It was time to launch another week long project with primary schools today; a half day workshop at the beginning of the week and a half hour showcase on the Friday afternoon with time in between for teachers and pupils to participate in a sustainable art challenge.
On board today to explore the question, ‘How can we make plastic fantastic?‘, were more than 670 Key Stage 2 pupils and their teachers from five schools located across England. A number of schools were eligible for a FREE place thanks to funding secured by Wicked Weather Watch earlier in the year. After a formal welcome and introductions, it seemed appropriate to launch Digimap for Schools to locate everybody (https://digimapforschools.edina.ac.uk/roam/map/schools); never miss an opportunity to develop pupils’ (and teachers’) place and locational knowledge! I then shared the learning objectives and format for the week ahead.
Next up was Nanou Blair Gould, our real-life explorer! Nanou has travelled to the High Arctic Archipelago by tall ship. Among many extraordinary things, she has witnessed the effects of global warming and impacts of plastic pollution first-hand. Nanou was so invigorated by the adventure, e.g. the people; life outdoors; the sense of purpose, that she rejoined the ship, working among the small crew for almost four months. She talked about her Arctic experience and answered the youngsters’ questions confidently and comprehensively.
Questions to Nanou:
- How were you able to sleep when it was that cold?
- Did you ever see seals swimming?
- Did you ever get seasick on the boat?
- Have you ever met Greta Thunberg?
- What artwork did you create after your first expedition?
- Did you ever help the polar bears?
- What type of food did you eat on board the boat?
- How did you feel when you saw the Northern Lights?
- How do the polar bears catch seals?
- How many polar bear cubs did you see?
- Did you experience any bad weather or storms?
Afterwards, we put pupils in the hot-seat and Rhianna challenged them to a number of higher-order questions. Lively discussions ensued in classrooms, with pupils’ responses then shared via the chat feed.
What surprised you the most?
- The polar bears not having much food.
- We were surprised that you had to wear socks to go into the water!
- The 24 hours of light and then 24 hours of darkness
- How much plastic there was
- The plastic inside the fish.
- That the Northern Lights changed colour.
Would you like to explore the poles? If so, why? If not, why not?
- Most said yes – they would want to see all the different animals.
- Yes, because we would want to see the Northern Lights.
- Yes, because it would be a once-in-a-lifetime experience.
- No, because it is too cold.
- Yes, it looks beautiful, you learn about new things, see different wildlife, to experience the cold, to see the Arctic fox, to see the Northern Lights.
- Yes, to see the beautiful things like the Northern Lights and make snowmen and see the animals.
Why is polar exploration important?
- Polar exploration is important because it educates us about what is happening, so we know how we can help them further; to learn about how climate change is impacting them.
- It is important to see the impact humans are having on the world.
- To learn and understand our environment and the world around us; to start making better choices to save our world.
- So that climate change can be studied and world leaders can be educated to protect God’s planet.
Should tourists be allowed to visit the poles when they are such fragile environments?
- No, because people drop litter and it would damage the environment. It would create more pollution.
- 100% agreement that they should not be allowed to go.
- 50/50, yes to help the animals, but no because we are damaging their natural environment.
- Should be allowed to learn, but tight guidelines should be followed to ensure the protection of the environment and animals.
- We think it is important to explore, but the numbers should be reduced to protect animals, reduce pollution and plastic waste.
Before we had a short break, I revisited a couple of Nanou’s photographs relating to the clean-up that was undertaken on two small beaches. The amount of material gathered was quite astonishing and the labels revealed that this was not waste generated within the Arctic, but that it had actually travelled some distance. I explained about the ocean currents operating within the Arctic and the role they have to play in contributing to plastic pollution within the region.
There was no sitting still after break! Pupils were asked to consider the question, ‘Is plastic fantastic?‘ and position themselves along the continuum line set up in their classroom. Teachers asked individuals to explain why they had placed themselves where they had too. All were able to justify their position fully.
A true or false style quiz was used to determine how much pupils’ knew about plastic. As the answers were revealed, further information was drip-fed so that any misconceptions were eradicated and students’ understanding was enhanced.
Eduardo Jiménez, Director of Technology at Colgate Palmolive and an advocate for using waste to produce artwork, also gave up his precious time to address our audience this morning. Pupils listened and watched intently and gained inspiration for our later sustainable art challenge. They had so many questions for Eduardo afterwards too!
Questions to Eduardo:
- What is your favourite art piece that you have created?
- How long does it take you to create an art piece?
- Were there other artists that inspired you?
- How much plastic have you picked up in total?
- Is it just from the beach that you pick up trash?
- How does it feel to make art out of rubbish?
- How many art shows and galleries is your artwork displayed in?
I showcased an example of a display that had been created by Key Stage 2 pupils and teachers at Churchdown Village Junior School in Gloucestershire (https://www.churchdownvillage-jun.gloucs.sch.uk/). I encouraged the children to think about the 3Rs (reduce; reuse; recycle) and if there are any other Rs that we should consider. Thereafter, I provided a brief explanation of the extended waste hierarchy (https://theconversation.com/recycling-can-be-confusing-but-its-getting-simpler-68063 ).
We were excited to launch our sustainable art challenge, which pupils and teachers will continue to work on together for the remainder of the week.
We reconvened with pupils and teachers towards the end of the week to see the ‘real thing’ and hear what they chosen to do, plus which materials they had decided to use and why. Participating classes’ final designs can be viewed below. Well done to all involved!
Pupils were also given some time to reflect and complete the below activity. Individuals were invited to come to the front and share their learning and proposed actions with us; much had been absorbed and they could identify some quick and easy ways to reduce their carbon footprint and ensure the sustainability of our planet.
Teachers were also requested to fill out an online evaluation form with pupils; pupil and staff voice are important and enables us to perfect our offering.
Some of their ‘concluding comments‘ included:
It was nice to see the ideas of other classes.
The children learnt a lot about how our plastic pollution is damaging the world. We also enjoyed seeing the art that we can create.
Thanks so much for yesterday.
Featherstone Primary School were unable to make the session on the Friday afternoon due to a school trip. However, they encouraged their children to bring in rubbish from home to create a replica of their school logo (see below). Well done all!
