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As I teach in a junior school I would try to keep the question relevant to the age group and pitched at their level. A question we might investigate is “Can farming affect the quality of our water table”
I would use a KWL chart to illicit what knowledge children know regarding the Irish water table. We would the look at the possible dangers farming in Ireland poses to the quality of Irish water ways and rivers. We would investigate some measures farmers are taking on their own farms to try eliminate polluting local waterways. Is the method of prevention better than cure i.e. what substances they use on the fields to treat/enhance certain crops. Children could interview local farmers/environments to conduct their own research on the matter. They can work collaboratively to source their data by questioning, interviewing and using data available online. They can use satellite imagery to look at waterways around the country and arrange data to show how quality of water can be linked with proximity to urban or rural areas etc. There are lots of different ways the children can decide to go acting as climate detectives.
Hi Ciara, this a great question. It is so relevant to the children themselves and great to ask a question that affects the children’s own local environment. Lots of follow on projects could be linked in with this question such as “The tree Project” linked in with the National Tree council.
I really like the idea of using the EO Browser to show the seasons, this would be lovely in the infant classroom. It gently introduces the concept of space and satellites and links in perfectly.
The EO BROWSER is an Earth Observation tool which can be used to study and view fresh and archive satellite imagery from numerous sources. There is a special educational mode for students and teachers which can used to narrow down search for specific data, for example by time, cloud coverage. It can be accessed on a desktop computer or mobile device. It has easy to use tutorials and step by step guides. It is an amazing tool to be able to use in a classroom setting for particular SESE lessons. For example pupils could use the tool to look the town or city where they live and look at changes that have occurred over time or look at the natural landscape and topology of the area. Pupils could look at an active volcano and study and observe the landscape on a week to week/year to year/ day to day basis. The imaging is supplied in true colour but it is possible to use different viewing options, if there is something that a class would like to study in particular. For example air pollution. The EO browser provides pupils will real world access like nothing before. Am amazing resource to inspire any future scientists
Some of the video clips in this section on Climate Change are absolutely stunning. The Climate Aid 2020 video would bring a tear to the eye, it was very moving. The movie “Home” is absolutely spectacular. I would show this to senior classes over a number of days. The imagery and information were unreal. There were so many stand out points that could be discussed and worked on collaboratively within any class. Some of the statements towards the end of the movie were startling. E.g. the ice cap is 40% thinner than it was 40 years ago. There were so many points that struck a chord with me e.g. climate refugees, soaring temperatures etc but also the message of hope at the end where harmony between humanity and nature can become the norm. I think this is an important message that we as educators will need to pass on to our students.
The imagery in the movie was spectacular, I would bring the students outside in our local environment and ask them to look at the sky, nature etc and see the beauty outside their own front door then we could discuss ways to protect it.
Greta Thunberg’s Ted talk was emotive and powerful, I would certainly show it to the middle to older classes. They could try to create their own speech to save the planet.
Eco anxiety is something I had not considered but I realised as I was watching some of the videos that I was mindful of my young children watching over my shoulder also. We need to inform but not frighten, this will be important to try and find the right balance especially in the younger classes.
I totally agree that with allowing the pupils to use computer time or ipad access would be a great way to conduct /further their own research and investigations. Using the teal tool themselves is the best way to wholly engage/understand the topic.
I would engage the pupils in the senior classes with a news headline currently being reported relating to climate change. For example: “Should Dublin airport be allowed to increase the annual passenger cap?” I would ask them why they think this is causing such debate in the country at the moment. Hopefully this would engage the class to begin talking about greenhouse gases etc and climate change. We would discuss what we already know regarding the topic and then I would show them the paxi video, following on we would investigate with the Teal tool for predicting future temperatures. We would follow the rest of the activity investigating why greenhouse gases are increasing and what it means for the plant. What are the next steps that nations need to adopt going forward and then we would reflect and come back to our engagement headline regarding passenger caps in Dublin airport and I would ask the class to give their opinion and vote whether they think the government should increase the passenger. We could have a class debate….. lots of possibilities for integration with literacy.
After reading Liston’s paper “Unravelling STEM Beyond the Acronym of Science, Technology and Mathematics” It reminded me of the importance and usefulness of using a STEM approach and fostering learning opportunities in everything around us. For e.g. looking at the simple pencil.
I want to foster this in my classroom and present children with the opportunities to use as a methodology going forward. I really like the activities outlined in the Weather v Climate ESA resource. Analyzing is it Weather or Climate? and becoming weather detectives themselves. The collaborative investigations are what using STEM is all about and could turn into a whole school activity where the senior classes could buddy up with the junior end to create weather recording resources and the junior end could reading/record a weather diary from the created resources. I like the way the children can created their own weather recording devices e.g. rain gauge/anemometer. In the older class groups children could analyse e data they recorded with MET Eireann info or using real weather devices already in the school.