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Become a Climate Detective:
My Research Question: Why is it Important to Save Water, and How Does That Help with Climate Change?I would first of all make the students aware that saving water is crucial because water is a limited resource, and its conservation helps protect our environment. Using less water means less energy is needed to pump, heat, and treat water, which in turn reduces greenhouse gas emissions that contribute to climate change.
How would I Encouraging Pupils to Participate?
To encourage pupils to participate in saving water, I would use a combination of interactive activities, real-world examples, and positive reinforcement:
1.Interactive Activities:
Water Saving Challenges: Create a class challenge where students track their water usage at home for a week. The goal is to find ways to reduce their usage, such as turning off the tap while brushing teeth or taking shorter showers.
Experiments: Conduct simple experiments to show how much water is wasted through small actions, like leaving the tap running, and compare it to efficient water use.
Poster Making: Have students design posters about water-saving tips to display around the school, reinforcing their learning and spreading awareness.
2.Real-World Connections:
Field Trips or Virtual Tours: Organise a visit to a local water treatment plant or a virtual tour to help students understand where their water comes from and the energy involved in treating it.
Guest Speakers: Invite a local environmental expert to talk about water conservation and how it impacts the environment and climate change.
3. Positive Reinforcement:
Recognition: Acknowledge students’ efforts by awarding certificates or small rewards for those who make significant efforts to save water at home and in school.4. Incorporating Technology:
Using Educational Videos and Games: Use educational videos or online games that teach about water conservation and climate change in a fun and engaging way.Using the Amazon Rainforest in reflecting on your question on deforestation is an excellent idea and something that children of all ages would enjoy.
“High Up in the Sky”
Activity 1: Examining Earth from the ISS.
We would start by exploring what Earth looks like from the International Space Station (ISS). We would discuss what we imagine Earth would look like to astronauts from space and how the space station itself might appear. Then we would watch videos and gathered information about the ISS, including the daily lives of astronauts in space—how they eat, drink, sleep, brush their hair, cope with gravity, and exercise. The children are always fascinated by learning about life in space, so we could use resources from “Teach with Space” and the astronaut’s logbook to deepen their understanding. We could also use Chris Hadfield’s Space Oddity video to gain an insight into what it is like floating around in the ISS. I have shown this video to the students in my class before and it is always a hit!
Activity 2: Matching Photos
In this activity, we would examine photographs taken by astronauts aboard the ISS and try to match them with pictures of landscapes taken from the ground. We would also use Google Earth to zoom in on a country, gradually narrowing our view until we reached street level. This would give the children a unique perspective on how landscapes look from both space and the ground.Activity 3: Satellite Photos
We would look at photos taken by satellites orbiting the Earth. The children would have the chance to match these satellite images with their own homes or areas, using their addresses. They would be thrilled to see Earth from this different perspective.I loved the weather proverbs, a way of linking the past to the present and I love your idea of linking it with home. It would be a great way to start a discussion between the children and their parents/ grandparents.
I found the video Home to be extremely compelling. It effectively highlights how climate change is a global issue, intricately connected across countries, rather than being the responsibility of just one nation more than another. The film also powerfully illustrates the immense pressures humanity has placed on the planet, alongside the natural forces at play over time. I would consider using it to introduce climate change facts to my class, though I would ensure to emphasize some of the more positive aspects as well. The video is quite impactful and does a strong job of exposing the harsher realities of climate change. However, it also features breathtaking aerial imagery that beautifully showcases the Earth’s wonders. We can use this to inspire discussions about the positive actions we can take to preserve its beauty. Since the video presents a lot of important information, I would use it to introduce these facts to the students, followed by encouraging them to research the positive steps being taken in Ireland to contribute to the global fight against climate change. These include off shore windfarms, recycling and solar panels to name but a few.
You raised a very good point about eco-anxiety. At at time when children are more exposed than ever to information, it can be very overwhelming so we do have to be mindful as parents and teachers to how we deliver such information.
I fully agree that the teacher should strongly emphasise that climate change is an immediate and ongoing issue.
I fully agree that the teacher should strongly emphasise that climate change is an immediate and ongoing issue.
Activity 3 ‘Climate Reporters’, which involves forecasting future temperatures based on greenhouse gas emissions, seems like an exciting and engaging task for students. The concept of what the Greenhouse Gas Effect is, is a difficult one and therefore I would begin this lesson in my classroom with the Paxi Video to ensure that the students have a clear understanding of it. It is a simple but very effective video. I would then model and lead students through the simulation tool, enabling them to adjust variables and see how these changes affect temperature predictions. This interactive method would enhance their understanding of climate change and highlight the significance of reducing greenhouse gas emissions. Group work would be the best approach and I feel that the students would require a good bit of time with the interactive tool to fully master it and therefore I would conduct this lesson over a few class periods. To enrich the activity, I would recommend utilizing online databases or news sources for research. Involving the Green Schools Committee would also be a suggestion.
I agree, Patrick that many adults as well as children also are confused about the difference between weather and climate. The simple explanations provided by the ESA teacher notes make it very straightforward to explain to any age group.
Module one provided numerous helpful resources that I plan to incorporate into my teaching next year. They offer excellent opportunities for children to enhance their STEM skills. I especially appreciated the Paxi videos and they would be a great way of introducing the topics to the children. They were very effective in explaining the difference between weather and climate. They were both age-appropriate and user-friendly, making them highly appealing for primary school-aged children.
In Nose Up in the Sky, I really liked the idea of explaining the proverbs associated with the weather which links in well with literacy. I also love the concept of a whole-school weather station where everyone actively participates in the process. It is hands on and engaging for the children and again links in nicely with both Art, Mathematics and Science. The resources needed for the Weather Station can be made by the pupils which I think, rather than handing them shop-bought utensils/ resources, will make the whole process more meaningful. We currently have weather charts throughout our school where pupils from different class levels are tasked with filling out the weather chart daily, which are on display in a few locations throughout the school.
I found the “Weather vs. Climate” resources to be highly appropriate, as the distinction between the two can often be confusing. Helping children differentiate between the two from a young age is important.
