Sustainable Development – Learning Log: Energy

Before this studying this theme, I believed energy was only related to physics, a subject I did not particularly like in school. However, the Oxford Dictionary gave a very helpful definition of energy to prove that energy is not all about physics:

“Power derived from the utilisation of physical or chemical resources, especially to provide light and heat or to work machines” (Oxford Dictionaries, 2018)

This definition sums up the topic of energy and allows it to relate to a broad range of sub-topics. Energy is the foundations of fossil fuels, sustainability, biodiesels and electricity although that is only a short list. As author M.M Awad said, “energy is everything” (Awad, 2016) It is simple to say, but nonetheless it is exactly what energy is. Energy is everywhere and is needed in everything for anything to be possible. Regarding fossil fuels, they involve natural gas, coal and oil. Right now, they are the global dominant dependence of energy. Fossil fuels are created from biological matters which are left for a substantial period (Chepkemoi, 2017) Fossils fuels are in almost everything we do as well. For example, electricity, transport fuels, cooking and heating and plastics are all dependent on fossil fuels. However, a source believes that oil only has 45 years of production left, gas with 72 and coal with 252 years. (Oil & Gas Journal, World Oil, 2005) This could mean as production years are on a decline, it may be time to move to more renewable energies and use viable alternatives to fossil fuels, such as new fuels like hydrogen and biodiesel.

I knew some information about energy and fossil fuels, however finding out actual statistics and how we are running out of valuable resources can be a scary prospect. We also focused on electricity in one workshop. This was very interesting as we got a chance to try our own experiments and see exactly how electricity was so intricate and the different stages of building an experiment. For example, we made circuits which consisted of positive and negative wires, switches, parallel rods and buzzers which all connected to give and light bulb enough energy to turn on. Another experiment was a Lego car attached to wires which were attached to a small light. This car only moved if the light was shining, which gave off a solar panel effect which was clearly linked to solar energy. Relating different types of energy and making links with all parts of electricity made the theme enjoyable and fascinating to learn.

Within this theme, skills which are both generic and related to primary teaching were gained by studying this subject. These skills are beneficial to have for teaching these topics in the future. Being analytical, a problem solver and driven are some generic skills which could be gained from this theme. These skills are essential as it would allow the individual who is studying to be successful in their field of work and it aids them to develop more skills like these in the future. Being analytical is a very useful skill to have while doing the theme of energy as it is important to analyse every piece of information and material you are given to achieve good results in this topic. Being a problem solver is also essential as when it comes to the practical side it will be easier to try new and different things and experiences yourself and the class you will be teaching in the future. This does not just help with science, but also with literacy, numeracy and lots of other areas of the curriculum. Regarding helping the environment to become more sustainable, being driven in fundamental to making a change to our world and helping create a better place for future generations. Being driven can happen in any aspect of life and is an important skill to obtain as it will keep you striving for the best possible results either in education or in any form of work. In term of skills related to primary teaching, there are a few that are very well linked. According to the GTCS, it is important to acquire an understanding of research and its contribution to education. Research is required to make any lesson accurate and educational, therefore for children to learning properly and hopefully teach others about their own learning, research is fundamental for successful teaching and learning. Another Element of the Standards say work effectively in co-operation with other professionals, staff and parents in order to promote learning. (GTCS, 2006) Working with collaboratively with other people is beneficial to your own teaching and learning. This is because they may have other expertise that they can implement within with class which will be advantageous to the children’s education which can then be spread to other areas of the curriculum which will take a holistic approach to teaching in a class.

As energy comes under science, there are a lot of useful resources this will aid your teaching to primary aged children. In terms of electricity, there are numerous experiments you can do within the classroom:

• https://www.youtube.com/watch?v=-w-GoSJpvdw This experiment is on static electricity and is easy to do with children. It only involves a balloon and tissue paper, which are cheap and easy to get and use.
• https://www.youtube.com/watch?v=0Ojq-0KKOL0 This video consists of 3 experiments that are easy to do within the class. The first one is creating a magnet, the second is using potatoes to source energy and the last is using a water bottle to create ‘disappearing water’

From an autobiographical point of view, this has been a very fascinating theme and it has helped give me lots of important and useful information to use with my class in the future. By learning from others and observing others teaching, I can produce effective learning for my own class when it comes to teaching a science lesson.

From the point of view of a pupil, learning about energy can be exciting. Even though there can be theory involved, the practical side will always make a topic more interesting and fun to learn. Pupils may be encouraged to participate more if they are shown an experiment, they find very interesting and intriguing. The practical side of science can sometimes be more interesting than the theory side.

In terms of peers and colleagues, working together is essential to produce the most beneficial lessons for the whole school. A teacher who specialised in science or who has a interest in the subject could take the lead and give some guidance on how to make experiments exciting and different for the pupils.

In terms of theory and policy, science is part of STEM education (science, technology, engineering, mathematics.) This means that it is already a focus within the curriculum and is very relevant in teaching in almost every school. Therefore, throughout Scotland, science is needed and should be taught in some depth.

 

References

Awad, M. (2016). The physics of life: The evolution of everything. Energy, 114, p.568.

Chepkemoi, J. (2017). Countries Least Dependent On Fossil Fuel Sources For Energy Needs. [online] WorldAtlas. Available at: https://www.worldatlas.com/articles/countries-least-dependent-on-fossil-fuel-sources-for-energy-needs.html [Accessed 13 Nov. 2018].

General Teaching Council for Scotland (2006). Professional Standards | General Teaching Council for Scotland. [online] Available at: http://www.gtcs.org.uk/professional-standards/professional-standards.aspx [Accessed 13 Nov. 2018].

Oxford Dictionaries. (2018). Oxford Dictionaries. [online] Available at: https://www.oxforddictionaries.com/ [Accessed 13 Nov. 2018].

Sustainable Development – Learning Log: Natural Disasters

“A disaster is 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.”

There are many types of natural disaster, some being; earthquakes, floods, volcanic eruptions and hurricanes. There are also composite hazards, for example an earthquake that in turn cause a tsunami or floods that cause public hygiene problems and leads to an epidemic of disease. These composite hazards seem to more likely to happen and can be very dangerous.  “As the odds of any one event go up, the odds of two happening at the same time are more likely. We’ll see many more examples of cascading crises, where one event triggers another event, which triggers another event.” (Glasser, 2016) The result of two disasters happening back to back can be devastating and life threatening therefore risk assessment, preparation and response from local service, communities and the government are vital when a disaster strikes (Sustainable Development, 2018)

Before starting this theme, I always thought the subject of natural disasters were extremely interesting and was something that we were taught a lot about throughout school. However, during the micro-teaching task, as each group did a different natural disaster, we were given a better, in depth explanation of each disaster and their formations, impacts and case studies. In my opinion, case studies are the best way of relating a disaster to real life. For example, we looked at the Haiti Earthquake in 2010 and the Japan Earthquake in 2011. Both case studies included the cause, the impact and the response. This was very insightful and interesting to read as the facts in relation to fatalities, casualties and people who were missing.  These provide extra information which could be a great resource for upper school children to give them a better insight into the disaster. Both the lecture and the micro-teaching task were very insightful and educational for the learning and teaching of this topic which will be helpful when teaching these sorts of subjects to classes in the future.

Throughout this topic, both generic skills and skills relating to primary teaching according the General Teaching Council Scotland (GTCS). For generic skills relating to this topic, being inquiring, research-minded and influential are important qualities to have developed. Being inquiring means finding out a lot more information about the subject which increases knowledge level of current events and it also shows an interest in learning new things which is always important. Being research-minded is another important skill to have. It allows you to find relevant information and understand the importance of research. Research is important when it comes to serious themes such as natural disasters. Furthermore, being influential when teaching a class is the best thing you can be. By teaching pupils in your class about topics such as natural disasters and showing the children the help that is needed after some disasters, you can influence to make their own change and help by doing charity work around the school, which will have stemmed from the research carried out in class and the children themselves being inquiring. These skills can be developed in any area of learning. Being inquiring in the subjects of science, art and physical education means the pupils is always interested in learning new skills and qualities which will aid them throughout their time in education. There will always be connections with other areas of the curriculum and these generic skills are they are fundamental to be a successful individual throughout their time in school. Regarding skills relating to primary teaching, the element of the standards says, “Communicate effectively, using a variety of media, to stimulate pupils and achieve the objectives of lessons.” (GTCS, 2006) This means that while teaching pupils about natural disasters, it is important to show videos of actual events, to make sure they know that these disasters happen and are not too far away from our own homes. Also, communication is key, however communication is fundamental in any area of learning. Through recent placement serial days, there has been good practise for communication with pupils and other member of staff which is always very important, and it is a key skill to have as a future teacher.

For resources for teaching, there are many that extremely useful. Firstly, case studies are very helpful in giving pupils ground information about actual events and supplies lots of interesting facts about the cause, impacts and response.

 

 

 

 

 

 

 

 

 

 

 

Above are the two case studies we worked on in class and would be a good starting point for teaching upper school classes. Secondly, my group’s disaster for the micro-teaching task was hurricanes and we found good, child-friendly videos that explains the formation of a hurricane for children. (https://www.youtube.com/watch?v=J2__Bk4dVS0) Lastly, there are easy experiments to do with pupils to help show them the formation of hurricanes with water. This one involves two water bottles, some water and cello tape. This experiment is quick, easy and fun to do and show children. (https://www.youtube.com/watch?v=bMoiPb3FtJs)

From an autobiographical perspective, this theme has always been an interesting one for me. From primary school age, I have always wanted to know how these disasters impact the earth and the people involved. Therefore, teaching this to children is exciting for me, as I know how much I enjoyed learning about this topic so would hopefully pass my enthusiasm onto the pupils I am teaching.

From a pupil’s perspective, the children may find looking at other parts of the world interesting, if they have never had the chance to see this side of the world. Seeing children being affected y these disasters may shock them, and it might seem unbelievable, it is important they are aware of this going on all over the world. This might encourage pupils to do their own bit for certain charities that help with the response to these events, for example, The Shoe Box Appeal does great work for children in deprived areas, especially those affected by serious disasters. (http://internationalaidtrust.org.uk/get-involved/shoebox-appeal/)

 

References

General Teaching Council Scotland (2006) Standard for Initial Teacher Education Accessed: 3^rd November 2018  http://www.gtcs.org.uk/web/FILES/the-standards/the-standard-for-initial-teacher-education.pdf

Glasser, R (2016) World heading for catastrophe over natural disasters, The Guardian Accessed: 3^rd November 2018 Available: https://www.theguardian.com/global-development/2016/apr/24/world-heading-for-catastrophe-over-natural-disasters-risk-expert-warns

Shoe Box Appeal – International Aid Trust, Accessed: 3^rd November 2018 Available: http://internationalaidtrust.org.uk/get-involved/shoebox-appeal/

Sustainable Development (2018) Natural Disasters [Module Resource] Accessed: 2^nd November 2018