Weather Box By STEM For All Seasons Erasmus+ Project | Portugal
Activities for students with above-average skills (and for all)!
Fun ideas around the weather
Sites with good ideas!
Presentation The activities here were carried out by 7 students of Nelas Group of Schools and their mentors under the Erasmus + Project ...
Presentation This is an Erasmus + project, STEM For All Seasons (2016-2019), under which various activities were carried out.
Presentation This book contains some of the activities carried out: task proposals created and implemented by students for students
Why... activities for students with aboveaverage skills (and for all)?!
As widely debated at the Congress 'Learning is for all...' - organized under this Erasmus project - the school has to make sure that all students are in it and with it truly included
However, it is also a fact that each student has his/her own particularities and needs.
Therefore, students (with above-average skills) have created activities for students (from 7 to 12 years old) who wish to go beyond what is given in the classroom
It is, in fact, about all students ... because everyone can go further in their learning
The starting point was/is the meteorology ... so it's called: STEM For All Seasons!
Our school has acquired a weather station (whose data can be seen at the http://meteo.aenelas.edu.pt/ )
which was the starting point for all activities built, both as an instrument of work and as a theme of work (time).
WEATHER BOX This weather box integrates the lesson plans built (8) and classes given
WHO ARE THE STUDENTS WHO BUILT THE LESSON PLANS AND WHO ARE THEIR ADVISORS?
'Our atmosphere' Gonรงalo Amaral (student) & Natalia Batista | Fernanda Tavares (mentors)
'Our wines' Filipa Figueiredo (student) & Fernanda Tavares | Natรกlia Batista (mentors)
'Forest fires' Alexandre Marques (student) & AnĂbal Xavier (mentor)
'The permanence of autochthonous plants in the region taking into account the climate' Érica Paiva (student) & Ana Lemos (mentor)
'Influence of climate on caste selection by region' Afonso Fernandes (student) & Ana Paula CĂŠu (mentor)
'Wind energy' | 'Wind formation based on the principle of convection currents' | 'Construction of a digital anemometer to study the location of micro wind generators' Francisco Ramos (student) | Simão Ramos (student) & Luís Carreiró (mentor)
The following teachers were also part of the team (from left to right):
Fรกtima Almeida, Rosรกlia Sofia, Teresa Martins and Maria do Carmo Sobral
The Project went beyond the lesson plans ... Student searches for 1 year Of course: classes prepared and given by students (some by teachers of the Project) to students of the Group of Schools of Nelas Visits to Institutions and Universities related to meteorology Congress on Learning (https://mfffalmeida1.wixsite.com/congressopicstem) Presentations of the Project in national and international Congresses
For more information on the STEM For All Seasons Project, visit:Â https://mfffalmeida1.wixsite.com/we bsite
Collaborations and acknowledgment
Talent wins games, but only teamwork wins championships. (Michael Jordan)
Collaborations and acknowledgment: A special, deep and heartfelt, thank you to the Fundação Lapa do Lobo (http://fundacaolapadolobo.pt/fll/) for the fact that it has been supporting and financing the Investing in Capacity Project since 2012/13 (https: // www. edufor.pt/aenelas-pic/), in which the 7 students who developed the projects referred to in this Weather Box grew in several areas (Science, Communication and Creativity). The Investing in Capacity Project has counted on several Structural Partnerships - Nelas Group of Schools, Fundação Lapa do Lobo, Nelas City Council, Catholic University of Viseu, Viseu Polytechnic Institute, Portuguese Association of Sports and Youth of Viseu, EduFor Training Center - and also with annual collaborations - to which we are deeply grateful. Students who entered into the Individual Projects Phase of the Investing in Capacity Project 2016/17 have developed their Projects under this Erasmus + Project STEM For All Seasons, for 30 months.
We thank the Edufor Training Center for the invitation to integrate this Erasmus Project and the support throughout the Project. We thank Professor Ana Isabel Loureiro for reviewing the article published in English under this project. We thank all the teachers of our Group of Schools (Nelas) that opened the doors of their classes for the teaching of the classes by our students and for the presentation of their projects. We thank all the institutions that have cooperated in the research and other learning moments under this Projetct. We thank Professors Carla Lopes and Bruno Cardina for information on programs that could be used to e-book building. To Professor Bruno Cardina, we also thank the recordings of classes and the transnational meeting in Portugal. We thank the valuable collaboration of Professor Bruno Alves (external element to the school) in the assembly of the pdf of this book and its digital version (e-book).
We thank the Operating Assistants D. Cristina Gomes and D. Sabina Amaral for the logistical support provided at the transnational meeting and in some classes given. We thank the Group Administrative Services for their support. We are grateful to all partners across the borders of the STEM For All Seasons Project - Ireland, Germany, Greece and Slovenia - who have thought and organized with us this Project, with special emphasis on the excellent Coordination of Ireland. It was an extraordinary adventure with 5 voices, always in tune, of various learning. We thank the Director and Deputy of the Nelas Group of Schools for unconditional support throughout the Project. We thank all STEM for All Sesons students who, with great dedication and commitment, have made this Project possible, and the trust and presence of their parents. We are grateful to all the teachers of the STEM For All Seasons Project for their/our full dedication and presence at all times. Each stage was successfully overcome thanks to the arms that joined in the search for the various solutions.
LESSON PLAN "The wind a
orientation "/"
wind
dunes"
the
Construction
weather
"The
of
vane
and
"
the
of
Suggestion: part
of
The the
activity
can
be
commemoration
Meteorological
Day
carried of
(March
out
World 23)
as
DISCIPLINARY AREAS Science,
Technology,
Mathematics, Engineering
GRADE 2nd
GOALS 1- Recognize that there is a science that studies phenomena related to meteorology. 2- Describe the atmospheric conditions of the day, recognizing the most appropriate designation (rainy, hot, cold, windy ...).
GOALS 3- Relate the seasons to the characteristic weather conditions. 4- Recognize the existence of air. 5- Relate the wind to the movement of the air (currents of air, their orientation and their effects).
CONTEXTUALIZATION In Portugal, in the Environmental Studies Program for the 2nd year of schooling, in the Block "Discovering the Natural Environment", students are expected to understand the contents related to the basic elements of the physical environment (air, water, rocks, soil), the living beings that live in it, the climate, the geographical relief and the stars. More specifically, the physical aspects of the local environment:
CONTEXTUALIZATION · The time it takes (to record daily weather conditions). · Recognize some weather conditions (rainy, hot, cold, windy ...). · Relate the seasons to the characteristic weather conditions. · Recognize the existence of air (perform experiments). · Recognize moving air (wind, air currents ...).
ACTIVITY 1 "What
is
orientation wind"
the of /
Construction weather
the
of
vane.
a
MATERIALS REQUIRED · Yogurt cup · Pencil with rubber tip . One pin · 1 straw · Cardboard · Ribbon tape · Scissors · Stapler . Paper base with compass carde designed
METHODOLOGY o Talk with the students about the wind and its orientation. o Provide the activity-oriented report to be developed. o Provide a card with the compass card. o Build a weather vane. o Observe the effect of wind. o Record the observed data. o Analyze the data.
WORKSHEET
ACTIVITY 2 “The
wind
and
dunes”
the
MATERIALS REQUIRED
· Thin sand · Board · Hair dryer Vegetation
METHODOLOGY o Activity performed by the teacher with the collaboration of the students. o Discuss with students about the wind and its effects. o Provide the activity-oriented report to be developed. o Observe the effect of wind. o Record the observed data. o Analyze the data.
WORKSHEET
WORKSHEET
WORKSHEET
WORKSHEET
EVALUATION o  The students receive a card that accompanies the activity, which, in addition to giving instructions on the activities that are being carried out, allows to evaluate the degree of comprehension of the contents worked.
HANDS ON TECNOLOGY
Do you know these sites? https://www.hands-on-technology.org/en/ https://www.handsontech.co.za/ https://www.handsintechnology.com/ http://www.hands-on-mobile.com/
LESSON PLAN "Relationship
between
germination
and
temperature"
Suggestion: Tree Day
Day /
The
(March
World
activity 21),
Plant
International
can
be
held
International
Conservation Biodiversity
Plant
Day
Day
on
World Fatigue
(May
(May
18)
22)
or
DISCIPLINARY AREAS Science,
Technology,
Mathematics
GRADE 1st
to
(adapting
5th
materials)
GOALS 1- know the area of the Municipality 2- Locate the county on the map of the country
GOALS
3- To know examples of existing plants in the Municipality 4- Distinguish forest patches from cultivated plants
GOALS 5- Know the factors that determine the climate 6- Analyze the time in the locality, based on the records of the Meteorological Station (http://meteo.aenelas.edu.pt/)
CONTEXTUALIZATION
Man has always had the ability to inhabit all continents. The plants too! Oaks, holm oaks, cork oaks, pines, are portuguese native species.
CONTEXTUALIZATION Our species are being harmed by the species that Man transports, either for ornamental purposes or for soil fixation. In nutrientpoor soils, the presence of nitrogen and its fixation will cause changes in the community of living beings, transforming ecosystems. We have no idea how these species will adapt to our ecosystems.
CONTEXTUALIZATION For example the mimosa, Acacia dealbata, first exotic and brought to Portugal in the 1930s of the twentieth century to hold the dunes and prevent the sands from invading agricultural land, quickly became an invader.
CONTEXTUALIZATION A naturalized species with a high reproduction rate that is able to colonize areas far from the initial zone of introduction, it has adapted incredibly well to our ecosystems, modifying them and threatening them as well as biodiversity. It is considered one of the worst invasive species in terrestrial ecosystems in continental Portugal forming very dense stands that prevent the development of native vegetation.
CONTEXTUALIZATION Invasive species are currently one of the main factors of biodiversity loss on the planet, and Portugal is no exception. According to Cristina Mรกguas (professor of the Department of Plant Biology of the University of Lisbon), the issue of invasive plants is a global problem whose resolution has to happen locally.
CONTEXTUALIZATION
She adds that in places where we find acacias, they do not let grow anything else - not even the eucalyptus!
MATERIALS REQUIRED
5 glasses 5 solo thermometers 25 beans soaked garden shovel farmland graduated cup
METHODOLOGY
1- Teaching the structure of a seed (cotyledons and embryo) 2- Put soil in each pot 3- Sow 4 beans in each pot 4- Water each pot with the same amount of water
METHODOLOGY
5- The water is always collected from the same place 6- Put in each vial a thermometer 7 - After fifteen minutes, record the temperature of each pot
METHODOLOGY
8- Place the pots in different places of the school 9- Collect the data of the Meteorological Station (http://meteo.aenelas.edu.pt/) in the days of watering and before this happens
DATA COLLECTION
1. Relate temperature and humidity (watering) with the germination time of each seed and with the place where the pot was placed. 2. Match point one with the data collected at the Station. 3. Construction of a data analysis grid.
WORKSHEET
WORKSHEET
WORKSHEET
WORKSHEET
WORKSHEET
WORKSHEET
WORKSHEET
WORKSHEET
WORKSHEET
EVALUATION A form is given to the students, which serves to give instructions on the activities that are being carried out, allowing to evaluate the degree of comprehension of the contents worked.
HANDS ON TECNOLO GY
Do you know this site? https://www.met.ie/educatio n/school-resources (Irlanda)
LESSON PLAN "The
influence
climate wine"
on
the
of quality
of
Suggestion: European
The
Wine
activity
Tourism
can
Day
be
held
(November
on 11)
DISCIPLINARY AREAS Ciências,
Tecnologia
GRADE 2nd,
3rd of
and
4th
years
schooling
GOALS 1- Understanding the notion of ambient temperature 2- To know the notion of precipitation 3- To know the influence of temperature and precipitation on the occurrence of cold, hot, dry and humid months
GOALS
4- Analyze a thermopluviometric graph 5- Identify, based on a thermopluviometric graph, dry and humid periods
GOALS
6- Understand the influence of temperature and precipitation on the quality of wine.
CONTEXTUALIZATION
Theoretical component of the lesson
CONTEXTUALIZATION
Ambient temperature is the air temperature of a given location. Precipitation is all water in the liquid or solid state in the form of snow and this results due to condensation of the water vapor that is located in the atmosphere.
CONTEXTUALIZATION A thermopluviometric graph represents the temperature and precipitation recorded at a site during the period of one year. The thermopluviometric graphs have different values according to the climate. The red line refers to the temperature variation. The blue bars correspond to the precipitation.
CONTEXTUALIZATION In our region, in general, the colder months also correspond to the months when the biggest rains occur and the hottest months, to the driest months. The climatic conditions verified in one place make a lot of agriculture, so there are more or less defined the best times for the accomplishment of certain agricultural tasks. For example, pruning (cutting of sticks) and empa (tying sticks to wires) of vines occur in winter.
CONTEXTUALIZATION The quality of a wine is influenced by several factors, such as: • The way grapes are grown and harvested; • Oenological practices carried out (wine treatment); • The amount of rain; • Temperature variations; • The type of soil; • The geographical relief and altitude.
CONTEXTUALIZATION
All of these factors influence the quality of the wine, as they make the wines have different colors, aromas and flavors.
CONTEXTUALIZATION
The climatic conditions of a place influence the ripening of the grapes, as well as of all the fruits in general. As the grapes ripen, they reduce their level of acidity and increase the sugar level.
CONTEXTUALIZATION In addition to sunlight and heat, grape production and the quality of wine produced are also influenced by the volume and distribution of rainfall throughout the year. Intense rains during the harvest period can impair the quality of the grapes, reducing sugar levels and increasing the risk of fungi and diseases.
CONTEXTUALIZATION The heat during the day is beneficial for the grape to ripen properly, while the cool of the evening allows the vine to rest, maintaining greater acidity and freshness of the grapes. This makes the producers in the warmer regions look for terrain of altitude - where the nights are cooler -, achieving an ideal balance between daytime and nighttime temperatures.
CONTEXTUALIZATION For all these reasons, it is very important to know the climate of each locality. In our region, those responsible for the vineyards have available the data of our METEOROLOGICAL STATION (and there are already people using them) http://meteo.aenelas.edu.pt/
MATERIALS REQUIRED Computer; Power Point Presentation; Pen; Pencil; Eraser; Data of the Meteorological Station of Nelas Group of Schools (http://meteo.aenelas.edu.pt/)
METHODOLOGY
PART 1 Construction of activity | Phases
METHODOLOGY
Question students about the concept of Temperature and Precipitation. Define thermopluviometric graph. Distribute a worksheet to accompany the presentation with the answer to certain questions.
METHODOLOGY Construct the thermopluviometric graph using the excel file and the student collaboration that will dictate the precipitation and temperature values for the Nelas region using the data found in the spreadsheet table. Answer questions 2, 3 and 4 of the card.
METHODOLOGY
Ask students about the factors that can influence the quality of a wine. Presentation of the Scratch animation about the biological cycle of the vine. Answer question # 5 in the listing and lesson completion
METHODOLOGY PART II Data collection
METHODOLOGY
After collecting the weather station data for the year 2017, they will be entered by the students into an excel table and the graph will be constructed simultaneously.
METHODOLOGY PART III Analysis of results
METHODOLOGY
The data on the chart are analyzed by the students, who also fill out a worksheet.
WORKSHEET
WORKSHEET
WORKSHEET
EVALUATION
HANDS ON TECNOLOGY
You can describe the wine cycle: from the harvest to the wine cellar Go to https://www.cateater.com/, download the application and ... have fun
HANDS ON TECNOLOGY You can also do as the student who developed this project, and who gave lessons on the same to younger colleagues, who narrated the wine cycle with STORYO (https://kids.pplware.sapo.pt/a pps/storyo-2-0-a-appportuguesa-que-cria-filmescom-fotografias/)
CLIMATE INFLUENCE IN CASTLE SELECTION BY REGION
Lesson plan
Suggestion: on
The
International
activity Port
can
Wine
be
Day
performed
(January
27)
DISCIPLINARY AREAS Science,
technology
GRADE 4th
year
of
schooling
GOALS
1. Identify the regions of Portugal. 2. Locate the wine-growing regions of Portugal. 3. Characterize the predominant climate in different regions.
CONTEXTUALIZATION
After a brief review of the literature on the subject, a theoretical work was carried out, which describes the climate in Portugal and the regions that constitute it, about which the student spoke in his class.
CONTEXTUALIZATION
According to the country's division into wine regions, the predominant varieties of grapes, the sensorial characteristics of the wines produced by them and the phenology in each region were identified, information shared in the classes given.
MATERIALS REQUIRED
Computer Projector Mobile Phone worksheet
METHODOLOGY
After a brief exploration of some of the climate information and their influence on the grape varieties and consequent influence on the wines, students are invited to participate in a small game, by teams, with questions-answers, about the knowledge they have acquired previously. Lastly, they will have to individually resolve a worksheet and evaluate the lesson.
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
THEORETICAL-PRACTICAL PART OF THE LESSON
WORKSHEET
WORKSHEET
EVALUATION
HANDS ON TECNOLOGY
Cycle - from grape to grape
https://www.c ateater.com/
LESSON PLAN «Forest fires»
Suggestion: International
The
activity
Firefighter Earth
Day
can
Day
be
performed
(May
(April
22)
4)
or
on
on
World
DISCIPLINARY AREAS Sciences
GRADE 4th
year
of
schooling
GOALS
Sensitize students to the following: Causes of fires; How to prevent them; What to do during a fire; What to do after a fire
CONTEXTUALIZATION
Considering that the problem of fires has occupied and worried the entire Portuguese society;
CONTEXTUALIZATION
Keeping alive in our memory the images of the fateful days October 15 and 16, 2017;
CONTEXTUALIZATION
The student-teacher found it pertinent to speak about this subject for children, in a necessarily simplified and playful way, with the aim of instilling in them fundamental care for the forest and fire prevention.
CONTEXTUALIZATION
Relation to the Meteorology: Hot and dry season: it gets worse Autumn and winter, humid, favorable to the growth of vegetable fuel! Â The slight increase in temperatures in Nelas confirms that global warming is real
MATERIALS REQUIRED
Cardboard, Pencil and plastic, Data, Pins, Cards to sort out issues, List of questions and answers to clarify if the children have more doubts
MATERIALS REQUIRED
The game of Glory was previously built and taken to classes given
METHODOLOGY
The student-teacher and the project supervisor present themselves to the class, contextualizing the activity, within the framework of the STEM For All Seasons Project;
METHODOLOGY
The studentteacher explains what the STEM acronym stands for;
METHODOLOGY The studentteacher presents the game, referring to the rules: Students will be divided into three groups;
METHODOLOGY
Each student plays, in turn, the dice, advancing the pins how many houses the data indicate;
METHODOLOGY
Each household has questions to which the students who have played the dice have to answer;
METHODOLOGY
There are houses that represent advances in the game and others, retreat; Whoever gets to the last house (Gloria) wins first.
EVALUATION
In the end, students complete an evaluation form
Do you know this Website? https://scratch.mit.edu/, https://www.wikihow.com/C reate-a-Stop-MotionAnimation
LESSON PLAN «Constitution the
of
atmosphere
»
Suggestion: carried
out
on
Change
The
activity
can
International Day
(October
be
Climate 23)
DISCIPLINARY AREAS Science,
Technology,
Engineering, Mathematics
GRADE 5th
year
of
schooling
GOALS 1. Learn that the atmosphere is divided into layers. 2. Know some of the characteristics of the layers of the atmosphere.
GOALS 3. Realize the size of the atmosphere and the planet Earth, in reality.
GOALS
4. Know what can be found in each layer of the atmosphere. 5. Know the altitude and temperature of the various layers.
CONTEXTUALIZATION Some research subjects, about which the student spoke in the classes he taught, were the following: Atmosphere layers; Ozone Layer; Greenhouse effect; How is a stratospheric / meteorological balloon
CONTEXTUALIZATION
How does temperature change to the earth's surface; How the temperature in the atmosphere varies.
CONTEXTUALIZATION In order to be able to teach his classes, the student made a data collection throughout 2017
MATERIALS REQUIRED
Model, already built by the student-teacher.
METHODOLOGY
The student-teacher presents himself, contextualizing this class and what he intends to teach (talk about the terrestrial atmosphere).
METHODOLOGY
2. The student-teacher explains what is represented in his model and the scales of the globe and the atmosphere.
METHODOLOGY
3. The student-teacher explains the characteristics of each layer of the atmosphere, including altitudes and temperatures. 4. Students interact with the student-teacher throughout the class.
METHODOLOGY
5. Students will fill out a small questionnaire that will collect the qualitative and quantitative evaluation of the degree of satisfaction with this experience.
ACTIVITY BUILDING The student-teacher reflects:
ACTIVITY BUILDING "At the beginning, I idealized what I wanted to do. The initial ideas held, but with a few small details added. The simulation involved a lot of work to be done, either on my part or from others, at home. In the end, everything was worth it and I liked the final result. "
DATA COLLECTION
The data collection was done through the fact sheets that the student-teacher did for the students to complete during the lesson.
DATA COLLECTION Most students demonstrated that they actually learned in that class; in fact, the answers were correct in the two classes where this class was taught.
ANALYSIS OF RESULTS | EVALUATION The student-teacher gave the students cards to complete at the end of the class, where they rated the class on a scale of 1 to 5 and wrote a little about what they found. The result was very positive because the majority gave 5 and found the subject interesting.
WORKSHEET
WORKSHEET
HANDS ON TECNOLOGY
Construction of the cycle
OZONE https://www.cateater.com/
LESSON PLAN «The
wind
»
This
lesson
plans, Energy
plan,
can
Day
be
(29
World
which
held May),
actually
on
3
different
World
Science
includes
Day
Wind (24
3
dates:
Day
(15
November
lesson World
June) )
and
1
Activity Wind Energy
DISCIPLINARY AREAS Science,
Technology,
Engineering
GRADE 2nd,
3rd of
and
4th
years
schooling
GOALS 1- Produce electricity by friction between objects. 2- Produce electricity using a wind generator. 3- Perform simple experiments with lamps, wires and other conductive and non-conductive materials, using the wind generator. 4- Build simple electrical circuits.
CONTEXTUALIZATION The activity consists in using data on wind direction and wind speed, collected at the meteorological station, as a starting point for the possibility of using wind energy in the production of electricity.
CONTEXTUALIZATION This activity was implemented by the students of the STEM For All Seasons, in a class of the 4th grade (1st Cycle), using a methodology of laboratory work; simple circuits (lamp, switch, wiring and wind generator) were built to test the influence of wind speed on the production of electricity.
MATERIALS REQUIRED Connecting wires Switches Lamps Wind generator (built by the student teachers) Anemometer (built by the student teachers)
METHODOLOGY
Part I: The activity was developed in a 4th grade class by the students of the Erasmus + STEM For All Seasons Project (Portugal) - the student teachers -, in the form of laboratory activity: the students of the 4th year proceed to the assembly of a simple electric circuit.
METHODOLOGY
Part I: Assembly of an electric circuit
METHODOLOGY Students in the 4th year assemble a simple electric circuit (lamp, switch, wiring and wind generator) and test the influence of wind speed (measured on anemometer) in the production of electricity.
METHODOLOGY
Part II: data collection Later, the data obtained by the meteorological station are analyzed, and the best days for the production of electric energy are selected.
METHODOLOGY Part III: analysis of results
2
Activity Wind formation based on the principle of convection currents
DISCIPLINARY AREAS Science,
Technology,
Engineering
GRADE 4th
year
of
schooling
WHAT ARE CONVECTION CHAINS?
1. Scheme of the formation of convection currents
WHAT ARE CONVECTION CHAINS?
2. Physical model of the interior of the Earth
WHAT ARE CONVECTION CHAINS?
The convection currents are currents generated by the movement of the magma in the Astenosphere.
WHAT ARE CONVECTION CHAINS?
The magma is at high temperatures, in the pasty state, and under great pressure.
WHAT ARE CONVECTION CHAINS?
The difference in temperature between the Earth's surface and its nucleus moves the magma, giving rise to the convection currents.
HOW DOES THE WIND FORM?
The wind is formed in the same way as the convection currents, except that, unlike these, which are formed in liquid or magma, the wind forms in the air.
HOW DOES THE WIND FORM?
The wind is formed by the collision of two masses of atmospheric air of different pressures and temperatures. Air travels from low pressure (hot air) to high pressure (cold air).
HOW DOES THE WIND FORM?
3. Wind Formation Scheme
WHAT DID WE PLAN TO DO? We plan to conduct an experiment with the students of the 4th year classes on wind formation, based on the convection currents, similar to the experiences of the links: https://www.youtube.com/watch?v=u-mFMUEaGQ https://www.youtube.com/watch? v=dkZaiedR_ww
MATERIALS REQUIRED
red and blue dyes x-act colored plastic paper two clips.
MATERIALS REQUIRED
a 40l aquarium two acrylic containers water at room temperature hot water ice
METHODOLOGY
1. Start by filling the aquarium with water at room temperature up to ž. 2. Cut small holes in the boxes and place them semi-submerged, fixed with staples on opposite sides of the aquarium.
METHODOLOGY
3. Blush hot water with red. 4. Freeze water with blue dye in small cubes (freeze beforehand). 5. Insert the plastic paper into the center of the aquarium.
METHODOLOGY
6. Place the colored ice in one of the containers. 7. Pour red hot water into the other container. 8. Observe the results.
EXPERIMENTAL ASSEMBLY SCHEME
3
Activity Wind generation
DISCIPLINARY AREAS Science,
Technology,
Engineering
GRADE 4th
year
of
schooling
GOALS
1. Explain to 4th year students, in a simple but thorough way, how a wind turbine works and, consecutively, how to generate electricity from the wind.
GOALS
2. Show a micro aerogenerator in operation in a remanufactured model, initially provided by Nelas Secondary School
GOALS
3. To understand the degree of understanding of the students regarding the explanations given (by the student-teachers) - through the application of a questionnaire
PHASES
1. Introduction 2. Explanation of the formation of the winds 3. Dynamics question-answer 4. Application of the questionnaire
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
THEORETICAL-PRACTICAL PART OF THE CLASS
WORKSHEET
HANDS ON TECNOLOGY Construction of the ANEMOMETER
METHODOLOGY For the construction of the anemometer, it is necessary to follow several steps
Why was it helpful to construct the anemometer within the given classes?
The constructed anemometer was useful to demonstrate to the target audience (4th grade students), to whom we taught Lesson Plans, how the intensity and speed of the wind influence the production of electric energy from the wind force .
STAGES FOR THE CONSTRUCTION OF AN ANEMOMETER
The rotor The shaft and the union of the rotor and shaft The handle and the attachment of the upper section to the handle Calibration and installation of the tachometer on the handle, the sensor below the rotor and a magnet on the rotor to mark the rotation
ROTOR CONSTRUCTION MATERIALS REQUIRED
Dremel; Cylindrical metal section; 4 plastic round bowls; 12 threaded nuts; 4 screws.
ROTOR CONSTRUCTION STEPS TO FOLLOW
Drill 4 holes in the cap at the same height in the shape of a cross, whose intersection forms four angles of 90 °. Stick the four bowls. Insert the bolts through the holes made.
ROTOR CONSTRUCTION STEPS TO FOLLOW Insert one nut per bolt followed by a bowl. Insert two other nuts so as to lock the cups, preferably at a 90 ° angle with the concavity horizontal with respect to the angle. Confirm the installation, and the cups should not come out of the screws.
VEIN CONSTRUCTION MATERIALS REQUIRED
Threaded metal rod Dremel 2 Self-locking nuts 2 Bearings
VEIN CONSTRUCTION STEPS TO FOLLOW Using the Dremel, drill the center of the metal section to fit the bearings. Insert the bearings into the threaded rod, one being over the other. Insert the threaded rod, and hence the bearings, into the section hole, allowing the bearings to rotate freely.
VEIN CONSTRUCTION STEPS TO FOLLOW Tighten the bearings against the metal section with the self-locking nuts, allowing the bearings to roll freely above and below the cross-section. The bearings must be tightened. Confirm that the rotor has no rolling resistance and will not leave the shaft.
PEGA CONSTRUCTION MATERIALS REQUIRED
Section of a metal tube Section of a helical spring Metallic screw holder Self-locking nut
PEGA CONSTRUCTION MATERIALS REQUIRED Attach the top of the tube to the coil spring. Attach the bottom of the tube to the screw holder. Using a self-locking nut, attach the finished handle to the shaft by the bottom of the bracket. Confirm that the rotor rotates freely after installation.
INSTALLATION OF THE TACHOMETER AND CALIBRATION | MATERIAL
Zip-ties Central tachometer Tachometer sensor Magnet
INSTALLATION OF THE TACHOMETER AND CALIBRATION | STEPS Using zip-ties, hold the central module to the handle. Install the sensor into an extension of the handle, created using an L-shaped metal part, which extends to the center of the cups.
INSTALLATION OF THE TACHOMETER AND CALIBRATION | STEPS
Install a magnet in one of the cups so that it passes over the sensor, and to balance the others, install counterweights with a similar mass.
INSTALLATION OF THE TACHOMETER AND CALIBRATION | STEPS
Follow the instructions in the manual to set the tachometer. Check values with those indicated on the weather station and calibrate if necessary. Take into account that the value can not have an error greater than 3 km / h.
Lesson plan KNOWING OUR...
GOALS
http://meteo.aenelas.edu.pt/
Know what STEM stands for Know the type of information given by a weather station, such as the one in our school, acquired under the STEM For All Seasons Project.
AREAS OF COMPETENCE OF THE STUDENT PROFILE
This activity allows the development of the following areas of competence: Â Information and Communication Interpersonal relationship Scientific, technical and technological knowledge
ESSENTIAL LEARNING OF THE MIDDLE STUDY DISCIPLINE (3RD AND 4TH YEARS OF SCHOOLING)
This activity allows to work the following essential learning:
ESSENTIAL LEARNING OF THE MIDDLE STUDY DISCIPLINE (3RD AND 4TH YEARS OF SCHOOLING)
Identify technological objects, used in the present.
ESSENTIAL LEARNING OF THE MIDDLE STUDY DISCIPLINE (3RD AND 4TH YEARS OF SCHOOLING)
Recognize the importance of technological evolution for the evolution of society, relating objects, equipment and technological solutions with different needs and problems of everyday life.
MATERIAL REQUIRED Weather station
MATERIAL REQUIRED Pre-questionnaire
MATERIAL REQUIRED Post questionnaire
MATERIAL REQUIRED Worksheet
MATERIAL REQUIRED Worksheet
MATERIAL REQUIRED Worksheet
METHODOLOGY
Students complete the previous questionnaire
METHODOLOGY Students meet in groups; The teachers distribute the worksheet, which will be filled with the use of a careful analysis of the information contained in the Meteorological Station, in a group; Students complete the final questionnaire.
HANDS ON TECNOLOGY Construction of a Meteorological Station
If you can not afford a weather station, you can do one!
PROGRAM Arduino one (https://www.arduino.cc/)
WHAT DOES THIS STATION MEASURE? The sensors measure: Temperature Atmospheric pressure Relative humidity UV Index Solar power Air quality Altitude
PROGRAM The construction of this station was inspired by the training held in Ireland (within the scope of this project) where a small robot was built based on the arduino one.