01 - Choose your weather(station) (EQF 4)

01 - Weather(station) (EQF 4)

Lesson Plan for Students (Level 4 EQF)

 

  • Title: Choosing the Right Sensors: Building Our Ideal Weather Station
  • Duration: 1.5 hours
  • Context: Post-VetSkillinG Dissemination Workshop
  • Group Size: 12–24 students (working in teams of 3–5)

Learning Objectives

By the end of the workshop, students will be able to:

 

  1. Identify and evaluate different types of sensors for a weather station (temperature, humidity, wind speed, rainfall, solar radiation, CO₂, etc.).

  1. Collaborate in small groups to discuss advantages and disadvantages of each sensor.

  1. Present and defend their group’s decisions in front of peers, strengthening communication, negotiation, and ambassador skills.

  1. Connect technical choices to the bigger picture of climate monitoring and sustainability (disseminating project impact).

Materials

  • Sensor fact sheets (1 page per sensor, with key specs, costs, pros/cons).

  • Large sheets of paper / whiteboards and markers.

  • Post-it notes in two colours.

  • Timer.

  • Laptop + projector (for final group presentations).

Lesson Plan for Students

1. Introduction & Framing (10 min)

  • Teacher explains:

    • This activity continues the work of the VetSkillinG project.

    • Students are now ambassadors — their task is not just technical, but also to communicate decisions clearly and convince others.

  • Icebreaker: Students quickly brainstorm what sensors they think are essential for climate monitoring in Europe.

2. Group Work: Sensor Selection Challenge (35 min)

  • Each group receives fact sheets on 6–8 sensor options.

  • Task:

    • Discuss in team which 3 sensors are the most important for a community weather station.

    • Write advantages and disadvantages on Post-its.

    • Reach consensus and prepare a short pitch (max. 5 min) explaining:

      • Why these 3 sensors?

      • How do they help monitor climate change?

      • How could they convince local authorities/communities to use them?

  • Teacher circulates, encouraging balanced participation (technical reasoning + social negotiation).

3. Presentations & Peer Debate (25 min)

  • Each group presents their 3 chosen sensors.

  • After each pitch, other groups may ask 1–2 challenging questions.

  • Teacher highlights strong arguments and teamwork examples.

4. Reflection & Dissemination Connection (15 min)

  • Whole-class discussion:

    • What did we learn about combining technical and social skills?

      How does this help us explain the VetSkillinG project’s impact to others (schools, municipalities, companies)?

  • Students write one key message about the workshop on a sticky note — these can be photographed and shared as part of dissemination (social media, website, newsletter).

5. Wrap-Up (5 min)

  • Teacher thanks students for being “Green Transition Ambassadors.”

  • Remind that dissemination means sharing knowledge with the community.

Teacher Delivery Form

Workshop Title: Choosing the Right Sensors for a Weather Station

  • Duration: 90 minutes
  • Target Group: EQF Level 4 VET students 

Preparation

  • Print sensor fact sheets (6–8 types).
  • Organise classroom into small-group tables.
  • Prepare markers, Post-its, and timer.
  • Ensure laptop/projector for group presentations.

Teacher Role

  • Facilitator: Guide students through tasks, encourage collaboration.
  • Timekeeper: Keep groups focused and on schedule.
  • Observer: Note examples of strong social skills (leadership, empathy, negotiation).
  • Connector: Relate technical discussions back to VetSkillinG’s broader goals (climate data, sustainability, EU collaboration).

Delivery Script (Suggested Timing)

  • Intro (10 min): Frame the session as part of VetSkillinG dissemination. Emphasise both technical and communication goals.
     
  • Group Work (35 min): Hand out sensor sheets. Circulate, ask guiding questions:
    • “Who has a different opinion?”
    • “How can you justify this choice to someone outside the technical field?”
       
  • Presentations (25 min): Moderate short Q&A. Ensure respectful discussion.
     
  • Reflection (15 min): Link outcomes to dissemination. Collect sticky notes for documentation.
     
  • Wrap-Up (5 min): Congratulate students, highlight their role as Ambassadors for Green Transition.

Reflection Cards

Reflection Cards – Teamwork in the Weather Station Improvement Workshop
 

Card 1 – Easy Parts

  • What was the easiest part of working together today?

  • Why do you think it went smoothly?

  • Who or what helped make it easier?

 

Card 2 – Difficult Parts

  • What was the most difficult part of working together today?

  • Did you face disagreements? If yes, how?

  • Why was it challenging?

 

Card 3 – Collaboration Strategies

  • How did your team make sure everyone could share their ideas?

  • Did someone take on a leadership role?

  • How did you solve disagreements or different opinions?

 

Card 4 – Personal Role

  • What was your own role in the group today?

  • How did you contribute to the team’s work?

  • What would you like to improve next time?

 

Card 5 – Lessons for the Future

  • What is one thing your team did well that you would repeat in the future?

  • What is one thing you would change to make teamwork easier next time?

  • How can these lessons help in future projects or jobs?

Teacher Tip

  • Give each group 2–3 different cards (not all 5), so they can reflect on different aspects.

  • In presentations, each group should share one teamwork insight from their reflection card exercise, alongside their technical findings.

  • Collect the cards afterwards → they can serve as dissemination material (quotes, posters, newsletter highlights).

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    Auteur
    Vetskilling
    Laatst gewijzigd
    2025-09-17 15:06:26
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