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HSIE - Climate Change
The resources 'scooped' below are useful for Stage 3 students investigating the effects of increasing greenhouse gases and climate change on the earth. Enjoy!
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Scooped by Katelan Attwells
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Climate change | Classroom Resources for Teachers

Climate change | Classroom Resources for Teachers | HSIE - Climate Change | Scoop.it
Katelan Attwells's insight:

“Teach Climate Change: Classroom Resources for Teachers” facilitates the selection of the most appropriate resources for teachers to either use as stimuli for their own learning/professional development or to enhance the learning of their students. The resources are searchable by key stage, subject and climate change category, making it very quick and easy for teachers to source the most relevant resources. Links to some of the major newspapers and important websites are provided, allowing teachers to stay up to date with their knowledge of Climate Change.

Teaching Idea: In groups, students are to compare human use of an environmental area with use in another area of the world, eg cities of Sydney and Shanghai. “It has been shown that cooperative learning in groups can enhance cognitive development and develop a greater capacity among students for reflection through exploratory talk.” (Gilbert & Hoepper, 2011, p. 143)

Extension Task (for early finishers): Students are to research the top 10 'green' cities in the world. Is Sydney in the top 10? Why are they top 10? What actions contributed to this status?  Are there precautions/ideas that Sydney could implement to become the most 'green'? Report findings to the class. 

Assessment Task: Students are to each calculate their carbon footprint. I have ‘scooped’ a ‘carbon calculator’ that I thought was appropriate to Stage 3 students. This can be a take-home task, as they may need their parents to assist them with certain figures. They can then reflect on the result as a journal entry and propose ways that they could reduce their carbon footprint. 

 

Gilbert, R. Hoepper, B. (2011). Teaching Society and Environment. Australia. Cengage Learning Australia

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Rescooped by Katelan Attwells from CLIMATE CHANGE WILL IMPACT US ALL
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300 Years of FOSSIL FUELS in 300 Seconds


Via pdjmoo
Katelan Attwells's insight:

‘300 Years of Fossil Fuels in 300 Seconds’ is a very unique and innovative clip that has attracted over 1 million viewers on YouTube. It provides the viewer with a broad outline of how Climate Change came to be and alerts of the immediate need to address the situation. Although it employs language that may be too advanced for some students, teachers would benefit from using this as a resource for their own learning about the topic as well as a stimulus for teaching ideas. Students would profit from viewing the clip and the illustrations that accompany the narration would help them make sense of the content, however it is fast paced so I would recommend a double viewing to enhance comprehension. The first run through could purely be for observation and the second run through could provide an opportunity for students to practice their note taking skills, thus creating a link to literacy. “The impact of the internet has been global and far-reaching in its facility to disseminate information quickly to online users.” (Winch, 2010, p. 400)

Teaching Idea: Construct a timeline as a class of all the major events in history that have contributed to Climate Change/global warming eg. Industrial Revolution, population growth & consumerism. There is a numeracy link here in which students are to come up with an appropriate scale for the timeline. (Students may have to conduct further research)

Alternatively, a class discussion could take place surrounding an important quote from the clip “We must live within natures budget of renewable resources at rates of natural replenishment.” Ask students to elaborate on this – What does it mean? What are renewable resources?

Assessment Task: Ask students to evaluate the positive and negative aspects of the effects of human changes on the environment. Divide the class into two and ask each student to contribute one response and allocate a scribe to put the ideas into a mind map. Students can then write an exposition (literacy strategy) using the points as cues in determining whether or not they believe the positives outweigh the negatives or vice versa.  

 

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy : reading, writing and children’s literature (4th ed.). South Melbourne: Oxford University Press.

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Samantha Fuller's curator insight, October 2, 2013 1:03 PM

This videos main point is fossil fuel, but all the things we are using fossil fuels for are growing into climate change problems. The whole world is dependent on fossil fuels. Try to think of one thing that wasn't made using fossil fuels or doesn't use fossil fuels. All these new inventions we have are still running on fossil fuels. The manufactors are adding to much co2 in the air causing tempertures to rise. What we need to do is learn to live without fossil fuels. Changing our energy sourse will change our whole economy. 

Forest of Peace's curator insight, December 20, 2013 8:03 PM

Green Gateway for next generation with a #Bamboo #Maze as a# Nature-trail #EDUCATION Its your shoot! http://ow.ly/rSdPd @O2Zonia plus a #Net-Zero-emission-all-in-resort, only by @forestofPeace

pdjmoo's curator insight, October 2, 4:21 AM


                                   FOLLOW MY SCOOPITs

 

 

▶ CORPORATE SOCIAL RESPONSIBILITY http://www.scoop.it/t/environmental-and-human-health


▶  CLIMATE CHANGE WILL IMPACT US ALL http://www.scoop.it/t/changingplanet


▶  BIODIVERSITY IS LIFE http://www.scoop.it/t/biodiversity-is-life


▶  OUR OCEANS NEED US http://www.scoop.it/t/our-oceans-need-us


▶   OUR FOOD, OUR HEALTH http://www.scoop.it/t/agriculture-gmos-pesticides

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Australia Aboriginal Slideshow | The Nature Conservancy

Australia Aboriginal Slideshow | The Nature Conservancy | HSIE - Climate Change | Scoop.it
Australia, linking landscapes and aboriginal people
Katelan Attwells's insight:

‘The Nature Conservancy’s’ clip on restoring balance in Australia highlights how through the partnership with Aboriginal Australians, they will attempt to protect key landscapes within the country and to restore the balance that once existed. The resource will be useful to students in gaining a perspective of time and severity, ie. Aboriginals inhabited this land for 40,000 years, living in balance with nature and then in merely 200 years since European settlement, the balance has been lost. Moreover, it portrays a positive outlook for the future, with strong partnerships in place and plans to combine traditional wisdom and cutting edge science to combat this ‘unbalance’. It’s imperative that students gain an insight into how the traditional owners of the land interacted with the environment and their consideration for growth, reproduction and regeneration. It is a great introductory resource, providing students with enough information and interesting aspects of sustainability and conservation that they can investigate further. “The incorporation of Aboriginal perspectives into classroom practice includes Aboriginal students through the important recognition of their identity, history and culture and also promotes reconciliation between Aboriginal and non-Aboriginal Australians.” (NSW Department of Education and Training, 2011)

Teaching Idea: Invite an Aboriginal Elder/member of the Aboriginal Land Council to come in and share with the class their knowledge of Aboriginal management of and connection to the land. As a class decide on five key elements of Aboriginal land management that they noted from the guest speakers visit. Jigsaw activity – students are divided into groups and allocated a key element to examine. Within each group, students are numbered so that they can reform groups with other students in their class and are the “experts” on their key element. This is a very collaborative exercise in which students are given the opportunity to teach their peers.

Assessment Task: Ask students to reflect on the guest speaker’s visit and the main points raised. Is there a dreamtime story that links with what she/he was talking about? Ie. Mother Earth as a Life Giving Force. Students have the opportunity to go to the library and research Aboriginal Dreamtime Stories and provide an analysis of the one they choose.

 

NSW Department of Education & Training. (2011). Retrieved 10 April 2013 from:

http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/crosscurriculum/aboriginal/&nbsp

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Rescooped by Katelan Attwells from DIGITAL EDUCATION
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Climate Kids | Great Websites for Kids

Climate Kids | Great Websites for Kids | HSIE - Climate Change | Scoop.it

Via Natassa Dourvetaki, GSeremetakis
Katelan Attwells's insight:

‘Climate Kids’ demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner. It is a very educational and content heavy website that students in Stage 3 would enjoy exploring and offers clear answers to questions regarding global climate change through sections on water, air, the ocean and more! Similar to EPA’s ‘A Students Guide to Global Climate Change’, this online resource covers all aspects associated with the topic, however encompasses a variety of links to other valuable websites. “The possible areas of exploration are unlimited and using ICT supports cross-curriculum or integrated approaches.” (Gilbert & Hoepper, 2011, p. 182) Students will further develop their role as a text participant when examining the website.

Teaching Idea: ‘Schools Tree Day’ is an event held once a year in which anyone can participate in the maintenance or improvement of the environment by planting a tree! This could be a really neat excursion for students, especially after learning about the importance trees play in maintaining a balance in our environment and tackling Climate Change. “Service learning is a form of experiential learning in which students participate in and contribute to some community service activity in order to develop their skills and understanding of an aspect of society or environment”. (Gilbert & Hoepper, 2011, p. 174)

Assessment Task: Each student is asked to write a letter to our Prime Minister (Julia Gillard) outlining their feelings toward Climate Change and the preventative measures society can take to slow the process. A literacy link is established here, as students must demonstrate their best formal writing skills. 

 

Gilbert, R. Hoepper, B. (2011). Teaching Society and Environment. Australia. Cengage Learning Australia

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A Student's Guide to Global Climate Change | US EPA

A Student's Guide to Global Climate Change | US EPA | HSIE - Climate Change | Scoop.it

Via Sarantis Chelmis, David Lechner
Katelan Attwells's insight:

‘A Student’s Guide to Global Climate Change’ is an informative resource that is worth noting. It provides an exceptional introduction to Climate Change and presents valid and interesting information in regards to the impacts associated with this change and the solutions/preventions individuals can take to help slow the process. It is interactive by nature, easy to navigate and uses simplistic language appropriate for students in Stage 3. Teachers must demonstrate sensitivity when teaching about climate change, as the concept can be quite overwhelming and potentially upsetting to children – this resource, specifically targeted at children, does not represent a confronting view and is purely informative.

Student’s gain a global perspective and understand that Climate Change is affecting the whole world and not just the country in which we live. This is important in deciphering the severity and scale of this phenomenon.

Teaching Idea: As a class, brainstorm other changes in the environment as a result of the human population/mankind eg deforestation, species extinction, pollution, whaling, oil spills, development etc. Divide students into groups of five and allocate them a particular topic to investigate and present a PowerPoint presentation to the class.  

Assessment Task: Students will complete an information report. They will commence with a scaffold provided by the classroom teacher with questions to be answered using the information presented on the website (comprehension based). Students will then write a report, which will be handed in and graded for assessment purposes. As part of the criteria, they must write in correct format of a report, thus creating a cross-curricula link to literacy. “Integrating the internet into the curriculum is a major step that teachers can take to provide their students with opportunities to develop literacy skills.” (Winch, 2010, p. 400)

 

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy : reading, writing and children’s literature (4th ed.). South Melbourne: Oxford University Press.

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