7269.16 - Nature, Weather and Climate

Course number
Nature, Weather and Climate
That the students achieve a basic knowledge of the Faroese weather and nature, are able to utilize the teaching possibilities in the school environment both indoor and outdoor, and feel confident using nature as a teaching tool.
On teaching: Portfolio, Flipped classroom, Academic writing, Multiple intelligences, Interdisciplinary teaching, Science workshops On weather and climate: The sun as a driver of energy, Climate change, Low and high barometric pressure On Nature, Outdoor teaching and Science museums: Outdoor health and safety issues, Birds, Evolution, Outdoor teaching (with visits to outdoor educational centres), the Faroese Nature, Museums as educational institutions (with visits to Natural History and Science museums).
Learning and teaching approaches
Lectures, presentations, excursions, practice in outdoor teaching, ICT, science workshops Visits to Outdoor Educational Centres, to Natural History Museums and Science museums in Ireland to see how they are used as educational tools.
Learning outcomes
1) to utilize the nature as a tool in interdiciplinary teaching 2) to plan, perform and evaluate a day of outdoor teaching 3) to use teaching games and science workshops as part of science teaching 4) to describe and interpret the Faroese weather and nature, with the present animals, plants and fungi
Assessment method
Compulsory and active attendance is required (minimum 80% attendance). Those failing to meet this requirement will have to do a multiple choice test with 80 questions, of which 50 have to be correct answered. Portfolio presentations and essays are submitted reglularly during the course.
Marking scale
Armstrong, Thomas (2009) Multiple Intelligences in the Classroom. 3. útg. Alexandria, VA: ASCD® (kap. 1, 2, 10) (Avoldað donsk útgáva finst, men hon má lesast við fyrivarni. Er frá 1994, í danskari týðing frá 2005). – Síðutøl í ensku útgávuni: kap. 1 – The foundations of MI Theory 5-19, kap. 2 – Mi Theory and Personal Development s. 20-31, kap. 10 MI Theory and Assessment, s. 130-148. Bentsen, P. (2010). Udvid skolens læringsrum. Skolen i morgen 6: 10-14. Broda, H.W. (2011). Moving the Classroom Outdoors: Schoolyard-Enhanced Learning in Action. Stenhouse Publishers: 216 bls. Cornell, J. (1998) Sharing nature with children: the classic parents’ and teachers’ nature awareness guidebook, 2nd ed. Dawn Publications, Nevada City. Fosaa, A.M., Gaard, G., Dalsgarð, J. og Gaard, M. (ritstj.), Føroya Náttúra. Lívfrøðiligt margfeldi (bls. 11-21). Tórshavn, Føroya Skúlabókagrunnur: bls. 11-21 (Lívfrøðiligt margfeldi) og bls. 211-229 (Fjølbroytta føroyska náttúran í samandrátti) Health & Safety on Educational Excursions 1, 2 og 3 (2004) Edinbourgh, Smarter Scotland, Scottish Executive. Jensen, J-K. og Sørensen, S. (2015). Færøernes fugle - fakta og tal / Birds of the Faroe Islands - facts and numbers. Tórshavn, Forlagið í Støplum: 363 bls. Johansen, J. (2000) Føroysk flora. Tórshavn, Føroya Skúlabókagrunnur: 485 bls. Lamhna, É.N. (2009) Wild things at school. A book for primary school teachers. Meath County Council: 58 bls. http://www.heritagecouncil.ie/fileadmin/user_upload/Publications/Education/Wildlife_in_Schools.pdf Louv, R. (2008) Last child in the wood. Saving our children from Nature-Deficit Disorder. Algonquin Books (updated and xxpanded edition): 416 bls. (Fæst eisini á donskum – Det sidste barn i skoven) Meyer, M. (1997) The GREENing of learning: Using the eight intelligence. Teaching for Multiple Intelligences 55(1): 32-34. Nyholm Debes, H. (2009). Finnur fluga. Forlagið í Støplum, Tórshavn. Sørensen, S. og Bloch, D. (1990) Fuglar í Norðurhøvum. Tórshavn, Føroya Skúlabókagrunnur: 277 bls. Strandberg, L. (2013) Vygotski í verki. (brot um portfoliur) Vestergaard, J. , Rald, E. og Vesterholt, J. (1994) Føroyskir soppar. Tórshavn, Føroya Skúlabókagrunnur og Føroya Náttúrugripasavn: 171 bls. Waite, S. (ed) (2011) Children learning outside the classroom from birth to eleven. Sage Publications: 264 bls.
Erla Olsen