Plan STEM STORM

Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth.

PROJECT PLAN ON STEM METHODOLOGY Teacher`s name: Crăciun Gabriela 3rd grade Topic: Hot /cold wind. Storm A. Curricular aspects - Competences • gathering data useful to the investigation from different sources • identifying characteristics of the phenomenon studied by extracting information from informational texts detail • Observing certain aspects of reality (dynamic surrounding watching a film about the effects of the storms) • formulate questions that lead to the need for investigation for involvement in the choice of response procedures, establish the necessary resources • participation in interactions for finding solutions to problems • organizing data in a table, or to an investigation into a graphic representation for the purpose of solving problems • the formulation of conclusions based on the results of the implementation of investigative approach • cartoons/comics/diagrams to illustrate what has been understood from the informative texts, following observations and experiment carried out

Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

PLANNING THE TOPICS Stages

Nr. Of lessons

Observations

A

Topic`s approach

1

Winds (formation, characteristics)-conversation

B

Topic stusy

2

1. Hot/cold air circulation-experiments 2. Winds of different intensity

C

Lesson planning and development

3

Natural disasters caused by wind-storm

D

Fynal analysis and results

1

Project presentation - evaluation

Content 1. Problem definition: what are the storms and are their effects on the environment? (The formation of working groups) 2. Introduction in scientific activity: • hot/cold air circulation-experiments • winds different intensity 3. The introduction of the activity of natural disasters: natural disasters caused by wind-storm 4. Activities: • construction of simple layouts that simulates the effects of wind action of itensitate (storm) on the environment • Analyse models of components 5. Assessment: project presentation

B. Addressing the theme or the hypothesis the main purpose of the activity is to discover when a thunder storm occurs, what are the types of storms that may occur in our country, what favors their production, what damage they can cause storms and to identify ways through which we can prevent them.

2

Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

CASE STUDY ACTIVITIES Resources Tha name of the activity Winds http://www.descopera.ro/mari-intrebari/10677180-de-unde-vine-vantul Characteristics http://www.meteo.ro/articol/31/Cum-se-formeaza-vantul.html xxx – Questions and answers , Editura Aquila xxx – Informations about weather and clime Editura Aquila

Observation The students had sought information about individual wind across the internet, encyclopedias, books.

The front has had a conversation about what are the winds, how it forms, what are their characteristics, typology.

In the end we achieved a bunch structured.

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Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

Hot/cold air circulation

The work was carried out in the laboratory of chemistry and consisted of 2 experiments.

Experiment 1: keep a lit candle next to the open door of the laboratory.

Students have noticed that up, the flame is in the horizontal position to the outside (warm air from inside comes out in the lobby of chilly).

At the bottom, the flame is in the horizontal position (cold air in the lobby takes place warm).

In the Middle, the flame of the candle is upright (air circuit is achieved on the top and bottom).

Experiment 2: a spiral of paper is fixed above a alcohol lit. Students have found that the paper moves. Heated air cold air ascends, descends and takes place.

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Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

C. PLANNING AND RUNNING THE ACTIVITIES The name of Materials Technology https://ro.wikipedia.org/ the activity The activity was held in the computer lab.

High winds. wiki/Scara_Beaufort https://rometex.wordpre Students have sought information about the The storms ss.com/materialeformation of storms, hurricanes, tornadoes and educationale/notiunimanmade disasters. generale/furtuni/ https://www.youtube.co It has watched the movie "Top 7 most powerful m/watch?v=6VypuGvK hurricanes of the 21st century".Have been reading MWo the news concerning the strongest storm which https://ro.pinterest.co affected the country in the year 2017. m/explore/dezastrenaturale/?lp=true http://stiri.tvr.ro/prapadin-urma-furtunilor-grupurile-de-producerea-energiei-de-latermocentrala-rovinari-oprite-catevaore_819837.html#view

Science

Observation The analysis compared Beaufort scale, levels 8- s 12.

Students have compiled a list of sequels of some storms that took place in Romania.

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Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

Caps of metal, plastic, cardboard disks, string

Engineering construction of wind bells influencing their using air currents cause a fan and observing the movement of the bells

Maths Composing and solving of problems starting from the information found in the previous activities.

or twine, pasta in the form of tubes

Art making drawings watercolor-"Storm"

with

colored

pencils,

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Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

The name of Materials the activity https://www.youtube.c MODELS / om/watch?v=aI52OrL LAYOUT zOCQ https://www.youtube.c

Techonology

Science Simulation using fans to wind intensity small, The work took place in the classroom and was medium and large and observing the effects of watching some tutorials on building model houses, a hand-outs of observations during the blocks of flats, copăcei. realisation of simulation

Observații

7

Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

Storm simulation

om/watch?v=RR5a5X Aog34 https://www.youtube.c om/watch?v=E5jIwH4 7jx0 tablete, calculator, videoproiector

polystyrene, cardboard, Gilbert astrudat, dye and curled, tempera, paper, twigs, needles pins, toothpicks 3 fans

Students identify the materials from which they can build houses, blocks of flats, grass, water, relief.

It has established the necessary materials for building the form.

Students, distributed in groups, and they chose work duties: cut and paste of the landform, colouring, printing houses, manufacturing leaders, achieve other trees.

Engineering Maths Construction layout according to the stages of Students have completed exercises, trace lines work Simulating wind action of different (contours), geometric figures which had to be intensities on the layout created cut.

There were the cube unfolded.

8

Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

Art Blissful relief, of coniferours, of Drawing and colouring of facades

9

Erasmus +KA 219 Energy for life 2016-2019 STEM projects Disaster and benefits of water, fire, air, earth

D. EVALUATION COMPETENCES

Instruments

Results

Useful investigation data collection from different sources identifying characteristics of the phenomenon studied by extracting information from informational texts detail the Organization of data in the table, or to an investigation into a representation graphics for the purpose of resolving problems or

Noting the information discovered during the oral Presentations of the work achievement of a cluster include structured observation of the phenomenon of simulated Composing and solving problems Search for information (videos, articles) about the storms that occurred in the country in 2017 participation in conversations for the purpose of determining the issues, working methods, resources work techniques individually and in groups Work techniques individually and in a group presentation of products (e.g. structured designs: Storm) analysis products

Acquiring new knowledge enrichment of vocabulary, the correct expression for the investigation the devalopment and generalization of mathematical skills Development The formation of new competences (investigation, negotiation, argumentation, observation of details, forms of conclusions) Collaboration and group Cohesion working group

Observation of the dynamic aspects of reality surrounding the formulation of questions that lead to the need for investigation for Involvement in the choice of response procedures, participation in the establishment of the necessary resources for finding solutions to problem Formulation of conclusions based on the results of the investigative approach

Making comics/drawings/schematics to illustrated what has been understood from the informative texts, following observations and experiment carried out

Harnessing the elements of language of work Satisfaction compositions

in

thematic

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