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Hi Colin, Great idea regarding the ‘buddy system’ which is inclusive and involves the students instantly. We must try that in our school in September!
Hi Sean, I agree about SDG 13’s focus on climate action is crucial for children’s well-being. By addressing climate change, we protect their future. In Ireland and worldwide, children experience the harsh realities of climate impacts. Taking action not only safeguards their present but also ensures a sustainable and healthier environment for generations to come.
Hi Anna, I agree Development Education raises awareness of global issues and empowers us to make a difference. In the classroom, showcasing how individual actions impact the world can inspire students. For instance, the Dunnes Stores workers’ strike demonstrated how collective efforts can drive meaningful change globally.
In my local area, climate change is already impacting us through more frequent and severe weather events like storms and higher temperatures, changes in rainfall patterns affecting agriculture, and rising sea levels threatening coastal areas. To engage primary pupils in exploring this further, I would start by organizing nature walks to observe local changes, conduct weather data collection, and invite guest speakers to discuss climate science. We could also create a school garden to learn about sustainable practices and their positive effects on the environment. Three actions to slow down climate change and make the world a better place could include:
1. Implementing a school-wide recycling program and teaching students about reducing waste.
2. Organizing a tree-planting project to enhance green spaces and absorb carbon dioxide.
3. Educating students about energy conservation and encouraging sustainable habits at home and in the community. By empowering primary pupils with knowledge, hands-on experiences, and a sense of responsibility, we can inspire them to take action and contribute to a more sustainable future for our planet.Research Question: How does deforestation impact local weather patterns in our community? This research question looks at the relationship between deforestation and changes in local weather conditions. By using the Climate Detectives research question planner, students can explore the effects of deforestation on temperature, precipitation, and humidity levels in our community. They can analyse satellite imagery, collect weather data, and conduct interviews with experts to understand the link between deforestation activities and alterations in the microclimate. Through this research project, students can develop critical thinking skills, enhance their understanding of environmental science, and raise awareness about the importance of preserving forests for climate stability. By engaging in hands-on research, students can become climate detectives, uncovering the impact of deforestation on local weather patterns and advocating for sustainable land management practices.
I’ve conducted research and found that there are several organizations in our community working with refugees, such as the local branch of the Red Cross and a refugee support network. These organizations offer services like language classes, job training, and social integration support for refugees resettling in our area. Reflecting on how our school can take action to support refugees, I believe we can organize cultural exchange events where students can learn about different countries, traditions, and experiences of refugees. We could also collaborate with local organisations to provide tutoring, mentorship, and donations of essential items for refugee families. By fostering empathy, understanding, and inclusivity in our school community, we can create a welcoming environment for refugees and show solidarity with those seeking a new home and a fresh start.
The EO Browser is like a window to the Earth from space. It lets you explore satellite images of our planet, helping us understand the world in a whole new way. It’s like having a bird’s eye view from high above, seeing forests, oceans, and cities from space. In class, primary students can use the EO Browser to learn about different environments, weather patterns, and changes on Earth’s surface. They can track how forests grow, watch how rivers change shape, and even see how cities expand over time. By making learning fun and interactive, students can develop curiosity about the world around them and gain a deeper appreciation for the beauty and complexity of our planet through the EO Browser. It incorporates aspects of the new primary language curriculum making use of increased adjective description and making use of a stimulus for language learning.
The facts I discovered in the HOME video were how burning fossil fuels like coal, oil, and gas drives climate change, you can use simple and interactive activities. One idea is to create a visual demonstration using jars or bottles filled with water to represent Earth’s atmosphere. Then, add cotton balls soaked in different coloured water to represent greenhouse gases emitted from burning fossil fuels. As more “greenhouse gases” are added, explain how they trap heat, causing the Earth to warm up. You can also organize a role-playing game where children act as different sources of energy (renewable vs. fossil fuels) and see how each choice affects a model Earth’s temperature. Encourage discussions about the impact of burning fossil fuels on the environment and brainstorm eco-friendly alternatives. By making the concept hands-on and engaging, children can grasp the link between fossil fuels and climate change in a fun and accessible way.
Activity 3 involving predicting future temperatures based on greenhouse gas emissions sounds engaging for students. To use it in my class, I would start by showing the Paxi video to introduce the concept of greenhouse gases. Then, I would guide students through the simulation tool, allowing them to manipulate variables and observe the impact on temperature predictions. This hands-on approach would deepen their understanding of climate change and the importance of reducing greenhouse gas emissions. To enhance the activity, I could incorporate real-world data and case studies, encouraging students to analyse trends and propose solutions. Additionally, including opportunities for critical reflection and discussion on the ethical implications of climate change actions would enrich the learning experience.
Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics by Liston (2018) explores the multifaceted nature of STEM education beyond the traditional subject limits. The paper emphasizes the importance of integrating real-world applications, interdisciplinary approaches, and problem-solving skills in STEM education. In my classroom, STEM education is characterized by hands-on activities, collaborative projects, and a focus on critical thinking and innovation. I incorporate real-life challenges that require students to apply knowledge from lots of over ways to find creative solutions. Through robotics projects, scientific experiments, coding activities, and engineering design challenges, students develop not only subject-specific skills but also essential 21st-century competencies like collaboration, communication, and adaptability. By embracing the holistic approach advocated in Liston’s paper, my classroom fosters a dynamic learning environment that prepares students to tackle complex problems and thrive in an increasingly interconnected world.
One relevant topic related to the Sustainable Development Goals (SDGs) is Quality Education (SDG 4). At a local level in Ireland, disparities in educational opportunities can impact children’s access to quality education, leading to unequal outcomes and perpetuating social inequalities. Globally, lack of access to education can hinder children’s potential and limit their ability to break the cycle of poverty. To encourage my students to take action to support SDG 4 in Ireland, I would organize awareness campaigns, workshops, and projects that highlight the importance of quality education for all children. Engaging students in advocacy initiatives, such as fundraising for educational resources or volunteering in local schools, can help them see the direct impact of their actions on improving access to education. By fostering a sense of empathy and responsibility towards global education challenges, we can empower students to become active agents of change and contribute to achieving the SDGs in Ireland and beyond.
Hi Shona, I agree with the aspects of Gender expectations in PE. Often there can be different views of sports students wish to play and how forceful people can be when playing.
In a classroom scenario, I observed during a group activity where students were asked to build a structure using blocks, I noticed that boys were often encouraged to take on leadership roles and make decisions for the group, while girls were subtly guided towards more passive roles like organizing materials or cleaning up. This reinforcement of traditional gender roles can limit the opportunities for girls to develop leadership skills and assertiveness, perpetuating stereotypes that may affect their confidence and self-perception. Reflecting on this observation, it is crucial to be mindful of how gender stereotypes can shape students’ behaviours and expectations of themselves and others from a young age. As educators, we have a responsibility to create an inclusive and equitable learning environment that challenges these stereotypes and empowers all students to explore their full potential without limitations based on gender. By fostering a culture of respect and equality in the classroom, we can help students break free from societal norms and embrace their unique abilities and interests.
“The Role of Global Citizens in Today’s World” by Ehigie (2021) highlights the significance of global citizenship and the importance of development education in fostering a sense of responsibility towards global issues. Development education aims to promote an understanding of global interconnectedness, social justice, and sustainable development.
To incorporate development education in teaching, I would utilize interactive and engaging activities that encourage critical thinking and empathy towards diverse perspectives. I would integrate global issues into the curriculum across subjects to provide a holistic understanding of complex global challenges.
To encourage colleagues to plan development education activities throughout the school, I would propose collaborative projects, workshops, and events that promote cross-cultural understanding and empathy. By creating a supportive environment that values global citizenship, we can inspire students to become active agents of positive change in the world.
