Photographs depicting the impacts of pollution and environmental problems across the world.
|Scooped by Sian Tutt|
This section of the Global Education website has photographs of global issues. The filter option can limit the photographs to those relevant to the topic. Some of the environmental photos demonstrate the effect of pollution in several different countries.
According to The Board of Studies (2006), students in ES1 should be exploring "familiar natural and built environments" (p. 16) and how to care for them. Therefore, to make this global perspective relevant for Kindergarten students, I would find images of a local environment for the student and then compare it to a similar one in a foreign country. An example of this would be to compare Sydney's Harbour with the harbour in Papua New Guinea illustrated in the image above. By doing this, students can start to make connections by relating the text to a personal experience, ensuring the production of an “authentic learning experience” (Gilbert & Hoepper, 2011, p.143). This activity aims to introduce early stage 1 students to their identity as a global citizen, which is vital for them in an increasingly interconnected, globalized world (Hicks, 2003).
With the development of technology, and the social context of the 21st century, to be literate requires an ability to engage with a variety of mediums; from simple written texts, to complex visual, interactive and audio texts. Consequently, using a range of images from this website as well as ones from National Geographic for example, ( http://news.nationalgeographic.com/news/2011/11/111123-india-ganges-river-pollution/ ) students would not only gain an understanding of the topic but also gain knowledge about reading images.
Board of Studies NSW (2006). Human Society and It’s Environment K-6: Syllabus. Sydney: Board of Studies.
Gilbert, R. & Hoepper, B. (2011). Teaching Society and Environment (4th ed.). Cengage Learning: Australia.
Hicks, D. (2003) Thirty Years of Global Education: A reminder of key principles and precedents. Educational Review, 55(3)