Global Warming

Assignment 2Early Learning Activity

Brooke Amos, Jodie Casey & Robynne Medhurst

If you were to do this investigation all over again what would you improve? Future

investigations?

Climate ChangeFact or Fiction?

Sus.tain’a.bil’i.ty

n., the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs (ACU, 2016).

There are 4 areas of sustainability

1. Social sustainability: governing systems of regulation

2. Cultural sustainability: mutual respect, multiculturalism

3. Economic sustainability: employment and financial security

4. Environmental sustainability: ensuring the environment is looked after (ACU, 2016)

(Thomas, 2014)

The Greenhouse EffectIf it were not for greenhouse gases trapping heat in the atmosphere, the Earth would be a very cold place. Greenhouse gases keep the Earth warm through a process called the greenhouse effect.

https://www3.epa.gov/climatechange/kids/basics/today/greenhouse-effect.html

Strategies for achieving Sustainability Education in Early Childhood Contexts

Current Practices: Composting

Worm FarmingWe introduce the worms to the vegie patch and use the worm juice and compost into the garden beds to fertilise the soil for growth.

Recycling & Reusing

We recycle scraps to the worms, chickens and reusable art and craft materials. We also use natural in our investigative learning.

Reducing water usageOur tank fills our water troughs, water bottles and we use succulents to save water as they need very little to survive.

Reintroducing: growth and sustainabilityHerbs and vegetablesFlowers that attract butterf lies and bees to pollinate

Some books we have introduce to the children in the centre to assist with their understanding of how they can contribute to stopping global warming.

The Air we breatheby Dr. Jack Fishman of NASA

This picture book is designed to introduce Earth’s atmosphere and its importance to life on Earth. It also introduces how the addition of new gases contribute to changing the quality of air we breathe. With an understanding of how our atmosphere works, we will begin to understand how our activities may be contributing to some of those changes in air quality.

Here is a transcript of what I discussed with the children

a copy of the pdf can be found here:

http://www.rcsd.k12.ca.us/cms/lib3/CA01001036/Centricity/Domain/1056/the_air_we_breathe.pdf

Links to BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD - Children become socially responsible and show respect for the environment.

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

• Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

• Children transfer and adapt what they have learned from one context to another

• Children resource their own learning through connecting with people, place, technologies and natural and processed materials

The principles of early childhood pedagogy underpin practice. Learning Environments: Outdoor spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education (EYLF)

Children are not only Belonging, Being & Becoming in a social cultural contexts of their families and communities with respect to the Earth. By scaffolding an understanding of the interdependence between humans and the natural environment by having an understanding through interactions with the environment

(Sustainability in early childhood Week 6, 2016)

National Quality Standard 1.2

About standard 1.2

• Educators and co-ordinators are intentional, purposeful and thoughtful in their decisions and actions. They engage in reflective practice as a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice (adapted from the Early Years Learning Framework, pages 13 15.)

What we aim to achieve with standard 1.2

• Educators’ professional judgments are central to their active role in facilitating children’s learning. In making professional judgments, they continuously seek ways to build their:

• professional knowledge, skills and experience

• knowledge of the children, families and communities attending their service

• awareness of how their own beliefs and values impact on children’s wellbeing and learning.

• They also draw on their creativity, imagination and insight to help them improvise and adjust their practice to suit the time, place and context of learning.

• Recognise that learning occurs in social contexts

• recognise that interactions and conversations are vitally important for learning

• actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills

• use strategies (such as modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving) to extend children’s thinking and learning

• (ACECQA, 2011)

ACARA: Science

Foundation Year

Foundation Year Level Description

• The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

• From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.

• In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions they pose and making observations is a core part of science and use their senses to gather different types of information.

http://www.australiancurriculum.edu.au/science/curriculum/f-10?y=F&y=1&y=2&y=3&y=4&y=5&s=SU&s=HE&s=IS&layout=1

5Es Teaching and Learning Model

ENGAGEEngage the students in a thought provoking presentation to promote interest and motivation. This 2 min video will introduce the climate change concept to the students and create opportunities for inquiry—where children can ask questions, investigate, acquire information, consider possibilities, build tentative conclusions and analyse and justify them (Early Childhood Australia, 2010).

EXPLOREStudents can now identify and develop an understanding of the concept through shared exploration.’ This will be the hands on experiment.

Procedure/Method:

Place each model on a sheet of white paper in direct sunlight. Read and record the temperature of each thermometer immediately. Repeat this measurement every 5 minutes for the first 30 minutes. After the first half-hour, readings may be taken and recorded at 15-minute intervals.

At the beginning and throughout the experiment, the large jars should be turned so that direct sunlight does not fall on the faces of the air temperature thermometers. The sunlight should fall on the backs of the cardboard strips instead. In this way, accurate readings of temperature inside the jars will be possible.

After completing each round of temperature measurements. Observe the jars to see if there are any visible changes taking place inside. Record any changes you see on the log sheet.

Make a line graph of the temperature data for each experiment. There will be two or three graphed lines on each sheet, depending on the experiment. Be sure to label each line. http://www.education.com/activity/a

rticle/Observe_Greenhouse_Effect/

EDST 108 Designing Experiments Template - Global warming in a jar.docx

EXPLAIN Students can verbally share what they have discovered from step 2 ‘Engage.’

• Intentional teaching to introduce new vocabulary, skills or concepts.

• Introduce another clip. This clip introduces future information if climate change continues at this rate and shows the worst case scenario about Earths future.

• This is a straightforward explanation of Climate Change: the heat from human emissions is roughly equal to exploding 400,000 Hiroshima atomic bombs every day. Historically, every time carbon dioxide levels increase in Earth's atmosphere, the average surface temperature rise, ice melts, and the sea levels increase.

ELABORATE

• Extend the concept further.

• How does this apply to us?

• Centre this on the students.

• Discuss what they have learnt.

• Come up with ideas to help the environment.

• Do they have steps in place already?

• Is anyone against the concept?

EVALUATE

• Check the students understanding of the concept.

• Key concepts I want the students to take away from this lesson are

• The importance of saving the planet

• Why we must act now

• What can we do to help

Climate change already affecting our worldPlenty of reading materials can be found here:

Air pollution Plus Climate Change will Reduce Food Productionhttp://www.natureworldnews.com/articles/8277/20140728/air-pollution-plus-climate-change-will-reduce-food-production.htm

Global Warming will Affect Poor Countries the Most: World Bank Says http://www.natureworldnews.com/articles/2533/20130619/global-warming-will-affect-poor-countries-world-bank.htm

Climate Change: Fish Will Move Toward Poles, Affecting Poor Nations Morehttp://www.natureworldnews.com/articles/20259/20160227/climate-change-fish-will-move-toward-poles-affecting-poor-nations.htm

Who will climate change affect the most?

This is an inert from UNICEF climate Change 2008 Report:

Climate change is a global issue. Addressing it is a shared responsibility.

Yet it is increasingly apparent that the world’s poorest

countries and most vulnerable people will bear the brunt of climate

change. Failure to act will render the environments of millions of

children and their families even more hazardous. Many poor people

already live in fragile climates, where food and clean water are scarce

and shelter inadequate – climate change will exacerbate this fragility.

The report can be read here:

http://www.unicef.org.uk/Documents/Publications/climate-change.pdf

http://www.climatehotmap.org/

Top Impact: Freshwater (Extreme dry)Kinglake, Victoria Bushfireshttp://www.climatehotmap.org/global-warming-locations/kinglake-victoria-australia.html

Top Impact: Freshwater (Extreme Dry)Sydney, September 2009 Dust stormhttp://www.climatehotmap.org/global-warming-locations/sydney-australia.html

Top Impact: Ecosystems (Salt Water)Great Barrier Reefhttp://www.climatehotmap.org/global-warming-locations/great-barrier-reef-australia.html

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(The World Bank Group, 2016).

Temperature and rainfall for Australia1930 – 19601960 – 19901990 – 2012These charts show how over the years that rainfall has decreased steadily and temperature has slightly increased, proving that climate change is inevitably occurring.

What could become of the Earth by 2050…

http://www.upworthy.com/check-out-12-amusing-images-of-what-travel-to-major-destinations-in-2050-might-be-like

Powerful images helping to get the word out about climate change

Reflection: The importance of EfS (Education for Sustainability)Teaching strategies like transformative pedagogies allow the learner to make an emancipatory view which is choosing to make a better future or a realistic view.

There are 3 types of Education

• Transmissional: teacher has the majority of power

• Transactional: a collaborative approach

• Transforative: the student is the centre of learning

Transactional and Transformative would be how I would chose to teach students about sustainability. Collaboration brings out the creative work and freedom to make connections.

Sustainability: Junior Primary English, Years 3 & 4

Taking care of Earth together

GlobalWords_Sustainability_JP3_4print.pdf• This unit provides opportunities to explore the ideas that:• it is essential to recycle and reuse in order to sustain the Earth’s resources.• global warming is impacting negatively on our world• we share a responsibility to work together to make our world a better

place• communication is the key to racial harmony and increased understanding• we are all different but in many ways we are all the same• we need to work together to reduce our impact on the environment• we are global citizens and, as such, we need to understand each other’s • cultures

ReferencesACARA. (2016). Science. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-

10?y=F&y=1&y=2&y=3&y=4&y=5&s=SU&s=HE&s=IS&layout=1

ACECQA. (2011). Guide to the National Quality Standard. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/3%20-%20Guide%20to%20the%20National%20Quality%20Standard%20FINAL-3.pdf

Back, E., Cameron, C., & UNICEF. (2007). Our climate, our children, our responsibility: The implications of climate change for the world's children. In Our climate, our children, our responsibility: the implications of climate change for the world's children. Unicef.

Christansen, K. (2013). Teaching with the 5e’s. Retrieved from https://prezi.com/qppzm-dtrpgm/teaching-with-the-5es/

Eduction.com (2016). Observe the greenhouse effect in a jar. Retrieved from http://www.education.com/activity/article/Observe_Greenhouse_Effect/

Global Climate Change. (2016). The Greenhouse Effect. Retrieved from https://www3.epa.gov/climatechange/kids/basics/today/greenhouse-effect.html

Global words. (2016). Taking care of Earth together. Retrieved from http://www.globalwords.edu.au/units/Sustainability_JPY3_4_html/index.html

Gulley, J. (Week 1). Lecture 1B: Sustainability-Climate EfS. Brisbane, Australia: ACU LEO EDST 108

ReferencesGulley, J. (Week 6). Sustainability in the early childhood context. Brisbane, Australia: ACU LEO EDST 108

Early Childhood Australia. (2010). EYLF PLP e-Newsletter No.2 -Intentional Teaching. Australian Government Department of

Education: ACT.

NASA. (2014). The air we breathe. Retrieved from

http://www.rcsd.k12.ca.us/cms/lib3/CA01001036/Centricity/Domain/1056/the_air_we_breathe.pdf

The World Bank Group. (2016). Climate Change Knowledge Portal. Retrieved from

http://sdwebx.worldbank.org/climateportal/index.cfm?page=country_historical_climate&ThisRegion=Australia&ThisCCode

=AUS

Thomas, I. (2014). Sustainability for Educators: A Toolkit of Learning Activities and Resources Karina Shields and Lisa Hoggard Byron

Regional Community College, Mullimbimby, 2013. Australian Journal of Environmental Education.

UNICEF. (2008). Our climate, our children, our responsibility The implications of climate change for the world’s children. Retrieved

from http://www.unicef.org.uk/Documents/Publications/climate-change.pdf

Upworthy. (2014). Check Out 12 Amusing Images Of What Travel To Major Destinations In 2050 Might Be Like. Retrieved from

http://www.upworthy.com/check-out-12-amusing-images-of-what-travel-to-major-destinations-in-2050-might-be-like