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I can connect the topics with geography, position, orientation, climate, earth structure, trying to let students create hypothesis on the connections between various information

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4.6 Didactic course
Read the didactic courses featured in this section and share below at least two ways in which you can adapt these activities to teach a topic of your subject
Both lessons are very interesting. With my third-grade pupils I would point out what the human being needs to live, as suggested in the lesson. Since in the third primary in Italy begins the study of the formation of the Earth and

and the birth of life on Earth, I would engage those reflections on those that were the needs of the primitive men. I think these links are really useful for students. I could also use the various life videos in the ISS to understand how humans can colonize not only areas on earth but also in space and find and constantly live up to living conditions.

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4.6 Didactic course

Didactic course – Let’s Design a Space Suit - Primary School

ORIENTATION
“Do you want to see our beautiful blue planet from outer space? Let’s take a spacewalk.”

Pictures Of Earth This is a must see for Children, Great shots from Space

https://www.youtube.com/watch?v=yyUeRLO7H2Y

Space Shuttle Launch Audio - play LOUD (no music) HD 1080p

https://www.youtube.com/watch?v=OnoNITE-CLc

Earth view from outer space

(Images of a shuttle and the Space Station taken from space. Show only 1st minute.)
https://www.youtube.com/watch?v=mve7hRaoH8U

To localize the action better, you can use this image of the ISS while putting questions to students:
https://pixabay.com/en/international-space-station-iss-548331/

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4.5 Careers
Astronauts

Investigation of Earth Catastrophes From the International Space Station: Uragan Program

https://www.nasa.gov/mission_pages/station/research/benefits/uragan_program.html

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4.5 Careers

Astronauts

Volcano risk? Ask the birds: Astronauts to install tracker on International Space Station to monitor mass migrations that could give warning of natural disasters

Animals are known to sense tectonic activity well before major seismic shifts

Astronauts plan to install a dedicated wildlife receiver to the International Space Station

It will chart the movement of animals including birds, bees and butterflies

Device could help give an extra five hours warning of an impending disaster

By Ben Spencer for the Daily Mail

PUBLISHED: 00:30 BST, 20 January 2014 | UPDATED: 15:01 BST, 20 January 2014
http://www.dailymail.co.uk/news/article-2542383/Volcano-risk-Ask-birds-Astronauts-install-tracker-International-Space-Station-monitor-mass-migrations-warning-natural-disasters.html

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4.2 Introduction to subject matter

To engage younger students (primary school) you can use the following resources to introduce the topic of science and technology related to satellites missions to your class in a playful way
https://spaceplace.nasa.gov/menu/people-and-technology/

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4.5 Careers

The satellites orbiting Earth are controlled from the ground-based mission control facilities.
Earth observation scientist
http://www.space-awareness.org/en/careers/career/who-earth-observation-scientist/

Satellite liaison
https://scijinks.gov/satellite-liaison/

Astronauts
the International Space Station (ISS) is the largest human-made satellite and it’s the only satellite that people can live and, what is most important, work on!
-One of the astronauts’ function is to observe the Earth and take numerous photos of our planet’s land surface, oceans, and atmosphere.
Public invited to test new tool to study earth using photos taken by International Space Station astronauts

September 29, 2017 by Susan Murph

https://phys.org/news/2017-09-tool-earth-photos-international-space.html#jCp
-Another important role of an astronaut is to monitor both natural and human-made disasters and alert people on Earth about it.

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4.2 Introduction to subject matter

Has your opinion changed after watching the video? Are you convinced even more in importance of climate monitoring? Please reflect on these questions below.
I believe even more about the importance of monitoring our planet. I find it really crucial to involve all human being in this activity so that more and more people, from young age, are more aware of the damage we are doing and are therefore more likely to implement behaviors that improve the situation.

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4.1 Twitter chat: Thursday 26 October from 18:30

Twitter Chat: Strategies for engaging students in the topic of our fragile planet

#spaceMOOC TWITTER CHAT

Our first live event of the course, the #spaceMOOC Twitter chat, will take place on Thursday, 26 October from 18:30 to 20:30 CET (Brussels Time).

https://www.climate.gov/teaching/essential-principles-climate-literacy/essential-principles-climate-literacy

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The learning objectives for Module 4 are:

1. Become aware of why and how to monitor climate and explore European and other satellite programmes aiming at climate monitoring from space

2. Explore ICT tools to teach about the climate monitoring

3. Explore and experiment with teaching activities related to satellite programmes

4. Understand aspects of gender balance, cultural diversity and how to get students engaged in these topics

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3.6 Didactic course
Didactic course – Greenhouse effect - Primary School
Didactic course from the Space Awareness website:
http://www.space-awareness.org/media/support_document/Didactic_CourseGreen_House_Effect_Primary_kiU0uTm.pdf

ORIENTATION
Open the lesson with a video about climate change.
https://www.youtube.com/watch?v=ifrHogDujXw
In italian:
https://www.youtube.com/watch?v=o-xISJMB2Dk
https://www.youtube.com/watch?v=-3aacoVeWTA

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3.5 Initiative: Climathon

Climathon is a global 24-hour climate change hackathon. It will take place simultaneously in major cities around the world on 27 October 2017.
Climathon attracts innovators, entrepreneurs, students and professionals to create innovative solutions to cities climate challenges.

On the Climathon website you can read more about the Climathon and search for events in your country.  Downloadable version of a flyer (pdf) and detailed handbook (pdf) can be used for educational purposes to demonstrate an example of initiative that exists in your country/in the world to students.
https://climathon.climate-kic.org/

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3.4 Careers

There is a big variety of careers related to climate change and greenhouse effect:
-a scientist who does measurements of the greenhouse gas
https://www.climate.gov/news-features/featured-images/tracking-greenhouse-gases-noaa%E2%80%99s-tall-towers
-climatologists
http://study.com/articles/How_to_Become_a_Climatologist_Education_and_Career_Roadmap.html
-a storm chaser
http://www.becomeopedia.com/how-to/become-a-storm-chaser.php

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4.3 ICT tools
Citizen Science
Our Citizen Science project featured in this module is called The Weather Observations Website (WOW), with which you share your local weather observations.

Visualisation tools and apps for students

1 Climate from Space is a visualization tool available as an app.
This tool “lets you take a closer look at visualisations of climate data being produced through the European Space Agency's Climate Change Initiative (CCI) programme. In the data viewer, see the changes through time of sea surface temperature, the ice sheets, sea level, sea ice, carbon dioxide, soil moisture and many more".
http://cci.esa.int/content/tablet-app

2  ESA Earth online website, where you can access information about all of ESA’s Earth monitoring activities including earth-observing data.
https://earth.esa.int/web/guest/home

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3.3 Gender balance
Red Cross / Red Crescent Climate Centre
This game is “a participatory activity to support experiential learning and dialogue on the differential vulnerability of women and men facing climate variability and change. Players first take on the role of subsistence farmers facing changing risks -- then ‘walk in the shoes’ of a specific gender role. Experiencing the consequences of individual and collective decisions, rich discussions emerge, as do winners and losers.”

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3.1 Introduction to subject matter
Use any online tool of your choice (recommendation - Storybird or Prezi) to create a story together with your students about the importance of natural disasters’ prediction and prevention and share a short (3-4 sentences) reflection including the link in Padlet below.

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3.5 Initiative: Climathon

10 reasons why we should all care about climate change

We’re all concerned about climate change, but when it looks like a problem for future generations, you ask yourself, ‘will climate change even affect me?’
No matter what you care about, climate change is already affecting our world today. While we still have time to limit the worst impact, here are ten great reasons to start acting now:

1. Because snow leopards, turtles and polar bears are awesome

Snow leopard, Kangchenjunga Conservation Area © Sanjog Rai / WWF-Nepal

Climate change will mean big changes for animals around the world. So if we care about incredible species, we must care about how climate change will make it harder for them to find food, and decrease their abitats – from forest to sea ice to the UK’s rivers and chalk streams.

2. Because you need your morning coffee fix

If you’re one of those people who need a coffee hit to get going, mornings may become grim. The effects of climate change on coffee are well-documented and coffee producers are already seeing reduced harvests, and more pests, because of it. Even if you’re caffeine-free you’re not in the clear – wine production may also be hit by climate change.

3. Because coral reefs are amazing

Soft coral seascape, Great Barrier Reef, Australia naturepl.com / Doug Perrine / WWF

Finding Nemo or Dory may become harder as their beautiful homes crumble under the stress of climate change. Warmer air and ocean temperatures cause coral bleaching, where corals lose their colour and may die. Ocean acidification – from increased CO2 in the atmosphere – compounds the problem. Today, the ocean is 26% more acidic than it was in 1990, and the Great Barrier Reef has just experienced unprecedented back-to-back bleaching events in 2016 and 2017. Climate change is very bad news for anyone hoping to see the Great Barrier Reef one day.

4. Because we all need clean water

Did you know that 2 in every 3 people worldwide live in regions of severe water scarcity? Even a small increase in global temperatures will destabilise the water cycle and could make water scarcity much worse. Climate change affects rainfall patterns, meaning both drought and flooding will be more common, and more intense. And although it’s hardly comparable with life-threatening floods, climate change may already be making you late for work.

5. Becausewe all hate the sight of politicians in wellies

Globally temperature records  have been broken in recent years, and flooding in the UK gets worse. Year after year we’ve seen politicians wading through floods in Somerset, hopping into dinghies in Cornwall and arguing with each other in Westminster. More frequent and more intense extreme weather is a documented result of our greenhouse gas emissions, and the annual cost of flooding in the UK could increase 15-fold by the 2080s  as a result of climate change. We need to see politicians taking serious action on climate change, not looking for the next photo opportunity.

6. Because rainforests are incredible

The Amazon Rainforest © Greg Armfield / WWF-UK

Unique, irreplaceable, and often described as ‘the world’s lungs’, rainforests are some of the most precious habitats on the planet. They really are amazing; the Amazon, for example, is home to an astonishing 1 in 10 of all the known species on Earth. Yet over a third of the Amazon rainforest is already threatened by climate change. It’s a double-edged sword too: worldwide, forest destruction – mainly for agriculture – is a major cause of climate change, generating an incredible amount of greenhouse gases.

7. Because we all deserve to breathe clean air

With anthropogenic climate change driven by human-caused emissions to the atmosphere, it stands to reason that we face compromised air quality. This affects human health, especially children. Air pollution can lead to asthma, heart and lung disease. Beijing’s insidious smog is a visible reminder of this, but bad air quality is also making headlines in the UK, and has been labelled a ‘public health emergency’ by MPs. Just five days into 2017, streets in London had breached the annual air pollution limit.

8. Because clean tech is exciting

It’s not all bad news. Some of the biggest advancements in technology over the past few years have come from trying to limit, and come up with alternatives to, humanity’s CO2 dependency. Solar panels, wave-energy conversion and wind farms are allowing us to harness the power of nature in a clean way, harvesting energy without harming our environment or destroying habitats. Meanwhile nifty gadgets – like the Wall-E sized robot that can insulate your house to save energy– are helping to cut carbon in unexpected places. More of this technology could mean a cleaner, healthier future for us and our planet – because clean tech doesn’t just help nature, it also has the potential to build better, more accessible and people-friendly cities.

9. Because we are all affected, no matter where in the world we live

Climate change won’t just impact forest, or coral reefs, or even people in far-off countries – it will affect all of us. From more extreme weather to increasing food prices, to recreation  and decreased opportunities to appreciate the natural world, people everywhere will feel the effects of climate change. Tackling climate change is fundamentally necessary to create a world where people and nature thrive – and that’s why WWF is working on it.

10. Because of future generations

WWF-UK Green Ambassadors © Richard Stonehouse / WWF-UK

We are fortunate to live in a beautiful, diverse, nurturing, awe-inspiring planet. Our children, and all future generations, deserve the same.

If you’re feeling worried by now, you’re not alone. Millions of people are working together for our planet. Events like Earth Hour are a brilliant reminder that together, humanity is capable of great things, and we can make change happen for the right reasons.

Already, so much has changed since we first heard about the possible effect of climate change. Beginning with the Rio Earth Summit, then the Kyoto Protocol and the Paris Agreement, action on a global scale is speeding up. Now it is more important than ever that we use our action, our votes and our voices to tell political and business leaders that action on climate is absolutely essential.

What can you do? You could start with taking our carbon footprint calculator, to look at how your lifestyle impacts the environment and where you can reduce your footprint.

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3.2 ICT tools

GeoTag-X Pilot Project
http://www.geotagx.org/
is a research project that asks you to recognise the important information in a photo and create relevant, structured datasets. There are two ways to contribute. The main way is answering specific questions about images. One other way is finding photos for active projects. Without photos, the applications on this website will not give much information. To help you do this an add-on for Firefox is available and allows you to send photos directly to the server while you are browsing the web.

Games for students
for students between 9-16 years old
disaster simulation game
allows you to teach “children how to build safer villages and cities against disasters. Children will learn playing how the location and the construction materials of houses can make a difference when disasters strike and how early warning systems, evacuation plans and education can save lives. Children are the future architects, mayors, doctors, and parents of the world of tomorrow, if they know what to do to reduce the impact of disasters; they will create a safer world.”

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The learning objectives for Module 3 are:

1. Become familiarized with Earth’s change of climate and become aware of global warming consequences and natural disasters

2. Explore ICT tools to teach about the climate and greenhouse effect

3. Explore and experiment with teaching activities

4. Understand aspects of gender balance, cultural diversity and how to get students engaged in these topics

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2.5 In practice: Didactic courses

Mohammed speaks in the video about how he adapted the lesson to fit the needs of his students. He mentions that he used the fact that the students had already learned about the subject with other teachers, and this helped him build his lesson better. Can you think of any practical ways you could also adapt this lesson to your students' context?

I could involve the students in the fifth, reflecting on the air pollution of our metropolis.

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2.5 In practice: Didactic courses

“Activities For Conceptualizing Climate And Climate Change”, which you can find on the website of The Purdue Climate Change Research Center (PCCRC), which facilitates interdisciplinary climate change research and education.

Your Family’s Carbon Footprint
Mohammed Oubella, Secondary School teacher at Collège Le Marin, Allonnes, France.
Mohammed implemented a lesson with his students on Climate Change, using a footprint calculator.

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2.4 Careers
Do you have any students who are interested in becoming a meteorologist or a hydrologist? How do you think you can raise their awareness for these careers? Share your ideas below!

At present I have no students interested in becoming meteorologists or hydrologist, but students interested in becoming inventors and others who want to explore and understand phenomena.

I think talking to children of the importance of these professionals while analyzing climate change and the damage they make during school years could entice some kid to think of becoming it. It would be even more engaging to have a classroom practitioner who would teach children and talk about his work.

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2.4 Careers

Meteorologists face constant challenges that relate to observing, empirically measuring (by performing experiments) and forecasting the atmosphere’s myriad dynamic patterns and to communicating such complex data to the public. Meteorologists acquire, process and interpret data from instruments on land, at sea, in the sky and in space for use in weather forecasting and climate monitoring.

Hydrologists are scientists, engineers, or professionals who observe, monitor, model and forecast trends in the water cycle and in the water supply. Hydrologists play a vital role by studying the water cycle – the continuous movement of water on, above and below the surface of the Earth – and its impact on the distribution and supply of water. They are able to assess the quantity and quality of water resources available for meeting the needs of society (for example, in agriculture).

Read how to become a hydrologist in the following article
https://www.environmentalscience.org/career/hydrologist

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3.1 Introduction to subject matter
Share your story here!
With my students I have briefly reflected in the past few years, but only this school year I will be able to propose something more challenging. In fact, they are now eight years old and may begin to think much more about this topic. I would like to start from the absolutely strange climate of the month of October when we have long wearing short-sleeved shirts to talk about and look for climatic change information. I will gather their impressions. I will encourage the children to identify themselves in a lethargic animal, such as a squirrel, describing her life during the hot days with all the difficulties she has encountered.

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2.3 Gender balance: tips and ideas

If you want to motivate your students by providing them with a perspective into what it means to work, as a woman, in science, you can read the following article on women in meteorology and their testimonials.

Women in Meteorology
https://public.wmo.int/en/resources/bulletin/women-meteorology

Group practices

Group practices can be a great entry-point to bringing a gender-balanced approach to your classroom. Make use of students’ abilities by promoting collaborative group work and try to frame classroom activities in real world and interdisciplinary contexts. Incorporate holistic investigation tasks and projects, and place responsibility for thinking and learning on themselves.

Most important is that you do not have girls and boys competing against each other.

Last, use hands-on methodologies and ensure equal access to material resources. You can arrange tasks so that both girls and boys manipulate STEM equipment (like science lab equipment, calculators or computers) in an equal way.

Use gender sensitive instructional materials

Avoid using materials that reinforce stereotyped roles (including not only books but also drawings, pictures or accompanying texts). Stereotyped roles can refer to different things (including traditionally gendered roles (e.g., girls are nurses, boys are mechanics) or assigning productive and active roles to males and relegating passive and supportive roles to females.

In general, materials used in the classroom should mirror our current plural society. For that, the number of female achievers in texts as well as in the examples cited in class should be increased, as they tend not to be representative of today’s society. (UNESCO, 2015)

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2.2 ICT tools

Open the Cyclone Centre Citizen Science project presented above and test it. How do you think this app could be used in your lesson? Share below some ways in which you could use it!
I really like this resource. I would talk to my students when they reported damage caused by a cyclone in some part of the world. So I could use this resource to deepen the knowledge of cyclones.

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2.2 ICT tools

Cyclone Centre, which you can easily tie to Earth observation, climate change and satellites topics. This citizen science project aims to understand better, how tropical cyclones form and change. By answering a few simple questions about these satellite images, you can help climatologists predict future storm behaviour.

https://www.cyclonecenter.org/

LEO network,« a network of local observers and topic experts who share knowledge about unusual animal, environment, and weather events. With LEO, you can connect with others in your community, share observations, raise awareness, and find answers about significant environmental events. You can also engage with topic experts in many different organizations and become part of a broader observer community »

“Global Climate Change- An ice core overview” for students between 12 and 18 years old.

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Activity 1: Wordcloud – write one word you associate with climate

Umbrella

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2.1 Introduction to subject matter
Introduction to the topics of climate and weather, climate types, climate change, biodiversity on Earth, and human impact.

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We are all vulnerable to the global changes that are happening on the Earth, but also we are responsible for them. Sharing knowledge about the change of climate provides better understanding of possible actions and responsibilities to be undertaken on a personal level, in a family, community, region, and country!

The learning objectives for Module 2 are:

1. Become familiarized with Earth’s climate and weather, and become aware of climate change and the importance of natural resources

2. Explore ICT tools to teach about the weather, climate, and causes of human impact on natural resources

3. Explore and experiment with teaching activities

4. Understand aspects of gender balance, cultural diversity and how to get students engaged in these topics

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2.3 Gender balance: tips and ideas

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1.6 WEBINAR: Earth2.0: The Future of Mankind in Space

WEBINAR 30th OCTOBER

“Earth2.0: The Future of Mankind in Space”

with Dr. Vladimir Bozhilov

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1.5 In practice: Didactic courses

Read the didactic courses featured in this section and share below at least two ways in which you can adapt these activities to teach a topic of your subject

I could use the course by linking it to the history and sciences of this school year. This year we will study the birth of Earth and its evolution.
We will talk about conditions that have made life possible on our planet. So we could then compare our current planet with others of the solar system and deepen it.
Before beginning to talk about the birth of the universe and then of our planet, I would propose the Terraforming Course.

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1.5 In practice: Didactic courses

Didactic course - Terraforming - Primary School

Terraforming, for primary school children.

This course was created by Mihaela Balint, teacher at Discovery Kids Primary School, Ramnicu Valcea, Romania.
The activity deals with both extra-terrestrial worlds and our home planet, Earth. By educating children about the life-essential conditions and life forms here on Earth and comparing them with those of other worlds, they learn that this is the only place in the universe that is suitable for life as we know it, up until now. This will promote respect for the environment and a sense of a global community. The students have the opportunity to review the habitats and the life forms adapted to a specific habitat.

Didactic course - The Earth's Atmosphere - Secondary School

The second didactic course we would like to feature has been prepared by Lucian Vladescu, teacher of Mathematics at Scoala Gimnaziala Ipotesti, in Slatina, Romania. You can access the didactic course HERE.

In this activity, students learn what is meant by air and what the atmosphere is. They do this by working in groups to learn more about the composition of the atmosphere, its temperature and air circulation.

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1.4 Space careers

Some space careers whose main goal is to study the possibility of life beyond Earth.

An astrobiologist is usually an expert in biology as well as in astronomy. Here is an article prepared by Space Awareness which you can use to inform your students about this space career!
http://www.space-awareness.org/en/careers/career/what-astrobiologist/

Full interview with Karen Olsson-Francis
http://www.space-awareness.org/en/careers/interview/dr-karen-olsson-francis/

Full interview with Zita Martins
http://www.space-awareness.org/en/careers/interview/dr-zita-martins/

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1.3 Gender balance

Share with your peers an occasion where you encountered a gender stereotype in your classroom and you overcame it

Sometimes I happen when they play.
Males do not want to play a female, then talk to them and try to assert the child's reasons.
Sometimes I have seen the males very surprised to find interest in girls.

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1.3 Gender balance

Start early

kids who scored better at spatial skills were those who grow up playing with construction toys.

Debbie Sterling (founder and CEO of GoldieBlox, a toy company that produces construction toys for girls)

she decided to start designing construction games designed at girls so they could get inspired to pursue engineering careers too.

Be mindful of your interactions with students

it is very important to guarantee equal and fair student participation.
This can be ensured by rotating “who answers, how often, and when”, making sure that students from both genders contribute equally.
It is also essential to provide enough wait-time after asking students a question.
This will allow everybody enough time to think. A step further could also be the teacher stopping any students from raising their hands until requested to do so.
Last, provide various ways to respond, different from just speaking in front of the class. These could be the discussion of materials in small groups or even explaining ideas in a journal.

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1.4 Space careers

Do some research on the Astrobiologist job and share below if you have any such professionals in your country and how you can involve them in your classroom activities

Società Italiana di Astrobiologia
https://astrobiologia.weebly.com/

Gruppo Italiano Seti@home | Seti at Home Italian Team

Ricerca e analisi segnali extraterrestri

http://www.mconsult.it/seti/

The work of astrobiologist is very interesting. I found SETI Italia that is a scientific experiment that exploits the potential of hundreds of thousands of internet-connected computers for searching for extraterrestrial intelligence (SETI).
http://www.mconsult.it/seti/
Forward I found the Italian Society of Astrobiologists to whom I could enroll. In this way I could ask an expert to come to class to talk about her work with my pupils.
https://astrobiologia.weebly.com/

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After reading the introduction to this module’s topics, share with us in the Padlet below how you can connect the subject you teach with the topics presented in the document, AND how you plan on teaching them?

I`m a teacher in primary school. During my science's lessons many times I discuss with my pupils about the importance of have care of our wonderful Earth.

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1.2 ICT tools

Citizen Science project:
Globe at Night is an international campaign to raise public awareness about the impact of light pollution.
https://www.globeatnight.org/

T he King's Centre for Visualization in Science's application with which students can understand the structure of the atmosphere. ( for students ages 8-16)
http://www.golabz.eu/lab/structure-atmosphere

University of Nebraska-Lincoln Astronomy Education's only lab which is used to explore the motion of the Earth around the Sun and how it relates to seasons. (for students ages 10-16)
http://www.golabz.eu/lab/seasons-and-ecliptic-simulator

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1.2 ICT tools

http://www.golabz.eu/

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The learning objectives for Module 1 are:

1. Become familiarized with the properties of the planet Earth, Earth’s movements and seasons

2. Explore ICT tools to teach about the properties of Earth

3. Explore and experiment with teaching activities

4. Understand aspects of gender balance, cultural diversity and how to get students engaged in these topics

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I teach math, science , tecnology, music and physical education in a primary school with children from 5/6  to 11 years old.
My students are seven/eight years old.
In my school we have one LIM in each classroom  and 25 tablets we share.

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Hi, my name is Claudia, I'm italian.
I live and work in Milan, Italy.
I'm a primary teacher.