Learning Log 2- Climate Change

Climate Change is an extremely important subject, one that needs to be highlighted more often as it can have a serious impact on the world we live in. If I am being honest prior to this module I didn’t have much of an interest in learning about topics like climate change. I would often hear … Continue reading “Learning Log 2- Climate Change”

Climate Change is an extremely important subject, one that needs to be highlighted more often as it can have a serious impact on the world we live in. If I am being honest prior to this module I didn’t have much of an interest in learning about topics like climate change. I would often hear stories in the news about what it is and what is happening around the world due to it but I never really looked much deeper into it.

In the world the climate is constantly changing and with that means we are bound to experience the effects of climate change. These can vary from agriculture, sea levels rising which can inhibit floods, loss of sea ice and more intense heat waves. These effects not only have an impact on the environment but on people’s lives. This year alone there has been two main hurricanes: Harvey and Imra, that have been the effect of climate change. Scientists suggest that “rising sea levels and warmer oceans, made those storms far more destructive than they would have been in previous decades” (Cable News Network). Hurricanes like these have a tremendous affect on the residents of the area who are left homeless, injured and in the worst case dead. Many scientists believe that primarily climate change is man-made therefore we as the humans it is having an effect on, need to pull together to try and save our environment.

The Government are doing a lot to help lower the effects of climate change. I was surprised to realise that there is actually legislation in place: The Climate Change (Scotland) Act (2009). They have got set targets in place to hopefully reach by 2020 and 2050. These vary from the decrease of greenhouse gases and ensuring there are supplies in place to help the reduction and recycling of waste. There has already been a start on recycling. We now have coloured bins that state which type of material goes in which bin. In my household we have a black, blue and green bin. Our green bin is for any food waste, the blue is for any paper, plastic and cans and our black bin is for any other recycling. I never really cared much for recycling but the use of the coloured bins makes it so much easier and you almost don’t even realise that you are recycling the right way. Furthermore, the governments policy on charging for plastic bags has also had a positive impact on myself as I now rarely ever buy a plastic bag I just use one of the ones I already have in my house. I do think that me re using bags I already have is more so that I don’t have to pay for one but at least it’s helping the environment at the same time in a positive way.

Already, with the hard work from the government to tackle climate change. The first minister placed Scotland at the front of the world fight against climate change on the 5th September 2017. This just highlighted the our country is taking the effects of climate change very seriously and therefore we need to realise this and do our part to help stop climate change.

I took part in a quiz that analysed my carbon footprint. I was really shocked at my result and realised that there is a lot more that I could be doing to lowering it to have a positive effect on the environment rather than a negative one. It made me reflect on the ways I travel to work and university, the food that I am buying and the amount of energy that is used in my household that is unnecessary.

In conclusion, it is crucial that everyone at least tries to tackle and prevent climate change, whether this is walking instead of driving, switching the sockets off in the house when you go to bed, buying more locally produced foods if they are available. It is important to notice that the smallest positive difference in your daily routing can have a huge effective impact on climate change in the world. It is our job as educators to ensure that the newest generation are made aware of the impact we have on climate change and our environment, and how we can have an influence taking care and looking after our environment so that it can then have a positive impact on the world.

References:

Climate Change (Scotland) Act 2009, asp 12. Edinburgh: The Stationary Office.

WWF. (2017) HOW BIG IS YOUT ENVRIONMENTAL FOOTPRINT? [Online] Availabile: http://footprint.wwf.org.uk/ [Accessed: 06 September 2017]

NASA. (2017) Climate Change: Vital Signs of the Planet Effects. [Online] Available: https://climate.nasa.gov/effects/ [Accessed: 06 September 2017]

Cable News Network. (2017) Yes, Climate Change made Harvey and Imra worse. [Online] Accessed: http://edition.cnn.com/2017/09/15/us/climate-change-hurricanes-harvey-and-irma/index.html [Accessed: 06 September 2017]

Learning Log- Sustainable Development- The Climate- 6/10/17

The central point of this week’s learning log is Climate Change.
Climate change is a substantial issue that is impacting on our world, people and living things. Climate change can be defined as (climate) the average weather at a certain instance and time of year, and is recorded over many years (usually over 30 years). The weather should remain a constant, and only encounter slight changes day to day. However, if the weather does not stay persistent then climate change is occurring. Throughout the years the world has experience changes in the climate and its weather, within the United Kingdom the average yearly temp is 14 degrees (2012, Met Office). Scotland is becoming warmer and by 2080 it is expected temperatures will increase by 1 -3 degrees, however this does not mean that Scotland will encounter warmer summers, but in actual fact is it a warning that the world’s atmosphere is becoming warmer, hence the term Global Warming. Similarly, the average temperature of the Earth is 14 degrees, the average temperature has increased by 0.6 degrees over a 30-year period and by 2100 it is forecasted that a rise of 1.4- 5.8 degrees is expected to occur on Earth. Rising temperatures engenders Global warming. The Polar Regions are parts of Earth that are being significantly affected by Global Warming, these regions already have experience harsh conditions, but increasing warmth on Earth is causing the Artic environment to melt, having detrimental consequences for humans, animals and living things whose habitats are within the Polar Regions.
Conversely, the term Global warming is based around the greenhouse effect. Scientist believe that a build-up of emission in the atmosphere acts as a blanket and keeps heat around the Earth’s atmosphere, thus temperature increasing.

As part of the directed studied task I had to calculate my carbon footprint (calculated as 109%) and it was a complete eye- opener for myself. Before participating in the calculation, I would consider myself and family to be relatively green. For instance, at home we recycle (paper, aluminium, compost, glass) and also have many approaches to reduce heat loss within the house such as loft and wall insulation and double glazing, likewise each room has energy effective lighten. However, I do use my car at least four times a week for long distances, nonetheless if the journey I am making is short I would walk or use public transport instead of driving. Also, this year I made two return journeys by aeroplane. After receiving a score of 109% it is important that I make some changes in order to reduce my carbon footprint, this can be done by sourcing food locally, eat less meat, even reducing central heating within the house by 1 degree will reduce energy used by 10%.

The focus of last week’s (29/9) workshop one was Politics and Global Warming. What I acquired was that politics are an important influence in climate change, as it is politician/ government actions that cite legislation and policies in regards to reducing climate change and creating a more eco environment. Recent legislation includes the 2050 policy in reducing carbon footprint and the Paris Agreement. Once we looked more in-depth at the influence of politics, in groups we were given a stakeholder (from around the world and living in different circumstances) to examine the impacts of global warming/ climate change for that stakeholder personally, their community and their country. My group was assigned to a MSP whose constituency was the Scottish Borders. Researching into this area of the UK we were able to understand the consequences of Global Warming and considered different active approaches that the government could employ to reduce the effect of global warming.
I would use the above activity in a primary setting, adapting it slightly, perhaps given the children information I have researched and they have to select accordingly to their stakeholder. This also gives children an insight into the global warming impact in other countries apart from their own. An interdisciplinary approach can be used by basing the lesson around researching and writing or presenting a report using ICT (literacy and technologies) Linking to the CFE outcomes and experiences this activity would be more suited towards level 2:
I can use evidence selectively to research current social, political or economic issues
(SOC 2-15a)
Throughout all my learning I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.
(TCH 2-03 b)
Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way.
(TCH 2-02 a)
By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience
(LIT 2-26 a)

The second workshop was based around using a science approach when teaching children in regards to climate change and global warming. In groups we attempted different activities. The first activity was each group was given the same scenario of a plane crashing, landing into a range of biome’s (can be defined as a “large community of plants and animals that occupies a distinctive region” (Collins/ Dictionary) for instance a desert, rainforest. Forest, tundra,) and some items/ objectives where left scattered around the area and we had to find out information based on the environment, it climate and how we would survive. My group was given the Gobi Desert (which is situated between China and Mongolia). We were given a list of question to complete, this could easily be used in a primary classroom and children could create a report in groups based on different biome’s. Again, this lesson is more tailored towards level two, however providing upper level one learners (primary 4) with information based on their biome, that they would select information for the appropriate questions. We also tried:
• Making two identical ‘snowflakes’, we then reserved one and made the other into a ‘hailstone’, we then compared the ‘snowflake’ and ‘hailstone’ by dropping both at the same time, this resulted in the ‘hailstone’ reaching the ground before the’ snowflake’. This occurred because generally a hailstone falls vertically and it significantly large than a snowflake.
• Another activity was a weather front experiment. This involved filling a transparent tank with room temperature water, placing pebbles into two cups (both having the same weight). In one cup fill with hot water and red food colouring, and the other with cold water and blue food colouring, then place both cups in the tank at the same time. What I noticed was the red rise to the top of the tank, while the blue was constraint to the bottom of the tank. This is a good representation of a weather front to show children, as the experiment illustrates the warm air rises causing the pressure of cold air to sink.
• We also attempt to make a tornado, in a jar. To carry out this experiment we filled a jar with tap hot water and then added drops of food colouring and washing up liquid to the jar. Then swirl the jar around quickly, once stopped the water inside continues to spin very fast, just like a weather tornado. This is a great experiment to shows children as it shows how a real tornado is likewise created when cold air and warm air come together and spin, also it highlights the different weather that can happen in the world.

Reflecting back over the past couple of weeks I feel I have acquired and have been able to learn a wealth of information about climate change and global warming. It is important that as citizens of world we realise the damage that greenhouse gases and climate change are causing. By making slight environmentally friendly and energy saving changes, we can reduce our personal carbon footprint this can have a significant impact on reducing greenhouse gases and global warming, hopefully reducing dramatic changes that climate change is having on our weather system. Thinking as a teacher it is important to make children aware of climate change, as it is important that children have a knowledge of the extreme weather that occurs in different countries and have an understanding of global warming and climate change.
Useful Resources
http://footprint.wwf.org.uk/home/calculator_complete
https://www.metoffice.gov.uk/climate/uk/averages/key-features-1981-2010
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes#sciences
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes
http://www.abc.net.au/science/articles/2008/09/18/2367819.htm
http://bpes.bp.com/secondary-resources/science/ages-12-to-14/earth-and-atmosphere/carbon-footprint-toolkit/

http://www.legislation.gov.uk/asp/2009/12/contents

Study Task – Climate Change

Climate change is a issue that more and more people are starting to recognise as real and a current process. There is debate over whether climate change is a natural occurring process of our planet or it is man-made, i.e. because of industrial revolution causing decades of greenhouse gases emissions. For our study task we … Continue reading Study Task – Climate Change →

For our study task we were given various readings, quizzes and videos to watch to make us further aware of the global issue of climate change.

It was very interesting for me to watch video “Antartica on Edge”, a documentary of how 55 scientists took part in 22 experiments within the Antartica to understand how the region is changing. I always had heard ‘ice capsules melting” (through the news, facebook, school, etc) was a major critical issue for the world’s wellbeing; but I had never understood why ice melting in one of the remote and desolate locations on Earth would affect the rest of us. This investigation video showed me that warmer currents are now flowing further south towards the ice terrain, causing glacial melt which results in rising sea levels and drastically changing habitats. Many countries such as the republic of the Maldives are vulnerable to high sea-rise levels affecting their safety.

I was given the opportunity to measure my carbon footprint, in which really shocked me. My carbon footprint was around 284%, a dangerously high percentage as it is considered good to be under 100% . I had no idea that simple things such as having meat in all of my meals a day would contribute to my carbon footprint, the livestock industry is responsible for 14.5% of global emissions therefore I have realised it is important for me to reduce my meat consumption. The main cause of my large sized carbon footprint is my car travel. I commute from Gourock to Ayr 3 days a week, which is driving around 90 miles a day. Ways in which I could reduce this is by car sharing at half-way point with other students so instead of 2 or 3 cars causing pollution it will just be one. I could also use the train or bus more often when travelling around my local town.

After reading and familiarising myself with the Climate Change (Scotland) Act 2009, I am more aware of the targets in which Scotland plan to hit in order to help the environment. The act has the idea of 2050 – to reduce Scottish emissions by 80% below the baseline by 2050. Currently, the Scottish government are working on their interim target of 42% emission reduction below the baseline by 2020. This key example of how they are actively trying to reach this goal is they changed the law of carrier bag charges. As a part-time customer team member at the Co-op, I saw first hand the response to this change and the frustrations it caused the public. However after reading I understand this implementation of the bag charges is to try and reduce emissions. It is not just the carrier bag changes that have been implemented, there are many different policies and legislation that the government has put into place that affects parts of our country which we do not see in day to day life.

Useful links:

http://www.legislation.gov.uk/asp/2009/12/contents

https://www.youtube.com/watch?v=gTPY8Q0raU4

http://footprint.wwf.org.uk/?_ga=1.176985891.745195644.1442412124

Learning Log – Environment

The module Sustainable Development, over the last two weeks, has developed my knowledge and changed my attitudes towards the environment. Beforehand I didn’t really have a full understanding of the topic, ‘Environment’. Whenever hearing about the environment, it was only ever … Continue reading →

Climate Change

Climate change is something I have always been aware of. Throughout my primary education we had an Eco committee that were a very influential group, and by having this group we got the chance to learn about how we could help the environment. As I have gotten … Continue reading →

Environment – Learning Log

I was unsure of what to expect within the module of Sustainable Development before participating in the first input. When we were asked to define our understanding of the word ‘environment’ I was firstly unsure of my response as I’ve never really stopped to actually consider my own views on this topic but I’ve also … Continue reading “Environment – Learning Log”

Learning Log – Environment

The last two weeks of learning within the module Sustainable Development has really changed my attitude towards the topic of environment. My prior understanding of the term ‘environment’ was very limited, with only really knowing that it is associated with our surroundings and having often only heard it being used in a negative context. However, after participating … Continue reading Learning Log – Environment →

The last two weeks of learning within the module Sustainable Development has really changed my attitude towards the topic of environment.

My prior understanding of the term ‘environment’ was very limited, with only really knowing that it is associated with our surroundings and having often only heard it being used in a negative context. However, after participating in various activities and taking on further reading into the matter, I have learned that it is essential for me (as a future educator) to be well informed on this subject for it is highly relevant in today’s global issues. Also for the fact the government has recognised the crucial role of education and learning in bringing about attitudinal and societal change in relation to these areas.

The various activities during the previous two weeks learning about both natural environments and urban environments have helped me developed a range of skills; both as a student and as a teacher.

The most effective activity relating to natural environments was a group sensory walk around campus, where we engaged in seeing, smelling, feeling and hearing our surroundings. As a student this developed my team working skills as we openly shared what each person could sense. We related the task to primary teaching and how it could be used a beneficial learning activity to educate children on natural environments, as well taking into account how what aspects of the task could be changed to adapt to a child’s needs. For example making sure on the walk the children stay within the school’s boundaries. The most interesting part was seeing how an activity which can applied for one area of learning can also become cross-curricular. An example of this would be the children using their experiences on the sensory walk to create a piece of writing, thereby developing their literacy skills in a fun and practical way. After participating in this activity, my skills as a teacher have developed diversely. Sharing ideas, communicating effectively and organised lesson planning are all key components of being a good teacher and I had the opportunity to experience each one during the task.

The second task we were assigned was to interact and find information on our local urban environment. As a student this built on my research skills as I had to investigate specific areas of a subject and conduct this into a piece of writing, something I have and will find myself doing very frequently at university. On a personal note, it expanded my knowledge of the town I have spent my whole life in and taught me useful facts that I never knew before. As a teacher, my skills were developed by thinking and planning different ways I can incorporate my findings with teaching children about their urban environment in an interesting and practical way.

Looking at helpful resources and links to teaching activities has showed me that learning about the theme of environment is very important and useful to a child’s education.

Links

http://moodle.uws.ac.uk/pluginfile.php/320579/mod_resource/content/1/Beyond%20Your%20Boundary.pdf

https://www.woodlandtrust.org.uk/naturedetectives/

Learn Log- The Evnironment

The initial inputs of the sustainable development module centred around the Environment, with a focus on natural and urban environments. Having previously studied Higher Geography and enjoyed the course, I was looking forward to this module, and to apply my already acquired knowledge and also develop new knowledge that I can implement within primary education. … Continue reading Learn Log- The Evnironment

Sustainable development can be defined as world citizens being able to satisfy basic needs and enjoy a better quality of environment. Griffin, et al (1991, p.9) establish sustainability as:

Relation pf people to the physical environment
Understanding of finite resources
Understanding of potential for change
Possible and preferable futures
Lifestyle for a more sustainable world

Sustainability is becoming increasing more important as the world seeks revolutionary methods to enhance the environment. It is therefore vital that as a perspective teacher to ensure I execute sustainable development education, as there are many positive opportunities for children to gain.

Through global citizenship children will be able to involved with their local community
Empowerment
Children will become more engaged with their environment, hopeful taking this into their adulthood
Being aware of the environment also has health benefits, (for instance children and their families may decide to walk instead of using other forms of transports, many schools have a walking bus as a part of pledge to improve the environment)
Children will gain a better understanding of the usage of resources (such as recycling)
Also, education will become fun and in context (children will be able to engage in local history, culture, physical environment, trade and economy)

During workshop one we experienced outdoor learning, in the university grounds. In groups we explored the natural environment, such as tree barks/ leaves, went on a sensory walk and looked for different types of insects and their habitats. We were provided with worksheets, the worksheets used during the input could easily be adapted to any primary year. Outdoor learning has many opportunities for teachers to employ the cross-curricular approach to learning, for instance children outside could find a flower, leave, rock etc., something that is part of nature. Back in the classroom children would write a creative piece of work about their object that they found. Also, many schools have”bug hotels” children could write a review about the “bug hotels” and the improvements required. It is important that as a perspective teacher I take advantage of the outdoors, as outdoor learning is embedded within the Curriculum for Excellence experiences and outcomes of social sciences and within the General Teaching Council for Scotland framework and standards for probationary teachers and qualified teachers, likewise there are many opportunities for children to develop new skills and knowledge outdoors.

Within workshop two we looked at natural science, how this fit within the Curriculum for Excellence, we then continued onto group work and tried out different classroom activities. Firstly, we went outdoors and used different types of paper and writing implements to take makings of tree bark and leaves. Also there was snails, that we were able to hold. Deakin University has many science activities that are suitable, fun and engaging for primary education

The urban aspect of environment was a directed studied task that I was able to do at home. This task involved me going out and exploring my local urban environment. By carrying this out I was able discover a significant amount about the my local urban and nature environment. Whilst outside I paid particular attention to trees in my area, what I discovered was the trees are all different (especially texture, leaves and bark).

Over the past two week I believe I have developed a significant amount of knowledge in regards to sustainable developmental education, natural environment and urban environment. I feel I have enough understanding to teach the environment within schools, there are many opportunities to teach the curriculum outdoors and employ activities which are fun, engaging and stimulating for leaners. I look forward to learning and to develop my understanding of sustainable development more in-depth over the coming weeks.

References

Deakin University (N.D) Ideas for Teaching Science. Available: [https://blogs.deakin.edu.au/sci-enviro-ed/early-years/]. Accessed: [28 September 2017]

Griffin, D. Inman, S. Meadows, J. Norman, A. Rogers, M. Wade, R. (1991) Teaching for a Sustainable Future. London: South Bank University.

Scottish Government. (2012) Learning for Sustainability. Available: [ http://www.gov.scot/Topics/Education/Schools/curriculum/LearningforSustainability]. Accessed [ 14 September 2017]

My Urban Environment

My urban environment is the largest town in Scotland, known as Paisley. It is situated in the western central lowlands of Scotland, around 7 miles from Glasgow. The population of Paisley is just under 77,000 and is currently in the bidding process for the 2021 UK City of Culture in order to help to regenerate … Continue reading “My Urban Environment”

Urban Environment

Greenock In the west coast of Scotland lies Greenock, a historic industrial town by the Firth of Clyde, 25 miles west of Glasgow. Greenock holds prominent maritime history as one of the busiest shipping ports in Scotland. Greenock has a population of around 45,000 which has declined over the past 50 years from around 80,000, … Continue reading Urban Environment →

Greenock

In the west coast of Scotland lies Greenock, a historic industrial town by the Firth of Clyde, 25 miles west of Glasgow. Greenock holds prominent maritime history as one of the busiest shipping ports in Scotland.

Greenock has a population of around 45,000 which has declined over the past 50 years from around 80,000, Greenock was once a bustling industrial area. Even though I am originally from its neighbouring town Gourock, Greenock has always been the heart of my urban environment.

Whilst Greenock has ‘re-branded’ as Riverside Inverclyde. The purpose of this re-generation is to create new modern homes, and leisure facilities across Greenock whilst opening and developing green spaces for communities to use.The Greenock Cut is an aqueduct which is one of the top 50 walks in Scotland, offering panoramic views of the Clyde. The walk has a visitor centre which includes an interactive exhibition and coffee shop. Other viewpoints over the Clyde can be found at the town’s Esplanade, where visitors can overlook Gourock and the Tail of the Bank, and at Lyle Hill where a beacon sits which celebrates the Silver Jubilee of Queen Elizabeth and is still lit on special occasions. Every year, my secondary school Clydeview Academy would take part in a sponsored walk of Greenock Cut to raise funds for our school, such as the school football team, PE equipment, a defibrillator, etc.

Public transport in Greenock is well varied. With two ferries running several times a day, and three train stations which provide a frequent daily service to Glasgow Central. Local transport is solely based around a local bus service, whilst taxi services are more busy and easy to use during the weekend. Greenock is also located directly at the end of the M8 motorway and takes around 30-50 minutes to travel the Glasgow City Centre depending on traffic. An interesting fact of our Town is its the birthplace of Scottish inventor and mechanical engineer James Watt who improved on Thomas Newcomen’s 1712 steam engine with his Watt steam engine in 1781, which was fundamental to the changes brought by the Industrial Revolution in both his native Great Britain and the rest of the world. The people of Greenock are very proud of having such a historical figure from its town we have many buildings, streets, bars, etc named after Watt.

Greenock can also struggle a great deal in snowy weather due to around 60% of Greenock being built on hillsides.

There are several entertainment facilities located in Greenock, including a theater and several leisure centers. Located just two miles from Greenock in Gourock is one of two remaining outdoor swimming pools in Scotland. There are also several libraries and community centers located in different burghs of Greenock, there are also twelve primary schools located within Greenock.

Greenock’s employment is primarily made up of the public-sector field. Local supermarkets make up the clear majority of private-sector workers. Generally, most of the other employment within Greenock is made up of small local businesses.

Greenock has two areas which are protected from peri-urbanisation. These two areas located within the Clyde Estuary are specifically intended to protect an influx of redshanks during winter months. There are also 52 Local Nature Conservation Sites in Greenock.

According to the website ‘Air Quality in Scotland’, Greenock has a ‘Low’ air pollution rating of only 3. This is perhaps due to the lack of industrial buildings which produce high emissions

Investigating Urban Environment with a primary 5 class

Having researched my urban environment for myself, I am keen to relate it to primary teaching and showing pupils more about where they live.

I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 2-03a

I feel Greenock is a perfect example for this outcome as they is so much history about its industry and economy, in particular shipbuilding, sugar and wool manufacturing which they could do research of their own and find out if any family members were once involved in these industries. Another idea is finding out how historical figures such as James Watt shaped Greenock.

Having explored the ways journeys can be made, I can consider the advantages and disadvantages of different forms of transport, discussing their impact on the environment. SOC 2-09a

A fairly simple but effective investigation to find out the advantages and disadvantages is taking the children out of the class environment and letting them see for themselves the effects that transport would have an effect on the environment. They could do this by smelling their surroundings to notice the pollution, or ask them once they leave school to smell the pollution of the cars picking up pupils.

References

Air Quality in Scotland (2017). Latest Pollution Map. [Online]. Available: www.scottishairquality.co.uk [Accessed: 21 September 2017].

Visit Scotland (2017). Greenock. [Online}. Available: https://www.visitscotland.com/info/towns-villages/greenock-p237421 [Accessed 21 September]