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TWE is environmental information manipulated to achieve political aims and what are the implications?

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TWE is environmental information manipulated to achieve political aims and what are the implications?

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How to we decide how much data and information is needed to make changes in our societies at a state or global level?

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How to we decide how much data and information is needed to make changes in our societies at a state or global level?

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how are environmental perspectives effected by cultural influences?

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how are environmental perspectives effected by cultural influences?

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How do we decide what makes someone an expert in environmental science?

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How do we decide what makes someone an expert in environmental science?

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thinking about perspectives of different groups of people and how they are formed (in a systems approach) and the impact they have on environmental policy and the response to different environmental issues.

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controversy over data linked to environmental issues  - if science is considered to be objective, then how can identical data reach different conclusion?

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controversy over data linked to environmental issues  - if science is considered to be objective, then how can identical data reach different conclusion?

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Getting pupils to present case studies or work they have done

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Use of simulations and databases

Building own databases

Up skilling in areas like excel etc

From guide:

A variety of technologies, such as mobile phone apps, digital probes, computer modelling and online

calculators, to determine sustainability footprints.

Secondary data collection using databases, remote sensing and satellite data.

The development and use of models and simulations, such as mesocosms, modelling cycles (both

hands-on and virtually) and online soil sampling.

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The ESS course links to the Mission Statement in endless ways!!

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Looking at issues from balanced points of view, and reflecting on the issues

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Topic 3.1 - investigates the impact of inequality on biodiversity

Topic 3.2 - indigenous land rights

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Geography: water scarcity, agriculture and eutrophication (Fresh water unit)

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Geography: water scarcity, agriculture and eutrophication (Fresh water unit)

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'become active learners'

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Connect very well to the idea of creating a "better world." Eg. through environmental justice and protecting natural resources.

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investigating the issues from different perspectives of people from different parts of the world over the loss of tropical biomass. From environmental economics point of view.

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global issues and the ways in which they are to be solved

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producing gin and vodka from leftover food scraps, viability?

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producing gin and vodka from leftover food scraps, viability?

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linking into environmental law, economics and ethics

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comparing problems that countries have with environmental issues and how they may be different and putting them in their context

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'creating a better and more peaceful world'

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Again, bringing global issues together

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Energy sources

Laws of thermodynamics

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Intercultural Understanding and Respect and the notion that those with opinions that are different from our own can also be right is reflected through 1.1 Perspectives

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Eco-anxiety how to tackle it

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Linking local issues with global problems and in the correct context

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working with school kitchen on food miles and sustainability of products

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working with school kitchen on food miles and sustainability of products

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water, soil, air quality indicators

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The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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Sustainability projects

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Sustainability field trip (Econ and ESS)

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Sustainability field trip (Econ and ESS)

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Sustainability

Environmental law

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Hydroponic Garden connects ESS with Business and Design Technology

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Hydroponic Garden connects ESS with Business and Design Technology

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https://theterracelab.com/

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We are democratizing access to farming through an experiential service that is aimed at changing the way people work and eat.

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Should we pursue green growth or degrowth to bring our societies/economies back within

planetary boundaries?

Should we put a price on nature?

The commons: tragedy or triumph?

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Statistical analysis

Basic maths skills

Graphing

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a valid discussion of trends, patterns or correlations in or of the results

interpretation of the data and/or results that will then lead to a conclusion

interpretation of the significance of statistical tests results, if used

discussion of the impact of the uncertainties, as appropriate

discussion of the measures of bias, reliability and validity of the data (which may indicate an

appreciation of the strengths or weaknesses of the data).

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Stewardship—humans have responsibilities towards the environment on a local and global scale, and

with that comes certain privileges. We can manage the environment and we can exploit it; therefore, it

is our duty to look after it and treat it respectfully.

Romantic—its value to humans is seen aesthetically, as a beautiful and unadulterated thing.

Imperialist—science can be used to control nature.

Utilitarian—utilitarianism holds that the greatest good is happiness and freedom from pain and

suffering. Actions with outcomes that promote the greatest good for the greatest number of humans

(those that have the greatest utility) are morally right. Nature is seen from a utilitarian viewpoint in

terms of what it can do for humans.

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ecology

natural selection

identification keys

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Is science, or should it be, value-free?

•Should scientific research be subject to ethical constraints or is the pursuit of all scientific knowledge intrinsically worthwhile?

•Do we tend to exaggerate the objectivity of scientific facts and the subjectivity of moral values?

•In what ways have developments in science challenged long-held ethical values? Can moral disagreements be resolved with reference to empirical evidence?

•Do human rights exist in the same way that the laws of gravity exist?

•Do scientists or the societies in which scientists operate exert a greater influence on what is ethically acceptable in this area of knowledge?

•To what extent are the methods used in the human sciences limited by the ethical considerations involved in studying human beings?

•Do researchers have different ethical responsibilities when they are working with human subjects compared to when they are working with animals?

•What are the moral implications of possessing knowledge about human behaviour?

•Should key events in the historical development of the human sciences always be judged by the standards of their time?

•What values determine what counts as legitimate inquiry in the human sciences? Can knowledge be divorced from the values embedded in the process of creating it?

•Is the role of the human scientist only to describe what the case is or also to make judgements about what should be the case?