Articles | Volume 20, issue 5
https://doi.org/10.5194/hess-20-1751-2016
https://doi.org/10.5194/hess-20-1751-2016
Education and communication
 | 
09 May 2016
Education and communication |  | 09 May 2016

Making rainfall features fun: scientific activities for teaching children aged 5–12 years

Auguste Gires, Catherine L. Muller, Marie-Agathe le Gueut, and Daniel Schertzer

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3D trajectories and velocities of rainfall drops in a multifractal turbulent wind field
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Combined high-resolution rainfall and wind data collected for 3 months on a wind farm 110 km southeast of Paris (France)
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Cited articles

Alrutz, M.: Granting science a dramatic licence: exploring a 4th grade science classroom and the possibilities for integrating drama, Teach. Artist J., 2, 31–39, 2004.
Bennett, J. and Hogarth, S.: Would you want to talk to a scientist at a party? High school students' attitudes to school science and to science, Int. J. Sci. Educ., 31, 1975–1998, 2009.
Bocci, F.: Whether or not to run in the rain, Eur. J. Phys., 33, 1321–1332, 2012.
Broemmel, A. D. and Rearden, K. T.: Should teachers use the teachers' choice books in science classes?, Reading Teach., 60, 254–265, https://doi.org/10.1598/RT.60.3.5, 2006.
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Short summary
Educational activities are now a common channel to increase impact of research projects. Here, we present innovative activities for young children that aim to help them (and their teachers) grasp some of the complex underlying scientific issues in environmental fields. The activities developed are focused on rainfall: observation and modeling of rain drop size and the succession of dry and rainy days, and writing of a scientific book. All activities were implemented in classrooms.