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2017-1-TR01-KA219-046009 “EVERY STUDENT IS SPECIAL” LATVIA - RIGA
16.10.2018
OPEN LESSON
3 group
Using IT in teaching Geography
Subject:
Lita Koreļska - teacher 9.A - 24 p. A. Buļone, J. Černakova
The aim To develop understanding of the Indian Ocean and its parts, the phenomena of monsoon, the mechanism of formation and their consequences. Useful resources: textbook for grade 8, materials for experiments, computer, internet connection. The necessary materials for experimentation are described in the experiments. Languages of instruction: Latvian, Russian, English Length of the course: 1 lesson in the classroom, 1 lesson in the computer class. Procedure: Introduction and topic upgrade. The teacher, together with the students, repeats the information about the Indian Ocean: • Name how many oceans they know, determine their distribution by area; • Why the Indian Ocean is the warmest one of the oceans; • The emergence of the Indian Ocean name • The Indian Ocean as an important maritime transport route Understanding the subject. 1) The teacher informs that one of the lessons is to understand the important natural processes in the ocean, the monsoon activity. In order to understand the mechanism of the monsoon better, students are offered to make 3 experiments. The teacher instructs each student, depending on his/her abilities and characteristics, to perform a specific task during the experiment. Students carry out experiments, note the main observations and try to explain the results of the observations.
2) Students talk with the teacher about the results of the experiment. 3) The teacher demonstrates the monsoon formation scheme and explains it through the lessons learned from the experiments. Students watch video on monsoons in English and answer questions (video address and questions are given in the appendix). The teacher discusses the video with students again. 2 lesson Pupils work in a computer class and complete 2 tasks:
1. Working with an interactive geographic map (in annex) 2. Students answer queries using Quizziz (test in Appendix) EXPERIMENTS USED at the lesson Experiment 1 2 students who are careful, able to observe, understand the process, are chosen and they perform the observation and explain it. Task: 5 minutes to observe the experiment ,show and explain to the rest of the class what the purpose of the experiment was and what the main results were.
Experiment can be found: www.youtube.com/watch?v=SpFPOtvGjRw
Experiment 2 For this experiment there are chosen the students who are brave and who aren’t afraid of making experiments.
This experiment highlights the difference in the thermal conductivity of air and the thermal conductivity of water, or the absorption and transfer of heat in water as compared to air. Materials that you will require for this experiment will include the following:
· Two balloons · Water · A candle · Matchbox with matchsticks PROCEDURE 1) Fill up one of the balloons with air 2) Light up the candle with a match stick 3) Hold up the balloon filled up with air very close to the flame and observe what happens. 4) Put some water in the other balloon and fill it up with air 5) Bring it closer to the fire as in above and observe what happens.
When the balloon filled with air touches the flame, it bursts. However, the balloon that contains water does not burst upon touching the flame.
The balloon filled with air bursts since the air expands quickly and does not absorb the heat from the rubber which causes the rubber ball to stretch and eventually brake to let the expanded air out. The balloon having water and air does not burst. It is because water absorbs the heat from the rubber band and through convection currents it carries the heat away from the rubber while cold water replaces the risen water. The conclusions drawn from this experiment confirm that water absorbs far more heat than air making the balloon heat proof. Avots: https://thermtest.com/thermal-resources/thermal-conductivity-experiments/heating-water-balloon 3. eksperiments Students with a greater potential for logical thinking for this experiment are chosen
MATERIALS
PROCEDURE Add 2-3 drops of food coloring to the water. This will make the movement of the water easier to see later. It’s interesting to watch how the drops of coloring spread through the water before stirring it. Pour the colored water into the plate. Set the candle straight up in the puddle in the center of the plate. When the candle is stable, the water is calm, light the candle. The candle flame needs to burn brightly. Turn the glass over and lower it over the burning candle. Place the glass on the plate in the water and let go but don’t take your eyes off of the water level inside it. At first, the candle stays burning and the water level rises slowly. About the time the candle goes out, the water rises quickly. This is the mystery: why does it rise?
You can find the experiment : www.stevespanglerscience.com/lab/experiments/why-does-the-water-rise/ Videomaterials – MUSONI www.youtube.com/watch?v=vwD0UpsA5kE
When watching videos, students have to answer the questions: 1. What does the word "monsoon" mean? 2. How many% of the world's population live in areas affected by monsoon? 3. In which parts of the world are the most common monsoons? 4. What are the effects of monsoon or monsoon influences?
WORK WITH INTERACTIVE board
During the school lessons, pupils do assignments using the National Geographic MapMaker Interactive
http://mapmaker.nationalgeographic.org Tasks for pupils: 1. Find the map of the Indian Ocean
2. Use the Add Layer tool to add ocean currents to the map. After the textbook, write the streams on the map: "Warm monsoon stream" - red, font size 16 "Cold West Wave" - blue, font size 16
3. Found and marked on the map of the Indian Ocean and Islands: Blue numbers - water objects 1 - Arabian Sea 2 - Bengal Bay 3 - The Red Sea 4 - Persian Gulf 5 - Gulf of Oman 6 - Gulf of Aden
The green numbers are the islands and peninsulas 1 - The Indian Peninsula 2 - Sri Lanka Island 4 - Maldives 5 - Arabian Peninsula
4. Using the Add Layers tool, add a layer with tectonic plates to the card
Which slabs "encounter" in the Indian Ocean? What is the biggest earthquake and volcanic eruption on the interface between the plates?
5. Additional task. Find the Indian city of Mumbai and the Portuguese city of Lisbon
Highlight the sea route from Mumbai to Lisbon 1) via the Suez Canal; 2) Around the African continent by the Horn of the Good Hope. Compare the distance between the two roads
6. Save the card with the command "Save". Copy the address of the map and send it to the teacher in the e-class!
INDIAN OCEAN - TEST
At the end of the reflection, students complete the test in the Quizziz application.
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05.11.2020
