. That is why they are looking for the
ways to achieve something, not reasons to do
nothing.
("The one who wants, looks for the ways, the
one who doesn't, looks for the reasons."
- Stefan Żeromski, Polish novelist)
Additionally, they wish to make their school
more attractive and competitive when
compared to institutions in their city,
province or country. They shall present, and
at the same time, they hope to
engage other teachers (even from other
schools) in our openness towards
international communities, sensitivity
towards cultural and social diversity, which
they can pass to young people - their
students. Thanks to work and a kind of
cooperation that they have with those
POLAND-Słupsk

8
“Produce
More,
Produce
Better”
Partner Organisation
The second participant school of
the Project is a secondary
agricultural school located in an
urban area, in the suburbs of
Lyon. There are 250 students,
from 11th grade to the 13th grade.
About one third of the students are
boarders because they live too far
away from school. The school is
specialized in food processing,
agronomy and laboratory
techniques. The school has high
tech laboratories and a food
technology laboratory where the
students can apply theory. The
school is involved in many projects
including an eco-friendly week with
different workshops or lectures to
raise awareness on the subject of
sustainable development. The
group has already some
experience in EU Projects.
30 teachers
in the school. By
getting involved
in ERASMUS+ Pro-
ject they aim to give
students the chance
to move to partner
countries and also to
help them
take confidence in the
discovery of other
The whole school is
also deeply
concerned by
environmental issues
(compost, recycling,
solar panels, etc…) in
this respect, the
schools
participation to the
Project can not be
discussed. There are
cultures and become
more
tolerant and
open-minded, which
will be a bonus for
their future job
search."
https://www.epl-saintgenislaval.fr/

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FRANCE—LYON
Their school is involved in many projects:
-An “eco-friendly” week with different workshops or lectures to raise awareness on the subject of
sustainable development. The whole school is also deeply concerned by
environmental issues (compost, recycling, solar panels, etc...).
-Different projects one day in the year in relation to the values of secularism and
citizenship.
- A multilateral Comenius project in 2012 with the aim to compare food technology throughout Europe
and see how similar and different it is.
This project has enabled to increase the motivation of their students in learning a foreign
language and technical subjects by using motivating teaching methods such as the use of ICT
and by exchanging with European partners, which has also broadened their horizon and made
them aware of European citizenship.
Special practical work can be organised in their laboratories, especially around the fields of
environmental and eco-friendly issues, food processing, cooking and bees (they have
bee hives).

10
“HEALTHY FOOD
AND
SUSTAINABILITY”
IPS “Principi
Grimaldi”
Third partner of the
organization is the
Instituto Principi
Grimaldi is from Italy
located in the
province of Ragusa
corresponding to the
former Country of
Modica, in Sicily.
During the last thirty
years the
modernization in
agriculture and the
advent of tourism
have led radical
socio-cultural change,
with growing demand
for new professions.
This school has a
boarding school, a
greenhouse and a
farm. The school is
also member of
AEHTİC(European
Associartion of Hotel
& Tourism Schools)
and RENAIA
(National Network of
H&T
Institues).The farm of
abour 30 hectares is
used for teaching
exercises. They
organize conferences
and seminars on the
Mediterranean Diet,
slow food and healty
eating habits.They
apply a new soil
cultivation method in
the field of greenhouse
cultivation that
improves the
production in terms of
quality and quantity.
The school has a botanical garden in the heart of the city in which there were planted many
varieties of bamboo from several parts of the world.
The Institute has the following structures, equipment and educational services:
• chemistry and microbiology laboratories
• meristematic micropropagation laboratories
• multimedia computer labs
• language labs
• laboratories of computerized meteorology
• greenhouse
• cooking and pastry labs
• reception activities labs
• food&drink labs
www.issgrimaldi.gov.it

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ITALY—MODICA
HEALTHY FOOD ANF SUSTAINABILITY
• We organized conferences and seminars on the Mediterranean Diet, Slow Food and
Healthy eating habits
• Twinning with Trentino hotel management school
• Participation in various competitions, cooking and room service competitions.
• Cultural exchange with Ethiopians on food and traditions in the Mediterranean Basin
INNOVATION IN AGRICULTURE
• Growing ecological horticultural species in aeroponics greenhouse. Growing in aeroponics is a new
soil cultivation method in the field of greenhouse cultivation that improves the
production in terms of quality and quantity. 4th year of experimentation and relations with the territory.
• Experimenting the maize growing by micro-irrigation
• Research on "The irrigation systems in Sicily and in particular the irrigation model of the Conca
d'Oro.”
PARTICIPATION IN A PROJECT Erasmus + KA2 Cooperation for
innovation and the exchange of good practices - Capacity building in the field of Youth, entitled
"Sustainable Agriculture Entrepeneurship for Young Workers in Africa and Europe,"
Meeting from 2 to 6
February 2016, organized by CCREAD - Cameroon and "AGRO"

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“We are
open to
all ideas
”
Agrupamento de
Escolas José
Belchior Viegas
The fourth partner of
our Project is
Agrupamento de
Escolas Jose Belchior
Viegas in Algarve, in
Portugal. They are
working as a group of
schools since 2010,
including three
kindersgartens a
primary
kindergarten school,
six primary schoools,
a secondary school
and a high school.
The school is located
in the mountain but
not far from the beach
area and has a strong
touristic component.
They have 1480
students. Families are
changing because
many locals are
looking for
opportunities in
foreign countries.
There is also a strong
group of immigrants
(about 23 different
nationalities) from
diffrent places. They
are all welcomed and
their cultural legacy is
valued through
intercultural Project.
Students are really
willing to get familiar
to the various
European countries
and to understand
their different cultures
in order to understand
their specific way of
life.
We will involve the
management board, namely
the headmaster, the project
coordinator and more three
teacher project team
members. All of them have
already been involved in
previous international
projects.
All the teachers and the
management board that will
be involved in the project
have a lot of experience in
this kind of projects and are
directly related to our main
theme .
www.aejbv.pt

13
PORTUGAL - São Brás de Alportel
We had two previous international
partnership projects - Comenius and
Erasmus + and the activities carried
out by our organisation played a very
significant role not only in the
achievement of the project as a
whole, but also in particular for the
involved pupils and teachers, even
more so as the pupils were in a
professionalizing program with
additional learning difficulties and
with educational problems.
All the activities planned for both
projects were implemented throughout
the two year project and any changes
were made. On the contrary, additional
works were made namely small
researches.. We can consider that all
the activities achieved high level
standards of quality.
 Motivated team
 High success school rates
 Insignificant school drop rates
Opportunities
 The school is situated in the
Algarve (a strong tourist area),
near Faro
 Lots of monuments of roman and
arab influence, amazing
gastronomy, great beaches
 The worlds’biggest producer of
cork
 250 km from our capital city,
Lisbon.
Strenghths
 A group of schools with different
levels
 Many branches of study,
professional courses
 We are open to all ideas
 We have some experience with
Comenius, Erasmus + and a lot
with many national projects
 During mobility in our country we
can prepare creative workshops
for all
 Our town is situated near the
airport
 Currency €
 Our school guidelines from our
educational project:
educational success and quality of
learning;
 comprehensive training of stu-
dents;
 inclusion, equity and equal
opportunities;
 leadership and strategic vision;
 family and educational community
involvement;
• quality of educational service.

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S A Y F A 1 4
“Leaders
for Turkey,
Leadership
for the
world
”
EMİRDAĞ
ANADOLU
LİSESİ
Our school is located in the district center of Afyonkarahisar in Emirdag. Our
school has a 630m2 building area with a 630m2 building area of 6963 m2 and
has a capacity of 12 classrooms, 1 science laboratory, 1 library, 1 conference
hall, 1 computer laboratory, 4 administrators, 22 teachers, 1 officer and
1 servant with 365 students.
There are 114 capacity male student pension with 3 storeys. We made the
COMENIUS project in 2013. International sports, social and cultural activities
are not successful. In many countries of the world, schools support their
academic programs through projects that promote international competence
and perspective. Thanks to the cooperation between these schools, many
international projects have been spent. The projects we are talking about are
an integral part of our multilingual, multicultural education approach. Cultural,
artistic and political projects, students experience the functioning of
international structures that they will take place in the future or perhaps even to
direct.
The main aim of the education system is to prepare the student for life. The system reaches
this goal by equipping the student with the necessary knowledge, helping them discover and
develop their abilities. Social activities and club activities during the education life enable the
student to transform his knowledge into experience. At our school, students participate in a
club each year, and at least once, until the time of graduation, the "social service club" takes
place.
Through social activities, students learn to value the values of community service, solidarity
and sharing, to learn about organizational techniques and democratic life. Students are also
prepared to live at the same time as developing their self-confidence, teamwork, analytical
thinking and leadership skills by undertaking various social roles in the activity process.
emirdaganadolulisesi.meb.k12.tr

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TURKEY - EMİRDAĞ
As school administrators and
teachers of our school, we aim to
create an educational atmosphere
where our students can exhibit their
potentials most efficiently. Our aim is
to educate our students as
individuals who are open-minded,
balanced, collective-minded and
critical thinkers and who adopt
Atatürk's principles. We believe that
our students will benefit from national
and international programs offered by
our school, and will be good citizens
and world citizens who strive for a
more peaceful world at the same time.
The training is made up of specialist
trainers in the field. Our teachers have
taught English, Biology, Knowledge
Theory, and some clubs.
Depending on the principle of continuous improvement, many professional development
seminars are held throughout the school year. In addition, our teachers also participate in
seminars and workshops held at home and abroad on their fields.

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Mobility To Italy - Modica
The first five days meeting took place
in Italy from 4 to 10 March. The
Erasmus group from Poland, France,
Turkey and Portugal landed in Sicily.
They met in Modica to talk about the
issue of sustainable consumption
together. It was a great satisfaction
of the
Project group being in the
Vocational School ‘’Principl
Grimaldi’’ of Modica. The school
hosted 30 pupils and teachers from four nations. This meeting was the first
workshop of developing the civilization on FuturEU. The Project coordinator from Poland Maria Rzadskowska
analysed the threats and dangers for our planet because of unsustainable consumpiton; therefore various activities
were carried out corcerning the subtopic ‘’FuturEU & Healty Living & Food & Sport’’. Students form different nations
joined the games which were organized by host teachers in the gym. They did sports activities and played games
with music to expreience the way of life of hosting students.
The school enabled to make observations and have expreiences to working in their kitchen, bar and dinning room
for the guest schools. The workshops at the schools food lab partners were inolved in the process of cooking
healthy food.
A seminar on ‘’ Healty Eating
Habits And The Mediterranean
Diet ‘’ analysed how we should
consume for a healthy body
with healthy sources. Students
were asked to prepare a poster
in groups on threats for the
enviroment.

17
These international students groups created amazing works. Students introduced their schools, cities and countries to other students
and guests of the local community. They also intoduced their travel manuals which were prepared for the hosting district. During this
meeting the logo of the Project was chosen. Students voted logos from each country and they chose the poster from Portugal.

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The excursion to Taormina was enhanced by
the visit to ‘’ Villa Schuler’’ the second more
sustainable hotel in Italy, according to the
TRİP Advisor ranking. The owner and the
manager of the facility, Mr. Gerard Schuler,
explained that good and qualified practices
make his hotel ecofriendly.
Finally on Friday the meeting with representatives of the Naval League and of the Pozzallo Harbor
Master’s Office made it possible to learn more about the marine enviroment and the dangers to which it is
subjected to and caused all by plastic waste.
In this regard, a
small boat entirely
built with recycled
plastic bottels was
presented and
launched. Six
students have
successfully crossed
the stretch of water
in front of the small
port of Pozzallo, sitting on the boat and rowing without
any danger.

19
The ‘’sustainable’’ raft will become the prototype of other similar vessels that the Naval League
intends to build with recycled materials. We had also the oppourtunity to appreciate the beauties
of Modica thanks to a sightseeing tour of the city, which ended with a
meeting with the mayor in council chamber.
Partners visited the chocolate museum and observe how the delicious Modica Chocolate is made.
School farm was
amazing showing how
organic food is
cultivated by the school.
Students shared their
time and their home as
all the partner students
were hosted in the
family. They shared the
English language used
to comminicate allowing
them to realize how
important it is to know
the foreign language.
They shared moments of
study and play and
finally they have become
friends. Or olmost friends
overcoming linguistic and cultural barriers, prejudices and stereotypes.

20
Mobility To France - Lyon
The second mobility of the Erasmus+KA2 Project ‘Conscious Consumers of Future’ took place in
the city of France in Lyon. The host school wasthe Lycee Agricole Andre Paillot of Saint-Genis
Laval, located in the metrapolitan city of Lyon. The Auvergne – Rhone – Alpes region. There
were 29 participants at the total Poland, Italy, Portugal and Turkey in this mobility. The main goal is
to develop the civilization on FuturEU planet in terms of ‘’ Employment and Economy.
Guest students spent
their time together with
host students. In
classes, students played
ice-breakers in small
international groups.
They presented
their travel manuals and
exchanged information.
International
presentations were done introducing each partners’ schools, countries and cities.
The theme was
developed throughout
the local economy and
sustainable
employment through
numerous meetings with
local economic
operators working
in this sector, such as La
Super Halle of Oullins, a
food cooperative or
the Gonnette, an association that uses a local currency for commercial
exchanges. Employment and economy were linked to cooking workshops based
on the use of organic and gardening products, which brought students to
plant fruit and aromatic plants with the use of natural fertilizers.

21
Naturalistic walks in the area were
occasions to experience various
forms of eco-tourism. In this
respect we had a trekking to the Natural Park of Pilat and a visit
to an organic farm specialized in the production of fruit berries
and aromatic plants. These have allowed us to understand the principles of sustainable agriculture
and the economy linked.

22
We also had a walk to the urban park of the “Tete d’Or”, where it was possible to observe the wide
biodiversity in a green and Flowery Central European setting.
There was a guided tour of the historic center of Lyon through the medieval and Renaissance architecture of the “vieux
Lyon” and the modern quarter on the Presqu’ile peninsula.
Throughout all these attractions combined with Rhone and Saône rivers, students were able to assess the impacts of
sustainable tourism on the city.

23
The teachers of the partner countries
coordinated the activities ofstudents
under the guidance of the local teachers such as workshops at the
food laboratory, baking ginger bread, preparing pizza and land art on
sustainability workshops which were organized and proposed carefully.
At the end of the week an international farewell ceremony was organized.
Students presented their dances and traditional food. The students were
hosted by families of French students who created opportunities for
linguistic and cultural exchange and established relationships for future
international exchange activities."

24
From November 5th to 9th in 2019, the third mobility took place in Portugal as part of the Erasmus
+ Conscious Consumers of Future’.The Agrupamento de Escolas ‘Jose Belchoır Viegas High
School in the town of Sao Bras de Alportel hosted the students and teachers from
Italy,France,Turkey and Poland.
The hosting school coordinated the activities related to the Project during five days. On the first day,
international students presented their countries ,cities and schools with videos and printed materials.They also
presented travel manuals prepared to give information about Sao Bras de Alportel .
Mobility To Portugal –Sao Bras de Alportel

25
Central theme of the mobility was ‘Environment&Agriculture&Climate Change&Environmental
Protection’ and it was developed through workshops and activities aimed at raising students ‘
awareness of the problem.We aimed to take attention to climate change and respect for the
environment.
There was an interesting visit to
the natural reserves of the Ria
Formosa Natural Park and to the
fishing
village of Barril which still
represents a solid bastion of an
economy based on sustainable
fishing and a simple life style.

26
One of the instructive visits’ was to the Eco Cork Factory where the students were able to witness
the different progresses of the cork progressing of which the area is rich.
Students wrote letters to Mother Earth and they shared their opinions what human beings did to the
Earth, precautions and what we need to do to protect and save the natural sources. Hosting and
guesting schools had a seminar on environment and threats at school. They watched “The French
Movie” shot for the scenario on FuturEU.
Throughout all these
exciting and formative
experiences, students
had a promotion of the
sustainable
development lifestyle.
They learned,
searched and created.
They had an enjoyable
farewell
dinner.

27
In addition to the many activities carried out in the depth study of issues related to the sustainability,
the cultural and educational value of experiences, what is most striking at the end of a week are
human values that emerge on the faces of the students.
They shared their time together and attended classes joining the usual school schedule, using
English as a communication language. And finally international bridges are built.

28
The last mobility of the Erasmus+ Project “Conscious Consumers of Future” was held in a Polish town of
Slupsk from 18 to 22 March 2019. Polish students and their teachers, together with the delegations of four
other participating countries; France, Portugal, Italy and Turkey took part in the numerous activities
organized by II Liceum Ogólnokształcące, the high school in the Polish town.
Throughout the Project mobilities there was a scenario. Students looked into the future
where there was no Earth, because it had been destroyed by human activities. Those
who survived, travelled in the Universe in search of a new planet that could be settled. They
found and gave it the name FuturEU. Then, they had to create on it all the systems needed
for a man to live, but this time they must use them wisely.
Mobility To Poland –Słupsk

29
Mobility To Poland-Slupsk
The pupils collected waste materials to create a design of a sustainable object. They held workshops
at school on the subject of waste recycling. The students worked in groups to produce everyday
objects using plastic bottles.
Together with their peers from Italy, France, Portugal and Turkey, the Polish students had to work on
the founding and development of civilization on the new planet. Divided into internetional groups they
sought solutions together. They faced tasks related to the promotion of organic farming, threat in
regional goods, sustainable agricultural management or the renewable of natural resources.
In the line with the issues related to the
sustainability the host school has
organized the activities carefully. They had also
sustainable visits. In this regard ,students
observed a very modern waste water treatment
plant.It is an example of a circular economy and
innovative model for the reuse of waste .It was
particularly interesting .

30
There were also cultural moments with guided visit to Ustka on the Baltic Sea.
Students joined workshops prepairing traditional desert “krówki”
Mobility To Poland –Slupsk
They also performed some traditional customs . They left off a doll made off brushes on to the river for
“no more cold, no more winter ”. They said goodbye to winter.

31
SCIENTIFIC AND RESEARCH BASE
DRUTEX is an innovator and what contributes to the strengthening of the company’s
leading position and to setting global trends on the window and door market is the policy
that focuses on investment in modern technological facilities and innovative solutions
regarding window and door woodwork.
Our students visited the company and experienced the work there.
Mobility To Poland-Slupsk
Pupils lived intensively the week sharing
important life experiences with their
peers. They have been able to
experience and touch people, customs,
forms of education far from home, by
learning not only a new language but
tightening social relationships that link
the person that place fort he rest of his
or her life.

32
Lesson Plans On Sustainability From Italian Partner
CONSCIOUS CONSUMERS OF FUTURE
1ST
LESSON PLAN
UNSUSTAINABLE PRODUCTION AND THREATS
TIME: 3 lessons (3 x 60 minutes)
DESCRIPTION: a lesson for the 2nd
year of upper secondary school (students’ age 16) about
unsustainable consumption and threats.
RELATED SUBJECTS: The lesson plan is part of a multi-disciplinary unit involving English,
French (la production durable et la pollution), Math (survey on students’ families’ consumption
habits, percentages, charts), Biology (water, air, soil pollution), Food Science (organic/local/
seasonal food).
GENERAL AIM
Students will become aware of unsustainable consumption and production, their
consequences on the environment and the benefits of sustainable consumption.
SPECIFIC AIMS
Students will:
Know the basic concepts of unsustainable consumption;
Understand the relationship between production, consumerism, generation of waste and
devastation of the environment;
Become aware of the impact on the environment by consumers’ daily choices.
Recognize that everyone contributes to the amount of waste created every day;
Analyze their own needs and learn how to change their wrong living habits;
Think about ways to become more sustainable consumers;
Know the basic principles of sustainable consumption;
Think about a future planet based on the main principles of sustainable consumption.
METHODS AND FORMS OF WORK
Individual work, group work, brainstorming, discussion, exchange of ideas, interpretation of
data, presentation.
TOOLS
Computers connected to the internet, digital boards, videos, posters.

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ACTIVITIES
1st
lesson:
Teacher introduces the main topic of the lesson and asks learners a few questions in order to
find out what they know about unsustainable consumption
Students watch a video on unsustainable consumption, which explains them the risks and
threats associated with it.
Students discuss the main issues addressed in the video.
2nd
lesson:
Divided into small groups students try to find good ways of living in order to limit the adverse
effects to the environment.
The teacher helps them identify and write down the main causes of unsustainable
consumption and the solutions.
They create posters with principles and drawings connected to the topic.
3rd
lesson:
Students present the topics developed, analyze and interpret data, answer the teacher’s
questions, express their opinion.
Evaluation of the oral presentation.
Disclaimer: This project has been funded with support from the European Commission. This lesson plan reflects
the views only of the author and the Commission cannot be held responsible for any use which may be made of the
information contained therein.

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Lesson Plans On Sustainability From French Partner
SUSTAINABLE CONSUMPTION
I. Introduction tasks
1. Put these words in the correct order so as to find back the original quotation.
EVERYBODY EVERYONE EARTH IS
'S BUT THERE ,
'S NEED FOR FOR
NOT ENOUGH ON GREED
Answer: There is enough on earth for everyone’s need but not for everyone’s greed.
Can you find out who said this?
Gandhi
2. a. Write the word “CONSUMER SOCIETY” on the board. Have the students give a
definition.
Definition from Cambridge Dictionary:
“a society in which people often buy new goods, especially goods that they do not
need, and in which a high value is placed on owning many things”
b. Ask the students to discuss which goods they think are most essential for
their lives and they couldn't live without.
c. Brainstorm words and ideas around the word “Consumer society”
Words to be found:
addicted to, addiction
discount / sales
get a bargain
compulsive spending
to go on a shopping spree
brand
material goods
crowded / to crowd around

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d. Teen spending in North America, by category.
Match the category to its percentage.
Then compare North Americans' spending habits to your spending habits?
Music/movies 1%
Furniture 2%
Food 3%
Events 6%
Video games/systems 6%
Clothing 7%
Shoes 8%
Car 8%
Books/mags 8%
Accessories/personal care 10%
Electronics/gadgets 21%
Other 21%
Answer:
Source: http://www.businessinsider.fr/us/how-teens-are-spending-money-2014-4/
Everything You Need To Know About How Teens Are Spending Money, What They Like, And Where They Shop,
Hayley Peterson, 9 Apr 2014, 13:22

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The threats of unsustainable consumption
1. Analyze this picture. Give your opinion on “Black Friday”
Source: beforeitsnews.com
Black Friday:
The busiest shopping day in the USA, which takes place on the Friday after Thanksgiving and
marks the beginning of the Christmas shopping with reduced prices offered to customers.
2. Listening exercise
Black Friday
Alternative buying
Reading comprehension
Split the class in 3 groups. Each group will have a different text and will have to fill in their
part of the grid and then report to the rest of the class.
Text one: bartering
Text two: freeganism
Text three: fairtrade
Discuss the three alternatives.
Compare the three alternatives using the comparative form.
Which one do you prefer? Why? Use the superlative form.
Grammar exercise

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Mind map
Make a mind map to recap the whole lesson. The best one will be hung on the walls of
the classroom.
Listening exercise: you're never too young to volunteer
Source: http://www.cbc.ca/manitoba/eal/2008/01/lesson-15-youre-never-too-young-to-
volunteer---a-group-of-children-help-out-at-a-food-bank.html
Final task
Create a LEAFLET for your awareness campaign about over-consumption.
Your leaflet will include:
striking images
a presentation of the risks
a catchphrase and some advice
details about the movement (name, logo, address) and the organization of a march (place and
date)
ECOUTE #6
Black Friday.
Black Friday is the day after Thanksgiving. It’s called “Black Friday” because when sales are
in positive, as when the stores make money, it’s considered “black”. So, on Black Friday,
everything, all the products that is, are very cheap and everyone goes to the stores very, very,
very early in the morning. When I was younger, the stores opened at 5 a.m. and people could
be getting shopping that early. Now, however, there are some stores that open at midnight. I
personally don’t go to the stores at midnight. However, my friends camp out in the parking lot
before the store opens. Then, when they see more people arrive, they get in line. Many, many
people do not like to get in line, so people try to elbow their way in, cut you off or sneak in. I
intend to go in the morning, to beat traffic but I do not go at three in the morning. That’s too
extreme for me. However, like every other shopper on Black Friday, I try to buy all of my
Christmas gifts for my entire family and friends and I spend all the money I possibly can
because the prices will not be any cheaper for the rest of the year.
*to camp out : camper *a parking lot = a parking : un parking *to elbown one’s way in :faire du
coude pour entrer quelque part -> an elbow : une épaule *to cut sombedody off : passer
devant quelqu’un *to sneak in : se faufiler -> a snake : un serpent *to intend to : essayer *to
spend, spent, spent : dépenser, passer (du temps)
http://pedagogie2.ac-reunion.fr/cyberproflv/index_fichiers/podcaz_Bac_anglais.htm

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SUSTAINABLE CONSUMPTION
GRAMMAR
COMPARATIVE AND QUANTIFIERS
Complete the following text with the following words.
Few – little – much more than – more rewarding – more exciting – more – much – too – healthier – less – less –
better – enough – enough
We often buy …......................................... we need and we sometimes think we never have …................... But
we can decide to spend ….................... and work …...............
so as to have a …....................... and …................................ life. We could also choose to buy …........................
environmentally-friendly products or make our own clothes, which is a …............................................ attitude.
Isn't a good consumer someone who decide not to buy a particular product because it comes from a place where
the people who made it are not paid …...................... or …..........., or where the people who made it are
…................... young? Isn't it …................
to choose a product that has …......................... packaging so as to use up very …...........
resources and be more aware of the environment?
By thinking and acting differently, we can improve our way of living and preserve our planet.

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BARTERING
Consumers share in savings
Haley Shapley
April 20, 2011 in Personal Finance
Knocking on your neighbor’s door to borrow a cup of sugar and sticking around to chat is a
ritual as comforting as an old sweater.
Websites that connect people who are interested in borrowing, bartering or buying used
instead of new are gaining in popularity. Trendspotters have even given the phenomenon a
name: collaborative consumption. And they say it’s hitting home with consumers because it
saves money while connecting them with like-minded folks.
“Collaborative consumption is emerging so fast and across sectors because of a perfect storm
of four key socioeconomic drivers,” says Rachel Botsman, co-author of “What’s Mine Is Yours:
The Rise of Collaborative Consumption.” She says these factors are environmental
awareness, a renewed sense of community, a recession that fundamentally shook consumers
and a torrent of social media that facilitates collaborating.
Sites for sharing
Sure, you’ve heard of Craigslist and eBay. But new entrants are taking collaborative
consumption into new territories, providing fresh opportunities for consumers to be frugal.
Take for example Airbnb: Whether you have space to spare or want to stay in a place with
flair, Airbnb matches hosts and guests with a wide range of accommodations around the
world. For hosts, it’s free to list your space; you get paid 24 hours after the guest checks in.
For traverlers, a recent survey of the site showed a wide selection of options below $100 in
major American and European cities.
Making a connection
For April O’Connell-Cole, a mom of two from Truckee, Calif., collaborative consumption has
paid off big time. “My daughter’s only 5 months old and she’s already been through three sizes
— she’s wearing an outfit only once or twice,” she says. For that reason, she joined thredUP,
a collaborative consumption site where moms swap childen's clothing and toys.
But especially meaningful are the bonds she has formed with other thredUp users. “It’s a really
good community of like-minded parents,” O’Connell-Cole says. “That’s probably my favorite
part about it. People are willing to scour their houses (to help you).”
It’s no wonder that collaborative consumption recently made a list of “10 ideas that will change
the world” in Time magazine. “There’s so much opportunity in this market,” says Lauren
Anderson, an Australia-based collaborative consumption consultant. “There’s stuff around us
all the time that we’re not using to its full potential.”
Source: adapted from http://www.bankrate.com/finance/personal-finance/consumers-who-share-are-sharing-in-
savings-1.aspx

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Geography
Trade
Fair trade
Bananas growing in Vietnam
The result of the pattern of world trade is that the workers in primary industries in LEDCs often
lose out. They receive low wages and often have poor standards of living. They cannot afford
education for their children and many children are required to work to help their families earn a
living.
Fair trade means that the producer receives a guaranteed and fair price for their product
regardless of the price on the world market. This means their quality of life should improve, as
well as the long-term prospects for their children.
Fair trade products sometimes cost more in supermarkets in MEDCs, but many consumers
consider this a small price to pay for the benefits they bring.
Fair trade sets minimum standards for the pay and conditions of workers. The Fair Trade
Organisation promotes Global Citizenship by guaranteeing a fair, minimum price for products. In
this way, they support producers in improving their living conditions. About 5 million people
benefit from Fair Trade in 58 countries.
Fair trade products are becoming more widespread and include tea, coffee, sugar, chocolate and
cotton.
Source: http://www.bbc.co.uk/schools/gcsebitesize/geography/development/trade_rev1.shtml

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From chocolate and coffee to cut flowers, people in the UK now buy more Fairtrade-certified
goods than ever. But what's it all about and who benefits?
Farmers, plantation workers and other producers in developing countries typically receive only a tiny
fraction of the money generated by their crops or products. They also frequently face problems such as
unstable prices and a lack of access to finance.
The aim of the fair trade movement is to help disadvantaged producers overcome these and other
problems by offering ‘fair' terms of trade.
Any product traded with ethical principals in mind might be described as 'fair trade' or 'fairly traded'.
However, only products that have been audited according to a strict set of specific criteria can carry
the official Fairtrade mark.
The exact criteria vary between product categories, though all Fairtrade-certified traders must:
Pay a price that covers the cost of living
Pay a premium that producers can invest in development
Make partial advance payments, when requested by producers
Sign contracts that allow for long-term planning and sustainable production practices
The Fairtrade mark is not the brand of a particular company - it's an independent labelling scheme
administered in the UK by the Fairtrade Foundation.
The idea of trading with the aim of supporting poor producers has been around for decades. But
fair-trade labelling didn't take off until 1988, when Dutch NGOs and politicians worked together to
promote fairly traded coffee from a cooperative in Mexico.
This groundbreaking scheme was in response to the collapse of the world coffee prices, which
threatened the livelihoods of millions of poor farmers. Over the following years, the approach
spearheaded in Holland spread to other countries and the system was extended to cover new
products such as bananas, chocolate and tea.
What is fair trade food?
Background

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Today, Fairtrade-certified products account for a small but significant portion of Europe's
food imports. The system benefits an estimated 800,000 farmers and workers (plus
millions of family members) in Africa, Asia and Latin America. In the UK, more than half of
consumers recognise the Fairtrade mark and the market is presently valued at £300
million.
Coffee, chocolate, bananas and tea are still among the most popular fairly traded products.
But now the Fairtrade mark can also be found on various fruit and vegetables, as well as
wine, honey, cotton clothes and footballs.
Aside from these officially certified products, there are also many ethically traded
handicrafts and other items available via websites, fair trade shops or charity catalogues.
As the fair trade movement has grown, various questions have been raised about which
products and traders should qualify for certification.
British Fairtrade. In 2003, a consultation was held about the possibility of organic
farmers in the UK qualifying for Fairtrade certification. In the end, the idea was rejected,
because consumers felt the scheme should focus specifically on poor farmers in developing
countries.
Local versus fair trade. Most Fairtrade certified products are tropical crops that can't be
easily grown in Europe. But since 2003 it's been possible to buy some Fairtrade produce,
such as apples from South Africa, which could have been grown locally. Some
environmental campaigners concerned about ‘food miles' feel that this introduces an
unnecessary clash between ethical trade and climate protection.
The Nestlé debate. In 2005, Nestlé started selling Fairtrade certified coffee under its
Partners Blend brand. This was seen as controversial because of the criticism Nestlé has
received over the years over various ethical issues. But the Fairtrade Foundation
considered Nestlé's decision a huge success, demonstrating that fair trade principles were
starting to affect major corporations.
Such debates aside, there's no doubting the huge success of the fair trade movement over
the past two decades. And, with the sales of Fairtrade-certified products continuing to rise
steeply, the next ten years look set to see even greater success.
These guides have been reproduced from BBC Green, part of BBC Worldwide.
Source: http://www.bbcattic.org/bloom/guides/fairtrade.shtml
Fairtrade today
Countering criticism

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LONDON, England (CNN) -- Ever felt guilty about the food or the old television you chucked out? Perhaps you
are a freegan at heart. Ever seen a group of healthy-looking young people going through the garbage and
wondered what they are up to? Perhaps you have had a rare sighting of a freegan.
What is a freegan? A freegan is a social activist who, repulsed by the waste produced by modern society, has
taken to eating food and collecting goods that have been thrown away. Freegans are driven by an anti-capitalist
dogma, mixed with environmental, anti-globalization and some vegan ideals.
As the movement's manifesto declares: "Freeganism is a total boycott of an economic system where the profit
motive has eclipsed ethical considerations and where massively complex systems of productions ensure that all
the products we buy will have detrimental impacts most of which we may never even consider. Thus, instead of
avoiding the purchase of products from one bad company only to support another, we avoid buying anything to
the greatest degree we are able."
Where does a freegan eat? A freegan usually finds food that has passed its use-by-date from large rubbish bins
outside supermarkets, fast food outlets, bakeries and farmers' markets. Other freegans forage in woods or in
parks for edible plants or fungi.
What else do they believe? They are basically iHippies, endorsing working less, recycling, hitchhiking, cycling
and squatting.
Where did the word freegan come from? "Freegan" comes from the blending of the words "free" and "vegan".
It has also been suggested it comes from "free" and "gain".
"The freegan goes further than the vegan," declares the manifesto, "noticing the plastic the tofu hot dogs are
wrapped in, and thinking of fish and birds asphyxiating in slicks of oil in seas turned black with spilled crude."
How much food is wasted each year? According to the anthropologist Tim Jones, from the University of
Arizona, as much as $90 to $100 billion worth of food in the U.S. is wasted each year. Meanwhile, in the UK, the
Environment Agency estimates the food and drinks industry generates 10 million tonnes of waste each year, a
third of which has the potential for consumption.
Are freegans taking food from the homeless? Some food retailers and wholesalers, frustrated by stringent
policies that mean they must throw out food when it is past its use-by-date, donate food to homeless charities. In
the UK, the charity Fareshare collects donated food from over 100 retailers and regular wholesalers, and
distributes it to the homeless. Furthermore, freegans claim they only take what they need.
Source: adapted from http://edition.cnn.com/2006/HEALTH/diet.fitness/12/06/insidersfreeganism/index.html
Insider's guide to freeganism
POSTED: 1117 GMT (1917 HKT), December 6, 2006
By Jackie Dent for CNN

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What is a Freegan?
Freegans are people who employ alternative strategies for living based on limited participation
in the conventional economy and minimal consumption of resources. Freegans embrace
community, generosity, social concern, freedom, cooperation, and sharing in opposition to a
society based on materialism, moral apathy, competition, conformity, and greed.
Freeganism is a total boycott of an economic system where the profit motive has eclipsed
ethical considerations and where massively complex systems of productions ensure that all
the products we buy will have detrimental impacts most of which we may never even consider.
Thus, instead of avoiding the purchase of products from one bad company only to support
another, we avoid buying anything to the greatest degree we are able.
The word freegan is compounded from “free” and “vegan”. Vegans are people who avoid
products from animal sources or products tested on animals in an effort to avoid harming
animals. Freegans take this a step further by recognizing that in a complex, industrial,
mass-production economy driven by profit, abuses of humans, animals, and the earth abound
at all levels of production (from acquisition to raw materials to production to transportation)
and in just about every product we buy.
Freegans employ a range of strategies for practical living based on our principles:
Waste reclamation
We live in an economic system where consumers are constantly being bombarded with
advertising telling them to discard and replace the goods they already have because this
increases sales. This practice of affluent societies produces an amount of waste so enormous
that many people can be fed and supported simply on its trash.
Perhaps the most notorious freegan strategy is what is commonly called “urban foraging” or
“dumpster diving”. This technique involves rummaging through the garbage of retailers,
residences, offices, and other facilities for useful goods. Despite our society’s sterotypes
about garbage, the goods recovered by freegans are safe, useable, clean, and in perfect or
near-perfect condition, a symptom of a throwaway culture that encourages us to constantly
replace our older goods with newer ones, and where retailers plan high-volume product
disposal as part of their economic model. Groups like Food Not Bombs recover foods that
would otherwise go to waste and use them to prepare meals to share in public places with
anyone who wishes to partake.
Waste minimization
Freegans scrupulously recycle, compost organic matter into topsoil, and repair rather than
replace items whenever possible. Anything unusable by us, we redistribute to our friends, at
freemarkets, or using internet services like freecycle and craigslist.
Eco-friendly transportation
Freegans recognize the disastrous social and ecological impacts of the automobile. We all
know that automobiles cause pollution created from the burning of petroleum but we usually
don’t think of the other destruction factors like forests being eliminated from road building in
wilderness areas and collision deaths of humans and wildlife. Therefore, freegans choose not
to use cars for the most part. Rather, we use other methods of transportation including
trainhopping, hitchhiking, walking, skating, and biking.

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Rent-free housing
Freegans believe that housing is a RIGHT, not a privilege. Just as freegans consider it an
atrocity for people to starve while food is thrown away, we are also outraged that people
literally freeze to death on the streets while landlords, banks and cities keep buildings boarded
up and vacant.
Squatters are people who occupy and rehabilitate abandoned, decrepit buildings. Squatters
believe that real human needs are more important than abstract notions of private property. In
addition to living areas, squatters often convert abandoned buildings into community centers
with programs including art activities for children, environmental education, meetings of
community organizations, and more.
Going green
We live in a society where the foods that we eat are often grown a world away,
overprocessed, and then transported long distances to be stored for too long, all at a high
ecological cost. Because of this process, we’ve lost appreciation for the changes in season
and the cycles of life but some of us are reconnecting to the Earth through gardening and wild
foraging.
Wild foragers demonstrate that we can feed ourselves without supermarkets and treat our
illnesses without pharmacies by familiarizing ourselves with the edible and medicinal plants
growing all around us. Even city parks can yield useful foods and medicines, giving us a
renewed appreciation of the reality that our sustenance comes ultimately not from corporate
food producers, but from the Earth itself.
Working less
How much of our lives do we sacrifice to pay bills and buy more stuff? For most of us, work
means sacrificing our freedom to take orders from someone else, stress, boredom, monotony,
and in many cases risks to our physical and psychological well-being.
By accounting for the basic necessities of food, clothing, housing, furniture, and transportation
without spending a dime, freegans are able to greatly reduce or altogether eliminate the need
to constantly be employed. We can instead devote our time to caring for our families,
volunteering in our communities, and joining activist groups to fight the practices of the
corporations who would otherwise be bossing us around at work.
Source: https://freegan.info/

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Educational progression toward sustainable cooking
Contribution to the Erasmus project
André PAILLOT high school – European Section 2018-2019
Course 1- General talk with students about sustainability
Sharing facts, concerns, knowledge and representations, actual or possible actions…
As a result, two main topics were identified as key questions for the students:
- Sustainable fashion,
- Sustainable cooking.
Course 2- Starting from Sustainable fashion
https://www.youtube.com/watch?v=bmnWIOgc39k
The afore mentioned on-line video is viewed once completely and then commented by the
teacher in order to clear potential issues of understanding and help the students raise the key
questions. The students are then asked to work on this topic and search all technical or
missing vocabulary required to express easily their meaning next time.
Course 3- Sustainable fashion is discussed with the students
The video is viewed again, but this time step by step to highlight major ideas, difficult or
specific words and let the opportunity to each student to share his contribution.
Course 4- From Sustainable fashion to hidden costs
The matter of hidden costs was raised by the talk about sustainable fashion.
Same as before: the video indicated below is first viewed as a whole with general comments
buy the teacher. The students are asked to get ready for a thorough talk next time.
http://17goals.org/a-5-minute-video-on-sustainable-consumption/
Course 5- The notion of hidden costs is discussed with the students
The video is viewed again, step by step, in order to show the many aspects and often
unsuspected consequences of hidden costs.
Course 6- Back to sustainable cooking
Along with fashion, eating and cooking were revealed as crucial topics for teenagers.
This matter of sustainable cooking was addressed by a free talk in class, with the objective of
sharing knowledge and ideas from all the students, including the notions raised by the
previous two videos about sustainability, as well as each personal feeling regarding food:
greedy or not, good cook or

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The objective is to identify how cooking (and eating), though even more necessary than
clothing, can be more or less sustainable. Major challenges are identified, alternative solutions
are considered. Again, students soon notice that they often lack vocabulary to express simply
but accurately their meaning. So they are asked to lead a personal search to fill this gap until
the next course.
Course 7- Final talk about sustainable cooking.
The students are asked to present their ideas more completely and more accurately, using the
relevant vocabulary. From this material, the teacher and writes the attached two-page
reminder to browse the key ideas that have been raised and insist on the essential glossary.
(7b) Further questions were raised by the students and answered by the teacher via e-mail,
especially regarding the various means of preservation (some of the students specialized in
food processing!). Thus the additional text below:
- Chilling: cooling down, refrigerate, preserve at a low (but above-zero) temperature
- Freezing: storing something at a very low temperature (much below 0°C)
- Pickling: preserved in in vinegar, brine (strongly salted water), or a similar solution.
- Bottling: keep in tightly closed bottles (without air) a product that was previously sterilized
by heat
Same principle as canning (in metal tins or glass jars) or other kinds of preserves.
- In the case of jam (made from fruits), in addition to sterilization by a high temperature, the
preservation is ensured by a lot of sugar. Provided the jar or pot stays hermetically sealed
(no air neither microbe can come inside, once sterilized).
For completeness, other means of preservation that were not mentioned in the main text,
such as dehydration (dried products), lyophilization (freeze-drying), fermentation
(sauerkraut, made from cabbage for instance) or even gamma-irradiation (which is strictly
regulated, for potatoes, onions…)
Course 8- Knowledge assessment
In a written test, the students are asked to
“Explain why cooking is a concern in sustainable development”
Disclaimer: This project has been funded with support from the European Commission. This lesson plan reflects the views
only of the author and the Commission cannot be held responsible for any use which may be made of the information
contained therein.

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Lesson Plans On Sustainability From Portugese Partner

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contained therein.

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contained therein.

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LESSON PLAN
5 PARTNERS, 5 DIFFERENT ECONOMIES
TIME: 60 minutes
DESCRIPTION: a lesson for 2 middle school (students’ age 16) comparing various economic systems
RELATED SUBJECT AREAS: economics
DESCRIPTION:
In this lesson students will:
learn what economy and economic system are;
learn what traditional, command, market and mixed economies are;
investigate and learn the main basic differences among the five Erasmus + project partners
METHODS AND FORMS OF WORK
Individual work, group work, brainstorming, discussion.
TOOLS
Video, computers connected to the internet, video projector.
ACTIVITIES
Teacher introduces the main topic of the lesson and asks learners few questions in order to find out what students know about econo-
my. He/she writes on the board the definition of economy and economic system and explains that there are 4 types of economic sys-
tems (traditional, command, market and mixed).
Teacher discusses the definition with students and asks them to think about the difference between needs and wants.
Divided into four groups use internet to find out the main characteristics of the four different economic systems.
Teacher asks students to compare them and to discuss the similarities, differences, advantages and disadvantages of each type of
system.
Each group of students tries to connect each system with one of the different partners of the project.
contained therein.

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Lesson Plans On Sustainability From Polish Partner
Lesson plan on unsustainable consumption
Time: 3*45 min
Level: students aged 16-18, intermediate level of B1/B1+ of European framework
Related subjects: English (vocabulary connected to food, grammar – future time clauses, countability
of nouns), Biology (nutritional function of food, eating habits, daily diets), Maths (statistics),
Aims: Students will become aware of unsustainable consumption and production, their consequences
on the environment and the benefits of sustainable consumption. They will:
know the basic concepts of unsustainable consumption and the basic principles of sustainable one;
become aware of the impact on the environment by consumers’ daily choices;
analyze their own needs and learn how to change their wrong living habits;
*****************************************************
discussion on a quotation: “As a child my family’s menu consisted of two choices: take it or leave it”
- Buddy Hackett
show what you know on food – complete the table (pairwork / groupwork)
Reading comprehension.
Read the text and the blog comments. Choose the correct option for sentences 1-5 and match
sentences 6-11 as True of False.
FUSSY EATERS
When I was a child I was a fussy eater. I refused to eat any cooked food. I only ate raw carrots and
white bread, even old stale white bread! Nothing else! My parents thought I was a difficult child,
but now I know that there are reasons why children are fussy eaters:
Meat of fish:
Fruit:
Vegetables:
Food bought in packets:
Food bought in jars or
tins:

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Genes.
Some people are born with a gene that makes them more sensitive to strong flavours. For
these people sweet things taste sweeter, salty things taste saltier and bitter things taste
more bitter. Children who have this gene often refuse food with bitter flavours such as fruit
and vegetables.
Experience.
If children’s older brothers and sisters or parents refuse to eat something, they will probably do
the same. This is why it’s important to give children lots of different kinds of food with
different textures and flavours when they are really young.
Texture.
The texture and smell of food often puts children off. For most kids, mushrooms have a horrible
texture, fish is smelly and the taste of red meat is too strong.
Evolution.
Children are usually fussy about the same food: vegetables, meat and fruit. In early human
history, these types of food could be dangerous and might poison you!
Were there any types of food you didn’t like as a child, but love now? Please leave your
comments.
#Veggie girl: Eggs – I didn’t like the texture or the smell. And fried eggs were really greasy. I
hated them as a kid, but now I love all kinds of eggs: boiled, scrambled , even fried, and my
favourite, an omelette with some cheese on top. Mmmmm, tasty!
#Hungry man: Very ripe bananas! I used to think the texture was disgusting. I felt the same
about mushrooms. But now I love mushrooms in everything – they’re delicious on pizzas
and in pasta sauces!
#Foodie: I was a very fussy eater – I hated green beans and refused to eat all other green
vegetables: broccoli, cabbage, spinach and especially Brussels sprouts. But I eat all
vegetables now, except for the beetroot, tomatoes and red peppers – I’m allergic to them.
#Shane: Meat. I didn’t ,like the strong taste. Now my favourite meal is a big juicy steak with
crispy chips and fresh green salad.
#Kitchen Ken: When I was younger, I didn’t like anything spicy. I only liked mild flavours. Now
my favourite food is hot Mexican food with lots of chilis!
#Edward: Anything from the sea. I hated prawns and all kinds of shellfish, But now I love all
fish: tuna, sardines and salmon are my favourites. But they have to be cooked – I’m not
keen on raw fish in sushi for example.
(www.allaboutfoodblog.com)
 Fussy eaters eat a limited / wide selection of food.
 Fussy eaters may be less / more sensitive to strong flavours.
 Fussy eaters usually / rarely copy their families’ eating habits.
 Fussy eaters probably will / won’t like mushrooms.
 Fussy eaters may refuse food that was safe / unsafe in early human history.
 Veggie girl used to like eggs. T / F
 Hungry man used to hate mushrooms. T / F
 Foodie has a bad reaction when he eats red vegetables. T / F
 Shane is a vegetarian. T / F
 Kitchen Ken used to avoid strong flavours. T / F
 Edward loves sushi. T / F

58
Grammar focus – when we are talking about future, we use the present tense after the
conjunctions: if, when, unless, before, after, until, as soon as, as long as. Complete the
text – will you do similar things today after school?
As soon as I get home today.
As soon as I ……….(get) home today, I ……. (have) a snack. Then, if there …..(not be)
anybody at home I ….. (watch) television for a bit. However, if my parents ….. (be) at
home, I ….. (go) to my room. In my room, I’ll switch on my computer and I …….
(probably / listen) to music unless my friends ….. (be) online. If my friends …….. (be)
online, I ….. (chat) with them. When I ….. (finish) chatting, it …….. (probably / be) time
for dinner. Finally, if there …….. (not be) anything else to do, I ……(do) my homework.
Discussion on UK facts – which of them do you find most shocking? Which situation is
similar / different in your country?
UK supermarkets reject 40% of fruit and vegetables because they are “ugly” – i.e.
not a perfect shape.
One UK sandwich factory throws away four slices of fresh bread – including the two
crusts – from every loaf, that’s a total of 13,000 slices a day.
UK homes waste 20% of all the food they buy.
Revision of verbs to prepare food (boild, chop, mix, pour, slice, etc). A puzzle “What’s my
favourite dish?” – write a short recipe of your favourite dish without saying what it is.
Explain what to cook it and make your mates guess what you like most.
At a restaurant. In pairs prepare a dialogue, using the prompts given:
Student A:
You are a customer in a restaurant. You are a vegetarian ( no
meat no fish) and you’re allergic to eggs and mushrooms. You
don’t like peppers very much. Ask the waiter for information about
the following items: pizza, pasta, soup and salad. Explain why you
Student B:
You are a waiter. Take student A’s order. Answer Student’s A
questions about the dishes on the menu and make suggestions.
MENU:
pizza: ham, eggs, tomatoes, cheese
pasta: prawn sauce
soup: mushrooms

59
Writing. You’ve got your blog on food and healthy eating habits, which is quite popular
among teenagers. Thanks to that you have just received an invitation to write a culinary
section in a magazine for teens. Write a letter to the editor in which you:
thank for the offer and confirm your willingness to write that column,
ask about the salary,
suggest a title of your first article to the newest issue of the magazine and briefly
explain it,
make sure till when and to whom you are supposed to send the materials.
Make sure you start and finish the letter appropriately, write approx. 200 – 250 words.
contained therein.

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Time: 3*45 min
Level: students aged 16-18, intermediate level of B2/B2+ of European framework
Related subjects: English (vocabulary connected to ecology, grammar – unreal past and regrets ),
Biology (ecology), Geography (Earth’s waters), Physics/Engineering (inventions for collecting wastes),
ICT (making presentation)
know the basic concepts of unsustainable consumption and the basic principles of sustainable one;
understand the relationship between production, consumerism, generation of waste and
devastation of the environment;
become aware of the impact on the environment by consumers’ daily choices.
recognize that everyone contributes to the amount of waste created every day;
think about ways to become more sustainable consumers;
think about a future planet based on the main principles of sustainable consumption.
************************************************************
discussion on a quotation: “We know that when we protect our oceans, we’re protecting our future”
- Bill Clinton
https://www.facebook.com/PlasticPollution/videos/10155236742451479/?t=4
https://www.facebook.com/180340042008871/videos/2011232998919557/?t=0
Read the text. Choose the correct option for sentences 1-5 , answer the questions 6-10 and
discuss the problems presented in questions 11-13.
CAN A TEENAGE ENVIRONMENTALIST CLEAN UP OUR OCEANS?
Boyan Slats in a young Dutchman with a mission to save the oceans from the consequences of our
throwaway society.
The facts.
Oceans cover 71% of the earth’s surface. From the fresh water of the polar ice caps to the seabed
eleven kilometers below the surface of the deepest point of the pacific Ocean, the ocean is
home to

61
over half of all living species. Over the past 100 years, due to global warming, the sea level has
risen to 25 centimeters.
The problem.
The oceans are being used as rubbish tips. 32% of toxic contaminants in oceans come from air
pollution such as acid rain and debris blown from landfills. Other pollutants are sewage,
industrial waste and pollution from oilfields and ships. The plastic debris concentrates in five
rotating currents like giant whirlpools called gyres. The largest gyre, called the Pacific Garbage
Patch, is twice the size of France and is located between Hawaii and California. At least one
million seabirds, and one hundred thousand marine mammals die each year due to plastic
pollution. When plastic breaks up into smaller particles it becomes a hazard for marine wildlife.
Seabirds, whales, turtles and other sea creatures regularly consume waste products, which can
be easy mistaken for jellyfish or other prey but cannot be degraded in the stomach. The
animals die from starvation because they are not getting the nutrients they need. Plastic also
slowly release toxins and other chemical substances that work their way up the marine food chain.
A solution.
At the age of 19 Boyan Slat invented a device that he claims could clean up to 20 billion tonnes of
plastic waste from the world’s oceans. Unlike conventional methods of cleaning up plastic using
ships and nets, Boyan Slat’s “Ocean Clean-up” concept is based on a simple idea: with its waves,
tides and currents the ocean never stops moving, so instead of going after the
plastics, as most traditional methods do, you could simply wait for the plastic to come to you. A
floating barrier 100km in length, would catch the debris, enabling the platform to extract it
afterwards. The ocean current could pass underneath the barriers taking all sea life with it.
Boyan Slat believes that his innovation could clean up half of the Pacific Garbage Patch over a
period of 10 years, and would make up to 50 million dollars a year from recycling the waste
collected.
1.Oceans cover 61% / 71% of the earth’s surface.
2.The deepest point of the Pacific Ocean is 7 km / 11 km below the surface.
3.Sea levels have risen 10 – 25 cm / 5 – 10 cm over the last 100 years.
4.Plastic waste remains / disappears in the ocean.
5.Plastic pollution kills at least 1 million seabirds / marine mammals every year.
6.Apart from plastic, what other things pollute the oceans?
7.What is “a gyre”, how many are there and where is the biggest one?
8.Why is plastic pollution a problem for marine wildlife?
9.How is Slat’s device different from other “clean – up” devices?
10.What two claims does Slat make about the effectiveness of his device?
11.How much plastic does your family throw away in a typical week?
12.Do you know what happens to your plastic waste? Where does it go?
13.What could you do to cut down on your use of plastic?
Grammar focuses on unreal past and regrets, using structures: I wish, if only, it’s high time, I’d rather.
Suggestion – finishing the sentences devotedly to climate problems:
1.I wish I could …………………………..
2.It’s high time I …………………………….
3.I’d rather people didn’t ………………………..
4.If only I hadn’t ………………………….
5.I wish my parents …………………….
6.If only my friends ………………………………..

62
Giving presentation.
1. Selecting a natural wonder that interest you.
2. Do some research and plan your presentation.
3. Find some interesting photos to illustrate the presentation.
4. Choose useful phrases for introducing the topic, familiar information, surprising
information, finishing the presentation.
5. Give your presentation to the class.
Speaking (for Polish final exams, however, good to use )
You want to take part in an ecological action for your holidays. Look at two options
given – choose the one that would be the most appropriate for you and explain why.
Also justify why you wouldn’t choose the other one.
Some additional points to discuss:
 What could be done to persuade more people to recycle more?
 How can you use social media to promote an environmentally friendly lifestyle?
 Is the work of environmental organisations effective? What makes you think so?
 What are the advantages of living next to a large green areas?

63
Time: 3*45 min
Level: students aged 16-18, intermediate level of B2+/C1 of European framework
Related subjects: English (vocabulary connected to global warming, environmental problems,
synonims and animal idioms, grammar – inversion after adverbials), Civil Science (celebrities
supporting pro-environmental activities), Geography (overpopulation of the world), Biology
(hiperproduction of food, eating habits, daily diets), Maths (statistics),
know the basic concepts of unsustainable consumption and the basic principles of sustainable
one;
become aware of the impact on the environment by consumers’ daily choices;
analyze their own needs and learn how to change their wrong living habits;
*****************************************************
discussion on a quotation:
- Wouldn’t you say it’s getting warmer every year?
- Must be the traffic…
Is it time to take the bull by the hornes?
show what you know on food :
a) what animals do these words refer to? beef, mutton, pork, poultry, veal, venison
b) b) which words describe substances that make the soil richer and which describe
substances for killing unwanted animals or plants? fertilizer, insecticide, manure, pesticide,
herbicide
Read the text and the blog comments. Match sentences 1 - 5 as True of False.
THE FACTS ABOUT MEAT CONSUMPTION AND ITS EFFECT ON THE
ENVIRONMENT
The global livestock industry produces more greenhouse gas emissions than all cars, planes,
trains and ships combined, but a worldwide survey finds that twice as many people think
transport is the bigger contributor to global warming. The survey author Bob Bailey said:
“Preventing catastrophic warming is dependent on tackling meat and dairy consumption, but
the world is doing very little. A lot is being done on deforestation and transport, but there is a
substantial gap on the livestock sector”.

64
Emissions from livestock, largely from burping cows and sheep and their manure
currently constitute almost 15% of global emissions. Beef and dairy alone make up
65% of all livestock emissions.
Over past 50 years, global meat production has almost quadrupled. On average, every
person on earth consumes 42.9 kg of meat per year. In the UK and US, the average
person consumes from 60 to 90kg of meat annually.
Meat consumption is on track to rise 75% by 2050. To meet demand, the world’s
agribusiness firms will attempt to boost their annual meat output from 3,000 million tons
today to 4,800 millions tons by 2050.
Factory-style livestock production is a critical driver of agricultural industrialisation. Its
remorseless expansions is contributing to radical climate change, deforestation,
biodiversity loss and human-rights violations.
One major problem with factory-style livestock production is that it leads to
considerable greenhouse-gas emissions – and not just because the digestive
processes of ruminant animals produce methane. The waste from animals, together
with the fertilizers and pesticides used to produce feed, generate large quantities of
nitrogen oxides.
Nearly half of all water used in the US goes to raising animals for food. It takes more
than 20,000 litres of water to produce one kilogram of meat. To produce one kilogram
of wheat takes 220 litres.
If the world ate 15% less meat, it would be like taking 240 million cars off the road each
year.
#Veggie: Very informative. Personally I believe humans consume too much meat. If this
continue to the unpardonable destruction of the environment, we will also fail to sustain
future generations. Reducing meat consumption is paramount.
#Carnivore: I disagree entirely. The world has always found ways to sustain itself and
there is no hard evidence that meat consumption will disable this process. If anything,
it’s the government that should promote sustainable agriculture.
1. Farming is a bigger contributor to the global warming than transport. T/F
2. Poultry production is responsible for the highest level of farming related green-house
gas emissions. T/F
3. We produce 4 times as much meat as we did 50 years ago. T/F
4. You need 9 times more water to produce a kilo of meat than of wheat. T/F
5. Cutting global consumption of meat by 15% would be equivalent to taking 24 million
cars off the road. T/F

65
Grammar focus – inversion after adverbials:
The devastating effects of flash floods.
Flash floods come with no warning. There’s no time to prepare and once the waters hit, there’s nothing you can do to stop
them: roads are closed, livestock killed, crops destroyed and families forced from their homes. Not only do the flood water
cause structural damage to roads and buildings but they also affect power lines and water supplies. But only once the
water has receded can the real damage be evaluated. Flood water carries with it mud and pollutants and often toxic wastes
from sewerage and industrial plants. Families who may have fled their homes in the middle of the night return home to a
terrible shock. Little do they imagine the conditions they’ll find when they return to their houses.
Grammar notes:
- you can place an adverbial at the beginning of a sentence to emphasise some information. Then, the auxiliary verb comes
before the subject.
We couldn’t return to our home until August = Not until August could we return to our homes.
Floods damage roads and buildings. = Not only do floods damage roads, but buildings.
- examples of negative adverbials: little (with a negative use), expressions with not ( not until, not only, not for a moment,
not a word, etc.)
- examples of limiting / emphatic adverbials: expressions with only (not only… but…, only after, only once, only then, only
by chance, only in this way), hardly / scarcely...when…, no sooner… than… .
Now, rewrite the sentences so that the meaning stays the same. Use the words and phrases in capitals:
1. They didn’t know it would rain for three consecutive days. LITTLE
2. They couldn’t estimate the costs of repairs until the floods had died down. NOT UNTIL
3. Floods don’t just damage real estate but many other kinds of property are destroyed as well. NOT ONLY
4. It was only in this way that he managed to save his house from the cyclone. DID
5. It was pure luck that they were able to escape the hurricane. ONLY BY CHANCE
6. As soon as I plugged the gap, it started leaking again. NO SOONER
7. I managed to rescue the cat moments before the wall collapsed. SCARCELY
8. The local police have shown no signs of panic at all. AT NO TIME
Language focus – animal idioms.
Write idioms with the animals from brackets.
( bird, bull, dog, duck, goose, horse)
1. take the …….. by the horns = face up to a challenge
2. let sleeping ……..s lie = leave sth alone if it might cause trouble
3. be like water off a ……..’s back = used to say that sb is unconcerned by criticism
4. a wild …… chase = a search for sth that is unattainable or non-existent
5. kill two …….s with one stone = achieve two things with one action
6. straight from the …..’s mouth = directly from the source

66
Writing: Tackling environmental issues is not only a task for governments. What can young people do to play a greater role
in protecting the environment? Write an essay of 300-500 words in which you present your opinion on the topic. Discuss the
following aspects:
- supporting local initiatives,
- using your rights as citizens to protest,
- choosing environmentally friendly products.
Disclaimer: This project has been funded with support from the European Commission. This
lesson plan reflects the views only of the author and the Commission cannot be held responsible
for any use which may be made of the information contained therein.

67
Lesson Plans On Sustainability From Turkish Partner

68
Vocabulary work:
Encompass - humidity - Climate - volcanic eruptions - solar radiation - devastate -
greenhouse gases - malaria- drought

69
Comprehension questıons:
1.What are the reasons for the climate change?
2.What are the results of the climate change?
3.Can we stop the devastation in the environment? If so how?
4.What is green house effect?
5.How is global warming affect us?
Active and passive voice exercise
Sentences are given in the active voice. Change them into the passive voice.
1. HE TEACHES ENGLİSH. / ENGLİSH ................... BY HİM.
a)taught
b)is taught
c)was taught
2. THE CHİLD İS EATİ NG BANANAS. / BANANAS .................. .. BY THE CHİLD.
a)are eaten
b)are being eaten
c)have been eaten
3. SHE İS WRİTİNG A LETTER. / A LETTER ....................... BY HER.
a)is written
b)is being written
c)has been written
4. THE MASTER PUNİSH ED THE SERVANT. / THE SERVANT .......... ............... BY
THE MASTER.
a)is punished
b)was punished
c)has punished
5. HE WAS WRİTİNG A BOOK. / A BOOK ....................... BY HİM.
a)was written
b)had written
c)was being written

70
6. WHO WROTE THİS LETTER? / BY WHOM ......................?
a) was this letter written
b) was this letter being written
c) had this letter written
7. SOMEBODY COOKS ME AL EVERY DAY. / MEAL ...................... BY SOMEONE
EVERY DAY.
a) is cooked
b) has cooked
c) is cooking
8. HE WORE A BLUE SHİRT. / A BLUE SHİRT .................... BY HİM.
a) wore
b) was wore
c) was worn
9. MAY GOD BLESS YOU WİTH HAPPİNESS! / ................... W İTH HAPPİNESS.
a) May you blessed
b) May you be blessed
c) May blessed you be
10. THEY ARE BUİLDİNG A HOUSE. / A HOUSE ...................... BY THEM.
a) is built
b) is being built
c) was built
11. I HAVE FİNİSHED THE JOB. / THE JOB .......................... BY ME.
a) has finished
b) has been finished
c) is finished
12. I SENT THE REPORT YESTERDAY. / THE REPORT .............. ..... YESTERDAY.
a) is sent
b) was sent
c) had sent
only of the author and the Commission cannot be held responsible for any use which may be made of the information con-
tained therein.

71
Reading Part:
Climate change and global warming
Climate change
Wikipedia defines climate as follows:
Climate encompasses the statistics of temperature, humidity, atmospheric pressure, wind, rainfall, atmospheric particle count and
other meteorological elements in a given region over a long period of time. Climate can be contrasted to weather, which is the present
condition of these same elements and their variations over shorter time periods.
Climate may be inherently variable as evidenced by the irregularity of the seasons from one year to another. This variability is normal
and may remain partially understood. It is related to changes in ocean currents, volcanic eruptions, solar radiation and other
omponents of the climate system. In addition, our climate also has its extremes (such as floods, droughts, hail, tornadoes and hurri-
canes), which can be devastating. However, in recent decades, a number of indicators and studies show more and more evidence of
climate warming across the globe. A disturbing phenomenon that challenges human habits and activities which are responsible for
greenhouse gas emissions.
The green house effect
The greenhouse effect is the process by which absorption and emission of infrared radiation by gases in the atmosphere warm a
planet's lower atmosphere and surface. It was proposed by Joseph Fourier in 1824 and was first investigated quantitatively by Svante
Arrhenius in 1896.
Naturally occurring greenhouse gases have a mean warming effect of about 33 C (59 F). But Human activity since the Industrial
Revolution has increased the amount of greenhouse gases in the atmosphere, leading to increased radiative forcing from CO2,
methane, tropospheric ozone, CFCs (chlorofluorocarbon) and nitrous oxide. The concentrations of CO2 and methane have increased
by 36% and 148% respectively since 1750. These levels are much higher than at any time during the last 650,000 years, the period
for which reliable data has been extracted from ice cores. Over the last three decades of the 20th century, GDP (Gross Domestic
Product) per capita and population growth were the main drivers of increases in greenhouse gas emissions. CO2 emissions are
continuing to rise due to the burning of fossil fuels and land-use change.
Consequences of global warming
There are two major effects of global warming: the increase of temperature on the earth by about 3 to 5 C (5.4to 9Fahrenheit) by the
year 2100 and Rise of sea levels by at least 25 meters (82 feet) by the year 2100. Other consequences are listed below:
 Sea levels are rising due to thermal expansion of the ocean, in addition to melting of land ice.
 Amounts and patterns of precipitation are changing.
 The total annual power of hurricanes has already increased markedly since 1975 because their average intensity and average
duration have increased.
 Changes in temperature and precipitation patterns increase the frequency, duration, and intensity of other extreme weather
events, such as floods, droughts, heat waves, and tornadoes.
 Higher or lower agricultural yields, further glacial retreat, reduced summer stream flows, species extinctions.
Diseases like malaria are returning into areas where they have been extinguished earlier.
(Sources: Wikipedia | Time for change)

72

73

74
only of the author and the Commission cannot be held responsible for any use which may be made of the information con-
tained therein.

75

76

77
Disclaimer: This project has been funded with support from the European Commission. This lesson plan reflects
the views only of the author and the Commission cannot be held responsible for any use which may be made of the
information contained therein.

78
Calenders, Magazines and Films
Calender From 5-10 March 2018 Mobility to Italy
https://issuu.com/oraziolicitra/docs/calendario2018-all-min?fbclid=IwAR08tGmq_4ycp5tZM5ioMqIRl-
7gpUfuY8PcQcECZXvFCxCPkYddt2lsjC4
Calender From 2018-2019 Mobility to Portugal and Poland
https://www.canva.com/design/DADbIoTqR48/kxt4UnYe6838Jq4RsEkn2w/view?presentation#10
Italian Magazine From 5-10 March 2018 Mobility to Italy
https://issuu.com/giuseppegulino2/docs/magazine_ccf_?fbclid=IwAR3b80fXy1-
lv0wxM6fPLjJIH7eT5nqnxHVwrwhA3oTl9Pxo6OJGMApL7E8
French Magazine From 14-18 May 2018 Mobility To France
https://madmagz.com/fr/magazine/1371858?fbclid=IwAR1Xoh99EMla-
qLGfL8S7sza6sKiqxU8viHIBDnVX2z6PX6LMzGTpwLibAs#/
Erasmus Sicily Part 1: https://www.youtube.com/watch?v=Kqgccy9vORU
Erasmus France Part 2: https://www.youtube.com/watch?v=2plGi0u0Bgk
Erasmus Portugal Part 3: https://www.youtube.com/watch?v=opH4hQdD3bM
Erasmus Poland Part: 4: https://www.youtube.com/watch?v=uhCW1B_Q2Vk
https://www.flipsnack.com/consumersoffuture/portugal-mobility-erasmus.html
https://madmagz.com/magazine/1630111
News about the project from local newspapers:
https://consciousconsumersoffuture.webnode.pt/vinhos/

80
This Project is Funded by The European Union.

E book Consciousconsumersoffuture

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