This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Subject taught
- Physics
Link
https://www.skybrary.aero/index.php/Fata_Morgana
Type of Product
- Articles
Language Skills Developed
- Interaction
- Reading
- Speaking
- Writing
Transferable/Scientific Skills Developed
Students will develop note-taking, communication, negotiation skills, self-motivation, analytical skills, critical thinking skills, problem-solving skills.
Description
General aims
Students will be able to explain the phenomenon, its causes and effects. They will acquire the basic English vocabulary connected with the topic (Fata Morgana). Students will develop positive learning habits such as organisational and problem-solving skills.
Linguistic aims
Students will be able to:
- read English texts with ease
- reflect on their reading experience and share it with their peers
- get the main ideas from a text
- comprehend the topic correctly
- translate words connected with the topic (greenhouse effect) from English into their mother tongue.
Subject specific aims
Students will be able to:
- explain the phenomenon, its causes and effects
Target groups age:
Students from high school 16-18+ years old.
Level of competence in English (CEFR)
B1+/B2
Time required to use the resource with the students: 1or 2 hours
How to use it
The teacher asks students to complete their knowledge by reading the text on Fata Morgana (https://www.skybrary.aero/index.php/Fata_Morgana). The teacher gets students into groups and invites them to focus on the following strands: what it is, what forms it takes, when it occurs, why it occurs, where it is most commonly seen. The teacher asks students to use Kahoot.com and create a kahoot for their peers (the kahoot must have 4 questions/group about the text (2 questions starting with What..? When..? Where..? (lower-order-thinking-skill questions) and 2 questions starting with Why..? How..? (higher-order-thinking-skill questions). Students play kahoot.
Follow up: The teacher plays a video for the students to watch; the video presents the Fata Morgana phenomenon and was was made by an eye witness. (https://www.youtube.com/watch?v=qto4pTM3TQY). Discussion on the topic- personalisation: Have you ever witnessed the Fata Morgana with your own eyes? If so, share your story.
Students who have poor knowledge of English can have problems with understanding the content.
Comments
Strengths: The resource provides interesting collaborative learning. The resource is visually appealing to students as it provides suggestive images illustrating the topic. The video is authentic and it was shot by an eye- witness to the phenomenon.
Scientific reliability: This web site is scientifically reliable and can be recommended to students; it is well-organised and accessible.
The resources can be used as support for a range of learning activities (self- study, project work, collaborative learning).
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