Over the past couple of weeks in sustainable development we have been focusing on energy which is also closely related to electricity. The first week we were split into groups to research the pros and cons of the use of wind turbines. After some research the class was spilt into two sides: for and against. This was a good exercise. We were then focusing on electricity. As always there were different stations for us to rotate round. These activities were very practical and involved a lot of trial and error and teamwork.

The second week we had a lecture from a guest speaker from Onthank Primary School who has an interest in STEM (science, technology, engineering and mathematics). She introduced us to the Primary Engineering Project which encourages STEM but in particular engineering. She showed us an example of an activity she had done with a primary one class who were examining magnetic forces.

The thing that stood out most for me through this input was the encouragement of making mistakes. I think this is important when teaching children as it allows them to build their confidence and willingness to keep trying. It is also vital that as teachers we show that we too make mistakes.

For the practical session we were given resources to create a windmill (anemometer) and create a lesson plan as though we had delivered this to a primary class.

 The skills I have gained through these inputs:

• Debate skills
• Research skills
• Critical thinking skills
• Wider reading
• analysing
• Deeper understanding of STEM (particularly engineering)
• Knowledge on energy and electricity
• Practical skills
• Trial and error
• Lesson planning

Personally, I find natural disasters very interesting. I had always enjoyed geography lessons most when it involved a case study on natural disasters and was keen to learn more about them. Currently a disaster can be defined as “a sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material, and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Though often caused by nature, disasters can have human origins” (International Federation of Red Cross and Red Crescent Societies).

For our first workshop we were focusing on the political and economic side of disasters by looking at the differences between the earthquake in Haiti in 2010 and Japanese Earthquake in 2011. What we discovered was the drastic difference in preparation, role of the government, media coverage, effects, aid and recovery.  We discussed the possibility of the impact humans might have on the influx in disasters over the last couple of decades.

In the second workshop we were focusing on the science aspect of natural disasters in particular volcanoes. There were several stations set up around the lab. For example, creating a volcanic eruption using vinegar, baking soda and washing up liquid and making a fossil using clay and dinosaur moulds etc.

We were also given a directed study task for which we had to create three mind maps on our actions before, during and after if an earthquake were to hit Ayr. You can find the mind maps on the following padlets:

Before – https://padlet.com/louise_mckie/5ywrii0qxnoc

During – https://padlet.com/louise_mckie/5x6czjo0qu26

After – https://padlet.com/louise_mckie/lui4lesgijge

We also were to prepare a microteaching presentation in groups on one natural disaster. Our group received the topic of ‘Floods’. (see below)

Floods Presentation

The skills I obtained during these inputs:

• Critical thinking skills
• Science skills
• Observing
• Practical work
• Independent and group work
• Wider contextual reading
• Research skills
• Presentation skills

These skills can be applied within the classroom. I have gained confidence through science, group discussion and presenting information in front of others. I have also improved my research skills and ability to select relevant information. I have also been able to work individually and be critical of my own work.