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Module 5: Developing a research question relating to a climate issue.
If I were to do this in the coming year with 4th Class, I would begin with asking the children to discuss the weather this summer.
I would initially begin with a ‘Word Wall’, and ask the children to call out words that come to mind when we think of a traditional summer. I would expect words like the beach, sun burn, ice-cream, holidays etc… After making a list I would ask them to think of how many of their words applied to this summer versus summers past.
I would hope that they would see that this summer was not a ‘traditional summer’ in terms of the weather.
Then I would get the children to check previous statistics of summers past and compare the data. Ideally they would be able to access information recorded by the satellite like temperatures, wind speeds, humidity and precipitation.
Upon comparing the data, I would then get the children to investigate possible causes for climate change like deforestation, burning of fossil fuels and pollution of our seas and their destructive effects.
There needs to be more education locally in countries like Brazil and Indonesia regarding the effects of deforestation. Loggers and farmers need subsidies. Politicians need to take actions and there needs to be prosecution for illegal felling of trees and corruption.
I like the idea of analysing satellite data of deforestation of the Amazon. It can really put it into perspective.
Module 4 Assignment: ESA Resource ‘ Nose High Up in The Sky’ Proverbs. I have always been a big fan of proverbs especially as I work in a Gaelscoil. The old Connemara ‘Seanfhocail’ have always been relevant and there are countless ones regarding the weather. One of my favourites, ‘Ní hé lá na gaoithe, lá na scolb!’ A windy day is not the day to thatch your roof!
The proverbs in the Nose Up High activity are an excellent way to introduce a lesson, especially when they are so relevant to the children. We live on the coast and the children will notice seagulls on land or the colour of the sky at dusk. It’s a great to be able go give them explanations behind these occurrences
In activity 2 I like how the children call on their senses as once upon a time we were more dependant on our own senses to observe the weather rather than weather apps or forecasts. You only need to open your eyes an look at the clouds!
Activity 3 puts Activity 1&2 to practice. I feel that with this activity the children can get a hands on experience with weather prediction and also test out what they learned in previous activities.Module 3: “HOME” by Yann Arthus-Bertrand portrays the pure beauty of our planet. It is a very provocative film showing the history of our planet. It stresses the emphasis on agriculture reaching back for generations. It shows how we humans have lived off the planet. This thought-provoking film also demonstrates the natural movements of animals over generations too.
Unfortunately, this film also demonstrates the increasing population of the planet and how this ever-growing population is putting more and more pressure on the planet. This demand and is seen through deforestation, over fishing of our seas, rivers and lakes. One of the biggest factors affecting the planet is the extraction and burning of fossil fuels.
Burning of fossil fuels like coal, gas and oil has given some of the residents of this planet a comfortable and convenient life through providing heat and electricity and access to clean water and health services. Sadly, this isn’t the case for the majority of the planet who, are in fact the ones who suffer the most from floods, extreme weather, drought, famine, civil wars and more, sadly yet to come.
I think that this film by Yann Arthus-Bertrand and the Climate Aid 2020 short, demonstrate the reality of climate change in modern times and gives the children to see and reflect on these images.I like the idea if how things like flights are big contributors to the burning of fossil fuels as, most of the children probably took a flight somewhere in the last 12 months
Activity 3: Climate reporters and predicting temperature change, is a very interesting and engaging activity for the children. It helps them to grasp the whole idea if temperature and climate change. It is very important that the children can see for themselves that climate change is also happening now! It is not something that is going to happen. I think a great way of demonstrating this is simply to look at this summer.
I would show the class the Paxi cartoon, which I personally thought to be very informative and easy to understand. It is very important that the children understand that the ‘Greenhouse Effect’ is a natural effect and how they can do their bit to help.
The temperature predictor tool would give the children a great idea of how the influence of humans directly affect the weather. I would hope that this might give them ‘food for thought’ and make more of an effort to make a positive difference.
To give them a better experience I’d ask the children to put on their coats and zip them up before beginning the lesson. This will give them the feeling of warming up and being too hot and try to put that into the context of global warming.I think purchasing proper equipment would be a good way of comparing the data gathered by the children.
Upon reading Dr. Maeve Liston’s ‘Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics’, I have been able to identify certain aspects of STEM active in my classroom but also many areas in which I can develop and promote STEM in my classroom so that the children can learn through collaborative problem solving.
‘Inspiring creativity, problem solving inquisitive thinking, and teamwork,’ is the key. In my classroom we have discussed inventions and famous inventors down through time. Examining these inventions and how they have influenced and impacted on the world. Getting inspiration from great minds before us and asking questions about what inspired them.
We recently asked a question in class. What would you do to improve the school. We researched things like seesaws, slides and swings. These are simple inventions that are taken for granted. We investigated the links between these items and Science ,Technology ,Engineering and mathematics. We then decided on how to improve them. Collaborative thinking allowed the kids to come up with very interesting adjustments! Using materials to hand we were able to mock up a slide and seesaw before and after adjustments. The area lacking was analysing the information and time didn’t allow us to reinvestigate and improve on our activity.
I hope in September to set up a series of weather stations in the school. There are a few places where they could be safely set up and installed. We will be able to learn about rainfall throughout the year by recording rainfall and comparing them to previous years by us the ‘Available Data’ on http://www.met.ie
I’d also like to setup anemometers in different places to show how important shelter from the wind and link in the destructive influence of deforestation.
Upon reading Dr. Maeve Liston’s ‘Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics’, I have been able to identify certain aspects of STEM active in my classroom but also many areas in which I can develop and promote STEM in my classroom so that the children can learn through collaborative problem solving.
‘Inspiring creativity, problem solving inquisitive thinking, and teamwork,’ is the key. In my classroom we have discussed inventions and famous inventors down through time. Examining these inventions and how they have influenced and impacted on the world. Getting inspiration from great minds before us and asking questions about what inspired them.
We recently asked a question in class. What would you do to improve the school. We researched things like seesaws, slides and swings. These are simple inventions that are taken for granted. We investigated the links between these items and Science ,Technology ,Engineering and mathematics. We then decided on how to improve them. Collaborative thinking allowed the kids to come up with very interesting adjustments! Using materials to hand we were able to mock up a slide and seesaw before and after adjustments. The area lacking was analysing the information and time didn’t allow us to reinvestigate and improve on our activity.
Upon reading Dr. Maeve Liston’s ‘Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics’, I have been able to identify certain aspects of STEM active in my classroom but also many areas in which I can develop and promote STEM in my classroom so that the children can learn through collaborative problem solving.
‘Inspiring creativity, problem solving inquisitive thinking, and teamwork,’ is the key. In my classroom we have discussed inventions and famous inventors down through time. Examining these inventions and how they have influenced and impacted on the world. Getting inspiration from great minds before us and asking questions about what inspired them.
We recently asked a question in class. What would you do to improve the school. We researched things like seesaws, slides and swings. These are simple inventions that are taken for granted. We investigated the links between these items and Science ,Technology ,Engineering and mathematics. We then decided on how to improve them. Collaborative thinking allowed the kids to come up with very interesting adjustments! Using materials to hand we were able to mock up a slide and seesaw before and after adjustments. The area lacking was analyzing the information and time didn’t allow us to reinvestigate and improve on our activity.