Forum Replies Created
-
Posts
-
SDG 13 focuses on climate action, how to combat climate change and the impact it has on the globe. Children have witnessed climate change in Ireland with closures for extreme weather such as red warnings for storms, maybe even a closure for a rare snowday. This has increased their awareness at local level and the impact it can have on their school environment.
We as educators have addressed climate in the past through the great videos and documentaries we have found on various educational websites. This was something that just happened in a country and not to us.
In our schools we have followed guidelines to further educate our pupils through various campaigns such as green flags for recycling etc The children have visits from groups who encourage us as schools to combat climate change by planting trees, conserving energy within our schools, recycling more and engage in workshops and activities to support this.
As teachers we teach climate change across our SESE and SPHE curriculum and also with our student council to encourage and foster a sense of responsibility for the future of the planet by listening to their opinions and ideas. Their decisions become part of the school plan.
Unfortunately most of the infants come to school with the idea of what toy is a boys or a girls. We need to start gender education at home aswell as in school. I remember visiting a house where my friend was putting on her makeup and her toddler was using a compact to imitate what his mother was doing. As he put powder on our faces and his own his dad walked in and said “makeup is only for girls”, to which the toddler lowered his head. This came from a teacher and to this day still annoys me.
Stereotypes occur in all classes throughout the school.
Even when it comes to school sports you have the boys leagues and girls leagues. We still have gender based toilets in our schools something that may need to be addressed in the future. With the younger classes they are always pointing out how toys belong to either boys or girls and what each should be playing with. Each child seems to automatically gravitate to what they deem my toy according to the norm. We also have seen this with classes when there are Christmas plays whereby makeup is needed due to the stage lighting. Boys will protest that this is only for girls and a lot of work has to be covered to show how makeup is used by all genders in everyday life, even going back to tribal makeup in SESE.
If development education is introduced and highlighted to the children at a young age, at home and in school, it might address these stereotypes. Children need freedom to explore and this will lead to a better understanding of gender.
I remember reading, The Boy in the Dress years ago with a 5th Class when gender education may not have been addressed in schools. Even though they found the story entertaining and we had great discussions around this topic, when we completed a survey most of the boys were not happy to think a boy in their class would wear a dress to school.
When considering SSE Development education is very important and an area that continues to change when planning around gender based education.
“The Role of Global Citizens in Today’s World” by Ehigie (2021) highlights and the importance of development education and the significance of global citizenship in fostering a sense of responsibility towards global issues. Development education aims to promote an understanding of global interconnectedness, social justice, and sustainable development.
We have to visualise how we would engage our pupils with activities and would enable them to analyse and think critically. This would lead to developing empathy, a necessary skill when relating to global issues and rights and challenges.
To develop and encourage staff to engage in development education teachers and classes would work collectively through workshops, thematic days and projects with outside school bodies to support the development within the school.
Staff and children would set specific goals for global citizenship and assess progress through student and staff feedback As it says in module one every child can make a difference wherever they may be on the globe.
We are bombarded with climate change particularly by Social Media and News stations. Young children can become anxious when they see and hear about natural disasters so as educators we have to carefully choose videos and pictures we use with them. The circle of control is a great way to help them.
That is a good climate question. most kids only think of carbon footprint as being how many times they have travelled on a plane, car, train etc. The simplest of reductions in the classroom can help them understand how they can help. Lights turned off when not needed and with the introduction of hot food in schools it has been very interesting to find that not all companies offered compostable containers. We had the school council help decide what company we would use.
Research Question: How climate change is affecting Polar Bears and their habitats
The junior classes love stories about animals. A lovely story to use is “Polar Bears” by Gail Gibbons; a beautifully illustrated book that introduces young readers to polar bears, their habitats, and the challenges they face due to climate change.
This would be a great resource to create discussion about Polar Bears.
We would investigate the life of a polar bear, environment , food etc. The children would watch short videos about polar bears and how climate change is changing their habitats and feeding habits.
The WWF also has fabulous resources for the Climate Detective question being researched.
The children would become familiar with temperature and how we as humans have changed the temperature for the polar cap which the bear depends on. We would also use the satellite tracker for polar bears on the WWF Website
https://www.arcticwwf.org/wildlife/polar-bear/polar-bear-tracker/
We would create a climate change environment within the classroom to show how reducing energy would help with the temperature of our planet.
The children would create posters to using pictures to show how climate change is affecting the polar bear and other groups would show how we could help reverse climate change for our polar bears.
I loved using the videos from the ISS with the jnr classes when Chris Hadfield was on board. They really enjoyed them and made them curious about space. We did a huge project on the moon and had a space themed day with the school. You can imagine the costumes that arrived in !!
Module 4
Satelite Tracker
The satellite tracker I used was N2YO.com
1. Lemur 2 Johnnytruong USA launched 3/4/2024
This satellite is equipped with Polarimetric Radio Occultation (PRO) sensors to detect and characterize precipitation
2. Lemur-2-Nichol launched September 28th 2020 USA
This satellite orbits between 400 to 600 km in height its mission is radio occultation sounding and ship tracking.
3. Spacebee-172 USA launced 16/12/2023
The SpaceBEE 172 satellite is part of a constellation of picosatellites developed by Swarm Technologies. These satellites are designed to provide two-way satellite communications and data relay. The primary purpose of the SpaceBEE satellites is to offer low-cost, global connectivity for Internet devices
4. The ISS (International Space Station) launched in 1998
It is a large space station assembled and maintained in low Earth orbit by a collaboration of five space agencies and their contractors: NASA (United States), Roscosmos (Russia), JAXA (Japan), ESA (Europe), and CSA (Canada)
This satellite is a science laboratory dedicated to helping humans learn how to live in space, figuring out how the space environment affects biology–and human bodies. Other onboard experiments are carried out to have a better understanding of how the cosmos works.
5. I have to admit I struggled to find a good tracker using the browser and ended up using this one to find satellite no 5, satellite chasers app.
OBJECT WK launched 1998 from Kazakhstan
This one is a bit of a puzzle. It says on the satellite tracker that it is active but other websites say it is space debris. If anyone can clear this up for me I’d love to know exactly what it is collecting or is it just orbiting?
I love the way Kathleen has included the cross curricular links. There are so many ways you could incorporate the video throughout the school year. Definitely one to revisit each term.
The video Home by Yann Arthus-Bertran even though over and hour and a half long felt like 10 mins as its powerful message engulfs you . I would have to introduce it in sections to a class to provide for question & answers and discussion. It has such an important message on the how the we are responsible for how our planet will fair out in decades to come. It is important to know that we can all help with the smallest of changes in our everyday lives. This would lead to the introduction of Greta Thunberg and how she has strived to help with climate change. This video would encourage the children to become role models for younger classes and involve them in helping jnr classes to recycle at school. The carbon footprint calculator would be a fantastic resource to make the children more aware of the impact they are having on the climate.
it does seem to cause a little anxiety in children as they are aware of their footprint when it comes to cars. They are always questioning who has an electric car etc. responsibility in our daily lives is the message we should be focusing on. its great to show how the world has and still is changing.
Activity 3:
The children have a wealth of information at their fingertips when it comes to climate change.
This is a very practical lesson where brainstorming would show what they already know about climate change and greenhouse gases. Most children are already aware of recycling within the school itself and how we recycle now at home. Many children are taking their bottles their bottles to the drop points and are more aware now of the bank of bottles that were never returned. They also are aware of the zero grazing in agriculture and how the more beef we consume contributes to the increase in methane gas in the atmosphere.
The Paxi video is a very informative and enjoyable one pitched more so to the older classes. It makes the kids more familiar with with the greenhouse effect through the use of good pictures and explanations. Its not all doom and gloom and gives the encouraging message that every little change we make will help climate change. The children would enjoy the temperature predictor tool where they could investigate how temperature is affected by not just global but local factors. I would anticipate a lively discussion as we are located in a rural/suburban location. This would lead to a great debate.A weather station within a school is always an exciting construction project. although we have found that sometimes the manufactured ones don’t hold the attention we thought it would. Nothing better than the utter chaos when a wind sock takes off and the improvement has to be made
After reviewing Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018). I am able to identify some of the STEM ideas and activities that I use when teaching my class.
I know that within my own classroom we do have spaces that encourage the children to be creative but I feel they are more active when involved in team work and problem solving outside of the classroom. Seeing is believeing really motivates them particularly when it is a task that involves construction. Recording events is an area I need to improve myself!
Is it weather or climate.
The videos are extremely educational and also have the element of fun. The weather watcher is one I will use next year. Nose up high in the sky is new to me but the children will enjoy while learning about weather and climate
Weather detectives
I love the idea of making the anemometer and recording daily. This is something all classes would get great benefit from, ranging from the simple idea of the paper cups to whatever the older classes could come up with. In our school we were given an electronic weather system and to be honest the kids don’t relate to this. It was part of a green flag incentive and it just sits there now.
I have used classroom resources where the children can pick from to explain what the weather is like and we also have some thermometers. A water gauge one is we may use next year. We made windsocks one year and had one on a fishing rod. The excitement in the class was great whenever it changed direction.
