• Gamma: Para transformar rapidamente o conteúdo textual em apresentações interativas e documentos.

• Slidesgo: Para criar designs de slides profissionais e visualmente atraentes.

• inVideo: Para criar vídeos dinâmicos e promocionais (introdução do tópico, trailers do módulo).

• HeyGen: Para gerar vídeos explicativos com avatares de IA (apresentadores virtuais).

• Twee: Para gerar atividades, textos e perguntas interativas a partir de um input.

• Teachy: Para organizar recursos, criar rubricas e planos de aula, e gerenciar o feedback.

• Kahoot: Para criar quizzes para verificar a compreensão dos alunos em tempo real sobre um determinado conteúdo, com Feedback imediato.

• Learning Apps: Para criar diversos tipos de exercícios interativos. Fornece feedback imediato aos alunos sobre suas respostas , o que permite a autocorreção.

• Brisk Teaching: uma extensão do Chrome com inteligência artificial que ajuda os professores a dar feedback imediato.

• Grammarly: Grammarly é um verificador de gramática on-line, verificador ortográfico.

• Gemini: Para otimizar o tempo de professores e personalizar a aprendizagem dos alunos. Pode gerar objetivos de aprendizagem, planos de aula, entre outros.

• CoPilot: Word e PPT-Gera apresentações visualmente apelativas a partir de um arquivo existente ou de um simples pedido. Cria rascunhos iniciais de documentos, sugere ideias e ajuda a reescrever textos, aprimorando a qualidade do conteúdo de aprendizagem. Pode transformar texto em tabelas.

• NotebookLM: Transformação de texto em áudio: A funcionalidade "Audio Overview" permite que o NotebookLM transforme seus documentos, anotações, artigos, PDFs, vídeos do YouTube, e até mesmo gravações de áudio em uma conversa entre duas vozes de IA

• Book Creator é uma ferramenta poderosa para a criação de eBooks que vão além do texto estático, proporcionando uma experiência de leitura rica e interativa

• Symbaloo é uma plataforma online que permite aos usuários criar páginas web personalizadas e organizadas, chamadas de "webmixes", para acessar rapidamente seus sites e recursos favoritos.

• Google site: Permite uma personalização suficiente com temas, layouts e caixas de texto para criar um e-portefólio visualmente organizado e profissional. A grande vantagem é a integração nativa com o Google Drive, Documentos, Apresentações, folha Excel, Formulários e YouTube. Isso permite que os docentes incorporem facilmente materiais didáticos, projetos, vídeos de aulas, certificados e outros documentos diretamente de seu Drive.

• Bulb: É uma plataforma desenvolvida especificamente para a criação de portefólios digitais, com um foco particular em educação e no processo de aprendizagem. O Bulb oferece recursos como a capacidade de criar "coleções" para organizar diferentes projetos ou evidências, e ferramentas para feedback e comentários

Exploring the different parts that make up a typical British house.

PowerPoint presentation on the landscape of labour trafficking, with data from GRETA and European Union reports.

Creating a postcard telling about destination, activities, weather and landscapes.

By Sandra Madeira

Note: PowerPoint created using SlidesGO resources.

Short and student-friendly explanation created by ChatGPT (by OpenAI), Gemini (by Google), and Copilot (by Microsoft).

Here is a 30-question multiple-choice questionnaire about the film "Geostorm," focusing on environmental themes.

"Geostorm" Environmental Awareness Questionnaire

Instructions: Please choose the best option for each question.

1. What is the primary environmental threat that humanity faces at the beginning of the film, leading to the creation of Dutch Boy? a) Global pandemics b) Extreme weather events c) Resource depletion d) Alien invasion

2. What is "Dutch Boy"? a) A new type of renewable energy source b) A global network of satellites designed to control weather c) A supercomputer predicting climate change d) An international treaty on environmental protection

3. Who is the main protagonist and chief architect of the Dutch Boy system? a) Jake Lawson b) Max Lawson c) Sarah Wilson d) Leonard Dekkom

4. Before Dutch Boy, what was the state of Earth's climate? a) Stable and predictable b) Experiencing unprecedented extreme weather c) Slowly cooling down d) Undergoing a new ice age

5. What is the immediate consequence of the "geostorm" phenomenon in the film? a) A sudden increase in global temperatures b) A synchronized, catastrophic series of extreme weather events c) A prolonged period of drought d) The complete disappearance of the ozone layer

6. The film suggests that unchecked human activity contributed to the initial environmental crisis. What kind of human activity is most implicitly blamed? a) Overpopulation b) Excessive consumption of fossil fuels c) Industrial pollution d) All of the above

7. What environmental principle does Dutch Boy attempt to circumvent or control? a) The natural carbon cycle b) The Earth's hydrological cycle c) Plate tectonics d) Solar radiation

8. When Dutch Boy malfunctions, what is the initial manifestation of the system's failure? a) A single, localized extreme weather event b) A widespread blackout c) A series of communication disruptions d) A sudden rise in sea levels

9. What is the implied consequence of failing to address global warming, as depicted in the film's premise? a) Increased biodiversity b) Stable ecosystems c) Widespread destruction and loss of life d) Cooler temperatures

10. The film highlights the potential for technology, intended for good, to be misused. In the context of the environment, what is the danger presented? a) Over-reliance on technology to solve fundamental environmental problems b) Lack of technological innovation c) Insufficient data collection on climate d) Underfunding of scientific research

11. What is the role of international cooperation in managing the Dutch Boy system? a) It is solely managed by one nation. b) It is managed by a small, secretive group. c) It requires global collaboration and oversight. d) It is controlled by private corporations.

12. The film touches upon the idea of "geoengineering." What does this term generally refer to? a) Engineering of geological formations b) Large-scale intervention in Earth's climate system to counteract climate change c) Designing environmentally friendly buildings d) Developing new forms of renewable energy

13. What is the fate of Dutch Boy by the end of the film? a) It is completely destroyed. b) It is restored and continues to operate as intended. c) It is repurposed for military use. d) Its control is transferred to a new international body.

14. What does the film imply about the long-term sustainability of relying on a single, massive technological solution for environmental problems? a) It is the only viable solution. b) It can be fragile and susceptible to catastrophic failure. c) It guarantees environmental stability. d) It removes the need for individual environmental responsibility.

15. How does the film portray the impact of a "geostorm" on urban environments? a) They are largely unaffected. b) They experience minor inconveniences. c) They suffer catastrophic destruction and loss of infrastructure. d) They become more resilient.

16. The concept of "weather as a weapon" is central to the plot. What environmental ethical concern does this raise? a) The morality of modifying natural systems for strategic advantage. b) The importance of accurate weather forecasting. c) The economic benefits of climate control. d) The need for more powerful weapons.

17. What is the primary cause of the Dutch Boy system's malfunction in the film? a) A natural disaster b) A software glitch c) Sabotage d) Sunspots

18. What message does the film convey regarding humanity's relationship with nature? a) Humanity can fully control nature. b) Humanity should coexist with and respect nature's power. c) Nature is inherently hostile to humanity. d) Technology can always overcome natural forces.

19. What is the ultimate goal of the antagonist's plan involving Dutch Boy? a) To restore environmental balance b) To generate clean energy c) To eliminate specific populations using weaponized weather d) To explore new planets

20. The film depicts various extreme weather phenomena. Which of the following is NOT shown as a consequence of the geostorm? a) Freezing temperatures in tropical regions b) Massive tsunamis c) Volcanic eruptions d) Intense lightning storms

21. What is the role of international political tensions in exacerbating the environmental crisis depicted? a) They have no impact. b) They hinder effective global cooperation on climate solutions. c) They accelerate the development of new technologies. d) They promote environmental activism.

22. What does the film suggest about the consequences of neglecting warning signs about environmental collapse? a) They are minor and easily overcome. b) They lead to irreversible and catastrophic outcomes. c) They can be ignored without repercussions. d) They create new economic opportunities.

23. How does the film's ending reflect on the future of environmental management? a) It suggests that humanity has completely solved all environmental problems. b) It emphasizes the ongoing need for vigilance and responsible stewardship. c) It indicates a return to pre-Dutch Boy conditions. d) It promotes a singular technological solution.

24. What environmental lesson can be drawn from the film's portrayal of human intervention in natural systems? a) Human intervention is always beneficial. b) Unforeseen consequences can arise from large-scale interventions. c) Nature is too complex to be understood by humans. d) Intervention is unnecessary.

25. What governmental body is responsible for overseeing the Dutch Boy project at the international level? a) The United Nations b) The International Space Station (ISS) c) NASA d) A newly formed international consortium

26. What happens to the Dutch Boy system at the end of the film, regarding its operational status? a) It is completely deactivated. b) It is put under new international control and oversight. c) It continues to operate independently. d) Its functions are reversed.

27. The film emphasizes the importance of understanding and respecting natural systems. What happens when this respect is lost, according to the narrative? a) Technological advancements slow down. b) Disasters and chaos ensue. c) Economic growth accelerates. d) International relations improve.

28. What is the primary motivation for creating Dutch Boy? a) Military dominance b) Economic gain c) To save humanity from extreme weather d) Scientific curiosity

29. What is the main message about the power of nature conveyed by the "geostorm"? a) Nature is easily controlled by technology. b) Nature's power is immense and can overwhelm human efforts. c) Nature is inherently benign. d) Nature is irrelevant in a technologically advanced society.

30. In the context of environmental responsibility, what does the film ultimately advocate for? a) Relying solely on advanced technology b) Individualistic solutions c) Global cooperation and responsible governance of powerful technologies d) Ignoring environmental issues in favor of economic growth

Hello Copilot. Create a questionnaire with 30 questions with four options for each question on the film "Geostorm", please. It is related to the topic of the environment. Tanks in advance. Romeu Tomás.

Hello Romeu Tomás! Your quiz on the film "Geostorm" and its environmental themes is being prepared and will be ready shortly. Since the maximum number of questions I can generate at once is 15, I'll provide you with a starting set of 15 questions. If you'd like more, feel free to ask again!

Questionário de prática

What is the primary environmental issue addressed in the film 'Geostorm'?

Climate change and extreme weather events

Deforestation and habitat loss

Ocean pollution and plastic waste

Air pollution and smog

1 de 15

How can I improve the quality of the questions?What environmental themes should I include in more questions?What are some interactive elements to include in the questionnaire?

Should English become the single common language for all the EU countries?

Remember to:

·     provide arguments against and to support your opinion;

·     support your arguments with examples;

·     sum up your ideas.

Write a minimum of 160 words.

• Great job sharing your exciting trip to Paris! You've included details about several famous attractions like the Louvre Museum, Eiffel Tower, Triumphal Arch, and Disneyland.

• Your writing shows enthusiasm and captures the excitement of travelling with friends.

• You've used descriptive language like "beautiful" and "magical" to help readers imagine your experiences.

🌱 Grow:

• Be careful with spelling and grammar. For example, "He is beautiful" should be "It is beautiful" when talking about the Triumphal Arch.

• Try to vary your vocabulary instead of repeatedly using words like "beautiful".

• Add more specific details about what you saw and did at each location to make your writing more interesting.

• Check your punctuation and sentence structure - some sentences could be more clearly written.

💭 Wondering:

• What was your favourite part of the entire trip?

• How long did you spend at each location?

• Did you learn anything interesting about the history of the places you visited?

• Would you like to include any photos or drawings to make your travel story more vivid?

Writing about future dream Summer Holidays