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In the documentary Home we see how the degradation of the planet, mainly by the presence of humans and how we have upset the natural balance before our time on it. It is about harmony and how we should strive for that. It shows our journey from having harmonious relationships with nature to exploiting oil wells and using any natural resources we have for financial gain and mass production just for the sake of rampant consumerism not necessarily for the benefit of humans either. It is a great documentary and I would use it in parts for older classes to show children how we are where we are now.
In the Irish Times feature, the weight of Thunburgs and Attenboroughs words are stark contrast to the level or action and response by political leaders at the time of writing. The initiation of the one day strikes by school children globally while undermined by the Australian Resource Minister Canavan, sent a strong message to worlds leaders and that is in sole thanks to Thunbergs activism. Her message is clear; there is no Plan B. Her measured Ted Talk, plainly delivered, speaks to the heart of economic leaders inaction. By continuing to unearth fossil fuels, 100 million lucrative barrels of oil per day, displays the industry reluctance to seek alternatives. Obviously, she really resonates with children and they would have good discussions after viewing her talk and could prepare climate action posters as part of SESE lessons or whole school themed approach.
In the Climate Aid 2020 video images of animals struggling to wildfires, litter on beaches and sea pollution, forest wildfires and man struggling to contend with them, engage an emotional response in those that want to hear the message. Children can do so through art, particularly senior classes.
The Climate Footprint Quiz is a great starting point that raises questions for me too. I have areas that can be improved upon, particularly in the home, my highest percentage at 44%. By switching energy providers that adhere to renewable energy sources, using smart technology or lowering the temperature of the wash cycle, can all go some way to reducing this figure. I think children could take this quiz and involve parents to support them in addressing concerns arising for them as a family.
The Paxi video is effective in demonstrating the greenhouse effect in a clear child friendly and concise manner and I would use this to begin a discussion on climate change. The children could give their ideas then using a KWL and refine their understanding of some of the more difficult vocabulary terms.
I think the TEAL tool is excellent and easier to use for the older classes with a bit of patience in that they are allowed to change the variables. The visual representation of the globe and the changing colours give a good overall impression of temperature changing, that they can later examine in detail at their own pace. It is excellent in that it provides historical data and children can further investigate those periods of peak temperatures in a year that was important to them or their grandparents life. I Think Activity 3 gives them a chance to analyse the difference in historical and projected temperatures and how these might actually effect their daily life and what they and the people around them can do to lessen those effects.
Hi Grainne,
I too agree that children are exposed to climate change more than ever in the news and on phones etc and while this is a good thing I think it prudent to give them the opportunity to find solutions on a small scale that they can effect. The worry of climate change for young people can overburden them and make them feel guilty for not doing enough. But the new bottle return schemes and other initiatives really help support them to give young children agency in the fight against climate change.
I agree that a real weather station can be more exciting than the made ones especially in the older classes though younger children love making their own.
Having read Liston’s paper I can see that my understanding of STEM in the classroom has been more about the individual subjects viewed in isolation than the integration of all four that is required for the effective learning through science, technology, engineering and maths. She says that when the subjects are integrated and used effectively children work together to creatively address real world problems that are relevant to them. More than just a science or a maths lesson, they can go deeper by investigating analysing hypothesising and finding creative solutions through technology and engineering. Her explanation of the pen and its technological breakthrough takes the pressure off the teacher and the students in that the technology piece of STEM doesn’t always have to be computer led. Children can be most inspired and innovative when they recognise a human need for something, and when given the space and time to explore it, they are often the best lessons and most remembered.
I find both activities will be beneficial to my 5th class next year. In activity 1 Weather or Climate it takes 30 years of recoding to observe the latter and that hundreds of satellite observations are operating recording weather variables such as rain wind and temperature to track changes in the climate and understand how and why the climate is changing. This is very appropriate for children to develop an understanding of now as it concerns everyone and their future. Using Activity 2 Weather Detectives a weather station in school grounds is a practical step in addressing those concerns. It gives the children lots of opportunities to work collaboratively, investigate and compare results and to present that work to the class, integrating many outcomes of the Primary language Curriculum.
