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"Study of the Earth's atmosphere". I could start an activity about what the atmosphere is like on each planet in the Solar System and why. With what factors is it related? With gravity? With proximity to the Sun? With the chemical composition of the planet?

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For example I could use these activity to show the layers of atmosphere.

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This activity is very interesting. I have to see if it is possible to propose this activity also in the kindergarten

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It is a usefull activities. I can use at class. My childrens love mystery planets

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The second didactic course gives me some ideas for my summer activities with students. for example:

- introductions activities
- solving some practical problems working in groups

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Türkiye Biology
It's a very interesting application. I can use applications like this. We have opened a different window for our students. Thanks for sharing.

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It is very interesting activity because children touch and see and can develop new areas of the brain

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Maybe i will do an intro...

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Tey are very interesting activity. I think I would take some inspiration for my works. For example The first one colud be used as a introduction.

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I have taken so many inspirations from reading the document. For example, in order to introduce the tatmosphere, at the beginning I will make a collaborative padlet. Each student will write their own questions or doubts about the air around him. Then I will show thematic videos and I will also do a traditional lesson. Finally I will ask the class to make another padlet with the answers to the previous questions

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I think these courses could be also used as structure to teach science, experimenting with mass and weight and studying chemical composition for example of food.

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Activities in the atmosphere course can be integrated into the theme "Technical Fluids" to highlight the harmful effect of the presence of freons in the atmosphere.

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I can use Mihaela`s ideas as an introduction of a project wich is ment to contribute to the protection of animals in the forests arround my little town and Lucian`s lesson as an introduction to the project of saving the environment by collecting the garbage.

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We celebrate WSW 2017. My students are 12-15 years old.

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For as I am a German teacher the challenge is huge... How can I adapt these or similar activities in my subject??? The only thing I can think right now, are presenting some similar to the activities videos on German, that I may find searching in the internet...

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Both courses cover subjects I teach in my natural sciences classes. Terraforming course can be articulated with subjects from geography and chemistry classes and the Atmosphere course can also articulate subjects with physics classes.

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we celebrate WSW 2017 in kindergarten and in first grade of primary school... students who are in astronomy class represent Solar system to kids, we used most of didactic methods

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The video of Mihaela Balint was inspiring. I may want to do this activity in my daughter’s primary school next year! Sadly, though, there is a bookmark link missing in the table of contents of the course.

The second activity, by Lucian Vladescu et al., also looks interesting. I might try that out in my own secondary school next year!

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thanks to this course I want to introduce my student in another way to see the planet and how it's dangerous to continue to destroy the nature around us

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The educational path that I would like to develop in my school with my students is that of CLIMATE CHANGE and atmospheric pollution.

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I can use this interesting course to introduce the theme "Atmosphere and Water cycle" so the students can better understand how much are important the water and the atmosphere composition in our planet to promote the life. In addition they can better understand how important it is to solve the pollution problem.

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I teach in a secondary school, to young students and to adults. I could adapt the activity "The Earth Atmosphere" talking about Climatic Change, or about Natural Resources. I found the activities really interesting and adaptable to different students, like in my teaching

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These didactic courses can be used in themes about Solar System, greenhouse efect, atmosphere, atmosphere polution in Science lessons. The first theme was very much enjoyed for simplicity, originality and creativity

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Those can be use teaching about the solar System and atmosphere.

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Both courses are excellent and can be used in my subjet-Natural Sciences . My students are between 13 and 15 years old.
The Terraforming course covers many contents of my subject and the course requires more knowledge and also articulates with other disciplines such as geography and chemistry.

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I could use the course by linking it to the Earth's Atmosphere in the next lessons. I think is compulsory  to reflect on the greenhouse gases and the carbon footprint !

Also, I am sure that  the sustainable lifestyle is the compulsory choices  for all of us, in this moment anf for ever !

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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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Our Solar Sysytem...

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can easily be adapted to sciences 2 emphasis on physics.

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I would use in the secondary level, 5 year. Its about Earth, atmosphere.The curriculum can be adapted for Science and ICT

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I would use these activities to go deeper on the different layers of the atmosphere, which is something they always find difficult to remember. 

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I would use these activities to go deeper on the different layers of the atmosphere, which is something they always find difficult to remember. 

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There is a unit on 10th grade students about atmosphere. I can adapt the quetions asked in didactic courses to raise curiosity of my students. I can also form groups and let them make group discussions about the layering of atmosphere

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The first activities I can adapt to teach temperature, states of matter and different shapes. The second, there are lots of possibilities: distance, measuring units, atmospheric pressure, methods of heat transfer.

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These courses can be modified to incorporate convection currents in both air and water to make a link the current Science curriculum, also further reference can be made to Ecology, exploring food webs and how they are directly impacted by climate and what result climate change will have on ecosystems.

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The second didactic course can easily be integrated in Science curriculum, using interesting ICT.

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My students age is between 4 to 6 (pre-primary school).We can start to describe different types of habitats and name animals/plants which live in a specific habitat.Then we can learn about life can survive and exist in many different types of environments, and sometimes this enviroment is extreme.When we have conquered this knowledge, we will try to connect the existence of life with the other planets.

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Any old bit of curriculum can be given a Space Studies twist to make it more interesting and exciting. My kids will learn how to terraform Mars by creating as much green house affect as possible. We will then turn the tables and understand that we need to do exactly the oposite on planet earth

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Those two scenarios are opened to many other subjects. The first one I would use it as an introduction in order to analyze more what are the specific characterists of the annimal that make them suitable for the coldest planet. I would discuss it from the aspect of biology and together with my students we will try to locate the informations requires to create a presentation about its animal that was chosen.
The second scenario I would use it in maths. tatistical tables will be presented  and voiced over from students as if they were in an imaginary tv educational programme for space. The video will be created in classroom in pairs and will be enhance by appropriate pictures or original drawings.

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Students work on behalf of protecting the universe

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I am math teacher. First material I can use to  discuss positive and negative temperatures as examples of whole numbers. Second material I can use to discuss about distances, heights.

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Step 1: Watch the video https://www.youtube.com/watch?v=YfFMznUiI_A
Step 2: The pupils build a big globe with the paper mill
Step 3: Study the presence of animals and plants depending on the climate
step 4: compilation of educational papers
Step 5: Discussion

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On the first subject I would go deeper and try to analise with the children not only the suitability for animal life but also the suitability for plant life and the interraction between the two.

The second course would be useful for my Natural Sciences class but I would need to tone it down a bit and make it into a more introductory course because my children are quite young

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The first activity can be adapted to my students in secondary school as a confront between Earth biomes to immagine suitable conditions of temperature, atmosphere composition for a human colony in an other planet and immagine what animals and plants we could bring. After we can look at the characteristics of solar system planet and...
The second activity is suitable for a third year. It's a topic we talk a lot about.

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Both lesson plans are surprisingly feasabla in my context, tho the second one migh become a bit too difficult firm my third-year students (Middle School).

My Zclil Course in the Third year covers both the Earth and the Universe so it will be easy form to adapt the first lesson for stimulating my students into highlighting Earths salient features (the ines that make it habitable) and then expose them to a selection of exoplant and initiate the quest fir the most promising planet for a terrestrial colony.

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1. I would try to adapt this to also introduce the idea of other planets' atmospheres.  The lesson structure could be very similar but link it in towards the end and give a research topic looking at why we couldn't live on other planets with regard to the structure of their atmospheres or their distance from the sun and how this impacts on them.
2. One other way to adapt the lesson would be to assign roles within the groups of Capatin, Scribe, Speaker and timekeeper.

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1. I can inspire them like with this: http://www.ntv.com.tr/galeri/teknoloji/jeo-muhendislik-kuresel-isinmaya-care-olabilir,xN1LOtB7mUy1C1wIoLlTuA/-hP4j1lkQUaefhv787FvXg
2.I'm creating new lesson plan about "Global Warm".
It's can be  like this plan and can add other application. Here please

https://climatekids.nasa.gov/time-machine/

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I can adapt the second didactic course in science and art, comparative analize.

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The first one colud be used as a introdoction, the second one as

Laboratory activity.

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I apply both of these didactic courses in my lessons due to the nature of my course (technology and design). Methods that increase creativity are very useful for effective learning.

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Both didactic courses are suitable for the fifth grade. They learn about the Earth - forming, but also about Atmosphere.

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The first kind of activity, could be used as lab during the lessons about the solar system planets.
The second one, could be used during science festivals, adding experimental demonstrations, like using a thermal camera.

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Becausemy students are 6-7 years old, I chose the first didactic course.
This presentation is useful because the activity is interdisciplinary, integrated and focuses on teamwork.
I would like to choose the activities from the "Train like an Astronaut" chapter for sports classes, I would use Space Journey
to the activities
of literalization.

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The first didactic course suits me and my students. I guess I can use it just like it is as a long term project work, but, as I know myself, new ideas will come during the course activities. The interdisciplinary vision of this didactic course gives me some ideas about how I can introduce space themes in my Music class, for example. I like the second one also. It is about a topic of interest of my students. This is the reason I think I should adapt it to the age of my students.

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I've found the second didactic course suitable for my chemistry course, especially what concerns the linked sites about atmosphere composition.

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Dulce, PortugalThe didactic course -  Terraforming can be adapted for Natural Sciences 8th grade (students 13 years old) introducing Earth – a planet with lifeThe didactic course - The Earth's Atmosphere can be adapted for Natural Sciences 8th grade (students 13 years old) to explain global warming.

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Dulce, PortugalThe didactic course -  Terraforming can be adapted for Natural Sciences 8th grade (students 13 years old) introducing Earth – a planet with lifeThe didactic course - The Earth's Atmosphere can be adapted for Natural Sciences 8th grade (students 13 years old) to explain global warming.

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I can adapt the second Didactic course            (a) in my meteorology project and encourage my student to learn about the weather and the atmosphere.  (b)in physics as an example for the effect of density and heat.

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The idea behind the first didactic course I've used with some of my students 14-15 years old), though in a pure mathematic way.  They got the information about seven planets in the Trappist-1-system and their tast was to decide which planet would be most like our own. They got the data from https://www.eso.org/public/unitedkingdom/images/eso1706m/?lang and looked at energy, visible light and gravitational force.
The second didactic course is also useful in mathematics. How about the proportions shown in the images? How thick would the troposphere be on a desk globe?

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I can use the first project o my students on primary school in lessons about planets

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I find a lot of possible uses of the second course. In chemistry, we study a lot about the behavior of gases: gases laws (Charles, Gay-Lussac, Boyle Mariotte), radiation and convection as ways of transferring energy, pressure, vaccuum and more. So, it is aesy for me to adapt the first course, and, for instance, we can describe the air currents of atmosphere related to radiation and convection of thermal energy.
Respect the first course, when I explain gravity, I told about the different characteristics that living beings would need for living in planets with values of gravity as 30N/kg or more. This is a good moment for performing an activity similar to the first course activities.

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I could addapt the study of the space when I teach a cosmogonic poem.

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I would adapt extreme condition of possible life in Enceladus by using solid CO2 and observing how it change its physical state as does in this satellite comparing with images taken from NASA's.

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The first didatic course would be the most interesting for children so young as mine.

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The second didactic course can easily be integrated in geography curriculum. However it will also be very intresting to discuss life in harsh environments and what extra-terrestrial life might look like from an astrobiologist and an astrochemist point of view

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My students would be really engaged by the propose for the primary school. I think I can propose them a clil about it.

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The project could adapt to the study of climate change in second-class secondary school. Instead of looking for other planets, one could hypothesize the creation of alternative biomes that could support climate change .This would lead to a reflection of students because finding new conditions of balance is very difficult if not impossible. An alternative would be the dramatization of the above-mentioned research activity. Students with the results from the research above can write a script and recite it

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I would definetely use the second didactic course teaching geography in first class secondary education

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To analyze global warming with mathematics:

1. I would add more scientific content to my students (being older.)
2. I would ask them to download graphs of annual temperatures in different years and compare them to notice global warming.

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My students asked me why men had not gone to live on the Moon yet. I could make them compare Earth's environmental conditions with those on the Moon and let them infer the answer. Furthremore I could extend the question to the other planets of the solar system.

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being a foreign Language teacher I could do reading comprenhension with texts about pollution in Italy and Great Britain

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I'll use the atmosphere composition to introduce the night pollution concept, in order to help student contribute to the creation of the Atlas Dark Sky Reserve, in the moroccan mountains.

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I could use the atmosphere composition for introducing or studying proportions

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I'm going to introduce the scientific method, therefore I can use atmosphere as example. I will propose some simple experiments to let them learn the "research cycle"

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In order to introduce the topics relating to acid pollutants existing in the present atmosphere , I could use a sample of air and ask how could the students know if this air is coming from the earth?
The students could use sensors humidity and pH to measure these dimensions and relates them to the earth's atmosphere.

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In both courses, I would start by showing you the planet Earth in all its beauty, layers, water, earth, air, etc ... A global vision of our solar system, analogies with other planets and differences with another in particular. From other distant worlds of our solar system, it is difficult to do, since we only see that there are some assembly pictures that somehow illustrate how that planet would be orbiting another star. What I would do in the end is that they imagine a planet other than the Earth and draw it and give loose rope to their imaginations in terms of size, shape and characteristic colors that a planet can have.

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Being a language teacher, it’s different from suggestions coming from science teachers, right? However, any opportunity is welcome to tackle the issue of air (quality or lack of it), atmosphere, temperatures and global warming, Larson C, air pollution, greenhouse gases and effects... This school year, with my 8th graders, I’ll be introducing new stuff from this MOOC if not before, then at least when teaching the module “Our World”.

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We are going to discuss the Earth's Atmosphere in the next lessons. I think we're going to reflect on the "Greenhouse gases" and the "Carbon footprint" and the impact that sustainable lifestyle choices have on our planet Earth. For example, you can calculate their carbon footprint HERE.

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My students are 6-8 years old, but we can use these materials for light pollution-related activities, protecting nature and understanding the fragility of life in the universe.

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Talk about the energy consumption, the importance of preserving wild life and health from blue light rays.

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The age range of my students is 14-19. I am talking about the importance of energy sources that do not harm nature when they teach them energy sources. We are doing banners and posters about the importance of preserving nature and the environment. There is a pawn in our school that we share about these subjects. We also have groups of students who follow the changes of the atmosphere and the moon.

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The educational course I would like to tailor a school with my pupils is that on the atmosphere and air pollution.

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I like the idea of using the Raspberry Pi - sense HAT - to monitor the humidity and temperature of a climate microsystem and to vary its conditions. Thank you!
On the other hand, although it is more difficult, it would be a great idea to launch a probe with these sensors and analyze the data; that would give us information about atmospheric layers.

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To find the laws for the environment and to show to the students the importance of civil living.

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To my students, who are 8 years old, I propose to:

Learn and reflect on some of the atmospheric properties through simple experiments

Identify the main causes of atmospheric pollution

Practical behaviors and good habits to avoid worsening air pollution

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In the last years is a huge problem in Italy and in Europe. Students are asked to do research on warm  waves in the last 20 y, analize data and study greenhouse effect.
Franca

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Research on the rise of extreme meteo events with focus on hurricane. Intoduction to Coriolis effects..Students aged 17
My students have already done something https://spark.liceodesio.gov.it/mod/book/view.php?id=1870&chapterid=107
Franca

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To investigate some proprieties of  atmosphere and to monitore the weather  we are going to bild a weather station using Raspberry Pi ( students aged 14-15 )
Franca

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I can adapt the module planning
an investigation about the main pollutant gases
a conceptualization about the   origin of different pollutant and a discussion about the solutions that can be adopted