Over past two weeks of the Sustainable Development module we have been focusing on energy and electricity. Throughout this theme I have been able to consider my own personal knowledge and reflect upon how I would be able to teach this theme in a primary context.
The inputs enabled me to consolidate my understanding of the underpinning definitions of energy and electricity. Additional to think beyond using energy as a source of using electrical appliances or source of light, for instance switching on a light or boiling a kettle or driving a car, but to consider the manufacturing and transportation processes of the objects and appliances. Before we are able to utilise our electrical items, many energy forms have taken place. During the lecture we were asked to consider how many types of energy that we had used that morning before arriving at university, initially I believed that did not use much energy, but once scribbled down I was rather shocked by the amount of energy I did use: (Shower, boiling the kettle, hairdryer, straighteners, radio, driving). We then discussed fossil fuels, it is inevitable that these forms of energy will run out, we were then shown statics which confounded myself, these statics undoubtfully convey how finite fossil fuels realistically are.
• Years left of oil- 50 years
• Years left of gas- 54 years
• Years left of coal- 110 years
The above statics engendered myself to reflect upon how sustainable our world is and what actions we must take in order to pause the effects fossil fuels on our climate and to consider the importance of looking for alternative energies. The alternatives that the world is currently implementing is solar, wind, nuclear, hydro and tide. It is important examine the appropriateness of the alternative such as will it be in a suitable location, will the weather have impact on the efficiency of the energy being produced, will the local community and wildlife be affected.
Moreover, as part of the energy theme we participated in a debate that focused on wind energy. firstly, in groups we read a variety of difference references and make a judgement on whether the author was for or against wind energy. Then we formed two groups of for and against. I deemed this activity would be rather engaging for the upper school as it would enable the children to do their own research, work in groups, form arguments and agreements, in-depth consideration for a subject and to consider and respect the views of others.
During the science input we explored a range of activities that can be used when teaching energy and how closely energy relates to maths. Illustrating experiments to children is an excellent way getting children involved and engaged with science.
I believe it is necessary energy to be a part of the science curriculum. It is important to in form children in regards to fossil fuels and the connection to the word finite, and what this word means for the world. It is likewise vital to tread carefully and consider the ability of the class, similarly ensuring that lessons are pitched appropriately and activities are correct for stage of the class. I deem sustainable learning important and all children should be granted with appropriate learning experiences, as they are the next generation and will have to develop methods and strategies to maintain a sustainable world.
Month: November 2017
Learning Log- Natural Disasters
The topic of focus over the past two weeks of sustainable development was natural disasters. What I gathered from inputs a natural disaster is an unforeseen, catastrophic event that severely impacts the operation of a community, society and generates human material, economic and environmental losses, that overreaches the community’s or society capacity to cope using their resources and some many rely on additional countries for aid and resources in order to function again. There are many types of natural distastes majority stem from changes within the weather system or movement of the Earth’s axis. Listed below are natural disasters:
• Landslides
• Avalanches
• Earthquakes
• Volcanic eruptions
• Wildfires
• Tsunamis
• Floods
• Hurricanes
Social capital plays a fundamental role in how a natural disaster is considered nationally and internationally. With social capital there is a sense of empowerment and if a problem arise within a community people are able to work together to solve the problem, the community is able to support and having an education is vital in order to give and receive support.
Natural disaster is becoming an occurrence, with disasters peaking during the 1980’s and have remain relevantly constant since. Societies are becoming increasingly knowledge when dealing with natural disasters due to advancements in meteorology technologies that can predict weather comparatively accurately, citizens are more educated in protecting themselves, families and property. However, many disasters have impacted countries of poverty, the outcome of response and recovery is not on para as countries of greater wealth for instance Haiti and America who have been affected by server natural disasters.
Likewise, within this topic I have been able to develop my understanding of the ways in which communities and societies can respond to disasters (before, during and after).
Before
• Prepare infrastructure
• Collect or store vital essentials and documents
• Plan ahead such as evacuation and know where to go to for help and safe shelter
• Establish who are the most vulnerable (infants, disable and elderly) in the community and look out for them
• Familiarise with warning signs through news announcements and weather forecast/ warnings
• Keep up to date with news and media
• Keep in contact with friends and family
• Follow the advice of government and other services
During
• Use a radio to keep informed
• Government and authorities keep in communication with citizens and disaster/ aid charities
• Providing resources to the most vulnerable and those who require it most, such as food/water and shelter
• Continue to follow guidance from government and local authorities, continue with evacuation and plans outlines
• Emergency aid being provide to treat casualties
• Rescue teams and aid teams compile resources and help those who are trapped or are in danger.
After
• Begin the recovery phase
• Rehabilitation of the injured
• Maintain funding- help to rebuild infrastructure and create affordable housing for the homeless
• Look for signs of weather changes and after shock
• Maintain communication
• Continue looking for citizens who may be trapped
Within the curriculum there are many opportunities to teach children about natural disasters, as disasters are occurring more and children have more awareness of these types of events through the majority the media. When teaching children in regards to disasters it is important to approach the subject with caution ensuring that any resources that are used are appropriate for the children’s age and cognitive capacity. There are many opportunities to implement a science element as there are many experiment that demonstrate types of natural disasters such as tornados and volcanic eruptions.
Drama and Music 31/10/2017
This week’s integrated arts inputs and workshops where based on music and drama. Similar to every week I feel I have been able to take useful theory that I will be utilise in my teaching practise in the future.
During this week’s music input we explored voice in an array of ways for teaching purposes and voice in music. Teachers principle tool of communication is their voice, teachers use their voice constantly often over a loud classroom and school environment. Voice is important for teacher as it allows them to address their pupils, teach their pupil, manage the general classroom and behaviour management. It is therefore vital for teachers to maintain a heathy voice throughout their career, this is conveyed in a GTCS document (Voice and the Teaching Profession, n.d, p.6) that states “teachers are at particular risk of developing voice problems”. The GTCS likewise established that in recent years problems relating to voice have become increasingly prevailing within the profession. A growing number of teachers are seeking advice from speech therapist due to the “majority of (teachers) had problems arising for chronic abuse/ misuse of voice and stress” (GTCS, n.d, p.6). If a teacher develops a significant problem with their voice this could impact on their work leading to absence, stress and impacting on their pupils learning (GTCS, n.d). There are range of circumstances that can cause voice problems/ damage for instance hoarseness (caused by change in weather), the common cold or flu etc. However, in order to reduce strain in voice there is a variety of ways in which teacher can control and maintain their voice.
• Using a different method to get pupils attention in place of voice for example clapping/ singing a tune that pupils must repeat back, facial expressions, gesture (raising hand, hands on hip, give me five).
• Warm voice up, gradually eases into speaking, use a range of tones.
Also, this week in the music input we looked in-depth to singing and the enjoyment that children can get from this aspect of music. There are a range of resources out there for teachers to use, which I am glad, as I am not the most confident singer. The most interesting segment of the input was using music instruments to create and perform a short topic/theme. The lecture provided the class with a range of musical and in groups we created a short piece of music of 4 bars. I would definitely implement this approach to music in the classroom as it would allow children the freedom the choose a topic and use their creativity to express the topic. Bloomfield (2000, p.77) denotes the importance for children trying and testing musical instrument “providing children with access to a broad spectrum of instruments will extend their aural vocabulary and foster the thrill of sound, especially through sound combinations”
The focus of the drama workshop was Halloween, we were initially shown a picture of a large house, this was the bases of our drama. The lecture firstly demonstrated teacher in role and we were informed the house was up for sale, but there had been some circulating that the house was haunted, in groups we were given two minutes to create a drama of going and having a sleep over at the house. When them moved onto the techniques of flashforward/ flashbacks. Dickinson et al (2006) cite that these techniques can be used to help the children focus on outcomes of actions, (flashbacks/ flashforwards) “they encourage reflection and discussion” (p.44). Flashback/ flashforward allow children to think about past events that could lead to future events.
I found this week’s inputs to be insightful and the knowledge I have acquired can be transferred into my future practise.
References
Dickinson, R. Neelands, J. and Shenton Primary School. (2006) Improve Your Primary School Through Drama. Oxon: David Fulton
Bloomfield, A. (2000) Teaching Integrated Arts in the Primary School. Oxon: David Fulton
GTCS (n.d) Voice and the Teaching Profession [online] Available: http://www.gtcs.org.uk/web/FILES/FormUploads/voice-and-the-teaching-profession1652_214.pdf [Accessed: 5th November 2017]
