The central point of this week’s learning log is Climate Change.
Climate change is a substantial issue that is impacting on our world, people and living things. Climate change can be defined as (climate) the average weather at a certain instance and time of year, and is recorded over many years (usually over 30 years). The weather should remain a constant, and only encounter slight changes day to day. However, if the weather does not stay persistent then climate change is occurring. Throughout the years the world has experience changes in the climate and its weather, within the United Kingdom the average yearly temp is 14 degrees (2012, Met Office). Scotland is becoming warmer and by 2080 it is expected temperatures will increase by 1 -3 degrees, however this does not mean that Scotland will encounter warmer summers, but in actual fact is it a warning that the world’s atmosphere is becoming warmer, hence the term Global Warming. Similarly, the average temperature of the Earth is 14 degrees, the average temperature has increased by 0.6 degrees over a 30-year period and by 2100 it is forecasted that a rise of 1.4- 5.8 degrees is expected to occur on Earth. Rising temperatures engenders Global warming. The Polar Regions are parts of Earth that are being significantly affected by Global Warming, these regions already have experience harsh conditions, but increasing warmth on Earth is causing the Artic environment to melt, having detrimental consequences for humans, animals and living things whose habitats are within the Polar Regions.
Conversely, the term Global warming is based around the greenhouse effect. Scientist believe that a build-up of emission in the atmosphere acts as a blanket and keeps heat around the Earth’s atmosphere, thus temperature increasing.
As part of the directed studied task I had to calculate my carbon footprint (calculated as 109%) and it was a complete eye- opener for myself. Before participating in the calculation, I would consider myself and family to be relatively green. For instance, at home we recycle (paper, aluminium, compost, glass) and also have many approaches to reduce heat loss within the house such as loft and wall insulation and double glazing, likewise each room has energy effective lighten. However, I do use my car at least four times a week for long distances, nonetheless if the journey I am making is short I would walk or use public transport instead of driving. Also, this year I made two return journeys by aeroplane. After receiving a score of 109% it is important that I make some changes in order to reduce my carbon footprint, this can be done by sourcing food locally, eat less meat, even reducing central heating within the house by 1 degree will reduce energy used by 10%.
The focus of last week’s (29/9) workshop one was Politics and Global Warming. What I acquired was that politics are an important influence in climate change, as it is politician/ government actions that cite legislation and policies in regards to reducing climate change and creating a more eco environment. Recent legislation includes the 2050 policy in reducing carbon footprint and the Paris Agreement. Once we looked more in-depth at the influence of politics, in groups we were given a stakeholder (from around the world and living in different circumstances) to examine the impacts of global warming/ climate change for that stakeholder personally, their community and their country. My group was assigned to a MSP whose constituency was the Scottish Borders. Researching into this area of the UK we were able to understand the consequences of Global Warming and considered different active approaches that the government could employ to reduce the effect of global warming.
I would use the above activity in a primary setting, adapting it slightly, perhaps given the children information I have researched and they have to select accordingly to their stakeholder. This also gives children an insight into the global warming impact in other countries apart from their own. An interdisciplinary approach can be used by basing the lesson around researching and writing or presenting a report using ICT (literacy and technologies) Linking to the CFE outcomes and experiences this activity would be more suited towards level 2:
I can use evidence selectively to research current social, political or economic issues
(SOC 2-15a)
Throughout all my learning I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.
(TCH 2-03 b)
Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way.
(TCH 2-02 a)
By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience
(LIT 2-26 a)
The second workshop was based around using a science approach when teaching children in regards to climate change and global warming. In groups we attempted different activities. The first activity was each group was given the same scenario of a plane crashing, landing into a range of biome’s (can be defined as a “large community of plants and animals that occupies a distinctive region” (Collins/ Dictionary) for instance a desert, rainforest. Forest, tundra,) and some items/ objectives where left scattered around the area and we had to find out information based on the environment, it climate and how we would survive. My group was given the Gobi Desert (which is situated between China and Mongolia). We were given a list of question to complete, this could easily be used in a primary classroom and children could create a report in groups based on different biome’s. Again, this lesson is more tailored towards level two, however providing upper level one learners (primary 4) with information based on their biome, that they would select information for the appropriate questions. We also tried:
• Making two identical ‘snowflakes’, we then reserved one and made the other into a ‘hailstone’, we then compared the ‘snowflake’ and ‘hailstone’ by dropping both at the same time, this resulted in the ‘hailstone’ reaching the ground before the’ snowflake’. This occurred because generally a hailstone falls vertically and it significantly large than a snowflake.
• Another activity was a weather front experiment. This involved filling a transparent tank with room temperature water, placing pebbles into two cups (both having the same weight). In one cup fill with hot water and red food colouring, and the other with cold water and blue food colouring, then place both cups in the tank at the same time. What I noticed was the red rise to the top of the tank, while the blue was constraint to the bottom of the tank. This is a good representation of a weather front to show children, as the experiment illustrates the warm air rises causing the pressure of cold air to sink.
• We also attempt to make a tornado, in a jar. To carry out this experiment we filled a jar with tap hot water and then added drops of food colouring and washing up liquid to the jar. Then swirl the jar around quickly, once stopped the water inside continues to spin very fast, just like a weather tornado. This is a great experiment to shows children as it shows how a real tornado is likewise created when cold air and warm air come together and spin, also it highlights the different weather that can happen in the world.
Reflecting back over the past couple of weeks I feel I have acquired and have been able to learn a wealth of information about climate change and global warming. It is important that as citizens of world we realise the damage that greenhouse gases and climate change are causing. By making slight environmentally friendly and energy saving changes, we can reduce our personal carbon footprint this can have a significant impact on reducing greenhouse gases and global warming, hopefully reducing dramatic changes that climate change is having on our weather system. Thinking as a teacher it is important to make children aware of climate change, as it is important that children have a knowledge of the extreme weather that occurs in different countries and have an understanding of global warming and climate change.
Useful Resources
http://footprint.wwf.org.uk/home/calculator_complete
https://www.metoffice.gov.uk/climate/uk/averages/key-features-1981-2010
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes#sciences
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes
http://www.abc.net.au/science/articles/2008/09/18/2367819.htm
http://bpes.bp.com/secondary-resources/science/ages-12-to-14/earth-and-atmosphere/carbon-footprint-toolkit/
http://www.legislation.gov.uk/asp/2009/12/contents
