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The documentary ‘Home’ by Yann Arthus-Bertrand is compelling in highlighting the devastation caused by humanity. The aerial shots are captivating and focus on various locations around the planet. No part of the globe is left unaffected.
The Climate Aid video is moving and the message hits home quickly in this short video. It also shows the negative effects of deforestation and pollution. This could be used as a stimulus at the start of a lesson. I would use clips from the ‘Home’ video and link them to the relevant activities throughout the year.
I think pupils would relate to the Greta Thunberg TED Talk by hearing a young person speak about climate change. She is a role model for children. I found the video on Ireland’s Climate Action Plan 2019 to be positive. It demonstrates in simply and clearly steps we are taking locally. The Carbon Footprint calculator is an excellent tool to use with the class and it gives recommendations at end of the test.Hi Megan,
I agree, the Paxi video explains the greenhouse effect clearly and simply and is an ideal resource for the younger classes. I hope to use it as a stimulus at the start of a lesson and to elicit prior learning and knowledge through class discussion. I think your point about everyday simple steps children can do is very relevant and taking action to help the environment should start early and with simple, practical everyday actions.
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 what it would mean for monthly 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.
Hi Nicola,
I agree with you and I will be more aware of applying all aspects of STEM- science, technology, engineering and maths to future projects. I would also like to expand on previous lessons by using a whole school approach and collaboration between Junior and Senior classes. We participated in the Incredible Edibles programme and I would like to incorporate the weather station alongside this during the year.
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. In addition to this I would like to set up a school Met. Station. I think the idea of a whole school weather and climate project is excellent. This 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. It gives an opportunity for collaborative learning experiences by allowing groups to design and create weather instruments. Pupils can monitor and record weather conditions using their thermometer or anemometers each day and the compare results. There is lots of potential linkage with the Green Schools and use of the school garden.
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.To begin the project use the climate detective research planner to develop our own research in relation to a climate issue.
Research Question: What is the effect of pollution on the river Barrow?
Firstly elicit prior knowledge using a KWL chart or mind. To engage pupils show an image, video clip or object.
Then identify the problem with the class.
Investigate with the class. View the Barrow catchment on the map. Research using websites such as Inland fisheries Ireland, Environmental Protection Agency. Read the barrow catchment report. Look at graphs showing water quality, waterbodies, fish. Research the causes of pollution such as local agriculture, industry, urban waste water. Look at the clarity of a river water sample. Invite a guest speaker. Take a field trip.
Discuss and draw up strategies to reduce water pollution. Reduce the use of poisonous sprays on driveways and ditches. Reduce the amount of pesticides, herbicides and chemicals in farming. Reduce plastic waste. Properly dispose of hazardous household waste. Share results.This is a lovely idea to do with the junior classes. It is easy to create with the children but very effective. I look forward to trying the sea pollution demonstration with my class.
I agree it is fascinating. Thanks for the explanation on the Starlink satellites. That explains why there are so many of them!
I have never given satellites much thought other than spotting some in the skies on a clear night. Its amazing to think how many pass over and the amazing research that is happening far out in space. I used the Satellite tracker and Oribitrack app. Some of the satellites passing over Ireland recently are Picosat 9, ISS, COSMOS 2212, ARIANE 40 R/B and a number of STAR LINK satellites. You can find view each satellites in 3D and view the countries they represent. There is a countdown timer as to when they will pass over your current location. You can see the speed they travel this would be fascinating for student to track a satellite as it passes over countries.
There is so much potential for integration with maths and geography. I would then use the EO Browser with pupils to see the type of imagery and research these satellites can carry out. The EO browser allows you to view satellite imagery of agriculture, air pollution, floods, vegetation and forestry and oceans.
I found viewing images of Australia very interesting and comparing them to images of Ireland. This would be ideal for studying natural disasters such as wild fires or volcanic activity. It gives pupils a hands on experience for researching projects.The documentary ‘Home’ by Yann Arthus-Bertrand is compelling in highlighting the devastation caused by humanity. The aerial shots are captivating and focus on various locations around the planet. No part of the globe is left unaffected.
The Climate Aid video is moving and the message hits home quickly in this short video. It also shows the negative effects of deforestation and pollution. This could be used as a stimulus at the start of a lesson. I would use clips from the ‘Home’ video and link them to the relevant activities throughout the year.
I think pupils would relate to the Greta Thunberg TED Talk by hearing a child speak about climate change. She is a role model for children. I found the video on Ireland’s Climate Action Plan 2019 to be very positive by comparison. It demonstrates in simply and clearly steps we are taking locally. The Carbon Footprint calculator is an excellent tool to use with the class and it gives recommendations at end of the test.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.
