Forum Replies Created
-
Posts
-
For Module 5, my research question is as follows:
“How is climate change affecting the animals in the Arctic?”
Step 1: I would firstly put a lot of work into giving the children a strong understanding of the Arctic Region.
The children would research:
o Where is it located?
o What is the weather like there?
o What animals live in the Arctic?
Use books, child-friendly websites, or educational videos to explore these topics.Step 2: I would then ensure that children would have a basic grasp of the concepts of Climate Change and why it is occurring:
The children would research:
o Find out what climate change is.
o What causes it?
o How does it affect the environment?
Look for simple explanations in books or watch short videos made for kids.Step 3: I would then prompt the children to learn more about what animals inhabit the Arctic Region:
The children would research:
o Choose a few Arctic animals like polar bears, seals, or Arctic foxes.
o What do they eat?
o Where do they live?
o What do they need to survive?
Gather this information from books, online articles, or documentaries.Step 4: The children would then discover the impact of Climate Change on these animal’s natural habitats:
The children would research:
o Investigate how climate change is affecting these animals.
o Is the ice melting?
o How does that affect the animals’ homes and food sources?
Look for before-and-after pictures or stories about changes in the Arctic.Step 5. Gather visual evidence through the use of maps and pictures:
The children would research:
o Look for satellite images or maps that show the Arctic over time.
o How has the ice changed?
o How does this affect the animals?
Use these visuals to better understand the impact of climate change.Step 6: The children will create a record of their research to present and display to show what they have learnt:
The children will carry out the following:
o Create a poster or booklet showing what you discovered.
o Draw pictures of the animals and their homes before and after climate change impacts.
o Write a few sentences to explain what you learned.Step 7: The children will share their findings with their class and the school community:
The children will carry out the following:
o Present your project to your class, family, or friends.
o Explain why it’s important to protect the Arctic and its animals from the effects of climate change.This approach allows primary school children to explore a real-world issue in a manageable and engaging way, using age-appropriate resources and creative expression to reinforce their learning.
Hi Muireann,
I also did this activity and I agree that Chris Hadfield’s Space Oddity video would be an excellent way for a teaher to introduce these concepts to the children.
After taking a brief break from the course, I returned to finish the content on Module 4, Earth Observation and chose option 3 as my assignment for the module.
I found the “From the Ground to the Sky activity” on the ESA Kids resource to be very beneficial from a teaching point of view and an excellent way to introduce children to the skills of understanding and interpreting images of Earth captured from space, which is crucial for developing a deeper comprehension of Earth observation, geography, and environmental science. Personally, I feel the activity would be ideally suited to children in the middle classes. By the end of the activity, I feel that children would be competent in identifying key geographical images in various satellite images.
The first activity focused on the concept of satellite imagery and how it is captured. This includes a basic explanation of how satellites orbit Earth, the types of sensors used, and the different kinds of images. I like the way that the children are told that the ISS is the size of a football field as it will give them a sense of scale.
A series of satellite images of Earth are then introduced and children are tasked with identifying various features, such as rivers, mountains, cities, forests, and agricultural areas. They may also analyze changes over time, such as deforestation, urbanization, or the effects of natural disasters if the teacher feels it is appropriate or if that aspect of the SESE curriculum have been visited. This might include discussions on how human activities impact the planet, the importance of conservation, and how satellite technology can help address global challenges.
I feel that this activity aligns well with many aspects of primary curriculum in areas such as geography, environmental science, and technology education, the core elements of STEM. It covers key learning objectives such as understanding Earth’s physical features, human impact on the environment, and the use of technology in environmental monitoring. It also supports the development of critical thinking, problem-solving, and data interpretation skills, which are essential in SESE. I look forward to implementing it in my classroom.
I agree with your last sentence on this topic, Clare. Unfortunately for children, the issue of Climate Change has become very emotive across the world, triggering a lot of fear and anxiety amongst our youngest generation. As teachers, there is a fine balance to held when encountering the topic of Climate. On one hand, we want children to know how important the issue is but we do not want our children to become paralysed by fear of what the future holds. I like the way a lot of the resources mentioned are framed in such a way that children get the sense that the little, everyday things that they can do in their environment can have a small but meaningful impact.
I really find the Paxi video to be a great learning aid, particularly from a visual point of view, for learners who may have heard of The Greenhouse Gas effect but may not have grasped the concept fully. Introducing the concept of The Greenhouse Gas effect through this simple video will give the learner a strong sense of being able to contribute towards reducing the emission of Greenhouse gases.
I have to admit that I found the Teal Visualisation tool a little difficult to navigate but with further practice, I would feel confident in introducing it to the classroom.
That said, it is clear to see the benefits of such a tool as the learner can interact with real-time and historical data related to weather and energy. This hands-on approach helps in better understanding complex concepts. Using this tool correctly allows learners to analyze and visualize data trends, fostering skills in data interpretation and critical thinking. Learners could be encouraged to explore how meteorological conditions impact energy production and consumption.
I like the way the Climate Reporters activity is framed as it gives the learners a sense of power and control. The children can see the positive effects that good choice will have on global temperatures and precipitation levels etc, therefore giving the learner a sense of autonomy.
Hi Emer,
As a fellow participant in this course, I feel that you have touched on a key area in your post. It is all about getting the children to connect with the world around them and making climate relatable to them, as you say.
Personal Feedback:
I really enjoyed the supporting videos that were attached to this module of the course, particularly the videos which gave a simple, visual breakdown of the different types of climate patterns that there are in on earth, and why that is the case. I would be happy to use them in the classroom environment.
Activity One:
The activity promotes dialogue amongst pupils about the different types of weather that they have experienced on special occasion, reinforcing the concept of weather being the state of the atmosphere at that particular time. The activity also gives the child the basic understanding of climate being a measurement of weather patterns over a long period of time, hopefully tapping into their curiosity in terms of how that is achieved.
Activity Two:
What I really like about what activity two tries to achieve is that the children begin to get a deeper understanding and develop a deeper relationship with weather and climate through discovery, inventing their own measurement tools with materials that they are familiar with and plotting their findings on graphs to be displayed. Having a little weather station in the classroom really brings the whole topic to life for them.