Climate and the Environment

TalentEd

UNIT: CLIMATE AND THE ENVIRONMENT
Simone Beattie, Condobolin, NSW

This unit has been designed for a Year 7 Science class. Its duration is approximately five weeks. It is based on Renzulli's Enrichment Triad Model while also including aspects of both Bloom's Taxonomy and Taylor's Multiple Talent Model.

Objectives

The children will:
• develop independent self-initiated learning abilities.
• develop a sense of responsibility towards their own learning.
• identify interests and talents.
• recognise and solve real problems by utilising mastered skills.
• learn to work in small groups or pairs.
• be considerate of and appreciate other people's work and ideas.
• broaden their interests and knowledge.
• be challenged to strive to maximum potential.

Content

TYPE I: Exploratory Activities

• Set up a resource or interest centre in the classroom containing books, photos, charts, etc.
• Go through newspapers (e.g., The Land) and magazines and get clippings on anything relevant, and discuss.
• Conduct brainstorming sessions on aspects of the topic.
• Have a guest speaker from the local Landcare group.
• Excursion to Department of Agriculture Research Station (which is also the Weather Station).
• Excursion to local golf course (salt problem).

TYPE II: Group Training Activities

• Basic skill training (for all students):
Library use - scavenger hunt which requires the use of many, if not all, of the library's resources.
Interview each other on an essay topic, e.g., hobbies.
Public Speaking - present a report to the class on the topic of the interview.
Designing or Planning - Draw the classroom to scale and design a more efficient room (consider areas required and ease and mobility around room).
Goal Setting and Time Management - Draw up contracts listing work to be done and by when (begin with one lesson and extend contract to several days).
Small Group Work - a discussion on a chosen topic is held and one student (picked at random after the discussion) makes a report to the class.
Work in Pairs - learn to compromise, e.g., draw one picture of what the two of you consider as the perfect toy or describe the perfect sporting game.

Note: These basic skill activities need not be confined to work on the unit; they should be developed during the regular class work as well.

• Basic Activities (for all students):
Weather Systems: Study weather maps, isobars, isotherms, etc.
Weather Predictions: Study the El Nino effect and Lenox Walker, etc.
Clouds: Study the types of clouds, how they are formed, which clouds bring rain, etc.

Study the Australian Environment and Climate - This could be done using the 'jigsaw' method: Small 'home' groups are formed and each child given a task. Children with similar tasks combine to form 'expert' groups and undertake group research. The children then return to the home group to share their knowledge. One person from the home group (picked at random) presents the group's final project to the class.

• Unit Activities:

Children may choose one or more activities depending on ability: the above average children should do the minimum of Type II activities as they should quickly progress to Type III. Contracts must be drawn up between student and teacher stating what activities must be achieved and by when.

Students must present all Type II and Type III activities in a manner which they see fit; presentations may be in written, artistic, musical, oral or dramatic form. The presentations shall be made to a real audience which is chosen by the student (and authorised). Note: The activities listed below are only a guide. The children would be free to choose other activities if they wish, provided these are authorised before commencing. Brainstorming sessions during the Type I stage should produce other ideas for activities.

Activity

1: Weather bulletin: (Small group)
• Set up own weather station and record daily changes in temperature, wind, evaporation and rainfall.
• Forecast tomorrow's weather, and the next day's, using official weather charts for national information.

2: Effect of the climate on us:
• Discuss the effect on stock, crops, the environment and soil.
• 'Effects' may be biological, economical or chemical.

3: Can people overcome the climate?
• Discuss irrigation and possible problems.
• Use of glasshouses.
• Heating/cooling of our homes.

4: Climate affects the environment:
• Discuss local issues.
• Greenhouse: Effect of global warming?
• General issues eg, Dinosaurs and ice age. Turtles and temperature. Locusts and rainfall.

5: Greenhouse effect:
• What is it?
• What is the ozone layer?
• What are the consequences/solutions?
• Describe the climate.
• Plan a holiday for your family including destination, activities, budget, and best time to go.

Creative Activities

7: You are a creature that has been thawed from a glacier in 1992:
• Where are you? What country or area?
• When were you, before you froze? (What era?)
• Describe the climate before you froze.
• What climatic and environmental changes have taken place?
• Describe how you fitted in with your original environment and climate. What changes must you now undertake?

8: Consider a planet where hot air is heavier than cold air.
• Describe the climate. Why?
• Describe the environment. Why?

9: Recycling:
• Why is it necessary?
• What could we do about it?

TYPE III: Individual or Small Group Investigations

Activity

1: Greenhouse:
• Extend on Type II investigation.
• Discuss possible solutions and if possible implement them in the class/home/community.

2: Recycling:
• Extend on Type II investigation.
• Begin your own recycling plant.
• What other solutions?

3: Energy house:
• Design and build a house to best cope with our climate.
The house must be energy efficient and cheap.

4: City at Condobolin:
• You are to plan a city at Condobolin.
• Discuss the energy supply.
• Discuss changes to the environment and solutions.
• Why is your city so good?
• How would your city differ from one at the South Pole?

5: Land degradation:
• Discuss.
• Discuss solutions and implement them.
• Put proposal to Shire Council. It must have a budget.

Resources

Library, videos, TV/Teletex, Department of Agriculture and Fisheries, Department of Conversation and Land Management, Shire Council, local builders, Landcare groups, Greenpeace, newspapers and magazines, photos, building materials.

Audiences

Class and around the school, Parents and Friends group, local Council, local newspaper, local Agricultural Show, Department of Agriculture and Fisheries, Department of Conservation and Land Management, Senior Citizens group, local primary school.

Evaluation

Evaluation is ongoing in that there is no 'test' at the end, but regular 'chats' with the students. If a friendly conversation is struck up every day or so the child will not feel threatened and should be more likely to open up and speak about achievements and problems incurred.

The teacher will write comments in each student's evaluation diary when necessary (preferably after each 'friendly chat'). The teacher will keep a record of the student's performance and continually add to this record as the unit progresses. On completion of the unit an evaluation form must be completed and a copy given to both the child and the parents. The evaluation form used by the teacher will be the 'Student Product Assessment Form' devised by Renzulli and Reis.

Each student will keep a personal file which contains the 'contract' (signed by student, parent and teacher) and an evaluation diary. The diary should list the day's goals and achievements, what problems were encountered, how they were solved and what was learnt by the experience. A few minutes will be set aside at the end of each session to ensure students update their diary (but the goals must be completed at the commencement of the session).

References

Dalton, J. & Smith, D. (1986) Extending Children's Special Abilities: Strategies for Primary Classrooms. Melbourne: Victorian Ministry of Education.

Renzulli, J.S. (1983) Guiding the gifted in the pursuit of real problems: The transformed role of the teacher. The Journal of Creative Behavior, 17 (1), 49-59.

Renzulli, J.S. & Reis, S.M. (1985) The Schoolwide Enrichment Model. Mansfield Center: Creative Learning Press.

This page updated: 23 January 2006
Webmaker: Howard Smith. hsmith4@une.edu.au