Organized into groups through the Zoom app, students first read possible real-life stories. The stories show some real-life dangers, which describe dangers comparable to “invisible” dangers on the Internet. Then, students write their own story, which contains, intentionally wrong and false parts. Each group, then, finds false information in the story of some of the other groups, which they obtained by random selection. Finally, students form their own rules of conduct online.

Teaching activities are also suitable for live.

Activity: Introduction I.__Tell me, truly.

How much time a day do you spend on the Internet: a) for learning, b) free optional choice (social networks, games, …)? Students write their answers in a Mentimeter, type “Open-Ended”. 

In the introductory part, students watch and review a video, about the dangers of the internet. „Learning and preventing the dangers of the Internet” https://www.youtube.com/watch?v=ILCdgMX2MUY

Activity: Introduction II.__ I’m telling you a story.

Organized online activities in a group, through Zoom meet. Use of new technologies and new digital tools. Students read a short story. Each group, which is formed automatically via the zoom application, reads and considers only one story. Story No.1. On a trip to a foreign country, you lose your wallet. In it are all your personal documents, and money. Since the trip is organized in full arrangement, you have already bought all the little things and possible souvenirs. You notice that you lost your wallet only on the way back from the trip. How will you find your lost documents and some emotionally important additions? How are you feeling? What lesson will you learn from that? Story No.2. What are you going to do when you find out your younger brother got lost, overnight, in a big city? Somewhere, alone wandering the city, at night. What are all the scenarios you can guess? How will you connect, surfing your younger brother on your own, and (or) your own on the internet? How are you feeling? What lesson will you learn from that? Story No.3. — Task From the offered set of teaching aids, choose the one needed to perform the proposed physical experiment. There are some unnecessary elements in the set of teaching aids offered for conducting experiments. Students should recognize and select only those they need. What lesson will you learn from that?

https://drive.google.com/file/d/1KtBrSHL1fzsXZVdi7DEXB1K99QCPUa40/view

https://drive.google.com/file/d/19ASvRv0Qy6KmVVKTv5hlkFcv4Iv_TgJu/view

https://drive.google.com/file/d/10vhdKBNdd7w5A14Czd98-1r9avh40Ar0/view

Formed into groups, through Zoom meet, students make this part. Students should consider and critically argue what is read in the story. Students find a suitable solution, for their example story. Each story creates conditions that encourage thinking, critical judgment, collaboration, and communication. Finally, the story makes students aware of the dangers of the Internet, and how much there is a possibility of unwanted and unfavorable outcomes.

Actvity: Central part I.__ I’m writing you a story.

Task: Write a story. Theme chosen by the group. The story should contain some elements and parts inaccurate. And in this part, students are formed into groups, through Zoom meet. Students write their own example story. The topic is from the framework of teaching contents in physics, which each group chooses. Each story creates conditions that encourage thinking, critical judgment, collaboration, and communication. Finally, the story makes students aware of the dangers of the Internet, and how much there is a possibility of unwanted and unfavorable outcomes.

Activity: Central part II.__True, misinformation or disinformation.

This part of the activity involves finding incorrect information in the text, either intentionally complex or due to the author’s ignorance. The text, their story, which the students wrote in the previous step, is researched and given to another group. Research and recognition of misinformation, students conduct by working in a group.

Activity: Evaluation__ Common rules of conduct on the Internet.

Students in the group agree on common rules according to which they will search the Internet. Agreed rules, each group writes on a common interactive whiteboard_Padlet. It is available and visible to every student, at any time, without the need to form a private account.

• https://padlet.com/glloria2021/Bookmarks

In the Evaluation part, students watch and review a video, about the use of the internet. “Are You Protecting Your Eyes with the 20-20-20 Rule?”

Also, the next “5 tips for using the Internet”,

I send to the students: https://drive.google.com/file/d/1H2OB43gN2MoLtLfYwGGQyh

About me:

My name is Slavica Bernatović. I am a physics teacher at the Technical School in Slavonski Brod, Croatia.

I organize student activities using innovative methods of work. I’m a physics teacher working in a secondary vocational school (upper). Whenever we have the necessary materials and accessories, students research the laws of physics. That is with the intention of connecting them with real-life, technique, and modern technology.

The modern world lives in a time of great change.
Almost every day, in some part of the world, in some part of our beautiful planet Earth, there are floods, fires, disappearing ice masses, …… extreme weather conditions.

** Knowledge of the laws of physics has enabled human civilization to progress.
Starting from the invention of the wheel, through internal combustion engines, to the use of renewable energy sources.

** The laws of radiation for the absolute black body, which encompasses the physics curriculum, understandably illustrate the factors that contribute to climate change.
Organized in small groups, by considering the law of radiation for the absolute black body, the Stefan-Boltzmann law, and the Wien law, students develop an awareness of climate change and the contribution of modern human life.

Learning objectives are:

• Raise awareness of the impact of climate change on everyday life
• Connect the laws of physics with real phenomena and facts
• To connect the educational contents and outcomes of the Physics curriculum with real phenomena
• Improve 4 C skills
• Use of new technologies, such as Augmented Reality_AR
• Application of new digital tools, such as Padlet, Mentimeter, Infographic

Student activities during classes are organized using different social forms of work: 1. frontally, 2. individually, 3. in pairs, 4. in small groups, and 5. together, such as Think-Pair-Share, Stirring the mix, Mini-conference.

** Teaching activities provide students with equal involvement, development, and application of collaboration, creativity, critical thinking, and communication.

One step of the activity is the introductory part: Frontally, the students review the video together and at the same time.

** Frontally, review a video, augmented reality for the example of climatic disasters: Hurricane Florence Augmented Reality:

The video is on the link:

** In the first round, students individually think and argue what they saw in the video.

For example:
1. What did they notice in the video?
2. What are the consequences for human life and nature?

** Then, the students join in groups of 2. After explaining their individual thoughts, they try to reach a consensus.
In the third round, the opinions of individual groups and discussions at the level of the whole class are presented.

** Observing AR presentations enables students to collaborate and communicate, first by discussing each other in pairs, then by exchanging their ideas and thoughts in small groups.

The second step of the activity

Students discuss a topic in small groups. Afterward, one student moves to another group to explain what they have learned.

1. To observe the flame of a lighter from the aspect of color:

The flame of fire is visible on the link: https://drive.google.com/file/d/1CgOhDoOxcCDn29pAzu4sTtZ4Zh3lTXLR/view?usp=sharing

2. To connect their previous knowledge about the connection between a particular color and wavelength.

3. In which parts of the flame are the temperatures higher? In parts closer or farther from the flame source itself?

4. Which wavelength colors, larger or smaller, are in the area with higher temperature values?

5. After the discussion in small groups, one member from each group moves to another group, and exchanges observations and conclusions.

6. Students argue about the phenomenon.

7. Student notes their arguments in the padlet.

The next step is to analyze the data

** Students analyze data and create an infographic poster that visualizes and summarizes the core components as well as the logical relations between the components. ** By using relevant data on the intensity of solar radiation for different conditions, and by applying the physical law, Stefan_Boltzmann’s law, students create a connection between real phenomena and content from the educational curriculum of Physics.
By creating this task and implementing this activity, students are enabled to collaborate and communicate.
The values of known and calculated intensity and temperature data are plotted graphically.

** The learning product can be viewed at the link:
https://drive.google.com/file/d/1fPyVemVfupXzxHKli4qeqMIujyC_4RSl/view?usp=sharing

** In this activity, students develop and apply their creativity. First of all, they argue and come to a conclusion, therefore, they develop critical skills.

I. In small groups, students analyze data on characteristic values ​​of solar radiation intensity:

a) which reaches the Earth,
b) absorbed by the Earth’s atmosphere without greenhouse gases,
c) which the Earth’s atmosphere absorbs in the presence of man-made greenhouse gases.

II. From the known values ​​of intensity, according to Stefan-Boltzmann’s law, they calculate, for each example, the temperature.

III. For comparison and analysis of data, students calculate the corresponding radiation intensity for the characteristic values ​​of water freezing temperature 0 ° C and water boiling point 100 ° C.

IV. The values ​​of the pairs of temperature and intensity are plotted in a (t, I) graph. Graph showing the interdependence of intensity and temperature.

** The graph shows the exponential function.
This means that at high temperatures only a small increase contributes to a large increase in intensity. That is, with a slight further increase in greenhouse gases, there is a large increase in intensity and temperature.

Students are required to present their group project findings in a mini‐conference.

In conclusion, within the observed topic “Laws of Physics and Climate Change”, in this section, the teacher presents a video presentation of global warming, available at the link:

About me:

My name is Slavica Bernatović. I am a physics teacher at the Technical School in Slavonski Brod, Croatia.

I organize student activities using innovative methods of work. I’m a physics teacher working in a secondary vocational school (upper). Whenever we have the necessary materials and accessories, students research the laws of physics. That is with the intention of connecting them with real-life, technique, and modern technology.