The average depth of the oceans is 3,800 m, and the average altitude of land is 840 m. They vary between a height of 8,848 m (Mount Everest) and a depth of 11,000 m (the Mariana Trench in the northwest part of the Pacific Ocean). On Earth, surface elevations are measured with respect to the mean sea level. The poles of the Earth are also quite different: there is an ice-covered continent at the South Pole (Antarctica), but an ocean at the North Pole (the Arctic Ocean), which forms an ice cap in winter (both represented by the aluminium foil on the tactile model). Continents are represented by the thick fabric on the tactile model. The distribution of lands and seas is unequal and peculiar: the majority of land masses are in located in the Northern hemisphere, as three major continents (Europe, Asia, and North America). On Earth, 71% of the surface is covered by liquid water (represented by plastic on the tactile model), so the area occupied by seas and oceans is more than twice that occupied by land. You can find more information about these features below. The tactile model of the Earth includes a number of features that represent real features of Earth. Once again, this may have been a favourable element in the emergence of life. Earth only has one natural satellite, the Moon, which is thought to have played a major role in stabilising the axis of rotation of the Earth. Because of its slow rotation - once every 24 h - the distortions are small, the difference between the equatorial radius (6,378 km) and the polar radius (6,357 km) being only 21 km. The shape of the Earth is very close to a sphere. This has played a fundamental role in the development of life on our planet. Unlike on Venus or Mars, whose surface temperatures are either much warmer or colder, this means that liquid water can exist freely on Earth. With a mean distance between the Sun and Earth of 150 million kilometres, the average surface temperature is above the freezing point of water (0 degrees C). MateriałĮarth is our home and the third planet from the Sun. These are huge storms where the wind is really strong (Hurricane).Īsk students to discuss the importance of building models, strengths and limitations of this model of the Earth, and how they might improve the model.Īsk students to write down two things they learned from the activity in their groups, and two things they want to learn more about.These are in the sky and where rain comes from.
Then give the name and a couple more seconds to point it out. First give a description and a couple of seconds to think about it. Ask students to point at the feature on their model as soon as they know which one it is. Phenomenal Education.Use the descriptions below or ask students to volunteer their own description of a feature on Earth. The multi-age learning community in action: Creating a caring school environment for all children. The playful classroom: The power of play for all ages.
WORLD EXPLORER PROGRAM NAUCZANIA HOW TO
Choice time: How to deepen learning through inquiry and play, Prek-2. Widok Fenomenologiczna perspektywa na nauczanie I uczenie się ujmujące Całościowe Zjawiska. Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland. The advantages and disadvantages of multiage. A coordinated research agenda for Nature-Based Learning.
Play-Based Learning: What it is and why it should be a part of every classroom.
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