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Lecturer(s)
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Course content
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The course will cover the following topics: Meteorology: online portals and applications for weather forecasting services, the Czech Hydrometeorological Institute's warning system, and the European Meteoalarm Hydrology: data sources and portals for hydrology and floods, water management, oceans, and water quality Geomorphology: geomorphology of the local area, geohazard data sources, geohazards worldwide, anthropogenic geomorphology, mineral extraction Pedogeography: soil quality and degradation, available map and data portals (CGS, Geological Survey), BPEJ and its relationship to land parcels Biogeography: invasive species, aquatic ecosystems, current changes in biodiversity worldwide and in the Czech Republic Environmental aspects: nature and landscape conservation, pollution, current issues in the Czech Republic and worldwide
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Demonstration, Group work
- Homework for Teaching
- 10 hours per semester
- Semestral Work
- 10 hours per semester
- Attendace
- 40 hours per semester
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Learning outcomes
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The course aims to strengthen and support students' competencies in creating educational materials and presenting the significance and impact of physical-geographical conditions on the contemporary landscape and society in the Czech Republic and around the world. Particular emphasis is placed on current issues in specific areas (drought, natural disasters, volcanic activity and earthquakes, hurricanes, diseases, the spread of invasive species, nature conservation, and pollution). In terms of content, the course covers meteorology, hydrology, geomorphology, pedogeography, biogeography, and environmental aspects, with an emphasis on working with data portals and applications, as well as the critical evaluation of sources. This course fulfils the key competencies for graduates of the teacher education program in areas 1.2, 3.2, and 5.1.
The student has a good understanding of information and data sources in the field of FG, as well as current issues. The student can critically assess the quality and relevance of available information, data sources, and applications. They understand the connections and impacts of observed FG phenomena and current issues in the field of FG on the landscape and society. They appropriately present identified events and issues for use in elementary and secondary school instruction. When preparing materials, they will appropriately prioritise research-based, project-based, partner-based, or field-based instruction as needed. Strengthening competencies in presenting and defending developed teaching materials before a group. Strengthening competencies in professional collaboration and group work when completing semester assignments. Fulfilment of common professional competencies at the level of skills: 1.2.3 - The student can establish connections between theoretical concepts in the field, real-world phenomena, and practical life experiences, taking current events into account. 1.2.8 - The student critically evaluates the relevance and quality of sources and can guide students toward critical thinking and creative activities through inquiry-based tasks. 3.2.1 - Through the design of project-based and tandem instruction, the student is prepared to guide students toward collaboration and mutual support in learning. 5.1.5 - The student can actively collaborate within a team and participate in the joint creation of instructional materials.
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Prerequisites
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A basic overview of physical geography topics and working with information technology.
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Assessment methods and criteria
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Student performance, Seminar Work
Regular attendance at seminars. Preparation of a seminar paper on three physical geography topics (selected from a list) following this structure: academic grounding of the topic; current treatment of the topic in selected elementary and secondary school textbooks; and the student's own proposal for integrating the topic into instruction through an engaging activity, with a focus on inquiry-based, project-based, pair-based, or field-based learning. Presentation of one of the three selected topics in the seminar. Fulfillment of common professional competencies through the following requirements: 1.2.2 - By designing engagement activities and instructional materials, the student creates learning opportunities and selects appropriate teaching methods and resources (learning activities, model situations, digital information sources, and portals for forecasting, hydrological, and geological services). 1.2.3 - The structure of the seminar paper specifically requires linking disciplinary theory to real-world phenomena, practical experience, and current events (droughts, floods, geohazards, invasive species, pollution). 1.2.8 - A critical assessment of how the topic is presented in existing textbooks and the preparation of research-oriented assignments lead to the development of critical thinking and creative activity. 5.1.5 - Working in groups on semester assignments develops the ability to actively contribute to a team and participate in the creation of instructional materials.
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Recommended literature
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Informace pro občana aneb Chování při vzniku mimořádných událostí. .
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Meteoalarm. .
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Bartlová, V., Foltýn, M., Pivokonský, M., Rederer, L., Snopková, T., & Zicha, J. (2024). Ochranná pásma vodních zdrojů - sucho, právo a praxe. Praha.
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Ganguly, P., Mandal, J., Paramasivam, M., Patra, S. (2024). Environmental contaminants: impact, assessment, and remediation. Palm Bay.
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Mather, T. (2024). Adventures in volcanoland: what volcanoes tell us about the world and ourselves. London.
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McEwen, L. (2024). Flood risk and community resilience: an interdisciplinary approach.
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Škarpich, V. (2022). Meteorologie a klimatologie. Ostrava.
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