This topic was going to be slightly different because week one would entail going to a farm and learning about the land of independence whereas week two would involve having a study task on oceanic interdependence. It would not be the stereotypical lecture followed by two workshops. I will begin talking about what I learned in week one at the farm and then what I learned in week 2 of the study task.

 

Week 1 – the farm visit 

Farm 1

We were taken to two different farms, one of which the cows are mainly kept indoors and another where the farmer runs an organic farm. When we arrived at the farm it looked very modern. The road had been recently concreated and the fences and surrounding buildings looked fairly new. When we got inside the farm we could see that it was in-fact a new farm as it has robotic systems in place with a lot of machinery about. Everything was clearly presented and the farmer clearly looks after the workspace.

One robotic system we saw was the electronic feeder where it ensures that the cows have three fresh feeds a day. It makes sure the cows all have equal shares and it keeps the piles of straw/feed replenished. Here is this machinery:

We were told that from birth the calves can be split up from their mums as young as four-years-old. They are watched clearly and have two-buckets: one for water and the other for food. They are in a pen like this:

 

Before growing and developing and being allowed in a bigger pen with other calves such as this:

Before finally moving to a bigger pen such as this:

At this farm, the cows are milked around three times a day. However, the farmer said that the cows are very relaxed and milk when they want. They do not have set times and will freely go up to the machines to get milked. Here it is a machine that milks the cows not a person. It is done by this machine here:

The milk is then processed through the tubes and it goes into this big red tank. However, as it is all electronic it is easy for the farmer to see if anything is wrong with the milk or if not enough milk is being produced etc. A very handy easy accessible piece of technology:

  

Once the milk has been through the machine and calculated etc etc then it is stored in a separate room ready for collection or selling in a big silver talk like this:

As you can see the cows seem very happy and seem to be in one central area with one another. They are not shoved away in a dark barn with no fresh air. I was very apprehensive about cows being kept indoors all the time but the cows have all their needs met and are happy. The barn even has robotic blinds to keep the barn at a comfortable temperature for the cows so they will open in summer and close in cold winter days. Also, by keeping the cows together in one central area allows the farmer to check on the cows more easily. Here is the air and light getting into where the cows stay:

The other interesting factor is there are two big tanks build underneath the farm and this is where the cows slurry goes. It is then broken down and the liquid is sucked out to make fresh water. This being more environmentally friendly. The beds that the cows are on also get changed regularly so that the cows are clean and no infections from dirty beds affect the cows. These are also cleaned and recycled using the big underground tanks. Using reusable resources like this will help the interdependence of the world and stop wastage if things that can be reused are reused.

Overall, this visit was not what I was expecting and I think from a teacher’s point-of-view this would a be an excellent day out for children to learn all about farm life and what happens on a farm. I was expecting run-down animals when I heard the cows were kept in at all times but the cows are very happy and the farmers clearly monitor and look-after their cows.

 

Farm 2

This farm was recently changed to an organic farm. This is because milk used to cost 27p per litre. However, this then dropped to 17p lire. It now stands at a shocking 12p per litre. This meaning that farmer who milked their cows three times per day were having to push their cows extra hard and get four milkings fone in a day due to the very poor price.

This farm only allowed organic healthy things to be fed to their animals. They do not use pesticides on their grass and do not use chemicals in their food. The farmer said that the quality of milk is much better. In fact, coffee shops in Glasgow want the best creamy, quality milk and this farm provides this to these coffee shops. They say that because of how organic and healthy this farm is they provide a fatter content in their milk which makes it taste better. I tired a samp;e of the milk and it was much sweeter and taster than the normal supermarket milk.

 

At this farm, their claves were still secluded but they were more open and free as opposed to the other ones. They gain though were still clearly monitored:

At this farm though, the cows are still milked the old-fashioned way three times a day, using this equipment:

And on this farm, this is where the cows stay:

You will notice that these cows are brown, this is because they are Native Ayrshire cows. Something very interesting to me as I never knew this before. Again, another good farm that I am sure children would love to visit!

Overall, I was surprised as to how friendly cows are, I have never been confident enough to go up to a cow. However, I managed to get licked in the ear by a cow, take a selfie with a cow and even have a calf suck my finger. A great day out and something I have never experienced before.

Here is my selfie with a cow:

 

You can find them on Facebook here:

https://www.facebook.com/FABathgate/photos/basw.AbrgLOM99OFV-7cmdKEoKqjYI_LjQ3TjfGwi99SfIf9hqt2GOvAZjFEbm_5iHb9uxGG5OreGfldHSWYxItYpQVOsu5JpnuqnkYA4shxeDkpsbrp 

 

Week 2 – Directed Study Task 

To see what I was learning about and all of the information that I now have along with some excellent statistics, check out this link for mine and my group’s work:

Directed Study Task 3 – Week 6

Skills I have developed by taking part in this theme: For me, I have become more aware and have stopped being so naive when thinking about what happens at a farm. I am now much more aware of how interdependence is extremely important in providing us as humans with food and nutrition. The farm helped me to become more aware how difficult a job farmers have, trying to make cows as comfortable as possible to provide us with milk, a big resource used in this country. The independent task made me more aware of the importance of looking after the sea as the oceanic interdependence provides different sea creates which give us as humans food and nutrition too. They help the ecosystems to keep running. We all need to look after our environments and animals better if we are going to maintain the food chain; which is currently under a lot of constraints right now with an ever-growing population.

How this relates to Primary Education: Similar to the activities we carried out today, I would like to take my class on a farm visit as children will learn best when they can experience and see for themselves what happens. If possible I may even organise a visit to see a fisherman so the children can talk to them and see and hear what their job involves. If visits are not possible I may ask the children to make some posters and present their findings on what happens in either the sea or a farm. This could be displayed in the classroom as it is very important the children are educated on how we need to look after the interdependence of environments as any changes could have consequences for wildlife such as humans.

What has changed in my thinking from this theme?  Is there anything else I’d like to look into relating to this theme? I am more aware of what happens on farms and seas I now know the processes of what is involved in a farm and the sea I can now see that both farmers and fisherman need to be supported as this their living and without them there would be serious consequences I will now be more conscious when buying such things as milk as I will now know that a low price can cause such people as farmers to have serious hardship.

Useful resources or links (either for future teaching or for your own assignment) Some useful links about Oceanic interdependence that would be good for the children to use if they used the research task stated above are: http://www.gov.scot/Publications/2011/03/16182005/63 https://www.msc.org/healthy-oceans http://www.seafoodscotland.org/en/quality-standards/marine-stewardship-council.html http://jncc.defra.gov.uk/default.aspx?page=5473 http://www.iucnredlist.org/ Some of the videos/information may be quite difficult for the children to understand. However, as the teacher I could make different infromation sheets so the children could still participate in the activities of research but would understand what was being said by adapting the language used. Possible Videos: https://www.youtube.com/watch?v=Qn1eSjcRPss

 

This week our task was on-campus. My group of 5 had already completed the readings and we had booked a library room ready to make our pictochart.

 

Lecture 

Firstly though, we had an assignment briefing where we discussed what the assignment would entail and we asked any questions that came to mind that were an issue for us. The main points I found were:

• make a grid with concepts, skills, my knowledge and knowledge relevant to teaching.
• If carrying out a theme ask yourself the following questions (example: climate change):
• what teaching inputs gave you knowledge of this theme
• what knowledge did you gain from independent study skills
• what knowledge have you gained from further readings
• of this knowledge, what relates to primary teaching specifically.
• what skills did you develop through science inputs; independent study tasks; activities in lectures or workshops
• For definitions write in the 3rd person, but for own experiences, you are allowed to write in the 1st person.
• Can use other modules to link within this module if relevant.
• Relate to CFE outcomes and experiences
• Use the UWS CoRE for referencing
• Use Google Scholar for reliable academic sources
• When using direct quotes (author, date, page number)
• See suggested structured guidance (not essential to use though)
• Do not cite lecturers, cite the actual academic author
• There is a 300-word allowance each way (do not exceed 10% as this brings consequences)
• We then discussed what our serial day tasks would involve.

(For me, these are the main points I need to remember when writing the assignment for this module)

 

Independent Study Task (on-campus)

We then split into our groups and make our pictochart. I am going to attach my notes that I made for my three readings as some contained very interesting points (some of which will be included in the final pictochart)

• Reading 1

Link:  http://www.gov.scot/Publications/2011/03/16182005/63

• Reading 2

Link: https://www.msc.org/healthy-oceans/the-oceans-today/the-oceans-today

https://20.msc.org/what-we-are-doing/our-approach/what-is-sustainable-fishing

https://20.msc.org/what-we-are-doing/oceans-at-risk/overfishing-illegal-and-destructive-fishing

https://20.msc.org/fr/en/what-we-are-doing/our-approach

• Reading 3

Link: http://www.seafoodscotland.org/en/quality-standards/marine-stewardship-council.html

 

Here are some other links where other members of our group made notes from which is included in our pictochart:

• http://wwf.panda.org/what_we_do/how_we_work/our_global_goals/oceans/ 
• https://www.youtube.com/watch?v=jjZtIgQT4KI 
• https://www.youtube.com/watch?v=Qn1eSjcRPss
• http://jncc.defra.gov.uk/default.aspx?page=5473
• http://www.iucnredlist.org/
• living_blue_planet_report.pdf 

And then we collated all our information into the following headings:

• Biodiversity
• Economy and Industry
• Community Impact
• Political elements

 

Here was our finished infographic:

As you can see from above, we managed to get some images, lots of information and some good statistics to include.

To end, here is a quote that summarises the whole day we have had; learning about the importance of the oceans:

“The marine environment is facing challenges that, if not addressed immediately and effectively, will have profound implications for sustainable development.”

Kofi Annan, Former UN Secretary General
World Environment Day, June 2004

 

This brought to an end the Interdependence Topic.

Lecture

The lecture began with us watching a hard hitting video about climate change and how it can affect the weather. This was shown to us by the devastating floods of 2012. This video woke everyone up for sure and was extremely interesting. If you would like to check it out please go to: https://www.youtube.com/watch?v=2SmEu_DV8N0

We then moved onto the theory and information about Climate change. I find this topic extremely interesting as I completely agree that climate change is changing our weather fronts and is cause Global warming. The main areas I found were of particular interest were:

1.What is climate change:

• The average weather at a given time which is taken over a long period of time.
• The climate is changing and evidence suggests this. The evidence can be taken from such things as: weather recordings; ice cores; rocks and fossils; analysis of pollen and tress. Some of these I never knew were possible so it was interesting to find this out.
• some crops are being wiped out due to low-lying areas being constantly flooded and this means that these areas become unusable to grow on as they are too wet.
• there is proof that the sea levels are rising which is a major issue for low lying countries and people living on coastal towns as the sea will rise onto their properties devastating millions.

2. Impact of Climate Change:

• the climate if the main factor in determining the weather meaning if we sustain a poor climate we will have poor unpredictable weather.
• the climate is around forever meaning affect future generations in humanity but also against plants and animals too.
• Such things as: biodiversity; air quality; forestry; water and desertification can all be decided  by our climate.
• Statistics wise we have went from having 13.7 as our average degrees in 1860 to a whopping 14.6 in 2000. This evidence clearly suggests that as we have steadily increased in temperature averagely over the years there is the issue of a changing climate and global warming is present.

3. Effects of Greenhouse gases:

• scientists have figured out that the more greenhouse gases we produce the more likely it is for our world to heat up as it is creating a sort of seal around the Earth’s atmosphere.
• I also learned about the ozone layer where there is a thin layer on the Earth’s atmosphere that protects us from harmful UV rays. However, as this heats up, it is getting thinner and we are becoming more exposed to harmful UV rays.

4. Over-use of resources:

• when burning the natural resource of fossil fuels we are creating carbon emissions into the Earth’s atmosphere which is what is causing Global Warming and changing our weather fronts.
• Due to the intensity we are burning these fuels we are increasing the concentration everyday in the world’s atmosphere which is why our climate has begun to change over the years and our weather begins to turn more violent.

5. Against Global Warming

• I found it interesting that ‘Sceptics’ find global warming nonsense and that such people as Bjorn Lomborg are unwilling to prevent global warming and think nothing can be done.
• Greenpeace is usefully in high media profile for exposing such ‘sceptics’ as they find they have other interests/aims usually finical discredit or making a loss if they had to become more environmental friendly.

Overall I hope you can see from the summary above, I have learned lots of information and different opinions as to whether Climate Change is a thing and if it is causing Global Warming. An extremely true and hard hitting quote is:

“Most important – we can’t predict the future, but we know the present. In the time we have been talking, 2000 people have died in the third world. A child is openhanded by AIDS every seven seconds. Firstly people die of waterborne disease every minute. This does not have to happen. We allow it.” (Crichton, M. 2005)

 

Workshop 1

Well this was for sure a head spinner of a workshop as it was very legal and government based. However, it has helped me realise why perhaps as a country we have not been as quick as tackling global warming.

We were firstly, asked to put ourselves in the government’s shoes. This proved a very effective point where we struggled to have the most important and effective policies at the top without affecting our stakeholders and voters opinion about us. This must be a real challenge for the government to try and keep everyone happy. We also learned a bit about how trying to keep the big businesses and the big greens happy is never possible so there has to be a common ground. This relates well to the Paris Agreement Act where all countries are asked to consider and tackle Climate Change in some way. Whenever, this is not possible allowances will be made. This act is good at making sure every country participates and does not leave all the work to just one country. It encourages unity and how to make the world a better place for everyone. The positives that the government has already done well with are:

• —Preservation of natural resources/areas
• —Rehabilitate endangered and protected species – —Plants/—Animals
• —Protect habitats and species
• —Nature Conservation (Scotland) Act 2004
• —Educate the general public about actions at a local/individual leve
• —Cooperate with other groups and nations

When I read up on the Climate Change (Scotland) Act 2009 I was reminded just how committed the government is on making our climate and world a better place. Introducing 5p per carrier bag made people start to appreciate shopping bags and people even stopped buying them and brought there own. Before this time, the part of Scotland was littered by plastic bags and it can take a long time for plastic to decompose. This Act has helped to stop waste and make us more aware that we need to look after our world as it does not just affect us it affects everything in the world for future generations.

However, we also learned that passing the blame in international issues and the North-South split is where a stand-still of operations can come into force as everyone in different parts wants different things. The government has to think of such things as:

• —Who shoulders most of the blame?
• —Industrialised, wealthy nations more able to adapt
• —Industrialised countries caused most historical emissions
• —Developing nations becoming bigger emitters
• —Threats not universally accepted
• —Trade not environmentally appropriate
• —Emissions vouchers
• —Over-reliance on fossil fuels
• —No incentive for developing nations to be environmentally sustainable

Some may ask why this needs to be taught in primary schools. This is because, this is the world the children are living in. These are the challenges facing the government everyday. The government is trying to make everyone happy but does not want to have to do all the work themselves. Getting the children actively involved is helping the world as every little helps. Getting them educated about the dangers and consequences of a changing climate will help them to know when they are older they need to look after the world. Getting the children to participate in such things as the green flag schools is a good way to motivate and educate them to look after and treasure the world they live in!

As you can see this workshop was a mind-spinner. However, going over the PowerPoints and reading again, I can clearly see why children need to be educated about this in schools!

 

Workshop 2

This workshop was much more practical-based and had some excellent ideas for becoming a teacher. I have taken pictures of each station that I managed to participate in and hopefully you will like what we got up to here.

1.This first activity involved us working as a group and doing a research task. Here is our scenario and the questions we had to fill out:

This first activity was good at getting us to understand and appreciate certain things we have in this world. It also makes you stop and think how lucky we are today, and how spoiled we really are. This task was good at getting us to think of what a biome actually is. Something that I had never known about before. It was also good at improving our research as you had to find out a bit about the place to see how warm it was; was there nay water; was there any dangers etc. The task was also good at being a cross-curricular lesson as we were having to look and explore a globe to find out exactly were we were in the world. A suggestion to make this activity more suitable to primary age level is to have a research sheet available for younger ones, for example a primary 4 lesson were it would be too time consuming to research all of this information to answer the questions. However, getting primary sevens to research in this task will make them more aware and able to navigate through trustworthy accurate sites. A good starter lesson.

 

2. We were then to make snowflakes and carry out an experiment. We had to cut out one snowflake first, and then cut out a second trying to make it exactly the same. However, we had to then crush one of these into a ball and drop the snowflake and the ball of paper which symbolised a hail stone. This experiment was good at showing how two materials the same but in different formats can have a different reaction. This would be a good practical, easy lesson which would show the children the meaning as opposed to just telling them. Here was my snowflakes and the easy instructions I was to follow:

 

 

3. The third task involved us taking part in a quiz. This was a good activity as it was reading a fact-file with information but answering fun interesting questions as part of a group. This would again tie in with a cross-curricular lesson as there is literacy reading of a fact-file involved but also a science element of information involved to. This activity would be good for children who want to improve their knowledge and learn more about the water cycle. Here was the fact-file and quiz questions:

4. Our fourth activity was again very practical. It involved a big basin with room lukewarm water. Two cups with stones, one with very chilled water and the other with room temperature and water. Both had different coloured die in them. The results were very interesting and really conveyed the message well. The cold water sated at the bottom and the hotter water rose to the top. This was good at showing how evaporation and how water enters, leaves and re-enters into the water cycle. A very good activity for children where the meaning and learning is still conveyed but through a practical-engagement way as opposed to just sitting and hearing about it. Here is a video of what happened and the results of the experiment:

5. Our fifth activity involved us looking at how a tornado is formed and how it takes the shape it does. To do this you need a jar that seals well, hot water, food die and washing up liquid. This was another very practical activity that would be great to use with children. Here is the video of our experiment:

As you can see this session was extremely practical and I even learned a few things. The biggest and most important part for me is that I now feel more confident in teaching science as I was always worried that it would be boring. However, as all the above activities show, this is really not the case. All the activities were practical and still everyone learned. I will be sure to use some of these in my classroom as they were easy enough to conduct and the message of learning was still very strong.

 

Directed Study Task

I was asked to answer questions and carry out three tasks. I answer the questions in this link and also you can find out about some of the resources I used and my recommendations:

 

https://blogs.glowscotland.org.uk/glowblogs/uwssustainabledevelopmentba2201718/2017/10/05/directed-study-task-2-week-4/ ‎

 

Skills I have developed by taking part in this theme There are several skills that I have developed throughout the past two weeks is firstly learning and expanding my knowledge about Climate Change as I was unaware of some of the key policies such as the Paris Agreement Act. However, I have also developed the skill of being more knowledgeable with ideas on how to go into the classroom and teach this. I was very skeptical on how I would teach this in a fun way. I now have several fun ideas on how to go about this!

How this relates to Primary Education The past few weeks have shown me the importance of teaching this. Climate Change is such an important and current issue. We need to be sure that this is taught in education! However, some aspects especially the legal side with politics and polices can be confusing. As a student teacher I now know how to show the importance of Climate change in a fun and interactive way while the children are still learning about the important issues around global warming.

What has changed in my thinking from this theme?  Is there anything else I’d like to look into relating to this theme? The only area that I consider myself needing to do a bit more research into is the legal political side. I found the first workshop very confusing and I need to re-read what was discussed to be sure I fully understand all the different elements. Writing about it above though has helped me to go over what we spoke about in the workshop, so, I have a better understanding that I did when we had finished as my head was spinning.

Useful resources or links (either for future teaching or for your own assignment) There were quite a few videos that I would recommend and activities that would be good for a class to use. Here are some of these links: Climate And Climate Change Activity Booklet(1).pdf Climate And Climate Change Poster(1).pdf Climate Change Case Studies(1).pdf https://www.youtube.com/watch?v=2SmEu_DV8N0  https://www.youtube.com/watch?v=0ObqBUzhiQk https://www.metoffice.gov.uk/learning/weather-for-kids (highly recommend)

 

Until next week, Christopher

 

Welcome and thanks for checking this out. Here are the questions I was to answer and the tasks that I carried out:

Task 1 – WWF Measure Your Footprint

I was quite happy to find that my carbon footprint was 93% and in the green area. I was pleased to find this out as I do try and be as environmentally friendly as possible. However, the quiz did suggest to me that I could do some things differently and be even more greener and environmentally friendly. Here were my results:

1. 
2. 

As the image is a little unclear I will share my results:

• Food = 23% (could you buy more seasonal food)
• Home = 28% (do you have energy-saving measures in your house?)
• Travel = 41% (how much do you cycle, car-pool or walk to work?)
• Stuff = 8% (could you buy more things second-hand?)

This showing that my biggest area for producing carbon emissions is my travelling. This may be down to the fact I spend 90 minutes travelling to and from university everyday. That is a lot of time and fuel to burn. Hopefully, if I start to drive then my carbon footprint here will begin to be lower.

3. 

4. 

5. 

Overall though I am fairly happy with my carbon footprint. However, nothing is ever perfect and there is always room for improvement. This activity would be good to do with children as it would show them the consequences of not caring about the world and not recycling and the difference with someone who does care and takes and interest in looking after the world. If any readers fancy taking the test here is the link:

http://footprint.wwf.org.uk/questionnaires/show/1/1/1

 

Task 2 – BP Carbon Footprint Toolkit

What an interesting website, with lost of activities to work on. The website even splits the ages ranges for children up for you and gives you sub-topics for science and other subject areas. This making it an easy and navigable site for children and teachers. Here is an example:

The site even has different subject areas such as geography and business studies. This meaning the site is not just secluded to having science. The site again has different age ranges for these other subject areas meaning no child should have something to easy or too hard. It also makes it easier for the teacher as they do not have to sit and look through all the resources to see which age level they should be pitched at.

The main activity I carried out was the schools emissions test by filling out the information of a school nearby me. However, I also looked at the energy and electricity units to see how interesting they were and the results were good. I was so intrigued and surprised as to how interactive it was, especially for the children to use. Here are some examples from the website:

1.     
2. 
3. 
4. 
5. 

As you can see the children can found information out and insert the data into the website. An excellent tool for collaborating a maths lesson and a science lesson. They can find out so much about their school but in a fun and interactive way. They are learning to handle data and analysis data but also getting to find out about their school. As you can see from the above pictures it is very colourful and well-presented. A resource I will be using for sure as a teacher!

Here is the link if you fancy cheeking anything I have said out:

http://bpes.bp.com/secondary-resources/science/ages-12-to-14/earth-and-atmosphere/carbon-footprint-toolkit/

 

Task 3 – “Antartica on the Edge” Video

Here was the main ideas and informational facts I found out from this video:

• The ship was a research ship – a floating laboratory
• There were 55 scientists aboard and 22 experiments took place
• They were going to travel around 25, 000 km
• There was no ice present until the 6th day of their travels
• The Glacier  in the Antarctica is the most interesting as 35-75 km broke off in 2010
• To see under the glacier they used a special submarine known as the ‘Swiss army knife’
• The results shocked the scientists as it was much  warmer than expected
• It is predicted that the sea water will rise 1 meter in the next century and it will rise 500 meters in the next 500 years.
• When they took a sample of ice, they found salt bubbles which can weaken the ice glaciers and cause them to break off and fall into the sea
• The research samples will help as they do not have many resutls about climate change
• Due to the human action of burning fossil fuels this has caused an increase  in the carbon dioxide concentration found in the ice
• They found a sea creature was able to kill a fish which can move 5 times faster than it but the fish has slowed due due to a change in its ecosystem. Another 10 examples of this were found on that same day.
• Dead animals lying on the sea beds can actually increase the carbon dioxide concretion as all the animals bodies are made up of carbon molecules.
• They also took samples of the air to try and build their own clouds as without air particles we would not have clouds and would have no rain
• The air at the Antarctica is the cleanest in the world
• They then went on an island were only lichen and moss were found
• They were surprised to find a small creature living in the lichen that could only live there due to an increase in carbon dioxide concentration
• The Antarctica does not get dark, there is only a long sunset
• The Penguins are now moving further south as it is becoming increasing warmer
• Alarm bells should be ringing now as the evidence is clearly suggesting we are heating up and this is having serious consequences
• We should be concerned and wanting to do something as this is a serious threat to sustainability
• We ALL need to accept that this is happening and need to think of new ways to stop global warming and take responsibility for our actions.

Overall, this was an excellent video to watch and I have learned lots, as can be seen from the above summarised points. From a teacher’s prescriptive, I think this would be great to show to a Primary 7 class as they would find it very interesting as they could see how the scientists carry out the experiments opposed to me just telling them about it. If you fancy checking it out click here.

Task 4 – Questions:

In your learning logs,  please reflect on what you’ve learned from this:

• any misconceptions that you had
• knowledge gained that will influence your choices in the future
• ideas/tips that you have discovered to reduce your footprint.

Here are my answers:

• I was unaware the serious consequences that carbon dioxide contractions can have to our wildlife and ecosystems. I was always aware that carbon dioxide was heating up our world but I did not know that if carbon dioxide increases in our waters it can seriously affect different animals and change the systems we are used to.
• I now know that I need to stop being oblivious and seriously consider what my daily actions are having on the world we are living in. Sometimes I can be lazy and not recycle. I now need to think of the bigger picture of how much waste we are producing which will release carbon into the environment which is affecting our world. I need to be sure I do not just put my TV on standby as this is causing somewhere to burn fossil fuels which is heating the world up; which is making the ice melt; which is making the sea rise; which is causing a change in weather and causing flooding on coastal towns.
• Some of the handy hints and tips I have learned is I need to be more appreciative of what I have. If I go to buy new clothes but have a wardrobe full of clothes, do I really need more? This most important thing that I have learned is I will for sure be more conscious about the environment when I make daily decisions now!
• In the sense of the wider society, we all need to take responsibility for our actions and how our decisions can affect not only the climate but the later generations. We now need to accept that our decisions are having consequences for not only our world but the wildlife within it. We need to be more united and think of others’ in this world not just ourselves. As a society we need to stop being so wasteful and harmful to our world as it is having serious consequences. If we do nothing to improve, it will get worse from here!

 

This was good task, and has really helped me to reflect on my own life and how I affect the climate.

Christopher.