Sustainable Development – Learning Log: Interdependence

Interdependence is “the way two or more living things depend on each other to grow and remain healthy.” Early human cultures, such as; Native Americans, Aboriginals and Maoris, comprehended their dependence on their own surroundings for vital supplies and appreciated that fact. However, now there are three main components that are included in interdependence:

• Economic – Global market and trading, multinational/global financial institutions, multinational financial regulation.
• Social – Cultural integration, media, advertising, worldwide demand for market access, global/multinational.
• Environmental – Need to look beyond local impact, increasingly apparent that species has a function to fulfil in sustaining web of life, slight changes in an interconnected system can mean great fluctuations in other parts.

(Sustainable Development, 2018)

Along with the interdependence lecture, we also got to visit two farms, a small, organic farm and a large, technologically advanced farm. It was interesting to visit both places and see the massive difference in size, number of livestock and work. Each of the farmers that ran the farms gave us a detailed insight into their background, how they manage the farm, their workload and what they do with the cattle they have there. I found this visit very useful and educational as it is a first hand look at what it is really like working in the agricultural business and how cattle farms are ran. This excursion would be excellent for primary aged children as they can see animals up close and actively engage in their learning. A school trip to local places, like these farms, makes learning for the children so much more interesting which will intrigue them, and it is a lot different to sitting behind a desk with pen and paper.

As a directed study task, we went into groups and each took a document about “Sustainable Seas”. The document I had was the endangered species list. According to the IUCN Red List just under 30,000 of the world’s species are at risk of being endangered. “31% of sharks and rays, 33% of reefs and corals and 27% of selected crustaceans are threated with extinction” (The International Union for Conservation of Nature’s Red List of Threatened Species). Through this directed study task, I found out a lot about the variety of species and habitats that are in danger of becoming extinct. This allows us to have a wider knowledge and understanding of our surroundings and problems that are happening so close to home.

Both generic skills and skills related to primary teaching were developed through the theme of interdependence. With the Graduate Attributes tables, being ethically – minded and culturally aware was developed, along with socially responsible, ambitious and driven. These skills are important because these were the skills and qualities the farmers had when we visited their own farms. They must be very aware of their surroundings and their business. If things do not go as well as they had planned, they must continue to be driven and ambitious to get the outcomes they strive for and need to keep their farms and businesses progressing. As we learnt more about the topic of interdependence and all the different aspects of the theme, we have seen it from a different perspective and all these skills have been considered. To be successful, in any area of work, you must be ambitious, driven and culturally aware at the very least. I feel that these skills have a lot of relevance to my life experience so far and everything new I am starting. These skills are fundamental and will be advantageous to anyone who has done well and who wants to do even better in their life. Interdependence is a diverse topic and the generic skills and qualities developed have aided the learning of this theme.

Additionally, skills that are relevant to primary teaching are found in the General Teaching Council Standards. Professionalism, communication and effective co operative working. These skills are important to have for a future primary teacher. I feel the most important could be communication. This is because everything is based off communication. Delivery of learning to pupils, conversations between staff and parents and the ability to listen when children have their own problems, questions and concerns. Already through placement and school experience we have developed these skills and are vital in any area of learning. To be a good role model to children and perhaps other teachers, professionalism is a must. Pupils should have someone to look up to and feel confident that they can come to you if they are ever having any problems. This is where communication can come in as well as children may need someone to listen to them and reassure them that they will always have support. Overall, interdependence has provided both generic and primary teaching skills, which are essential for a successful career in the future

 

                 

 

 

These pictures were from out farm visits. The one on the left is from the organic farm, showing cows out roaming a field whereas the second shows the larger, technologically advanced farm which shows a bigger number of cattle inside in pens. These visits can be very useful and educational for children and will make their learning more fun and interesting.

Another resource would be a book called “Sharing a Shell”. This book is based on symbiosis, which is a specific relationship between members of two different species that has evolved over hundreds of years of evolution. This book could help children understand the meaning of interdependence and see it from another perspective and not farms and cattle.

From an autobiographical perspective, the information provided on interdependence, the visits to the farm and the independent study task we did on the sea, has broadened my knowledge on the theme as I did not have much interest in this topic. It is important information and knowledge to have in general and to teach children of any age.

From a child’s perspective, relating the information to things children will enjoy learning about, such as farms, animals and different things like fruit and vegetables, might encourage them to take their learning further and find out more about the topic. However, the knowledge they will gain is important for children to know as they get older.

In terms of peers and colleagues, it will be important to share your own information and thoughts on the topic as you will be able to help each other. Someone might have more experience on the theme which will be helpful in your own teaching and can make the learning for children better to experience.

 

References

Sustainable Development (2018) Interdependence [Module Resource] [Accessed: 19 October 2018]

The International Union for Conservation of Nature’s Red List of Threatened Species (2018) [Online] https://www.iucnredlist.org/ [Accessed: 20 October 2018]

Sustainable Development – Learning Log: Climate Change

 

“Reducing greenhouse gas emissions and transitioning to a low carbon economy will help create a more successful country, with opportunities for all of Scotland to flourish, through increasing sustainable economic growth” (Climate Change Scotland Act, 2009). Climate change effects every country in the world. However, Scotland has been working to fix their own issues regarding the prevention of climate change which will then enable them to help other places whose problems are larger.

Even though climate change is a topic that is always talked about globally in the news, personally, I had not realised the issue itself is so complex and detailed. The effects climate change has on many different aspects of the world is astounding:

• In agriculture, a large sum of farming land that lies at the side of deserts is unworkable due to desertification. On the other hand, in low-lying areas that are vulnerable to extreme weather, like flooding, their annual production will suffer heavily which will affect growing season in some areas.
• Regarding sea level changes, coastal and low-lying land near rivers are at risk and threatens the lives of 80 million people across the world.
• In addition, global sea level increases 1-2 mm each year; in 100 years, a rise in sea level between 9-88 cm in expected.

Politics have a large part to play in the governments aid to slow down the process of global warming;

• Some positive actions would be the preservation and protection of natural resources, areas, habitats and species. Also, to rehabilitate endangered plants and animals. To educate the public of the actions they can take to help do their part within the community.
• These actions have been effective. Different nations have been cooperative within and between each other. They have been working together to find regional solutions and have done this by drawing on evidence from science and economics. (Klein, 2015)

http://www.theguardian.com/environment/2015/mar/06/dont-look-away-now-the-climate-crisis-needs-you

It was interesting to learn about the different ways climate change has affected and is affecting the world constantly. The actions the government are taking are also intriguing as different parts of the world are experiencing various types of climate change. This means countries who could be facing drought are offering a helping to those countries that are experiencing torrential rain and floods. As this problem is inevitable and everyone will be affected at some stage, it is good to hear of nations working cooperatively to help one another.

 

While studying the theme of climate change, some important, relevant skills were developed. Some generic skills would be; critical thinking, inquiring, collaborative team work, research-minded and creativity. Some relevant skills which are specifically related to primary teaching would be: professionalism, motivation, intellectual independence and critical engagement with evidence. These are regarding the GTCS Professional Standards (http://www.gtcs.org.uk/web/FILES/the-standards/the-standard-for-initial-teacher-education.pdf). Considering the four levels of the Brookfield diagram, these skills are important, not just generically but also as future teachers, as this topic is can be very diverse and intricate. It is important to be able to think of the information critically and ask questions to find out more about the theme. It is essential to be able to work collaboratively and include everyone as different people will have different perspectives on things and listening to other ideas and thoughts can benefit your own learning. Within the module, these skills can be achieved as whenever we are on campus we can work in groups which allows us to be creative with each other and work collaboratively. I found this helped a lot, as I could listen to everyone else’s inputs which allowed me to boost my own thinking for the task at hand. These skills are very relevant as it forms a person’s characteristics and personality. It shows someone can be versatile and can adapt well to different situations. In the future, professionalism and motivation will be a huge aid to be a successful teacher. Therefore, these skills have huge relevance to how successful I will allow myself to be in the future.

 

http://teachclimatechange.org/teaching-climate-change-to-children/ 

This link provides an in depth look on how to teach children about climate change. There are 2 animated videos provided which are child friendly and easy to follow for the children. It will help the students gain a good basic knowledge of the topic, what is involved and what and who are affected.

If I think back to when I was at primary, we were not provided resources like this meaning my understanding of the topic was not as basic and primary as the learning of the children would be if they used these videos. Easy and helpful resources like these videos are always useful for children.

 

From an autobiographical perspective, the information on climate change, although some of it has been basic and well-known, has broadened my understanding of the topic and widened my knowledge on certain facts and figures which is useful for me to then project to a class of students in the future.

From a child’s perspective, learning about such a hard and intricate topic could be challenging at first but as their learning progresses, it can become interesting. By relating it to something children are interested in, for example, animals, they can be more intrigued in the topic if they are aware of all the creatures are can be affected by climate change.

In terms of peers and colleagues, they may have a better knowledge of the task and topic so can help you with resources and the actual teaching of the theme. This could be very helpful and aid you in being more successful in the delivery of the topic. It also helps put together a collaborative opinion and view of the theme so will be useful when teaching in the future.

Theory and policies say, “we have passed an historic, ground-breaking bill that sets an international example that we hope others will follow.” (Climate Change Scotland Act, 2009) I believe Scotland want to be a role model to other countries and be able to help in the global mission to prevention of global warming and the slowing down of climate change. This has proved to be effective thus far and I think Scotland and the UK can provide help for other countries in need.

 

References

Fields, G. (2018) Teaching Climate Change To Children – Teach Climate Change. Available: http://teachclimatechange.org/teaching-climate-change-to-children/ [Accessed: 7 October 2018].

Klein, N. (2015) Don’t Look Away Now, The Climate Crisis Needs You | Naomi Klein. Available: http://www.theguardian.com/environment/2015/mar/06/dont-look-away-now-the-climate-crisis-needs-you [Accessed: 7 October 2018].

Scottish Government (2009) Climate Change (Scotland) Act Available: http://www2.gov.scot/Topics/Environment/climatechange/scotlands-action/climatechangeact [Accessed: 23 November 2018].

Standard For Initial Teacher Education. (2006) Available: http://www.gtcs.org.uk/web/FILES/the-standards/the-standard-for-initial-teacher-education.pdf [Accessed: 12 November 2018]

Sustainable Development (2018) Climate Change [Module Resource] [Accessed: 7 October 2018]

Sustainable Development (2018 Politics and Global Warming [Module Resource] [Accessed 7 October 2018]