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That is a very relevant question to ask. It is a relatable question for the children and they would thoroughly enjoy investigating this.
Michelle I was disappointed also when I saw the age range but once I started researching the ESA ‘Nose high in the sky’ resources I was quite satisfied that it was suitable for 5th and 6th class also. The resources are excellent and give me great guidance for my class for September.
Orla I think you have great ideas there for lessons. I agree the Home video is an informative source of information for the children and I too would only use a few minutes of Greta Thumberg’s Ted Talk to inspire the children.
Kahoot is always a big hit in my class but didn’t think of it at all in this context for gaining prior knowledge. Will definitely give it a go.
Rebecca I definitely am in the same boat as you. I feel our curriculum is overloaded and the thoughts of having less time with the new primary framework for the basics and having to up our game with STEM is very daunting. However, having said that this course is both informative and useful. We have been equipped with a mountain of practical information and resources which I will confidently use in my classroom next year.
Teaching how agriculture affects climate change to 10-year-olds can be both fun and educational. Here’s a detailed lesson plan with interactive activities to help them understand the concept:
How Agriculture Affects Climate Change
Objective
Students will learn how agricultural practices impact climate change and what can be done to make agriculture more sustainable.
Materials Needed:-
-Whiteboard and markers
– Pictures of different farming practices (ploughing fields, using fertilizers, raising livestock)
– Small plant pots, soil, and seeds
– Compost bin or example of compostable materials
– Printed handouts with fun facts and illustrations
– Coloring materials
Introduction
1. Start with a Story:
– Tell a short, engaging story about a small farm and its journey through the seasons.
– Highlight different farming activities such as planting, watering, fertilizing, and harvesting.
2. Discuss the Story:
– Ask questions to engage the students: “What did the farmer do to grow his plants?” “What animals did he have on his farm?”
Main Lesson
1. Explain Agriculture and Climate Change:
– Use simple terms to explain how farming activities can produce gases like carbon dioxide and methane.
– Show pictures to illustrate activities such as plowing fields (releases carbon stored in the soil), using fertilizers (produces nitrous oxide), and raising livestock (cows produce methane).
2. Interactive Demonstration
– Plant seeds in small pots with the children. Explain that plants absorb carbon dioxide and produce oxygen, helping to reduce greenhouse gases.
– Show compost materials and explain how composting helps reduce waste and enriches the soil without chemical fertilizers.
Activities (20 minutes)
1. Drawing and Colouring:
– Give students handouts with illustrations of sustainable farming practices such as crop rotation, using compost, and planting trees.
– Ask them to colour the pictures and explain why these practices are good for the environment.
2. Group Activity:
– Divide the students into small groups and give each group a farming scenario (e.g., growing vegetables, raising chickens).
– Ask them to come up with ideas on how to make their farm more environmentally friendly.
Conclusion
1. Share and Discuss
– Let each group present their ideas to the class.
– Discuss how each idea helps reduce the impact of agriculture on climate change.
2. Recap and Q&A
– Summarize the key points: Agriculture affects climate change through greenhouse gases, but we can use sustainable practices to reduce this impact.
– Allow time for questions and answers.
Homework Assignment:
Plant a Seed:
– Give each student a seed to plant at home. Ask them to keep a diary of its growth, noting how it absorbs sunlight and water to grow.
Draw Your Dream Farm
– Ask students to draw a picture of their ideal farm that helps the planet and write a few sentences about what makes it environmentally friendly.
By making the lesson interactive, visual, and relatable, 10-year-olds will have a fun and memorable learning experience about the relationship between agriculture and climate change.
Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky’ ( slide 19) carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class.
I would consider using it in my primary school classroom for several reasons:
· Engagement and Interest: The use of visually compelling imagery from space is likely to engage students and stimulate their curiosity about Earth and space science. I thoroughly enjoyed this activity and the comparison to a football field is very relevant and a great visual for the children.
· Educational Value: The activities are designed to promote inquiry-based learning and critical thinking, aligning well with educational goals to develop scientific literacy and environmental awareness. This is a wonderful feature of all experiments in this book.
· Integration with Curriculum: The resource appears to offer opportunities to integrate with science and geography curriculum, providing a context for learning about Earth’s systems and human impact on the environment. With a jam packed curriculum to teach in quite a number of subjects it is paramount that we, as teachers, can integrate subjects and these activities certainly allow for that to happen.
I will certainly be using this resource when I return to teach 6th class in September.
Introducing climate change facts to primary school pupils after watching the video “Home” by Yann Arthus-Bertrand can be both impactful and educational if carried out in the correct, age appropriate manner. This is how I would envisage using it in my classroom:
1. Start with a short introduction about the video and its purpose. Explain that “Home” shows how all life on Earth is interconnected and how human activities are affecting our planet.
2. Tell students they will learn about climate change, what causes it, and how they can help protect the Earth.
3. I would select key clips short, age-appropriate clips from “Home” that visually illustrate key points about climate change, such as deforestation, pollution, and melting ice caps. I would provide context before each clip, explaining what they should look out for and why it’s important.
4. Having watched the clips I would ask students how they felt about the video. What images stood out to them? This helps gauge their understanding and emotional response.
5. Host a Q & A session -Allow them to ask questions about what they saw. Answer in simple, clear language.
6. Use charts, diagrams, and pictures to explain how greenhouse gases trap heat and cause global warming.
7.Science Experiments- Simple experiments can make learning fun. For example, melting ice cubes in different environments to show the effect of temperature on melting rates.
8.Art Projects: Encourage students to draw pictures or make posters about what they learned. They can illustrate the difference between a healthy Earth and one affected by climate change.
Pax’s video on how greenhouse gases are produced and how they are causing climate change would be highly beneficial for several reasons:
· Simplifying complex concepts like greenhouse gases and climate change helps children grasp the basics. This child-friendly video can break down these ideas into manageable and relatable pieces of information.
· Many children learn better through visual aids. The video illustrates the processes of greenhouse gas production and the effects of climate change in a way that is engaging and easier to understand compared to text-based explanations.
I think the Teal tool is a good resource and I understand how useful it would be in demonstrating the difference in temperature, wind speed, precipitation etc but I feel it is an extremely advanced tool for primary school children to get to grips with. All the other resources and especially Pax’s video are excellent but I feel it would be a tool I would use with secondary school children.
Setting up a weather station on the school grounds would be an exciting way to learn about the difference between weather and climate. Weather refers to the short-term conditions of the atmosphere, such as rain or sunshine, while climate is the average weather pattern over a longer period. By monitoring the weather daily, students could observe patterns and changes, enhancing their STEM skills in science, technology, engineering, and math.
To lead the school in studying and communicating weather and climate knowledge, students could take turns recording daily weather data like temperature using a thermometer, precipitation using a hand made measure, and wind speed as per the slides provided. They can analyse the data collectively to identify trends and make predictions. Students can also create weather reports or presentations to share their findings with the school community, fostering teamwork and communication skills. This hands-on activity would not only enhance scientific understanding but also promotes collaboration and critical thinking among students.