Hosted by OSOS , contributed by f.sormani on 24 March 2018
According to recent researches it is very likely that human activities will impact future catastrophes, like earthquakes, storms, floods, cyclones, landslides, also because population growth and urbanization make communities much more vulnerable to natural hazards.
Several studies confirm that disaster and risk education should be part of the national primary and secondary school curricula and be included in several school subjects. So in our school started the Erasmus+ project eHAND( effects of human activities on natural disasters). The project involves seven partners and aims at arming students with the necessary skills to be future “good citizens” and contribute to the achievement of the goals of the Europa 2020 strategy, focusing sharply on more complex social issues, such as the links between environmental quality, human equality, human rights and peace, and on the critical role of science and technology in understanding and mitigating the effects of extreme events.
We would like :
to develop an innovative interdisciplinary didactic path to increase interest in science related studies;
to improve the level of key competences and skills, with particular regard to learning and learning-to-learn skills, language learning, greater literacy, science and maths competence, digital competence, entrepreneurship and creativity;
to encourage the participation of young people in democratic life in Europe, through non- formal learning activities, which aim at enhancing the skills and competences of young people as well
We started with 6 classes, but the topic interested other teachers, so we planned eHAND 2.0, with some specific characteristic in our school.
Plan
-Creating a network with National Institutes of Geophysics, Environmental Science, local authorities, local ‘green jobs’ companies and NGOs which will play the role of consultants and active partners. The goal is to have an effective partnership to face the challenges of Expo 2020 about sustainability and opportunity.
-Inquiry learning
General researches on natural hazards and on geology, risk of 'natural ' disaster or disaster due to human activities (induced earthquakes and eruptions;events related to the climate change, like floods,landslides, melting glaciers, biodiversity loss, water issues) in each country and their monitoring; eventually focus on how we should act, individually and together, to protect, preserve and propagate our environment, harness our knowledge, share insights and technologies to build a better tomorrow., waste issues
Developing innovative didactic paths about the topic involving more subject matters
Creating a platform with interdisciplinary and inquiry-based didactic activities, resources, materials, guidelines
Studies in depth the cutting edge technologies for the monitoring of geophysical phenomena on a large scale, for risk reduction, ( Earth observation satellites, GPS...) and for a sustainable development ( new technologies, alternative energy..)
-Experiential Learning
design a list of characteristics that should be registered about the risk places ( location, construction, human activities, access to basic resources like water and energy...)
analysing Italian legislation .)
movie/television reports; drama, making/performing art
-Action Learning
Actions with the volunteers of the Civil Protection.
developing material to raise awareness for the problem ( booklets, SN, social group, use of Smartphone,,,)
developing risk maps and risk reduction plans
developing ideas on environmental protection and sustainable development
ehand.project@gmail.com
Feel
and a lot of material on NASA and ESA website
and we elaborated one own
Imagine
We would like :
- to understand how glaciers and icebergs melt.
- to understand the Albedo effect
- to understand the Glacier Movement
- to understand the dfference between glaciers and icebergs melting on the sea rising
So we made some hyothesis and we planned experiments to verify them
Create
Focus on the methods of Heat Transfer and on the Albedo problem. We reflected on these problems, made some hypothesis.
To verify our hypothesis we did Experiments on heat transfer, on Albedo effect, on glacier and Iceberg melting and on glaciers movement.
Our experiments1 and experiment2
To verify glaciers and Icebergs melting on the sea level rise, we planned Lesson and Whorksheet
We produced an Essay and gave lectures to youngers students.
The two trips planned so far are to the Morteratatsh glacier and to Passo del Foscagno. The visit to Passo del Foscagno is linked to the study of permafrost, because according to recent researches permafrost thawing will be a key issue influencing hydrogeological systems, ecosystems and the release of CH4 and CO2 into the atmosphere.
The Morteratsch glacier in southeastern Switzerland is retreating due to Global Warming. A number of rocks and signposts marking the position of the glacier from 1878 to 20010 make the glacier retreat visible. Beside this trip let students know the Bernina Railway Line,UNESCO World Heritage
We studied and examined in depth the cutting edge technologies for the monitoring of geophysical and environmental phenomena on a large scale and for risk reduction ( Earth observation satellites, like,Sentinel and Landsat, an GPS...), also during work experience at the University.
Here their works about the glacier melting in Lombardia
and our video