Students will be able to immediately discuss, write about, and implement material from the classroom in everyday life.
Based upon a learner-centred workshop model of classroom participation, the Lesson Plan: Weather is intended to provide students with core curriculum on climate change, environmental science management, and economic and social policies.
An advanced lexicon within the English language, the universality of 'Weather Speak' as part of the mediated landscape in the late-capitalist moment, makes the topic both pertinent and timely. Pervasive and highly accessible, classroom activities on weather offer ready assimilation of key concepts, while learning vocabulary and linguistic usages.
Mitigation of GHG emissions toward reductions that might decrease carbon dioxide to 1990 levels stand to have long-term effects on environmental health and social foms. From atmospheric research to new models of finance, climate change as a cultural exchange is reinforcing knowledge of our surroundings in new ways never thought possible. Indeed, something as simple as Weather, is now a site for inquiries into environmental science, poetry, and urban planning.
Technologies employed within the classroom are responsive to prescriptive methodologies for teaching in the 21st century. Within present pedagogical discussion on training students in the global village, requisite inputs for a well rounded curriculum are constituted not only of the traditional verbal and mathematical proficiency models, but competency building in creative dialogues based on interpretation, critique, the semantic application of visual communications. Deep engagement in visual media has brought us to a state of sophistication in image iconography and accompanying performance.
The cultivation of linguistic literacy from visual and media literacy promotes rapid assimilation of concepts familiar from both a consumption and production point of view. Innovative opportunities for skill development, and introduction to secondary sources of research that are now entirely mediated, as in the utility of satellite GIS mapping in weather monitoring, would not be possible without reliance upon media communications strategies, and the attendant lexicons of Science or other disciplinary specific terms.
Visual learning models also introduce an element of application within discursive contexts dedicated to intuitive intelligence, for the furtherance of student knowledge and critical inquiry. The implementation of media methods in this course is standardized throughout, and the students become