Teaching Climate Change And Bio-Diversity

Sue Lyle introduces the Climate Change Curriculum! - A special edition of Creative Teaching and Learning that responds to the legitimate concerns of children that the next big crisis, larger and more destructive than Covid 19, is the destruction of our environment

It is hard to live in the world and not be aware of Global Warming and Climate Change. We are all increasingly aware of the doom and gloom scenarios about the future of our planet as climate change accelerates. The serious impact on the world’s water systems through more flooding and drought; the impact on agriculture and our capacity to grow food; increase in wild-fires and loss of biodiversity.

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      string(405) "... archivefootage, or create a film using techniques frompropaganda films.A new take on geographyteachingFilm can be used to support topics relatingboth to physical geography (the environment,climate change and natural phenomena) andhuman geography (migration, immigration andglobalisation).Documentaries like An Inconvenient Truth(U) and Encounters at the End of the World ..."
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      string(5624) "Hitler from his perspective, isa useful starting point for a debate aboutwhether, and how, history’s monsters shouldbe remembered. The Lives of Others (15) isa useful tool to support teaching about thecold war from an East German perspectiveand spark a discussion about the level ofsurveillance in our own society.Filmmaking too can play a valuable rolein history lessons. Pupils could be asked tomake fictional or documentary films abouthistorical events or local history, using archivefootage, or create a film using techniques frompropaganda films.A new take on geographyteachingFilm can be used to support topics relatingboth to physical geography (the environment,climate change and natural phenomena) andhuman geography (migration, immigration andglobalisation).Documentaries like An Inconvenient Truth(U) and Encounters at the End of the World(U), will encourage students to think about theirown use of resources and how mankind treatsthe planet. Waste Land (PG) is an excellentdocumentary for exploring environmentalissues, waste and the power of humancreativity, while the campaigning drama,Promised Land (12), gives an insight intothe dangers of fracking, the process used indigging for gas. Another good choice is FastFood Nation (15), in which an all-star castexamines the risks to health, the environmentand society caused by the globalisation of thefast food industry.As well as complementing the curriculum,these films, and the questions they raise,can help students to develop their thinkingand problem solving skills. Making short filmsabout the local area or a place they’re visitedon a field trip provides further opportunitiesfor pupils to explore geographical themes,evaluate information and present it in a clearand engaging manner.Exploring social issuesFilm can be a great resource to start adiscussion about difficult topics such asbullying, sex, drugs, alcohol and Internet safetyin PSHE. Mean Girls (12), for example, is awell written examination of social groups andhierarchies within the school system, and auseful platform from which to consider theseissues, along with the theme of retaliation andretribution. About A Boy (12) also deals withthe issue of bullying, and for older students, thefilm Gran Torino (15) looks at challenging theassumptions people make about others. Askinghttp://www.filmclub.org/assets/pdf/HMD-2014-filmclub-resource.pdfhttp://www.filmclub.org/assets/pdf/HMD-2014-filmclub-resource.pdfCreativeApproaches58Volume6.1nCreativeTeaching&Learningmaking techniques and processes. A newseries of curriculum-linked fi lmmakingresources – Creating Movie Magic – offers anew approach to D&T teaching. Students canlearn to create their own basic visual effectsby exploring stop motion, false perspectiveand other creative skills. The resource alsoencourages understanding of the importanceof Intellectual Property (IP) – an integral partof D&T currently receiving little recognition –by giving students the chance to become IPowners themselves.Looking behind the scenes of the filmindustry at the many skilled roles that makespecial effects possible, the resource alsohighlights the range of careers that D&T skillscan lead to – ranging from researchers and artdepartment to technicians and directors.Jane Fletcher is Director of Education atInto Film.For further information about Into Film,visit: www.Intofilm.org. To start a freefilm club, visit www.filmclub.org, emailinfo@intofilm.org or call 0207 288 4520.pupils to make a film around the subject ofbullying and related themes, such as friendship,peer pressure and standing up for what isright, will encourage them to think about thesethemes from different perspectives and sharetheir experiences.The documentary Catfish (12), examiningthe idea of identity and representation online,The Social Network (12), an explanation of howFacebook has changed our lives, InRealLife(15) which explores the impact the internet ishaving on young people and Trust (15), a dramaabout the hidden dangers ofthe internet, are all powerfulplatforms for discussionabout how to be safe andresponsible citizens in anincreasingly digital world.M i c h a e l M o o r e ’ sacclaimed documentaryBowling for Columbine (15)can promote discussionnot only about gun law butalso, more generally, aboutthe effects of violence insociety. Other films thatcan be used to supporttopics covered in PSHEinclude Juno (12) (teenagepregnancy), Kidulthood (15)(teenage life in modernLondon), and Maria Full ofGrace (15) (drugs).Getting artyWatching and discussingfilms like Girl with a PearlEarring (12), Frida (15)or Annie Leibovitz: LifeThrough a Lens (12) is anaccessible and engagingway to introduce youngpeople to the lives and works of great artiststhey might not otherwise encounter.For a more practical approach, simplefilmmaking skills can be used by students tocollect examples of pattern, shape and colour,or describe artworks and express what theythink about them. Students can be encouragedto look at the use of art in the world of filmboth in terms of research activities and as partof a practical career focus. 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Creative Teaching & Learning

A practical guide to teaching with film

3 Dec 2015

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      string(5628) "pupils completed a funquiz using the new Senteo voting system!Cross Curriculum� Creative Teaching & Learning n Volume 1.2The array of technology used communicated to theclass a belief in their capabilities and established a senseof responsibility, due to the cost of the equipment andthe high expectations that were set.  Once the work wascomplete the final product looked professional and thechildren felt rightfully proud of their achievements.Key topics researched:Deforestation (destruction of habitats, demand forhousing)Flooding (temperatures increasing, water levels rising)Pollution (car pollution, sources of energy)Landfills (global warming, toxic gases)Creative learning – not just a phrase!Key skills were developed in Literacy, Maths, ICT, Science,Geography, Art and PSHCE.  Similar to the Game BasedLearning concept taken to the Microsoft WorldwideInnovative Education Forum by Ollie Bray in 2009, what wasintegral to the success of this creative project was a structureand a purpose, otherwise learning and progress would nothave been achieved.  Creative learning is not just a phrase,but does come in a variety of shapes and sizes – this is howwe developed our creative project:Literacy – Children were inspired to talk to one anotherabout their learning and develop their planning skills,story writing skills and evaluative skills. These are skills thatare normal to the everyday curriculum, but what made adifference was them knowing that they would be centralto creating a successful stop-motion-animation.  One couldnot be achieved without the other!Maths – Handling data was a key area that neededdeveloping and through this project it has now become akey strength.  Understanding different climate conditionscan be quite abstract without experience of them, andtherefore using LogIT Explorers to compare the differencesin temperatures and levels of light throughout the schoolprovided meaningful data to analyse.  Understandingthe impact of using non-renewable sources of energywas enhanced by using Smart Metering, through www.optimalmonitoring.co.uk This provided the children withthe opportunity to understand how we can save electricity,by analysing data – which was a factual record of theschool’s own usage of electricity.  Exploring line graphs,which compared electricity usage throughout the day, thechildren were able to understand the changes of usagethroughout the day by looking at how the levels differedduring lunchtimes and outside of school hours.ICT – This was taken to the next level!  Although it built onthe existing National Curriculum framework for ICT: findingthings out, developing ideas and making things happen,exchanging and sharing information, and reviewing,modifying and evaluating work as it progresses.  We did thisaway from the traditional schemes of work.  Success in theachievement of the key skills in ICT empowered the class toshow others in the school how to use certain ICT devices.●●●●Science –Projects that were developed by the childrenhad a focus on ecosystems and the impact of pollution ordestruction of habitats.Geography  – Knowledge and understanding ofenvironmental changes and sustainable developmentwas a central theme for all projects that were createdby the children.  Through the children’s independentresearch, story writing, animations and evaluation of theirown projects a good understanding of how people canimprove the environment and how decisions about theenvironment affect the future quality of people’s lives waswell established.Art – In creating posters to publicise their eco-messageand their stop-motion-animation, as well as creating theirown background for their animations, the class exploredcombining different textiles for different purposes.PSHCE – Having such a topical theme as ‘Climate Change’was a great opportunity to discuss our roles as citizens andto communicate our views on issues that affect ourselvesand societySpreading the message and takingresponsibilityOnce the project was complete, it was important that whatwas learnt wasn’t just forgotten.  Therefore due to therelevance and importance of the key messages established,the work was shared outside of the School community by:Sharing Assemblies at Howe Dell.Head Teachers’ Conference at Howe Dell on Education forSustainable Development.International Climate Change Conference withrepresentatives from the UK, India and Kenya.Such was the impact on the children themselves that as aclass they have taken part in a tree planting initiative thatwas organised by the National Trust to create the largestnew native forest in England.  Furthermore, because oftheir awareness of the differences in the quality of life indifferent communities, the class are sponsoring a childin India to receive an education by arranging fundraisingevents at school.●●●Changemakers Conference: setting up a stall so that the childrencould share their learning with Schools from all over the world!Cross Curriculum�Volume 1.2 n Creative Teaching & LearningAt Howe Dell the children that took part in the ClimateChange Challenge know and believe that you can make adifference if you put your mind to it, but it’s not good enoughto just tell others about it, everyone must take responsibility.Impact of the ProjectPassive girls given a voice and are active in theirlearning.●Boys with behavioural difficulties are motivated to learn.Increased levels of independence observed.Development of social skills observed when working insmall groups.Significant achievements in writing skills"
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Creative Teaching & Learning

Climate change challenge

14 Jun 2010

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      string(433) "... are a number of competing and inter-related factors affecting the system.Follow-upPupils can carry out further research through newspaperarticles and web sites on climate change and its possibleeffects.Sue Duncan, Don McNiven and Chris SavoryReferencesClimate Change – Scientific Certainties and Uncertainties,National Environment Research Council, October 2000Lamb & Sington,  Earth ..."
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      string(5672) "outcome was that most pupils agreed that thereis global warming. Their principal evidence was the breakup of the Larsen B ice-shelf in March 2002. They were lessclear about the reasons for this, though increasingly carbondioxide emissions look to be a contributory factor. At theend of the lesson many pupils had come to appreciate thecomplexity of the issue. Not only had they begun to realisethat evidence does not always point in just one direction,but also that there are a number of competing and inter-related factors affecting the system.Follow-upPupils can carry out further research through newspaperarticles and web sites on climate change and its possibleeffects.Sue Duncan, Don McNiven and Chris SavoryReferencesClimate Change – Scientific Certainties and Uncertainties,National Environment Research Council, October 2000Lamb & Sington,  Earth Story, BBC Books, ISBN: 0563 387998Byatt, Fothergill & Holmes (2001)  Blue Planet,, BBC Books, 2001New Scientist  and some newspapers have regular updateson global warmingThis article is an extract from Thinking SkillsThrough Science, written and edited by SueDuncan, Don McNiven and Chris Savory(2004), Chris Kington Publishing, Price £35(ISBN: 1 899857 55 9). It is available fromImaginative Minds (Book orders) Tel: 01904431 213 or online atwww.thinkingonlinecatalogue.co.uk12Focus on factsFocus on factsFocus on factsFocus on factsFocus on facts               www.teachthinking.comTeaching Thinking&Creativity  Spring 2005123456789101112Key scientific pointsKEY POINTStudies of sediments and ice cores show that in thepast the climate has swung between cold and warmconditions.KEY POINTThe Earth’s climate is maintained throughinteractions between the atmosphere, oceans, ice andland surface.KEY POINTAt present evidence is gathering that the Earth iswarming and that human activities accelerate this.KEY POINTSometimes these changes have been slow, at othertimes abrupt.KEY POINTClimate change is perhaps the most pressing andurgent environmental issue on the world’s agenda.32 541Widely accepted factsFACTAverage global temperature has risen by 0.6oC in thelast 140 years.FACTCarbon dioxide, methane and nitrous oxide levels arerising mainly as a result of human activities.FACTMethane levels in the atmosphere have doubled overthe last 100 years.FACTFive of the six warmest years in Central England haveoccurred since 1989 (records go back for 340 years).FACTCarbon dioxide levels in the atmosphere have risenby about 32% in the last 200 years.FACTGlobal sea level has risen by 10–25 cm over the last100 years.FACTOzone has a complex effect. Close to the Earth’ssurface increased levels of ozone lead to warming.But ozone depletion has a cooling effect.FACTOceans redistribute heat globally via their circulationpatterns.FACTOceans are particularly important as they act as giantheat reservoirs.FACTIt is thought that tiny particles in the atmospherereflect sunlight and produce a cooling effect, egvolcanic eruptions and industrial activities.FACTCarbon dioxide, methane, nitrous oxide and watervapour are all greenhouse gases.FACTGreenhouse gases trap radiation emitted from theearth’s surface, keeping the earth about 30oC warmerthan it otherwise would be.13Teaching Thinking&Creativity  Spring 2005www.teachthinking.com   Focus on factsFocus on factsFocus on factsFocus on factsFocus on facts32 5411234567891011What is likely to happen?WHAT MIGHT HAPPEN?The rise in temperature produces an impact on awide range of climate-related features.WHAT MIGHT HAPPEN?Weather will become more extreme – heat waves,droughts, floods.WHAT MIGHT HAPPEN?If greenhouse gas emissions continue to increase atthe current levels, there will be a temperature rise of1.5–5.5oC by 2100.WHAT MIGHT HAPPEN?The world’s vegetation zones undergo major change.WHAT MIGHT HAPPEN?Global sea levels rise by 20–90cm over the next 100years.WHAT MIGHT HAPPEN?Half the world’s glaciers melt.WHAT MIGHT HAPPEN?Agricultural productivity varies more widely.WHAT MIGHT HAPPEN?Diseases spread to new areas, e.g. malaria in the UK.WHAT MIGHT HAPPEN?Conflict over water resources increases.WHAT MIGHT HAPPEN?Decreasing ice cover leads to increasedtemperatures.WHAT MIGHT HAPPEN?Mass movement of people occurs due to floods andfamine.UncertaintiesUNCERTAINTY ABOUT THE FACTSScientists are not sure how carbon moves betweenthe soil, rocks, oceans and atmosphere.UNCERTAINTY ABOUT THE FACTSSolar radiation varies and we are unsure aboutsignificant variation over long periods of time and itseffect.UNCERTAINTY ABOUT THE FACTSTemperatures fluctuate from year to year and overmuch longer timescales. Accurate records only existfor about a century, so identifying small changesagainst background variation is difficult.UNCERTAINTY ABOUT THE FACTSSea temperatures are greatly influenced by what goeson deep in the ocean and effects are not predictable.UNCERTAINTY ABOUT THE FACTSTiny particles in the atmosphere can cause eitherheating or cooling.14Focus on factsFocus on factsFocus on factsFocus on factsFocus on facts               www.teachthinking.comTeaching Thinking&Creativity  Spring 2005UncertaintiesUNCERTAINTY ABOUT FLIPPING SYSTEMS‘The North Atlantic Oscillation’UNCERTAINTY ABOUT FLIPPING SYSTEMS‘El Nino’UNCERTAINTY ABOUT FLIPPING SYSTEMS‘The Atlantic Conveyor’12132 541UncertaintiesUNCERTAINTY ABOUT FEEDBACKThe effect of clouds is twofold – they can reflect incomingradiation into space but they can also prevent surfaceradiation escaping into space. What happens depends onthe height, temperature and"
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Creative Teaching & Learning

Climate Change

1 Nov 2006

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      string(2091) "the MELT project. http://www.2041.com/climateforce-challenge/The MELT project is just one of the many student-led research projects available through the Institute for Research in Schools (IRIS). They all have the potential to facilitate truly collaborative work in the STEM and Humanities subjects, and can be accessed by students from a wide range of year groups and backgrounds. Also, the IRIS research projects provide incredibly valuable CPD opportunities for colleagues to become teacher-scientists, either by continuing to be part of cutting edge science research or acting as a new opportunity to take part in publishable science research for the first time. In terms of maximising impact, the projects can also be used to gain external accreditation for students from awards such as CREST and crucial public speaking and presentation opportunities at events such as the IRIS regional student conferences and the National Young Science and Engineers competition. Indeed, our group of Year 9 MELT project students have been invited to present their initial findings at the Royal Society student conference in London this December – just one example of the kind of extraordinary experiences that running an IRIS project can generate, creating memories that will undoubtedly stay with our students for the rest of their lives. The MELT project is being coordinated by Mike Grocott from the Institute for Research in Schools (IRIS). For more information about MELT or any of the IRIS projects, please visit the IRIS website and be sure to get involved with something that has the capacity to inspire and empower our students to become the future research scientists and engineers we so desperately need. http://www.researchinschools.org/projects/melt.html.  Darren Harman is Head of Science at Sir Robert Woodard Academy in Lancing, West Sussex. He is working with the Institute for Research in Schools (IRIS) to set up his school as the South Coast hub school for IRIS. You can register to get involved and become an IRIS partner school via www.researchinschools.org/join-in.html"
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Children as Researchers

Changing the World with Science

10 Oct 2018

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      string(3045) "difference at Ringmeris that we wanted to change the way we valued energy. Having someone in post tocoordinate the work has been an important factor, but there is nothing going on herethat couldn’t be replicated elsewhere.‘In the main, the whole project has been self-funding and where money hasbeen needed it’s been obtained from grants. We were very pleased to have had helpfrom EDF Energy for our first PV array. Money is never easy to obtain but if there iscommitment and a belief in something it can be found.’The LESS CO2programme and the Ashden Awards are not only helping to createmore sustainable schools, they are also galvanising young people to join the movementfor a low-carbon world.Home Farm headteacher Richard is convinced that getting children on board froman early age is key. At his school, every year group undertakes an environmental topicduring each year, including global topics such as climate change as well as practicaldesign and technology projects using solar power. Wherever possible, the schooland its environment are used as teaching aids, and pupils are actively encouraged tobecome involved with activities like gardening and meter reading.‘In the same way that we teach children to manage their money, their education ortheir behaviour,’ he said. ‘We also teach them to have sustainable habits because that isgoing to be key to their lives in the future… as well as their wallets!’To win an Ashden Sustainable Schools Award, schools do not need to haverenewable energy technology (like solar panels), although of course this iswelcome. Nor do they need to have the highest energy efficiency rating ontheir DEC certificate. Ashden wants winners that will inspire other schools tofollow them. Any school for four to 18-year-olds based in the UK, whether state,independent or academy, can apply. To register an interest in the next awards,visit: ashden.org/apply/schools.Thinking HatsBy Anna ForsythAll books priced at £17.99 eachThinking Hats – Book 1 Ages 5-7Thinking Hats – Book 2 Ages 7-9Thinking Hats – Book 3 Ages 9-11Creativity is the wealth of tomorrow. Developing laterality in approachto issues is exciting, challenging and critical learning. World-renownedEdward de Bono’s concept of ‘Thinking Hats’ has proven itself to be anexcellent way to ensure that students consider problems and issues fromdifferent perspectives; ‘actively thinking’.This series of three books teaches the use of Edward de Bono’s sixthinking hats; white for facts and information, yellow for optimism,green for creativity, blue for the overall picture, black for negative, redfor emotions.A series of 40 lessons in each book spans almost all the curriculum areasso that students practice using thinking hats in many contexts.Thinking Hats conceptThis series is based on Edward de Bono’sOrder Now: Tel: 0121 224 7599 Fax: 0121 224 7598or Email: enquiries@imaginativeminds.co.ukThinking Hats half.indd 1 14/1/14 13:08:12http://www.ashden.org/apply/schools"
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Leadership

How to halve your fuel bills

29 Mar 2016

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