Hosted by OSOS , contributed by demelaz on 30 November 2023
"Setting up a Seismology Center in Agia Varvara Primary School, Nicosia, Cyprus"
Big idea
What can we learn about the seismology of our local area since our village is located in a seismically active area? We try to address this interesting question by learning about seismology of our local area by breaking the boundaries of our school and establishing fruitful collaborations with various stakeholders, like our local community authorities, official government bodies and freelance experts and scientists. Throughout the learning scenario, students and teachers at our school will have the opportunity to enhance their knowledge and critical thinking skills on the subject through setting up collaborations with experts, participating in seminars and hands-on workshops in and outside our school, making on-site visits to local sites of interest and creating, sharing and propagating their gained knowledge with members of the local community.
Our big idea sets the aim of breaking the confines of the traditional, encapsulated classroom, expanding its socio-spatial field of action and transforming our school into an open learning hub that will serve as a resource for the development of lifelong learning for students, teachers and members of the local community.
How can we actively break the traditional, confined boundaries of the school and what is often referred to as the “encapsulated classroom” and transform our school into a learning hub that promotes life-long learning for members of our local community? Our main challenge is to help students, their families and members of our community be well-informed about issues related to their local seismology by establishing fruitful collaborations with various stakeholders of the society and help everyone realize that learning can flourish through collaborative and interconnected networks of stakeholders.
We aim in mediating students and members of our local community:
- become well-informed about issues related to our seismically active region,
- take active part in choosing the right seismograph for our seismic center,
- design and create posters about various issues on seismology to be installed in the center,
- realize the importance of reaching out and collaborating with others, understanding that knowledge can also be gained through fruitful collaborations with various stakeholders,
- realize the importance of sharing propagating gained knowledge with others and act in actively propagating this knowledge,
- transform our school into a learning-hub of life-long learning for our community.
Students, their families and members of the local community should become well-informed about issues related to our seismically active region. Finally, it is important for the students and others to realise that knowledge can be gained not only in school but also by establishing fruitful collaborations with other stakeholders in society and that gained knowledge should not be kept restricted within our encapsulated classrooms but should be shared with others, breaking thus the traditional confines of the school.
Short abstract
The units designed for this learning scenario focus on Seismology and helping students gather an understanding about issues related to seismology and being part of the process of setting up a seismology center in our school. They aim in helping our students to first become well informed about Seismology through collaboration with external experts (three seismologists and one seismic technician), to gain a good knowledge of the relevant concepts, and through the completion of collaborative projects to produce tangible deliverables/learning products (e.g., informative brochures about seismology, posters for our seismologic center, first aid and emergency kid). Then, students share this knowledge with members of our community through (i) organization and participation in a “Seismology Festival” in our school for sharing their findings and learning products with invited members of our community, (ii) creation of informative brochures and other material shared with community members, and (iii) setting up a seismology center with multiple sources of information, open to other schools for on-site visits.
Significant notes
- Our project is being funded by the “Learning from the Extremes” (LfE) EU project. The project addresses “…inequalities of access to digital education by enhancing inclusion and by reducing the digital gap suffered by school communities from remote areas with low connectivity, limited or no access to devices and digital educational tools and content” (LfE website).
- For this project, we collaborated with the Geological Survey Department of Cyprus (Dr. Sylvana Pileidou, Dr. Iordanis Dimitriadis, Mrs. Paris Iosif)
- An indispensable element of our participation in the LfE EU project is teachers’ continuous professional development. You can find more about the workshops, seminars and other professional development courses on Geology and Seismology in which we are taking part by following us on our Twitter account.
- 80 students took part in our project (Year-5 to Year-6) and all personnel of our school
https://dim-ag-varvara-lef.schools.ac.cy/
https://twitter.com/LfE_AgiaVarvara
Tundke
Guidelines
1. Small Scale Survey - Study of videos
Survey – Individual work
Abstract
In collaboration with an invited geologist, a group of Year-6 students organize and run a small-scale survey about the local and seismology. Students study videos about seismology, to prepare for the introductory meeting with the invited geologist.
Expert:
Mrs. Ifigenia Gavriel – Geologist - Certified Tour Guide – Community member (member of “Almyras” Agias Varvaras, Cultural and Environmental NGO)
Stakeholders:
- “Almyras” Agia Varvara, a local Cultural and Environmental Non-Governmental Organization (NGO)
- Community authorities
Details
Small-scale survey
The preparation phase of the learning scenario is materialized in collaboration with an expert, Mrs. Ifigenia Gavriel, who is a geologist and a certified tour guide. She is also a resident of the local community and member of “Almyras”; a local Cultural and Environmental NGO. The invited geologist collaborates with a group of Year-6 students and organize and run a small-scale survey about the local seismology. The survey examines the extent to which students of the school, their families and members of the community are informed about the local seismology. The survey’s questionnaire, in the form of a google forms document, is given to Year-5 and Year-6 students of our school and is sent to the members of the community with the help of the local community authorities by sending them the link for completing the survey via an SMS text message.
Preparation for “Brief” phase (Flipped classroom)
Students are asked to watch two educational videos before the meeting about the structure of the Earth and Earth’s tectonic plates from SAGE (Seismological Facility for the Advancement of Geoscience) [layers of the earth video] [tectonic plates video] (videos in Greek)
Teachers’ Preparation
Teachers–members of the LfE EU Project Team have already devised the learning scenario’s core units, between January and February of 2023. Moreover, they have already contacted, requested, and established collaborations with experts and other possible collaborators/stakeholders.
Further, teachers have completed a market survey concerning which seismograph to buy. However, even though a decision was made to buy a seismograph from Raspberry Shake, teachers decided to let the final decision on what version to buy to be taken in collaboration with the Year-6 students, so that students feel that they are actively taking part in the decision-making process concerning the purchase of the equipment.
Description
Collaborative project between students, teachers and stakeholders
Kujutage ette
Guidelines
ACTIVITIES THAT LED TO THE SETTING UP OF THE SEISMOLOGY CENTER
2. Introduction to Seismology
Lecture – Presentation – Individual work
Students present the results of the small-scale survey. The need to inform the students and the members of the community concerning seismology arises. Students are introduced to concepts of seismology by the invited geologist. A brief description of future activities is given.
Presentation of the results of the small-scale survey:
A group of Year-6 students present the results of a small-scale survey (see “Preparation” phase). The need to inform the students, their families and members of the community concerning our local seismology arises.
Introduction to main concepts of seismology:
Our invited geologist, Mrs. Ifigenia Gavriel, not only an expert in geology but also a certified tour-guide and a resident of our village, visits our school and delivers a brief introduction to seismology. The aim of the visit is to set up the scene, introduce students to specific notions of seismology.
Closure
A whole-class discussion is facilitated by the teachers and the invited geologist about the importance of the local seismology and the need that exists for students, their families and the members of the community to gain a better and deeper understanding of these subjects. Students will acquire the role of facilitators of knowledge building for the members of the community. A mind-storm netween the students, the invited geologist and the teacher is facilitated during which students share their ideas of what actions can be taken to achieve this. Students are informed that their own understanding, knowledge building and critical thinking about seismology will be supported through fruitful collaborations that have been established with various stakeholders.
3. Market survey, purchase, and installation of Seismograph
Market survey – Group work – Argumentation – Presentation
Year-6 students complete a market survey on which seismograph the school should buy and build an argument to support their decision. Moreover, they work in groups and suggest appropriate places in school for installing the seismograph. A seismic technician from the Cyprus Geological Survey Department visits the school and advices us on installing the seismograph. The seismograph is installed by school’s personnel (teachers-members of the LfE EU Project Team) with the help of a certified electrician.
Details
In-classroom activity (Presentation by the teachers – Group work by the students) + Outside the classroom activity
Students are introduced to the basic functions and usefulness of a seismograph, the seismic stations and a seismograph network. This activity is organized by their teacher and a member of the LfE project team of the school. Sources of information presented to students for this introduction include (i) Wikipedia’s entry on Seismographs, and (ii) relevant videos on seismographs, seismic stations and seismograph networks from SAGE (without thus focusing on many details): (a) [Vertical Seismograph], (b) [Horizontal Seismograph], (c) [3 Component Seismogram], (d) [4-station Seismograph Network] (videos in Greek). A quick introduction to Cyprus’ seismograph network is also given, by visiting the relevant pages on the website of the Cyprus Geological Survey Department: (a) [Earthquake Monitoring], (b) [Recording of Seismological Stations], (c) [Seismological Center of Nicosia]. Due to the complexity of information presented, students are guided throughout the process of interacting with the above sources of information.
Following, students are given instructions to work in groups (4 groups of 4-5 students) and decide on two matters. First, they visit the website of Raspberry Shake Seismographs e-shop (translated in Greek) by using their tablets and they construct an argument on which version of the available seismographs should the school buy. Their decision is based not only on the features each seismograph has to offer but also on its price in relation to its features. Second, students leave their classroom (in groups) and go around the school premises to identify suitable places that the seismograph could be installed after its purchase. These sites are also noted on the paperbased map of the school that they are given. They then return to their classroom and each group presents their argument. Feedback is provided by the other groups and the teachers after each presentation. A decision is collectively taken over a discussion.
Visit of external expert – Mr. Paris Iosif, Seismic Technician, Geological Survey Department of Cyprus
A seismic technician from the Cyprus Geological Survey Department visits the school to help us decide on the installation of the seismograph (after its purchase). Firstly, he is informed by the teachers about the positions proposed by the students, and he discusses with them their suitability. A decision is collectively taken. Following, the seismograph is installed on the selected site on the school premises, with the help of a certified electrician.
4. Seminar on seismology from an external expert (seismologist)
Seminar (face-to-face with students / online for community members) – Discussion
Dr. Iordanis Dimitriadis, seismologist at the Cyprus Geological Survey Department, delivers a seminar to students of Year-3 up to Year-6 (8 to 11 years of age). Members of our community are also invited to remotely attend the seminar (shared screen+audio only).
Details
Preparation
Teachers-members of the LfE EU Project Team, agree with Dr. Iordanis Dimitriadis on the basic concepts of seismology that will be presented during the seminar. As members of our community will also be invited to attend the seminar (shared screen+audio only), an invitation for remotely attending the seminar is sent with the help of the Community Authorities. Moreover, students prepare questions on seismology to pose to Dr. Dimitriadis.
Seminar on Seismology
Dr. Iordanis Dimitriadis, a seismologist and geological officer at the Cyprus Geological Survey Department, delivers a face-to-face seminar to students, on basic notions and concepts of seismology. The members of our community are also invited to remotely attend the seminar (shared screen+audio only), via a invitation sent to them by the Community Authorities.
As discussed and agreed with Dr. Dimitriadis beforehand, the 45-minute seminar is split in three parts. In the first part, the basic concepts of lithospheric plates (why earthquakes happen?), seismology (e.g., epicenter, size, intensity, seismic waves), seismometry (how seismometers and seismological networks work), and the relation between the lithospheric plates and the occurrence of earthquakes, are given in a very simple and understandable way; data from our newly installed Raspberry Shake Seismograph are used for the latter purpose [see post on our Twitter account]. In the second part, the Seismological Network and the two Seismological Centers of the Cyprus Geological Survey Department are presented, and students are given the opportunity to see live recordings as well as live processing of seismic data not only by accessing some of the centers of the Seismological Network of the Cyprus Geological Survey Department but also, by accessing the Seismological Network of Raspberry Shake, on which our own seismograph is registered. Finally, the third part of the seminar describes the tsunami phenomenon and the risk of a tsunami in Cyprus, as well as the countermeasures that exist.
Following, and for the next 15 minutes, students are given the opportunity to pose questions to Dr. Dimitriadis and discuss whatever needs to be clarified. Teachers present, are coordinating the discussion.
5. Raspberry Shake Station View - Learning about seismograms and seismographs
Lecture - Demonstration
Details
Students learn how to use the tools on the Raspberry Shake Station View website which is the network of all the Raspberry Shake Seismographs in the world. They learn to use the filters of the website (e.g., earthquakes in the last 24 hours, activate/deactivate stations) and to trace earthquakes all over the world.
Description
Loo
Guidelines
6. Project production
Project-based learning – Group work
Students (Year-3 to Year-6) will work in groups and produce collaborative projects on various subjects concerning Seismology, as a synthesis of what they have learnt during their engagement with the whole project. Students’ end-products will either be used in setting up the Seismological Center of our school, be presented to parents and members of the community at the “Geology and Seismology Festival” that will be organized in June or be sent to members of the community in the form of informative brochures.
Details
Students (Year-3 to Year-6) will work in groups and produce collaborative projects on various subjects concerning Seismology, as a synthesis of what they have learnt during their engagement with the learning scenario. Students will either work in school or be given the choice to complete their projects in their own time at their home. While working at school, each group will be given a laptop to help them in completing their projects. Teachers will have the role of facilitators and orchestrators of students’ efforts and will provide guidance and help if and when needed.
Students’ created products will either be used in setting up the Seismological Center of our school, be presented to parents and members of the community at the “Geology and Seismology Festival” that will be organized in November or be sent to members of the community in the form of informative brochures. More specifically, and in order to reduce the work-load of teachers, students of each Year will deal with completing discrete but well-focused projects:
- Some students will focus on producing projects related to the theme “Earthquake Safety Tips” (e.g., informative brochures, informative posters, podcasts). These will either be posted in the Seismological Center of the school, be presented to visitors of the “Geology and Seismology Festival” during a poster session or be sent to parents or members of our community, with the help of the community authorities, as informative brochures.
- Some students will produce projects on Seismology for setting up the Seismological Center of the school (e.g., informative brochures, lapbooks with the earthquakes notions and concepts, informative posters, short videos, podcasts). Students will be given the freedom to choose the subject of their choice from a list that will be shared to them via an open call at our school.
Description
Students' posters created for the Seismology Center of the school (also presented at the festival)
https://twitter.com/LfE_AgiaVarvara/status/1726635742494179500