COMMENT A WEATHER MAP
Access to the complete lesson plan here.
Students will describe and comment a weather map. They will:
• Write a title for the maps. Remember to include: the subject,
location and time.
• Identify the elements in the key: the symbols and their meaning.
Organise them according to sunlight, temperature,
precipitation, atmospheric pressure and winds
• Write a caption for each map, describing the weather it shows.
ECONOMIC INDICATORS AROUND THE WORLD
Shared by Alberto Fraile:
Objective: Creation a choropleth map of one world economic
indicator, locate the main world countries and map commentary.
Tools:
Mapchart webpage, online databases (worldfactbook, our world in data), and google classroom.
Steps:
1. Select a type of indicator from the list given (e.g. GDP per capita in Africa)
2. Find and curate the proper statistics after searching on the internet (WorldFactbook, WorldBank, Our World in Data..)
3. Classify into four categories the data displayedd (High, Moderate, Low, very Low)
4. Using Mapchart design and download the map created (JPG file)
5. Upload the map in Google Classroom or Teams and share with other students
6. Prepare a short oral presentation following the rubric specifications
7. Comment and evaluate other students’ projects
Assessment indicators:
- map: title, legend, accuracy, color representation, updated indicators…
- oral presentation rubric: content, body language, use of
English, structure…
Screenshot:
LANDSCAPE IN A BOX Project
Shared by Jorge Cabañas:
In this project you are going to investigate about one of the landscapes on Earth. As you know landscapes are the product of nature and the changes made by the people.Climatic factors influence the appearance of a landscape. In this individual project you will go in depth with one of the landscapes on Earth.
To make this Project you will need a shoe box. In that box you will represent the assigned landscape.You will be able to use different materials such as paper, play dough, cardboard, wooden, etc. In the box you have to put natural elements, hydrography, vegetation, fauna and at least some elements where it is shown the intervention of humans in the landscape.
The landscapes we will work on are:
1. Oceanic landscape
2. Mediterranean landscape
3. Continental landscape
4. Equatorial landscape
5. Tropical landscape
6. Hot desert landscape
7. Polar landscape
8. High mountain landscape
9. Antartic landscape
Here you can see another example:
When the landscape is ready you will have to explain your project in front of the class.
The teacher will value: the hard work, effort, clarity, required elements, originality and creativity.
Last year the city of Lille in France was World Capital Design 2020. You can have a look at all the iniciatives of this extraordinary exhibition here: https://www.designiscapital.com/en/project
Among them, the Ice Stupa Glacier, an ice piramid designed and set up by the engineer Sonam Wangchuck in Ladakh, north of India. It is 20 metres tall and its purpouse is to storage water in the zone.
You can watch and read the project in this BBC presentation: "Can ice stupas solve the water crisis in the Himalayan Desert?" by BBC News.
Meet the engineers who build glaciers from scratch to help isolated villages in Ladakh, the northern most province of India. Sonam Wangchuk’s team hope that when the man-made sculptures melt, they will provide water in times of need.
And then the Ice Sutpa Glacier web page: http://icestupa.org/ where you can also watch this video and enjoy English with another beautiful accent:
Sonam Wangchuk lives and works in the Ladakh region of India, high in the Himalayas. This harsh mountain area is experiencing acute water shortages due to climate change. Sonam, who is an engineer and educator, found a simple but ingenious way to store water using artificial glaciers that will irrigate trees and crops.
Photographer Greg Segal Gregg Segal provides a visual representation of the trash problem in the US with his revealing series 7 Days of Garbage.
The photographer invited people from a variety of socioeconomic backgrounds–friends, neighbors, acquaintances, and near-strangers–to come to his backyard with a week's worth of their garbage.
Spread out over natural backgrounds like sand, grass, and water, the subjects wallow in the trash they've accumulated over seven days, providing a shocking glimpse of consumption and waste in the US.
You can continue reading it and watching the photographs here: https://mymodernmet.com/gregg-segal-7-days-of-garbage/
- To work with Biology teacher about diet, recylcing objectives...
- With the English teacher comparing consumption habits and shopping places between US and Spain and how that changes the design of the cities
Shared by David Berrocal:
I’ve chosen edpuzzle app to highlight some keywords for 3ESO (unit, Industrial activities).
https://edpuzzle.com/media/5e39c2671e7be4413e2c5d3c
Through this video, students will catch up with the fourth industrial revolution. That’s why this activity is an introductory activity.
There are five questions (open ended questions and multiple-choice questions). However, I’ve introduced two written-notes to clarify some terms: about patents and tech-companies.
• What is the fourth revolution?
• When did the first Industrial Revolution start?
• What is the second Industrial Revolution based on?
• The third industrial revolution is also known as...
• NOTE: A patent is a form of intellectual property that gives its owner the legal right to exclude others from making, using, selling and importing an invention for a limited period of years.
• What is the worst aspect of the fourth Industrial Revolution?
1. Learning outcomes
Objectives
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The main goal of this Project is evaluating not only contents but also the students´ skills to communicate them in an organized and attractive way to rest of their mates. In order to achieve this, the students would be provided with both a guide that includes a few simple rules for them to follow and the rubric I am would use to evaluate them.
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12. Assessment:
criteria and instruments
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This is the guide I would give my students to do
the presentation. https://docs.google.com/document/d/1riJlkLJPTIJPpjY3tjwPHeDz7zDOY6OKmWlYZCEV0PE/edit
This is the rubric to do the assessment of the
oral presentation presentation. https://docs.google.com/document/d/1B_k14sfkMabmqMTFuTJEl02mmdJItZ8WEIBHXBiDxEg/edit
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Cross-curricular(ism):
C for Cognitive
Thinking processes
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Students carry out an analysis about the impact of mass tourist in Mediterranean Coast, specifically in La Manga del Mar Menor, using graphic organizer such as question and answer learning template. Questions are written by the teacher and students write the answer.
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Activities
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In small groups, students must have to read the text handed out by the teacher and research more information about tourism in La Manga. Then, they have to consult within the group the best answer to particular questions.
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Tasks
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The final Project is create a spot to report the pollution in this area.
There will be groups of three people (same in pairs, depending on the number of students).
They will record with their mobile in a place where they perceive there is a pollution problem, for example near the rubbish thrown into a river. They must wear a white T-shirt where they will write a slogan. Then, they will have to include a subtitle with a solution.
The report may last 1 or two minutes.
The objective in this task is to raise awareness about pollution problems near us and how we can avoid it.
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Click on "Topic" to access to the activity:
Cross-curricular(ism): Music and Social Sciences (Geography)
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