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I teach first class so to begin this class I would show the Paxi video to introduce the concepts of greenhouse gasses. I think showing this video and having a good chat about it would be vital especially in a younger group. The video is excellent and very informative, but I feel the class chat would be just as important. This chat will let me know if the children understood the video or not.
I would then move on and ask the children to imagine what the Earths climate will be like in the future. As I have a young class to promote engagement, I will allow them to use their imaginations and maybe speak about the film cloudy with a chance of meatballs as a stimulus for ideas. After a bit of fun, we will then speak about the topic more seriously.
We will then speak about the causes of greenhouse gas emissions and how we can reduce them. I am thinking we may link it with green schools as we got a flag last year where we learned about how not using the car is good for the environment.
In first class I think I would simplify the worksheet. It is very good but I feel it would be better with older children.I really enjoyed reading Dr. Liston’s paper Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics. The paper combined with all the informative videos really help me understand a topic that I didn’t really have much experience or knowledge with. Before doing this module, I would have felt a bit apprehensive about teaching stem in my classroom, after going through these activities I feel I will be a lot more confident.
I really like the hands-on approach to the teaching and learning, and how it tells us to empower the children to be a big part of the lesson. The old school chalk and talk does not have any room in a good STEM lesson. In my classroom I can see how the collaborative side will really help some of the children to take part at their own pace.
I like the idea of the weather detectives. I think this could open itself to collaboration with older classes helping the younger classes. I have first class and am already thinking how I could do a lesson where we made class made or bought equipment and then get the sixth-class kids to go outside and pair up with a smaller kid to look at the weather station results and help them understand what’s going on.I like the idea of setting up the weather station near the school garden. I feel it is a great use of space.
Climate change is significantly impacting Dublin through rising sea levels, increased flooding, and more frequent extreme weather events. These changes threaten the city’s coastal infrastructure and housing. Additionally, shifts in weather patterns affect local agriculture and biodiversity, potentially leading to food security issues and loss of native species. Dublin also faces increased health risks, such as heatwaves and air pollution. Addressing these challenges requires robust climate adaptation and mitigation strategies to safeguard the city’s future.
To make the world a better place and slow down climate change, consider these actions:
1. Reduce Carbon Footprint: Adopt sustainable transportation methods like biking, walking, or using public transit. Minimize energy consumption by using energy-efficient appliances and switching to renewable energy sources like solar or wind power.
2. Support Reforestation: Plant trees and support reforestation projects. Trees absorb CO2, improve air quality, and support biodiversity. Participate in local tree-planting events or contribute to organizations focused on reforestation.
3. Advocate and Educate: Raise awareness about climate change through education and advocacy. Support policies aimed at reducing greenhouse gas emissions and engage in community efforts to promote sustainable practices. Encourage others to adopt eco-friendly habits.
To promote climate change awareness in my classroom I would integrate interactive lessons, organise projects on sustainable practices, host guest speakers, and encourage student-led initiatives to reduce the school’s carbon footprint.
I like the tree planting idea, we did something similar in our school, we collected acorns, tested them in water to see if they would float, then planted them. The students loved it.
Doras Luimní supports refugees and asylum seekers. They provide comprehensive services including legal aid, language classes, employment support, and advocacy. Doras Luimní also offers mental health services and community integration programs. They work to empower refugees by ensuring they have access to necessary resources, promoting human rights, and fostering social inclusion within Irish society. Their holistic approach aims to improve the overall quality of life for refugees and asylum seekers in Ireland.
Schools can support and welcome refugees by implementing several key actions. Establishing language support programs, helps refugees overcome language barriers. Creating a culturally inclusive curriculum ensures that all students feel represented and valued. Offering counselling services and peer mentoring programs can address the emotional and social needs of refugee students. Schools should also engage with local refugee organisations to provide additional resources and support. Organising cultural exchange events fosters understanding and integration within the school community. By taking these steps, schools can create a welcoming and supportive environment for refugee students.
I am really glad to see that you have done lessons like this before. It is good to see a real life example being used successfully when doing a course about the topic. Thanks for sharing your experience.
I have decided to look at the topic of Quality Education (SDG 4) Locally, children benefit from equitable access to quality education through improved school resources, trained teachers, and inclusive policies, fostering better learning outcomes and opportunities. Globally, disparities in education affect children in developing regions, leading to lower literacy rates and limited future prospects. Quality education empowers children with the knowledge and skills needed for personal growth and active citizenship, helping to break cycles of poverty. By addressing this goal, children everywhere gain the tools to improve their lives and contribute positively to their communities and the world.
I would encourage my students to take action to support the SDGs in Ireland by, getting involved in community service projects, advocating for sustainable practices at school, and participating in local environmental initiatives. I would advise them to start or join clubs focused on sustainability, lead recycling efforts, and work on conserving energy and water.
This is a tricky question for me as since I qualified as a teacher, I have only worked in a boy’s school. However, I have a little bit of experience seeing gender stereotypes while on school placement. During Aistear I noticed that most of the boys played with the blocks, lego, and transport toys. On the other hand, the girls seemed to prefer the dressing up toys and the art areas.
I have read that a common gender stereotype is the belief that “boys are better at math and science, while girls are better at reading and art.” This stereotype can manifest in various ways, such as teachers unconsciously giving more attention or praise to boys in math-related activities, or peers reinforcing these ideas through their interactions. This stereotype happens due to societal norms and cultural influences that have long associated certain skills and careers with specific genders. Children absorb these messages from media, family, and their broader community, leading to internalised beliefs about their abilities and interests. Such stereotypes can limit students’ self-confidence and aspirations, discouraging girls from pursuing interests in STEM fields and boys from exploring the arts. Addressing these stereotypes early by promoting an inclusive and supportive learning environment is crucial for fostering a balanced and equitable development of skills and interests among all students.
I find this very interesting, working in a boys school, I do not get to see scenarios like this day to day.
Ehigie (2021) in “The Role of Global Citizens in Today’s World” emphasises the importance of individuals who are informed, responsible, and active in addressing global issues. The paper highlights how global citizens contribute to solving challenges like climate change, inequality, and health crises through awareness, advocacy, and action. Development education is crucial as it equips students with the knowledge, skills, and values needed to engage with these global issues critically and empathetically.
To include development education in my teaching, I would integrate current global issues into the curriculum through project-based learning, encouraging students to research and present on topics like sustainable development, human rights, and global health. Collaborating with international schools for cultural exchanges and pen-pal programs can provide a broader perspective. Utilising multimedia resources, such as documentaries and guest speakers, can further enrich students’ understanding. This approach fosters a sense of global responsibility and prepares students to become proactive global citizens.
Dublin practices sustainability through various initiatives, such as promoting public transportation, cycling, and recycling programs, alongside numerous green spaces and community gardens. The city supports sustainable urban development, energy-efficient buildings, and renewable energy projects. Schools and local organisations also engage in environmental education and conservation efforts. To engage pupils in exploring sustainability further, I would incorporate interactive projects like creating school gardens or conducting energy audits to highlight practical sustainability. Organising field trips to local recycling centres, sustainable businesses, or green energy plants can provide hands-on learning experiences. Encouraging participation in community clean-up events and sustainability workshops fosters a sense of responsibility and community engagement. Integrating technology, such as using apps to track personal carbon footprints or virtual tours of sustainable initiatives, can also make learning dynamic and relevant. These activities help students understand the impact of their actions and inspire them to contribute to a more sustainable future.
I teach in a city too, something I am thinking we could do in my school is try and visit a beach. I might suggest making it a multi class or a whole school project. I think it would be best for senior classes.