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.
Tag: sustainable development
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.
Learning Log- Sustainable Development- The Climate- 6/10/17
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
Learn Log- The Evnironment
The initial inputs of the sustainable development module centred around the Environment, with a focus on natural and urban environments. Having previously studied Higher Geography and enjoyed the course, I was looking forward to this module, and to apply my already acquired knowledge and also develop new knowledge that I can implement within primary education. Over the past weeks I have been able to develop my understanding through a range of workshops and independent study.
Sustainable development can be defined as world citizens being able to satisfy basic needs and enjoy a better quality of environment. Griffin, et al (1991, p.9) establish sustainability as:
- Relation pf people to the physical environment
- Understanding of finite resources
- Understanding of potential for change
- Possible and preferable futures
- Lifestyle for a more sustainable world
Sustainability is becoming increasing more important as the world seeks revolutionary methods to enhance the environment. It is therefore vital that as a perspective teacher to ensure I execute sustainable development education, as there are many positive opportunities for children to gain.
- Through global citizenship children will be able to involved with their local community
- Empowerment
- Children will become more engaged with their environment, hopeful taking this into their adulthood
- Being aware of the environment also has health benefits, (for instance children and their families may decide to walk instead of using other forms of transports, many schools have a walking bus as a part of pledge to improve the environment)
- Children will gain a better understanding of the usage of resources (such as recycling)
- Also, education will become fun and in context (children will be able to engage in local history, culture, physical environment, trade and economy)
During workshop one we experienced outdoor learning, in the university grounds. In groups we explored the natural environment, such as tree barks/ leaves, went on a sensory walk and looked for different types of insects and their habitats. We were provided with worksheets, the worksheets used during the input could easily be adapted to any primary year. Outdoor learning has many opportunities for teachers to employ the cross-curricular approach to learning, for instance children outside could find a flower, leave, rock etc., something that is part of nature. Back in the classroom children would write a creative piece of work about their object that they found. Also, many schools have”bug hotels” children could write a review about the “bug hotels” and the improvements required. It is important that as a perspective teacher I take advantage of the outdoors, as outdoor learning is embedded within the Curriculum for Excellence experiences and outcomes of social sciences and within the General Teaching Council for Scotland framework and standards for probationary teachers and qualified teachers, likewise there are many opportunities for children to develop new skills and knowledge outdoors.
Within workshop two we looked at natural science, how this fit within the Curriculum for Excellence, we then continued onto group work and tried out different classroom activities. Firstly, we went outdoors and used different types of paper and writing implements to take makings of tree bark and leaves. Also there was snails, that we were able to hold. Deakin University has many science activities that are suitable, fun and engaging for primary education
The urban aspect of environment was a directed studied task that I was able to do at home. This task involved me going out and exploring my local urban environment. By carrying this out I was able discover a significant amount about the my local urban and nature environment. Whilst outside I paid particular attention to trees in my area, what I discovered was the trees are all different (especially texture, leaves and bark).
Over the past two week I believe I have developed a significant amount of knowledge in regards to sustainable developmental education, natural environment and urban environment. I feel I have enough understanding to teach the environment within schools, there are many opportunities to teach the curriculum outdoors and employ activities which are fun, engaging and stimulating for leaners. I look forward to learning and to develop my understanding of sustainable development more in-depth over the coming weeks.
References
Deakin University (N.D) Ideas for Teaching Science. Available: [https://blogs.deakin.edu.au/sci-enviro-ed/early-years/]. Accessed: [28 September 2017]
Griffin, D. Inman, S. Meadows, J. Norman, A. Rogers, M. Wade, R. (1991) Teaching for a Sustainable Future. London: South Bank University.
Scottish Government. (2012) Learning for Sustainability. Available: [ http://www.gov.scot/Topics/Education/Schools/curriculum/LearningforSustainability]. Accessed [ 14 September 2017]
Sustainable Development- Urban Environments
I have lived in the residential area Burnside, which is situated in the town of Rutherglen since I was a young child. The estate I live in I would describe as quiet, leafy and very green due to the volume and range of trees and woodland area which surround the area. 
There is limited traffic around the estate as vehicle access is allowed for residents only, this implies that streets within the estate there is slight noise pollution created from traffic. The houses within the estate are all terraced with front and back gardens, with no driveways resulting in residents parking on street. However due to more resident having cars nowadays (as the estate was built in the late 1960’s and early 1970’s) this has provoked problems finding parking spaces and resulting in the local council using green space in the estate to provide more parking. Likewise, the estate has a burn (a small stream) which leads into a small pond at the end of the estate, there is a peaceful walk way that runs parallel to the burn. However, in the past the burn has caused flooding problems, resulting in some resident homes being flooded, as a consequence the local council has employed flood management systems to prevent homes flooding. Also within the estate there is assisted housing for the elderly and a small community hall that can be used for events and is also where the local councillor and MSP hold their monthly sittings. There is a bus stop outside the estate on a main dual-carriage way that provide services to Glasgow city centre and East Kilbride. The nearest train station is a 10 minute- walk and runs to Glasgow Central and Newton. Likewise, the M77 is close by too.
The area of Burnside is in walking distance to many amenities such as the Primary Health Centre, dentists, large supermarkets, two hotels and other necessary services, this is highlighted within the EEA document on urban environments which states towns and cities provide citizen with short travelling times to work, school, hospitals and other services due population density. Â Rutherglen Main street is a 10-minute walk from Burnside, the Main Street has a shopping centre that has a couple of supermarkets, home stores and pharmacies. There are no high street fashion stores in Rutherglen, the nearest shopping area is Glasgow which is 20 minutes by train, bus or car. Also on Main street there is a library, one Roman Catholic church, two Christian churches, restaurants, a couple of pubs and the town hall that has a café, a registers office and entertainment shows are performed throughout the year. Also within the area of Burnside there is a park with a children’s Play area and other grassed areas. The area likewise offers clubs for young and old, there are many Scouting, Guide and Boys/ Girl Brigade groups, dance groups, music groups and two gyms/ leisure centres within the proximity. There are several primary schools and three secondary schools. The nearest hospital is the Victoria Infirmary which has a minor injury unit, out-of- hours and outpatient services, the closest hospital that has accident and emergency would be the Queen Elizabeth University hospital in Govan, which is a 25-minute journey by car.
Using the Air Quality Scotland website, I was able to determine the pollution in my local which is 1 meaning it is low for Nitrogen Dioxide and other particulate matter, however nitric oxide was unrecorded.
In addition to surveying my local area I watched a insightful TED talk by Alessandra Orofino, are principle argument was about how technology should be used in urban environments to increase citizen participation in local and national decision making, as a response to declining in election voting throughout the world. I consider this is an innovative idea as the world is constantly modernising and technology is evolving too, this would be more geared at todays generation and I think voter participation would increase as a consequence.
Teaching children in regards to urban environment is essential as it allows children to explore their local environment (if they live in urban area) or not to compare to where they live (if rural). This gives children the opportunity to evaluate their surroundings, environment, culture and amenities. Within the curriculum for Excellence framework urban environment outcomes and experiences feature heavily.
A lesson idea on urban environment for a Primary 5 class would be looking at traffic in the local area. I would organise to take the class to different streets that vary in traffic (for instance a main street, a one-way street, a main road and no through traffic street) within the proximity of the school. I would provide the children with clipboards and worksheets of the different types (split into categories of car, bus, van, bike), they would use tally markers, to mark the vehicles as it past. Back in the classroom children would use the data they collected and display in graphs to compare the different areas, also writing what could be done in order to reduce traffic. Links to CFE SOC 2-08a and SOC 2-09a.
I have found this week’s sustainable development resources to be rather interesting, which has allowed me to reflect on my local area, but also discover new information in regard to its urban environment.
