QuiverVision 

TEAM MEMBERS: Zaira González, Laia Mulero, Nerea Acedo, Afra Palahí and Ainhoa Pagola

INTRODUCTION:

In Science, students will work on a project that starts with the question “Are earthquakes and tsunamis affected by climate change?”. From this question, different topics will be worked on: climate change, natural disasters, and the Earth. Our activity is part of the topic “the Earth”, and it focuses on the Earth’s layers: We will do an activity in groups to become experts on each layer, and later on, we will represent them through the app QUIVERVISION.

CONTEXTUALIZATION:

1. Target Age: Superior cycle - 5th grade

2. Target Language Level (CEFR): A2 

3. Location: Classroom  - Indoors

LESSON AIMS:

COMPETENCES SPECIFICALLY RELATED TO CEFR:

• • Reception: Reading comprehension. Reading for information and argument. Can understand a short factual description or report within his/her own field, provided that it is written in simple language and does not contain unpredictable detail.

• Interaction: Spoken interaction. Formal discussion (meetings). Can exchange relevant information and give his/her opinion on practical problems when asked directly, provided he/she receives some help with formulation and can ask for repetition of key points if necessary. 

LEARNING OBJECTIVES (SWABTs):

• To be able to identify and describe the characteristics of each natural disaster, providing detailed information of each one of them to support collaborative learning and peer teaching.

• To develop and present their assigned natural disaster as part of a 3D model demonstration to enhance visual comprehension and foster hands-on learning in scientific representation.

• To practice and refine their oral presentation skills by participating in a 'mini expert congress,' effectively communicating scientific information and responding to peer questions to build confidence in scientific discussions.

PREPARATION FOR THE APP TASK CYCLE (BEFORE THE LESSON):

1. Downloading the app and creating an account if needed. 

(There is a free version and a premium version).     5 minutes max. Before class.

2. Download the app on the student’s tablets

(available on both IOs and Android). 10 min max. Before class.

3. The teacher must familiarise themselves with the 

tool by testing different templates. 5-10 min, in-class.

4. The teacher must print out the templates meant

for colouring and ensure that there are enough materials for all 

students to complete their paper sheet. 5-10 min, before class.

5. Make sure the classroom has a stable internet connection and that 

the cameras of all devices work properly and can scan 

the templates accordingly. (Always have a Plan B ready).       5-10 minutes, before class.

6. Consider the pros and cons of using the app to introduce the 

students to the AR experience and if it will be efficient and useful 

to learn the Earth's layers.       5-10 minutes, before class.

7. Previous session about Earth layers to understand earthquakes.        1 hour, in-class.

8. Think about the global learning objectives for the teaching unit and 

the specific learning objectives for each session.       5-15 minutes, before class. 

MATERIALS:

• QuiverVision

• Quiver paper templates (five different templates, one for each natural disaster)

• Templates for the mini expert's activity (one per person).

• Document information about each natural disaster

• Tablets (one per group) to use the app.

• Colours to paint the drawing.

• Pencils to write.

• 3D model of the earth

• Card “I thought, and now I think”.

For the mini-experts activity, each group will have the following books for gathering information:

• National Geographic Readers: Volcanoes! - Anne Schreiber

• Disaster Zone: Earthquakes Book - Cari Meister

• Natural Disasters Book for Kids: Children Guidebook to Natural Disasters Featuring Volcanoes, Tornadoes, Extreme Weather, Earthquake, Wildfire… - Medina creative

• Everything volcanoes and earthquakes - Kathy Furgang

• Map your planet: Natural disasters - Rachel Minay

• Wild weather - Liz Gogerly & Miguel Sanchez

The following photographies show our classmates performance during the implementation:

After the class implementation we recieved the following feedback from our classmates and teacher: