Forum Replies Created
-
Posts
-
Hi Colette , that is a very comprehensive lesson outline you have presented there ! You have managed to incorporate Maths, Science, English, Geography, Art , Oral language , Environmental awareness and much more. It’s a great idea to present their findings in a newsletter as it is often the parents who need education in these matters. Well done.
Like one of the posters ahead of me, I actually found it quite difficult to decide on a research question for this module. Conscious that I had to keep it local, I have decided on Climate Change and the River Shannon as we can see the river from our classrooms.
Firstly all our pupils will be familiar with the yearly flooding problem we have in our town and environs, so that will be one of our first topics to research. We could collect photos, newspaper articles and videos of flooding over the last 10 or 15 years. The pupils could also interview parents and grandparents about their experiences with flooding in the locality. Over the course of the year we could observe and measure water levels at the nearby bridge. This data could be analysed and presented graphically.
Pupils would be shown the measures some businesses have taken to protect their premises from high water levels. They could also be encouraged to come up with solutions of their own. I would organise a visit from someone in the local council environment office to come to speak to the class about the issues.
A second topic that we could look into would be the birds and animals that live in the immediate vicinity of the Shannon. This is something we look at each year anyway but next year we could possibly look into how these species are declining in recent years as a direct result of climate change/ habitat destruction.Hi Colette , we also studied the ISS in the past year and I was amazed at how much knowledge some children already had on the subject. It gave ample opportunites for them to discuss life in the ISS food, exercise , down time and of course the bathroom facilities! They found it fascinating that the astronauts went through 16 sunrises and 16 sunsets in one day ! These new resources will be very welcome next year.
I chose activity three for this module assignment – “from The ground and from the Sky” ( Slide 19). I thought it was a very engaging activity and it would have great potential for learning and discussion in the classroom. The module consists three activities in total.
In Activity One we read about the ISS and we’re given some interesting facts about it- its size,speed and function.
In Activity Two, pupils are required to match images of landscapes taken from different perspectives(above or below).The photographs are all of a very high standard and the worksheets are clear, well laid out and visually appealing. The children see many geographical features and landscapes- islands, deserts, cities, mountains, rivers etc. Each photo can be discussed and comparisons made. An atlas would be a useful tool on the desks too so that the children could place each feature.
Activity Three deals with EO – Earth Observation. Here, pupils have to identify which photo was taken from above(Satellite imagery) and which from below ( from earth). Again, the photos in this section are of a very high quality.
Finally, the pupils learn about the Sentinels and the major functions of the satellites that continuously monitor our earth.
This resource is extremely useful in the modern day classroom and I look forward to using it in the coming school year.Caitriona , I also agree with you that the Climate Aid 2020 might be too distressing for some children. we have to aim to inform and educate without causing any undue stress or anxiety.
I thought the documentary “Home” was absolutely fantastic and a must watch for everyone. I was surprised to learn that it was produced in2009, thus making it fifteen years old. The director Yann Arthus Bertrand brought the viewer on a magical and enlightening journey from cities Shanghai to New York to Los Angeles, from The River Jordan to the Colorado river and from pole to pole. On the journey we are presented with amazing aerial footage of our earth, including agricultural land, mountains, rivers, oil fields, deserts and ice caps. In total the documentary showed footage from 54 countries.
The footage , coupled with an excellent and informative commentary shows us very clearly the effect human activity has had and is continuing to have on our environment. Our so called progress is depleting all the resources that nature provides. Humanity has “taken possession of every habitat and conquered swathes of territory like no other species before “.
It deals really effectively with how our desire to develop has completely depleted our world of its most precious and non renewable resources. Shanghai has built 3000 sky scrapers in 20 years !We see and hear some very frightening images and facts that we have no time to ignore anymore. As the film says it’s too late to be pessimistic! Our population has rocketed and our need for food and housing has never been greater. Our wealthiest have never been richer. Yet ,one sixth of our population are living in unsuitable or precarious housing and have no reliable access to adequate nutrition.
These pictures have provided us with many sobering and quite frightening images and scenarios that everyone should be made aware of.
The video would be an excellent resource in the classroom , particularly in the senior classes. I find the children are already very well informed , especially about the melting ice caps and the effect on animals. But this video moves away from the poles where the effects of green house gases are more visible and gives us a wider view of the damage our greed and desire to progress is causing. A must watch !Hi Triona,
I would agree with you that some children have unnecessary anxiety related to climate and global warming. It is important to give relevant and age appropriate information so as not to increase stress levels. The use of videos such as Paxi and the David Attenborough documentary are excellent in that they provide information in a very child friendly manner.
I thought Activity 3, Climate Reporters was a very interesting and engaging lesson. It would be a great way to determine the pupil’s knowledge about greenhouse gases and their impact on world climate. Before the lesson, we would need discussion / brainstorming to ensure that each pupil in the group is familiar with the weather/ climate terms and vocabulary. The lesson gives opportunities for the pupils to predict future climate scenarios and gives them the chance to see how their own actions can change those future scenarios.
The video Paxi, Greenhouse Effect is an excellent and child friendly resource that is suitable for any primary school age group. The video outlines very simply what greenhouse gases are, how they are produced and what effect they have on world climate. Without causing alarm or undue stress , the pupils are encouraged to do the simple things, recycle when they can, preserve water and switch off lights or devices when they are not in use.
The Teal Climate tool is a very informative and useful resource , particularly for the senior classes. Using it, the pupils can observe and analyse temperatures, precipitation levels and other weather variables pertaining to our own country. It gives very relevant information and gives pupils an insight into the work of scientists and meteorologists in determining future climate and weather patterns.Hi Dara , I really like your idea of the sundial. And seeing as we’ve had more sunshine in April , May and September over the last few summers, it might just be the best opportunity to use it ! This would integrate nicely with history and work on the ancient Egyptians.
I found the reading of Dr Maeve Liston’s paper Unravelling STEM- beyond the acronym of Science, Technology, Engineering and Mathematics very interesting. In recent years, we as educators have had many acronyms thrown in our direction- some useful, others not so much!
STEM, however has managed to incorporate many aspects of learning and has been hugely beneficial in many classrooms. Dr Liston has noted correctly the STEM mania of the last few years- STEM events, STEM courses, STEM resources and we can all identify with the STEM kits, as companies jump on the STEM bandwagon! I felt her summary of authentic STEM characteristics in education very useful especially
• Inspiring creativity and problem solving
• Allowing for critical thinking
• Integrating real world and relevant learning experiences.All the above can surely be implemented successfully without the dreaded and very expensive STEM kit!
I found the resources in Module One engaging, practical and useful and I will definitely use them in the next school year.
The Nose in the Sky is excellent and provides many opportunities for the children to work together and to observe and record weather conditions. It also manages to integrate literacy skills along with the STEM subjects.
I particularly like the inclusion of proverbs and would also like to see local weather lore included, especially if these could be provided by grandparents or members of the farming community.
I also love the idea of setting up the weather station. This is something I have done in my own classroom for years. The pupils always love when it is their turn to go out to check the rain gauge and the thermometer. Again, English skills and Maths are developed as they report back their findings to the rest of us and record on the weather chart.
The Weather VS Climate resource is probably more suitable to the senior classes and gives them plenty of opportunity to work with numbers, data, averages, geography, maps etc.I found the reading of Dr Maeve Liston’s paper Unravelling STEM- beyond the acronym of Science, Technology, Engineering and Mathematics very interesting. In recent years, we as educators have had many acronyms thrown in our direction- some useful, others not so much!
STEM, however has managed to incorporate many aspects of learning and has been hugely beneficial in many classrooms. Dr Liston has noted correctly the STEM mania of the last few years- STEM events, STEM courses, STEM resources and we can all identify with the STEM kits, as companies jump on the STEM bandwagon! I felt her summary of authentic STEM characteristics in education very useful especially
• Inspiring creativity and problem solving
• Allowing for critical thinking
• Integrating real world and relevant learning experiences.All the above can surely be implemented successfully without the dreaded and very expensive STEM kit!
I found the resources in Module One engaging, practical and useful and I will definitely use them in the next school year.
The Nose in the Sky is excellent and provides many opportunities for the children to work together and to observe and record weather conditions. It also manages to integrate literacy skills along with the STEM subjects.
I particularly like the inclusion of proverbs and would also like to see local weather lore included, especially if these could be provided by grandparents or members of the farming community.
I also love the idea of setting up the weather station. This is something I have done in my own classroom for years. The pupils always love when it is their turn to go out to check the rain gauge and the thermometer. Again, English skills and Maths are developed as they report back their findings to the rest of us and record on the weather chart.
The Weather VS Climate resource is probably more suitable to the senior classes and gives them plenty of opportunity to work with numbers, data, averages, geography, maps etc.