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FIS - Fernerkundung in Schulen

Summer in the City

Die Schülerinnen und Schüler setzen sich mit dem Themenkomplex Temperatur und Energie auseinander. Mithilfe von Thermalbildern werden sie in die Lage versetzt, Oberflächen unterschiedlicher Temperatur voneinander zu unterscheiden. Dabei lernen sie den Zusammenhang zwischen Oberflächentemperatur, spezifischer Wärmekapazität und weiteren thermalen Objekteigenschaften kennen.

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Thomas Sävert

Häufige Fragen zu Hurrikanen

Grundlegende Definitionen, Rekorde, Vorhersagen, Auswirkungen, Experimente, Mythen, Verbreitung, Namen ... Diese und viele andere Themen rund um das Thema Hurrikane finden Sie hier.

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FIS - Fernerkundung in Schulen

Pixel off the right Path

Dealing with functions mathematically is a basic aspect of this module. In addition, the pupils ought to learn about aspects of remote sensing. These aspects are divided into basic and optional parts. The basic facets are inalienable in order to comprehend the task. The additional facets are useful and interesting information for making the instruction livelier.

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FIS - Fernerkundung in Schulen

Traces of Fire (Geography)

Forest fires claimed a large number of lives and caused great ecologic damage in the Mediterranean in the past years. During the summer and while the fires last, the media coverage is extensive - one can watch countless reports on the course of the fires, listen to interviews on losses and human tragedies, and read about backgrounds. But what about the developments in the affected regions after such a disaster? In order to derive statements on the development of ecosystems out of balance, the use of remote sensing data is advantageous, since it allows the comparison of different points in time, thereby, showing the development and change. Most Geography curricula include natural disasters and/or interactions between nature and human interferences (e.g. with spatial effects or effects on geo-ecological cycles). This teaching unit combines both topics and analyses how a ”natural” disaster, triggered or expedited by humans and, therefore, being a human interference with nature, effects the development of landscapes. The utilisation of satellite images in this case is particularly beneficial for they facilitate the analysis of an area at different points in time. Thereby, one may for example derivate conclusions on the development of landscapes in interaction with disastrous processes caused by humans. Especially the display of so-called vegetation indices allows conclusions on the vitality of plant stocks. The goal of the teaching unit "traces of fire in satellite images" is to point out the coherences between the electromagnetic spectrum, the production of satellite images and the detection of alterations within ecosystems. The teaching unit utilises the facilities of the computer for effectively conveying the issue by using animations and interactive applications. The topic complex is practically approached via a computer-based interactive learning module. The analysis tools within the learning module - NDVI or time series analysis - are programed in a new, clear and pupil-oriented fashion in Flash AS 3.0.

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digital.learning.lab (dll), Institut für Technische Bildung & Hochschuldidaktik, TU Hamburg

#MarchForOurLives (Klasse 9-12)

Analysieren von Tweets und Memes als zeitgenössische Form der politischen Partizipation am Beispiel der Protestbewegung #MarchForOurLives. Nach dem Amoklauf an der Marjory Stoneman Douglas High School in Parkland im Bundesstaat Florida im Februar 2018 initiierten vor allem Schülerinnen und Schüler landesweite Proteste für schärfere Waffengesetze in den USA. Allein in Washington demonstrierten mehrere Tausend Menschen beim March For Our Lives. Auffällig ist, dass die jugendlichen Aktivistinnen und Aktivisten ganz gezielt soziale Netzwerke für ihren Protest nutzen. Sie verstehen, wie sie Medien für eigene Anliegen bewusst einsetzen und ihre Zielgruppe mobilisieren. In den Parkland-Demonstrationen zeigt sich eine Form von politischer Partizipation von Jugendlichen jenseits von Parteien. Doch nicht nur das Engagement der Jugendlichen, sondern auch die gewählten Kommunikationsmittel eignen sich für eine Betrachtung im Unterricht. Tweets und Memes, z.B. die Kombination von Text und aussagekräftigem Bild, sind authentische, lebensweltrelevante Formen der Kommunikation der Schülerinnen und Schüler. Memes sind darüber hinaus oft humoristisch und kulturspezifisch. So weit verbreitet sie im Internet auch als Teil des Cyberaktivismus sind, so wenig Aufmerksamkeit wird ihnen bisher in der Schule geschenkt.

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FIS - Fernerkundung in Schulen

Contrast

Satellite images are a practical way to convey the set-up of digital pictures as well as the basics of digital picture processing. The Contrast learning module aims at an advancement of the pupils’ knowledge on digital image processing and data structure. The module makes use of the computer’s scope in order to convey the topic involving animation and interaction. Dealing with this range of topics in a practical way by using a computer based, interactive learning module allows sustainable teaching. The teaching unit makes use of the computer’s capabilities to convey the topics using animations and interaction with lasting effects. Through practical learning with the interactive and computer-based module, the pupils ought to comprehend the differences between binary values and different bit-levels as well as the conversion of binary values into grey levels more easily. In addition, the computer-based learning module covers the following aspects of modern teaching: • The module set-up is science oriented and, thereby, fosters scientific propaedeutic learning • The learning module fosters the lesson structure and focuses on the pupils’ self responsibility • The module considers the pupils’ everyday life • The computer serves as work equipment. Therefore, the pupils learn how to use the computer as a tool rather than solely as an information and entertainment device. Furthermore, the acquaintance with new media and, therefore, the pupils’ media competence is promoted All in all, the teaching unit “contrast” comprises three parts. The first part introduces the pupils to the general topic. The pupils can get acquainted with the set-up of images (columns, rows, pixels) with the provided high-resolution image. General information on the pictures’ set-up is included in the info box. The pupils ought to comprehend that a digital picture is comprised of pixels with each pixel representing particular colour information. Then, the pupils are asked to locate two defective pixels, correct their grey levels, and adapt their values to the surrounding pixels. By actively and independently working on the learning module, the pupils are provided with a great number of opportunities to extensively deal with the topic. Thereby, the comprehension is fostered. This is guaranteed by the fact that the pupils may only advance to the next module part after having completed the exercises. The module set-up is regarded an assistance for the pupils since they are not confronted with the whole issue at once which could risk to overstrain the pupils. It is recommended to work on the teaching unit in groups of two in order to provide the pupils the opportunity to reflect on and discuss their experiences and results together. Thereby, both linguistic and team competence are fostered. The active involvement of the pupils leads to a change in the role of the teacher. The teacher becomes a study coach who takes over the role of a companion, guide, and assistant.

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FIS - Fernerkundung in Schulen

From Satellite Images to Maps

Maps as a basis for spatial orientation play a key role in geography teaching. To use maps as important devices, maps as such are dealt with in class with pupils aged 10-11. A main subject in geography teaching for pupils aged 10-11 is ”mapping”. This subject area contains the question how maps can be derived from aereal or satellite images. Through this, it is referred back to national standards in education because the following competences are included: • Competence of spatial orientation: The pupils learn to orient themselves in space and therefore gain topographic orientation knowledge. • Map competence: The pupil’s spatial perception is trained. The pupils learn how to deal with maps adequately and are able to create sketches of topographic overviews and simple maps theirselves. The aim of the teaching unit “From Satellite Images to Maps” is to put the pupils in a position to derive thematic maps from digital satellite images with simple analysis tools and to formulate statements regarding landscape composition. This teaching unit makes use of computers to teach the topic in an effective manner through animations and interaction. The work with this complex of themes is done through a computer-aided and interactive learning module. The analysis tools within the learning module are implemented in flash in an illustrative design suitable for pupils. Furthermore, the computer-aided learning module takes the following requests to teaching and learning into account: • The module’s structure is science-oriented and thus encourages science-propaedeutic learning in general. • The learning module encourages lesson organisations which depend on individual activity and self-responsibility of the pupils. • The learning module takes the pupils‘ real life into account. • The medium computer is used as working equipment; thus the pupils experience the computer not only as a mere source of information and entertainment but also as a tool. Moreover, the use of new media and therefore media competence is promoted.

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FIS - Fernerkundung in Schulen

Atmospheric Circulation

The topics weather and atmospheric circulation are foreseen for many curricula in secondary education. They are very much relevant for the students’ geography education as without knowledge of atmospheric processes (as a driving force) the distinctions among the natural potentials of different areas cannot be fully understood.

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FIS - Fernerkundung in Schulen

Brown Coal - Land Use Change Through Surface Mining

The impact of man on nature can be demonstrated especially well through the example of brown coal surface mining. The expansion of the area of surface mining leads - depending on the scope of the expansion - to a corresponding myriad of ecological, social, and economical consequences. The examination of these causal relations and their consequences for man and nature is increasingly done with the help of remote sensing. With remote sensing changes over time can be analysed, problems identified, and possible interrelations between man, environment, politics, and economy derived. In this teaching unit, a broad spectrum of remote sensing data is used which demonstrates the different application possibilities of said data to the pupils .

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FIS - Fernerkundung in Schulen

The Lesser Spotted Eagle - Up, Up and Away!

Satellite images have great potential for observing landscape changes: They are giving a large-scale overview of areas which otherwise can only be examined on a small scale. Additionally, image data is recorded at regular intervals and is used to deduce image products offering a greater depth of information. It is possible for instance to analyse vegetation and its time related changes with the help of NDVI-imagery. NDVI stands for “Normalized Difference Vegetation Index”. The NDVI is calculated on the basis of surfaces‘ reflections in the red (which is highly absorbed by vegetation) and infrared range (which is highly reflected by vegetation) of the wavelength spectrum. Two NDVI images showing different points in time can be compared to understand the changes of vegetation cover in the course of the year the biology curriculum for secondary education I in North-Rhine Westphalia includes a topic named ”seasonal adaptation of plants and animals”, which also includes hibernating. The use of virtual globes on a satellite image basis makes it possible to look at images of different regions at different seasons and to visualize changes in vegetation. By means of satellite imagery, the pupils can identify the biomes the lesser spotted eagle crosses while migrating. The teaching unit‘s aim is to reproduce the migration route of the lesser spotted eagle with the help of the geobrowser Google Earth. In “The Lesser Spotted Eagle - Up, Up and Away” the pupils get to know all different biomes the eagle crosses while migrating. It is not intended to introduce pupils to complex systems like biomes or ecozones. Instead, the pupils shall identify certain zones on their own by extracting information from the material available. They are encouraged to deduce their own categorisation from the joint vegetation dynamics within these zones. Furthermore, media competence is promoted by specific use of computers for deriving own insights and methodological competence is extended by the use of remote sensing for answering biological questions.