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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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FIS - Fernerkundung in Schulen

Dem Unsichtbaren auf der Spur

Die Unterrichtseinheit "Dem Unsichtbaren auf der Spur" erläutert die Funktionsweise eines Satelliten, der das von der Erdoberfläche reflektierte Licht zur Bildaufnahme nutzt und dabei auch Wellenlängen jenseits des sichtbaren Lichts einbezieht. Zusätzlich zum Verständnis der physikalischen Inhalte lernen die Schülerinnen und Schüler auf diese Weise auch Aspekte der Fernerkundung kennen. Eine "Vermittlerfigur" in Form eines virtuellen Professors begleitet die Lernenden bei der Erforschung des elektromagnetischen Spektrums.

Arbeitsblatt, Bild, Karte, Simulation, Text, Unterrichtsplanung, Video

FIS - Fernerkundung in Schulen

Tracing the Invisible

Within the thematic complex of the optics, satellite images apply exceptionally well. The physical basics of satellite remote sensing reach from the recording to the completed satellite image. The goal of the teaching unit "Tracing the invisible" is to convey the interrelations among the electromagnetic spectrum, reflect ion, absorption and the processes of recording and developing satellite images. The teaching unit makes use of the computer’s potentials to effectively convey the subject matter by using and interaction. A computer-based interactive learning module allows a practical consideration of the thematic field and, thereby, shall ease the comprehension of the electromagnetic spectrum invisible for the human eye. Therefore, the pupils get the chance to visualise the spectrum’s infrared range in the satellite image by allocating a colour. Furthermore, the computer-based learning module covers the following aspects of modern learning: The module is science based and, thereby, fosters propaedeutic science learning The module promotes a type of teaching that emphasises the students’ self-activity and self-responsibility. The module considers the students’ life reality. The computer is applied as work equipment. Students learn to use the computer as a tool instead of an information and entertainment medium. Furthermore, the pupils learn how to handle modern media and gain media competence. The teaching unit Tracing the invisible is composed of three different parts: The first part introduces the pupils to the topic reflection by asking them to do trials on the reflection of different objects together with a virtual professor. This part aims at the characterisation of different objects with regards to their reflection patterns. To allow linkages to the everyday life, the first module part focuses on the range of visible light within the electromagnetic spectrum. In the second part, the pupils can then transfer the knowledge they acquired in the virtual lap to a satellite. The overriding goal of this second module part is the comprehension of a satellite’s mode of operation. Therefore, it revolves around the following question: How does a satellite transform the absorbed reflection signals to coloured picture information? In the last module part, the complete electromagnetic spectrum is in the focus and, thereby, the pupils learn about how satellites can process light information aside from the visible one. The active and independent working with the teaching module provides room for intensive dispute on the topic. The comprehension is to be fostered primarily through the various interaction options, and, therefore, interactive tasks have been integrated into the module. The students need to comprehend the contents before being able to advance to the next module part by successfully completing a quiz. This quiz is considered an assistance to the pupils since they are not immediately confronted with the whole matter to prevent over-straining. After successfully completing a module part, the pupils may switch among parts and, thereby, are enabled to look up facts to solve upcoming questions. It is recommended to work on the teaching units in small groups (2 persons) since the pupils can then reflect and discuss experiences and results together. Thereby, the pupils’ capacity for team work is fostered besides their linguistic competence. The pupils’ active involvement changes the role of the teacher to the one of a learning coach, supporting the learning process as a guide, supervisor, and tutor.