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A peer-reviewed article of this preprint also exists.
This version is not peer-reviewed
Submitted:
18 December 2023
Posted:
19 December 2023
You are already at the latest version
SIZES | LEVELS | |||
---|---|---|---|---|
Partial | Essential | Medium | Excellent | |
Interpreting the representation | Interprets representations only when guided, has difficulty in extrapolating information and in identifying its overall meaning; has difficulty in using different codes and/or switching from one language to another |
Interprets representations in an essential manner, partially extrapolates information and identifies some significant aspects, manages to use different codes and/or switches from one language to another |
Autonomously interprets representations, extrapolates the most important information by identifying the meaning and reworking it using different codes and/or switching from one language to another in an appropriate manner |
Interprets with confidence representations, extrapolates the most important information by identifying hidden meanings and reworking it using different codes and/or fully switching from one language to another and in a personal manner |
Acting in an organizational and emotional-relational autonomy | Cannot act autonomously depending on the situation, needs support to overcome difficulties |
Can act semi-autonomously according to the situation and should be encouraged to make the right choices (has some insecurities) |
Can act autonomously and correctly, adapting to different situations |
Is able to act autonomously, appropriately and consciously with confidence, adapting to different situations without losing heart. He/she is an example for others and supports peers in difficulty |
PRODUCE |
Uses technology in a simple way and can only produce simple composition if guided | Uses technology in an adequate manner and produces less than satisfactory work | Makes appropriate use of technology and produces simple but correct work | Makes targeted use of technology and produces original and personal work |
SKILLS (among the 8 'key' competences) |
SIZES (Qualifying aspects) |
CRITERIA (What the student must be able to do) |
MARKERS (Objective evidences) |
Scientific skills | KNOWING THE REPRESENTATION |
Knows how to navigate between the various types of representation | Knows the various representations and their structural characteristics |
COMMUNICATE |
KNOWING THE NECESSARY PROCEDURES TO INTERPRET REPRESENTATION | Knows how to proceed in reading the representation | Knows the phases of reading and identifies the knowledge/skills required to do it |
INTERPRETING THE REPRESENTATION | Can extrapolate information from the representation | Explains a representation by identifying its global and analytical meaning | |
Social and civic skills ACT AUTONOMOUSLY AND RESPONSIBLY |
Organizational autonomy |
Can manage time, space and materials | Knows and sets up the necessary tools for various school activities, carries out individual and/or group work in the required time according to purpose. Recognises and respects rules |
Emotional-relational autonomy | Knows how to respect others, collaborate, help, listen and participate in discussions | Follows the rules of the classroom (how to participate in collective phases, waiting for their turn, respecting the times and working methods of their classmates) | |
Digital skills |
COLLECT | Knows how to find information | Identifies the most reliable sources |
Critically selects the necessary information | |||
ORGANIZE | Can link information | Uses technology in a targeted manner | |
PRODUCE | Can produce informazioni | Uses technology in a targeted manner | |
Produces a creative cultural object |
Region | Middle Schools (ISCDE2) |
MS classes |
MS Students |
High Schools (ISCDE4) |
HS classes |
HS students |
Total n. students |
---|---|---|---|---|---|---|---|
Lazio | 1 | 1 | 28 | 1 | 2 | 53 | 81 |
Lombardia | 2 | 3 | 57 | - | - | - | 57 |
Sicilia | - | - | - | 1 | 4 | 83 | 83 |
Toscana | - | - | - | 1 | 3 | 62 | 62 |
Liguria | 2 | 2 | 39 | 1 | 1 | 10 | 49 |
Marche | 1 | 4 | 80 | - | - | - | 80 |
Umbria | - | - | - | 1 | 3 | 52 | 52 |
TOTAL | 464 |
Titolo ESL | Earthquake: history teaches us the future | ||
---|---|---|---|
Authors | Giovanna Lucia Piangiamore and Alessandra Maramai, Istituto Nazionale di Geofisica e Vulcanologia (INGV) | ||
Target (classroom, students age...) |
Third classes of Middle schools (ISCED 3) and High schools (ISCED 4) classes (first to fifth) dealing with the study of earthquakes | ||
Skills that the ESL aims to develop in students | Control and adaptability/Complex Dimension/Transferability Ability to represent identified relationships Can use groups of information for a personal representation of the topic Can use digital tools to visualize the distribution of tsunami effects on the coast Can be able to produce information Can use technology in a goal-oriented way Can produce a creative cultural object (interactive map) |
||
What will the student be able to do at the end of this ESL? | The aim is to bring young people closer to the world of research, fostering personal acquisition of the topics discussed with the experts and enabling an understanding of how the past is an important key to reduce the impact of future earthquakes. Through this experience, the student will understand that macroseismic study is fundamental in seismology and that to reconstruct the seismic history of an area is a very complex work including the use and the interpretation of seismic catalogues and historical documents. The knowledge of the seismic and tsunamigenic history of a place is the result of meticulous and deep work that includes the analysis of catalogues and historical documents. The ESL will be performed at the end of the learning unit on seismic risk. Starting from basic geological-geophysical knowledge (notions on earthquakes, difference between magnitude and intensity, what the seismic hazard is, macroseismic maps) the students will learn that earthquakes are not predictable and the past can teach about the future. |
||
PHASES | DESIGN | App | TIMES |
PREPARATORY |
Homework A stimulus lesson on the study of historical earthquakes is proposed, aimed at understanding the methodology used by seismological researchers to reconstruct past seismic events and construct a macroseismic map. Students are provided with: a table of the main earthquakes in their territory from 1900 to the present day, the Catalogue of Strong Italian Earthquakes (CFTI15) (http://storing.ingv.it/cfti/cfti5/), the Mercalli macroseismic scale (attached) as a necessary tool for assigning intensities, a very short explanatory video on macroseismic surveys (https://youtu.be/HsDdzy_YOUA?list=PL9AYW9rU1MgBHjM4eis98JGXrO5gxVWYO ). Students should to try derive useful information from (http://www.blueplanetheart.it/2020/06/ingv-mille-anni-sismicita-italiana-nel-catalogo-cpti-database-macrosismico-dbmi/ and http://protezionecivile.unionerenolavinosamoggia.bo.it/images/Piano_ProtCiv/Sezioni_Piano_PC/Sezione2/SR4.1_RG001_Terremoto.pdf, https://ingvterremoti.com/i-terremoti-in-italia/) Framework At school, the teacher describes the key concepts on earthquakes with a power-point presentation: - what earthquakes are and why we study the historical ones; - which are the strongest earthquakes in Italy; - difference between magnitude and intensity; - intensity assessment; - macroseismic map; Students fix the notions. Stimulus The teacher provides a video-stimulus on the topic: https://ingvterremoti.com/2014/12/01/i-terremoti-nella-storia-memoria-condivisa-tradizioni-popolari-e-il-terremoto-del-16-novembre-1894-nella-calabria-meridionale/ The aim is to make students curious and enthusiastic about the historical seismology of our country, developing the awareness that the Italian territory has a high seismicity and that earthquakes recur cyclically. |
Youtube (to see the video-stimulus) Powerpoint (to present the framework) DROPBOX (to insert file) Notepad (for notes) |
Time required for each student to do homework 5' |
OPERATING PHASE |
Assignment As in the attached example, display the earthquakes of your area in the timeline. Create with ThingLink an interactive intensity map (macroseismic map) of the chosen earthquake, with any geographical base. Consult the CFTI15 catalogue to obtain the information needed to construct the map. Enrich with additional information on the chosen earthquake (parts of original texts with damage descriptions, historical images, maps, etc.) your digital map (you can use the Internet to search for material). (The final product will be realized by small groups of 4-5 students, in order to have at the end a collection of interactive maps representative of the Italian territory. They can underline the importance of macroseismic studies to be emphasized in the debriefing). Each group of students put the final product into a folder in Dropbox/Drive so that the shared document allows for immediate discussion of the results. |
ThingLink (for interactive maps) Word processor (for the graph) DROPBOX/DRIVE (for the assignment) |
50' 15’ 5' |
DEBRIEFING PHASE |
Assessment and Discussion The teacher critically analyzes the output of the students, selecting a few intensity maps, asking the students to present them, explaining the reasons for their choices; the teacher corrects final products; makes suggestions and actively participates in the collective discussion, clarifying the appropriate conclusions and highlighting what is most important and dwelling on misconceptions about earthquakes. The students analyze the results and they reflect on their own final products and on those of their peers, making observations on the different products. Metacognitive thinking is being developed, resulting from discussion with others, about their final products and the way in which it was carried out. Output Corrected digital works can be shared and posted on the Dropbox/Drive folder. |
Notepad (to write conclusions) DROPBOX/DRIVE (to archive the final report) |
30' |
Province | Middle Schools ISCDE2 |
MS classes |
MS Students |
High Schools ISCDE3 |
HS classes |
HS students |
Total n. students |
---|---|---|---|---|---|---|---|
Caltanissetta | 1 | 3 | 55 | - | - | - | 55 |
Catania | 8 | 17 | 270 | 4 | 10 | 128 | 398 |
Cosenza | 5 | 16 | 144 | 144 | |||
Siracusa | 2 | 8 | 120 | 2 | 30 | 523 | 643 |
Trapani | 1 | 3 | 54 | - | - | - | 54 |
Reggio Calabria | 2 | 9 | 150 | - | - | - | 150 |
Messina | 1 | 2 | 50 | 50 | |||
Enna | 1 | 2 | 45 | 45 | |||
Crotone | - | - | - | 1 | 2 | 39 | 39 |
Vibo Valentia | - | - | - | 1 | 5 | 129 | 129 |
TOTAL | 1707 |
ESL Title | Tsunamis : history teaches us the future | ||
Authors | Giovanna Lucia Piangiamore and Alessandra Maramai, Istituto Nazionale di Geofisica e Vulcanologia (INGV) | ||
Target (classroom, students age…) | Third classes of Middle schools (ISCED 3) and High schools (ISCED 4) classes (first to fifth) dealing with the study of tsunamis | ||
Skills that the ESL aims to develop in students | Control and adaptability/Complex Dimension/Transferability Ability to represent identified relationships Can use groups of information for a personal representation of the topic Can use digital tools to visualize the distribution of tsunami effects on the coast Can be able to produce information Can use technology in a goal-oriented way Can produce a creative cultural object (interactive map) |
||
What will the student be able to do at the end of this EAS? | The aim is to bring young people closer to the world of research, fostering personal acquisition of the topics discussed with the experts and enabling an understanding of how the past is an important key to reduce the impact of future tsunamis. Through this experience, the student will understand that tsunamis are closely related to earthquakes and that, even for tsunamis, events that occurred in the past can be repeated in the future with similar characteristics. Reconstructing the effects of tsunamis is often difficult because the damage caused by the tsunami is added to that of the earthquake that generated the tsunami itself. The knowledge of the seismic and tsunamigenic history of a place is the result of meticulous and deep work that includes the analysis of catalogues and historical documents. In particular, the case study of the tsunami associated with the Messina earthquake of 1908 will be analyzed. The ESL will be performed at the end of the learning unit on seismic risk. Starting from basic geological-geophysical knowledge (notions of earthquake and tsunami, seismic and tsunami hazard maps, tsunami intensity assessment), the students will learn that even for tsunamis the past can teach about the future and that tsunami warning systems exist for risk reduction. |
||
PHASES | DESIGN | App | TIMES |
PREPARATORY PHASE |
Homework A stimulus lesson on the study of historical tsunamis is proposed, aimed at understanding the phenomenon and how researchers reconstruct its effects. The activity will mainly focus on the reconstruction of the tsunami following the Messina earthquake of 1908. The database of the effects of Italian tsunamis is provided https://tsunamiarchive.ingv.it/en/tsunami-catalogues/ited-italian-tsunami-effects-database the Ambraseys-Sieberg scale as a tool for assigning tsunami intensity (attached). Students have to try to derive useful general information on tsunamis from the videos: https://www.ted.com/talks/alex_gendler_how_tsunamis_work/transcript?language=it#t-201827, https://www.youtube.com/watch?v=qTd62yuSOQM, on surveys of post-event effects https://vimeo.com/51246302 and from the INGV Tsunami Warning Centre website https://programming14-20.italy-croatia.eu/web/pmo-gate, https://www.ingv.it/ricerca/progetti-e-convenzioni/progetti/pmo-gate#abstract-2, https://cat.ingv.it/en/ Framework At school, the teacher describes the key concepts on tsunamis with a power-point presentation: - what tsunamis are and why we study the historical ones; - which are the strongest tsunamis in the world and in Italy; - the Messina tsunami of 1908; - tsunami intensity assessment; - map with distribution of tsunami effects. Students fix the notions. Stimulus The teacher provides a video stimulus on the 1908 Messina earthquake as an in-depth study https://www.youtube.com/watch?v=KkKAUY5IUVI (Quark) and https://www.youtube.com/watch?v=1pPGSylKLW8 (Mario Tozzi). The aim is to make students know that even in our country, tsunamis represent a real, often underestimated risk for coastlines. |
Youtube(to see the video-stimolo) Power point (to present the framework) Notepad (for notes) |
Time required for each student to do homework 5’ |
OPERATING PHASE |
Assignment Create with ThingLink, with any geographical basis (Google Maps or similar is suggested), an interactive map representing the areas at greatest tsunami risk on the coasts of Sicily and Calabria, starting from the data of the 1908 Messina tsunami. You should identify and highlight the "strategic infrastructures" (schools, hospitals, police stations, etc.) present in the study area today. You have to consult the EMTC2.0/ITED online database to get the information needed to realize the map. Enrich your digital work with additional information on the tsunami for the different locations (description of effects, historical images, videos, etc.). You can use the Internet to search for material. Visualize, for the chosen locations, the tsunamigenic history, redrawing it and inserting it in your map, correlated with the relevant information obtained from the tsunami intensity scale provided. (The final product will be realized by small groups of 4-5 students, in order to have at the end a collection of interactive maps representative of the entire Sicilian and Calabrian coasts. They can underline the importance of the tsunami phenomenon in that area, to be emphasized in the debriefing). Each group of students put the final product into a folder in Drive so that the shared document allows for immediate discussion of the results. |
ThingLink (for interactive maps) Word processor (for the tsunamigenic history diagram) DRIVE (for the final product) |
60’ 15’ 5' |
DEBRIEFING PHASE |
Assessment and Discussion The teacher critically analyzes the output of the students, selecting a few tsunamigenic maps, asking the students to present them, explaining the reasons for their choices; the teacher corrects final products; makes suggestions and actively participates in the collective discussion, clarifying the appropriate conclusions and highlighting what is most important and dwelling on misconceptions about tsunamis. The students analyze the results and they reflect on their own final products and on those of their peers, making observations on the different products. Metacognitive thinking is being developed, resulting from discussion with others, about their final products and the way in which it was carried out. Output Corrected digital works can be shared and posted on the Drive folder. |
Notepad (to write conclusions) DRIVE (to archive the final report) |
30' |
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