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ESD and Science

• This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way.

• Download p5.0.2.9 ‘ESD and Science’ Authored by Farhana Zaman accessed from

• www.scitutors.org.uk date created April 2009


Learning OutcomesLearning Outcomes

• To define ESD To define ESD

• To Identify key principles To Identify key principles (Joseph (Joseph Cornell)Cornell)

• Identify links to the science Identify links to the science curriculum.curriculum.

• Identify how teaching of the area Identify how teaching of the area might differ for different age groups.might differ for different age groups.

• Share some useful resourcesShare some useful resources


Images of the FutureWhat do you think the world will be like in 100 years from now?

Picture the world as it is today, the beaches, the rain forest, Afghanistan, spaghetti junction at 5.30 in the evening, the sun rising and setting in your favourite places.

Close your eyes please

Think about the future

Picture these in 100 years time.

Sketch your visions

How can these visions be changed?


Definition ESDDefinition ESD

Sustainable development is Sustainable development is development that meets the needs development that meets the needs of the present without compromising of the present without compromising the ability of future generations to the ability of future generations to meet their own needsmeet their own needs

Brundtland Commission Report , Brundtland Commission Report , Our Common FutureOur Common Future (WCED, (WCED, 1987)1987)


What does ESD enable?What does ESD enable?

Education for sustainable Education for sustainable development enables people to development enables people to develop the knowledge, values and develop the knowledge, values and skills to participate in decisions about skills to participate in decisions about the way we do things individually and the way we do things individually and collectively, both locally and globally, collectively, both locally and globally, that will improve the quality of life that will improve the quality of life now without damaging the planet for now without damaging the planet for the future.the future.

The National Curriculum, 1999The National Curriculum, 1999Government Panel for Sustainable Government Panel for Sustainable Development Education, 1999Development Education, 1999


Agenda 21 Agenda 21

• To decrease the use of raw materials To decrease the use of raw materials and energyand energy

• To reduce pollution and waste To reduce pollution and waste

• To protect fragile environments To protect fragile environments

• To share wealth and responsibilities To share wealth and responsibilities more fairly in consideration of more fairly in consideration of everyone’s needs everyone’s needs


Seven Key Concepts of ESDSeven Key Concepts of ESD

• InterdependenceInterdependence• Citizenship and stewardshipCitizenship and stewardship• Needs and rights of future generationsNeeds and rights of future generations• DiversityDiversity• Quality of lifeQuality of life• Sustainable change (within limits)Sustainable change (within limits)• Uncertainty and precaution (adoption of a Uncertainty and precaution (adoption of a

cautious approach)cautious approach)

DfEE/ QCA 2004DfEE/ QCA 2004


Cornell flow learningCornell flow learning

• Joseph Cornell has Joseph Cornell has devised a successful devised a successful system for stimulating system for stimulating children about the children about the environment.environment.

• If you are wondering If you are wondering who, when typed into who, when typed into google there were over google there were over 188,000 hits on his 188,000 hits on his name.name.

• He is a very prominent He is a very prominent environmentalist from environmentalist from America.America.

Direct experience

Focus attention

Awaken enthusiasm

Shareinspiration


Learning about ESD through a scientific study of our Environment

We value the environment, both natural and shaped by humanity, as the basis of life and a source

of wonder and inspiration.

National Curriculum 2000


Key Principles for teaching ESD in science at Key Stage 1 and 2- Can be done through Environmental Education

• Children should be taught about the environment- including knowledge and understanding of economic, social, political and ecological issues.

• Children should be taught through the environment –using the environment as a resource to provide the children with the opportunity to develop the knowledge, values, attitudes, commitment and skills, needed to protect and improve the environment.

• Children should develop an appreciation for the environment, enabling them to consider new patterns of behaviour as individuals, groups and as a whole community.


Task: Exploring our Task: Exploring our Environment Environment

•EarthwalksEarthwalks• Hoessle, K & Van Matre, S (1980) “Earth Magic” The Hoessle, K & Van Matre, S (1980) “Earth Magic” The

Acclimatization Experiences InstituteAcclimatization Experiences Institute


Integration into the curriculum 1- Some ideas • Life processes and living things.

• Investigative work using the local environment as a resource - the children should be encouraged to pose their own questions to promote enquiry.

• Investigations into factors affecting plant growth.

• Researching the affects of pollution – including pesticides, fertilizers etc.

• Collecting and observing creatures in the local environment

• The importance of food chains – relationships within the environment.

• Materials and their properties.

• Sorting materials into recyclable and non-recyclable.

• Investigating the most environmentally friendly materials for packaging food.

• Investigating the properties of materials in relation to energy efficiency.


Integration into the curriculum 1 – some ideas continued

Physical processes

•Consider the need for energy conservation, in terms of energy saving light bulbs, saving water, light monitors, turning off lights and other electrical appliances

•Researching and investigating alternative energy resources, such as, wind farms, water turbines, solar power.

•Researching the effects of pollution on the earth’s ozone layer.


Examples of opportunities Examples of opportunities for ESD in the science for ESD in the science schemes of workschemes of workTrainees – Find in your Science NC Trainees – Find in your Science NC

documents units with significant ESD documents units with significant ESD contentcontent

• Key stage 1Key stage 1Unit 2C -- VariationUnit 2C -- Variation

• Key stage 2Key stage 2Unit 4B -- HabitatsUnit 4B -- HabitatsUnit 6A -- Interdependence and adaptationUnit 6A -- Interdependence and adaptation

April 09April 09 Download p5.0_2.2.9Download p5.0_2.2.9 1818Farhana Zaman © 2007Farhana Zaman © 2007

Some ideas for Progression in ESD through Environmental Education in Science.

Age phaseAge phase Life processes and living Life processes and living thingsthings

Materials and their Materials and their propertiesproperties

Physical processesPhysical processes

ReceptionReception •Observing living things, using Observing living things, using their senses.their senses.

•Identifying living things, plants, Identifying living things, plants, animals and each other.animals and each other.

•Growing and monitoring plants, Growing and monitoring plants, using pictorial records.using pictorial records.

•Simple recycling – fruit bins.Simple recycling – fruit bins.

•Have an awareness of different Have an awareness of different materials used for packaging.materials used for packaging.

•To use reclaimed materials for To use reclaimed materials for model making.model making.

•Develop and awareness of Develop and awareness of energy conservation e.g. turning energy conservation e.g. turning lights off.lights off.

Key Stage Key Stage OneOne

•Observing living thingsObserving living things

•Investigating factors effecting Investigating factors effecting plant growth.plant growth.

•Begin to develop an awareness of Begin to develop an awareness of factors which effect the local factors which effect the local environment.environment.

•Sort objectives in terms of Sort objectives in terms of recyclable and non-recyclable. recyclable and non-recyclable.

•Begin to recognise that some Begin to recognise that some materials are natural and some materials are natural and some are man made.are man made.

•To understand the need for To understand the need for energy conservation.energy conservation.

•Develop an awareness of Develop an awareness of alternative energy sources e.g. alternative energy sources e.g. solar and wind.solar and wind.

•Begin to understand the causes Begin to understand the causes and effects of pollution.and effects of pollution.

Year 3/4Year 3/4 •Make focused observations of Make focused observations of living things and begin to record.living things and begin to record.

•Begin to ask own questions for Begin to ask own questions for the purpose of investigative work.the purpose of investigative work.

•Be aware of effects of pollution Be aware of effects of pollution and research these using a variety and research these using a variety of resources.of resources.

•Know which materials can be Know which materials can be recycled.recycled.

•To know that some materials To know that some materials will run out and others can be will run out and others can be replenished.replenished.

•Investigate properties of Investigate properties of materials for insulation materials for insulation purposes.purposes.

•Children will know how to Children will know how to conserve energy.conserve energy.

•To begin to understand that To begin to understand that energy is produced in a number of energy is produced in a number of different ways.different ways.

•Begin to understand the causes Begin to understand the causes and effects of pollution on the and effects of pollution on the earth.earth.

Year 5/6Year 5/6 •Make comparative observations of Make comparative observations of living things.living things.

•Begin to develop an awareness of Begin to develop an awareness of relationships within the relationships within the environment.environment.

•Ask own questions to pursue Ask own questions to pursue independent investigations.independent investigations.

•Be aware of global environmental Be aware of global environmental issues and of how they can take issues and of how they can take responsibility for their responsibility for their environment.environment.

•Identify materials which can be Identify materials which can be recycled. recycled.

•To investigate environmentally To investigate environmentally friendly packaging.friendly packaging.

•Know that some resources are Know that some resources are renewable and some are non-renewable and some are non-renewable.renewable.

•Children will take responsibility Children will take responsibility for simple energy conservation for simple energy conservation projects within the school.projects within the school.

•To know the different alternative To know the different alternative methods of energy generation. methods of energy generation.

•Begin to understand the causes Begin to understand the causes and effects of pollution on the and effects of pollution on the earth and atmosphere, including earth and atmosphere, including the ozone.the ozone.


Managing and monitoring ESD through the environmental education aspect of the

science NC .

Each class teacher can be provided with a copy of the environmental education progression table.

This is linked to the science programmes of study. This should be referred to in their medium term planning which is submitted to the co-ordinator half termly.


Trainees Task – Looking at Rubbish Sort the rubbish into recyclable and non-recyclable materials.

How could you modify this activity to make it suitable for; Work in small age specific groups – you will be expected to report back to the whole group – please jot your ideas so they can be shared

Foundation stage

Key Stage One

Lower Key Stage Two

Upper Key Stage Two


What does a teacher need to know in order to teach environmental education in Science?

Life processes

and

living things

Investigations

•the different stages of an investigation

•how to approach an investigation within the classroom

Knowledge of their local environment – resources within it

Knowledge of local environmental issues, such as recycling centres, building car parks.

Factors that effect plant growth

Knowledge of different types of pollution, causes and effects

Knowledge and understanding of different types of food chains and webs

Knowledge of where food comes from and the different ways it is produced

Health and safety issues when working in the environment


Materials and their Properties

Investigations the different stages of an investigationhow to approach an investigation within the classroom


Knowledge of materials that are recyclable and non- recyclable

Methods of recycling and local recycling facilities

Knowledge of energy saving materials, i.e. insulation, double glazing, etc.

Separation of different materials for the purposes of recycling

Knowledge of decomposable materials – packaging, nappies, etc

Renewable and non-renewable material resources, e.g. paper from trees and plastic from oil


Physical

processes


Investigations the different stages of an investigationhow to approach an investigation within the classroom

Renewable and non-renewable energy resources, e.g. coal, oil, HEP, solar power.

Knowledge of energy saving devices, e.g. light bulbs, hippo bags, turning lights and other electrical appliances off after use.

Knowledge of alternative energy resources for application in the home and school.

Knowledge of the causes and effects of the depletion of the atmosphere and the destruction of the ozone layer.


Resources Resources

• BooksBooks

• WebsitesWebsites

• Videos & poster – get it free at Videos & poster – get it free at www.sharetheworld.org.uk www.sharetheworld.org.uk


Earth Prayer

We join with the earth and each other

To bring new life to the land

To restore to the waters

To refresh the air


To renew the forests

To care for the plants

To protect the creatures


To celebrate the seas

To rejoice in the sunlight

To sing the song of the stars


To recreate the human community

To promote justice and peace

To remember our children

We join together as many and diverse

Expressions of one loving mystery: for

The healing of the earth and the renewal

Of all life.

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