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The following is the research question relating to a climate issue:
How are coastal communities tackling rising water levels in the local area?I would encourage pupils to participate by firstly highlight the fact that
40% of Ireland’s population – 1.9 million people – reside within 5km of the coast!
Pupils prior knowledge will be activated by questioning, videos, web research and mind maps.
Relevant key words and phrases will be highlighted for understanding e.g. climate change, weather events, global warming.We will research local media, source and investigate reports on recent water level rises, contact local environmental authorities, local educational institutions, interview experts such as Geographers, identify geographical features and habitats.
Marshes and their importance were highlighted in the Home video and these can be incorporated into the project. Restoration of beaches, dunes and wetlands are also relevant.
There is great potential for ‘school – community connection’ in terms of local groups with expertise, knowledge and experience in tackling this issue. Pupils will gain awareness of efforts being made to combat rising water levels and protect coastlines and communities.Groups of pupils will use ground measurements data and data from Earth observation satellites to explore the climate issue. Various time frames can be selected to identify changes in water levels.
From the collection and analysis of the relevant data, pupils will draw conclusions. Results will be shared within the school community. Pupils can decide what actions they will take to help reduce the problem e.g. being mindful of their own potential for having a positive impact on coastlines, getting involved with local groups who are focused on caring for and protecting our coastlines.
Chris Hadfield’s online & media presence has made space exploration easy to access for so many people
The EO Browser is user friendly and here is how to access and use it:
-Select education mode from the ‘academic hat’ icon in the top right corner of the screen.
-Choose a location by zooming in to the right area or type in the location in the search field (in the top right corner of the screen)
-Select a theme e.g. ‘monitoring earth from space’ which shows the earth’s surface as we see it.
By selecting L2A you get higher quality. Maximum cloud coverage can also be selected e.g. 20% should give enough visibility.
-Once a time range has been selected press search.
-Press visualise to view the selection made. Different visualisation can be selected e.g. true colour (shows ground in a way that our eyes are used to) / false colour. The icons in the lower right corner enable you to zoom in or out.
You can choose roads, borders or labels in the image.
-When all is as you wish, save as a jpeg, by clicking on downloadThere are so many cross-curricular uses for the EO Browser. Pupils have a bird’s eye view of our beautiful world. Geographical, scientific and mathematical investigations are all options. From simple country demarcations to more specific details (rivers, lakes etc.) within countries are possible to investigate. Starting local by focusing on roads and journeys to & from school would be a nice place to start. The number of roads of different types in an area could be studied and recorded. The possibilities are vast and gives pupils a clear and present realisation of their sense of place and the interconnectedness of the world’s population and its regions.
These are two other sites I came across:
https://www.flightradar24.com/ live air traffic
https://in-the-sky.org/satmap_radar.php live map of satellite positionsThe EO Browser is user friendly and here is how to access and use it:
-Select education mode from the ‘academic hat’ icon in the top right corner of the screen.
-Choose a location by zooming in to the right area or type in the location in the search field (in the top right corner of the screen)
-Select a theme e.g. ‘monitoring earth from space’ which shows the earth’s surface as we see it.
By selecting L2A you get higher quality. Maximum cloud coverage can also be selected e.g. 20% should give enough visibility.
-Once a time range has been selected press search.
-Press visualise to view the selection made. Different visualisation can be selected e.g. true colour (shows ground in a way that our eyes are used to) / false colour. The icons in the lower right corner enable you to zoom in or out.
You can choose roads, borders or labels in the image.
-When all is as you wish, save as a jpeg, by clicking on downloadThere are so many cross-curricular uses for the EO Browser. Pupils have a bird’s eye view of our beautiful world. Geographical, scientific and mathematical investigations are all options. From simple country demarcations to more specific details (rivers, lakes etc.) within countries are possible to investigate. Starting local by focusing on roads and journeys to & from school would be a nice place to start. The number of roads of different types in an area could be studied and recorded. The possibilities are vast and gives pupils a clear and present realisation of their sense of place and the interconnectedness of the world’s population and its regions.
These are two other sites I came across:
https://www.flightradar24.com/ live air traffic
https://in-the-sky.org/satmap_radar.php live map of satellite positionsI agree that encouraging children in responsible decision-making as they move through life is very true e.g. being a responsible consumer
The video HOME is a very powerful, engaging and creative educational documentary.
Starting at the positive conclusion of the video would I feel be a good place to spark the interests of pupils.
A focus on how everything on earth is linked and that what is important is what remains, not what is gone.
The conclusion “it is up to us to write what happens next, together” is very meaningful.
The video itself contains an abundance of useful facts all connected to climate change and these could form the basis of so much classroom and home based activities. Group projects incorporating the following aspects would link in with maths, science, history, geography, art:
– an explanation of the rainfall system
– the history of agriculture and it’s significance as a sector.
– the fact that fish is the staple diet of 1 in 5 humans.
– fossil water is a non-renewable resource
– the function of marshes for purification of water
– trees form habitat for all life on earth.The video contains lots of inspiring phrases such as:
-“The world’s magic is right in front of our eyes”
-Forests provide remedies that cure us.
-Referencing trees, “we are of the same family”.
-Harmony between humans and nature.Highlighting the potential for mitigation is contained within these aspects of the video. Such aspects are important and worth sharing as part of education about climate change:
– Others pay the price without being actively involved.
-4 children out of 5 attend school and so knowledge is power in terms of working towards creative inventiveness for solutions.
-Programmes are possible to promote sustainability
-The development of renewable energies.
-Geothermal power, solar power generation and the absorption of energy of the waves and the wind.
-We should all think about what we buy
-Being a responsible consumer is crucialIn Activity 3 Climate Reporters pupils work with climate predictions. They will discuss the effect of global warming on our planet in the future and write a climate summary for the year 2050.
The_Greenhouse_Effect video from the ESA is a useful resource to explain about greenhouse gases and to prompt talk and discussion and wondering questions.
The third question about the effects of an increase in global air temperatures on daily life and the planet is a very broad question. This question could form the basis of a group project. Possible solutions could be incorporated in the project.
Using the tool for predicting future temperatures incorporates technology for the pupils.
Pupils can become critical thinkers as they pose questions (what can be done? How can effects be minimised? Where do solutions lie? Etc.
The addition of recent ‘climate reports’ could be included in activity 3. Showing children the inventiveness of humankind in tackling greenhouse gases enables positivity to be applied to the activity. Positivity is an important aspect to incorporate in such an activity so as to highlight a ‘solution-based’ approach to the future. Focusing on various sectors such as agriculture and industry and at an individual level will highlight renewable energies, energy conservation, reduction in consumption & waste, recycling etc.The Liston 2018 paper focuses on so many worthwhile aspects of STEM education in the classroom:
-Take maths and science concepts and delve deep into understanding them.
-Ask key questions as learners (what causes this to happen? how does this happen? Etc.) and teachers (e.g. what do you think? Why do you think this? Where is the evidence for your thinking? Etc.)
-Develop a set of problem solving steps
-Use teamwork to tackle STEM projects
-Use technology to engage with STEM projects
-View STEM positively as the key to the door of future employment and careersThe design and development of a meteorological station is a very creative activity. Group work skills are enhanced as children collaborate in the actual construction of the following: an anemometer (to measure the wind speed), a rain gauge (to measure rainfall). Taking personal responsibility to take measurements at least once per day is a very worthwhile aspect for children to develop.
A weather station that is strategically positioned so as to have visibility for the whole school community expands teaching and learning opportunities for all. Senior classes can ‘buddy’ with younger classes to explain and share knowledge. A senior class could explain to a middle class how the weather station highlights the definition of weather as the state of the atmosphere at a particular place and time. The term climate can be referenced as the average weather data taken over a longer time period. Herein lies mathematical language such as average, measure etc.
Resources which are useful for the creation of a weather station include: how to make an anemometer and a rain gauge.
The use of topic specific vocabulary enhance literacy skills and incorporates well known and less well known weather proverbs.
Skills fostered would include the following:
Working scientifically: by questioning, observing, predicting, investigating, estimating, measuring and analysing
Designing and making: exploring, planning, making and evaluatingThe design and development of a meteorological station is a very creative activity. Group work skills are enhanced as children collaborate in the actual construction of the following: an anemometer (to measure the wind speed), a rain gauge (to measure rainfall). Taking personal responsibility to take measurements at least once per day is a very worthwhile aspect for children to develop.
A weather station that is strategically positioned so as to have visibility for the whole school community expands teaching and learning opportunities for all. Senior classes can ‘buddy’ with younger classes to explain and share knowledge. A senior class could explain to a middle class how the weather station highlights the definition of weather as the state of the atmosphere at a particular place and time. The term climate can be referenced as the average weather data taken over a longer time period. Herein lies mathematical language such as average, measure etc.
Resources which are useful for the creation of a weather station include: how to make an anemometer and a rain gauge.
The use of topic specific vocabulary enhance literacy skills and incorporates well known and less well known weather proverbs.
Skills fostered would include the following:
Working scientifically: by questioning, observing, predicting, investigating, estimating, measuring and analysing
Designing and making: exploring, planning, making and evaluating