Agency+-+Final+Report

=E.1 Final Version = "Virtual EDEN” has been an interdisciplinary (CLIL) project which addressed the areas of education, school curriculum and everyday life. The participants integrated their national curriculum into the project. The project was carried out by schools from Poland, the Czech Republic, Hungary and Romania from 2009 until 2011. While learning about the natural environment, this project enhanced the pupils' scientific approach. Biology, Chemistry, Physics and Mathematics were the base for various activities. Art, Photography, ICT were used to display the scientific research in a friendly way. English was the means of communication. To promote our less used languages a mini-dictionary was set up on the Internet. The project taught respect for natural environment. Based on their nearby garden or park pupils did some research: they collected samples and examined water, soil, air and fauna and flora, observed the weather. They analysed and compared their results and published on the Internet using Blogs and the Wiki. The project helped pupils develop scientific competencies, promote intercultural awareness and prepare students for their future as adult members of the European community. While improving linguistic and ICT competencies, collaboration on the European level educated about planning, responsibility and team work. The project aimed at pupils aged seven to fifteen with diverse backgrounds. Competition and quizzes helped to evaluate expected pupils' achievement. The dissemination conference, which took place during the last meeting within the project, in June 2011, was a good opportunity for both students and teachers from all four schools, to present the results and the final products jointly elaborated. The joint products were: a calendar, a brochure, a virtual garden, a photo competition and mural, a school play, a book for children about storks, didactic materials on DVD and a scientific report presented on the Internet and the Comenius Alley set up in all four countries. To commemorate our Partnerships, students and teachers together planted trees during their visit to schools abroad. In this way the Comenius Alley came into being. It is a likeness of the Garden of Eden and, at the same time, the longest alley in Europe (running from Poland via the Czech Republic, Hungary to Romania) and truly a joint product. Pupils will take care of the trees, and every year a new generation of students will experience presentations about the Comenius ideas and our partnerships. The Comenius project gave students and teachers the possibility to visit their friends in their homes and schools. This unique opportunity allowed to enrich professional expertise, broaden the knowledge about partners’ countries and make long-lasting contacts." //__drf: AGREED__//

E2 is on the other site: E.2.

E.3. European Added Value - Final version
During the project period children could learn their peers' lives, compare and contrast local and traditional costums, daily habits overcame stereotypes familiarized with other languages, Maths and Science words became friends, families learn about people of EU multicultural empathy. Some children come from poor families, for them the project provided a the only opportunity to travel abroad and get friends in EU countries. As the benefit of the intensive partnership, there have been friendships among children and the host families. Teachers could gain experiences on different teaching methods, school system, school-life new friendships push teachers towards language learning. The different national school systems and some methods were introduced to the teaching staff of the schools at home. School: introduced and was introduced to European institutions. Comenius Alley is a long-lasting evidence of the European collaboration. Lessons and surveys focused on the scientific approach to environmental issues and team work on Eu level. During the project period, participants learn the partners lanuages, so the some less used languages such as Czech, Polish, Hungarian and Romanian. Children set up dictionaries on wiki and learnt everyday expressions and school words too. This knowledge was used during the project meetings in funny ways. Thematic trips to protected areas, with the aim of learning about the protection of nature, collecting soil and water samples and observing the behaviour of birds in EU countries. We learnt how each country deals with protection of nature on different levels: from a small private association to the ministry. Participating in interactive classes.

I recommend to add the following statements and adapt them to your opinion. I am aware the English version of E.3. will be a slightly modified in our national languages. Ivana.
 * Cooperation on European level was emphasized by introducing English language online sources of informationwe all shared and useful web links we recommended eachother on our wiki. Teachers became more familiar with English as a language they can use for searching materials for their school work, but also found out about websites in national languages of partner countries, offering helpful pictures and video material for multicultural education.
 * ICT was a great tool of communication among partners and above all socially disadvantaged children without the net acces at their homes and very low ICT experience gained the opporrtunity to extend their knowledge and competences at this area.

**E.4.** Final version
The goal was to conduct research on the environment which students live and to create a Virtual Eden while developing Key Competencies. Students got to know and feel responsibility towards the living nature. They compared the natural environment, the status of soil, water and air of a small village, an agricultural town, an industrial area and a capital city. They succeeded in doing their research on the influence of pollution on water, soil and air and presented their results on the Wiki. Younger students worked in the European Stork Club. All students took part in many competitions and activities which helped them to develop their key competencies. To promote creative writing students were encouraged to write stories, poems and comic in mother tongues and foreign language. The mini-dictionaries created by students and games. Students used ICT to present their photographs and work, they communicated with partners using the Blog and emails. Students learnt about a civil organisation, the local, the area and country-wide organisations’ work. Teachers were able to apply the e-voting system to choose the best photo. They also organized the international survey to promote positive attitude about ecology. . Teachers had an opportunity to compare their curriculum, share expertise and improve English as a foreign language during project activities. The project made staff of the school and the parents more engaged into the school life.

**CZECH VERSION OF E.4.** **I WORKED WITH PART 5.3. OF OUR APL. FORM, WHICH IS ABOUT 2 PAGES LONG, AND USED FULLY THE OPPORTUNITY TO WRITE AS MUCH AS THE NUMBER OF LETTERS IN THE TABLE ALLOWS ME. I FOLLOWED A LIST OF GOALS WE WANTED TO ACHIEVE ACCORDING TO THE APL. FORM. IF YOU TAKE MY CZECH TEXT AND INSERT IT INTO GOOGLE TRANSLATOR WITH YOUR NATIONAL LANGUAGE, IT WILL SHOW YOU THE TRANSLATION.** Žáci zapojení do projektu rozvíjeli své komunikativní schopnosti v rodném jazyce, vylepšili své kompetence v oblasti tvůrčího psaní ( příběhy se společným zvířecím hrdinou, záznamy z výzkumů, vědecké zprávy, písemné hodnocení mobilit atd. ).

Komunikace v angličtině vedla ke zvýšení motivace k učení se cizím jazykům, a to u dětí i pedagogického sboru. Třetina učitelů se na základě zkušeností získaných v průběhu realizace projektu rozhodla ke studiu angličtiny v kurzech pro pedagogy.

Jednotlivé projektové úkoly rozvíjely matematickou gramotnost a vědecké kompetence. Žáci se podíleli na vytváření matematických úloh pro své zahraniční vrstevníky, využívali matematické dovednosti při výpočtech potřebných pro získání výsledků vědeckých experimentů a závěrečné vědecké zprávy. Děti i učitelé vylepšili své prezentační schopnosti, dlouhodobě se zabývali problematikou životního prostředí a jeho stavem v místním regionu.

Pro realizaci projektových aktivit a úkolů se využívaly moderní prostředky - interaktivní tabule, digitální fotoaparát, internet, Skype. Účastníci sdíleli informace o splněných úkolech a dosaženém pokroku na projektovém blogu a wiki stránkách, tento prostor byl plně využíván rovněž pro koordinování aktivit, monitorování jejich průběhu, plánování mobilit a komunikaci koordinátorů. Děti se seznámily s novými postupy, jež poskytuje internet a moderní programy pro zpracování fotografií, tvorbou mozaiky ze souborů fotografií, online galerií a pod. Uvedené ICT aktivity patřily mezi nejoblíbenější a jejich úspěšnost byla velmi vysoká.

Děti získaly nové kompetence k učení, protože v průběhu dvou let projektové práce využívaly různé zdroje informací - tištěné materiály, online zdroje, vlastní výzkum atd. Projektové aktivity byly zahrnuty do běžné výuky přírodopisu, chemie, zeměpisu, dějepisu, matematiky, českého jazyka a samozřejmě angličtiny. Děti se často scházely po vyučování v zájmových kroužcích, kde pracovaly pod vedením pedagogů na náročnějších tématech, jako bylo zkoumání vzorků vody, půdy a vzduchu, meteorologický výzkum, alternativní zdroje energie. Práce na ICT tématech rovněž vyžadovala řadu setkání v době po skončení běžné výuky, stejně tak některé výtvarné a tvořivé aktivity ( výrobky z přírodnin, pozdravy do partnerských škol, výroba ručního papíru).

Děti ze třídy pro žáky se speciálními vzdělávacími potřebami se zapojily do realizace uvedených výtvarných a rukodělně zaměřených úkolů a jejich aktivní účast v mezinárodním projektu pomohla zvýšit integraci těchto lehce mentálně postižených žáků do běžného života školy. Rovněž žáci z nižších ročníků pomáhali se svými učiteli realizovat projekt - uskutečnili několik projektových dnů jako součást mezinárodního klubu čápů, jehož program sdílely všechny partnerské školy ( pozorování a krmení ptáků, výroba krmítek, besedy o ptácích, vysévání a pozorování růstu rostlin, ilustrace příběhů o zvířatech).

Tím, že byla řada aktivit realizována v angličtině, byla do praxe naší školy poprvé uvedena metoda CLIL. Některá projektová témata umožnila propojení angličtiny a vyučovacího předmětu ( biologie, matematika, zeměpis, informatika ).

V žácích i pedagogických pracovnících pomohl projekt probouzet přirozenou zvídavost, pozitivní postoj k problematice životního prostředí a otevřenost vůči evropským kulturám. Vedle zkvalitnění schopností týmové spolupráce se rozvíjelo i sebevědomí účastníků jako reprezentantů nejen školy, ale i regionu a celé České republiky v době zahraničních mobilit.

Všichni účastníci projektu se průběžně seznamovali s méně užívanými evropskými jazyky ( polština, maďarština a rumunština), naučili se některá základní slova a pozdravy. Pracovali i s latinským vědeckým názvoslovím a poučili se o významu latiny při vědecké práci, v historii a evropské kultuře.

Učitelé měli možnost porovnat jednotlivé národní vzdělávací programy, výuku v partnerských školách, získat metodologické zkušenosti a navázat kontakty se zahraničními pedagogy.

E.7. WORKPLAN AND TASKS - Final version
Ivana says: I think this ppart is about describing how we worked together and beside that we have to mention what we did not achieve ( as Danuta writes in the last part here ). So before that we can write something as follows. We were able to carry out majority of the planned tasks. In the course of our project work we slightly modified some dates according to school life´s needs, weather and concrete conditions. Also the outcomes of planned activities were sometimes a bit different as each school had different conditions and opportunities ( e.g. a a topic on organic food was implemented as a series of lessons in one school or as a day practical project in another school). Coordinators discussed the planned and realized activities periodically, inspired, motivated and helped eachother if needed. The Polish school as a coordinator at the international level checked the activity calendar, tasks plan and realized events regularly to get the feedback on concordance of our plan and the reality. As a result of the fact that the Swedish school was not approved and the Turkish school resigned officially from the project, our real cooperation started at the first coordinators’ meeting in October 2009. We had to reorganize the Activity calendar and redistribute tasks. We decided to change the term of a visit to the Czech school to spread the mobilities more evenly. Consequently, at the autumn period when Czech project meeeting took place, its organizers decided to change the programme - instead od planned spring visit to Litovel´s Morava valley Natural Reserve we worked on birdwatching activities at the complex of Tovačov lakes and ponds and had a guided tour around this important ornithological territory. We decided to decrease the use of the WebQuest Method, as it was a task assigned to the Swedish school.

**E.8. COMMUNICATION AND COOPERATION** **MAIN POINTS TO BE USED IN DESCRIPTION IN NATIONAL LANGUAGE - think it will be useful. Ivana.**


 * 1) WIKI and BLOG as the main means of communication ( insert http adresses )
 * 2) skype, telephone, videoconferences, personal meetings of teachers ( Danuta - Ivana, Danuta - Julia - at the time of school holidays )
 * 3) regular reports sent by school coordinators to the main coordinator
 * 4) regular meeting of the staff at each partner school, sharing experience and ideas originated from these school staff meetings and workshops with other partners to encourage and motivate eachother
 * 5) solving problems together, helping eachother if needed ( inspiration, motivation, giving advice, useful web links, sharing teaching and lesson planning materials )

**F.4. SUSTAINABILITY** **HERE IS WHAT I INSERTED SOME TIME AGO REWRITTEN BY ME TODAY:** **Environmenntal issues can easily become a part of each modern curriculum and our project introduced a wide range of possible activities supporting environment friendly attitude among students and teachers as well.Described scientific experiments can become a part of Biology, Physics and Chemistry lessons and enrich them by practical elements. The nature can be a topic of many ICT, Art and Craft work or literature activities as shown by our project ( surveys, quizes, seasonal natural material for crafting, trees as a topic for literature work). Also children at the primary level will like our complex of Stork Club activities, either as a topic for possible school projects or after school club activities ( birdwatching, bird feeders, books of bird srories,collecting food for birds, herbaria etc. ). In this way, majority of our acitvities and outcomes could become good inspiration and support for teachers.** === **Despite of the official end of the project, participating schools intend to continue their cooperation with help of other ways - students´ correspondence, sharing teaching experience and working on possible future Lifelong Learning projects.** === === **All the used dissaminating instruments - leaflets, CDs,DVDs, brochures and all online tools can be used as examples of good international cooperation by schools involved in e-twinning and other projects even without EU financial grants.Wikis and blogs as places for online communication are usually free and very effective way of implementing international cooperation into each school´s life. Virtual Eden wiki shows the wide range of ways and forms of examples that can be inspiring for other schools.** === === **The most sustainable outcome of Virtual Eden LLP project will be our Comenius Alley growing at public places near participating schools for future years. As a part of local communal greenery it will become a reminder of our project work for a long time.** ===

Ivana.
I have been trying to collect some of the results in order of time (?). A www address must be joined to each one. (Julia)

E.2. Outcomes: 1) Exhibitions (4-5 times during the project) http://virtualeden.wikispaces.com/Comenius+Day, [] 2) Wiki page http://virtualeden.wikispaces.com 3) Stork book (April 2010) http://virtualeden.wikispaces.com/Storks%27+Book 4) School play - international Stork Story 5) Herbarium 6) Virtual Herbarium [|http://www.scoala186.ro/confeden/ppt/Virtual_Garden_scoala186-Andone.pps#261,5,Slide] 5 [|http://www.scoala186.ro/confeden/ppt/Virtual_Garden_scoala186-Andone.pps#259,4,Herbaria] 7) Photo Contest Local - Exhibitions 8) International Photo Contest - drf: this is a link to our Photo Competition http://korus.internetdsl.pl/index.php?option=com_phocagallery&view=category&id=1&Itemid=53 and another link http://virtualeden.wikispaces.com/Photo+competition+2009 9) Photo Mural 10) Dictionary - Word lists, learning about non-widely used languages 11) Bird Feeder - bird watching 12) Minigardens - observation of plants 13) Comenius Days [] 14) Filmed lessons (Maths and Science) - discussions about experiences - but they are not put on the wiki. ?Should we mention them in this case? We made films and exchanged CDs so they are in each school library or in the place wher e we collect all items connected with our Comenius project. Let's say because of lack our the most ICT advanced partner from Sweden we wer unable to place them on the Internet. however, physically we have filmed lessons. 15) Calendar ?I cannot find it on the wiki. Where is it? drf: Julia, we made it in paper - each school has its own, hasn't it? In the case of Polish school, we have photos for the calendar here: http://www.jasnet.pl/zs11/index.php?option=com_phocagallery&view=category&id=4&Itemid=114 __**I made the calendar after we agreed on the photos and sent each school a CD with the calendar file to be printed. Ivana.**__ http://virtualeden.wikispaces.com/Calendar __**It can be used as internet address of the calendar. Geta**__ []? id=2 16) Report on the environment (Romanian site) http://virtualeden.wikispaces.com/Final+Report, []? id=1 [] 17) Comenius Alley http://virtualeden.wikispaces.com/Comenius+Alley 18) Conference [] 19) Logo competition http://virtualeden.wikispaces.com/Logo 20) Global problems: debates related to the natural environment during classes or school contests on the topic “Protecting the environment”; Interactive international surveys concerning environmental awareness; 21) Stork Club -to young children﻿  22) __Healthy food__ - class debates aimed at raising the students’ awareness on the existence of a wide range of unhealthy products on the market; 23) Our students’ participation in European programmes such as “The Kangaroo” and “Spring Day in Europe”;  __Seasonal__ g __reetings__ - exhibition of products made of natural materials; films, plays promoting each country’ s culture, tradition and customs; http://virtualeden.wikispaces.com/Seasonal+greetings == 24) Creating and implementing evaluation tools regarding the activities within the project. __**Ivana:We will have to choose the type of outcomes - is not this point too abstract for mentioning it here?**__ ==

__**26) Latin for scientific purposes - we had some lessons on Latin﻿**__
30) Comenius Week see: http://www.comeniusweek.eu/en/pub/index.htm  I hung our project there.
 * 27) Video conferences**
 * 28) Meetings (EUCO02) - If you check E.2. you will find this reference number. In my opinion the project meetings﻿ / introductions of participating countries should be mentioned either. What do you think? (Julia)**
 * 29) Brouchure** []? id=3

=
=============================================== drf: More or less what we are expected to answer below. Julia collected the outcomes above

-during the project period children could learn their peers' lives, compare and contrast local and traditional costums, daily habits overcame stereotypes familiarized with other languages, Maths and Science words became friends, families learn about people of EU multicultural emphathy -teachers could gain experiences on different teaching methods, school system, school-life new friendships push teachers towards language learning -school: introduced and was introduced to European institutions Comenius Alley is a long-lasting evidence of the European collaboration Lessons and surveys focused on the scientific approach to environmental issues and team work on Eu level; Thematic trips to protected areas, with the aim of learning about the protection of nature, collecting soil and water samples and observing the behaviour of birds in EU countries; Participating in interactive classes; ** E.4. PERTNERSHIP OBJECTIVES ACHIEVEMENTS Please summarise briefly the main aims/objectives of your partnership. ** goals: learn about our neighbourhood and introduce it to our peers and partners conduct some research on soil, water and air, compare the results, make a report introduce the project - launch the wiki Learn CLIL learn about flora and fauna, create herbaria, virtual herbaria on the wiki Sharing teachers’ expertise; Visits of students and teachers to the four partner schools, providing the opportunity to accomplish common activities such as planting trees on the “Comenius Alley”; Be eco-friendly
 * E.3. EUROPEAN ADDED VALUE **
 * What was the added value of the partnership towards a more intensive cooperation? **
 * introduce European Union to children﻿ **

From the Application 5.3. ** Please specify any concrete measures and activities undertaken at partnership level. ** What would you write here? I have no idea! Pls help! Julia
 * E.5. KEY COMPETENCES **
 * Please enter the specific key competences addressed by your partnership. **

__**Julia, my manual says we will not have to write anything here but just choose from the choice online, so this specification will depend on what you choose here. Ivana.**__
** E.6. HORIZONAL ISSUES ** **[TICK]** Div, CulDiv, SpecNeed (in Czech and in Hungary mainly)

** E.7. WORKPLAN AND TASKS **
 * If some of the tasks carried out are different from those planned at application stage, please explain why. **

Turkish and Swedish partner - reorganise the meetings and tasks.

** E.8. COMMUNICATION AND COOPERATION ** ** How would you describe the cooperation and communication between the participating organisations involved in your partnership? Were all organisations equally involved? **

===__**As a result of the fact that Sweden was not approved and Turkey resigned from the project, our real cooperation started at the first coordinators´ meeting with reorganizing the Activity calendar and redistributing tasks. The project wiki site was established there http://virtualeden.wikispaces.com and it soon became a place for regular meeting, sharing experience, distributing information and present partial results of project tasks. The project blog [] served as a place for posting news about partner schools´ life. Other frequently used online tools for communication among coordinators were emails and Skype. We also used videoconferences on Skype to get in touch.**__=== ===__**The position of a project coordinator at each school was important not only for managing the project and colaboration of the staff, but above all for communication with partners and the main coordinator.**__===

__**All participating organisations were equally involved and the whole project colaboration went without problems. Ivana.**__

 * E.9. PARTNERSHIP LANGUAGES **

** [tick] **** E. 10 EVALUATION ** ** E.10.1 PROGRESS MONITORING ** ** How did you monitor and evaluate the progress and expected impact of the partnership? ** **Questionnaires for participants (quest)** ** What were the main conclusions and consequences of the monitoring and evaluation? ** Conclusions: The project finished, but its echo is still felt in the partner schools and at the local communities’ level. The monitoring and the evaluation realized through these two years led to the following conclusions and consequences of the Comenius project ”Virtual Eden”: -the project reflects the contribution to strengthening the concepts of quality and European dimension; -the final products reflect the link between the curriculum and the disciplines involved in the project; -the final products have teaching and dissemination potential; -the TIC and the linguistic competences of the students and teachers which were involved in the project improved; -the project contributed also to increase the image and the prestige in the community of each school of the four EU state members. The utility of such projects for students and teachers is important in the perspective of their professional development and in acquiring new skills. An evaluation strategy existed at partnership level, using different evaluation types (internal, external, initial, processing, final, common) and also evaluation and self- evaluation methods and instruments (discussions, observation, e-mail, questionnaires and interviews). The results of the evaluation were communicated to the target audience. During the project, questionnaires were handed out in order to check the satisfaction level of the involved people, teachers and students. The activities took place during and outside the classroom. The demonstration lessons were presented to the partners. The project aimed mathematics and science curriculum, but foreign languages, Romanian language, Geography, History, Religion, Art are some of the disciplines which are directly involved. The final products, which were initially proposed, were achieved: website, herbarium, brochure, scientific report. The final products were appropriate curricular areas, which were involved in the project. These were and can be used also in the future in the current activities of the school. There is consistency between the obtained products and the objectives of the project. The obtained products are consistent with the specific of the program Comenius (Lifelong Learning Programme). The final products are reflecting the contribution of the partners and the high level of implication of the students in the achievement of these products. The final products have European dimension and have also a dissemination potential. Geta

** E.10.2. RESULTS/ PRODUCTS/OUTCOMES ACHIEVEMENT **
 * To what extent were results/ products/outcomes previously identified at application stage achieved? **

** To a very high extent (Tvhigh) **

** ........................... ** ** E.10.3 AIMS/OBJECTIVES ACHIEVEMENT ** ** To what extent were the aims/objectives previously stated at application stage achieved? ** ** To a very high extent (Tvhigh) ** ** In case of underachievement, please explain which aims/objectives were not achieved and for what reasons. ** ** ........................... **  ** F. PART B (CONCERNING YOUR OWN INSTITUTION) ** ... Please enter the concrete activities carried out by your organisation at local level and during the mobilities.
 * If your outcomes were different to those indicated at application stage, please explain the reason for these changes. **
 * F.2. PARTNERSHIP ACTIVITIES **
 * Activity No. **
 * Description **
 * Activity type **
 * Start **

To what extent were the planned activities previously stated at application stage achieved? Please identify not fully achieved activities and explain the reasons and impact on the overall partnership. If some of the activities carried out are different from those planned at application stage, please explain why. =** WebQuest methods were not used, considering that from the very beginning of the partnership the Swedish school (partner responsible for ICT activities) was not approved. This led to some restrictions of ICT activities carried out during the project. Consequently, we had to reorganize the Activity calendar and redistribute some tasks. **__ ﻿What do you think about the text above? __** Geta. **=
 * To a very high extent (Tvhigh) **

** … ** ** F.5 SUSTAINABILITY ** ** How do you think that the outcomes of your partnership could be used by others? ** ===__**Despite of the official end of the project, participating schools intend to continue their cooperation with help of other ways - students´ correspondence, sharing teaching experience and working on possible future Lifelong Learning projects.**__=== ===__**All the used dissaminating instruments - leaflets, CDs, brochures and online tools can be used as examples of good international cooperation by schools involved in e-twinning and other projects even without EU financial grants.Wikis and blogs as places for online communication are usually free and very effective way of implementing international cooperation into school life. Virtual Eden wiki shows the wide range of ways and forms of examples that can be inspiring for other schools.**__=== ===__**The most sustainable outcome of Virtual Eden LLP project will be our Comenius Alley growing at public places near participating schools for future years. As a part of local communal greenery it will become a reminder of our project work for a long time.**__===

Ivana.
__** … **__ ** G. LESSONS LEARNED **

** G.1. PROBLEMS/OBSTACLES ENCOUNTERED ** ===__**The partners faced some problems at the very beginning of the partnership when Swedish school was not approved and Turkosh school resigned from our LLP project. We had to reorganize the Activity calendar and redistribuute some tasks. The fact, that Sweden as partner responsible for ICT activities did not become a full member of the partnership caused some restriction of ICT activities we carried out.**__=== ** If applicable, please describe any difficulty you encountered before/ during / after the Partnership and how they were solved. ** ** …any other comments … **

European Shared Treasure text is almost ready to be published. Check your languages and send me your approval, pls. 15 August 2011drf

=European Shared Treasure= http://www.europeansharedtreasure.eu/

Can you check Ladies this part of the European Shared Treasure in your English and then translate into your languages? Our four final products, in my opinion, are:

The students had the opportunity to improve their scientific competencies and their knowledge concerning the environment. They collected water and soil samples and subsequently analyzed them in the laboratory. They analyzed the air quality and explored the biodiversity of eco-systems in their neighbourhoods. Moreover, the students wrote scientific reports related to the activities carried out during the project. http://virtualeden.wikispaces.com In Art lessons and Photography classes students improved their ability to use photography equipment and learnt various photographic techniques and rules of presenting the world of Nature. Each school organized a local photo competition. Then the international competition was organized and the best photos were displayed at schools. During the mobility students created jointly Virtual Eden murals which were presented on the wiki. Virtual Garden was the theme of school exhibitions and calendars. To commemorate the Virtual Eden project, students and teachers planted trees during their visit to schools abroad. In this way the Comenius Alley came into being. It is a likeness of the Garden of Eden and, at the same time, the longest alley in Europe (running from Poland via the Czech Republic, Hungary to Romania) and truly a joint product. Pupils will take care of the trees, and a new generation of students will experience presentations about the Comenius ideas and our partnerships. 4.**Conference** The dissemination conference, which took place during the last meeting of the project was a good opportunity for both students and teachers from four schools to present the results and the final products jointly elaborated. Virtual Garden and results of research undertaken by students about the consequences of air pollution, water and soil, were highlighted. Parents, representatives of authorities, teachers and students participated to the conference. []
 * 1. The Scientific Report**
 * 2. Virtual Eden**
 * 3.Comenius Alley**

Final product; from our Application form
5.1 The final joint product will be a virtual garden and a scientific report presented on the Internet. 6.1 06/2010 VIRTUAL EDEN - The Comenius Day at schools PHOTO EXHIBITIONS will be organised in all schools and public places. Students jointly create Virtual EDEN – the FINAL JOINT PRODUCT. 12/2010 COMENIUS CALENDAR Students will create a calendar with their photos. 05/2011 RESEARCH STATION An excursion to the world heritage Alvaret on Öland, …in Sweden. …. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;">COMENIUS ALLEY in Sweden <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;">THE SECOND JOINT PRODUCT – THE REPORT <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;">06/2011 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;">CONFERENCE <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;">Students will visit ,... The Botanical Garden,... The conference will be held to summarise the results of the students’ research and the Comenius project. Visitors to Romania will plant the trees which will symbolize their country. COMENIUS ALLEY in Romania <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;">6.3 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 8px;">05-05/2010… <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8px;">The year long international photo competition will be finished and the winners awarded. The Photo Mural will be created. <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8px;">The theme of the summer holidays photography competition will be announced. <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8px;">04-05/2011 <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8px;">Students will finish their work on the final project – the Virtual garden. It will be presented on the Internet and there will be an exhibition in each school. The science report resulting from the project will be published on the Wiki and deliver to all concerned. <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 50%;">Students will add the final REPORT ON THE ENVIRONMENT IN SIX EUROPEAN COUNTRIES to the Wiki, and send it to the Environment Board in their municipality, local newspapers, ecological organisations in their countries and mass media.