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As there are a lot of trees in our school I have chosen the research question and having come across deforestation in a previous lesson my research question is “How do trees help fight climate change?”
We would start with brainstorming sessions as to what are the some of the things that help to fight climate change. We would hopefully come up with trees and dig a little deeper into how they actually do this. Pupils would be given time to rr esearch in groups how they aid climate change using books and ipads. Pupils could record their finding in writing or in a picture.
Having giving them adequate time we would discuss and research question. We would lool how trees breath out oxygen which is vital for humans, animals and plan growth and how if they didn’t breathe in carbon dioxide the Earth would be a lot hotter. We could also delve into how they prevent soil creep, provide shelter etc.Assignment 3
Having conducted the activities from Nose Up High in the Sky ESA. I found the activities to be engaging t such as looking at pictures on Earth and those taken from space. asThe worksheets are well-designed, clear, and child-friendly, which makes it simple for students also.
I think Activity One is a great starting point for a discussion looking at the different images as it would engage and grab their attention. There is also opportunity here to integrate with art as part of these lessons and perhaps draw their own interpretation of what they have seen in these pictures. I can definitely see myself using it when teaching my 4th class about weather and climate in the upcoming school year.
There is also huge potential for Oral language development and groupwork in Activity 3 with the sentence starters and compare and contrast photos for Earth and space,
Overall a useful, practical resource that doesn’t require a lot of resources.Assignment 3
Having conducted the activities from Nose Up High in the Sky ESA. I found the activities to be engaging t such as looking at pictures on Earth and those taken from space. asThe worksheets are well-designed, clear, and child-friendly, which makes it simple for students also.
I think Activity One is a great starting point for a discussion looking at the different images as it would engage and grab their attention. There is also opportunity here to integrate with art as part of these lessons and perhaps draw their own interpretation of what they have seen in these pictures. I can definitely see myself using it when teaching my 4th class about weather and climate in the upcoming school year.
There is also huge potential for Oral language development and groupwork in Activity 3 with the sentence starters and compare and contrast photos for Earth and space,
Overall a useful, practical resource that doesn’t require a lot of resources.I totally agree that it is important that pupils’ are made aware that there are people out there who are making a difference.
The video Home has a strong visual impact with a stunning shots of the Earth’s landscape, ecosystems and human settlements. It explains how human activity affects the planet—climate change, deforestation, resource depletion—in a way that’s easy to follow but still thought-provoking and how it is everyones’ story. I do think that you would have to be conscious of your class as some pupils may get anxious over some of the images and what the future holds. It is just something to be mindful of. I think I would use it as a follow on from the previous ESA activities.
I think looking at Greta Thunberg would be interesting to look at also as pupils may have heard of her or seen her on the news and it may resonate with them. She also offer some ideas as to what we can do which pupils may like having watched the video Home.
Pupils could perhaps share some facts with younger classes at assemblies.Overall I think these videos are a brilliant resource for a lesson on this topic.
I think that both activities is a good introduction to developing an understanding of climate change. The video would definitely catch their attention. I think that I would start with the video in class after gaining pupils prior knowledge on the subject. I would then discuss any misconceptions that we may have come across.
I think that Activity 3 is an excellent activity as I think that it would offer pupils to think about our world going forward and what low emissions v high emissions would mean. I think you could have some fun with this also and get pupils to do a news report perhaps or write a news article.
I think these activities are a good springboard also for doing some project work on climate change and what we can do. There could be a whole school initiative
Perhaps a reflection sheet or a short quiz may have added to this activity.
The ESA resources offer engaging, hands-on activities that can make weather and climate concepts tangible for students. Setting up a school weather station would allow learners to collect real-time data, observe patterns, and compare short-term weather with long-term climate trends. These activities offer great opportunity in relation to Stem. For science (data collection and analysis), technology (using sensors, i pads), engineering (designing and maintaining the station), and mathematics (graphing and interpreting results). Findings could be then be displayed in the school, a daily weather forecast could be done over the school intercom or assembly.
It also always for integration with Irish as pupils could present the weather as Gaeilge.
I also like the idea of the proverbs as I think it would gain pupils interest and I like the home school link.
In relation to Climate v Weather I think Activity 1 is definitely a good starting point as it would get pupils thinking.
I like the idea of tracking our climate with historical and projected figures. I think this will give pupils a better understanding of what a climate is and climate change.I like the idea of starting with the weather proverbs as it would gain their interest. I also like the home school link