The magnificent speed in globalization and technological advances forces us to face social, economic and environmental challenges. These challenges present us with new opportunities. We cannot predict what the future will bring. But we must prepare for the future we cannot predict. Children who started their education this year will become young adults in 2033. Schools can prepare our children for science yet to be discovered, the unpredictable future.
With this learning scenario, our students will be expected to develop curiosity, imagination, flexibility and self-regulation against science and the future starting from early childhood. They will learn to respect and appreciate other people’s opinions, perspectives and values. They will deal with the problems of their families, communities, nations, and planets.
I planned the Melting Glaciers learning scenario as part of the 2021 STEM Exploration Campaign. I planned to involve a total of 53 students, 26 girls and 27 boys, from two different schools (İmran ARSLAN from Zeki Altındağ Primary School and Ayfer AKKUŞ from Alaeddin Primary School), aged 5-8, to this learning scenario. We could not find the opportunity to implement the plan due to the Covid 19 Pandemic conditions. I hope this epidemic will end as soon as possible.
Melting Glaciers Learning Scenario Program
|02.03.2021||First day: Presentation of Brainstorming and discussion, Natural Science and Physics courses to raise awareness among students.|
|03.03.2021||The second day: A trip to Konya Science Center will be organized in order to apply the learned knowledge.|
|04.03.2021||The third day: It is aimed that students reinforce the knowledge they have acquired on the subject with Language and Art lessons.|
Melting Glaciers Learning Scenario
Summary: The increasingly rapid melting of snow and glaciers on high mountains and poles is one of the disasters that will cause incredible chaos on earth. Numerous studies performed on glaciers prove rapid glacial melting. The amount of ice melting with respect to global warming is calculated in different quantities considering various scenarios and so the degree of disasters as a result of glacial melting is revealed at different levels. According to the most optimistic predictions of scientists, seawater level will increase at least one meter at the end of the 21st century. The consensus of all scientists on this matter is that even a one-meter sea level increment will lead to catastrophic events. If the emission of greenhouse gases into the atmosphere that initiates global warming continues to grow and necessary measures are not taken urgently, differential sea-level rise will occur due to the amount of glacial melting and the scale of the disaster will accordingly amplify. The sea level increments indicate that major tragedies such as starvation, thirst, and epidemic diseases will be experienced on earth. The glaciers on poles and high mountains play an important role in the conservation and balancing of the global climate system, sea level and temperature, ocean flows, freshwater sources, and all living spaces.
What the future will bring us does not go beyond predictions. How can we prepare our students for a world of such uncertainties and dangers? What can we do today against the anticipated dangers? What should we teach our students to help them live? What kind of skills will our students need in the future? Through a possible scenario, students are asked to anticipate possible changes. It can find solutions on how to better protect our world. How can we reduce greenhouse gas emissions and pollution levels? How can we prevent global warming? How can we improve air quality? How can we protect the glaciers? How can we create a green world? How do we save energy? What are the renewable energy sources? We will look for answers to questions like.
Subject (s): STEM subjects:1. Natural science 2. Physics Non – STEM subjects: 1. Language 2. Art
Real-life questions: Through this learning scenario, students will be introduced to topics that will enable them to discover themselves. Helping them to think about the future and make predictions about what will happen. What does the future look like for humans if we work to protect our world from dangerous situations? Your solutions on how we can better protect our world? Excessive consumption, climate changes and energy, environment, ecosystem. How does a dirty environment affect our health? How can the world be a better place and what do we need to do? How can we reduce greenhouse gas emissions and pollution levels? How can we improve air quality? How can we protect the glaciers? How can we create a green world? How do we save energy? What are the renewable energy sources? How can we prevent global warming?
Aims of the lesson:
• To raise awareness of threats to our environment
• To develop environmentally friendly behavior.
• To develop skills and habits that help keep the world beautiful and clean.
• To raise awareness about the correct use of world resources.
• To learn through the creative processes of designing, creating, questioning and discovering
• To improve communication skills and collaborative learning
• How can we help planet Earth, the future of our environment.
Connection to STEM careers:
Our Planet, Environmental Pollution, Climate, Melting of Glaciers (Lesson 1 -Discussion and preparation for the next lesson)
Our Planet, Environmental Pollution, Climate, Melting of Glaciers (Lesson 2 – Language)
Melting of Glaciers, Climate Change, Environmental Pollution, Ecosystem (3rd Lecture Natural Sciences)
Renewable Energy, Energy Resources, Efficiency, Consumption (4th Lecture-Physics)
Melting of Glaciers, Visual Arts (5 Lessons- Art)
Age of students: 5-8
Preparation time: 3 hours.
- Preparation: Brainstorming and discussion – 30 minutes
- Non-STEM Subject 1: Language – 30 min
- STEM Subject 1: Natural Sciences – 60 minutes (Two sessions.)
- STEM Subject 2: Physics – 60 minutes (Two sessions.)
- Non-STEM Subject 2: Art – 60 min (Two sessions.)
This lesson plan will develop the following skills defined as 21st-century skills among students:
– Learning skills: (Critical thinking, Problem-solving)
– Technology skills: (Information literacy)
– Life and career skills: Enterprise, Social skills, Creativity, Communication, Collaboration, Productivity and accountability)
Preparation. Teachers present the subject of the learning scenario. They start brainstorming to develop environmental awareness. Teachers guide the discussion in line with the objectives of the lesson.
For the language lesson, teachers divide students into study groups. The student prepares a presentation on the subject given to him. Students create a video from their presentations. “The Melting Story of Our Poles” Video
For the natural sciences lesson, a teacher starts a discussion. Teachers present an experiment. Discussion is made about the experiment. A video is watched. Teachers assign the homework to prepare posters with the collage method using recycled materials. A virtual exhibition is created from the photos of the posters prepared by the students.
For the physics lesson, students conduct an experiment with the guidance of the teachers. They argue about the results of the experiment. They watch videos about the melting of poles and renewable energy. Teachers ask students to build a white foam Eskimo house for homework.
For the art lesson: Students are shown a documentary about melting glaciers. Teachers and students discuss the question of how big and imminent the danger is. Students are asked to draw a picture: ‘How do we live when the glaciers melt?’ After the pictures are drawn, students are asked to describe the pictures they have drawn.
Products: Since we are in the pandemic period, the photos of all the works done by the students are collected by using WhatsApp with the support of the parents. (Eskimo house, Presentations, Poster and Painting). A virtual exhibition room is created using the Artsteps program. An invitation is created for our virtual exhibition with Canva and its link is shared on social media.
Excursion: For the Konya Science Center trip, visiting the air conditioning room, workshops, watching a documentary about melting poles in Planetarium.
In the first, third and fourth lessons, the first information about the melting of glaciers and the environment will be collected through discussion. The information in the second and fifth lessons will be collected through research.
The evaluation will be done using presentations, products and an online questionnaire. Information will be collected through discussion and research. The teacher constantly receives feedback to identify the difficulties students experience during lessons. The final evaluation will be in the form of evaluation of presentations and evaluation of products.
This teaching will be productive for students. Our students meet with interdisciplinary thoughts. With successful collaboration, they discover new learning styles. Students use and develop interdisciplinary thinking while enhancing their STEM knowledge. Teachers can open horizons to their students by using teaching methods effectively. Integrated STEM learning scenarios that support systematic problem solving and the development of critical analysis skills help students. It encourages teachers to practice.
Since students are young, parents support students at all stages. They contribute to the practice of LS. The desired results will be achieved with the possibility of application in the future.