[Yvonne Church]

I agree with Irene, that Sean’s conclusion to his lesson is very good. It brings it back to us as indivuals, as families and how we can get involved in combatting Climate change. That becomes engrained in the children and hopefully inspires them with their conscious effort to help the planet. We all become more responsible and accountable through this. The children could discuss their efforts at home with their classmates and this would be a good way to extend the lesson.

[Yvonne Church]

<span style=”font-weight: 400;”>My research question is – Do you notice the grass on our school grass area dry up and turn brown faster during our summer months than it did in the past?</span>

<span style=”font-weight: 400;”>This question  fits the Climate Detectives planner as it directly connects rising summer temperatures and longer dry spells to the children’ s local environment and the direct impact this has on our environment and ecosystems. I am teaching first class next year and I want it to be a question that is simple and clear and I want it to include their every day school experience- ie, the grass area.</span>

<span style=”font-weight: 400;”>As the children have only been in school for 3 years, they will have to ask older siblings,parents and grandparents about the grass area from their time at the school. It’s a community with generations coming to this school, so that should not be an issue. We could discuss the project when we go back to school in September and graph the appearance of the grass area from then until next summer and monitor the changes in colour, connnecting it with the weather and our climate. This enables us to bring weather and climate into our schoolday throughout the school year. We could also adapt the lesson to investigate certain plant life, trees or indeed various minibeasts.</span>

<span style=”font-weight: 400;”>As my question is for the younger end of the school, it looks at one specific indicator that is clearly visible for them and part of their every day in school. The language is simple and relies on language that  7 year olds can easily relate to and observe. While the answer is very clear, the children are encouraged to investigate the rate and frequency of change of colour of the grass on their school lawn. They can take weekly photos of the same spot and count green days and brown days. A simple tracking graph or chart can be used to log grass colours and they can also use some satellite images of Dublin to see how it changes colour during the hotter months.  </span>

[Yvonne Church]

I find the Satellite Tracker app to be an amazing resource that I knew nothing about. From the information Siobhan has given, it has defintely encouraged me to look at it. It is an engaging extra to run alongside Nose High to the Sky, and a clear way for children to see what is going on above us and how it links to our everyday lives.

[Yvonne Church]

<span style=”font-weight: 400;”>I had a closer look through the resource Nose High to the Sky and I think it is a wonderful resource which can be adapted across the levels in primary school. It includes various lessons that delve into the connection between Earth and space and provides a broad range of information to assist in student learning. I especially like how this resource focuses on the importance of satellites that provide so much for us on our planet. Much more than we ever consider, and it is a great way to draw the students’ attention to this fact. The satellite images provide the children with an extensive view of what our planet looks like from space, and provokes thoughts about how we need to take care of our ever changing landscapes for our futures. The children can get a chance to see environmental changes while also being able to make weather predictions by viewing satellite images. This connects them to the idea of climate change. The satellite tracking apps are an excellent resource at hand, and I will definitely be using these next year. </span>

<span style=”font-weight: 400;”>I think the Nose High to the Sky is a very useful resource that allows students to become young scientists. They have an opportunity to become critical thinkers, observers and explorers in a very accesible way.</span>

[Yvonne Church]

<span style=”font-weight: 400;”>I agree with Linda that Art would be a great way to make the learning more engaging. Designing a poster on how we should look after our planet would be a wonderful way to get them thinking about what they have learned. They could work in pairs so they get lots of chat time on the topic. </span>

<span style=”font-weight: 400;”>I also love the idea of going on a Nature walk around the village to observe our plant life and local wildlife.  It would also help them to notice any ways we are trying to improve on our planet that are in plain sight. For example the new bins, or the recycling centre, or charity shops where we can leave clothes and toys to be re-used. Perhaps leading to a discussion on how we could create more ways to help look after our planet.</span>

[Yvonne Church]

<span style=”font-weight: 400;”>After watching Home and other videos, it struck me how effective these videos are as a point of reference for students. They are much more powerful in the delivery of the message that we humans are contributing to climate change and that we must continue to make changes to help our planet. </span>

<span style=”font-weight: 400;”>Videos are so much more effective than books alone, as the images are clear and instant, providing a clearer message that is easier to understand than a page of text. For this reason, the use of such videos as a resource is very important.</span>

<span style=”font-weight: 400;”>Even though they provide a great resource, it is important not to instill fear in the children and leave them with a feeling of hopelessness. So footage should be included of the positive actions of people and how the human race is working against climate change and that a difference is being made.</span>

<span style=”font-weight: 400;”>To start with this lesson in my classroom, I would start with simple discussions about what they already know. Ask about any changes they have noticed around their area, of activities or incentives they may have heard about on TV, the radio or online. There is lots of room to also include a recycling project- like junk art or battery collections. Even a planting project between the big kids and their younger buddies. This a positive way for the students to connect with each other and experience how small things can start a big change. </span>

[Yvonne Church]

I agrre with you David, that there is room for improvemnt by incorporating ourdoor learning into this lesson. Outdoor learnig is something our school is starting to do mor of next year, and what a good topic to start with- weather and climate.

I also agreed that there would be need for some worksheets and visual supports to be included for the younger children  to be able to use, as some of the content is difficult to access.

[Yvonne Church]

<span style=”font-weight: 400;”>I found activity 3 very interesting and a great resource for engaging with students. The Paxi video was colourful and inviting, using clear language to explain the greenhouse effect simply for children. As some of the vocabulary used may be a little difficult for some age groups to understand, I would discuss what they already know about this topic. I would explain some of the words and vocab used prior to the video. I think this would be a good resource to use in the classroom to effectively teach about greenhouse gases, climate change and how we can help to take care of our planet.</span>

 

<span style=”font-weight: 400;”>I would use the climate projection tool to predict, explore and analyse future temperature changes and to identify the implications this may have in their own future.  Integration between maths, geography and science would come into play, and we could graph results of future predictions in different areas. It could be made more relevant to their own experience by including examples of how climate change directly affects our country, Ireland. This would make a connection between climate change and their own lives.</span>

[Yvonne Church]

Hi Cathal,

I enjoyed reading your response. I agree with what you said that in order to strenghten the lessons, it would be a good idea to incorporate cooperative learning opportunities. I am SET for fourth class, and some of it may be a little advanced for some in the classes. But through providing small group discussions or shared presentations on findings, it opens up the idea of sharing their learning and comparing their knowledge. The addition of interactive weather websites or forecasting apps would connect it more to real life and make it relevant to them.

[Yvonne Church]

Liston’s Unravelling STEM:Beyond the acronym of Science, Technology, Engineering and Maths (2018) encourages us as teachers that instead of focussing on Science, Technology, Engineering and Maths as four separate subjects, we should look at them as interlinked- illustrating how these subjects connect in real life. The paper highlights the relevance of problem solving, inquiry, creativity and collaboration to encourage children to make connections between each of these four disciplines. I am currently in the role of SET,so do not have a class of my own.  But in the fourth classes I am part of, I witness a few specific behaviours that make a positive STEM classroom in my opinion. There is noise present through collaboration; productive and positive noise, with children sharing ideas, debating and working openly together. The tables are more like workstations that bring groups together.  There is a variety of materials at hand- recyclables, cardboard, tape, measuring equipment- all ready to use in a creative way. Modelling is key to teaching the children about roles involved in this collaborative work- investigators, critical thinkers, recorders of information and team players are all necessary and the children must see this in action. They need lots of practice at this to build a good working environment. Teachers should serve as the role of guide with open questions to ignite their thinking. We need to foster the need for creativity and exploration with young children in the area of STEM.

I found both the activities on Weather and Climate engaging and easy to follow. Activity 1 clearly distinguished between weather and climate, two difficult concepts to differentiate for children. There was lots of opportunity for discussion where the children could explain what they were thinking rather than just choosing answers. This forum for discussion and explanation encourages reasoning and communication. Activity 2 ‘Weather Detectives’, provides a great way for pupils to observe, log and analyse real weather patterns. They get the chance to gather date and spot trends in local climate conditions, so they are learning and thinking like real scientists. This activity integrates maths through measuring, recording and creating graphs.

[Author]

Posts