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Research question, “How does the decline of biodiversity affect the health of our planet, and what can we do to help protect and restore the variety of life on Earth?” I would use a combination of hands-on activities, discussions, and multimedia resources. I would take the below steps to pre-teach and guide this lesson:
1. Introduction to Biodiversity
Interactive Presentation: Begin with an interactive presentation that explains what biodiversity is, its importance, and examples of ecosystems with high biodiversity (e.g., rainforests, coral reefs).
I would follow this with David Attenborough’s ‘A life on our planet’ video highlighting any reference to biodiversity.
2. Explore the Impact of Biodiversity Loss
Class Discussion: Think pair share or group work: Ask students to think about and discuss what would happen if certain species disappeared. How would it affect the ecosystem, food chain, and overall health of the planet?
Case Studies: Present real-world case studies where biodiversity loss has led to negative consequences, such as the impact of deforestation on local species and climate change.
Activity – Food Web Simulation: Have students create a food web with various species. Then, simulate the removal of a species to see how it affects the entire web, highlighting the interdependence of organisms.
3. Research and Investigation
Group Research Projects: Divide students into small groups and assign each group a different ecosystem to research. They should investigate how biodiversity in that ecosystem has changed over time and what factors are contributing to its decline.
EO Browser Exploration: Use tools like the EO Browser to examine satellite images and data related to deforestation, coral bleaching, or other indicators of biodiversity loss in different parts of the world.
4. Develop Solutions
Brainstorming Session: Encourage students to brainstorm ways to protect and restore biodiversity. What actions can individuals, communities, and governments take?
Guest Speaker: Invite a local environmentalist or conservationist to speak to the class about current efforts to preserve biodiversity and how students can get involved.
5. Presentation and Reflection
Present Findings: Have each group present their research and proposed solutions to the class. Encourage creativity in their presentations (e.g., posters, slideshows, or even short skits).
Reflective Discussion: Facilitate a class discussion on the common themes discovered and the importance of taking action to protect biodiversity.6. Community Engagement
Action Project: Organize a class project, such as creating a school garden with native plants, starting a local conservation campaign, or participating in a community clean-up event to help restore local biodiversity.
Public Awareness: Have students create awareness posters or social media campaigns to educate others about the importance of biodiversity and what they can do to help.7. Evaluation and Follow-Up
Reflection Journals: Ask students to keep a reflection journal throughout the project, where they can note what they’ve learned, how their views on biodiversity have changed, and what actions they plan to take.
Ongoing Projects: Encourage students to continue exploring biodiversity topics, perhaps by maintaining the garden, tracking local wildlife, or participating in citizen science projects.
This approach not only teaches students about the decline of biodiversity but also actively engages them in understanding its importance and empowers them to contribute to solutions.how planting trees can make our playground cooler is a great research question as it really engages the children, it is something they would always remember and will impact them directly!!!
The question that links deforestation and weather change locally gives so much scope from global to local and bringing attention to children that though we may not SEE these things happening they do affect us.
I enjoyed using the EO Browser and was impressed by the vast amount of information and imagery available for free, without requiring a login. The site is very user-friendly which is fantastic for children. There is plenty of helpful information when you open the site, such as webinars and guides that are especially helpful for teaching children. There’s so much to explore, from ground observation to satellite observation, and starting with ground observation could be a great way for students to engage with topics like volcanic activity or weather that we’ve previously covered. It’s essential to give students time to familiarize themselves with the site, as the EO Browser can bring any subject to life by allowing them to see real-time data and compare past to present, helping them understand how the world changes over time. I will definitely be using it for projects and to bring SESE subjects to life/in real time making it more interesting.
I enjoyed reading peoples feedback on the Nose in the sky activity. I like how Ger said that there is scope for further learning with this activity in the Arts area such as making weather murals. I agree that children will enjoy it and that it is an impressive activity to undertake, one they would remember for sure and something they could show off to others at assembly for example!
I loved Orlas honesty above on her carbon footprint. I think taking the test at home with their families will help children to understand which factors are most important to change and that even making one change (at a time) is super helpful. It is a great link and starting point that can be revisited each term to see changes that have been made.
The video HOME by Yann Arthus Bertrand is a remarkable resource that I’m surprised I haven’t come across before. The film’s stunning photography and deep exploration of the earth’s origins and interconnected systems make it a captivating watch, perfect for showing during indoor lunch breaks on rainy days. The visuals are mesmerizing, and the film offers rich content that can be woven into various areas of the curriculum.
In SESE (Social, Environmental, and Scientific Education), the themes discussed in the video, such as the earth’s formation, natural phenomena like waterfalls, and the intricate bonds between species, provide excellent material for in-depth exploration. These topics can also inspire art lessons, where students can create projects based on Yann Arthus Bertrand’s breathtaking photography, using the film’s imagery as a springboard for their creativity. Additionally, the evocative music used throughout the video can serve as a basis for music lessons, where students can analyze how music is used to convey emotion and enhance storytelling.
The central message of the video—that everything in life is interconnected—can be effectively linked to SPHE (Social, Personal, and Health Education) lessons. Here, we can explore the concept of humans as an integral part of nature, rather than separate from it. This theme could lead to discussions about our role in the environment and the impact of our actions on the planet.
To extend the learning experience, I would encourage students to undertake individual projects based on the film. Each student could choose a topic that resonates with them, whether it’s exploring the mysteries of volcanoes, the role of algae in the ecosystem, or the gases in our atmosphere. These projects could be worked on at home and shared with the class, fostering a deeper personal connection to the material.
In English classes, I would use statements from the movie, such as “The earth is a miracle, life is a mystery,” as prompts for creative writing. These prompts could inspire students to reflect on their own thoughts and feelings about the planet, encouraging informed and imaginative expression.
It’s also important to address eco-anxiety, especially among young learners, by focusing on the positive steps being taken to address environmental challenges. As Carmel Wright pointed out, there is a lot happening here in Ireland, from solar panels and offshore wind farms to food waste recycling and the new bottle scheme. These initiatives could be explored further through case studies, helping students understand the practical efforts being made to protect our planet and inspiring them to think about how they can contribute.
Incorporating HOME into the classroom offers a comprehensive and multidisciplinary approach to learning, allowing students to explore the interconnectedness of life on Earth across various subjects while also fostering creativity, critical thinking, and environmental awareness. Rachel
Hi Carmel, I have taught in SET for a long time now and taught children with anxiety before. I also teach kids yoga and mindfulness so it has been of major interest to me since starting this wonderful and informative course how to get the message across without inducing any fear/anxiety and I think focusing on what IS currently being done by contacting certain companies/agencies who are doing something is SO important. I also think that actively implementing positive changes in school and at home is so important. It is a tricky one, but one that is at the fore of my thinking and Im glad to see so many others saying the same. Rachel
I find this lesson on climate change and greenhouse gas emissions both fascinating and highly practical, and I’m eager to bring it into my classroom. I would start by engaging the students in a discussion to elicit their prior knowledge about climate change, encouraging them to brainstorm and share what they already know. They should have a good grasp on some of the language due to the previous activities we would have completed. This would be followed by familiarizing them with key vocabulary, giving them time to reflect and generate their own questions, which I believe is crucial for deepening their understanding. Having a STEM notebook for key definitions etc would be super useful.
To introduce the concept of greenhouse gases in an engaging way, I would show the Paxi video. Although it’s typically aimed at younger children, I believe it would be equally effective for middle or senior classes because of its clear and concise explanation of global warming. After watching the video, once all the way through and a second time pausing every few minutes; I would then guide the students through an interactive simulation tool that allows them to manipulate variables and predict future temperatures based on greenhouse gas emissions. This hands-on approach not only reinforces their understanding but also demonstrates the real-world impact of these emissions. Using ipads they could do this themselves after I have modeled how to use the TEAL tool for predicting temperatures.
Next, I would divide the class into groups and have them explore different climate scenarios using resources like the Teal link and accompanying worksheets. Each group would discuss how their assigned scenario might affect their lives and brainstorm practical actions they could take at home, in school, and within the broader community to mitigate these impacts. The groups would then present their findings and proposed solutions to the class.
To conclude, we would come together as a whole class to agree on specific actions we can take both at school and at home to combat climate change. We would set up a system for weekly check-ins, where older students could visit other classes to gather feedback and track our progress using a pictogram or chart. This collaborative approach not only fosters a deeper understanding of climate change but also encourages the development of critical thinking and problem-solving skills. Moreover, in a special education setting, these activities are particularly valuable as they help extend vocabulary and lead to a more profound comprehension of classroom topics. Rachel
Some really great ideas on improving this activities for the classroom. I loved Simons idea to try and arrange some kind of Zoom call with someone from Met Eireann to further emphasise the impact of climate change and rises in temperature. This would be exciting and engaging for the children, again bringing it back to the real world for them.
Siobhán, I love your idea of incorporating STEM with AISTEAR. Like in SET you are bringing it to life for the kids and really involving them. Well done.
After reading and reflecting on the paper Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018) and what STEM education looks like in my classroom, I can say that STEM education is a vibrant and engaging experience that is deeply rooted in the practicalities of everyday life and tailored to the unique interests and needs of my students. As a teacher in a special educational setting, I prioritize creating a learning environment that is both inclusive and accessible, ensuring that all students can engage meaningfully with STEM subjects. I like to ensure that STEM lessons are designed around real-world scenarios that students can relate to. For example, when teaching basic physics principles, I might use a simple activity like building paper airplanes to explore aerodynamics. This not only helps students understand the concepts but also demonstrates how these principles are applicable in everyday life. It is vital I recognizing the diverse abilities and interests in my classroom, and that I customize activities to align with each student’s strengths and passions. For instance, if a student is particularly interested in cooking, I might use recipes to teach measurements and fractions in math, or discuss the chemical reactions involved in baking as part of a science lesson. STEM education in my classroom emphasizes hands-on activities and projects. This approach helps students, especially those who may struggle with traditional lecture-based instruction, to grasp concepts through direct experience. We engage in activities like gardening to understand biology and ecology, or building simple circuits to explore electricity.
STEM education in my classroom is a dynamic blend of practical, hands-on activities that connect to the real world and are tailored to the individual interests and needs of my students. By creating a supportive, inclusive environment, I aim to inspire curiosity and equip my students with the skills and confidence they need to explore the world around them.