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I like the idea of collecting weather data in their local areas , as seen in the lesson example in module 5 led by Megan Valentine you can link up to other climates and relate them back to our own to see climate change affecting all countries on different scales across the world.
I like the idea of collecting weather data in their local areas , as seen in the lesson example in module 5 led by Megan Valentine you can link up to other climate and relate them back to our own to see climate change affecting all countries on different scales across the world.
Climate change has already begun to affect our local area, manifesting in more unpredictable weather patterns, warmer winters, and a noticeable increase in heavy rainfall and flooding. These changes not only disrupt our daily lives but also threaten local ecosystems and agriculture. To engage my pupils in exploring this issue, I would start by incorporating local examples into our discussions. We could examine recent weather events, such as a significant flood or an unusually warm winter, and discuss how these could be linked to climate change. I would also encourage pupils to talk to their families and neighbours about any changes they’ve noticed over the years. This would help them understand that climate change isn’t just a distant problem but something impacting their community.
Three Actions to Slow Down Climate Change:
Promote Energy Efficiency: Encourage pupils and their families to reduce energy consumption by turning off lights, using energy-efficient appliances, and minimising car use.
Reduce Waste: Teach students about the importance of reducing, reusing, and recycling. We could set up a school-wide recycling program and a composting initiative for organic waste.
Support Local Green Initiatives: Engage students in local tree-planting events or clean-up drives to foster a sense of stewardship for the environment.
In the classroom, I would integrate these actions into daily routines, making them part of the school culture. For example, we could monitor energy use in the classroom, encourage waste reduction during lunchtime, and participate in local environmental projects.Integrating Development Education into School Self-Evaluation (SSE)
The Development Education modules from this course can play a vital role in enhancing School Self-Evaluation (SSE) by embedding global citizenship and sustainability into the core values of the school. These modules provide tools and resources to critically assess how well the school is fostering awareness of global issues like climate change, social justice, and sustainable development among students. Through SSE, the school can evaluate the effectiveness of its environmental education programs, identify areas for improvement, and set actionable goals to strengthen students’ understanding and commitment to these critical issues. By integrating these principles into the SSE process, the school can ensure that it is not only meeting educational standards but also nurturing responsible, informed global citizens.Hi Niamh, love the idea of weaving stories into history and social studies, project based work to display from the children would be a great idea too!
One meaningful action could be organising a “Cultural Exchange Day,” where refugee students and their families share their traditions, food, and stories with the wider school community. This not only fosters mutual understanding but also helps refugee students feel valued and included. Additionally, students can participate in mentorship programs, where they partner with refugee students to help them navigate the school system, learn the language, and adjust to the new culture. Hosting fundraisers to support local refugee organisations or starting a school-wide donation drive for essential items can also make a significant impact. These initiatives would not only provide practical support but also build empathy and global awareness among students.
Integrating the Migration Module into School Self-Evaluation (SSE)
The migration module can significantly contribute to School Self-Evaluation (SSE) by providing a framework for assessing how well the school supports diversity and inclusivity. Through this module, the school can gather feedback from refugee students and their families about their experiences, which can then inform improvements in school policies and practices. For instance, the SSE process could evaluate how effectively the school has integrated refugee students into the academic and social fabric of the school, identify gaps in resources, and set goals for enhancing support systems. Additionally, the module can help measure the impact of initiatives aimed at raising awareness and fostering a welcoming environment, ensuring that the school’s efforts are both meaningful and sustainable.Hi Laura I had a similar idea with SDG 13 and i love the way you can differentiate for the special school you work in, it makes this topic very diverse, interesting and accessible to all.
Aoife
Topic: Climate Action (SDG 13)
Climate action is a crucial SDG that profoundly impacts children both locally and globally. In Ireland, rising temperatures, increased flooding, and extreme weather events are becoming more frequent. These changes affect children’s health, education, and overall quality of life. Globally, climate change can disrupt communities, exacerbate poverty, and threaten the future of children everywhere.
To encourage students to support climate action, I would start by integrating climate education into the curriculum, focusing on how local actions can make a global difference. I’d involve students in practical projects such as creating a school-wide recycling program, organising tree planting events, and reducing single-use plastics. Engaging them in climate advocacy through social media campaigns or local government meetings can also foster a sense of empowerment and responsibility.
By linking these actions to the broader impact on their future and the global community, students can see the value in their efforts and understand their role in achieving SDG 13.
Hi Colin, I too have experienced similar circumstances where children gravitate towards stereotypical roles.
Gender stereotypes can significantly influence students from a young age, shaping their interests, behaviours, and self-perceptions. In a classroom scenario I observed, a teacher inadvertently reinforced these stereotypes by assigning different roles to boys and girls during a group project. The boys were given tasks involving building and technical work, while the girls were asked to handle organisational and communication roles. This division subtly suggested that boys are naturally better at technical tasks and girls at administrative ones, reinforcing outdated stereotypes about gender roles.
To combat these stereotypes, development education methodologies can be instrumental. Implementing activities that emphasise collaboration and skill-sharing, regardless of gender, can help. For instance, rotating roles within projects allows all students to experience a variety of tasks. Additionally, incorporating lessons that challenge traditional gender roles and highlight diverse role models can broaden students’ perspectives and encourage them to pursue interests beyond stereotypical boundaries. Promoting gender equality through educational practices fosters a more inclusive environment where all students can thrive without the constraints of outdated stereotypes.
Ehigie’s (2021) paper underscores the importance of development education in cultivating global citizens capable of addressing complex global challenges. This type of education promotes critical thinking about issues like climate change, inequality, and human rights, fostering a sense of responsibility and active engagement in students.
Incorporating development education into my teaching involves integrating global perspectives into various subjects and encouraging students to explore and discuss these topics through case studies and simulations. For example, integrating a unit on sustainable development in a science curriculum or exploring global cultural perspectives in social studies can provide a comprehensive understanding of global issues.
To inspire colleagues, I would suggest creating a shared resource bank of development education materials and organising collaborative projects that cross different subjects. Hosting workshops and sharing success stories of impactful student projects can demonstrate the value of development education, motivating others to embrace and implement it in their classrooms.
Hi Marie, love the idea of the scientist chair this could be developed further and integrated into a drama lesson or discrete oral language lesson in English!
Space Week Class Plan
Objective: Engage 4th class students in Space Week through inquiry-based learning, hands-on materials, and online resources to foster curiosity and understanding of space.Day 1: Introduction to Space
Activity: Watch a short video on the solar system.
Discussion: Ask students what interests them most about space. Encourage them to write down questions they have about space.
Inquiry: Use a “wonder wall” where students post their questions and explore them throughout the week.
Day 2: Exploring the Solar SystemHands-on Activity: Create a scale model of the solar system using craft materials (e.g., Styrofoam balls, paint, and string).
Research: Utilise online resources like NASA Kids’ Club to gather interesting facts about each planet.
Discussion: Share facts and newly learned information in small groups.
Day 3: Astronauts and Space MissionsVirtual Tour: Take a virtual tour of the International Space Station (ISS) using NASA’s website.
Discussion: Discuss the daily life of astronauts, focusing on the challenges they face in space.
Writing Activity: Write a journal entry as if they were an astronaut describing a day in space.
Day 4: Space ExperimentsHands-on Experiment: Conduct a simple experiment, such as simulating craters using flour and marbles to understand the impact craters on the moon.
Inquiry: Have students predict the results, observe the experiment, and discuss their findings.
Science Journal: Record observations and conclusions in a science journal.
Day 5: Space Presentation and ReflectionCreative Project: Students create and present posters or digital presentations on a chosen space topic (e.g., a planet, a space mission, or a space phenomenon).
Presentation: Share their projects with the class, fostering a sense of accomplishment and reinforcing public speaking skills.
Reflection: Reflect on the week’s activities, discussing what they learned and enjoyed most. Encourage students to share their favourite part of Space Week and any remaining questions they have.Hi Michelle, love the idea of looking at stars above your local area it makes the lesson more personal and would definitely increase engagement!
Lesson Plan: Exploring the Universe with APOD and Stellarium
Objective: Enhance students’ understanding of astronomy and develop STEM skills through interactive learning.
Introduction (10 mins):
Begin with a discussion about the universe and its wonders.
Show the day’s image from the Astronomy Picture of the Day (APOD) and encourage students to share observations and questions about the image.
Exploration (20 mins):Introduce Stellarium, an online planetarium tool.
Demonstrate how to use Stellarium to locate celestial objects seen in the APOD image.
Guide students to explore different stars, planets, and constellations, emphasizing the scientific method: observing, hypothesizing, and verifying.
Hands-On Activity (20 mins):Assign students to work in pairs. Each pair uses Stellarium to find a specific celestial object or event.
Students present their findings, explaining the object’s significance and its appearance in the APOD.
Reflection (10 mins):Discuss how tools like APOD and Stellarium can enhance our understanding of space.
Encourage students to think about careers in astronomy and other STEM fields.
Assessment: Participation in discussions, accuracy of Stellarium explorations, and clarity in presentations.
