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This is a great idea and practically makes a difference. It engages pupils and shows them how they can make real change. Who can make the biggest change to their footprint?
Research Question: How has climate change impacted agriculture in Ireland?
Pupil Participation:
Establish agriculture practices in our local area dairy & beef and elsewhere in Ireland tillage & horticulture. Define each type. Discuss what extreme weather conditions could impact on how agriculture operates. Flooding in planting season, drought causing a fodder crisis etc.
Share government climate targets & how there is very strong resistance from farmers and lobbyists to make a change to their practices. Find statistics on crop productivity & quality over a period of 5-10 years as they have been the warmest on record.
Survey local farmers on how they feel on the topic of climate change and what they have noticed in their everyday work through the years. A local farmer could be invited into the classroom to discuss the broad range of issues facing farmers in relation to climate change.
Record the research findings on the major impacts and make a conclusion. From this conclusion, how can farmers be encouraged to make the necessary changes to keep their farms financially viable as climate change will continue to create very difficult issues in the sector.
Having access to Ipads really would enhance the learning experience of using the EO browser. It engages pupils from the beginning and creates a meaningful learning environment.
The EO browser is a wealth of satellite imagery and information free to use with no registration and very user friendly. For those new to the website, it provides a step-by-step guide on how to navigate through the system and also offers simple exercises to help users develop their knowledge. The images allow you to examine pollution, wildfires, weather systems, volcanic activity and more.
When using the EO browser in the classroom, its is essential to give pupils time to explore and enhance their ability to use the website so they are comfortable with how it works. Once this is achieved, they could start by looking at images of their local urban and rural areas. They could discuss the existing environmental issues facing both types of area and compare. Statistics could also be used to explain how conditions in both areas have changed over time. Pupils could be challenged to develop ways of improving the current environmental conditions in their local rural and urban areas.
I agree Aoife. It is small change that will have start the change and will lead to the major urgent changes needed for future generations.
The video ‘Home’ is an excellent detailed account of climate change and its impact on our planet. It can be used as a good introduction to the topic and emphasizes the urgent need for change. It will foster discussion on how we can change as a society, the difficulties we are encountering and where we can start especially as a school community. The talk from Greta Thunberg really highlights the urgency of the crisis and how it is the youth of today that will face the problems of tomorrow if we continue our current path. We need to continue to empower pupils into action and this video along with the Ted talk provide the necessary knowledge needed for this to happen. The carbon footprint calculator from the WWF highlights exactly how we as individuals and as a community can tackle the issues. This activity can also empower pupils to take action in the home but as a good starting point in the school community working together to reduce emissions.
Hi Michaela,
I agree that it is a good idea to develop action plans to reduce carbon footprints. A balance is required on hearing about the future fears and what we can do now to counteract the problems.
The PAXI video is a very effective introduction to this lesson and will catch the attention of the class. It provides the necessary information to complete the tasks. The Teal tool is very useful but may need some exploration and instruction for pupils to be comfortable finding information. I think it is a good idea to group the class and give each group a country to feedback comparative results. I would be very selective in the countries as this could extend learning by emphasizing how some of the poorest countries in the world are among those most greatly affected by climate change. This could foster a discussion on how some of the lowest polluters of CO2 emissions are those hit hardest by the changing climatic conditions. This lesson covers many cross curricular elements including Geography, Literacy, Mathematics and Art. Each group could feedback their information digitally through the Ipads and emphasize what was the most interesting statistic they encountered. They should also highlight the projected statistics best, worst & average from the Teal tool and what this may mean for that specific country.
Hi Grainne,
I think it is a good idea to purchase some accurate instruments to provide a comparison with pupil made equipment and compile a monthly comparison over a number of years.
The paper ‘Unravelling STEM: Beyond the acronym of Science, Technology, Engineering and Mathematics’ highlights a necessary educational shift that is long overdue. Learners need to develop the skills of critical thinking, problem solving and creativity and it is very interesting that industry and employers have recognized a shortfall in this area that urgently needs addressing. STEM in my classroom has focused more on Science & Mathematics but having reviewed the paper, my focus will be to incorporate more technology & engineering to achieve a better-defined STEM lesson.
The activity “Is it weather or climate?” gave the class the opportunity to discuss and debate the different statements. The weather on their birthdays also helps build discussion and can link to the seasons. I also liked the extension activity which helps further distinguish between Weather & Climate.
“Nose Up High in the Sky,” was very user friendly and clearly outlined how a weather station could be incorporated in the school environment. It gave pupils a certain freedom on how they could measure & record their results. It is an excellent resource and I look forward to using both in the coming academic year.