- This topic has 230 replies, 103 voices, and was last updated 2 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
ASSIGNMENT
Return to the Weather and Climate resource you downloaded for the module 1 assignment and go to activity 3
- Watch the Paxi video on greenhouse gases
- Use the tool for predicting future temperatures
Provide your feedback on activity 3 and how you could use it with your class.
Make reference to anything you think could be improved or added to the activity.Post your response (150 words minimum) as a reply to this post.
Please also comment on at least one other participant’s post
-
Activity 3 (Paxi video on greenhouse gases and future-temperature prediction tool) is engaging and effective for introducing causes of warming and the consequences of emissions choices.
The Paxi video explains greenhouse gases simply and accessibly for primary pupils with a visual and clear explaination on how the green house effect is occurring and the impact of the green hose effect on the world around us.
The prediction tool then makes the abstract concept of the impact of the green house effect more concrete to learners by letting students test scenarios and see temperature trajectories. It provides a hands on learning experience for the students to consolidate their learning in a practical activity.
I would use these ideas in my classroom by:
- Starting with the Paxi video as a shared whole-class stimulus and brief. Followed with a whole class discussion (What are greenhouse gases? How do they affect Earth?).
- I would then, in small groups, let pupils use the prediction tool with guided scenarios (e.g., “what if emissions keep rising?” vs “what if we reduce emissions?”). Allowing each group records predicted temperature changes and creates a simple poster or graph.
- Hold a gallery walk and whole-class comparison to build data literacy (reading graphs, comparing trajectories) and link to local impacts (flooding, heatwaves).
- Follow with action-focused tasks: design one school or home action to reduce emissions and measure expected impact qualitatively.
I think that the use and implementation of these tools in my classroom would benefit the learning styles of the children and their interests as the activities are:
- Child-friendly explanation (video).
- Interactive prediction tool fosters inquiry, hypothesis-testing, and numeracy.
- Clear visual feedback connects choices to outcomes—great for causal reasoning and debate.
Additions to activity 3 when being used in my class:
- I would provide screenshots of key prediction outputs and a paper-based scenario activity for student who have difficulty using devices/technology
- Include differentiation and different methodologies to suit the learning needs of all children in the class
- Provide this children with self assessment to understand their level of understanding of the lessons provided
-
-
I like the idea of a gallery walk. In fact I think this lesson could take more of the format of a project as there is a lot in really and a gallery walk at the end would be a great way of each group getting the chance to share their learning with the whole group especially if you have big class numbers.
-
-
-
-
-
-
-
-
I agree. I will be teaching 5th and 6th class this year and this video is perfect especially for the pupils who might find the language overwhelming. It will enable all pupils to engage. I will definitely make visual aids which will include the new language for children who have reading difficulties.
-
-
-
-
-
<p class=”isSelectedEnd”>Activity 3, Climate Reporters, is an engaging and interactive way to introduce pupils to the causes and possible impacts of climate change. I found the Paxi video particularly useful as it explains greenhouse gases and the greenhouse effect in a clear and age-appropriate way. This gives pupils a good foundation before using the temperature prediction tool. The interactive tool is a strong part of the activity as pupils can explore how future temperatures may change under different scenarios. This could help make the idea of climate change more real and encourage pupils to think about how human actions can affect the planet.</p>
<p class=”isSelectedEnd”>I would use this activity with my class by working in small groups, allowing pupils to explore different parts of the world and discuss what they notice. Pupils could then share their findings with the class, developing communication, teamwork and critical-thinking skills.</p>
I think the activity could be improved by providing more guidance on how to interpret the temperature data, as some pupils may find the graphs or predictions difficult to understand. A glossary of key vocabulary and differentiated worksheets would also be useful. I would also add a follow-up activity where pupils consider practical ways they can reduce greenhouse gas emissions in their school or community. This would help connect the scientific information to their own lives and make the learning more meaningful. -
Hi Enya, I really liked your idea of using the prediction tool in small groups. I think the children would enjoy seeing how temperatures can change. I also liked your idea of using posters and graphs. I would like to try something similar with my 3rd class next year. Your idea of paper activities would also help children who find technology difficult.
-
Prior to carrying out any class work on Paxi and the green house gas effect. I would carry out an initial lesson on the sun and how the suns energy is used on Earth. This is an important starting point before diving into green house gases.
After the children have a better understanding of the sun and solar power, I would move on in a future lesson to greenhouse effect. I would start the lesson by showing the children the video by Paxi on Greenhouse gases. This is a child friendly video which is a great resource. I would draw the children’s attention to important words and vocab they may not have heard before. Discussion would occur surrounding the different things humans do which negatively impact the earth. Questioning would occur surrounding how we can reduce our carbon footprint and helping our Earth. I would focus on the cutting down of trees as this links to the children’s own personal and lived experiences. The trees outside our school are being cut down to facilitate cycle lanes. There has been a lot of speculation around this so the children are familiar and interested in this. Discussion can occur surrounding how this is a positive and negative at the same time. Trees being cut down is not good for our environment. I would recall the children’s prior learning on why this is the case. However, cycle lanes are being put in place to promote more greener modes of transport. I think the content in the Paxi video is excellent but should be carried out as a series of mini and follow on lessons rather than completing in a sin,e lesson
-
I agree with your emphasis on building PRK before introducing the greenhouse effect. Starting with the sun and solar energy provides a good foundation for understanding the topic. I also agree that Paxi content is best delivered through a series of shorter lessons to allow for deeper more meaningful reflection on their learning
-
Hi Alyson, I really like your idea of introducing the Sun and solar energy before teaching the greenhouse effect. Building pupils’ background knowledge first would make the Paxi video much easier for them to understand. Your link to the trees being removed near your school is also an excellent way of connecting the lesson to children’s own experiences and encouraging balanced discussion about environmental decisions.
-
-
-
Activity 3, Climate Reporters, is an engaging way to introduce pupils to climate change by combining scientific knowledge with real-world data. Watching the Paxi video provides a clear, age-appropriate explanation of the greenhouse effect and helps pupils understand the difference between natural and human-caused greenhouse gases before beginning the activity. The TEAL tool is particularly valuable because it allows children to explore future temperature projections under different greenhouse gas emission scenarios, making climate change more meaningful through interactive data analysis. I’d imagine pupils’ curious minds enjoying looking around the world at these temperature projections fascinating.
I would use this activity with my class by organising pupils into small groups to investigate different climate scenarios before sharing their findings. This would encourage discussion, teamwork and critical thinking while also developing digital literacy and data-handling skills.
To extend the lesson, I would ask pupils to create graphs, compare projected temperatures with current local weather data and discuss practical actions they could take to reduce greenhouse gas emissions in their community.
I think the activity could be improved by including more differentiated worksheets, a glossary of key vocabulary and a template to help pupils interpret the climate graphs. These additions would make the activity more accessible and support learners with different abilities as the concept of greenhouse gases may be too abstract for some.
-
Hi Nicola
I like the idea of asking different groups to investigate different climate scenarios and report back on their findings. After assigning each group a question to explore, you could also give them time to come up with their own questions and use the TEAL tool to find answers to those. Creating their own graphs to compare projected temperatures with current local temperature data is a great way to assess their understanding of the data they are viewing and see if they can extract and use relevant data. I really like your suggestions for improving the resource. Differentiated worksheets and templates would not only make it easier for pupils to interpret the graphs but would also give a starting point to a teacher wanting to introduce the tool. I really lie the idea of a glossary of term related to Climate Change. This could be something that a class could work on as they learn more about Climate change, creating a list of terms and their meanings that they can look back on for future lessons and that could be shared with other classes throughout the school.
-
-
-
The PAX lesson for me demonstrated how consistent routines and positive behaviour strategies can create a calm and supportive learning environment. Working in an ASD classroom, I can see how these approaches would benefit my pupils by providing clear expectations, encouraging positive choices, and helping to develop self-regulation skills. I would like to incorporate some of these strategies into my own teaching to promote engagement, independence, and a positive classroom atmosphere.
-
I really agree with your point about the importance of prior knowledge before introducing the greenhouse effect. Building pupils’ understanding of the Sun and how energy reaches the Earth provides a solid foundation, making it much easier for them to develop meaningful understanding of greenhouse gases rather than simply memorising new vocabulary. I also like how you connect the lesson to the children’s local environment by discussing the trees being removed for cycle lanes. Using real-life examples that pupils can relate to encourages critical thinking and helps them see that environmental issues can be complex, with both positive and negative impacts. Your suggestion of teaching this topic over a series of lessons also makes a lot of sense. It gives pupils time to ask questions, revisit key concepts and build on their learning gradually. This approach would support deeper understanding and allow opportunities for more inquiry-based activities and meaningful classroom discussions.
-
I think your idea of using the local issue of trees being removed near the school is a great way to make the learning meaningful and connected to the children’s own experiences. It creates an opportunity for rich discussion as the children can explore how environmental decisions often involve both positive and negative impacts.
-
<div class=”” data-turn-id-container=”0d6f6d1a-1646-4fc3-9ae4-566821dcc26d” data-is-intersecting=”true”>I really like your idea of using the children’s own experiences to make the topic more meaningful. Linking the discussion to the trees being cut down near the school would definitely encourage engagement, as it gives them a real-life situation to think critically about rather than just learning about climate change in an abstract way. I also agree that the Paxi video would work better as part of a series of lessons, allowing time for discussion, questioning and follow-up activities rather than trying to cover everything in one session.<section class=”text-token-text-primary w-full focus:outline-none has-data-writing-block:pointer-events-none [&:has([data-writing-block])>*]:pointer-events-auto R6Vx5W_threadScrollVars scroll-mb-[calc(var(–scroll-root-safe-area-inset-bottom,0px)+var(–thread-response-height))] scroll-mt-(–sticky-padding-top)” dir=”auto” data-turn-id=”0d6f6d1a-1646-4fc3-9ae4-566821dcc26d” data-turn-id-container=”0d6f6d1a-1646-4fc3-9ae4-566821dcc26d” data-testid=”conversation-turn-3″ data-turn=”user”>
<div class=”text-base my-auto mx-auto pt-12 [–thread-content-margin:var(–thread-content-margin-xs,calc(var(–spacing)*4))] @w-sm/main:[–thread-content-margin:var(–thread-content-margin-sm,calc(var(–spacing)*6))] @w-lg/main:[–thread-content-margin:var(–thread-content-margin-lg,calc(var(–spacing)*16))] px-(–thread-content-margin)”>
<div class=”[–thread-content-max-width:40rem] @w-lg/main:[–thread-content-max-width:48rem] mx-auto max-w-(–thread-content-max-width) flex-1 group/turn-messages focus-visible:outline-hidden relative flex w-full min-w-0 flex-col” data-conversation-screenshot-content=””>
<div class=”flex max-w-full flex-col gap-4 grow”>
<div class=”min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal outline-none keyboard-focused:focus-ring [.text-message+&]:mt-1″ dir=”auto” data-message-author-role=”user” data-message-id=”0d6f6d1a-1646-4fc3-9ae4-566821dcc26d”>
<div class=”flex w-full flex-col gap-1 empty:hidden items-end rtl:items-start”>
<div class=”flex flex-col w-fit max-w-(–user-chat-width,70%) items-start self-end rtl:items-end rtl:self-start”>
<div class=”corner-superellipse/0.98 relative min-w-0 overflow-hidden rounded-[22px] px-4 py-2.5 leading-6 user-message-bubble-color w-full”>
<div class=”A_HxFq_root” data-custom-highlighting-behavior=”boundary” data-collapsed=”” data-testid=”collapsible-user-message-root” data-can-expand=””>
<div id=”_r_28_” class=”A_HxFq_content” data-testid=”collapsible-user-message-content”>
<div class=”max-w-full min-w-0 [overflow-wrap:anywhere] whitespace-pre-wrap”></div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
</section></div> -
-
-
-
I found Activity 3 to be engaging and practical, as it encourages students to think critically while working collaboratively. The tasks are clearly structured and provide opportunities for discussion, problem-solving, and applying learning in a meaningful context. I could use this activity with my class as either a small-group task or as part of a whole-class lesson, allowing students to share ideas and learn from one another. It would also work well as a formative assessment to gauge students’ understanding before moving on to more complex concepts.
One improvement would be to include differentiated extension and support tasks so that the activity better meets the needs of students with varying abilities. Adding more real-life examples or visual supports could also increase engagement and accessibility.
-
-
This lesson would follow on from the Under the Lid, Understanding the Greenhouse Effect Lesson.
I would begin lesson by eliciting prior knowledge about the Greenhouse Effect from the children through talk and discussion and brainstorming on the board.
I would follow this discussion by showing children the PAXI video on the Greenhouse Effect.
We can then have a further discussion about scientists and I would introduce and explain to them the idea of Climate Scenarios.
The children would then work in Groups using the TEAL tool to find climate scenarios for different parts of the world. I would allow them to explore this tool for a period of time before I introduce the worksheet to them. I would explain to them how there are 3 different scenarios – low, medium and high greenhouse gas emissions.
We can then then have a discussion about the scenarios as a class about how different scenarios might affect their lives and elicit some ideas from them as to how tow they might reduce these impacts.
The children can then go back to their group work and begin working as Climate Reporters. They will use the activity sheet and the TEAL tool to make predictions and to come up with ideas.
They will then present their findings to the class. Of course, the groups should be carefully selected and jobs given to each child in the group to allow for differentiation and inclusion.
-
I really like how you’ve structured the lesson so that it builds on pupils’ prior learning from the Under the Lid activity. Allowing the children time to explore the TEAL tool before completing the worksheet is a great idea, as it gives them the opportunity to become familiar with the data and ask questions. I also agree that group roles are important to ensure all pupils are included and have a meaningful contribution to make.
-
I agree that children could work in groups to explore different geographical areas and this would link in very nicely with the study of a country from the geography curriculum – eg Ireland v Brazil in terms of changing rainfall, temperatures etc. This type of activity would suit different types of learning styles allowing all children to access the learning directly or through collaboration with their peers.
-
I really like how you begin the lesson with talk and discussion and brainstorming as I find within our school that there can big a huge divergence in terms of both children’s interest in and knowledge of what is meant by the Greenhouse Effect.
I also like Fidelma’s suggestion of comparing and contrasting Ireland’s data against that of another country
-
<span style=”font-weight: 400;”>Hi Triona, I like your idea of discussing how the different climate scenarios might actually affect the children’s own lives. I think this could lead to a really interesting conversation, as 2050 can seem very far away to children until they realise that they themselves will be adults then. I would probably ask them to imagine what age they will be in 2050 and what changes they think they might notice in Ireland if temperatures continue to rise. It could make the information from the TEAL tool feel a bit more real and relevant to them rather than just looking at figures on a screen. I think it would also lead naturally into your discussion about what we can do to reduce the impact of climate change.</span>
-
-
I really enjoyed Activity 3 – Climate Reporters as it encouraged pupils to think beyond daily weather and consider how climate may change in the future. The Paxi video was a great introduction because it explained the greenhouse effect in a simple, engaging way that is appropriate for primary pupils. It provided a good foundation before using the TEAL climate tool to investigate future climate scenarios. I liked that pupils were encouraged to compare different greenhouse gas emission scenarios and discuss how these could affect temperatures and rainfall in their own area. This helped make climate change feel more relevant and meaningful.
I would use this activity with a senior primary class by organising pupils into small groups, with each group exploring a different emissions scenario before presenting their findings to the class. This would promote collaboration, communication and critical thinking while also developing digital skills through the use of the TEAL tool. I would finish the lesson by asking pupils to create a climate action plan for our school, identifying practical ways we could reduce our carbon footprint, such as reducing waste, increasing biodiversity or encouraging active travel.
One improvement I would make would be to provide a simplified version of the climate data for younger pupils, as some of the graphs and terminology may be difficult to interpret independently. I also think it would be beneficial to include a follow-up practical investigation, such as planting trees or monitoring biodiversity in the school grounds, so that pupils can connect the climate data with positive actions they can take themselves. Overall, I found the activity engaging, relevant and an excellent way of integrating science, mathematics, technology and environmental awareness into a meaningful STEM lesson.
-
-
The activity was an engaging and effective way of introducing pupils to the concept of greenhouse gases and climate change. The Paxi video explained a complex scientific topic in a simple, age-appropriate way using clear language and colourful animations. It would help children understand how greenhouse gases trap heat in the Earth’s atmosphere and why this contributes to global warming. Although children have probably heard the terms Climate Change and global warming especially in the senior classes it can still be difficult for some to explain exactly what it is
The future temperature prediction tool was particularly useful because it allowed learners to see how different levels of greenhouse gas emissions can affect global temperatures over time. This interactive element encourages pupils to think critically about the long-term consequences of human actions and supports enquiry-based learning. It also helps make climate change more relevant by allowing children to explore “what if” scenarios and also to zone in on their own place,country and those places where they may have friends/family.
They couls also go back in time to look at data that represents when their parents/grandparents were children.
I could use this activity with my class as part of a Science or Geography lesson on weather, climate, or environmental awareness. After watching the video and using the prediction tool, pupils could work in groups to discuss what they observed and suggest practical ways to reduce greenhouse gas emissions. This could be followed by creating posters, writing persuasive letters, or carrying out a class project on reducing the school’s carbon footprint. The activity also supports the development of digital skills, communication, and critical thinking. Schools that participate in GreenSchools will have an excellent opportunity to explore climate change using this tool!One improvement would be to include more opportunities for pupils to record and compare their predictions or observations using worksheets or digital templates. Adding a quiz (Kahoot) at the end of the activity would also help reinforce key concepts and allow teachers to assess understanding. It would also be useful if the prediction tool included more local examples or showed how climate change might affect particular geographical areas within a country eg the ‘sunny south east’ or the wet west coast etc.
Overall, it is an excellent resource that combines engaging multimedia with interactive learning. It encourages pupils to explore scientific ideas, understand the impact of climate change, and consider how individual and collective actions can help protect the environment.
-
Hi Fidelma
Welcome to the course, thanks for sharing your thoughts on the Paxi video. It is a very age appropriate resource to help with understanding a complex scientific topic as you have mentioned.
The Teal tool allows for the learners to explore future temperatures and while it is important to develop digital skills, you could consider exploring the Tool initially on the board and looking at countries that your class are familiar with. It is a great opportunity to build on the knowledge from the Paxi video. The learners could then work independently to explore the tool and make their own observations. As you have mentioned, the learners could then consider the action they can take themselves and represent this in multiple ways such as posters or writing persuasive letters. It is important to empower our learners to take their own actions and as you have said consider how these collective actions can help protect the environment.
Thanks for sharing, I hope you enjoy the course.
-
Activity 3:
Climate Reporters was an engaging way to introduce the topic of greenhouse gases and their impact on climate change. The video used clear explanations and the temperature prediction tool provided a visual way for pupils to explore how different levels of emissions can affect future temperatures. In my ASD classroom, I would adapt the activity by breaking it into smaller, structured steps and using visual supports to reinforce key concepts. Pupils could work with a partner or in small groups, depending on their individual needs, to discuss the predictions and share their ideas. To make the lesson more meaningful, I would include examples of how climate change affects the local environment in Dundalk and provide a simple worksheet with visual prompts and guiding questions. An extension activity could encourage pupils to identify practical ways to reduce greenhouse gas emissions at home and at school, helping them make meaningful connections between the lesson and their everyday lives.
-
-
-
I think that activity 3, Climate reporters would work very well with my class. I think that it is important to make sure that children have a good knowledge of climate before starting the lesson so I would make sure that I have completed lesson 1 first and maybe start with a KWL on climate.
The paxi video provides a good stimulus and even though it is more geared towards younger children, you could still use it in the older classes by getting them to gather the information from the video, the children could then make their own poster/video etc. explaining greenhouse gases, this will further consolidate their learning.
The Teal tool is a great support for the children in this lesson and could serve to help more visual learners.
One thing I would possibly add is an action element. This content can cause anxiety in children when it comes to climate change and greenhouse gases. I think after the children have presented their findings on the impact of climate change and how to lessen the effects of climate change, I would get the children to select one thing that we as a class can promise to do. I think actually taking action may help children feel a little less helpless when it comes to climate change, the action could be as simple as making posters or litter picking and recycling the rubbish that is recyclable.
-
I agree that the Paxi video is an excellent starting point. Although it is aimed at younger pupils, I think it would still work well with my 6th class in Kildare. I like your idea of having pupils create their own posters or videos afterwards, as it encourages them to process the information in their own words. It would also be a great way to develop communication and digital skills while reinforcing their understanding of greenhouse gases and climate change.
-
Hi Gillian,
Welcome to the course. It is great to hear that you think the activities in this module would work well with your class. I agree that a level of prior knowledge and vocabulary is necessary before introducing the Paxi video. This will allow the learners to engage fully with the content of the video.
I like how you are planning to use the video and the Teal tool to explore the concepts and then to focus on how the learners can take action. I agree that some content can cause a level of anxiety among the learners so it is important to promote positive action such as litter picking and more recycling as you have mentioned.
Thanks for sharing your thoughts, I hope you enjoy the course.
-
I really liked your suggestion of beginning the lesson with a KWL chart, as it would be a great way to assess pupils’ prior knowledge and identify any misconceptions before introducing new learning. I also agree that, although the Paxi video is aimed at younger children, it can easily be adapted for older classes by having pupils create their own posters or presentations afterwards. I particularly liked your idea of including an action element at the end of the lesson. Giving children the opportunity to make a class pledge or take part in activities such as litter picking or recycling helps them see that even small actions can make a difference. I think this also encourages a sense of responsibility and empowers pupils to become active participants in caring for the environment rather than feeling overwhelmed by the issue of climate change.
-
-
After completing Activity 3, I felt that it was an engaging way to introduce the topic of climate change to primary pupils. The Paxi video explains the greenhouse effect in a simple and age-appropriate way using clear visuals and language that children can understand. It provides a good starting point before pupils explore the future temperature prediction tool. I particularly liked how the prediction tool encourages pupils to investigate different greenhouse gas emission scenarios and compare the outcomes. Rather than simply being told about climate change, children are actively exploring data, making predictions and discussing the possible effects on the environment. This supports the inquiry-based approach to STEM that Liston (2018) promotes.
In my own classroom, I would use this activity with a senior class and organise pupils into pairs to explore different scenarios before sharing their findings with the class. I would then link the lesson to Geography by discussing how climate change might affect Ireland, including flooding, biodiversity and agriculture. As a follow-up activity, pupils could work together to design a “Climate Action” campaign for the school, suggesting practical ways to reduce waste, save energy and encourage active travel.
One improvement I would make would be to provide a glossary explaining some of the scientific vocabulary, such as emissions, carbon dioxide and greenhouse gases, before pupils begin using the prediction tool. I would also include a simple reflection sheet where pupils could record one new fact they learned, one question they still have and one action they could take to help the environment.
-
I really like your idea of linking the activity to Geography and looking at how climate change could affect Ireland, especially agriculture and flooding. I think this would make the topic more relevant to children in my own school. I also like the idea of the “Climate Action” campaign as it gives pupils a chance to think about simple actions they can take in their own school and community. The reflection sheet would also be a useful addition as it would encourage children to think about what they have learned.
-
-
Climate Reporters was an engaging activity that helped pupils understand how climate change may affect Ireland in the future by using real climate data and comparing different emissions scenarios. It is well suited to 6th class as it develops data handling, critical thinking and communication skills while encouraging pupils to consider the impact of climate change on their own lives. I would use this activity as part of a cross-curricular unit linking Science, Geography, Mathematics and Digital Technologies, with pupils comparing future climate projections to weather data collected from our own school weather station.
One improvement would be to include an Irish case study showing how climate change could affect farming, biodiversity or coastal communities. I would also add a simple engineering challenge where pupils design a solution to help reduce the school’s environmental impact, such as creating a biodiversity area or suggesting ways to reduce energy use. This would strengthen the STEM focus while making the activity even more relevant and engaging.
-
I think Activity 3 is interesting and gives pupils a chance to think like scientists by exploring real climate data and making predictions. It encourages discussion, teamwork and critical thinking, while also developing digital skills. However, I think some children might find the meaning of the measures themselves quite challenging without teacher scaffolding to provide context for those measures, for example what does an average annual air temperature mean in the context of today’s air temperature? The TEAL tool could also be a little overwhelming without clear teacher modelling. There are a lot of layers to the data in the tool, and children might find it difficult to land on which is relevant to them and their inquiries. I would begin the lesson with a short recap of key concepts and demonstrate how to use the tool before allowing pupils to explore it independently. I would also include opportunities for pupils to connect the climate scenarios to their own lives and communities in Ireland, making the learning more relevant and meaningful
-
Yes I agree Susanne. I think you would need to do a lot of work around what is weather v climate, weather journals, weather stations etc before learning about climate change. I would use some of the excellent videos provided to help explain the topic before using the TEAL tool. As you said the data in them could be a bit much without all the work prior. Getting the engagement right as each group presents their model to the whole class would be important too sso they get the full picture.
-
I agree with your point about the TEAL Tool needing teacher modelling before pupils use it independently. There is a lot of information available, so taking time to demonstrate the key features would definitely help build their confidence. I also like your idea of linking the climate scenarios to Ireland, as I think children engage much more when they can relate the learning to their own lives and local community.
-
-
I think the resources from the ESA are excellent. I would think Activity 3 is most suited to an older class. The bank of lessons are best done over a decent stretch as there is a lot to unpack in them and to get quality learning it would be best not to rush the topic. I think it would certainly be a good idea to start on activities 1 and 2 first before jumping into activity 3 on climate change.
I think children would really enjoy the activity. They would be using proper scientific skills with their investigations and modelling.
The Paxi videos are great – very engaging and explain complex topics in a very accessible way. I have used them before to explain night and day and the solar system. I think the Paxi video would be a great prompt when introducing the topic to engage the pupils’ interest. The SEAI Model the Greenhouse effect activity (pg 34) would be good to do in class also before Activity 3. The videos in the slides are great engagement tools and for prompting discussions but the small group investigations is where you would get the best engagment and where the children would really be getting to put their scientific skills into action. I like the 4 Cs – collaboration, critical thinking, communication and creativity and think this would be a good activity for the children to use all these.
I think in a senior class we would have to look at data centres in Ireland and how they are contributing to our emissions. This slideshow may have been created before there were so many in Ireland but they currently account for 23% of our energy consumption in Ireland. This could be an extension activity.
-
Hi Caitriona,
Welcome to the course and it is great to hear your feedback on the ESA resources in this module. I agree that Activity 3 is more suited to a senior class and it is better to work through the series of lessons over time to allow for consolidation of learning as you do. As you have mentioned the activities allow for the development of collaboration, communication and scientific skills too.
It is interesting that the data centres are responsible for 23% of our energy consumption and you could also research the heat generated by these data centres also and if this could be used more efficiently. That would be a worthwhile and interesting extension activity. Thanks for sharing, I hope you enjoy the course.
-
-
I really enjoyed the Climate Reporters activity as it gave pupils the opportunity to investigate real climate data rather than just reading about climate change. I thought the Paxi video was a great introduction because it explained the greenhouse effect in a simple way that children could understand before moving on to the more challenging activities. I also liked using the TEAL Tool to explore future climate predictions, as it made the learning more interactive and encouraged discussion. I would use this activity with senior classes and have pupils work in small groups to compare climate data, discuss their findings and present them to the class. I think this would develop both their scientific understanding and their communication skills. One thing I would add is a local element, such as asking pupils to investigate how climate change might affect their own community or school and come up with practical actions they could take. This would help make the learning more relevant and meaningful.
-
-
I think the paxi video is engaging way to introduce the topic. It would be more useful in younger classes but could also be used in the older classes. I think it is visually appealing and it is good at providing a clear explanation on the green house effect but also how the green house effect is impacting the world we live in.
In terms of the prediction tool, this is more suited to older classes. It allows for older classes to investigate and interpret data. It is a very practical activity and allows for a hands-on experience for learners. It also would be good for collaboration in small groups.
The tool would definitely need modelling and scaffolding by me as it could be difficult for some students. Otherwise by organising the groups to be mixed ability, peer learning can take place. I would also like to link it to locality too where possible.
-
I agree Susanne that activity 3 is a good activity to allow students think like scientists. It allows for predicting, collaboration and critical thinking. I also agree that it would need scaffolding as some of it could be difficult for learners. I also mentioned that it should be linked to locality too to make it more meaningful.
-
Before introducing Activity 3, I would begin by revising the difference between weather and climate from the previous lessons. I think it is important that children understand these concepts before exploring why the Earth’s climate is changing. I would also encourage the class to think about everyday actions that affect the environment, such as travelling by car, recycling, using electricity and planting trees. This would help them make meaningful connections between the topic and their own lives and encourage them to think about how their own choices can have a positive impact on the environment.
I found the Paxi video on greenhouse gases to be a very engaging resource. The information is presented in a child-friendly way, making a complex topic easier for pupils to understand. While watching the video, I would pause at key points to discuss new vocabulary such as “greenhouse gases,” “carbon dioxide,” and “fossil fuels.” I would also ask prediction and discussion questions throughout the video to encourage active participation rather than passive viewing. After the video, I would ask the children to work in pairs to explain the greenhouse effect in their own words before sharing their ideas with the class. This would help me assess their understanding and reinforce the key concepts.
The future temperature prediction tool is an excellent way of helping children visualise the impact of climate change over time. I think it would lead to valuable discussions about why temperatures are increasing and what actions people can take to reduce greenhouse gas emissions. As a follow-up activity, I would ask pupils to work in small groups to create posters or presentations suggesting practical ways that our school and community could help care for the environment. This would encourage collaboration while reinforcing the message that everyone can make a positive contribution. I also think it would be worthwhile to compare the predictions shown in the tool with current weather records and discuss why scientists use evidence and data to make predictions about future climate trends.
-
Hi Alannah
Welcome to the course. I like how you are planning to build on the resources and content from module 1 in your lesson. It is important to use the prior knowledge and make connections with the Paxi video which will also help the learners’ understanding. I like how you plan to pause the video to allow for discussion on key points and keep the learners engaged also.
The Teal Tool is a great resource and as you have mentioned it would allow for discussions on the rising temperatures using the data. You could consider using this on the smart board as a demonstration for the class also. As you have said you could use the tool to compare it with the current weather records, especially given the heat wave this summer, which allows for discussion and critical thinking on the data scientists use.
I also like how you are planning for collaboration among the school community on the positive actions they can take to care for the environment. Thanks for sharing, I hope you enjoy the other modules in the course.
-
-
Activity 3 would be a very useful way to introduce greenhouse gases and climate change to my class and pupils in my school. I feel that the Paxi video was also useful because it explains something which is quite complicated in a simple, pupil-friendly way and as it’s quite visual would benefit visual learners. I will use this as it would be helpful for my class in teaching them about how greenhouse gases trap heat in the atmosphere and contribute to rising global temperatures.
I also found the tool for predicting future temperatures fairly useful, as it would help all pupils to explore how changes in greenhouse gas emissions will impact temperatures into the future. This could encourage pupils to make predictions, discuss evidence and develop their skills when working as a scientist. I would use this activity with my class as part of a lesson on climate change and allowing pupils to work in pairs to explore different scenarios and discuss their findings with the whole class
I feel the activity could be improved by including a short a set of prompt questions at the end of page 10, to help pupils reflect on what actions they could take and/or actions of people living in our local communities could take to reduce emissions would be very beneficial. A reflective set of prompt questions like this would encourage pupils to reflect about their role in protecting their local environment and community where they live and grow up in. -
I found this module to be very interesting and engaging. There are several resources that I would use with my class next year.
First, I would elicit the children’s prior knowledge of the topic and record their responses. I would then show them the PAXA video, which is an engaging and child-friendly visual resource. After watching the video, we would discuss its main ideas and explore the following question and scenario: *“What could you do in your daily life to help reduce greenhouse gas emissions?”* I would record the children’s responses and use these as a basis for further discussion and learning.
For Activity 3, I believe that the WEMC TEAL Tool is an excellent resource and would be a valuable asset when teaching this topic. I would divide the children into groups and assign each group a specific role. The groups would explore different continents and regions of the world and would be given a range of scenarios to investigate. They would examine climate and energy variables, identify relevant patterns, and observe and record how these variables change over a period of time.
The children would be given sufficient time to complete the activity. Each child would have access to an iPad and would record their findings on paper. I would then use the jigsaw method of learning, where each group would share its learning and findings with another group. This approach would encourage collaboration while also developing the children’s communication, listening, problem-solving, and critical-thinking skills.
In conclusion, I would bring the class back together to reflect on our findings. Each group would share one “wow factor” or interesting fact that stood out to them during the lesson. This would provide an opportunity for the children to consolidate their learning, share their discoveries, and reflect on the importance of climate action.
-
Hi David.
I really enjoyed reading your post and I like how you have planned the lesson in a way that builds on the children’s prior knowledge before introducing new ideas. I think starting with the Paxi video would be a great hook as it would get the children thinking and asking questions. The jigsaw approach is also a brilliant idea as it gives each child a sense of responsibility for their own learning while encouraging teamwork and discussion. I especially liked the idea of each group sharing a “wow factor” at the end, as this would help make the learning memorable.
Using the WEMC TEAL Tool would also be a great way to bring real-world data into the classroom and help children see how climate and energy issues are connected globally. It sounds like a really engaging and meaningful learning experience for the children which I’m sure they will love doing.
-
Hi David, I like this approach. I think starting with the children’s prior knowledge is a great way to make the lesson more meaningful and to see what understanding they already have. The PAXI video is strong introduction because it is visual and accessible, and I like how you would use discussion afterwards to deepen learning. Your use of the WEMC TEAL tool in groups is also a lovely idea, especially with children exploring different regions and sharing findings through the jigsaw method. Ending with a class reflection and a “wow factor” is a nice way to consolidate learning.
-
-
<p class=”isselectedend”>Activity 3 was an engaging and interactive way to explore the topic of greenhouse gases and climate change. It is a great lesson to encourage student collaboration and use of scientific language. The Paxi video explained the greenhouse effect in a simple, child-friendly manner. The future temperature prediction tool was particularly effective because it allowed users to see how different actions can influence future climate outcomes. This interactive element encourages critical thinking and helps pupils understand that individual and collective choices can have a positive impact on the environment. I could use this activity with my class as part of a science or geography lesson on weather, climate, or sustainability. It would promote discussion, inquiry-based learning, and environmental awareness. Pupils could also work in groups to compare predictions, discuss possible solutions, and create posters or presentations about reducing greenhouse gas emissions. One improvement would be to include more classroom extension activities, such as hands-on experiments related to the greenhouse effect.</p>
-
I really liked the video on the greenhouse effect. It explains the greenhouse effect in a simple and engaging way that primary pupils can understand. I would use it as a starting point for class discussions about climate change, global warming and how our everyday actions can impact the environment.
To build on the video, I would include some hands-on activities. One activity could involve children placing thermometers in two clear jars, covering one with cling film and leaving the other open, to observe how heat can become trapped. I would also get pupils to create mini climate reports, using weather data collected from a school weather station and present their findings to the class. Another idea would be a recycling investigation where children track the amount of waste produced in school and suggest ways to reduce it. These activities would make the learning more practical and meaningful. I think the resource could include more ideas like these to encourage active learning.
-
-
I think the Paxi video is an excellent resource to support the learning of the greenhouse effect in a simple, visually pleasing way. I think this would really help the children to understand this concept.
I also really enjoyed exploring the Teal tool and exploring lesson 3- Climate Detectives. I think looking at future projections would be really interesting for children.
When teaching this lesson in my class, I would do the following:
1. KWL chart
2. Paxi video as a stimulus
3. Teacher modelling the Teal tool
4. Dividing children into groups and giving them a few minutes to freely explore the Teal tool. Some children may like to look at what the weather was like the day they were born (I know I checked this out of interest!!)
5. Give the task of future climate projections for each group.
6. Groups would present their findings to the class.
I would definitely add in some differentiation for children who may find the tool difficult to use and for the worksheet included in the resource pack. I think it would also be a nice idea, when the children are confident with the tool, to buddy up with another class and teach them how to use it. I love giving the children the opportunity to be the ‘teacher’ and it would also show other teachers how to use the tool!
-
You have come up with some great ideas here. I like the idea of using a KWL as an assessment tool, and to use as a guide for learning. I think the children would come up with a huge range of interesting questions for the class to investigate. I also think the children would be really engaged by looking up the weather on the day they were born. I might even go and check it out for myself! I also think that giving the children to teach others about climate change would be a lovely idea, the children often listen better to each other than they do to us and it is very beneficial for our students.
-
Hi, I really like how you’ve broken the lesson into clear, manageable steps. Starting with a KWL chart is a great way to build on the children’s prior knowledge, and I love the idea of letting them explore the TEAL tool freely first. I think that would really spark their curiosity and get them excited before moving on to the group task.
-
-
I found the Climate Reporters activity engaging and well structured. Beginning with the Paxi video gives pupils a clear understanding of the greenhouse effect before introducing the difference between low and high emissions scenarios. I liked that pupils work together to investigate future temperature predictions using the TEAL tool and then discuss how climate change could affect people’s lives. The activity encourages collaboration, critical thinking and communication as pupils analyse information and present their findings to the class. I would use this activity with my own class because it links well with the Science and Geography curriculum while also encouraging pupils to think about practical ways they can reduce the impacts of climate change in their own community. One improvement I would suggest is including differentiated worksheets or question prompts for pupils who need extra support, along with extension tasks for more able learners. I also think providing an Irish case study or local climate example would help pupils relate the activity more closely to their own experiences.
-
Here’s a concise, natural reply you can post:
I agree that the Climate Reporters activity is a very engaging way to help pupils understand climate change. I particularly like your suggestion of using an Irish case study, as this would make the topic more relevant and meaningful for pupils by connecting global climate issues to their own local environment. I also agree that differentiated worksheets would be useful, as they would allow all pupils to participate and work at an appropriate level. I think the activity could also encourage pupils to discuss practical actions they could take at home or in school to reduce emissions. Overall, I think the combination of the Paxi video, group investigation and discussion makes this an effective activity for developing both scientific knowledge and teamwork skills.
-
-
I would plan to integrate this with work on renewable and non renewable sources of energy. We would explore the sun and solar energy and then I would preach some key vocabulary which would be necessary for the lessons on greenhouse gases. After watching the PAXA video I would ask the children some questions to ensure they understand what greenhouse gases are before proceeding. I would ask the children to explore the TEAL Tool in pairs, allowing them time to investigate the effects of climate change on different parts of the world, but also focusing on Ireland. I would then encourage the children to complete the tasks on the worksheet with their partners. One change I would make is to create a differentiated version of the worksheet, as I have a wide variety of levels in my class. and I would like to ensure the tasks I set are appropriate for all of my students. I would conclude the lessons by asking children to focus on what they can do to limit the effects of greenhouse gases on our environment.
-
The resources for module 3 were great! I liked how visual the online climate resources are, and I can definitely see how this would be beneficial in teaching about word climates. I think the idea of children working in groups would be good – these could be mixed-ability groups to allow all children access to the learning and to feel a sense of success. The videos are also great for visual learning and a good connection between language and understanding. I liked the video about Greenhouse gases as it was very easy to understand.
I like the idea of children coming up with solutions to help prevent climate change in the future. This also links to the idea of active citizenship. The prediction interactive tool for climate change is very interesting, and it’s great that worksheets to support this are ready to download-
Hi Claire, having read through your review of Activity 3 I’m thinking I may have been over critical now! I agree, there were some lovely visual learning elements to it but I really think there was so much to the activity you would want to either break it up into multiple lessons or ensure groups are all mixed ability groups and allow plenty of time to support each group in their data interpretation.
-
-
Activity 3 gives us an engaging introduction to the greenhouse effect and climate change. The Paxi video explained the concept of greenhouse gases in a way that is concise, simple, age-appropriate, and visually engaging. The use of animation and simple language makes it accessible for primary pupils while still introducing important scientific vocabulary such as greenhouse gases, carbon dioxide, and global warming.The future temperature prediction tool helped to emphasise the ideas presented in the video. It allowed learners to explore how changes in greenhouse gas emissions can affect global temperatures over time. Rather than simply learning facts, pupils can investigate different scenarios and observe the potential long-term impacts of human actions. This inquiry-based approach encourages critical thinking and helps pupils understand that scientific models can be used to make predictions about future climate change.
I would use this activity with my class to help give each student a voice as part of a wider STEM unit on weather, climate, and sustainability. I would begin by showing the Paxi video as a whole-class introduction before discussing pupils’ prior knowledge of climate change. Pupils could then work in pairs using the prediction tool to investigate different emission scenarios and record their observations. -
-
I really enjoyed Activity 3 because it provides an engaging way for pupils to learn about climate change and understand how scientists use data to make predictions. I think Paxi is particularly effective because the character makes a complex topic, such as the greenhouse effect, easier for children to understand and relate to.
I could use this activity with my class as part of a wider topic on climate change. I would begin by showing the Paxi video and asking pupils what they already know about weather, climate and greenhouse gases. Pupils could then work in small groups to explore the different climate scenarios, record their findings and discuss what they think might happen in the future. They could present their findings to the class afterwards.
One improvement I would make would be to include a simple practical experiment to demonstrate the greenhouse effect before pupils work with the data. I would also add a glossary of key vocabulary and differentiated resources to support pupils who may find the scientific language or graphs challenging. Overall, I think Activity 3 is a useful and engaging activity for developing pupils’ scientific understanding and awareness of climate change.
-
Having reviewed Activity 3, including watching the Paxi greenhouse gas video and using the C3S tool, I believe the activity is pitched a little too high for Primary School children, even at the senior end of the school. Concepts such as emission scenarios and examination of historical baselines and projected values would need a lot of teacher support. In my experience, STEM activities are best when the child leads the enquiry or answers a question they themselves have asked – I would expect to have to lead this activity in my classroom. The data interpretation aspect of this activity is Maths heavy – groups would have to be assigned with this in mind. There is also the risk of misunderstanding climate projections, where a child could see the prediction as a fact – this is something that always comes up in my classroom when discussing Climate Change, some become worried and fearful rather than motivated to help change habits.
-
Activity 3 – Climate Reporters
I would like to use the climate reporters activity with my class. To begin, I would access the children’s prior knowledge of greenhouse gases and I would also show the class the video ‘Paxi video on Greenhouse Gases’. We would then discuss the video.
We would then talk about the amazing jobs scientists do to predict the future of the Earths’ climate.
The children would then work in groups looking at different scenarios (if more people walked/cycled instead of using a car vs if many more people stopped walking to work/school and more cars were on the road). The children would first write their ideas down and then they would be given one tablet per group to research the C3S Edu Demo.
The children will then in their group record and talk about their lives in 10 years time and how they would predict what it would be like then with future increased temperatures.
The children will then in their groups talk about actions they can take to lesson the impact of climate change and they will create posters to show these ideas. They can then present this information to the class.-
I really enjoyed reading your ideas for using this activity. I like how you begin by activating pupils’ prior knowledge and using the Paxi video to introduce the concept of greenhouse gases before moving into the investigation. This provides a strong foundation for learning.
Your use of real-life scenarios encourages pupils to think critically about how everyday choices can influence climate change. I also like the collaborative element of researching the C3S Edu Demo in groups, as it develops teamwork alongside digital literacy and scientific enquiry. Having pupils imagine and record what life could be like in 10 years’ time is a creative way to encourage reflection and connect learning to the real world.
The poster activity is an excellent conclusion, as it empowers pupils to focus on positive actions they can take rather than feeling overwhelmed by climate change. One additional idea could be to have pupils calculate their class’s carbon footprint before and after implementing some eco-friendly actions, allowing them to measure the impact of small changes over time.
-
Hi Rosemary
Thank you for your ideas for using the Paxi video and the TEAL tool. I like the idea of tying future climate scenarios in with the children’s own lives and getting them to predict what their own lives will be like in 10 years time. This could tie in well with your dicussion on actions to reduce climate change, by getting children to think about both the negative aspects of increased temperatures but also the possibilities for improving our world. They could imagine the type of future they would like to have and think about sustainable actions we could take to help make that a reality.
-
-
After completing Activity 3, I found it to be an engaging and effective way of introducing pupils to the greenhouse effect and the impact of greenhouse gases on climate change. The Paxi video explains a complex topic in a clear, age-appropriate way using simple language and visuals, making it accessible for primary pupils. It provides a strong foundation before pupils use the temperature prediction tool, allowing them to explore how different levels of greenhouse gas emissions can influence future global temperatures.
I particularly liked the interactive temperature prediction tool as it encourages pupils to investigate, make predictions and discuss possible outcomes. It promotes scientific enquiry and critical thinking while also creating meaningful links with mathematics through interpreting graphs and data. The activity naturally lends itself to collaborative learning, where pupils can work in pairs or small groups to compare predictions and justify their thinking.
I would use this activity with my class as part of a wider STEM unit on climate change and sustainability. It could also be integrated with Geography, SPHE and Mathematics by exploring how climate change affects people, wildlife and the environment both locally and globally. As a follow-up activity, pupils could investigate ways to reduce their own carbon footprint, carry out a classroom energy audit or design posters promoting environmentally friendly actions within the school community.
One improvement would be to include differentiated tasks for pupils with varying abilities, such as simplified graphs, visual supports or extension challenges for more able learners. It would also be beneficial to include a practical engineering task, for example designing an energy-efficient home or creating a model to demonstrate renewable energy solutions. Overall, I found Activity 3 to be highly engaging and an excellent example of authentic STEM learning that encourages pupils to think critically about real-world issues while developing scientific knowledge and problem-solving skills.
-
Hi David.
I really liked your idea of following the activity with a classroom energy audit. I think that would be a great way of helping children apply what they have learned to their own school environment. I also agree that the activity links really well with other subjects, especially Geography and Maths, which makes the learning much more meaningful for the children!
-
-
-
Activity 3 – Climate Reporters
The Paxi video provides an excellent introduction to the topic, explaining the greenhouse effect in a simple and engaging way that is appropriate for primary pupils. It gives children a solid understanding of the difference between natural and human-caused greenhouse gases before they begin exploring the data.The TEAL climate tool is a particularly valuable resource because it allows pupils to investigate future temperature projections under different greenhouse gas emission scenarios. I think children would find it fascinating to explore different parts of the world and compare how climate predictions vary from place to place. Using real-world data makes the learning much more meaningful and helps pupils understand that climate change is something that can be studied and measured.
I would use this activity in my 4th class by organising the pupils into small groups. This would encourage collaboration, communication and critical thinking while also developing digital literacy and data-handling skills. As an extension, pupils could create graphs or other visuals using the climate data to add to their groupwork. To conclude the unit, I would ask the class to develop a climate action plan for our school. They could identify realistic ways to reduce our carbon footprint, such as reducing waste, encouraging active travel, increasing biodiversity or planting more trees around the school grounds. This would help pupils see that, although climate change is a global issue, there are positive actions they can take at a local level.
One improvement I would make to the activity would be to include more differentiated resources. Overall, I found this to be a highly engaging activity.
-
-
Hi Bronagh,
Thank you for sharing such a strong reflection on Activity 3.
You have identified a very purposeful way to move pupils from understanding the science behind greenhouse gases into working with real climate data. I particularly like your emphasis on group work, as this would allow pupils to compare ideas, support one another with the TEAL tool and develop confidence in interpreting information.
Your idea of finishing with a school climate action plan is especially effective. This gives the activity a clear sense of purpose and helps pupils move from awareness into agency. To strengthen the Engineering Design Process even further, pupils could choose one proposed action, design a small solution, test it in school, gather feedback and then improve it.
The suggestion of more differentiated resources is very valid too, especially for supporting pupils who may find the data or graphs challenging. Hope you enjoy the rest of the course!
-
-
I found that the Paxi’s ‘Greenhouse Effect’ video acts as a great stimulus to elicit the children’s prior knowledge and a good way to introduce the concept of greenhouse gasses in an age-appropriate way – something I’ll be including into my teaching practises. This will help spark discussion on the greenhouse effect and help the children to ask questions and highlight gaps in their learning.
I enjoyed how the ‘Climate Reporters’ activity used real data and future climate scenarios, which highlights the importance the children’s role is to combat this as it’s effecting their future and their generations to come. I particularly liked how it can help to address misconceptions before beginning the main activity. I like the group work element and the idea of dividing the pupils into small groups and giving each group a different emissions scenario to investigate. Creating their own climate report for 2050 allows them to use their imagination, be creative and put their own personal voice and slant on the issue. I thought the idea of the report was clever as it encourages them to act as researches, digital investigators, communicators, critical thinkers and collaborators in a fun and engaging way.
The only improvement I would add is to encourage the pupils to present their findings to the class, and maybe create a page for the school newsletter with some practical actions for our school.
-
I thought Activity 3 was a nice way of building on the previous activities as it encouraged the children to apply what they had learned about weather, climate and greenhouse gases. The Paxi video was a good introduction because it explained the greenhouse effect in a way that children could understand without using too much scientific language. I think it would help to give the class a solid understanding before asking them to interpret the climate data.
I think this activity would be best suited to older classes as it requires children to analyse information, compare data and think about future climate scenarios. As an NQT with a 4th class this year, I could see myself adapting parts of the activity to suit their level, but I think pupils in 5th or 6th class would be able to explore the TEAL tool more independently. I would use the interactive tool as a whole-class activity first before allowing the children to investigate in pairs, as there is quite a lot of information to navigate.
The activity provides plenty of opportunities to develop STEM skills. Children are interpreting data, making predictions, identifying trends and communicating their findings, while also using technology to investigate a real-world issue.
If I were to improve the activity, I would include a local element by asking the children to compare the climate predictions with what they already know about weather in Ireland. I also think it would be worthwhile finishing the lesson with a class discussion about realistic actions that schools and local communities can take to reduce greenhouse gas emissions. This would help the children leave the lesson feeling that they can make a positive contribution, rather than seeing climate change as a problem that is beyond their control.
-
Hi Emily,
Welcome to the course. You make a very good point about the activity building naturally on the earlier work around weather, climate and greenhouse gases. I also like your awareness of how much scaffolding pupils may need, particularly with the TEAL tool. Using it first as a whole-class demonstration before moving into paired investigation is a very sensible approach, especially for 4th class.
Your suggestion of adding a local Irish element would really strengthen the activity. Pupils could begin by discussing recent weather patterns they have noticed, then compare these observations with longer-term climate predictions. This would help them understand the difference between personal experience and scientific data.
I particularly like your final focus on realistic school and community actions. This helps pupils move from concern into agency, which is so important when teaching climate change.
Hope you enjoy the rest of the modules.
-
-
Activity Three Climate Reporters is a really interesting lesson that encourages collaboration and critical thinking. I found the Paxi video to be very informative and child friendly. I believe that all children would achieve the learning objective of understanding and explaining greenhouse gases after watching this video. The use of the Teal visualisation tool is a great way to introduce technology into the lesson
I would teach this lesson to a senior class. I would begin the lesson by discussing what we already know about greenhouse gases, climate and weather.
As a whole class we would watch the Paxi video on greenhouse gases and I would ask children to share what they learned from watching the video.
I would divide the children into groups and provide each group with a chromebook to access the Teal visualisation tool to research climates around the world. I would encourage children to compare and contrast between dates of the past and future eg the climate in Ireland the year you were born, now and in another 12 years time.
I currently teach in a rural school surrounded by farming land. When the children are completing the worksheet I would encourage them to think of something relative to them such as farming. Children could answer the question about how the increase in global air temperature by 2050 would effect farming.One extension to the lesson would be to encourage the children to list the ways we can help the planet and reduce greenhouse gases. A positive conclusion would be to plant trees with the children. When the trees are established we could move them to an area on the school grounds or the children could bring them home.
-
Relating this lesson to the children’s own life experience- farming in the local area- would be a great idea. It would generate lots of thinking and discussion on the effects of global warming on their area and farming in general.
Planting trees would also be a really practical, hands-on and visual way to show the children how they can be active in trying to combat global warming.
-
-
-
The <em data-start=”267″ data-end=”286″>Climate Reporters activity is an engaging way to develop pupils’ understanding of climate change while promoting active learning and communication. I particularly liked how it encourages children to interpret evidence, discuss climate data and present their findings in the role of climate reporters. This would support the development of scientific literacy, critical thinking and oral communication skills while helping pupils distinguish between weather and long-term climate patterns. I would use this activity in small groups, allowing pupils to research different aspects of climate change before creating weather reports or news broadcasts to share with the class. This collaborative approach would encourage discussion, teamwork and confidence in communicating scientific ideas. To enhance the activity, I would include more Irish examples of climate impacts and encourage pupils to compare local weather data with long-term climate trends. I would also integrate digital technologies by having pupils create video weather reports or digital presentations, further developing their STEM and communication skills.
-
I found Activity 3 – Climate Reporters to be an engaging and thought-provoking activity that encourages pupils to explore the evidence behind climate change rather than simply learning facts. The Paxi video explains the greenhouse effect in a clear, age-appropriate way and provides a strong foundation before pupils investigate climate data. I particularly liked using the TEAL Tool to predict future temperatures, as it introduces pupils to authentic scientific data and helps develop digital literacy alongside critical thinking skills. I could use this activity with my class by having pupils work in groups to analyse the data and create short weather or climate news reports, integrating Science, Geography and Oral Language. One improvement would be to include differentiated worksheets or guiding questions for younger pupils, as interpreting graphs may be challenging. It would also be beneficial to provide opportunities for pupils to compare climate predictions for different countries and discuss local actions that could reduce greenhouse gas emissions.
-
Hi Meghan,
Welcome to the course.
I really like how you have framed Climate Reporters as an opportunity for pupils to explore evidence rather than simply learn facts about climate change. This is a strong way to build scientific thinking, as pupils are asked to interpret data, notice patterns and communicate their findings.
Your idea of creating short weather or climate news reports is excellent, as it gives the activity a real purpose and audience while integrating Science, Geography, Oral Language and digital skills. To strengthen the Engineering Design Process further, pupils could use their findings to design a practical school-based climate action, such as reducing energy use, encouraging active travel or improving biodiversity, and then review how effective it might be.
Hope you enjoy the rest of the modules.
-
-
Activity 3 is an engaging way to introduce pupils to the greenhouse effect and climate change. The Paxi video explains these ideas clearly using simple visuals, making them easy to understand. The future temperature prediction tool allows pupils to explore different scenarios, helping them see how human actions can affect future temperatures through interactive, hands-on learning. I would use this with my class by doing the following:
• Begin by discussing the greenhouse effect to assess pupils PRK and record their ideas through a class brainstorm.
• Show the PAXI video to introduce the greenhouse effect in a clear and engaging way.
• Explain climate scenarios and discuss how scientists use them to predict future climate change.
• In groups, pupils explore the TEAL tool to investigate low, medium and high greenhouse gas emission scenarios.
• Pupils complete the activity sheet as “Climate Reporters,” making predictions and suggesting ways to reduce climate impacts.
• Groups present their findings to the class, with clear roles assigned to support collaboration, inclusion and differentiation.
I would improve this by ensuring I had differentiated tasks to suit the needs of the children in my class. I would ensure there is lots of visual aids to aid the EAL students within my class. -
-
Activity 3:
This is an engaging, hands-on, collaborative exercise. It encourages children to think about climate change, to share their thoughts with peers and to make predictions on the effects of climate change on their own futures. This encourages them to come up with ideas on trying to combat climate change and empowers them to start to make changes to help the planet.
The use of digital technology in using the prediction tools would be engaging and enjoyable for children. Navigating the globe on the TEAL tool would allow them to investigate and explore areas of particular interest to them- for example foreign nationals might like to look at their home countries or places in the world where relatives live.
In some posts from course participants it was mentioned that the language of some parts of these lessons, the worksheets at the end, may be challenging for some students so possibly having a differentiated sheet with more simplified language would be helpful if the class teacher felt that it was needed to ensure all children engaged and learned from the lesson. The Paxi video was very clear and child-friendly and would be engaging for all students. -
Activity 3 seemed like a very effective and engaging way to introduce climate change to primary pupils. The Paxi video explains the greenhouse effect in clear, simple language, supported by visuals that make the idea easier for children to understand. It works well as an introduction before pupils begin exploring the temperature prediction tool. I liked that the tool allows children to investigate greenhouse gases and possible outcomes at their own pace. This makes the learning more active, meaningful and engaging for the pupils.
In my classroom, I would use this activity with children in groups each exploring different scenarios before sharing their ideas with the rest of the class. I would then connect the lesson to Geography by discussing how climate change could affect Ireland and our own locality including flooding, biodiversity loss and farming. As a follow-up activity, pupils could create posters showing simple everyday actions that help to protect the environment. They could also present their findings to another class grouping in a presentation style activity or perhaps create a short video to incorporate digital learning.
-
I agree that Activity 3 provides an engaging and accessible introduction to climate change for primary pupils. I particularly like your idea of connecting the activity to the local area, as this would make climate change more relevant and meaningful to children. Discussing flooding, biodiversity and farming in an Irish context could help pupils understand that climate change can have real impacts. I also think the follow-up activities are great, particularly creating posters or videos. Group work would further encourage pupils to share ideas and learn from one another.
-
-
I found the Paxi video on greenhouse gases an effective, engaging video that introduced a complex topic in a very child friendly, age appropriate manner. This video in conjunction with the TEAL tool could be used to great effect in any classroom.
If I were to use them with my own class I would start of with establishing the children’s prior knowledge through the use of a KWL chart, I’d allow time for discussuon and then record their responses. Before playing the video I’d divide the class into small groups and ask each group to listen out for focused questions e.g. What are greenhouse gases? Some actions that can reduce greenhouse gases? etc. I’d get each group to report back. Each group could then use the TEAL tool as climate detectives to explore future climate sceanarios and report back their findings.
The video is a great springboard would love if more resources, videos and worksheets were available as Gaeilge.
-
Hi Máirín,
Thank you for sharing your response to Activity 3. You have outlined a very clear and practical approach to introducing greenhouse gases, beginning with pupils’ prior knowledge before moving into focused viewing and discussion. I really like your idea of giving each group a specific question to listen out for during the Paxi video. This would help pupils stay actively engaged and give a purpose to their viewing.
Using the TEAL tool afterwards as part of a Climate Detectives task is a strong next step, as it allows pupils to explore future climate scenarios and report back using real data. To extend this further, pupils could use their findings to design a small school-based climate action, such as an energy-saving or active travel campaign.
Your point about having more resources, videos and worksheets available as Gaeilge is excellent and very important for supporting Irish-medium teaching.
Thanks and hope you enjoy the rest of the modules.
-
-
I really enjoyed Activity 3 – Climate Reporters. I thought the Paxi video was a great way to introduce the topic because it explained the greenhouse effect in a simple and engaging way. I think it would really capture the attention of a 2nd class and encourage lots of questions and discussion.
I would use parts of this activity with my class, focusing more on talking about the weather we experience every day and simple ways we can help to look after our planet. We could go outside to observe the weather, record what we see and chat about how looking after the environment is everyone’s responsibility. I would also encourage the children to come up with ideas for small changes we could make in school, such as recycling, saving electricity, planting flowers or reminding each other to use reusable water bottles. I think some of the climate data and graphs would be too difficult for a 2nd class, so I would leave those out and focus on the practical, hands-on parts of the activity instead.
-
I think you’re right to consider the tool to be challenging to use for younger classes. Personally I’d see that as part of a lesson that’s guided by the teacher and ideally done on the interactive whiteboard. I think there’s a lot of potential in using these advanced tools for learning at the senior end of primary but it is essential that the teacher adjusts for the level of ability and interest in the class. I think this would be a real challenge in 2nd.
-
-
I found Activity 3, Climate Reporters, to be an excellent introduction to climate change and a strong example of how different areas of STEM can work together. The Paxi video provides an accessible starting point for explaining the greenhouse effect, particularly as terms such as global warming and climate change can still be confusing for children. The interactive TEAL tool then allows pupils to investigate how different emission levels could influence temperatures over time. Being able to explore different countries and even compare past and future data would make the learning more personal and meaningful.
I would use the activity with a senior class, allowing pupils to work collaboratively in groups to investigate different scenarios before presenting their conclusions. This would develop communication, digital literacy, data interpretation and critical thinking. The lesson could then lead to a school-based climate action project, such as reducing waste, improving biodiversity or encouraging active travel.
I feel the resource could be strengthened by providing differentiated worksheets, simpler versions of graphs, vocabulary support and recording templates. Local examples would also help pupils understand the impact of climate change in Ireland. A short quiz or practical follow-up investigation could further reinforce learning and assess understanding.
-
-
Hi Owen,
Welcome to the course. It is great to hear your feedback on the climate reporters activity from this module. The video provides as accessible starting point, as you have said, you could consider pre teaching some of the specific vocab prior to watching the video or allowing time to discuss the vocab following the video either. This would allow for more engagement with the concepts outlined in the video.
The Teal tool is a fantastic resource and ideal for the senior classes. You could consider exploring the resource as a demonstration initially before the group work you have suggested. This would ensure all learners can engage with the resource. As with all resources, it is important to modify them to suit your own class and you could modify the worksheets as you have mentioned to ensure all learners can engage with the tasks.
Thanks for sharing, I hope you enjoy the other modules in this course.
-
-
Activity 3 is a useful, engaging way to introduce students to greenhouse gases and climate change. The Paxi video provides a clear, age-appropriate explanation of how greenhouse gases affect Earth’s temperature. I also think the future temperature prediction tool is valuable because it allows students to explore possible climate outcomes and understand how changes in greenhouse gas emissions can affect our temperatures.
I could use this activity with my class as a starting point/ introduction for discussion and investigation. Students could work in pairs to make predictions, use the tool, and then compare their results. This would encourage critical thinking and help students connect scientific concepts to real-world climate issues.
One improvement would be to include more guidance on interpreting the prediction tool and explaining why different scenarios produce different results. It could also include follow-up questions or a short group activity where students discuss possible actions to reduce greenhouse gas emissions. Overall, Activity 3 is interactive, informative, and suitable for encouraging students to think about climate change and their role in protecting the environment.
-
I agree that Activity 3 is an engaging and effective way to introduce pupils to greenhouse gases and climate change. The idea of allowing students to make predictions and compare results is particularly useful for developing critical thinking and scientific understanding. I also like the suggestion of adding more guidance and follow-up questions, as this would help pupils understand the results in greater depth and encourage them to consider practical ways they can help protect the environment.
-
-
Activity 3 provides a great structure to introduce climate change to a class with a mention to some great resources which I have explored such as the paxi video and teal tool. I like how the activity builds as it moves from assessing prior knowledge, to learning about greenhouse gases, exploring future climate scenarios, completing the worksheet and finally discussing possible actions. The Earth under the lid is a great demonstration to help children understand what can be a complicated topic. I think it would be a great idea to ask children to talk about this topic at home, and I feel it would be very relevant given the weather we have had this summer, helping children to grasp the change that is happening to our climate.
In my multigrade setting, I think it would be useful to use mixed ability grouping in order to make the topic more accessible for 2nd class. I like how the lesson structure concludes with the group activity of how to lessen the impacts of climate change in our locality. I think it would be important to make it relevant on a local level so that the children can understand their impact. Given that my school is located in a rural area where many children will have a farm at home, this will add to the discussion.
A possible idea to extend this activity, would be to ask the children to present the weather forecast for a day in 20 years time. Different groups could be given contrasting climate scenarios to explore. For example, one group could consider what the weather might look like if climate change continues along its current trajectory, while another could explore how the weather might differ if effective action is taken to reduce greenhouse gas emissions.
-
I like your extension idea Ciara of presenting the weather in 20 years time and assigning different climates to groups based on future positive or negative actions of the population. It could be further developed to include Drama and pupils in their groups could take on different roles such as weather presenter, climate scientist, farmer, local resident or reporter. Each group could be given a different climate scenario and asked to prepare a short television news segment set 20 years in the future and present it through drama.
-
Hi Ciara,
I really like the idea of presenting the weather in 20 years time with espically presenting both scenarios, good and bad. The children would really enjoy the freedom to use their imagination to explore the topic, its linking in with oral language and drama. It also gives the children more opportunities to use the lanugae in context to deepen their understanding of the terms.
-
-
Activity 3 gave an interesting introduction on greenhouse gases and climate change. The Paxi video explained the science behind this in a pupil and teacher friendly manner, which supports in my opinion the principles of UDL through the engaging visuals making it accessible to pupils of all abilities. I thought that the video was great in highlighting how greenhouse gases impact on the earth’s temperature. It also explained in clear language how increased emissions contribute to global warming.
I found that the future temperature prediction tool would be very good to get users to visualise the likely impact of climate change over the coming decades. This could be used to help pupils think critically about how human activity influences the environment we live in. It also provides opportunities to integrate STEM skills through observation, prediction, data interpretation and discussion. I could use this activity with my 6th class when teaching about climate change and environmental awareness.
One improvement would be to have an activity where pupils investigate local climate issues in our county e.g. flooding in recent years. Another improvement could be to make explicit links with SPHE on citizenship and being responsible global citizens.-
I agree with Patrick and the idea of linking these new ideas to issues that the children might hear on the news or at home such as the floods that occur during the winter. Forest fires might be another topic that could be discussed. As a teacher of an infant class I would need to be mindful of maintaining a positive outlook and discussing these topics in a way that does not cause anxiety about the effects of climate change
-
-
Activity 3, which uses the Paxi video and the future-temperature prediction tool, is an interesting way to help pupils understand greenhouse gases and climate change. The Paxi video gives a simple, child-friendly explanation of the greenhouse effect and shows how greenhouse gases can affect our planet.
The prediction tool builds on this learning by allowing pupils to explore different emission scenarios and see how these could influence future temperatures. This makes the topic more practical and encourages pupils to investigate and make predictions.
In my classroom, I would begin by watching the video together and discussing key questions about greenhouse gases and their effects. Pupils could then work in groups using the prediction tool to compare different scenarios and record their findings through graphs or posters. A class discussion could follow, linking the results to issues such as flooding and heatwaves.
I would also differentiate the activity by providing screenshots and paper-based alternatives for pupils who may struggle with technology. Self-assessment activities would allow pupils to reflect on their learning and identify areas they understand or need to develop further.
-
The Paxi Greenhouse Effect is an engaging introduction to the idea of Climate Change in a child friendly way, without causing fear or distress in the younger classes. This resource, combined with the interactive tool for predicting future climates can capture children’s interest in the topic.
Activity 3 – Climate Reporters could be adapted for a Senior Infants class by making it more practical, visual, and play-based. Instead of analysing complex climate data, children could become “weather reporters” and observe the weather each day. They could record whether it is sunny, rainy, windy, cloudy, hot, or cold using pictures or symbols.
Over several days, the class could discuss how weather changes from day to day, while explaining that climate describes the usual weather of a place over a much longer period. Children could also look at pictures of different seasons and places, such as Antarctica, and discuss what they notice, including what people might wear and how animals and plants might live there. This could demonstrate that the climate in different places is usually more predictable than the weather on a given day.
The activity could introduce climate change in a simple and positive way. Children could talk about how changes in the Earth’s temperature might affect people, animals, plants, and their environment. They could then suggest simple actions to help care for the planet, such as saving water, turning off lights, recycling, walking when possible, and caring for plants and animals.
I would also introduce the word paleoclimatologist by describing these scientists as “climate detectives”. They study clues such as tree rings, ice, rocks, and fossils to discover what the Earth’s climate was like long ago.
Overall, keeping the “Climate Reporters” theme while using observation, pictures, discussion, and play would make the activity engaging and age-appropriate for Senior Infants.
-
-
I would begin with the Paxi video as it is an excellent introduction to greenhouse gases for younger learners. The simple language, colourful visuals and friendly character make a complex topic easier to understand. It should capture the children’s attention, encourage curiosity and provide a good starting point for discussing climate change and how we can protect our planet.
Activity 3: Climate Reporters
In this activity, children explore future climate scenarios and consider how rising temperatures could affect their lives. Working in groups, they would discuss possible impacts and suggest ways to reduce or prepare for climate change in their local area. Each group could present their ideas and conclusions to the class, developing communication, teamwork and problem-solving skills.
The temperature prediction tool is another useful hands-on activity. It allows children to change variables such as emissions and see how human actions may influence future temperatures. This helps connect scientific learning with real-life decisions and shows children that their choices can make a difference.
To extend the learning, children could share their findings at a whole-school assembly or create posters and projects to display around the school.
-
-
Module 2
A lot to unpack here so I will divide it into sections as it makes it easier!
What is it:
The Paxi Video: This is a clear explanation of the Greenhouse. It gives children a very good understanding of the effect of thi.. both the natural causes and the damage caused by humans.
The Prediction Tool:
This makes the connect between the theory and the practical for children to understand. It is very much hands on and practical.
Activity 3
This is an excellent activity and for sure the Paxi Video and prediction tool is quite engaging and one that children would be interested in. It is quite good for engaging children in critical thinking and especially for thinking about the consequences of their choices
Using it with class: Junior End
1: Introduce by talking about good choices /not so good choices re environmental awareness
2: Make a PowerPoint of this.
3: Introduce the video
4: Discussion Grp: whole class
5: Discussion Grp: Smaller groups
6: Use an app such as Draw &Tell for children to record thie ideas
7: Talk about predictions and what they are
8: Discussions: Real predictions v Silly predictions
9: Talk about not so good environmental predictions
10: Link with maths to record temperature predictions
Improvements
I would improve the lesson by introducing the DRAW & Tell App as I suggested above to allow the children to talk through their reasonings
-
Hi Helen,
Thank you for sharing your response to Module 2.
I really like how you have broken the activity down into clear sections, as this makes the different parts of the resource easier to consider. Your idea of beginning with “good choices” and “not so good choices” around caring for the environment is a lovely age-appropriate starting point. It helps younger children connect climate learning to everyday actions before moving into more complex ideas such as predictions and future temperatures.
I also like your suggestion of using Draw & Tell. Giving pupils the chance to record their ideas orally or visually would support different learning styles and allow them to explain their thinking in their own words. To strengthen the STEM element, pupils could make simple predictions, record results pictorially and compare their ideas as a class.
Hope you enjoy the rest of the course.
-
-
While children hear about the concept of climate change, it is imposrtant to guage their prior knowledge about the causes and effects of the climate crisis. Children could be engage in a STEM lesson about the impact of climate change on certain countries based on their location/proximity to the sun.
I would use a KWL chart while illiciting key vocabularly from the children to guage their undersanding and give them ownership of their learning. It would be important to focus on the impact human activity and choices are having on the climate crisis and the moral lesson that can be learned that certain countries are having a profoundly negative impactive on the lives of others in the developing world.
Children could be asked to use key questions to facilitate their learning using ipads & a range of suitable online resources to research key concepts within. They could present their learning by designing campaign posters / sharing their learning at the whole-school assessmbly.
-
<span style=”font-weight: 400;”>Hi Ailbhe, great points here. Using a KWL chart to see what they already know is such a handy starting point, especially since kids pick up so many random bits about climate change nowadays. I really like how you’re bringing in the human side of it too—showing how choices made in one country affect people elsewhere makes the topic way more real. Getting them to present at an assembly is a brilliant way to give their research a proper purpose as well! </span>
-
-
Activity 3- Climate reporters is an engaging activity that would work well with my fourth class pupils. The Paxi video providdes an accessible and clear explanation to greenhouse gases, while the future temperature tool allows pupils to explore how climate change may affect the planet and their lives. I would ensure pupils make predictions before comparing with the tools results to get an idea of what they know about the effects of climate change. This encourages inquiry based learning and discussion afterwards.
One improvement i can think of is to provide a worksheet or notes copy to highlight key vocabulary such as carbon dioxide, temperature, climate etc as the new words they encounter may be overwhelming and may cause students to drift from the lesson. I would also make a list of activities or word cloud about what we can do in school to reduce greenhouse gas emissions. We could also present a graph of future temperatures on chart paper after the lesson to show the effects and what we have learned.
-
-
I found Activity 3: Climate Reporters particularly useful as it makes the topic of climate change more accessible and meaningful for children. The Paxi video would be a good starting point for my 3rd and 4th class, as it introduces the greenhouse effect before pupils consider the difference between the natural greenhouse effect and the additional effect caused by human activities. I especially liked the use of the online climate tool. Pupils would work in groups to explore low- and high-emission scenarios and calculate projected monthly average temperatures. This would provide a useful link between Science, Maths and digital learning. I would have groups compare the different scenarios and then create a short “Climate Report for Ireland in 2050”, perhaps presenting it as a weather-style report to the class. The activity is designed to help children connect rising temperatures with possible effects on their own lives, which makes the learning more relevant. One improvement I would make would be to simplify some of the terminology for younger pupils and provide a worked example of using the climate prediction tool before they begin independently. I would also add a stronger local element by asking pupils to consider how climate change might affect farming, flooding, wildlife and everyday life in their own community.
-
Hi Naomi.
Welcome to the course. It is great to hear your thoughts on the Paxi video. It is a great starting point as you have mentioned and makes the topic of climate change more accessible and meaningful for the learners in our classes.
I think the Teal Tool is a great resource. However, I agree that using a worked example or using the tool as a demonstration, teacher led task initially would be more beneficial before the learners use it independently. I like how you are planning for different scenarios within the Climate Report for Ireland in 2050 task. This would allow for lots of collaboration and creativity. Lots of great ideas, thanks for sharing. I hope you enjoy the course.
-
-
I think Activity 3 is a good activity for helping children understand climate change and the causes of it. The Paxi video is a nice introduction as it explains greenhouse gases in a way that is easy for children to understand. The temperature prediction tool is also useful as it allows pupils to see how temperatures could change in the future.
As I will have 3rd Class in the coming year, I would use plenty of discussion and questioning to make sure the children understand what they are looking at. I would also allow pupils to work in groups when using the prediction tool. One addition I would make is getting pupils to create their own graphs using the data from the tool and comparing predicted temperatures with current local temperatures. This would link the activity with Maths and allow me to assess how well pupils can understand and use the data.
Differentiated worksheets could also support pupils who need extra help.-
Hi Sarah,
Welcome to the course. Thanks for sharing your thoughts on Activity 3 and the Paxi video. This video is very engaging and discussing the concept of greenhouse gases in an age-appropriate manner. The Teal Tool allows for use of data sets to predict future temperatures building on knowledge from the video.
For 3rd class it is important, as you have mentioned, that there are plenty opportunities for discussion and the learners sharing their thinking to ensure they understand the concepts. While the Teal Tool is a great resource, you could consider a teacher led demonstration initially before the group work to ensure everyone is familiar with the tool. As with every resource, it is important to adapt the resources and worksheets to suit our own classes and as you have said differentiated worksheets could also support pupils who need extra help.
Thanks for sharing, I hope you enjoy the other modules in the course.
-
-
-
Activity 3 seems like a great, hands-on exercise that would be very beneficial for children in the higher end of primary school.
The Paxi video is a great introduction to Green house gases for the kids and uses good vocabulary while being easy to understand.
The prediction tool is a very interesting resource and always the children to look to the future and consider what life might be like in different climate conditions. Getting them to consider how their own lives might change based on climate change in the future is a great activity. Having them reason and discuss in groups would be a great collaborative exercise. It also teaches the children the importance of conservation and environmental awareness as being able to see the change humans might have on future climate would be very powerful for the children.
An extension to this activity could be to have the children present their findings based on different data to the class/other groups around the school. You could also liaise with the Green Schools Commitee and possibly link in with this group in a school assembly.
-
Pax Video clip uses in class- I think this clip is an excellent way to introduce children to the concept of Green house gases and its effects on our climate. It is engaging and explained clearly as it can be a difficult concept to grasp. Children in all primary classes from Junior infants to sixth classes would find this clip informative. It is explained clearly in simple steps for the children to gain a clear understanding greenhouse gases and their effects. It also explains how humans can and are working together to help reduce greenhouses gases in our atmosphere.
I will have junior infants this year and I think it will be a very useful resource is helping to show the children why caring for our environment is so important. Children can be very influential in encouraging adults and their parents to do the right thing for our environment and this video will give a clear picture of the harm that’s done and how it can be addressed.
The prediction tool would be useful in classes from 2nd class upwards. It gives a good illustration of the climate /weather changes that have taken place over the last 100 years.
Classes could work in groups and take a topic and study /examine the changes that have taken place. It would be interesting for them also to explore the consequences being suffered in some countries brought on by greed, over farming and industrialisation in first world countries.-
Hi Niamh,
I agree that the Paxi video is a great way to introduce greenhouse gases in a way that is engaging and accessible for children.
I particularly like your idea of using the prediction tool with older classes and having pupils investigate changes over time.
The suggestion of comparing the consequences of human interference in different countries is especially interesting. It would help children see that climate and environmental issues can affect communities in very different ways and encourage discussion around responsibility and what we can do to help. It allows the children to think outside the box (or Ireland) and if there are pupils of different nationalities in your class it allows them to make explore and make connections to their home countries.
-
-
I found the Paxi video on greenhouse gases to be a really useful resource for introducing the topic in an engaging way. I think it would work particularly well with 3rd Class and up, as Paxi provides a familiar and engaging character while introducing what can be quite a complex topic.
Before moving into greenhouse gases, I think it is essential that pupils have some prior learning about the Sun and the Sun’s energy. This would provide a useful foundation and allow pupils to make connections between their previous learning and the new topic, rather than introducing greenhouse gases as an isolated concept.
I would use the video as a starting point for discussion rather than simply showing it from beginning to end. I would pause at different points to ask questions, encourage predictions and allow pupils to discuss what they notice. This would make the video more interactive and support the inquiry-based approach that Liston promotes.
I would also try to follow the video with some hands-on activities. For example, pupils could investigate the effect of sunlight by comparing the temperature of objects or containers placed in different conditions and recording their observations. Another option would be to create a simple model or demonstration of the greenhouse effect and then discuss its limitations as a model.
I think linking the learning to pupils’ everyday experiences would also be important. Discussions around energy use, transport, heating and changes they notice in the environment could make the topic more relevant. it could also be linked to literacy lessons-explanation and report writing. Children could watch the news and read newspaper articules that connect with this topic. Children could interview their grandparents/older neighbour and ask how climate has changed since they were kids and ask their knowledge of greenhouse gases. Overall, I think the Paxi video is a great starting point, but it would be most effective when combined with discussion, practical investigation and opportunities for pupils to make connections with their prior learning.
-
Hi Shonagh,
I agree that the Paxi video is a great starting point, especially when it is paused for discussion rather than just watched straight through. I also really like the idea of linking it to children’s everyday experiences and interviewing grandparents, as this would make climate change feel much more real and relevant to them.
-
-
The Paxi video gave clear basic information and then progresses to data interpretation using the C3S Edu Demo and then progresses to action planning. Using actual climate demonstrator data introduces the children to how real climate scientists model the future rather than using abstract figures giving an experience of real-world scientific tools. I really liked the part of the lesson where the class is divided into ‘Low Emissions’ vs High Emissions, it creates a fun activity while also groups must compare results to understand impact.
I do feel that some students would need vocabulary support e.g. anthropogenic. I pre-lesson would be needed or a glossary might be worthwhile. Also using the interactive tools could be tricky for some pupils so small groups will be necessary with step by step guidance. Also, the C3S Edu Demo can overwhelm pupils with complex options so I would provide a simple table worksheet to focus their attention and to scaffold the activity.-
Hi Eimear,
Welcome to the course. I agree with your point about the progression in the lesson offering structure to the pupils, from the Paxi video introducing the key science, to pupils then engaging with real climate data and finally moving towards action planning. That structure is very effective, as it helps pupils move from understanding the greenhouse effect to seeing how climate scientists use data to model possible futures.
I also agree that vocabulary and digital scaffolding would be important. A glossary, pre-teaching session and simple recording table would help pupils focus on the key learning rather than becoming overwhelmed by the tool. It also could be a great opportunity for peer-to-peer learning, with older classes supporting younger ones in the use of the tools.
Thanks and hope you enjoy the rest of the modules.
-
-
I found Activity 3 very interesting as it gives children a chance to look at climate change in a more practical and meaningful way. The Paxi video would be a good introduction, particularly for younger pupils, as it helps explain the greenhouse effect visually before moving on to the more difficult ideas. The resource explains that increased greenhouse gases from human activities are contributing to global warming and climate change.
I also liked the idea of using the temperature prediction tool. It allows pupils to compare historical temperatures with predicted future temperatures and makes climate change feel more relevant to their own area. In my class, I would use the tool mainly as a whole-class activity on the interactive whiteboard, as some of the data and calculations would be too difficult for younger pupils.
I would simplify the activity by asking pupils to compare just a few months rather than a full year and discuss whether they are predicted to become warmer or colder. I would also add a practical follow-up where children suggest simple actions we can take in school, such as saving electricity, reducing waste and walking where possible. The activity could also be improved with a simpler pupil-friendly graph or visual showing predicted temperature changes, which would make the information easier for younger children to understand.
-
Hi Órla,
Welcome to the course. It is great to hear you found activity 3 interesting and beneficial to look at climate changes in a meaningful way with your younger class. The video explains the concept in a very child-friendly manner and as you have mentioned the visual explanations would support and engage the younger pupils.The Teal Tool is a great resource also and I agree that it might be better suited as a teacher led lesson using the interactive whiteboard for the younger learners. I like how you are planning for a practical follow up including opportunities for the learners to take action themselves. Lovely ideas, thanks for sharing. I hope you enjoy the other modules in the course.
-
-
I enjoyed Activity 3. I thought the three lessons went together very well and there is good progression in the lessons. I also like how it introduces other STEM areas.
The Paxi video is an excellent resource for younger children. It explains the greenhouse effect and how we are contributing to global warming in a very child friendly way. It is a very good visual resource also.
I think the C35 Climate and Energy Demonstrator online Tool is a great resource. Exploring changes in their own location would make it far more interesting and relatable. I would however probably use this as a whole class activity. I think using the digital technology and interpreting graphs may take away from the learning points.
At the end of the lesson it does ask what actions you could take to lessen the problem. However, I think this could be taken as a whole other lesson. There is a lot to be learned in the steps we can take to reduce our global footprint.
-
-
I found Activity 3 to be a good follow-on from the earlier weather and climate activities. The Paxi video explained the greenhouse effect in a simple, child-friendly way without making it overly complicated. I also liked the future temperature prediction tool as it allowed the children to see how different greenhouse gas emission scenarios can influence future global temperatures. Seeing the changes visually makes the topic much easier to understand than simply reading about it.
I’d use this activity after the children had already explored the difference between weather and climate. It would lead naturally into discussions about climate change and what actions we can all take to reduce our impact on the environment. I could also link it with Geography, SPHE and Maths by discussing local environmental issues and interpreting the graphs produced by the prediction tool. I generally teach the area of weather v climate early in 5th class because it comes into so many other areas.
One improvement I’d suggest would be to include an Irish case study, showing how climate change may affect our own weather, wildlife or coastline. I also think a follow-up activity where pupils investigate practical ways their school could reduce its carbon footprint would help connect the science with everyday life. We could easily integrate this into the school’s Green Schools activities. Overall, I found the activity engaging, relevant and easy to use in the primary classroom.
-
Hi Richard,
I agree that this activity works well as a natural next step after pupils have explored the difference between weather and climate. As you have suggested, the Paxi video and temperature prediction tool would help pupils move from basic understanding into thinking more deeply about future climate scenarios and the impact of emissions.
Your point about visual learning is important too. Seeing predicted temperature changes can make the data feel more concrete, especially for 5th class pupils who are beginning to interpret graphs and connect climate learning across Geography, SPHE and Maths.
Your suggestion of adding an Irish case study is excellent. Looking at possible impacts on Irish weather, biodiversity or coastal areas would make the learning more relevant. The Green-Schools link is also strong, especially if pupils use their findings to design a practical carbon-reduction action for the school, as you’ve suggested.
Hope you enjoy the rest of the course.
-
-
Having taught Junior Infants for the last five years, I was looking at Activity 3 slightly differently and thinking about how I could adapt it for younger children. I liked the Paxi video as a starting point, but I would definitely break it up and pause regularly for discussion as some of the language and ideas around greenhouse gases would be quite difficult for this age group. The prediction tool would also need a lot of teacher support with younger children. Rather than expecting them to interpret the data themselves, I would use it on the interactive whiteboard and focus on the visual changes. I would ask the children what they notice and what they think might happen next. I like the Climate Reporters idea and would simplify this by letting the children draw a picture of what they think Ireland might look like in the future and explain their ideas to the class. As I am moving into a new role as HSCL in September, I can also see potential for extending this beyond the classroom and involving parents. A simple family climate or weather project could be a nice way of bringing parents into the school. Parents and children could work together at different stations, looking at weather, sorting everyday actions, planting something in the school grounds or creating a simple ‘future Ireland’ picture together. Families could also contribute ideas about small changes they already make at home. One thing I would add to the activity is more material specifically aimed at younger children and families, as the graphs and climate projections could be difficult to understand. I think making it practical and giving parents and children something to explore together could make the topic much more accessible.
-
I really enjoyed reading your reflection on Activity 3. I agree that the Paxi video is a useful introduction because it makes the concept of greenhouse gases much easier for pupils to understand and agree that predicting would need more support from the teacher in the junior end/special ed setting. I also like your idea of encouraging parents and families to contribute.
-
-
-
Activity 3- Climate Reporters is a great way to introduce pupils in the classroom to climate change by using scientific knowledge and the real world in which they live. The Paxi video explains the greenhouse effect to children in a very child friendly manner and it is also very clear and easy to understand. I like the TEAL tool as it would give children the opportunity to look at future temperature projections. This is particularly important in todays world.
I think it would be a good idea for the class to do some of their own research before starting the activity. They could share this with the rest of the class. In order to extend the lesson I would ask the pupils to present their findings and understandings in presentation form e.g. look at what they could do in the future- practical ideas. In order to improve the activity some more differentiation could help e.g. some simple language for some terms or ideas for further project work.-
Hi Rosaleen,
Welcome to the course. I like your idea of pupils carrying out some initial research before starting, as this could give them more ownership and help the students arrive with questions they genuinely want to investigate.
The presentation element would also work well, especially if pupils are asked not only to explain what they found, but to suggest practical future actions for their class or school as you suggested. This could strengthen the Engineering Design Process by encouraging them to identify a problem, propose a solution and consider how it might be tested or improved.
Your point about differentiation is very important too. A new words sheet in the classroom would support pupils in accessing the key ideas more confidently.
Thanks so much, hope you enjoy the rest of the modules.
-
-
Activity 3 is a good way to introduce pupils in the classroom to climate change by using scientific knowledge and the real world in which they live. The Paxi video explains the greenhouse effect to children in a very child friendly manner and it is also very clear and easy to understand. I think it would be a good idea for the class to do some of their own research before starting the activity. They could share this with the rest of the class. In order to extend the lesson I would ask the pupils to present their findings and understandings in presentation form e.g. look at what they could do in the future- practical ideas. In order to improve the activity some more differentiation could help e.g. some simple language for some terms or ideas for further project work.
-
Climate Reporters (Activity 3) is an interesting activity and builds nicely on the previous two lessons that have the pupils explore the idea of weather vs climate and give them the opportunity to record and analyse the weather locally. They would need at least this knowledge (and possibly more) to discuss and understand the different climate models and predictions.
Some aspects of the lesson would be quite advanced for many of my learners (I will be teaching 10/11 year olds) The videos do help to break it down a bit but there are lots of terms that would need further teaching/explanation or discussion (e.g. datasets, reputable sources, scenario, plausible) so the language skills required are quite high. The pupils would also need good presentation and collaboration skills for this activity and would probably need less challenging tasks to develop these, so this lesson might be one I would do later in the school year.
-
Hi Susan
Welcome to the course, it is great to hear your views on the activities in this module and how they build on the knowledge gained in module 1. As you have said learners would need to know the difference between weather and climate before engaging in Climate Reporters.
While the activities are engaging, with hands on tasks and activities. We all need to consider the learners in our class and modify and adapt the lessons which best suit our own class. As you have mentioned the terms used in the lesson would need to be taught or more simpler explanations available. Perhaps it may be suited later in the year as you have suggested to consolidate their learning and also give the learners the opportunity to work on presentation skills. Thanks for your reflection on this activity. I hope you enjoy the other modules in the course.
-
-
I would begin this unit of learning with a focus on weather, the sun, and energy before moving onto the green house effect and Paxi. This could all be covered under SESE and STEM lessons. I will have a 3rd/4th class split so this will be great resources and take the focus away from this being 3rd class content or 4th class content.
I would begin by showing the children the school’s new solar panels and a quick walk around the front of the schools to see the amount of houses in the locality with solar panels. Then we would return to the classroom and would show the children the video by Paxi on Greenhouse gases. This is a child friendly video which is a great resource. I would write key vocabulary on the board as it comes up and ask children to do the same with their mini whiteboards. Questioning would follow. I would create a Kahoot based on the content. The children could create a seesaw post based on what they had learned. I believe the content in the Paxi video is excellent but in isolation it would be quite difficult content for middle level primary school.
-
<span style=”font-weight: 400;”>Hi Eimear, Taking the kids out to look at the school’s solar panels first is a brilliant way to ground the topic in real life before diving into Paxi. I completely agree with you—the video is super engaging, but on its own, the greenhouse effect can be a bit abstract for middle classes. Your idea of using mini whiteboards to catch key vocab as it comes up is a great way to keep them focused, and getting them on Seesaw afterwards will really help anchor what they have learned. </span>
-
-
I found Activity 3 to be an nice way of introducing pupils to the idea of climate change and the role of greenhouse gases. The Paxi video is useful because it presents a tricky scientific concept in a simple and age-appropriate way. The visual approach could help pupils understand that greenhouse gases naturally occur in the atmosphere but that increasing concentrations can contribute to rising global temperatures.
The tool for predicting future temperatures was also valuable because it allowed pupils to explore the possible consequences of different levels of greenhouse gases. Rather than simply learning facts about climate change, pupils could interact with information and see how changes may affect future temperatures. I think this would encourage discussion, questioning and critical thinking.
I would use this activity with my autism class as part of a wider STEM or SESE topic or theme. Pupils could work together to make predictions, record their results and discuss what they noticed.
One improvement would be to provide more guidance for interpreting the temperature predictions, as some of my pupils may find the data difficult to understand. I would also add a follow-up activity where pupils investigate local examples of climate change or design a practical solution to reduce emissions. This would strengthen the engineering and problem-solving elements of STEM and make the learning more relevant to pupils’ everyday lives.
-
Hi Eleanor
Welcome to the course and thanks for sharing how you would adapt the activities for your educational setting. It is great to hear you lked the video and the visual approach to learn about the concept of greenhouse gases and climate change.
Using the activity and resources within a SEE theme would suit a lot of classes and would allow for collaboration between the learners and sharing what they have learned or noticed, as you have mentioned. I think your follow up tasks would allow for engineering and problem solving and as you have said make the learning more relevant to pupils’ everyday lives.
Thanks for sharing, I hope you enjoy the course.
-
-
I really liked Activity 3 as it combines the Paxi video on greenhouse gases with an interactive tool for predicting future temperatures. I think this would be an engaging way to introduce children to climate change, as the video provides a simple explanation before allowing the children to explore the possible impact of increasing greenhouse gases themselves. The prediction tool would also encourage children to make observations, discuss their predictions and interpret the information presented.
I would use this activity with my class as part of a wider lesson on weather, climate and climate change. I would begin with the Paxi video and discuss key vocabulary such as greenhouse gases, temperature and climate. The children could then use the prediction tool in pairs and record their observations. We could discuss what the results show and why future temperatures may change.
I think the activity could be improved by providing some guiding questions for children to answer while using the prediction tool. It could also include a follow-up activity where children consider how changes in temperature might affect people, animals and the environment. Overall, I think it is a very accessible and engaging activity for developing children’s understanding of climate change.
I really like how you highlighted the practical and interactive nature of this activity. I think allowing children to make their own predictions and then compare them with the results would make the learning much more meaningful and encourage discussion within the class.
-
Hi Amy,
I liked the way you higlighted the importance of vocabulary when it comes to weather and climate change. Having this vocab displayed in the classroom encourages children to engage in meaningful discussions about such matters. We hear these conversations on the news everyday and if vocabulary is accessible to children, it makes climate change more real for them.
-
-
Acitivity 3: I enjoyed activity 3 and I think it would work very well in the classroom. Instantly I was very impressed with the child friendly approach to the topic with the use of clear visuals and simple language. The alien introducing the topic also made it exciting and would capture the children’s attention. I would ensure the children have a good understanding of climate and weather by completing activity 1 and 2 prior to the lesson to assist their understanding of the topic. Children often have heard the phrase ‘climate change’ but do not understand what it is, exploring its meaning using relatable examples will enable the children to relate it to their lives. The TEAL Tool for predicting future temperatures is particularly useful as it introduces pupils to real scientific data while developing their digital literacy and critical-thinking skills. However significant time would be required to ensure they understand how to use the tool and how to interpret the data. This tool could stimulate a discussion about the future; how will the map change, why do they think that. In groups the children could discuss a climate action project, with focus on what we can do ourselves as sometimes the focus on the bigger picture can be overwhelming. One improvement would be identifying how climate change is affecting Ireland and our local area so children can see it in their lives as sometimes it can be an abstract concept when they can’t identify it in their own lives.
-
Hi Siobhan,
I really liked your point about making climate change relevant to Ireland and our local area. I agree that this would help make what can be quite an abstract topic more meaningful for children. I also liked your idea of finishing with a climate action project as it gives pupils something practical they can work towards rather than focusing only on the problem.
-
I really like your point about making climate change relatable to the children, particularly by connecting it to Ireland and their local area. I agree that the topic can seem quite abstract when children only hear about climate change on a global scale. I also like your idea of using the prediction tool to encourage discussion about the future and then focusing on positive actions children can take themselves. This would make the activity more meaningful and less overwhelming for pupils.
-
-
I thought Climate Reporters was a good way to introduce young children to the idea of climate change. The video made the topic easier to understand, and the temperature tool gave children a chance to see how changes in greenhouse gases can affect the Earth.
For my Junior Infant class, I would make the activity much more practical and age-appropriate. I would use simple language, pictures and lots of discussion rather than focusing on complicated scientific terms. We could begin by talking about the weather we see around us and how it can change. I could also use examples that are familiar to the children, such as going to the nearby Tramore beach, seeing litter or noticing changes in the weather.
The children could work together in small groups and maybe pair up with an older class to look at pictures and decide whether something is helpful or harmful to our environment. We could then talk about simple actions they can take, such as turning off lights, recycling and putting rubbish in the bin. This would help them understand that even small actions can make a difference.
-
I found Activity 3: Climate Reporters an engaging way to introduce children to climate change using real‑world data. The Paxi video gives a clear, child‑friendly explanation of greenhouse gases and the greenhouse effect. The temperature prediction tool is also very effective, as it allows pupils to explore different emissions scenarios and compare how temperatures might change in the future. I think children would enjoy looking at different parts of the world and seeing how climate change could affect their own area.
With my 4th class, I would organise pupils into small groups to explore different climate scenarios and investigate how changes in temperature could affect our local area. I would give them a choice in how they present their findings for example, posters, graphs, digital slides or short presentations. Some of the vocabulary and data may be challenging. I would provide a simple glossary with child‑friendly definitions to scaffold my pupils. To finish, I would have the pupils work together to create a whole school climate action plan, identifying practical steps we could take to reduce emissions and care for our environment. This would help them connect the climate data with meaningful actions and deepen their understanding of climate change.
-
Hi Hollie,
Welcome to the course and it is great to hear your feedback on Activity 3 Climate Reporters.
I agree that the Paxi video gives a clear child friendly explanation of the concept of greenhouse gases. This can be followed by exploring the rising temperatures using the Teal Tool. With the current temperatures in Europe this summer, the tool will allow the learners to look at temperatures in the future too.
I think it is a great idea to provide a glossary as there is lots of specific vocabulary in the video. A glossary would be a great scaffold for your learners. I also like how you are planning to make posters and create a plan to encourage the learners to take action themselves at home, in school and in their community. As you have said it would make the actions meaningful and deepen their understanding of climate change.
Thanks for sharing, I hope you enjoy the other modules in this course.
-
-
Before completing activity 3 with any group, I believe a lot of work needs to be completed on the greenhouse effect with the children. This is a very abstract concept for the kids and I wouldn’t launch without watching the paxi video and SEAI greenhouse effect. Children could then explore how humans locally are contributing to the climate and the effects that has. The Teal Tool is an excellent resource and very insightful but I think it is suited to the older class groups. Using the technology and recording could prove difficult for some kids but would be a very stimulating activity for higher achievers. In our school we have access to ipads so I would get the kids to work in small groups to carry out their investigations and record their findings. As a follow up activity I would possibly complete it as a whole group setting to compare findings. I would put them in mixed ability groups to enable to learn and work together.
-
Hi Liam,
Welcome to the course.
You make a very important point about the need to build pupils’ understanding of the greenhouse effect before introducing the prediction tool. As you point out the Paxi video alongside another child-friendly resource such as the SEAI materials would go some way towards bridging this gap. Your point about using iPads in mixed-ability groups is a strong way to support peer learning, discussion and shared problem-solving.
Your idea of coming back together as a whole class to compare findings would help pupils make sense of the data. As a further extension, groups could use their findings to suggest one practical climate action for the school.
Thanks and hope you enjoy the rest of the modules.
-
-
Activity 3 is a really strong combination. Paxi does a brilliant job of breaking down the greenhouse effect—it takes a tricky, abstract concept and makes it visual and easy for primary kids to grasp without bogging them down in heavy jargon.
Following the video with the temperature prediction tool works brilliantly to bring the tech and maths side into play. Being able to toggle different scenario sliders gives the children a proper sense of agency as they see how different emission levels directly tweak future temperatures. In my own classroom, I’d watch the video together on the board first to set the scene. Then I’d get the kids working in pairs on tablets to run ‘best-case’ versus ‘worst-case’ scenarios, logging their results on a quick record sheet.
Ideas for improvements:
Local context: The tool focuses heavily on global averages, but kids relate best to what’s right in front of them. It’d be great to add a quick discussion prompt linking those temperature rises to local issues like regional flooding, local wildlife habitats, or summer heatwaves.
Hands-on follow-up: To avoid ending the lesson on a bit of a downer about global warming, I’d throw in a small action task where they have to design a practical school eco-idea (like a scrap paper system or energy-saving monitors) to lower our own footprint.-
Hi Leanne,
I like your idea of using ‘best case’ and ‘worst-case’ for keeping childrfen engaged and having a focus during the video. I agree with your idea of focusing on local issues like flooding or the summer heatwave. They will certainly all be able to connect with the heat and fine weather this summer! I like the idea of creating energy saving monitors as a hands up-follow on STEM like activity. I have multi-grade class next year so will be doing lots of these tasks.
-
-
Activity 3 is a really strong combination. Paxi does a brilliant job of breaking down the greenhouse effect—it takes a tricky, abstract concept and makes it visual and easy for primary kids to grasp without bogging them down in heavy jargon.
Following the video with the temperature prediction tool works brilliantly to bring the tech and maths side into play. Being able to toggle different scenario sliders gives the children a proper sense of agency as they see how different emission levels directly tweak future temperatures. In my own classroom, I’d watch the video together on the board first to set the scene. Then I’d get the kids working in pairs on tablets to run ‘best-case’ versus ‘worst-case’ scenarios, logging their results on a quick record sheet.
Ideas for improvements:
Local context: The tool focuses heavily on global averages, but kids relate best to what’s right in front of them. It’d be great to add a quick discussion prompt linking those temperature rises to local issues like regional flooding, local wildlife habitats, or summer heatwaves.
Hands-on follow-up: To avoid ending the lesson on a bit of a downer about global warming, I’d throw in a small action task where they have to design a practical school eco-idea (like a scrap paper system or energy-saving monitors) to lower our own footprint.-
Hi Leanne, your point about local context is spot on. Global averages can feel quite abstract for pupils, so tying the projections to things they’d notice themselves (local flooding, hotter summers) would make the data land much better. I also like the record sheet for best-case vs worst-case scenarios; it gives you a tangible artefact for comparison and discussion afterwards. Ending with the eco-idea task is a great call too, it keeps the lesson action-focused rather than leaving pupils feeling like there’s nothing they can do. Did you find the tablets easy for pairs to share, or did some groups need more device support?
-
-
Activity 3 is a strong follow-on from Activities 1 and 2, moving pupils from observing weather to reasoning about long-term climate change. The Paxi video gives an accessible entry point into the greenhouse effect, which is important for my 5th class given the range of English proficiency and prior knowledge in the room. The visuals and simple language mean pupils who might struggle with the vocabulary alone can still access the science.
The prediction tool is where the real learning happens. Letting pupils compare low and high emissions scenarios turns an abstract idea into something concrete and numerical, which fits well with the data-handling skills built in Activity 2. I’d run this in small mixed-ability groups so stronger readers can support others with the graphs and terminology.
Given my school’s DEIS context, I’d be conscious that climate change can feel like an overwhelming topic, so I’d make sure the lesson ends with a concrete, achievable action in the form of something the class agrees to do together (litter picking, an energy-saving pledge) rather than leaving pupils with just the data.
Improvements: a simplified glossary of key terms (emissions, greenhouse gas, scenario) for pupils with weaker English, and a paper-based version of the tool’s outputs for anyone with limited device access, since not all children may have used similar tools at home.
-
-
-
Hi Michael
Welcome to the course. Thanks for your feedback on activity 3 in this module. The Paxi video does allow for the introduction of the concept of greenhouse gases and it is great to hear that this would be accessible for the learners in your classroom.
I agree that there can be a level of anxiety around climate change and that the learners should focus on positive actions. I like how you are planning to have concrete examples of actions the learners can take such as litter picking as part of the lesson. This would encourage them to take action beyond the class and school also.
Many thanks for sharing, I hope you enjoy the other modules in this course.
-
-
Activity 3 is a great way to introduce the long term effects. The video is engaging and fun and has clear visuals and explanations. While it may be too abstract for younger classes, it is still important to introduce young children to the long term effects and I think this video is the right way to do it, rather than just reading about it. It also can be used for cross curricular links for development of English vocabulary and maths for station teaching.
To use the tool, I think it can be applied to group work. This leads naturally to differentiation for mixed level groups and some children can be assessed by their oral knowledge as opposed to being asked to write down their answers. It also relates the activity to their own lives by making them think about their birthday and what the weather was like. To extend the activity, the students could report what they learned to the green schools commitee or whole school assembly.
-
-
I liked Activity 3 as it helped to explain climate change in a way that children could understand. The Paxi video was short, colourful and easy to follow. I think it would be a good way to introduce greenhouse gases and start a class discussion. I would pause the video at different points to check the children’s understanding and explain any difficult words.
The temperature prediction tool was interesting, as it allowed me to compare past temperatures with possible future temperatures. I think oldar primary school children would enjoy looking at the information for Ireland and seeing how temperatures might change. They could work in pairs, record the figures and make a simple graph. They could then present their findings as weather reporters or create a climate report for the year 2050.
The online tool and worksheet might be difficult for younger children, as there is a lot of information and some of the language is quite technical. I would simplify the table and demonstrate the tool to the whole class first. I would also add a local link by discussing how climate change could affect Waterford through floding, storms, farming or warmer summers. The children could finish by suggesting small actions our school and families could take.
-
-
I found Activity 3, Climate Reporters, to be an engaging and age-appropriate way of introducing children to greenhouse gases and climate change. I particularly liked the Paxi video as it explains what greenhouse gases are and how the greenhouse effect works in a way that is easy for children to understand. The use of animation also makes what can be a difficult and abstract concept more accessible.
I found the future temperature prediction tool particularly interesting as it allows children to see how different choices and levels of emissions can affect future temperatures. I think this would encourage children to ask questions, make predictions and discuss the possible consequences of human actions.
In my classroom, I would begin by watching the Paxi video together and discussing some of the key vocabulary and ideas. I would then allow children to work in small groups using the prediction tool, comparing different scenarios and discussing what they notice. The children could record their findings and present them to the class using a simple graph or poster.
I think the activity could be improved by providing differentiated worksheets and more guidance on interpreting the temperature predictions.
-
The PAXI video provides a clear explanation of how the greenhouse effect works and highlights how everyday human activities contribute to climate change. After showing the video, I would use a whole-class discussion to identify the main ideas and check the children’s understanding.
I particularly like the idea of using the TEAL tool to help children explore possible future climate scenarios. It gives them a hands-on opportunity to work in groups, test different scenarios and predict how these could affect future temperatures. This could also develop a sense of responsibility and encourage children to think about how they can help tackle climate change.
The information gained from these activities could be used to develop a whole-school climate action plan. Older pupils could take on leadership roles and explain to younger children why climate action is important and how small changes can make a difference. A Climate Action Team, made up of pupils from different classes, could also be established to lead projects and encourage the whole school to become more environmentally responsible.-
Hi Michael, I really like your idea of using the information gained by the children to develop a whole-school approach to climate action. This gives the children more ownership and makes them feel that their ideas and actions can make a real difference. The idea of a Climate Action Team is excellent too, as it would give pupils the opportunity to take leadership roles and share what they have learned with the wider school community.
-
-
The Paxi video on Greenhouse Gases is very engaging and easy to follow and understand. It paints a very clear picture of the effects of greenhouse gases. I think the mpst important aspect here is to provide the differences between the natural and anthropogenic greenhouse effect. I think this makes it more real to children and help them to understand that they can make a difference to climate change.
The tool for predicting future temperatures is something I would love to use in my classroom. I really think children need to participate in this practical, real life tasks in order to fully understand the causes and effects of climate change. Having done this, they can take on more active roles and be active citizens in helping the environment. One thing I would like to add to this activity is the use of the Air Quality Index tool online. When I was teaching in Dubai, I used this with my class as part of a Global Citizenship project and they couldn;t believe how poor the AQI was in the country. We discussed how in the UAE, people don’t walk many places due to the very hot weather and how car emissions are the biggest contributor to pollution. Understanding climate conditions outside of Ireland may get children thinking how climate action may vary from country to country and they may even come up with their own ideas for different countries of how to reduce emissions.
-
I really like your idea of using the Air Quality Index alongside this activity. Comparing air quality in different countries would make climate change more real and relevant for pupils. I also agree that distinguishing between natural and human-caused greenhouse gases is important, as it helps children understand the causes of climate change and how they can take positive action.
-
I love the idea Áine that you used of adding Air Quality as I think you make it more personal to the pupils. it is important to elicit from the pupils what is important to them and tweaking the lesson slightly in order to make it more meaningful for them and alloing then the opportunity to reflect and fully engage witht the material.
-
I really liked your idea of using the Air Quality Index tool. I hadn’t thought of adding this to the activity, but I think it would make a really interesting extension. I particularly like the idea of comparing different countries, as it would help children see that climate change and pollution don’t affect every place in the same way. Your example from Dubai really brought this to life. I think my class would be surprised to see how different the air quality can be in other parts of the world. I also like your idea of getting the children to come up with their own solutions for different countries. It would make them think beyond just “what can we do?” and consider what is actually realistic depending on where people live.
-
-
I found Activity 3 very useful as it gives pupils a visual and interactive way to understand the greenhouse effect and how human activity can influence future temperatures. The Paxi video would be a good starting point as it explains a complex topic in a child-friendly and engaging way. I would pause the video at key points to ask questions and check pupils’ understanding.
The temperature prediction tool would allow pupils to make predictions and see how different levels of greenhouse gases could affect future temperatures. I would use this as a whole-class activity before allowing pupils to work in pairs and discuss their findings.
I think the activity could be improved by giving pupils a simple recording sheet to record their predictions, results and conclusions. It could also include more opportunities for pupils to discuss solutions, such as ways we can reduce greenhouse gas emissions. This would make the activity more meaningful and encourage pupils to think about how they can make a difference.
-
I would introduce the lesson using the Paxi video as it provides a clear, concise and child like explanation about the Greenhouse Effect. It is extremely engaging and I think pupils gain a detailed understanding of the greenhouse effect and how each person has a role to play in combatting global warming and future temperatures. I aslo found the video of David Attenborough excellent and I think it would really catch the pupils interest while delivering a meaningful message.
I found Activity 3 to be extremely
This activity allows pupils the opportunity to analyse climate projections, discuss and draft a report following their findings using the following skills: critical thinking, collaboration, creativity and communication. Pupils will acquire an understanding of how future increase in temperatures will impact their lives. I would teacher model using the prediction tool and I would give pupils a scenario that we would workt through togeteh. I would then elicit from the pupils a variety of other scenarios that we could record. They could then break up into groups and work on a given scenario. The student worksheet is very useful and it could be edited in order to make it more meaningful.
I think it would be important to do some work on the prediction tool as a whole class before dividing pupils into groups in order for them to gain an understanding of the tool and for their group work to be worthwhile.
-
I found Activity 3, “Climate Reporters,” to be a useful and interesting activity for pupils. I particularly liked starting with the Paxi video about greenhouse gases. I thought the video was very child friendly and explained the greenhouse effect in a simple way. The ESA video about the greenhouse effect was also very useful and could be used to reinforce the children’s understanding before starting the activity.
I think the temperature prediction tool is a good way for children to see how different greenhouse gas emission scenarios could affect future temperatures. It makes the topic more practical and gives children an opportunity to work together and discuss what they think might happen.
If I was using this activity with my class, I would provide prompts on the board or on each table to help guide the groups. This would make it easier for children to know what information they should be looking for and what they should discuss. Instead of having the children complete the activity sheet as it currently is, I would ask them to create a poster showing their climate scenario, predicted temperature changes and the possible effects on people and the environment. If technology was available, I would also give them the option of creating a digital presentation.
I think it would also be helpful to include more examples of how climate change could affect the children’s local area, such as changes in weather, flooding, wildlife or farming. Overall, I think Activity 3 is a good activity because it encourages children to work together, use technology, discuss climate change and think about actions they can take to help.
-
Weather and Climate activity 3 has some great resources for helping children understand climate change and the greenhouse effect in a way that feels engaging and fun. The Paxi video is a brilliant starting point and it explains greenhouse gases in simple terms that the children can easily understand. I can definitely see myself using it with my class next year and it sparking some interesting discussions. I also really like the TEAL tool. It gives the children the chance to explore different scenarios and see the effect each one has on the climate. The strong visual element makes the concepts easier to follow, and it works well for group work where pupils can compare ideas, share observations, and discuss the wider impacts of climate change together. It clearly shows how the choices we make today can influence the future, encouraging children to think about the bigger picture and see themselves as active participants in tackling climate change.
-
I found Activity 3 on greenhouse gases very interesting and I think it would work well in my classroom. The Paxi video was a good way of introducing the topic as it explained greenhouse gases in a simple and visual way. This would help children understand what can be a difficult topic. I also liked using the tool to predict future temperatures, as it allowed the children to see how temperatures could change over time.In my own school which is in a rural setting, I think it would be useful to link the activity to the children’s own surroundings and everyday lives. We could discuss how changes in temperature and weather might affect farming, animals, crops and the local environment as a large portion of my class come from a farming family. This would make the learning more meaningful for the children. I think the activity could be improved by giving children more opportunities to discuss their predictions before using the tool. I would also add a simple follow-up activity where children could record their predictions and compare them with the results. Overall, I found Activity 3 engaging and a good way to introduce climate change and its possible effects.
-
Hi Eimear,
Welcome to the course and it is great to hear your feedback on the Paxi video. The video does explore the concepts in a child-friendly and engaging way. The Teal tool is a great resource and I like how you are planning to make it more relevant to the learners’ own lives such as the links to farming. Farming and the current weather is very topical these days and this would make the learning about greenhouse gases and future temperatures more meaningful as you have said. Thanks for sharing your lesson ideas.
I hope you enjoy the other modules in this course.
-
I agree that linking the activity to the children’s own rural environment would make the topic much more meaningful. I especially like the idea of discussing the impact of climate change on farming, crops and animals, as these are things the children can relate to from their everyday lives. I also think recording and comparing their predictions would encourage them to think more critically about the results.
-
-
-
<p class=”isSelectedEnd”>I really enjoyed Activity 3, particularly the Paxi video, as it explained greenhouse gases in a way that was easy for children to understand. The temperature prediction tool was also useful as it made the impact of climate change more visual and real, rather than just talking about it as an abstract idea.</p>
I did a big integrated Climate Justice project with my class this year, so I think this activity would have been a great addition to what we were doing. The children were already exploring climate change, its causes and its impact on different people and communities, so being able to use the temperature tool would have given them another way to explore what the future could look like. I would probably follow this with a discussion about who is most affected by rising temperatures and what we can do about it. I think it would also be useful to give children different scenarios to investigate and compare, rather than just one prediction. This would encourage more discussion, questioning and critical thinking. -
The praxi video is a super resource that I would use after we’ve covered the basics of climate change and greenhouse effects in previous lessons.I would then pause the video in certain parts and ask the class to answer the questions posed.I feel the use of a character in these types of videos is a fantastic idea.It engages the children immediately.During the video I would make sure to ask questions such as what fossil fuels do the children think we use and what are our alternatives.In the area where I live there is a lot of greenhouses that grow fruit and vegetables .I would try and arrange a visit to one so the kids could get a real sensation of the heat that it can hold.
The animation and is simple and easy to follow but I would amend it slightly so that it is slightly less scary for younger kids.Sometimes an anxious child can overthink these ideas.I know it’s a serious subject but for infants it might be hard to understand some of it.
The teal tool is a brilliant interactive resource.I would ensure that this tool would be used at the end of a chunk of lessons on climate change ,I would also use the resources section and watch the informative videos and reintroduce the meaning of the variables which are clearly detailed here.I would allow the children to use the tool themselves during the tablet time they get during the week.In smaller groups I would set the children a task of finding the results on certain dates including when they were born,when their parents were born ,when the school was opened and when they might leave school what could it be like .I would then encourage the children to come up with ideas we can do in school to help reduce climate change.I would tie this into an art lesson where they design posters with helpful hints for other students.I would also introduce a new classroom job,the green monitor who ensures that recycling is taking place within the class and light switches are turned off when we exit the room.I would encourage every classroom to give this role to a student.
-
The children will need to have a basic understanding of the sun and solar energy before moving on to climate change and greenhouse gases. I usually spend a few weeks with the children learning about eco houses at the beginning of the school year. The class work in groups and build their own eco houses ensuring they have solar panels, re using rain water, double or triple glazed windows etc.
Once they have completed this I would develop this further and introduce the Paxi video which is very well geared towards children in primary school. It explains a complicated topic in a child friendly way . Pupils will come away with the knowledge that greenhouses gases trap heat in the Earth’s atmosphere leading to global warming.
Pupils could work in groups and have a discussion on how they could reduce greenhouse gas emissions. The prediction tool will be very useful for the students as they can explore future temperature predictions . They will be engaging in team work, improving their data handling skills and developing their critical thinking.
A template to help the students read the climate graphs would be helpful for students.
To develop this topic, the students could pass on ideas to the Green School Committee to reduce the whole school’s greenhouse gas emissions. This way all pupils in the school will benefit from this lesson/s.
-
Hi Sharon,
Thanks for sharing your approach for this activity. I really like how you would build pupils’ understanding gradually, beginning with solar energy and eco houses before introducing greenhouse gases. The eco house project sounds like an excellent example of integrated STEM, as pupils are designing, making decisions, problem-solving and considering real-world sustainability features such as solar panels, water reuse and insulation.
Introducing the Paxi video after this would give pupils a useful scientific explanation for the ideas they have already explored practically, consolidating their learning. Your suggestion of a graph-reading template is very worthwhile, as it would make the tool more accessible. Passing pupils’ ideas on to the Green Schools Committee is also a lovely way to give their learning a real purpose and wider school impact.
Thakns for sharing and hope you enjoy the rest of the modules.
-
-
I found the Paxi video on greenhouse gases a very engaging resource for introducing climate change to children. It explains a difficult scientific concept in a simple and age-appropriate way, while the animation and visuals help to keep pupils interested. I also liked that it introduces important scientific vocabulary without making the content too complicated. The clear guidance around actions we can take to help reduce the greenhouse effect is suitable for different age groups.
The future temperature prediction tool would be particularly useful with older pupils. It allows them to explore how different levels of greenhouse gas emissions can affect future temperatures and encourages them to think about the consequences of human choices. I could use it as part of a Science or Geography lesson, with pupils working in pairs or groups to compare different scenarios and countries. This could also lead to discussions about sustainability and what we can do to reduce our impact on the environment. -
-
Activity 3:
I think using the Paxi video as an introduction to the activity is valuable as it engages children and gets them interested. I particularly like that it begins by assessing pupils’ existing knowledge before introducing new information. The use of different climate scenarios also allows pupils to see how human activity can influence future temperatures in a practical way. If I was to use this lesson with my class, I would divide pupils into small groups and give each group a different emissions scenario to investigate. They could record their temperature data, compare their findings with other groups and discuss how the different scenarios could affect their local area and their lives in the future. One area that could be improved is the amount of information provided to younger pupils. Some of the scientific vocabulary, such as “anthropogenic” and “climate scenarios”, may be difficult for them to understand, so I would introduce these terms using simple explanations, pictures and examples.
-
Hi Sophie,
Welcome to the course. It is great to hear your thoughts on the Paxi video. It is very engaging for the learners. I agree that some of the vocabulary used in this activity may be difficult for learners and it is important, where possible, to pre teach the vocabulary to ensure the learners can understand and engage fully with the tasks and video.
I like how you are planning for the learners to work collaboratively and allow them to explore the different scenarios. You could consider opportunities for the learners to reflect on action that could be taken following this task to enhance the learning. I hope you enjoy the other modules in this course.
-
I agree that the Paxi video is a great way to introduce the activity and capture the children’s interest. Dividing the class into groups to explore different emissions scenarios would encourage teamwork and lead to an interesting comparison of their findings. I also agree that some of the vocabulary would need to be simplified and supported with pictures, particularly for younger pupils.
-
-
I thought the Paxi video explaining greenhouse gases was very effective and engaging. I think it makes what can be an abstract concept for children to comprehend easier to understand. This could definitely be used as a stimulus for discussion for a lesson on climate change. I found the tool for predicting future temperatures very interesting especially in light of the recent extreme temperatures that Europe has seen over the Summer. This could also act as a great stimulus for discussion and is a good visual to explain how the earth has and is heating up over time. I found the activity based on climate reporters to be lacking a bit of practical activities. I could see that there was a worksheet to be filled in but I think this could be broadened to include some opportunities for actual reporting and researching. Linking it to the weather here in Ireland would make it more real for the children. There could be opportunity for discussion on the effects of climate change on different aspects of life here in Ireland. The children could then present their research and opinions to the rest of the class or to other classes in the school.
-
Hi John,
I agree with you about the Paxi video. I thought it was a really good way of explaining greenhouse gases, especially as it can be a difficult concept for children to understand. I also really liked the idea of linking the temperature tool to what has been happening with extreme temperatures in Europe. I think that would make the learning much more relevant for the children.
I also agree that the Climate Reporters activity could have a bit more hands-on work. I really like your idea of getting the children to actually become reporters and investigate how climate change could affect Ireland. Looking at things like farming, wildlife and local weather would make it much more real for them. Having the children present their findings to another class would also be a great way to finish the activity and give them a real purpose for their research.
-
-
I really enjoyed Activity 3, Climate Reporters, and found that I learned a lot from it myself. I think it is a great way to introduce climate change because it combines Science, technology and data in a way that feels quite practical. I particularly liked the Paxi video as an introduction to greenhouse gases, as it explains what can be quite a difficult concept in a simple way. The temperature prediction tool was probably my favourite part, as pupils can explore different parts of the world and see how temperatures could change depending on greenhouse gas emissions. I can imagine their curiosity really kicking in when they can interact with the data themselves.
I would use this with a senior class, working in small groups and getting each group to investigate a different scenario before sharing their findings. They could create graphs and compare the information with weather data from our own local area. I would then link this to a practical climate action project in the school, such as reducing waste, improving biodiversity or looking at our carbon footprint.
I think the activity could be improved with differentiated worksheets, simpler graphs and a glossary of key vocabulary. Some of the concepts may be quite abstract for pupils, so visual supports and a graph template could help. It would also be useful to include more Irish and local examples so pupils can see how climate change connects to their own lives.
-
Activity 3, “Climate Reporters”, very interesting, particularly the use of the tool to explore how temperature and rainfall may change under different emissions scenarios. It gives children a visual way of looking at climate change and helps them understand that the choices people make now can have an impact on the future. I also liked the Paxi video, as the animation explains the greenhouse effect in an engaging and child-friendly way.
As I teach Junior Infants, I would need to simplify the activity considerably. The graphs, emissions scenarios and written climate report would be too advanced for them. However, I could show short sections of the Paxi video, pausing regularly to explain new vocabulary using simple language, pictures and Irish weather words. I could also use the prediction tool on the interactive whiteboard to compare what might happen if temperatures continue to rise.
Instead of writing a climate report for 2050, the children could become weather reporters through role-play and create a simple picture report showing a hotter future. We could then discuss small actions that help the Earth, such as switching off lights, walking when possible and reusing materials.
I think the activity could be improved by including a separate worksheet for younger classes with more pictures, symbols and sorting activities. A practical experiment demonstrating the greenhouse effect would also make the concept easier for younger children to understand.-
Lovely adaptation for Junior Infants — the picture-report and role-play idea keeps the reflective purpose while removing the literacy barrier. A simple greenhouse-effect experiment (jars in sunlight, one covered, one open) would work brilliantly alongside Paxi’s video, giving even our youngest pupils something tangible to observe rather than just imagine.
-
-
Module 2 Assignment – Climate Reporters
I think the Climate Reporters activity is a good way to teach children about climate change. The video explains greenhouse gases in a simple and interesting way. The temperature prediction tool is also useful because children can see how temperatures may change in the future.
I could use this activity with my class by showing the video first and having a short class discussion. The children could then work in pairs to use the temperature tool and talk about what they notice. Afterwards, they could act as “climate reporters” and create a short report explaining what they have learned.
I think the activity could be improved by adding more pictures, simple experiments and examples that relate to children’s everyday lives. A short quiz or game at the end would also help check their understanding. Overall, it is an enjoyable and useful activity for teaching climate change
-
<p dir=”ltr”>I love the climate reporters idea, especially getting them to present it at the end. That would make them feel like they are really doing a job. Doing the tool in pairs is a good shout too, I found it a bit fiddly on my own so two heads would be better.</p>
<p dir=”ltr”>Agreed about the experiments as well. I was thinking two jars with thermometers, one covered and one open, left in the sun. Small thing but they see it for themselves The quiz at the end is a lovely way to finish it off!</p>
-
-
I really enjoyed Activity 3, particularly the Paxi video, as it explained greenhouse gases in a way that was simple and accessible for children. I also found the temperature prediction tool particularly effective because it helped to make the effects of climate change more visual and easier for children to understand.
In my classroom, I could see this activity working well as part of a project on habitats and biodiversity. After learning about different habitats and the plants and animals that depend on them, the children could use the temperature tool to explore how changes in temperature might affect different environments. They could investigate questions such as what might happen to animals if their habitats become warmer, or how rising temperatures could affect food and water supplies. I would then encourage the children to work in groups to explore different scenarios and present their findings to the class. I think this would make the learning more meaningful while encouraging children to ask questions, make connections and think critically about how environmental changes can affect living things.
-
-
Great point Enya, using the video to introduce or as another resource to explain the greenhouse effect is a great idea. Often when trying to explain a concept such as the greenhouse effect, students can become confused by the complexities and I find, as a teacher, it’s grat to look for other tools to use.
-
I really enjoyed this one. The Paxi video is great, very short and the children would love it. It explains the greenhouse gases in a way that is easy to follow. I would still like to do something hands on with it too. Two jars with thermometers, one covered over and one left open, sitting on the window in the sun. Then they can see it happening themselves instead of just watching a screen.
The tool was harder than I expected. There are a lot of buttons and it seems more like something for secondary school. I was clicking around for ages before I got a number. Filling in the whole table for twelve months would take the full lesson and the children would just be copying numbers down. So what I would do is get the numbers myself the night before and print them out. Maybe do three months instead of twelve, or give each group a different month and then share.
The best bit is writing the report for 2050. Saying it out loud, that it will be warmer by so many degrees, really brings it home. I would finish by asking them what we could do about it ourselves. -
-
Module 2:
I enjoyed Activity 3 because it makes climate change easier for children to understand. I liked the Paxi video because it explains greenhouse gases in a simple way. I also liked using the tool to see how temperatures may change in the future.I would use this activity with my 3rd class next year. I think the children would enjoy working in groups and looking at the different temperature predictions. They could talk about what they notice and share their ideas with the class.
I would also ask the children to make a simple graph of the temperatures. They could discuss ways we can help the environment in school and at home.
I think a simple glossary would be useful for words like greenhouse gases and climate change. More pictures and examples would also help younger children understand the topic.
-
Activity 3 is an ambitious but valuable extension, moving pupils from observing weather to engaging with genuine climate science. Paxi’s video is an excellent, age-appropriate entry point for explaining greenhouse gases before tackling scenarios. The tool is powerful, letting pupils compare low- and high-emissions projections with real data, though for 3rd Class I’d need to simplify the table and focus on just one or two months rather than the full year, as the volume of data could overwhelm younger pupils.
I’d also add a concrete “then and now” visual — photos or a short video showing local environmental change — to make the abstract 2050 projections feel more real and relevant to their own lives, alongside the group discussion on possible actions.
-
-
The Paxi video provides an excellent introduction to the topic of climate change, explaining the greenhouse effect in a simple and engaging way that is suitable for primary school pupils. It gives children a clear understanding of the difference between naturally occurring greenhouse gases and those produced as a result of human activity. This provides a useful foundation before the class begin to explore climate data.
The TEAL climate tool is particularly valuable as it allows pupils to investigate future temperature predictiions under different greenhouse gas emission scenarios. I think pupils would find it very interesting to explore different parts of the world and compare how climate predictions may vary from one location to another. Using real-world data makes the learning more meaningful and helps children understand that climate change is something that can be observed, measured and investigated. This activity would encourage collaboration, communication and critical thinking, while also helping to develop their digital literacy and data-handling skills. Students could explore different locations and discuss why some areas may experience greater changes in temperature than others.
I would also make the activity relevant to the students’ own lives by focusing on the school where I teach in Dublin. Rather than discussing climate change as something that only affects distant places, pupils could explore how we can reduce our carbon footprint within our own school. For example, they could investigate our school’s energy use, waste production, transport habits and biodiversity. They could then identify practical actions such as reducing waste, saving energy, encouraging walking or cycling to school, increasing biodiversity and planting more trees or pollinator-friendly plants around the school grounds.
The WWF carbon footprint resource would be particularly useful for this part of the activity. Allowing pupils to calculate or explore their own carbon footprint could be a real eye-opener, as it would help them recognise how their everyday choices can contribute to carbon emissions. This would make the topic much more personal and meaningful for students, helping them to understand that small changes in their own behaviour can contribute to a larger positive impact.
To conclude the topic, I would ask the students to develop a climate action plan specifically for our school. They could work in groups to identify realistic changes that could reduce our school’s carbon footprint and improve the environment around us. This would give pupils a sense of ownership and show them that, although climate change is a global issue, they can make positive changes within their own school community.
-
I found Activity 3, ‘Climate Reporters’, to be an engaging way of helping pupils to understand climate change and how scientists may use data and climate models to make projections about the future. I particularly liked the use of the Paxi video on greenhouse gases as an introduction, I found this provides an accessible way for all pupils, but particularly younger pupils to develop an understanding of the greenhouse effect before exploring more complex ideas. The activity also encourages pupils to investigate different emissions scenarios and consider how these could affect future temperatures and precipitation.
I would use this activity with my class by first watching the Paxi video together and discussing what greenhouse gases are, where they come from and how they contribute to the greenhouse effect. This would provide opportunities for collaboration, communication and data analysis while also helping pupils understand how climate change could affect their local area. -
Activity 3 Climate Reporters
This activity could be conducted in class by having a discussion around climate change and greenhouse gas emissions and to find out what the pupils already know about these concepts and talk about relevant word events around climate change and greenhouse gas emissions.
Pax’s video could be used to start a discussion as a lesson opener.
Group work could be done around different tasks written on card and given to the various groups in the class and pupils could complete a sorting activity based on the importance of the tasks.
After completing the activity, pupils could reflect on how their behaviours and their households could make changes to improve their attitudes towards greenhouse gas emissions and climate change.
For early finishers, they could complete the comprehension activity and complete vocabulary work on new words they don’t understand.
Depending on the age-group, they could also write a prediction piece on how they expect the world to behave around climate change in future years.
-
I can absolutely see myself using these resources in my classroom. I would start by showing my class the Paxi video. We can then have a conversation about it, before moving on to the digital resource TEAL. I would have my class use this resource on iPads or Chromebooks. Students would be given time to explore the TEAL resource. Thye can look at trends over the years from 1950 onwards. They can look at predicting trends in the coming years. They can also look for the weather on particular days, such as their birthday. For example, I am often told how when I was born, my mum’s ambulance got stuck in the mud outside my aunt’s house. I can see from this resource that it had been raining heavily in the days coming up to my birthday, causing the mud!
The video is very clear on how little steps can make a big difference! I would use this resource in my classroom to set up routines and jobs around keeping the classroom green. Jobs I would introduce would be students to ensure the recycling bins are being used correctly, students to ensure the electricity is not being over used, and students to ensure the windows are being closed and opened at appropriate times. -
I found Activity 3 useful because it combines a short Paxi video about greenhouse gases with an interactive tool that allows students to explore how future temperatures could change. The video is a good introduction to the topic because it presents the idea of greenhouse gases in a simple and engaging way. The temperature prediction tool gives students an opportunity to apply what they have learned and see how changes in greenhouse gas emissions can affect the climate. I think this combination of watching, learning and experimenting would help make the topic more meaningful for students.
I could use this activity with my class as part of a lesson on climate change. I would begin by asking students what they already know about greenhouse gases and climate change. After watching the Paxi video, I would discuss the main ideas with the class and check their understanding. Students could then work in pairs using the temperature prediction tool and record their observations.
One improvement would be to include more information about the different greenhouse gases and their sources. A follow-up activity comparing possible solutions, such as renewable energy, reducing transport emissions and protecting forests, would also help students understand how human actions can influence future climate outcomes. Overall, Activity 3 is an engaging and useful resource that encourages students to think critically about climate change and their role in addressing it.
-
- You must be logged in to reply to this topic.