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Hi Anna Lucia,
I agree that having regular discussions about gender stereotypes and providing diverse toys for all children can help combat these biases effectively.
Ehigie (2021) highlights the importance of global citizenship, emphasising the need for education to foster sustainability, social justice, and cultural understanding. Development education is crucial as it equips students with the knowledge and values to engage with global issues, fostering critical thinking and empathy. To incorporate development education into my teaching, I would integrate global issues into interdisciplinary projects, using interactive activities like debates and simulations to deepen understanding. Encouraging colleagues involves organising professional development workshops on global citizenship and collaborative planning sessions to design cross-curricular projects. Implementing a school-wide initiative, such as a Global Citizenship Week, can engage the entire school in activities and discussions about global challenges. This approach ensures students are prepared to be informed, empathetic, and proactive global citizens.
Research Question – How has the average temperature in our local area changed over the past 50 years, and what potential impacts might this have on local ecosystems and human activities?
The children can actively participate in this project by engaging in various hands-on activities and research tasks. They can begin by collecting historical temperature data from local weather stations or online databases, learning how to analyse the data. This could include creating graphs and charts to visualize temperature trends over the past 50 years. The children could collaborate with local farmers. Community members can provide insights into how temperature changes have impacted agriculture, water resources, and daily life. Children can also participate in classroom discussions and projects to understand climate models and predict future temperature changes, as well as brainstorm and develop creative solutions for mitigation and adaptation. By presenting their findings, they contribute to raising awareness about climate change in their community.
I explored the EO Browser and found it exceptionally user-friendly. I can easily imagine students using it to locate their homes or places of interest, e.g. places being studied as a class. They could also use it to map their routes to school and other local destinations and measure the distance to each area of interest. A great advantage of using the EO Browser in class is that it feels like a fun activity for the kids, even though they are actively learning. If I were to implement this tool with my class, I would start with a tutorial to ensure they are comfortable and confident with its features. Following that, I would use images from the EO Browser to spark group discussions, encouraging students to ask questions and think critically about various issues. They could then embark on research projects, integrating geography by identifying specific areas and comparing images over time.
The video titled “HOME” is a powerful and compelling piece that vividly illustrates the impact humans have on the planet, making it an excellent catalyst for sparking children’s interest in environmental topics. Following this, we could explore additional content, such as Greta Thunberg’s TED Talk, to dive deeper into youth activism. The children would then research and present on various climate change issues, supplemented with hands-on activities like calculating carbon footprints. I would include interactive stories highlighting how climate change affects children globally, encouraging empathy and understanding. The children could also create posters and drawings to depict the effects of climate change and participate in a class project focused on generating ideas to reduce their own carbon footprints.
Activity 3 is an excellent addition to the classroom, particularly because it incorporates group work. The topic of climate and weather can be overwhelming, but having targeted activities that break it down into smaller, manageable parts is very effective. The Paxi video is a helpful resource for introducing the concept of greenhouse gases, as many others have noted. I would also implement a KWL chart with the students to structure their learning. Starting with the Paxi video, students can work in groups, which is a component I find valuable. Additionally, using iPads to engage students is a great idea. Comparing data with other countries is particularly relevant since my class includes children from various countries.
Reflecting on Dr. Liston’s article, it becomes clear that she highlights a vital aspect of STEM education in schools. For example, having my students construct weather stations merges engineering principles with scientific exploration. This method not only encourages creativity but also enhances problem-solving abilities and critical thinking skills, leading to a well-rounded grasp of STEM concepts.
“Weather detectives” empowers children with the independence to conduct their own research both within the school and in the local environment. This activity involves numerous skills, such as determining the optimal location for a thermometer, ensuring proper ventilation, and avoiding direct sunlight. These considerations prompt students to think critically about their choices and understand the underlying reasons. As I am teaching 6th class this year, I plan to incorporate this project, as it offers an additional responsibility for the students to undertake.
