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I too agree that the Greta Thunberg video conveys the voice of the child and how important that is within debate.
“Home” was powerful and evocative, and it could be shown in segments over a number of days. The TedTalk with Greta Thunberg was clear and informative. However, I would query the age-level appropriateness for some of these videos, especially when it comes to eco-anxiety. The Climate Aid 2020 video is stark and could be used as a Trigger within the Esero framework. However, I would assert that this video, along with the others, would be suitable for a 5th and 6th class, as discussion could be used to discern the content. I feel that the Greta Thunberg video is a good example of a Trigger within the Esero Framework, as it poses the questions and challenges relating to Climate Change. Within the Esero Framework, I would use group work and discussion to develop the ‘Wondering’ and ‘Exploring’ aspects – what questions and statements arise among the children after watching this video? In terms of Investigation, the videos shown in this module could initiate starter questions on practices which can reduce our carbon footprint, such as the use of solar energy, wind energy and recycling.
I found the videos to be compelling. “Home” was powerful and evocative, and it could be shown in segments over a number of days. The TedTalk with Greta Thunberg was clear and informative. However, I would query the age-level appropriateness for some of these videos, especially when it comes to eco-anxiety. The Climate Aid 2020 video is stark and could be used as a Trigger within the Esero framework. However, I would assert that this video, along with the others, would be suitable for a 5th and 6th class, as discussion could be used to discern the content. I feel that the Greta Thunberg video is a good example of a Trigger within the Esero Framework, as it poses the questions and challenges relating to Climate Change. Within the Esero Framework, I would use group work and discussion to develop the ‘Wondering’ and ‘Exploring’ aspects – what questions and statements arise among the children after watching this video? In terms of Investigation, the videos shown in this module could initiate starter questions on practices which can reduce our carbon footprint, such as the use of solar energy, wind energy and recycling.
This was a very informative module. I particularly liked the information presented on the ESA website for Climate Detectives. It sets out a clear and structured approach to climate inquiry. The three phases are feasible and user-friendly. In Phase 1, Identifying a Climate Problem, I will approach it as set out in the Esero Framework – how do I make the learning outcomes and topics engaging for the pupils? How do I assist in exploring the topic further? What area can be investigated further? What scientific skills will be the children be developing?
Using the template shown in this module on how to identify a research question, I will teach a series of lessons on climate, using the TEAL website. We will set up a weather station in the school grounds. Therefore, the children will have engaged in activities to increase their knowledge of weather and data collection.
In order to consolidate their skills relating to scientific methodologies, we, as a team, will come up with a research question. For example: Is the weather in Leinster becoming wetter?
The children will work in groups to frame, and re-frame the research question. They will carry out background research into weather patterns in the area. They will use data from TEAL and Met Eireann. They will identify trends of weather patterns. How much rainfall has fallen in the province in recent years. They will collect data in the school weather station and record that data in their logbooks. After a period of time, they will make an analysis of their data. It would be great if another school in the province was also carrying out the same project, to see if there are correlations or differences in the data, say for example, a school in Wexford could be working with a school in Louth/Meath to determine differences in data analysis. This could develop the children’s collaboration skills.
I will definitely be embracing this project this year.
I like the idea of basing the research question in the local community. Also, by concentrating on the area of mini beasts, it becomes a tangible and engaging topic for young children. Moreover, it is an opportunity for the children to explore and understand their environment.
I downloaded the Orbitrack on Google Play Store for just over 5 euro. I will definitely use this app in the classroom. It is engaging and easy to use – a half an hour would not be long passing gathering data about the satellites flying over Ireland. It would be a great resource to use during group work and as part of the Investigation part of the Esero Framework.
The 5 satellites that passed over Ireland were:
Starlink 5889 – This is a satellite which is owned and operated by Space X. It provides broadband internet access. While I was on the app observing the satellites, it was evident to see that Starlink have a multitude of satellites in operation that are passing over Ireland on a constant basis.
Flock 4x-2 – This satellite provides photographic imagery of Earth.
SIMBA – This satellite is for amateur radio. It orbits the Earth every 88 minutes.
Yaogan 7 – It is satellite which is for disaster monitoring.
Resurs – DK1 – this satellite provides information on natural disasters, natural resources, sea-ice conditions and polar weather.
This was an enjoyable exercise – one that I will definitely be using in the classroom.
I found the Satellite tracker to be very engaging. I could imagine the children getting enjoyment out of tracking some of the satellites moving over Ireland.
I found the videos to be compelling. “Home” was powerful and evocative, and it could be shown in segments over a number of days. The TedTalk with Greta Thunberg was clear and informative. However, I would query the age-level appropriateness for some of these videos, especially when it comes to eco-anxiety. The Climate Aid 2020 video is stark and could be used as a Trigger within the Esero framework. However, I would assert that this video, along with the others, would be suitable for a 5th and 6th class, as discussion could be used to discern the content. I feel that the Greta Thunberg video is a good example of a Trigger within the Esero Framework, as it poses the questions and challenges relating to Climate Change. Within the Esero Framework, I would use group work and discussion to develop the ‘Wondering’ and ‘Exploring’ aspects – what questions and statements arise among the children after watching this video? In terms of Investigation, the videos shown in this module could initiate starter questions on practices which can reduce our carbon footprint, such as the use of solar energy, wind energy and recycling.
I would be conscious of eco-anxiety too. The videos in this module would be more suitable for a 5th and 6th class level, where discussion can be used to delve deeper into the content of the videos.
I found the video to be interesting and informative. In the context of the Esero framework for Inquiry, it is a good trigger to initially engage the children in the topic of greenhouse gases and global warming. Within this framework, the children could work in groups to pinpoint key facts and interesting points about the video. Each group could make a mind-map of their findings, taking into account prior knowledge. They could be given an opportunity to explore further resources to build a larger mind-map or visual of their work. I really like the Investigate section of the Esero Framework, as it determines the structure of the investigation. Activity 3 is helpful in determining the Starter Question and what the children will be predicting. The weather tool can be used to gather the data. This really is a series of learning opportunities over a number of weeks. Therefore, the children should be given time and opportunity to reflect and use the TEAL resource. Moreover, I feel that the Inquiry Framework could be used by the children themselves through the use of a child-friendly template.
I agree that the KWL chart could be useful in this activity. It could address prior knowledge and add to whole class and group discussions.
I found the resources on setting up a weather station very useful. It also reinforces the fact that the pupils are active participants in their learning – they are gathering and analysing the data. I look forward to assisting the children in setting up a weather station this year.
I found the Liston paper (2018) very interesting, especially the point that STEM lessons are essentially engineering lessons. Putting it into the context of engineering, I have a clearer understanding that lessons should be based on problem-solving and that children should be afforded the opportunities to come up with different solutions. Moreover, it reminds me of the book “The Elephant in the Classroom” by Jo Baoler, who espouses the “Low Floor, High Ceiling” approach to STEM lessons. I liked the incremental approach that was evident in the Weather and Climate Resources. I particularly liked in the “Nose High up in the Sky” that there was an emphasis on the colloquial approach to weather proverbs/idioms and customs. However, I wonder is there an extra resource for proverbs that have been historically used in an Irish context, which could also be integrated with History?
The lessons for creating a weather station are clearly defined and structured – I will definitely be using them in my class. I have made an anemometer with 4th class pupils before. However, this module reminded me that I need to be sequential in my approach and to make sure that problem solving is in-built to the weather project within my class.
