Diversity is a very pregnant term: it may be applied to Biology, Culture, Anthropology and other fields: in any case, especially in a scientific context, it means a (desirable) variety, basis for evolution and progress. The Semep Project, supported by UNESCO, is essentially a project for science education, focused on Mediterranean environment. As the Mediterranean has been the cradle of our civilization and especially of arts, the project favours also connection with other subjects concerning humanistic disciplines like history, in order to raise in young people awareness about the Mediterranean valuable resources and its enormous cultural heritage to be appreciated and strongly protected. Moreover, Semep, through national coordinators, puts in touch students and teachers of different countries working on the same topics, coordinates diffusion of materials (students’ worksheets, guidelines for teachers) and exchange of ideas, papers, products; in this way schools share information and build a common knowledge. In Italian schools the theme “Discover diversities” has been a stimulus for teachers and students to investigate different science topics, learn basic concepts and become aware that mathematics (often difficult to understand) is a powerful mean to interpret and describe any, even complex, phenomenon and communicate results in a clear, synthetic language. Teachers have adapted the project to the features of their classes and surrounding territory. As an example, two schools, a junior school and a high school, have worked on “Food and territory”. Variety in the territory produces a variety of aliments: local food is affected by local traditions, history, culture and many people now try to rediscover forgotten, genuine, natural tastes. Appreciation and consumption of local products should be encouraged: there are advantages for health (fresh food contains more vitamins, are tasty, do not need preservatives, their production is controlled by health authorities), for environment (less traffic, less energy consumption, less CO2 production), for family economy (local products are cheaper). Variety and seasonal food are the best way to keep in good health. Alimentary education can be developed as a branch of “Food and territory”; it is so important in pre and adolescence to prevent alimentary diseases. Students produce booklets, video, cds, pictures: such materials, often very valuable, become patrimony of the school, evidence of the engagement and work carried out. In 2007 the book collecting materials prepared in carrying out the Semep project has received two international awards.

Guidelines for teachers explain purposes and methodology to be used in collecting, processing and interpreting data. Students use interviews, inquiries and worksheets. They are solicited to develop their criticicism especially in comparing various sources of information.

Findings: Development of basic scientific concepts; raising awareness about the value of diversity (especially biodiversity) and the need of protect it.