Geography outdoor lesson - Weather Instruments
Melinda Boda
Liceul Tehnologic Octavian Goga Jibou, Romania
Summary
The Weather Instruments lesson provides students the opportunity to examine types of weather instruments used to collect data from the atmosphere.
Introduction
Students discover how scientific instruments are used to forecast weather by examining weather instrument models and they collect weather data from the atmosphere.
Learning objectives
-to develop a deeper understanding of how people collect data from the atmosphere to forecast weather
-to be able use common instruments used to gather weather data
-to be able to decipher basic weather maps
Resources
Weather station (compass, anemometer, thermometer, wind vane, barometer, hygrometer)
Cloud map, photos with types of clouds
Activity
Step 1: Whole class discussion about the place of the lesson (Dragon Garden), how the rocks were formed, the influence of the climate and weather on their formation.
Step 2: The teacher hands out photos showing different amount of cloud cover, then she explains the students that sky conditions are estimated in terms of how many eighths of the sky are covered in cloud, ranging from 0 oktas (completely clear sky) through to 8 oktas (completely overcast). Students are asked to analyze the clouds and determine the amount of cloud cover in that moment.
Step 3: The teacher hands out photos showing different types of clouds. Students are asked to analyze them and determine what type of cloud is there at that moment.
Step 4: The teacher shows students the weather station and elicits answers for each instrument whether they know what they measure. The teacher explains in detail each instrument and do the measurements together.
Step 5: As a conclusion, students work in groups of 4-5 to complete together the worksheet handed out by their teacher. They need to fill in the weather conditions for that moment: amount of cloud cover, type of cloud, degrees, speed of wind, direction of wind, atmospheric pressure, humidity. They compare their answers with other groups and then teacher checks with the whole class.
Comments from the learners’ surveys
Students were very pleased by this activity. They liked that they didn’t have to learn about the weather instruments in the classroom and they could do the measurements by themselves.
Final remarks
The Geography outdoor lesson provided opportunities for students to gain knowledge and obtain skills in a natural environment. It was an opportunity to make learning concepts, real and relevant by putting them into a more realistic context. It would have been difficult to get a grasp in the classroom of all the weather instruments, to make all the observations, measurements and analysis. Students were more engaged and motivated to understand and learn in a real environment and context.
Supplementary material
“How the human activity changes on the natural landscape”
Cettina Surdi/ Salvatore Giammanco
I.C. Laura Lanza-Baronessa di Carini-Italy.
Summary
Human beings deeply change the environment transforming the landscape and altering the environment balance with very serious consequences.
For this reason ,in order to control the environment impact it is extremely necessary to know the way how people deface natural landscapes and in which way we can stop this kind of negative actions.
Introduction
Knowing the problem of the environmental deterioration caused by the human intervention on it and knowing in which way it can seriously modify the landscape and what the possible solutions can be found.
Learning objectives
1.Catching the main aspects of natural phenomenon, and identify in what we observe differences and analogies.
2. Knowing the meaning of some types of pollution
3. Cathing transformations, relations and processes
4. Developing critical thought
Resources
Maps of Carini territory,felt tips,camera
Activity
Step 1:Students and teachers go along the carinese coast where the human intervention on the natural landscap is clear .During the first step students receive a map of carinese territory and they are invited to underline using a felt tip, the exact point where they are standing.
Step 2.Students are asked to observe an old photo of carinese coast from which they can clearly notice the difference from the past and the present.
Step 3: Students are invited to think how human intervention changed territory along the years without taking care of consequences and dangers.
Step 4: We ask students to identify and to take pictures of all non natural elements created by men and then to go along the cost we ask them to underline with different colours on the map, the different places.
Step 5: Students divided in 5 groups, are invited to reflect about the consequences of human transformation and after having examined the photos they have made before along their walk, they propose possible solutions to safeguard territory.
At the end of the activity the 5 groups share their solutions.
Comments from the learners’ surveys
Students participated to the various activities with a great interest and they had the chance to think and to understand why human intervention on territory hasn’t always a positive effect.
Final remarks
Didactics visits on the territory is a positive way of teaching and teachers must learn how to use them in the better way,so to change these kind of visits in good opportunities to help students to learn more things in an easy and funny
way. This different way of teaching help students to remember everything they have seen and discovered in a better way,through the emotions they have felt. Students love these kind of activities and they understand that they aren’t just leisure moments but they have a great didactic value and are important occasion to learn and to discover new things.
Geography lesson: Following a hiking trail!
Gabriela E. Torrens Ansell/Jerónima M. Martorell Vanrell
IES Madina Mayurqa, Palma, Spain
Summary
The “Serra de Tramuntana” is Mallorca’s biggest mountain range. It was declared World Heritage Site by the UNESCO in 2011. This activity will not only allow our students to know better our cultural heritage and landscape, but also will help them analyse and follow the map of a hiking route from the town of Soller to the town of Deia. This was done with our 2nd of ESO students (aged 13-14 years old) in March 2018.
Introduction
It’s important to help our students know how to follow the map of a hiking trail, as there are many hiking trails in Mallorca that our students could do, and knowing and protecting our natural environment is encouraged by our school.
Learning objectives
To be able to analyse and follow a map with a hiking route.
To learn all about the hiking route from Soller to Deia regarding not only geographical aspects, but also concerning nature, cultural traditions and artistic representations.
To be able to work in group.
To enjoy our environment and nature.
Resources
Maps of the hiking route. Students must bring their water and food supply and dress accordingly to the activity.
Activity
Step 1 (in class):
1. Discuss with the class what they know about tracks and trails: Where would you normally find trails? How are trails formed? What purpose do they serve?
2. Give a map of the trail to each students and analyse its main features: length and height gain, time needed, etc.
3. Divide the class into four groups: each group will have to study on Internet the trail from Soller to Deia and gather information regarding its nature, cultural aspects and artistic representations.
4. Ask each group to present their findings to the rest of the class.
Step 2 (outdoor lesson):
1. Ask every group to follow the trail. They have to go together and work together to follow the indications of the map. Every group will start walking every 5-7 minutes, and there will be teachers along the route. Ask the students to observe: Is the trail well indicated? What, if any, impacts does it have on surrounding vegetation and wildlife? Is their evidence that people are straying from the trail (e.g. is it wider in some parts?)
Comments from the learners’ surveys
Our students enjoyed the trip very much and realised the importance of knowing how to follow a map and a trail. Some of them said they woulddo it again and act as guides with their families!
Final remarks
An outdoor lesson is always welcome, and in this case the activity was particularly well-received as students enjoyed exploring their capabilities and
working with the rest of students.
Supplementary material
Link to the hiking route with its map:
An explanation of the hiking route in English:
Escola Dr. Horácio Bento de Gouveia, Funchal Portugal
Summary
Within the scope of the Geography subject, a school field trip was scheduled, to the Meteorological Observatory of Funchal on March 5th. This is a Portuguese observatory whose mission is to monitor and study the various meteorological and climate elements in the Autonomous Region of Madeira, counting on adequate instruments for this function. In this way it is the only body able to define the specific risks that the Region is exposed in extreme situations.
Therefore we left the school with the intention of accomplishing that visit. On the way from school to our destination we were able to observe some of the interesting elements of the landscape (natural and human), as well us guide ourselves using the script of the project. Consequently, we established a relationship between the contents used in the Geography lessons, together with those from the visit. After arriving at the Observatory, the visit took place and the guide clarified everything we needed to know about the place and the topic.
Name of the activity
Study field trip to the Meteorological Observatory of Funchal.
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The activity was important because it allowed us to use the working techniques related to Geography, namely observation, localization, description and interpretation of phenomena at the level of the earth. In this case, the landscape around us, as well as have a better and more complete idea of how the station functions. Besides this, it also gave us the opportunity to get to know each other better, and involve ourselves in something in common.
Learning objectives
The activity had the following objectives:
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Observe, describe, locate and interpret landscapes.
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Identify the measuring instruments to measure meteorological
elements.
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Understand how a meteorological station works.
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Promote interrelations between students and teachers.
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Contribute to the implementation of the European project
“Outdoor Learning – Real Learning”
Resources
The material required for this activity consisted of the specific documents required by the school and which are inherent to any field study trip. The contact with the entity responsible for the place we wanted to visit, Authorization from parents, transport, a script/a guide and the evaluation sheet for this visit.
Activity
Once the topic being taught in the Geography lessons was related to “climate”, the class was purposed this field trip. From the beginning the students, even those who were less interested, were interested in the idea. Thus, in all the Geography lessons which took place before the day of the visit, there were always questions from the students about the activity.
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Comments from the learners’ surveys
Following the evaluation of the field trip, all the students considered that the main goals were achieved. They also concluded that it was pertinent having in mind the contents. Moreover, this made it possible to put into practice the theory studied. Therefore, the field trip was really useful and allowed a direct contact with machinery and instruments which are used to register and study the weather conditions.
Final remarks
I believe this field trip was an important asset in the contribution to the school success of these students in the Geography subject. Moreover, it was an opportunity to understand in loco the reality, to establish a link between theory and practice in what the students have learnt in the classroom and what they observed in the real world outside, making it easier for them to learn and understand. It made more sense to them. This is the reason why these field trips should always be adapted and supported by all those involved in the educational process. Thus, I defend the idea that we should reflect more on this kind of activity for coherent projects and also appellative for our students.
ENIAIO EIDIKO EPAGGELMATIKO GYMNASIO-LYKEIO AGIOU DIMITRIOU
TEACHER: DORA TRIGONI
Visiting the National Observatory of Athens
Summary
- A field trip in the National Observatory of Athens took place on March 15th 2018, in order to have there an outdoor geography lesson and participants were 35 students from classes C and D. The National Observatory of Athens is a research institute , founded in 1842 and it is the oldest research foundation in Greece and one of the oldest research institutes in Southern Europe. The aim of the visit was for students to see all the instruments used in the Observatory and understand their function in order to gain a deeper knowledge of the science of astronomy and its connection to geography. Furthermore students had the opportunity to learn about the two century long history of Greek Astronomy.
Introduction
This is an interesting activity for the students, as they have the opportunity to see and understand unique instruments and learn a lot about astronomy as well as the movements of the earth. In addition it is a visit in an important and historical building and institution in our city.
Learning objectives
- Learn about astronomy.
- Learn about the two century long history of Greek Astronomy.
- Explore the Geoastrophysics Museum and the library of the Observatory.
- Observe a variety of scientific instruments of the 20th and 19th century.
- Examine from close by the first optical telescopes of Greece.
- Understand how an observatory works.
- Contribute to the implementation of the European project “Outdoor Learning – Real Learning”
Resources
Maps, scientific astronomic instruments , telescopes.
Activity
Step 1:
We visited the National Observatory of Athens and had a guided tour. We saw the Starke 9 telescope, which was bought in 1846 and is the first telescope used in Greece. We also visited the library and saw scientific instruments used in the previous century.
Step 2:
We saw the original 16cm telescope housed under the dome of the Sina's building, used by the NOA (1858-1884), in order to draw the most accurate map of the Moon during that period.
Step 3:
We saw the 16cm meridian refracting telescope, constructed in 1896 and used continuously up until 1964 to measure the transit times of stars across the local Athens meridian, thus calculating the official time of Greece.
Then each student saw the Caryatides through the floor standing binoculars Carl Zeiss – Asiola 60mm, overlooking the Acropolis hill.
Step 4:
We saw the Doridis telescope and observed the Athens sky from the opening dome of the building.
Comments from the learners’ surveys
Student seemed happy and made a lot of questions during the visit. They said they were impressed by the telescopes and they learned about the way people used to study about the planets and time in the past.
Final remarks
It was nice to see students being interested in the topic and they were able to realize how this knowledge affects our everyday life. Most of them had never seen a telescope before or through it , so they were excited about that. Overall it was a successful visit as students were able to understand better the use of telescopes and other instruments as well as their evolution in time.
Supplementary material
https://www.facebook.com/pg/Ενιαίο-Ειδικό-Επαγγελματικό-Γυμνάσιο-Λύκειο-Αγίου-Δημητρίου-189143001818475/photos/
https://www.youtube.com/watch?v=M4Auo0RPAkw
https://www.youtube.com/watch?v=BzKZvn-XYIw
https://www.astro.noa.gr/gr/visitorcenter/documents/VC_Thissio_sm_gr.pdf