I was unable to attend the lecture and workshops from the first week of looking at natural disasters. However, I have caught up with all the information I have missed out on and will discuss what I have learned.

A natural disaster is only classified when human society is impacted by social disruption, loss of lives and material damage. A disaster is an abrupt event which causes a community or society from being unable to function. There are a numerous number of natural diasters including: Earthquakes, Floods, Volcanic eruptions, Cyclones and Disease epidemic.

Humans have a massive impact on natural disasters. The constant growth of the urban environment has led to mass over consumption causing global warming, which leads to natural disasters.

I then made mind maps of how to prepare for a natural disaster, what to do during a natural disaster is occurring and how to recover as a community after a natural disaster has occurred.

Then we learned how to effectively teach about disasters. Teaching disasters at primary school level allows for children to get a better grasp and appreciation of the wider world. As a teacher I could practically introduce natural disasters into the classroom by showing media reports, encouraging fundraising in schools for charities and talking about what’s happening in the world and allowing children to lead with what they know already. There are also many curriculum links which relate to natural disasters. There are some listed below:

• I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. SOC 2-07b
• By exploring a natural environment different from my own, I can discover how the physical features influence the variety of living things. SOC 1-13b
• I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area. SOC 2-13a

The next input focused on science investigative skills related to disasters. Investigative skills include: ask questions, carry out experiments, observe, collect measure and record experiments and present and report findings. All of these skills are important because they allow pupils to use practical experience to find out information and develop scientific literacy. Science skills will allow children to be open to new ideas and linking and applying learning. It allows pupils to think creatively and critically, make predictions, develop skills of reasoning and draw conclusions based on reliable scientific evidence.

There were then numerous examples of scientific investigative experiments which will be suitable to use in a teaching environment. For example, the baking soda and vinegar volcano experiment. The use of baking soda and vinegar creates a chemical reaction which looks similar to a volcanic eruption. This practical example allows children to get hands on with the experiment as well as expanding their knowledge on volcanos.

Interdependence is when two or more living things rely on each other to grow in their environment. There are three components of interdependence, they include: economic interdependence, social interdependence and environmental interdependence.

Economic interdependence includes the global market and trading. The living things in any economic system must be involved in a trading system to get access to products they cannot produce efficiently for themselves.

Social interdependence includes cultural integration and the  interaction of theory. The level of interaction from species determines the outcomes.

Environmental interdependence includes the involvement from the wider world. The relationship between every species and their physical environment is important. All living things a function which they must fulfil in sustaining the web of life.

For our directed study tasks we were directed to make an infographic using Piktochart about sustainable seas. The infographic included, biodiversity, economy and industry, community impact and political elements. I have linked a picture above of the infographic and all the information we learned about sustainable seas.

This directed study task was very beneficial, I learned how to use Piktochart to create an infographic with information as well as making it look easy on the eye. I was able to summarise mass information which we found online into the key points for the infographic. This task also allowed me to improve my team working and communication skills. As we were in a group of four we took one aspect each and found the information, then shared it with one another and created the infographic. This not only saved time but allowed us the opportunity to teach each other what we had discovered on the topics. All the skills used and developed in this task will be effective in my development as a teacher.

Upon starting the Sustainable Development module I was unaware of the environment around me. Whenever I heard the word “environment” in school I assumed negative connotations followed it so immediately switched off. The first two inputs and directed study tasks from this module has encouraged me to take an interest and learn as a student as well as a teacher the impact which we have on the environment and how we can reduce global problems.

From the clip “Antarctica on the Edge” I discovered that the changes taking place in Antarctica because of global warming has an impact on the rest of the world. As Antarctica’s ice melts we are seeing global sea levels rise and unpredictable weather worldwide. This causes problems for people who live in countries which are low lying and live on the coast. In 2010 an enormous chunk of a glacier at Antarctica broke off. This changed the flow of ice and opened large areas of ocean floor. Scientists discovered that sea water is warmer than expected and there is unusual evidence of melt,  by the end of the century Antarctica will contribute to more than an metre of global sea rise. This provides evidence that global warming is occurring and can have a huge impact on people around the world.

My Footprint

My Carbon Footprint is extremely high, 158%. The biggest contribution to my footprint is travel as I commute by car which releases harmful carbon emissions into the atmosphere. To help reduce this I could walk or cycle to work as I only work five minutes away from my home. When commuting to university me and two other friends car-pool together which not only saves money but it reduces emissions which are causing climate change. Every year wasted and left over food in the UK represents a huge amount of carbon dioxide emissions. A tip to reduce this is only buy what you need and portion control meals so there isn’t any left over and if there are left overs making the most of your local recycling options. For example, in my local area we have food waste bins so ensuring any food waste gets put into these bins and not just the general bin can help reduce my footprint. Another way to reduce my carbon footprint is making my home more efficient. Wasting less energy by using energy saving lightbulbs, as well as remembering to turn off lights and electrical appliances instead of leaving them on or on standby. Also ensuring every window in my house is double glazed,  this will help reduce heat loss in the winter.

From these activities and further reading, I am aware of the importance of teaching climate change and both the positive and mainly negative impacts which our actions can have on the world. As student teachers it is important to understand the importance and encourage the teachings about the difference younger people could make to the environment and take an interest in how they can have an impact on their own future.