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.
