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“Home” is a powerful documentary directed by Yann Arthus-Bertrand that offers a visual narrative of our planet’s beauty and the challenges it faces due to human activity. “Home” serves as a wake-up call regarding environmental issues such as climate change, deforestation, and biodiversity loss. The film effectively combines breathtaking visuals with a poignant message about the urgent need for conservation and sustainable development. The film encourages audiences to reflect on their own impact on the planet and suggests that collective action is necessary to safeguard our future. It highlights how we are all linked on this planet and how we rely on eachother so that ecosystems can survive. I do think as others have said I would pick and choose how much or what parts of the film to show the children. We need to encourage them without frightening them.
I really like the sound of this investigation and think the children would really like travelling to the different water sources.
Question: how does the temperate affect our strawberry plant at school?
I would start by discussing with the children the necessary conditions for growth; light, heat and food. I would then tell them that we are going to investigate how heat affects our strawberry plant. I think that this investigation would be a good one to do over a two year period so that we could measure the temperature in the same weeks/months but a year apart. I would then discuss with the children how we would make it a fair investigation, by reading the temperature at the same time each day and using the same equipment etc. The children would gather the resources required for the investigation; thermometer, record sheet, calendar etc. Then my hope would be that we would see what affect the temperature has on the plant by looking at how many strawberries the plant produces each year.I downloaded the satellite tracker app as it offered a week’s free trial and the Orbitracker was more expensive at around 5 euro or so. I do think the app is very interesting, a feature that would make it even better would be if when you click on the satellite it’s information comes up (maybe this happens I just can’t seem to find it).
5 satellites that have passed Ireland recently: 1) Cosmos 482 Descent 2) CZ-4B R/B 3) Cosmos 2228 4)ISIS 1 and 5) Meteor Priroda. I googled the purpose of each one. Number 1 was an attempted Venus probe. Number 2 is for communication. Number 3 is electronic and signal intelligence. Number 4 is an ionospheric observatory. Number 5 is meteorology and earth observation satellite.I agree with Fiona that critical reflection and discussion on the ethical implications of climate actions will enhance the leaning experience of the children.
I think activity 3 could be spread out over a few lessons so that there is quality discussion on the information it brings to the table. Firstly I would do KWL chart with the children on climate change and greenhouse gases. Then depending on their knowledge we could spend time discussing their contributions. After that we would watch the Paxi video on greenhouse gases which is very child friendly and informative. We would discuss the video and I would possibly create a Kahoot quiz to assess the children’s knowledge. Following this I would introduce the children to the tool for predicting future temperature and we could make predictions as a class. We could record the temperatures in the chart given. We could then discuss the impact of these predictions if they came true and also what we can do as the human race to stop this from happening and climate change.
I agree with Siobhan that many of the activities can be made age appropriate depending on class level.
The activities in the ‘Weather V Climate’ pdf are very useful and child friendly. I like the questions that are suggested at the start for prompting the discussion of how the weather was on the child’s last birthday. For activity one I would have the children work in pairs and sort the statements in to weather or climate. For the weather detective activity again I would put the children in pairs. Then I would give each pair a different weather condition to record. When the weather conditions are assigned we would then speak about the equipment need to carry out their recording. We would discuss as a class if it possible to make the equipment ourselves like a rain gauge or if it is something we need to purchase such as a thermometer. We would then decide on how long we are going to record the conditions for and how we will record and report the data collected.
