http___www.teachtoday.de_hr_Kreirati_Projektne_ideje_1074_Meteorolog_na_jedan_dan.htm_1.xml
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Be a meteorologist for a day Understand and even make your own weather forecasts Everyone has something to say about the weather, so it is a popular and innocuous topic of conversation for small talk. People especially like to talk about the weather when the weather report in the news is completely wrong, once again, or their weather app is showing non-stop rain, while they are standing under a clear blue sky in which the sun is shining brightly. To understand the steps for creating a weather forecast, children and teens get to be meteorologists for a day and get to engage with and analyze the weather, climate, weather conditions and learn the ins and outs of the exciting science of meteorology. They examine the functionalities of weather apps and weather websites and even give a shot at predicting their very own weather forecast. The science of meteorology can serve as a meaningful framework and context for learning about the most important laws and concepts behind thermodynamics. Starting from group questions and current weather conditions, such as storms, rain, snow, fog, sunshine or wind, the learning revolves around the s children’s and teens’ ’ awareness and the related ability to consciously take their own observations to task, specifically developing these skills further. The children and teens will be able to interpret weather maps and charts about conditions. differentiate between the concepts of weather, conditions and climate. analyze the methods used to collect weather data. The children and teens will be able to use knowledge from the thermodynamic theory to explain simple weather phenomena. critically question digital representations of the weather data. The children and teens will present their work, create evaluation criteria and train their ability to give feedback. work together with digital libraries and train their cooperative skills. The children and teens will be able to employ their knowledge of physical phenomena in different contexts and to make decisions based on that knowledge. train their interdisciplinary skills and abilities by documenting their results with the app Easel. Project procedureThe subject of meteorology provides for interdisciplinary learning. Thus within the bounds of this project, scientific content and topics can be covered with a much larger context. That which lies outside the subject matter also gets brought in and furthermore socially relevant tasks are illustrated in their entirety. In groups, the children and teens find information on the Internet about the science of meteorology and the work of meteorologists. They research to find out what data meteorology uses and how reliable weather apps and weather sites are. Then they step into the role of a weatherman or weatherwoman and collect weather data in order to create an own weather report. To conclude, the class’s own weather forecasts and work processes are presented and evaluated together in a group discussion. The children and teens research the term meteorology. They find out the definitions and backgrounds, record their research findings in writing and present them to the group. They find out the definitions and backgrounds, record their research findings in writing and present them to the group. Recording results: Bing/Google Social form: individual work Social form: individual work The children and teens research the topic of weather apps online and examine the question: "How reliable are weather apps?" The effects of different data sets are looked at and explained with the help of online resources about “Doppler radar” and “the farmer’s almanac,” which the children and teens look at in 2 groups. Together as a learning group, they evaluate this new information with the question in mind: “What kind of data do meteorologists need in order to deliver accurate weather forecasts?” The effects of different data sets are looked at and explained with the help of online resources about “Doppler radar” and “the farmer’s almanac,” which the children and teens look at in 2 groups. Together as a learning group, they evaluate this new information with the question in mind: “What kind of data do meteorologists need in order to deliver accurate weather forecasts?” Recording results: Bing/Google Social form: group discussion Social form: group discussion children and teens collect weather data about where they live in regard to the following aspects: temperature, precipitation, wind, 3-day forecast. They prepare their own weather reports using the programs Easel and PowerPoint. They prepare their own weather reports using the programs Easel and PowerPoint. Recording results: Easel/PowerPoint Social form: in-class discussion Social form: in-class discussion children and teens present their own weather forecasts. They report on their experiences with the research, with the handling of the data and its visualization. They report on their experiences with the research, with the handling of the data and its visualization. Recording results: Easel/PowerPoint Social form: group discussion Social form: group discussion Another starting point to this project could be the question of which occupations are affected by the weather. Other comparisons can also be used to introduce the lesson. Children and teens can closely examine two different climates, for example, such as the desert and tundra. Further informations
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Meteorolog na jedan dan Grupnim radom učenice i učenici na Internetu sakupljaju informacije o meteorologiji i o meteorolozima. Istražuju koje podatke meteorologija koristi i koliko su pouzdane aplikacije i internetske stranice o prognozi vremena. Tako preuzimaju ulogu meteorologa i sakupljaju podatke o vremenu kako bi sami izradili prognozu vremena. Na kraju se na satu pred razredom predstavljaju vlastite prognoze vremena i radni postupci koji se potom zajednički analiziraju. Pronalaze definicije toga pojma kao i dodatne informacije, zapisuju svoje rezultate koje predstavljaju u grupi. Socijalni oblik: Individualni rad Objašnjenje utjecaja različitih podataka na temelju rezultata internetskog istraživanja o temama „Dvostruki radar“ i „Stoljetni kalendar“ u dvije grupe. Grupno analiziranje pitanja „Koje podatke treba meteorolog za izradu pouzdane vremenske prognoze?“ Socijalni oblik: grupni rad Izrada vlastitog vremenskog izvještaja pomoću programa Easel i Powerpoint. Socijalni oblik: Razgovor u grupi za učenje Izvještavaju o svojim iskustvima s istraživanjem, rukovanjem podacima i njihovoj vizualizaciji. Socijalni oblik: Razgovor u grupi za učenje