Interdependence was never a topic I understood and therefore never took interest in. Whether it was being taught in geography or biology I never fully comprehended it. However, having now looked at the topic in a more practical environment, I am now beginning to understand and enjoy the topic. Interdependence is the dependence of two or more people or things on each other.

For the first input (13/10/2017), we visited two very different farms in Ayrshire. First, we visited Mossgiel Farm in Mauchline to learn about farmer Bryce Cunninghams approach to a more sustainable future. Mossgiel has been adapted, allowing them to produce and sell their own milk. This farm was what you can expect; very traditional. The cows were kept in a barn (due to the weather conditions) and were able to eat and move freely. The calves had been separated from their mothers but the youngest ones were kept close so they could still interact with their mothers. They were milked and fed routinely.

The second farm we visited was Strandhead Farm in Tarbolton. This farm was in complete contrast to Mossgiel as it has been completely modernised and is equipped with robots which make up the cow feed, deliver it and milk the cows. At this farm there is no routine as the cows are milked whenever they want. In my opinion, I preferred Mossgiel Farm as it was more organic and environmentally friendly but perhaps technology farms are the future?

Taking children to these farms and allowing them to see first-hand the different farms operate is a good way to introduce children to the topic of interdependence as it can be a difficult topic to teach. At the second farm we met by Elaine, a representative from the Royal Highland Education Trust (RHET). RHET can provide support and resources on Farm Visits, Classroom Speakers, Projects or Events and can cater for all stages of both primary and secondary school. Outdoor learning can be highly beneficial and engaging and hearing for professionals can also give children an in depth knowledge.

For our second input (20/10/2017), in groups we were to create an infographic on sustainable seas with reference to Biodiversity, Economy and Industry, Community Impact and Political elements. This was a good way to discuss our opinions and consolidate our own learning. This would also be a good and engaging way for the pupils to display their knowledge on the topic and learn for each other.

The skills I gained or developed throughout this topic were:

• Independent learning
• listening & discussion skills
• outdoor learning
• critical thinking skills
• research skills
• group skills
• technology skills (Padlet)

Through these skills I have been able to consolidate and make sense of my learning and previous knowledge. These skills will also be useful in the classroom as my confidence in this topic has increased. However the resources from Royal Highland Education Trust (RHET) will also be extremely useful. I will be able to encourage children to discuss and critically analyse information they have collected. Through my group skills and outdoor learning with my peers, I feel more comfortable discussing and sharing ideas which can be transferred into the classroom. finally, the use of an infographic was highly beneficial as it would be with children so that they are able to make sense of their knowledge and opinions through a clear presentation of the information gathered.

Before last week’s sustainable development input I had never really taken an interest in climate change, perhaps because Scotland is not directly affected by climate change or scientists or public figures – most notably American President Donald Trump – deny climate change and global warming. I have always been encouraged to recycle but as a car user I had never thought of the impact I may have on the environment. But for generations to come climate change will be at the forefront of their minds.

In the workshop we explored the link between climate change and politics. Looking at the circumstances other people from other parts of the world face due to climate change really opened my eyes to the impact global warming has. It is clear that politicians have a higher power than the average citizen. In groups we were to research what was important to our skateholder which include examples such as a CEO of BP or a Vietnamese rice farmer. Our group had to research how our livelihood would be affected if we were a fisherman in Tuvalu. After researching Tuvalu current situation, it became clear that climate change has and will continue to have a significant impact on the small island. I had never heard of the island of Tuvalu but I discovered that the inhabitants suffer from flooding which ultimately has a large impact on their society since the island is only 400 meters wide. There for the fisherman would be effected first. This made me realise the reality of global warming.

In the second workshop we investigated different experiments that can be used within a primary classroom setting. For example, creating snowflakes and hailstones by cutting out two snowflakes and scrunching one into a ball to see which of the two would fall faster. As expected the hailstone was first to hit the ground then followed by the more delicate snowflake. These experiments were very engaging which children will really take an interest in and enjoy.

Overall this input was very beneficial as I feel I have now gained a better understanding of climate change and will continue to do further reading as I am now fairly interested in the topic. For consolidation of this task we were given a directed study task (see below).

The skills I gained through these inputs were:

• Research skills
• Political knowledge and the links to climate change
• presentation skills and debate skills
• science skills
• wider reading

The skills listed above will be useful in the classroom setting. Through this, I now feel confident teaching and discussing the topic of climate change as well as adding a practical element to my lessons through science. I feel more at ease teaching science in this context too. Through the research task I was able to further research on climate change which helped me to understand the topic more. I believe both research tasks would be beneficial in the classroom as it can put climate change into a context that is easier for children to understand (for example calculating their own carbon footprint).

Climate Change Directed Study Task

Climate change is an important issue in today’s society. Although it is easy for Britons to ignore the effects of climate change, it is something that everyone should have knowledge on as it will most likely effect many generations to come.

As part of my further reading following last weeks input I discovered that the Scottish government have taken action through The Climate Change (Scotland) Act 2009 to reduce 80% of greenhouse gas emissions by 2050. The Scottish government took action in October 2014 by implementing the carrier bag charge to reduce pollution and promote recycling which meant all retail stores in Scotland must charge 5p for a plastic carrier bag. Having worked part time in retail then and now I have since seen a vast change. Most people now reuse carrier bags and therefore more people are recycling – some without realising. Although Scotland may not be currently drastically effected by climate change but our government has taken an interest in this issue. In 2017 the Scottish government stated that the aim was to “create a growing, sustainable and inclusive economy. There is increasing recognition that taking action can provide wide economic and social benefits, such as new jobs, improved air quality, and positive health outcomes.” Although Scotland’s aims may be ambitious it is the first step in encouraging lifestyle changes that will benefit not only our society but others around the world.

I decided to further my research following the input. Using WWF carbon footprint calculator, I was able to calculator my own carbon footprint. I scored 99%. Looking at my breakdown my biggest contribution to my foot print through travel (38%). This is most likely due to the fact I use my car too often to university or work. In future to reduce my own carbon footprint I will walk to more local areas including walking to work and buy more locally produced foods.

This task allowed me to deepen my knowledge and understanding of the topic through consolidation of my notes, wider reading and additional research.

Overall, I am much more aware and interested in climate change, it’s impacts and causes and how we can help. I think this is an extremely beneficial and important topic that should be taught in schools to raise awareness of climate change. I will continue to reduce my own carbon footprint and to help the environment.

Websites used http://www.audit-scotland.gov.uk/docs/central/2011/nr_111208_greenhouse_gases.pdf http://www.legislation.gov.uk/asp/2009/12/contents http://footprint.wwf.org.uk/questionnaires/show