Teaching a Lesson based on Environmental Education

This lesson is based on encouraging students to take responsibility for their actions, and inspiring them to be environmentally active. Many children of this age may have limited knowledge of environmental issues, and therefore providing them with real-life applications as such could elicit an increased interest. 

Time: 1-3 hours
Class/Set: 9-10 year olds			Number: 12
Lesson subject/topic focus: Reduce, Reuse and Recycle ·    Students will create a mini landfill and fill it with items that are leftover from their school lunch e.g. packaging, leftover food etc. ·   They will investigate what items from their school lunch are sent to the landfill and learn how these items decompose. ·     They will brainstorm ways to reduce and reuse the contents of their lunches ·     They will then repeat the lunchtime investigation and compare the results.
Target for student teacher: What target will I be focussing on within this lesson? -     Ensuring all students are actively engaged in the lesson -    Providing opportunities for students to discuss and share ideas about recycling.						Target achieved within this lesson? ü or x
Learning objective(s) (with reference to relevant curriculum documentation – only 1/2  key objectives per subject being taught): What do I want the children to know or be able to do by the end of the lesson? By the end of the session: ·   All children will be able to successfully use resources such as books and the internet to research how landfills work and create a poster about their findings. ·    All children will assess what items from their lunch box would decompose in a landfill and how long it will take those items to decompose. ·   Most children will be able to explain the impact of landfill sites on the environment, including what harmful gases are associated with them. ·    Most children will gain an understanding of their own impact on the environment and be able to share this knowledge with others. ·   Some children will be able to investigate other ways of getting rid of waste and the impact of these alternatives on the environment e.g. to see what the least damaging type of waste disposal is. Success criteria: How will I know this has been achieved? (you many use child-friendly ‘I can…’ statements here):  Communicate with students to gage their level of understanding: ·    Do they understand how landfills operate? ·   Do they know what items in their lunchbox would decompose in a landfill and how long it would take each item to decompose? ·    Can they explain the environmental impact of landfills – what depth is their knowledge? ·    Do they have an understanding of their own personal environmental impact? ·    Can they provide insight into ways of reducing their impact? ·    Do they have any suggestions for alternative waste disposal options? Assess their knowledge of how things decompose, and what individuals can do to reduce their waste – Assessment will be made based on the posters that are produced by the children ·    Does the poster clearly explain how things from their lunchboxes decompose? ·    Does it provide ideas on how to reduce the amount of waste they have? ·    Is the poster eye-catching and easy to understand? ·    Does show the importance of being ‘greener’ people? Assessment evidence: How will I gather evidence of pupil achievement?  (e.g. observation of pupils, peer-assessment against success criteria, self-assessment against success criteria, marking of work). ·     Short piece of writing at the end of the session to assess individual levels of understanding. ·   The poster will be created in groups, so a peer-assessment could be used to assess the level of engagement of each student and how much their peers feel they have contributed to the task.
Pupils’ prior experience and learning: In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do? ·    There will be brief introductory discussion/ Q&A section at the beginning of the session. This will enable me to assess the groups’ level of knowledge in this area and make any necessary changes to the lesson if needs be.
Teaching and learning activities:
Timings 20 mins  20 mins 30 mins 20 mins 15 mins 50 mins 10 mins 15 mins	What teaching strategies and activities will I use? (highlight/underline your key teaching strategies throughout the lesson e.g. explain, ask key questions, model, demonstrate, recap in a mini-plenary, use play/the learning environment as a prompt) An active learning teaching strategy will be used throughout this session. Students will be encouraged to take charge of their own learning, and be actively engaged in discussing and researching. Teacher may need to initiate some discussions. Stage 1 Students will be told to save the packaging and any food remains from their lunch. Before any items are disposed of, students will record how many items and what sort of item they will be throwing away e.g. scraps of food, 2 plastic pots, and 1 crisp packet. This information will be used to create a graph that displays the number of items from each category that will be thrown away/ recycled – teacher will create this, leaving space to record data from activity two. Build a mini land fill in a container in the classroom or in an outside area so the students can see how much waste is created by one group. Discuss the items that were thrown away or recycled from the students' lunches, including how certain items could be reduced e.g. if they throw away food, students might want to bring this up with their parents and ask them to put less food in their lunch (alternatively, make it themselves!) Discuss what items can be recycled and what can be re-used, including how long it takes for certain items to decompose – use books and internet to research this if children need extra help. Group the waste products into categories with points e.g. decomposed the most = 1, decomposed a little = 2, didn’t decompose at all = 3. Ask the children to look at their individual post-lunch list and see how many points their waste items are worth – shows them the impact they have had. Discuss how reducing, reusing and recycling makes less waste, which saves natural resources and causes less pollution. Stage 2 As a class, brainstorm ways to produce a ‘litter-less’ lunch. Spilt the group into 3 groups of 4 to design posters – they may choose to glue items to the poster, draw, use the computer/ any other bright ideas! Group 1: This poster will show a lunch that didn't reduce, recycle or reuse. Group 2: This poster will show an example of a ‘litter-less’ lunch. Group 3: This poster will illustrate what happens to lunch box items when they go to a landfill. The posters may be hung in the classroom, or maybe in the hall/ lunch room so other students can see them. To finish - discuss how people need to take responsibility for the waste they produce. Discuss how it’s actually fairly easy and that every action helps to make a difference. Ask students to spend 15 minutes writing about what they, as kids, can do to make a difference and why it is important for them to take responsibility for their own actions. Give students notice – they will be creating another landfill next week to see if they are actively engaging in reducing/ reusing and recycling their lunch. The post-lunch examination completed in Stage 1 will be repeated so they can compare the results.			What will the children/other adults do at key points in the lesson? How will I ensure that all children are able to access, participate and succeed in all parts of the lesson? The children will build this as a group. Each child will add their own waste to the mini land-fill. Children to talk with a partner about the different ways they can do this, and each pair will then share an idea with the rest of the group. Some example websites that children may find useful will be provided by the teacher, but children will be encouraged to search elsewhere for further information. This will be done in pairs again – different pairs from the last discussion – followed by a period of sharing with the rest of the group. Peer group assessment of contribution to the poster will determine levels of engagement with the activities and whether learning outcomes have been achieved. Perhaps the children will convey the information they learned to their parents, siblings or friends?! This activity will assess whether the children have developed have a level of connectedness with the subject that makes them think about changing their actions.
Subject specific vocabulary: Is this new or familiar vocabulary for the children? The vocabulary should be familiar.				Resources/ICT: Books, computers, pens, pencils, paper, container for the landfill.

Lesson adaptation:       Do I need to make any special provision with regard to health & safety? ü or x and detail as necessary       General classroom rules apply.

Assessment of pupil learning and implications for future planning:       Have I gathered and (where appropriate) attached evidence of pupil attainment/achievement? (This might       include photographs, annotated work, teacher/TA post-it notes, group assessment sheets). ü or x ·                 Photographs of the children working e.g. researching, creating posters, making the landfill site. ·                 Poster presentations. ·                 Short piece of writing.     As a result of this, for which children do I need to tailor teaching in the next lesson?  (Consider individuals        or groups of children who have exceeded or not met the learning objective/success criteria and list                    initials/future actions below). ·            For any children that have not met the requirements: pair up with a child that has achieved or exceeded the    targets to discuss the importance of these issues. ·            A school trip to a land fill site could be useful if possible.

Evaluation would be completed by the teacher after the lesson – adaptations/ changes may need to be made.

A Sycamore Tree Cross-Section Explained.........

Sycamore is a deciduous broadleaf tree native to central, eastern and southern Europe. Mature trees can grow up to 35m and live for 400 years. The bark is dark pink-grey and smooth when young, but becomes cracked with age.

Figure 1. Cross-section of a Sycamore tree.

A. Growth rings: marks indicating the yearly growth of the trunk. There are 3 main things you can tell from growth rings:

1. Age of the tree.

2. Growth of the tree and factors affecting it e.g. reaction wood, fungal attack, where branches grew (knots), site conditions.

3. Past weather patterns, particularly rainfall.

B. Pith: central part of the trunk, that is usually spongy and soft. This tissue is sometimes referred to as the medulla. The main function of the pith is to store nutrients and transport them through the stem, branches, leaves and roots of the tree. New pith growth is usually white or pale in colour, indicating that the pith of the tree above is very new growth. In older branches, the pith is often replaced by a woody substance called xylem. In some instances, the middle of the stem can dry out and disintegrate, resulting in a hollow trunk.

C. The heartwood and Sapwood: consists of old cells and unlike the younger sapwood, it no longer conducts water. This is the dead part of the tree that nevertheless provides structural strength. Figure 2 displays the cross-section of another tree, where the heartwood is clearly visible. This part of the tree is usually darker, denser, less permeable and more durable than the younger sapwood. All wood begins as sapwood, which is formed just under the bark by the cambium. The cambium produces bark cells on the outside and wood cells on the inside of the tree. In young trees, all of the wood in the stem is sapwood, but as the tree gets older and increases in diameter, the entire trunk is no longer required for conducting sap. In addition to this, the tree requires extra structural support, so the cells nearest the centre of the tree die, and therefore become heartwood. The cross-section displayed in Figure 1 appears to be from a relatively young tree that has not yet formed heartwood. Sycamore trees tend to mainly consist of sapwood which is the living wood in the tree through which the raw sap rises from the roots to the leaves.

Figure 2. Cross-section of a tree with visible heartwood.

D. Outer Bark: protective outside covering of the trunk. The bark protects the underlying layers against physical influences such as temperature, rain, wind, sun, fire or mechanical influences and serves as a defence against pests and infections. Figure 3 shows the outer bark of sycamore tree. 

Figure 3. The outer bark of a Sycamore tree.

E. The phloem (bast) is also called the inner bark. It conveys the food-bearing sap developed in the leaves down to the various parts of the tree. The bast tissue of a living tree is moist and in relation to the wood and bark it is often very soft. Having said this, it is also reasonably tough and resilient.

F. The cambium is a thin layer of cells, which produce phloem on one side and xylem (sapwood) on the other. Xylem is made of vessels that are connected end to end for the maximum speed to move water around. They also have a secondary function of support. When someone cuts an old tree down, they reveal a set of rings. Those rings are the remains of old xylem tissue, one ring for every year the tree was alive.

G. Diseases: There are a range of damaging diseases and pests that affect sycamore trees. Some of the most common include Sycamore Anthracnose, powdery mildew and lace bug. Others include root ranks, canker, wood rots and mistletoe.

Follow this link to try and identify any diseases found on trees.

H. Knots are common blemishes in trees, often causing lumps or holes within the trunk of the tree itself. In most cases knots are caused by the natural growth of the tree, though the specific circumstances under which they form determines how they will appear. Some knots are formed by fungal infections.

References

Dreistadt, S. (2004). Pests of Landscape Trees and Shrubs: An Integrated Pest Management Guide. California. University of California Division of Agriculture and Natural Resources.

Rodd, T. & Stackhouse, J. (2008) Trees: A Visual Guide. Weldon Owen Inc.

My Page of Poems

Sunlight flickers as it dances between the trees,

Hushed as the night is trails me, echoing and admiring my every move,

At the arrival of dusk, it melts into abyss, like the stars during the day,

Darkness overpowers it, but it is still there, when night whisks away,

Out of the darkness, it appears once more, an immaculate outline of my shape,

Walking towards me through the illuminated air.

                                                                                                                   - Shadow
The above poem was written after reading the first chapter of 'Becoming Animal' by David Abram. An interesting section from this chapter explains how our thinking minds have become estranged from the intelligence of our sensing bodies - many people believe that shadows are flat. Before continuing to read, I thought about this statement and came to the conclusion that 'of course of shadows are flat.' However as I read on, my mind was opened to the possibility that shadows are in fact 3D. Abram goes on to say 'We identify our shadow as that visible shape we see projected on the pavement, and what we glimpse there is identified as being without depth. But suppose a bumblebee makes it way across the street, and happens to pass between me and the flat shape that my body casts upon the pavement. The sunlit bee buzzes towards me and crosses an unseen boundary in the air. Instantly it's glow dims - the sun is no longer upon it. It has moved into a bounded zone of darkness that floats between me and that humanoid silhouette laid out upon the pavement. A moment later, that bee buzzes out of that zone and emerges back into the day's radiance. The bee's visible trajectory - gleaming, then muted, the gleaming again - shows that my shadow is an enigma more substantial than that flat shape on the paved ground. That shape slinking along the pavement is merely the outermost edge of a thick volume of shade, a depth that extends from the pavement up to my knees, torso and head - a shadow touching me not just at my feet, but at every point of my person.' 

E is for earth, including the skies,

N is for nature, and all it supplies,

V is for visible, signs of pollution,

I is for individuals, the key to a solution,

R is for resources, lasting how many days? 

N is for necessity, to change our ways,

M is for misuse, think of the implications,

E is for education, for future generations,

N is for now, before it’s too late,

Take action today, don’t try to escape,

Altogether unite to change the future,

Love the earth, stop being a polluter!

                                                     - Environmental
This poem was written to highlight some of the environmental issues that we face today, and to signify the importance of acting now! If we fail to do so, future generations may not be so lucky. Westerners in particular tend to take for granted the resources that nature provides for us, and do not give a second thought to that fact that one day, these resources WILL run out. 

Review of Education for Sustainable Development with a Link to Friluftsliv

Not participating and connecting with nature makes nature into a museum to observe, to learn from but not to interact with.’ – Gelter, 2000.

Education for sustainable development is based upon ‘sowing the seeds of tomorrow so that future generations can inherit a more sustainable world.’ In other words, it is centred upon educating people about the importance of looking after the world we live in, and not wasting its valuable resources.

The article titled 'Education for Sustainable Development' (Hopkins & McKeown, 1999) outlines the importance of using education as a foundation for developing a sustainable future. In particular it focuses on aspects of education that need to be altered to encompass the process of this development, and move forward with it. The statement below summarises the general theme:

"Sustainable development education begins with a knowledge base about the environment, the economy, and society. However, it also addresses learning skills, perspectives, and values that guide and motivate people to seek sustainable livelihoods, participate in a democratic society, and live in a sustainable manner."

Although the article provides some insightful points, I'm not convinced that relying on education alone will develop a sustainable future. I agree that education needs to provide people with a basic knowledge to understand the principles of sustainable development. I agree that reorientating education towards sustainability may contribute to increasing active involvement in environmental protection.  However, I believe that many people in this day and age have this basic knowledge already, yet they are not inspired to do anything about it!

The article goes on to say that current global consumption patterns suggest that the most educated societies leave the deepest ecological footprints. Therefore, it appears that my previous thought is correct. Education alone is not enough to create a sustainable future. We need to develop a deeper connectedness with nature - something that could be achieved by adopting a Friluftsliv culture. 

Friluftsliv, loosely translated as ‘open-air life’ characterizes Scandinavian culture, whereby embracing nature and enjoying the outdoors is a way of life. Norway is one of the few countries in the world that honour the right of access to any uncultivated land in the countryside. This law, ‘allenmannsrett’ which translate to ‘all-man’s right’ allows people to pass through land, regardless of who owns it and appreciate the countryside without any reprimands. The purpose behind Friluftsliv will often vary from person to person as the physical and psychological benefits are vast. For some people, it may be to experience and immerse oneself in nature, and for others it may be to socialize with others or participate in physical activity.

It has been proposed that a deep experience of nature creates deep feelings, which in turn leads to deep questions and deep commitment for nature (Harding, 1997). With this in mind, could Friluftsliv be used as a foundation for Education for Sustainable Development (ESD)? Surely if we all had a deep connection with nature, we would be more concerned with sustaining it! Selby (1996) supports this notion by suggesting that connectedness with nature creates responsibility towards nature and others – a more biophilic lifestyle. Interestingly enough, in 2012 Norway was ranked in the top 5 countries on the Environmental Performance Index (EPI).

There is however an issue here whereby the meaning of Friluftsliv could be lost – it is not a quick fix for social tribulations, it is a lifetime philosophy of personal growth and development encompassing a love and respect for nature. It’s a continuous progression, not an overnight change! Perhaps if Friluftsliv was adopted by all, sustaining the world we live in would not be such a concern.

Should Maths be Taught Outdoors?

Teaching maths in the outdoors can be seen as an opportunity to facilitate a session in a way that can benefit all types of learners e.g. visual, auditory and kinaesthetic. Children are provided with a meaningful application of problem solving strategies, which in theory is likely to result in higher levels of motivation.

It also becomes a cross-curricular subject when taught in this way, with almost limitless resources. For example, if you ask children to find objects in the woods that can be used to help with counting and then ask them to sort them into different categories, you can guarantee that they will ask questions such as ‘what is this item called?’ or ‘what plant does this come from?’ Such a simple task outside how now become a cross-curricular subject, where not only are the children learning the mathematical concepts of sorting and counting, they are extending this and learning about nature; what plants are in that area, what they look like, how they flower etc.

The idea of teaching maths in the outdoors can be a way of making this sometimes daunting subject more accessible and less like a chore (as many children see it this way!). From my experience working in a school, I have seen children who are disinterested in maths in the classroom, apply themselves and become thoroughly enthusiastic about it when it is taught in the outdoors! It just goes to show that children learn in different ways, and when given more freedom and an applicable context, they are often show improvements in engagement and motivation towards the subject.

The Learning Outside the Classroom (LOtC) manifesto sums up why outdoor learning can be a valuable experience if executed well. Not only can it enhance the teaching of mathematical concepts, it also provides a relevant context for developing important outdoor skills. Ultimately, learning outdoors can contribute to the making of a well-rounded, inquisitive Individual.

“We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.” Such experiences “help us to make sense of the world around us by making links between feelings and learning. They stay with us into adulthood and affect our behaviour, lifestyle and work. They influence our values and the decisions we make. They allow us to transfer learning experienced outside to the classroom and vice versa”.

Although teaching maths outdoors has many benefits, I do believe that a mixture of indoor mathematics and outdoor mathematics would be most beneficial for children. With all realms of life, variety is good to keep people engaged, and ensure that each child is given the best opportunity to learn in the ways they find most comfortable. Some children may not enjoy being outdoors, and therefore may need some extra encouragement to ensure that the learning objectives are attained.

Follow this link for some interesting ideas on teaching maths outdoors

References

http://www.lotc.org.uk/

Risk Assessment: Making a Board Game out of Wood (In the Forest, at night!)

According to the HSE (2001), a hazard can be defined as something that has the potential to cause harm or adverse effects. A risk on the other hand, is referred to as the possibility of experiencing harm, loss or danger (Yates and Stone, 1992).

The aim of a risk assessment is to suitably identify the risks involved with an activity and develop methods of managing them (Barton, 2007). In other words, they are put in place to ensure that hazardous tasks are carried out safely and in line with legislation. In relation to the measurement of the level of risk, Mortlock (1984) stated that ‘anything that exists, exists in some quantity and can therefore be measured’. The risk assessment takes into account the level of risk associated with each section of the session, and is measured through the following equation: 

Probability x Consequence 

Since the students taking part in this session are relatively young, and they have limited knowledge of using certain equipment, the general risks involved tend to be higher. However, once extra control measures were put in place, most of the actions became moderate-low level risks. Although it is essential to carry out an assessment before an activity commences, it is just as, if not more important to constantly monitor the level of risks and maintain a continuous balance of the risks as the session progresses. This is known as a dynamic risk assessment (Hodgson & Berry, 2011). Evaluating the weather is a prime example of where a dynamic risk assessment is vital. Although we are partially able to plan ahead in terms of weather due to forecasts, we can never be completely sure that it will be constant throughout the session. The session outlined below was postponed due to poor weather on the day it was due to take place, and was re-arranged for a clearer night. 
 

          Figure 1. Risk Assessment scoring categories

Task step	Hazards Identified	Score – No controls	Control measures	Score - Post Controls	Further action or changes required during/ after event?	Post event score
Searching for Hazel Tree and cutting down branches	Slips, trips, falls	8	Use the paths or instruct children to look where they are walking and avoid certain areas.	3	No further action required, children were sensible about where they were walking.	1
	Thorns, thistles piercing skin	4	Appropriate clothing should be worn, children should be aware to look out for hazardous plants	3	No further action required.	1
	Branches falling when they are cut causing injury to head/ other	12	Group to be standing away from where the branch is. One person to hold branch whilst it is being cut so it does not fall onto people.	6	No further action required. However, one child did accidently hit his friend on the head with a stick. He then realised that it was not appropriate to be waving sticks around near other people.	2
	Using secateurs, slipping or misusing and causing injury	12	Children instructed how to carry and use tools correctly and safely. Gloves to be worn when using tools.	4	No further action required. The children worked well together and helped each other out when using equipment	2
Removing bark from hazel	Slipping when using peelers or secateurs and cutting yourself	8	Peel or cut away from body, making sure fingers are out of the way.	2	Children sat in a group with adequate space around each person so they each had room to work carefully.	1
Placing tin containing debarked hazel on the fire	Burns	12	Heat protection gloves to be worn and be cautious when close to the fire.	6	This was done by an adult on the evening.	4
Searching for larger tree branches to make counters in the dark and chopping them down	Slips, trips and falls	12	Use the designated footpaths in the dark so as not to get lost. Appropriate footwear to be worn and sensible behaviour when searching for branches.	4	No further action required.	2
	Slipping when using shears/ misusing them	16	Gloves to be worn when cutting branches, head-torch should be worn to make cutting easier and more accurate.	6	We searched for a tree that was near the footpath so it was easy to access and chop down.	3
	Falling branches – head or other injury	16	All available light to be shining on or near the branch that is being cut.	6	Children held the branch whilst it’s being cut so that it didn’t fall onto them.	3
Using saws to cut branches into smaller pieces in the dark	Slipping/ misusing and causing major injury	20	All children to adopt the ‘safety position’ when using saws. Working together in pairs to help each other guide the saw through the branches and avoid injury. Pairs to be spread out so as not to obstruct others in the group.	9	We worked as a group of four when using the saw as it was difficult in the dark, and it was necessary to have adult supervision during all use of it. I helped the group by holding the branch still whilst one pair cut the branch using the saw together. The other pair shone their torches on the saw so that everyone could see well enough. We then swapped over so both pairs got to use the equipment.	3
Debarking ‘counters’ using knives and peelers in the dark	Cuts, grazes, minor injury	8	Using any available light so it’s easier to see. Knives and peelers to be used away from the body, making sure fingers are not obstructing.	2	No further action required.	1

Throughout the evening, a dynamic risk assessment was necessary. This involved having all my senses constantly alert in order to gain as much information about the surrounding environment as possible. For example, any changes in weather, children’s physical, mental and emotional condition and terrain were constantly being monitored. Dynamic risk assessments are important as changes are sometimes required during events to ensure the smooth running of them. There were aspects of the evening that had to be altered, such as only using one saw at a time due to poor visibility. This meant that there was adequate adult supervision and therefore there was less possibility of an injury occurring. It also contributed to the learning intention of encouraging the children to work together as a team. Each child had a specific job when we were cutting the branches e.g. one person was on light duty shining the torch at the saw, one child was collecting the pieces we were cutting, and the other two children were using the saw together. Overall, the evening ran smoothly and the learning outcomes appear to have been achieved.

References

Barton, B. (2007). Safety, risk and adventure in outdoor activities. London: Paul Chapman. p59

Hodgson, C. and Berry, M. (2011). Adventure education: an introduction. London: Routledge. p46-62.

HSE Books (2001). Reducing risks, protecting people: HSE’s decision-making process. Norwich: Crown copyright. p6.

Mortlock, C. (1984). The Adventure Alternative. Milnthorpe: Cicerone Press Ltd.

Yates and Stone (1992) Cited in: Vertzberger, Y. (1998). Risk Taking and Decision Making. California: Stanford University Press.