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Shared Reading Lesson: Carbon Mitigation, Coursework Example

Pages: 4

Words: 1043

Day 1
Listening	What is ‘farting?’ 1.3 Identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction (Ministry of Education 2008, p. 37).
Lesson	Drawing relationship between farting and methane (i.e. cows and other sources) within environmental pollution. Exercise in CO2 release, with comparison between Walter the Dog, Cows, Humans, and mechanical sources such as airplanes, automobiles and industrial factories. The students are guided in computer generated calculation of carbon footprint, and toward better understanding of the ecology of the environment; and in particular the atmosphere. 1.2 Demonstrated understanding through lexicon or ‘appropriate speaking behaviour’ as applied to a in a few different situations, including paired sharing and small- and large group discussions (Ministry of Education 2008, p. 36).
Follow-up	Computer lesson follow-up where children are provided with a fill in list of CO2 carbon footprint sentences (e.g. A flight to London releases _____ CO₂ tonnes into the air.
Day 2
Listening	Discuss some of the ‘offenses’ committed by Walter, and how his methane gas is considered pollution.
Lesson	Watch a short video on pollution of the planet.
Follow-up	A one page composition dedicated to review of the film.
Day 3
Listening	Class listening about atmospheric pollution from an outer space perspective utilizing the U.S. NASA Education K-12 Rubric for its Orbiting Carbon Satellite (OCO) Mission at the Jet Propulsion Laboratory in Pasadena. 1.6 (Reading for Meaning) extend understanding of texts (i.e. semiotic application of concepts in ‘reading the world’) by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them (e.g., identify personally significant events) (Ministry of Education 2008, p. 39).
Lesson	Discuss sink holes in the atmosphere, and the relation between earth based CO2 and the depletion of the atmosphere. Students learn that the atmosphere is subject to photosynthesis of carbon dioxides, and that sink holes regenerate oxygen in the atmosphere, with exception of a portion that is now the cause of GHG emissions pollution. The query also investigates how scientists at NASA and international climate change partner agencies in places like Japan, at GOSAT, are actively engaged in data analysis of the climate change question from the perspective of atmospheric pollution, and toward solutions. At present, the scientists acknowledge that they do not know exactly which types of carbon pollution result in GHG emissions post sink process. Therefore, the investment of policy and monies toward mitigation of GHG emissions is not blind, yet dependent upon forthcoming scientific findings in order to determine which things might be changed in terms of energy consumption, for example, toward better mitigation of the sinks. Computer visuals and a white board are utilized to illustrate the gas travelling from the planet to the sinks and back again.
Follow-up	Draw a picture with crayons of the worst pollution you have seen or can imagine. 2.7 Visual communication through use one or more appropriate visual aids (e.g., pictures, photographs, props, puppets, masks) to support or enhance oral presentations (Ministry of Education 2008, p.39).
Day 4
Listening	Presentation of alt.energy sources like electricity, hydropower, wave energy and wind farms are introduced, with adequate framework for interpretation of ‘how energy provides power.’ The impact of government on energy and regulation is discussed from perspective of risk management (i.e. what is dangerous about nuclear power), and informed of their role in energy initiatives as citizens in a democratic society. 3.1 Metacognition is present at this stage, where the student begins to identify, with support and direction, a few strategies they found helpful before, during, and after listening and speaking. Teacher prompts contribute to critical thinking that emerges from application of related knowledge (Ministry of Education 2008, p. 38).
Lesson	After listening and engaging alt.energy resources, the students are given the opportunity to participate in a proxy vote in a make believe environmental commons toward betterment of their community. The vote is prefaced by the Listening activity, with furtherance of the dialogue toward interpretation of individual relationship to clean energy, and the possibility of a utopian society. Post carbon cities are shown in places provide a template for the decision making, with insight into the ‘future’ of a GHG emissions reduced world by way of several case studies in Iceland and Scandinavia. Houses, cars and alternative fuels (e.g. hydrogen) stations as a replacement for gas stations are visual aids to the exercise.
Follow-up	Student R+D teams create innovative design of new ‘autos’ with a decision on types of fuel.
Day 5
Listening	The energy efficient house is presented from case studies from Sweden’s green construction company, Skanska. Comparative domains from the company’s developments and non-environmental or traditional constructions are shown side by side for student interpretation. Included in this, is Walter’s presence in the home as a factor in CO₂ mitigation. 1.2 (Reading Purpose) enables students to identify a few different purposes for reading and choose reading materials appropriate for those purposes (e.g., picture books for entertainment, information, or reflection; simple factual and visual texts for information; magazines) (Ministry of Education 2008, p. 39).
Lesson	Collaborative design of a green home in an architectural symposium.
Follow-up	Children design their own homes with ideas for rebuild as energy efficient environments. The students are encouraged to analyze their homes for pollution and waste mitigation both in terms of materials and energy consumption toward a total green space. A short paragraph essay follows, with conclusion on how their own domains might be exemplary as zero carbon domains.

Summary

From Kotzwinkle’s contemporary classic in Preschool through Grade 2 children’s education, the illustrated character series, Walter the Farting Dog, prompts avid discussion about the natural forces of biological methane, and the social etiquette surrounding the universal cultural prohibition against release of CO₂ into the air. Perfect for generating discussion about environmental pollution in the context of the climate change regime, Kotzwinkle’s story allows children to explore the topic through a fun, and readily comprehensible ontology of biological truth.

References

Kotzwinkle, W., et al. (2001). Walter the Farting Dog. New York: Frog Children’s Books.

NASA Orbiting Carbon Observatory. NASA. Retrieved at: http://oco.jpl.nasa.gov/education/

The Ontario Learning Curriculum Grades 1 – 8. Ministry of Education, 2008.

Shared Reading Planner (Rubric Guidelines). Skanska. Retrieved at: http://www.skanska.com/

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