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My research question would be: What are the consequences of ice cap melting in the Arctic and Antarctica on Arctic wildlife?
To begin with we’d complete lessons regarding Climate Change and weather to help pupils have a solid understanding of weather, climate and climate change, before our research.
To start our research project we would complete mind maps in groups to brainstorm what the children may know about the consequences. All answers would compile a class brainstorm poster of prior knowledge on the research question. Pupils would then watch the Global warming video from National Geographic to link global warming with the acceleration of polar ice melting and rising sea levels. I would then explain that we are all now climate detectives and we are going to make an investigation plan to answer our research question on the consequences of polar ice melting on Artic wildlife.
Pupils in groups would then use iPads to collect data on the consequences of the melting polar ice. Experiments on melting ice and rising sea levels would be conducted to highlight rising sea levels and what happens to the animals with no ice to use. If possible we would source a speaker on climate change to ask questions regarding melting polar ice. All these activities along with their research would be used to create group posters on our research question. Pupils could do their research project on Artic wildlife as a whole or focus on one particular animal (Polar bear, Artic Fox, Seal etc);
All projects would be presented and discussed whole class to make a class list of the consequences of melting polar ice on the artic wildlife. To extend this, we would discuss if the wildlife would survive in the Artic and Antarctica if the polar ice fully melted, and how this might effect the world’s climate in the next 50 years.
Your research questions is a brilliant question. There is a lot of scope for learning, researching and collaborating. Integrating art, drama, and writing is clever as it creates a fun element to the topic. I love the idea of weather diaries. It’ll help pupils see weather patterns and changes over the days and weeks they record.
I used the Satellite tracker app. The five most recent satellites that passed are:
1. Cosmos 2428- isalso known as Tselina, is a Russian Military spacecraft that was launched by a Zenit-2M rocket from Baikonur at 10:00 UT on 29 June 2007.
2. SL- 16 R/B- refers to a rocket body, specifically the upper stage of the Zenit-2 launch vehicle, that is in orbit around the Earth. It is often tracked as space debris or a defunct satellite. The “R/B” designation stands for “rocket body”.
3.Aqua (EOS PM-1) – is a NASA scientific research satellite in orbit around the Earth, studying the precipitation, evaporation, and cycling of water.
4. Starlink 34788- Starlink is a network consisting of thousands of small satellites. Its goal is to provide fast reliable global access to the internet. These satellites communicate with ground stations, transmitting internet data at speeds greater than 1 gigabit per second. This will give areas with poor telecommunications infrastructure access to high-speed internet.
5. Astex 1- was primarily designed to test advanced space technology and payloads for the US Air Force. Key experiments included a celestial mapping infrared scanner, a closed-loop radiator and pump cooler, and a 4.57-meter flexible roll-up solar array.
It was interesting to track and see what satellites were passing Ireland and to identify what these satellites are used for. I believe pupils would have great enthusiasm for a similar satellite activity/project.
Breda I do agree that it is a great resource for pupils to engage in learning about climate change. I love how they integrate the Space technology with environmental issues. The pupils would be highly engaged in tracking satellites and identify what each satellite is used for. Pupils could complete projects on a particular satellite and design and make their own one. So much scope for learning!
Home was an extremely powerful at conveying the urgency and reality of climate change. It is an amazing teaching resource to help pupils understand the reality of the effects of human actions on our planet. However, the film is very long and does have some extreme imagery that may upset pupils. It would be necessary to pick and choose what sections of the film are appropriate to use when teaching about Climate Change. I would suggest using this film with the older classes.
To introduce the topic of climate change, I would begin by showing the Climate Aid 2020 video to spark discussion. Pupils would be encouraged to explore what climate change is and why it’s important for them to understand it. The film Home would then be used to highlight the impact of human actions on the environment and the resulting effects on our planet. While watching selected clips from Home, pupils would work in groups to answer guided questions and record key facts. This information would then be used collectively to create a class display on climate change.
To extend the learning further, pupils would develop a School Climate Action Plan, guided by the Climate Action Plan video. Selected clips of Greta Thunberg would be used to inspire and support the class in creating a presentation, which they would deliver to other classes and the school principal, outlining their proposed Climate Action Plan.
It is an excellent idea to show the Paxi video first to introduce climate change. Pupils are given a change to fully understand the topic without overloading them with too much information as some of the videos have very strong imagery and powerful messages that are complex to understand. I love how you plan to break up the video Home into segments to really help the pupils fully engage with the films powerful message.
Activity 3 is an excellent resource that would allow pupils to engage effectively with the topic climate change. The PAX video is an amazing video that is engaging, fun and pitched effectively for pupils understanding on a complex but important topic. I would have pupil complete a before and after Greenhouse Gases/Climate change brainstorm chart to identify what they know before and then after watching the PAX video.
The TEAL tool is a fantastic resource for pupils to learn and see the effects of rising emissions on our climate. It’ll give them a good idea on how their local temperatures could rise each decade. To extend this part of the activity, you could have groups compare their results with predicted results of a country/area of their choice. It’ll give them scope to discuss why maybe some areas see quicker temperature rises than others and so on.
After their results, pupils could participate in a climate action project where they identify small, simple changes they and the wider school community could do to combat climate change. Posters can be designed to go with their projects to be displayed on the Green School noticeboard and presented to other classes.
I think your idea to link the temperature prediction tool with your Green School Committee. This would allow other class teachers an opportunity to use your results for their pupils learning on the topic. It will also generate interest and discussion amongst pupils from your class with other pupils, making your pupils feel valued for their work.
Comparing with other countries is a great extension activity.
The weather and climate resource provide an array of information and activities that will allow children to broaden their knowledge on the topic. Prior to starting activity 1 “Is it Weather or Climate?” I would have the children brainstorm what they know about weather and climate and discuss this by creating a KWL chart. The statement activity is an excellent way for children to analyse, discuss and identify what classifies as weather or climate. Guided discovery learning is very evident here. To further add to this, children could create fact files on the types of weather and climates. Technology can be integrated here for researching and also creating a video presentation of their fact files. Once pupils have completed the climate zones extension, they could play a game in groups to see who could sort the countries into the correct zones the fastest. Something fun but also they learn which country belongs to which zone.
Weather detectives is an excellent name for the activity. I love how they have integrated maths by graphing their results.
To begin this activity, class discussion on temperatures and how to measure temperatures. Thermometers will be given to groups to aid discussion. Activity sheets will be given out for measuring temperature. Key questions about how to measure and where to measure etc, will be given out for groups to discuss. Measurements will be taken daily over the course of a month. To extend this activity, pupils could use weather apps to record predicted temperatures. Comparisons can be made with recorded temperatures. These apps could also help pupils identify the difference in their recorded temperatures and temperatures in another area in Ireland, another country etc.
Activity 2 could be done at different stages of the school year to make temperature comparisons between seasons. The pupils could also identify the weather conditions with each temperature reading to further extend learning.
Pupil could also design and make rain gauges and anemometers to further engage with their local weather. This can be integrated then with maths especially the strand data. I am excited to use this resource this year with my pupils.
rIntroducing the weather apps would be a brilliant idea to help children explore and monitor weather in real time. It would allow for group work where children could report on current weather trends and make weather predictions. Then, use these to make comparisons and contrasts between predictions/trends and also, use it to compare our climate with another. So much scope for learning.
Nicole I love your outline of a lesson for Design your own Night Sky. The hands on activity allows pupils great scope for creativity with the materials provided. Once they have presented their pieces to the class, they could educate other class levels on The Night Sky with their designs as a prompt.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Songs:
Twinkle Twinkle Little Star.
A Sky Full Of Stars” by Coldplay
The Big Sky by Kate Bush
Moon and Stars By Town4kids
Day and Night By kids Zone
Sun, Moon and Stars by The Singing Walrus
Frank Sinatra Fly me to the MoonPoems:
The Starlit Night By Gerard Manley Hopkins
Stars I have Seen them Fall by A.E Housman
I am the Night Sky by Clive Blake
Secrets of the Night Sky by Nnenna Okonkwo
The Wound at the Side of the House by John O’ DonohoeArt Ideas:
Looking and responding:
– Van Gogh Starry Night
-kandindsky Moonlit Night
-Moonlight By Winslow Homer
-Moonlit Shipwreck At Sea by Thomas Moran
-The Meteor of 1860 By Frederic Edwin ChurchThere are so many poems, songs and artwork inspired by the Night Sky. All the example above help with integration of the Night Sky topic in subjects like English, SESE, Art and Music. The examples above could be used as a starter activity when
introducing the topic of the Night Sky to a class.I love the idea of night motion cameras to observe the nocturnal animals at night. It would really allow pupils to really see how the biodiversity lives at night and give them a great understanding of how light pollution affects the nocturnal animals. Linking up with another school would be super interesting for pupils and give pupils a lot of scope for comparing and contrasting the two localities. Projects could be completed on both localities and light pollution.
To engage pupils in biodiversity, I would use a starter video on biodiversity from the Nation History Museum . Pupils would be encouraged to identify the key facts on Biodiversity. Pupil would then in groups brainstorm the biodiversity examples in our locality.
A biodiversity survey would then be carried out around the school and around our school locality. The information documented from this survey would help pupils create group posters/projects on biodiversity in their locality. These could be used to raise awareness of biodiversity with other classes in the school.
To introduce the topic of light pollution affecting biodiversity, the pupils need to learn about nocturnal animals first. A video on Nocturnal animals would be used with a leaflet to help pupils in groups create a concept map on Nocturnal animals. For homework, the pupils could conduct a nocturnal animal survey at home to see what animals, insects and birds come out at night. Findings would be discussed and I would lead this discussion to identify what they noticed in more light up areas around their house.
Groups would then participate in group projects. Each group would research and create a project on one of the following topics:
-Bats and Light Pollution
-Birds and Light Pollution
-Light Pollution and Plant Growth
-Insects and Light PollutionPupils would then work on identifying how our school could help biodiversity around the school, by making bug hotels, make bat boxes, plant tress and native hedgerows, bird boxes etc. The class would start a campaign to
implement these steps to support biodiversity around the school, and educate the school on how to reduce light pollution.Annette I love your ide of a night sky journal. It is a great resource that would help aid your teaching and activities on Light Pollution. I also believe it is a great idea to get pupils families involved in learning about Light Pollution. I will definitely be using this idea when teaching about Light Pollution, thank you!