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I agree Fionnuala, we are bombarded by social media, news and also there is a lot of misinformation and climate change denial. It is important to raise awareness and educate without causing anxiety and by focusing on positive changes that can make a difference. The circle of control is a great tool to use.
I agree Orla. I also likes the David Attenborough video as it gives some hope and suggestions as to how we can make improvements for the future. It is important to highlight the positive steps we can take.
The Paxi video can be used with children as a trigger or stimulus at the start of the lesson and to elicit prior learning. By looking at and discussing future scenarios, children will learn how human activity can affect average temperatures in our area. Students can identify the consequences of increasing amounts of carbon dioxide and actions we can take to reduce global warming. Cutting and pasting images from the video is a nice activity for middle classes. The TEAL tool could be used with the senior classes to explore temperature rises locally and across the globe. As a follow up, I would use the ESERO Framework to plan inquiry in action activities. Modelling the green house effect using thermometers, lamp, soil and 2 clear plastic bottles, cling film etc. is a great hands on learning activity. Children can record and compare the temperatures from both bottles and discuss reasons for the differences.
I also liked the link about science behind the proverbs. Using a visual arts lesson based on the proverbs is a lovely idea. Pre-teaching three activities to a senior class and then sharing their learning with a younger class would be a lovely school initiative. It is a great example of collaborative learning.
Dr. Liston’s paper ‘Unravelling STEM: Beyond the acronym of Science, Technology, Engineering and Mathematics’ prompts us as teachers to clearly reflect on what STEM means and how each element is as important as the other. In order for an activity to be truly STEM, integration across the four elements is essential. Engineering is a vital approach which helps binds together science, maths and technology. I found the pen analogy helpful in looking at technology not only as ‘a plug in’ but a manmade device that fulfils a human needs or want.
In First Class, my pupils measured rain fall using a class made rain gauge. We also collaborated with Third Class. First Class read the temperature each day and Third Class took the results over a few weeks and analysed the data using graphs. Setting up a school Met. Station is a great way to promote outdoor learning. By encouraging children to become weather detectives, they are developing problem solving and critical thinking skills also.
I found the ESA resources very practical. I look forward to using the ‘Nose Up high in the Sky’ activities. There is potential for linkage with Gaeilge, history and the local weather proverbs. Grandparents and older people often have great sayings relating to the weather.
