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ASSIGNMENT
if you have not already done so, watch the video HOME which is included in this module.
Comment on the film HOME and other video clips that are included in this module.
How would you envisage introducing these climate change facts to your pupils.Post your response (150 words minimum) as a reply to this post.
Please also comment on at least one other participant’s post
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I found the video “HOME”, a very powerful and visually rich film that demonstrates and connects human activity to the changes in the plant and the impact these changes have on our planet. The video deomonstrates the impact of climate change on the world and the consequences of climate change on the planet, making it visually clear and informative for children.
To introduce these facts to pupils I would:
- Begin with a short, age-appropriate excerpt from HOME (2–4 minutes) focused on a clear image or story—avoid overwhelming younger children with the full film. Ask a single open question: “What did you notice?” to surface ideas and emotions.
- Follow with the Paxi video to explain greenhouse gases simply, then use the prediction tool or a classroom simulation to let pupils test “what if” scenarios.
- Use local examples and pupil experiences (recent weather, school grounds) to make impacts relevant and actionable.
- Build empathy and agency: include a brainstorming session on small, achievable actions (school energy, waste, planting) and turn one into a class project.
- Scaffold emotionally: provide time to express concerns, use positive framing around solutions, and differentiate tasks (drawing, role-play, data work) by age/ability.
- Assess understanding with a short exit task: draw or write one cause, one effect, and one action they can take.
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I really like your ideas, particularly your emphasis on introducing the topic gradually using short clips rather than the entire film. Starting with an open-ended question is a good idea to encourage discussion and allow teh children to share their thoughts and feelings. I also like how you focus on local examples and practical actions, as this helps children see that they can make a positive difference. Your suggestion to scaffold the learning emotionally and end with a simple assessment task is a thoughtful approach that supports both understanding and wellbeing.
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I really like your plan to use the film HOME in short bite-size stories rather than overwhelming with the full 90 minutes. I might further this and assign different groups different sections eg one group watches minutes 10 to 18 and another 26 to 35 and so on and then jigsaw the film together as a whole group
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I really like your approach to introducing climate change in an age-appropriate and practical way. I particularly agree with using short clips from HOME rather than showing the full film, as this allows children to focus on key messages without becoming overwhelmed. I also think linking the learning to local examples makes climate change much more meaningful for pupils. The idea of giving children agency through a class project is particularly valuable, as it helps them see that their actions can make a difference. I like the exit task too, as it provides a simple way to check their understanding of a comlicated topic.
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I completely agree with your approach. I think using short clips from HOME is a great idea, as the full film could be quite overwhelming for younger pupils. Starting with “What did you notice?” gives children the opportunity to share their own thoughts and observations without feeling that there is a right or wrong answer. I also like the idea of following this with the Paxi video, as it would help to explain some of the more difficult scientific concepts in a simple way. Making links to the children’s own experiences and school environment would make the topic much more meaningful. I particularly like your focus on positive actions and giving pupils a sense that they can make a difference.
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I think you’re right to use short clips so as not to overwhelm the students. I find climate fatigue can be a serious challenge when I’m teaching this topic as students can often feel overwhelmed or worried. A gentle introduction is good and I like the way you link it to the children’s own lives making the lessons more meaningful.
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Hi Enya,
I really liked your idea of showing only a short part of the HOME video. I think this would work well with 3rd class. I also liked your idea of using local examples, as children can relate to things they see around them. Your idea of ending with one simple action is great too, as it helps children feel they can make a difference.
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The HOME video was powerful in effectively conveying the challenge we face in relation to climate change. I particularly liked the visuals which helped to show the beauty of the Earth and the consequences we are having on it.The videos emphasised the importance of protecting natural resources and the urgent need for sustainable living. Greta Thunberg’s TEDx 2018 Talk was particularly inspiring in forcing us to relect on the stark reality of climate change. However, I beleive it could be potentially too negative and stark for children, so I would focus on the positive actions that children can take, such as reducing waste, recycling, planting trees, saving energy, and walking or cycling where possible.
When introducing climate change to my class, I would begin by exploring the children’s PRK and using age-appropriate resources such as Paxi videos and local environmental examples. This would be followed by discussions, practical investigations, and cross-curricular activities linked to SESE, SPHE, and Visual Arts. My aim would be to develop children’s understanding of climate change while creating a sense of responsibility that individual and group actions can make a positive difference.-
I agree with your point about Greta Thunberg’s TEDx talk. While it highlights the urgency of climate change, I also think it’s important to present the topic in a way that empowers children rather than leaving them feeling worried. I like your idea of focusing on positive actions such as recycling, planting trees and reducing waste, as these are practical steps pupils can take in their everyday lives. I also think linking the topic across SESE, SPHE and Visual Arts is a great way to reinforce learning and show that caring for the environment can be explored in many different ways. Your emphasis on building a sense of responsibility while helping pupils see that their actions can make a difference is something I would definitely incorporate into my own teaching.
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I agree that although this is a very important topic to teach children it can be overwhelming for them. I have experience of this with a previous class becoming quite concerned about the climate and future of our planet. I really like the idea of encouraging children to do what they can to help our planet. It is a positive approach to teaching such an important topic.
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I agree with this. I like your ideas for addressing it with a more positive approach such as the idea of recycling and reducing waste etc. It’s important that children don’t feel that they can’t do anything to help. It’s important that they are very aware of the positive actions that they can do. I often find children are very quick to adopt positive behaviours around environmental issues.
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Hi Ciara,
Welcome to the course. Thanks for sharing your thoughts on the documentary Home. It is very visually appealing for the learners and I think it’s best to choose aspects of the video that you feel are most suitable for the learners in your class.
I agree that there can be a level of anxiety among some children in relation to climate change and it is important to be more positive and solution focused. I like how you are planning to explore this topic across multiple curricular areas, identifying the actions the learners can take and building their own sense of responsibility. Thanks for sharing, I hope you enjoy the course. -
I completely agree with having a focus on the actions that children can take. I think it is important that children take climate change seriously but we also do not want to cause any anxiety in the children. I think having a list of things that the children can do to make a positive difference will help them to feel less helpless and more like they can make a change. The Greta Thunberg TED talk could be used in small segments to support teaching but I do think it could cause worry, showing the children videos of Greta and other people taking positive actions against climate change might be more powerful for their learning.
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Ciara, I really appreciate your point fo view here. I completely agree that incorporating the discussion about responsibility and protecting our planet across curriculum areas will support students in understanding the very big concept of protecting our planet and its resources. By helping them gain knowledge about the problems we face we can allow them to be agents of change and come up with solutions and not only fill them with fear.
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The Video Home is a very interesting video which could be very stimulating for a debate on Climate Change and the global impact. However, I am not sure if it might just be a bit too advanced for Primary school children especially when describing the origins of life on earth. I do think children would be interested in it but I am not sure that they would comprehend a lot of it.
I think a lot of work would have to be put into prior learning about the greenhouse effect and to really explore this topic of children so they can really understand it and how it affects their lives personally.
The video of Greta Thunberg was very engaging and I believe children would be very inspired by her knowledge, passion and courage to speak out as young person. I would use this to inspire a debate about climate change and ask children to take sides an argue their points about the need for action now to fight climate change.
Of course, the PAXI videos are very child friendly. They are a great addition to any lesson on the topic of the environment and climate change. I would certainly use them to consolidate new information and reinforce prior learning and to engage children who are drawn to screens and tired of teacher-talk!
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Hi Triona
Welcome to the course. Thanks for sharing your thoughts on the documentary Home. I agree that the learners would need prior knowledge of the greenhouse effect prior to watching the video to ensure they can engage with the content. While the documentary is very stimulating, you could choose specific aspects of the video to explore with your class as you know their prior knowledge and what areas would be of interest to them which would also allow you to focus the learning. I also like how you plan to use the video to inspire a debate which would be very engaging and meaningful for the learners.
Thanks for sharing, I hope you enjoy the course.
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I really liked your point about HOME being visually engaging but potentially too advanced for younger primary pupils. I agree that introducing key concepts and vocaulary such as the greenhouse effect, before showing the video would help children undestand the message better. I also liked your idea of using Greta Thunberg’s speech to encourage debate, as it would give pupils an opportunity to think critically, express their opinions and listen to different viewpoints, encouraging learning from one another.
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I found the documentary ‘HOME’ to be a powerful and engaging way of exploring climate change and our relationship with the environment. The aerial images were particularly striking and highlighted both the beauty of our planet and the impact that human activity has had on it. While the documentary presents some challenging facts, I liked that it also emphasises the importance of protecting natural resources and making sustainable choices. The other video clips throughout the module complemented the documentary well by explaining climate change concepts in a simple and accessible way, making them easier to understand.
When introducing these ideas to my pupils, I would ensure the focus remained positive and age appropriate. I would begin by discussing what pupils already know about weather, climate and caring for the environment before showing short sections of the videos. This would provide opportunities for questioning, discussion and reflection without overwhelming pupils with too much information.
To make the learning meaningful, I would link the videos to practical activities around the school. For example, pupils could carry out a biodiversity walk, plant pollinator-friendly flowers, investigate recycling practices or monitor energy use in the classroom. These hands-on activities would help pupils connect the information from the videos to their own experiences and encourage them to think about how small everyday actions can make a difference.
I would finish the topic by asking pupils to work together to create a simple climate action plan for our school. This would encourage collaboration, problem-solving and responsibility while helping pupils realise that everyone can contribute to protecting the environment. Overall, I found the documentary and accompanying videos to be engaging resources that would support meaningful discussions about climate change while inspiring pupils to become active and responsible global citizens.
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I like the idea of monitoring energy in the classroom. In my own school, I noticed teachers often leave lights on during yard time or when leaving the school for a school trip. Lights were left on for weekends and this was brought up at a staff meeting eating. We introduced a weekly light monitor in each class. This light monitor was responsible for ensuring all lights were turned off when leaving the classroom at any stage but especially when leaving at the end of the day and for the weekend. This was a simple task. However, it has had a positive effect. The children enjoy the responsibility of having a job and it also reduces the overall energy used by the school
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Hi Ornaith, I really like your idea of finishing the topic with a climate action plan for the school. It gives pupils an opportunity to put their learning into practice and shows them that even small actions can make a difference. I also agree that linking the videos with practical activities such as biodiversity walks and recycling makes the learning much more meaningful and memorable.
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I found the video Home by Yann Arthus Bertrand particularly moving and very interesting, it is a very good resource to use as a starting point for lessons on climate change in the classroom. I really liked the use of the aerial photographs used. I think this video really emphasised how connected the earth is, everything is dependant on one another. This video highlights the beauty of planet earth however is sadly shows the other side and the damage we have caused to our earth. The devastating consequences of overuse of fossil fuels, farming, pollution and overconsumption are all highlighted. There is a lot to take in when watching this video as an adult so I think it is important to be aware of this when introducing it to a classroom of primary school aged children. I think the video is too long and children’s attention and focus would not last. I would choose 3 important stand out clips when teaching. I would devise a series of lessons on climate change as it is too broad a topic to do in a single lesson. In my first lesson, I would introduce climate change and build on this in follow on lessons. There is a wide range of options for integration here which is an aim of the new stem curriculum specification. In science, exploration of ecosystems, food chains could be carried out. In geography, we could look at the earths natural features and how dependant we are on other countries globally. In art, we could do printing to create natural environments such as the ocean, desert, and forests. I think the content in the Home video is excellent. However, it is important it is taught in a child centred way drawing on the children’s own live experiences. Linking to the green schools programme throughout would be very effective as it shows our lived experiences and what we are doing daily as a school to help our world. It provides us as teachers to instil a sense of responsibility amongst our pupils and to become active citizens capable of making a change.
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Hi Alyson. I really like your idea of using selected clips rather than the entire video, as it makes the content more manageable for primary pupils. I also agree that linking the learning to the Green Schools programme would make it more meaningful, helping pupils see how their everyday actions can have a positive impact on the environment.
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I found the documentary HOME to be both inspiring and thought-provoking. The aerial footage of different parts of the world highlights the beauty of our planet while also showing the impact that human activity has had on the environment. Although some sections are quite advanced for primary pupils, I think carefully selected clips would be very effective in encouraging discussion about climate change. The other videos in the module, particularly the Paxi clips, explain complex ideas in a much more child-friendly way and would be useful for introducing key concepts before showing excerpts from HOME.
When teaching climate change, I would begin by exploring pupils’ prior knowledge and discussing simple questions such as “What do we already do to help the environment?” and “Why is it important to look after our planet?” I would then use short video clips followed by group discussions and practical activities rather than relying on the videos alone.
To make the learning meaningful, I would involve pupils in a classroom sustainability project, such as monitoring recycling, reducing energy use or creating a biodiversity area in the school grounds. These activities would help children see that they can make a positive contribution rather than feeling overwhelmed by the scale of climate change. I would also link the topic across Science, Geography, SPHE and Visual Arts by encouraging pupils to create posters, presentations or pledges promoting environmental responsibility.
Overall, I thought the resources were engaging and informative. My only suggestion would be to include more age-specific guidance for teachers, highlighting which sections of HOME are most suitable for different class levels and providing additional follow-up activities that focus on positive actions pupils can take.
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Hi John,
Welcome to the course. It is great to hear your thoughts on the documentary Home. It has beautiful imagery and as you have mentioned it is inspiring and thought provoking.
I agree that choosing clips from the documentary to explore with the class might be the best approach. This would allow for lots of class discussion and critical thinking and would allow for consolidation of knowledge from the other activities and videos in the course.
I like how you are planning for a sustainability project to build on the positive actions they can take and empower the learners that they can take action in school and at home. Thanks for sharing, I hope you enjoy the course.
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Although I think the movie Home might be a bit too advanced for primary school pupils, you could definitely used excerpts of the movie as stimulus for lessons and discussion and to introduce the climate facts to pupils.
One example of this is using the segment on Shenzhen in China to prompt discussion about how the world has changed, integrating history and looking at the same city then and now. You could then discuss the how the needs of the city has grown and how the growing population and therefore growing infrastructure could have a major impact on the environment. You could then connect it to Ireland and do the same thing for a city that is local to the children so they feel a connection to it.
Another example is using the segment on fishing. You could start by discussing why the ocean is important to the Earth, the water cycle etc. and then discuss the fishing industry. You could then show them the segment and ask them why fishing catches have increased. This could lead to a discussion on overfishing and the effects of overfishing on the ocean. You could then discuss if overfishing leads to climate change and how climate change has affected the ocean.
Another video that would support you in teaching the climate change facts is Ireland’s 2019 Climate Action Plan. You could get the students to watch the video and work backwards, taking each step of the action plan and working out what climate change issue each step of the plan is tackling. You could then get the children to observe their environments and see if they can see any evidence that the action plan is taking place. This would consolidate the children’s knowledge of what causes climate change and also help to keep it connected to their lives.
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I really agree with your point about using short excerpts from HOME rather than showing the whole film. I think the idea of using the Shenzhen section is really interesting too, especially linking it to History and looking at how a city has changed over time. I also like the idea of then bringing it back to Ireland and getting the children to look at a local area they are familiar with. I think making these connections to their own surroundings would make a big topic like climate change much easier for them to understand.
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Watching HOME and the accompanying video clips encouraged me to reflect on the importance of climate education in the primary classroom. The film presents a powerful message about the interconnectedness of people, nature, and the environment.It demonstrates how human actions such as deforestation, pollution, overconsumption, and the burning of fossil fuels have contributed to climate change and biodiversity loss. While the issues presented are serious, the film also communicates a message of hope by showing that positive action and sustainable choices can help protect our planet.
The additional video clips in the module reinforced these ideas by explaining climate change in a clear and accessible way. I thought the resource to measure your own environmental footprint was excellent and could be used in the classroom or could be sent home children to do with their family.
Going forward I believe climate change education should be integrated across the curriculum rather than taught as an isolated topic. The Primary Curriculum Framework promotes active learning, inquiry, and developing children as responsible citizens, making sustainability a natural context for learning. Climate change provides meaningful opportunities for pupils to investigate real-world issues while developing critical thinking, problem-solving, collaboration, and communication skills.If I were introducing climate change to a primary class, I would begin by exploring children’s existing knowledge through discussion, picture prompts, or a KWL chart (What I Know, What I Want to Know, and What I Have Learned). I would then use age-appropriate storybooks and short animated videos to explain the basic science behind climate change in a reassuring and engaging way. It would be important to focus on the idea of caring for our environment rather than creating fear or anxiety.
Some children are aware of Greta Thunberg and it would be important to highlight that she is still advocating for an end to climate change and is a relevant role model for primary school students.Home is an excellent resource but is really geared towards older seniot children and is quite long so it would need to be shown in sections and then discussed at intervals.
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The videos clearly demonstrate the causes and impacts of climate change while highlighting the importance of taking action to reduce greenhouse gas emissions. Home is such an amazingly graphic movie that it would be difficult to not be moved by the scenes portrayed. Listening to Greta speak at such a young age and so eloquently about such a serious topic makes one feel that we all should be doing more in the fight against climate change.
With my 6th class, I would introduce these ideas by first discussing the difference between weather and climate before showing snippets of the videos. I would encourage pupils to record key facts while watching and then work collaboratively to create posters, presentations or short videos explaining the greenhouse effect and climate change in their own words. We could also relate the learning to our local area in Kildare, discussing how climate change might affect farming, biodiversity and weather patterns. This would provide a meaningful context while developing pupils’ scientific understanding, critical thinking, communication and digital literacy skills through an engaging, enquiry-based STEM approach.
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I really enjoyed reading your post. I agree that the visuals in HOME are very powerful and really highlight the importance of protecting our environment. I also like your idea of getting pupils to create posters or presentations, as it gives them the chance to explain their learning in their own words. Linking the topic to your local area in Kildare is a great way to make the learning more meaningful and relevant for the children.
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I found the HOME documentary really interesting as it highlighted both the beauty of our planet and the impact that human activity is having on the environment. I thought the visuals were particularly powerful and helped to explain the effects of climate change in a way that was easy to understand. While some parts may be too advanced for younger children, I think carefully selected clips would work really well with senior classes. I would use these clips to start class discussions and encourage pupils to ask questions before exploring how climate change affects their own community. I would then follow this with practical activities, such as investigating biodiversity around the school, discussing ways to reduce waste or taking part in Green Schools initiatives. I think it is important to focus on positive actions that children can take rather than leaving them feeling worried about climate change. Overall, I found this module very engaging and full of ideas that I could use in my own classroom.
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I don’t think I would like to use the video HOME in my classroom. I think it wouldn’t engage a class as it is quite slow moving especially at the start and is very long. Maybe segments would be useful? I think a lot of it would really be anxiety inducing for children and would be more appropriate for secondary schools. I think some children could find this a bit scary and leave them worried and feeling helpless.
The aerial shots that others found beautiful, I thought they would be difficult to make out – I watched this part with my 11 year old and he repeatedly said I don’t get what that part is.
The parts on mining / consumption were interesting and could be used in a class as a discussion point as well as the water consumption in India v Las Vegas. The agriculture segments are more based on the American system whereas in Ireland I don’t think farming should be portrayed in such a negative light.
I think there are lots of other videos available that are more engaging and age appropriate and would prefer to use others instead of HOME.
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I do agree that it was quite long and children, especially in my class would lose interest quickly. I mentioned in my own post that it would be better in smaller segments for it to be more engaging. I agree that it is more suitable for secondary school and there are more suitable and age appropriate videos for children out there.
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HOME is an excellent starting point for global citizenship, our own responsibilities in looking after the environment and how our actions can impact on the environment. It helps students to see the causes and impacts of climate change. I think the visuals are striking and really show how beautiful Earth is but also showing our impact on changing it. It will definitely inspire children to reflect on their relationship with our environment and understand their role in protecting our planet. I do think at times, there can be information overload so it would need to be broken into smaller segments to allow for discussion and consolidation. Greta Thunberg’s TED Talk showed the reality of climate change. I am not sure how suitable it is for the classroom even though children are aware who she is. I think it may be too advanced and quite negative for children.
The Paxi videos are more appropriate for the age group I am teaching and definitely more engaging. From there then, I can start working on climate change through in depth lessons across the curriculum.-
I agree that HOME is a powerful resource for helping children develop an understanding of global citizenship and their role in caring for the environment. I like how you highlighted the importance of the visuals, as they can really help children connect emotionally with the beauty of our planet while also recognising the impact humans can have.
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I found the ‘Home’ video really thought-provoking. It was also the name of my wedding song recently, so I loved the title instantly! The images of our planet were beautiful, but they also highlighted how much of an impact people are having on the environment. It definitely made me stop and think about the importance of looking after the world around us. I also watched Greta Thunberg’s TEDx talk, and although her message is incredibly powerful, I feel that some of it would be quite overwhelming for a 2nd class. At that age, I think it’s more important to focus on giving children hope and showing them that even small actions can make a difference.
If I was teaching this topic, I would begin by asking the children what they already know about climate change and what they notice about the weather and the environment around them. I think children are much more engaged when they can make connections with their own lives. We could then use age-appropriate resources, such as the Paxi videos, to introduce the topic in a way that is easy to understand and encourages lots of questions. Rather than focusing on the problems, I would encourage the children to think about the positive things they can do every day, such as recycling, turning off lights when they’re not needed, using reusable water bottles and lunch boxes, planting flowers or trees, and walking or cycling to school where possible. I think it’s important that they come away from the lessons feeling that they can help, rather than feeling worried about something that seems too big to change.
I’d also include of practical activities and discussions, linking the topic with SESE, SPHE and Art. I think my 2nd class would really enjoy creating posters, taking part in simple investigations and talking about ways we can all look after our environment. My hope would be that they not only learn about climate change but also begin to see that the small choices they make every day can have a positive impact on the world around them.
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I really liked your point about focusing on hope rather than fear when teaching younger children about climate change. I agree that it is important to present the topic in an age-appropriate way so that pupils feel empowered to make a difference rather than overwhelmed by the challenges. Your idea of starting with the children’s own experiences and observations is a great way to make the learning meaningful. I also think the practical activities you suggested, such as creating posters and carrying out investigations, would help to reinforce key messages while keeping the children actively engaged throughout the lessons.
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Module 3
Watching Home and the other videos in this module made me think about how I could introduce climate change in a meaningful way to pupils in an ASD classroom in my country school in County Louth. I feel that the visual aspect of Home would be particularly useful for my pupils, as images and videos can sometimes communicate ideas more effectively than lengthy explanations. However, I would need to carefully select shorter clips, as the length and amount of information could be overwhelming for some pupils.
I would introduce the topic through familiar experiences in our local environment. Being in a rural school, pupils have opportunities to see farms, fields, animals, trees and the changing seasons around them. I could use these familiar examples to discuss how our environment is changing and why it is important to look after it. Activities such as planting seeds, recycling, collecting litter or observing local wildlife could make the learning practical and meaningful.
In an ASD classroom, I would use visual supports, clear language, repetition and a structured routine. I would also allow pupils different ways to participate, such as speaking, drawing, pointing or completing a practical task. I think this would make climate change more accessible and relevant to all pupils.
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I think the mention of integrating this material and message across the curriculum is really important. When this is done, all of the children can access the discussion and express their own learning and thoughts in their own best way. I think this is particularly important at the junior end of primary where children often express themselves through art for example.
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I found the Home documentary to be both informative and thought-provoking. The aerial footage was particularly effective in showing the beauty of our planet while also highlighting the impact that human activity has had on the environment. It reinforced the idea that climate change is a global issue, but also demonstrated how the choices we make every day can contribute to either protecting or damaging the Earth. The other videos in the module complemented this message by presenting climate change in different ways, helping to build a broader understanding of the topic. When introducing climate change to my class, I would be mindful of presenting the information in an age-appropriate and balanced way. While it is important that children understand the challenges facing our environment, I would also focus on practical solutions so that they feel empowered rather than worried. I would begin by discussing changes that the children have noticed in their own surroundings, such as unusual weather, increased flooding, or the importance of recycling within the school. Starting with their own experiences would make the learning more meaningful and relevant. I would use a range of interactive activities to explore the topic, including class discussions, short video clips, group investigations and simple experiments. I also think there are excellent opportunities to integrate climate change across the curriculum. For example, pupils could investigate local wildlife in SESE, create posters promoting environmental awareness in Visual Arts, write persuasive letters about protecting the environment in English, or collect and analyse recycling data in Maths. Throughout the lessons, I would encourage pupils to think about the positive actions they can take, both at school and at home. Activities such as reducing waste, saving energy, planting flowers for pollinators or taking part in a school clean-up would help children understand that even small actions can make a valuable contribution to protecting the environment.
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Having watched the documentary video ‘Home’, my thoughts on it are overall Wow. It is an impactful and thought-provoking film that showcases not only the beauty of our planet earth but also the devastating impact that human activity especially in recent decades has had on the planet. The video uses mostly aerial footage and focuses on interconnectedness of all ecosystems and organisms on earth. While I knew this, I don’t think I had really though about how interconnected all ecosystems really are. This documentary highlights the themes of deforestation, pollution, overconsumption and abuse of of natural resources and greenhouse gas emissions and how these human activities are driving climate change. Much of this video has made me think of biodiversity and how my school has been approaching the teaching of biodiversity in light of my school’s ‘Green Flag’ for biodiversity. This documentary presents worrying facts and makes me think of how the central messages can be presented to pupils so they understand the interconnectedness of our world and their own actions can climate change in a positive way if communities and governments worked more closely together. As this film was made circa 2010, I am also reflecting on how the global conflicts ion recent years has further impacted on the earth and in terms of climate change.
The Climate Aid 2020 promotional video was also excellent in highlighting how people from around the world can unite to promote climate action through music, education and public awareness. This video would be a good stimulus in my classroom to begin a debate on ‘ ‘c ‘Climate change is a shared global challenge which requires collective responsibility and cooperation’.
In my own classroom from September, I will be exploring in a bigger way pupils’ existing understanding of weather, climate and caring for the environment . We will watch some of the videos mentioned so far in this course and discuss what pupils notice, how the images make them feel and why certain places on earth are changing. It will be important to focus on both the positive and negative impact of human activity around the world. I will encourage pupils to think about everyday actions they can take, such as reducing waste, recycling, conserving energy and protecting biodiversity and also get them to explore what countries around the world can do. There is so much to unpack in these excellent videos, I am beginning to wonder where to begin the discussion with pupils and how much to tackle in any one lesson or month (5th class)?
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I found the Film ‘Home’to be really powerful. The aerial photography is visually striking and it really does suck you in. It would be a great stimilus for discussion on climate change.
I would introduce these facts to pupils to pupils in the following ways:
1) Home Discussion- What do you notice about these visuals from the video? What makes Earth special? How could we look after our home more?
2)Compare and Contrast- Discuss healthy forests and deforested land. Discuss what has changed. Children could draw a picture of both before and after.
3) Create a Class campaign- Explore slogans and create one that would highlight the negative effects of climate change.
4) Class pledge/ Class project- Create an class action project. Decide what we as a class could do to reduce the impact on climate change. What could I do in my local environment and home that would not cause this destruction.
5) Integration with Visual Art- There are some striking visuals in this video especially at the start. The children could pick their own and design it.
6) Integration with English (Writing) – A diary entry from the perspective of Earth, Write a letter from a forest to Humans.These are some of the ideas that I would use to teach the topic of Climate change in my class using the video ‘Home’ as a stimulus.
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Hi David, these are some really good ideas. I also found Home to be a very powerful film. The aerial footage is amazing and really grabs your attention from the start. It would definitely get children talking about climate change and why it’s important to look after our planet.
I especially liked your idea of comparing healthy forests with deforested land because it’s such a simple but effective way to help children understand the impact people can have on the environment. The class campaign and pledge are great ideas too, as they encourage pupils to think about small changes they can make in school and at home. I also think the links with Art and English would work really well. Creating artwork inspired by the film or writing a diary entry from the Earth’s point of view would give children a chance to be creative while exploring the topic. Overall, I think this film is a brilliant resource for starting meaningful conversations about climate change in a way that is engaging and suitable for primary classrooms. -
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The film “Home” uses amazing aerial footage and this provides a powerful way to compare healthy forests, rivers and oceans with areas affected by pollution, deforestation and drought. I would highlight simple facts from the film, such as how forests absorb carbon dioxide, how glaciers are melting, and how human activities increase greenhouse gas emissions. Rather than overwhelming the class with statistics, I would use a few clear data points, supported by photographs, maps or simple graphs, to help children understand that Earth’s climate is changing over time.
Throughout the lesson, I will encourage children to ask questions, share observations and think about actions they can take, such as saving energy, reducing waste and protecting biodiversity. Ending the lesson with positive, solution-focused discussions helps children develop hope and a sense that their everyday choices can contribute to caring for the planet, our school student council motto is “everyone can contribute, everyone’s one small thing counts”. -
<p class=”isselectedend”>The film HOME and the other video clips in this module was thought-provoking. The aerial images highlighted the beauty of our planet while also showing the impact that human activities have had on the environment through deforestation, pollution, overconsumption, and climate change. The film was both a celebration of the earth and a warning sign to humanity, as it clearly demonstrated how interconnected people, nature, and the climate are. Rather than focusing only on problems, it also encouraged viewers to recognise that positive action is possible if we work together to protect our planet. When introducing climate change to the children in my class, I would ensure the topic is presented in an age-appropriate and hopeful way. I would begin by discussing weather and seasons before explaining the difference between weather and climate. Using short video clips, images, and class discussions would help pupils understand the causes and effects of climate change without overwhelming them. I would also include practical, hands-on activities such as recycling projects, planting flowers or vegetables, monitoring the weather, and exploring ways to reduce energy use in school and at home. I feel it is important that pupils leave these lessons feeling empowered rather than worried. I would emphasise that even small actions, such as saving energy, reducing waste, walking or cycling where possible, and caring for local wildlife, can make a positive difference.</p>
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Hi Alison,
Thanks for sharing your thoughts on the documentary Home. I agree that it is important to promote the positive actions that the learners can take in school, at home and in the wider community which will empower them, as you have said, and not create a level of anxiety around climate change.
I think that it is important to use clips from the documentary that you feel are relevant for your class and as you have said allow for discussion to understand the causes and effects of climate change but in an age appropriate and hopeful way.
Thanks for sharing.
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Before watching the “Home” video, I would begin by asking the children if they have ever noticed changes in the weather, such as hotter summers, heavier rain or stronger storms. I would explain that the video is about climate change, which is the Earth’s climate changing over a long period of time. I would tell them that scientists have found the Earth is getting warmer because people burn fuels like coal, oil and gas, which release gases that trap heat in the atmosphere. I would encourage the children to watch carefully and think about what is causing these changes, how they affect people, animals, and plants, and what we can do to help. I would remind them that weather is what happens from day to day, while climate describes the usual weather over many years. After the video, I would ask the children to share one new fact they learned and one action they could take to help the environment. I would finish by reminding them that even small actions, like recycling, saving energy and caring for nature, can make a positive difference when everyone works together.
I would use the Greta Thunberg video to introduce the idea of speaking up for the environment. Before watching, I would explain who Greta Thunberg is and ask the children to listen for her main message. Afterwards, I would discuss why protecting the planet is important and encourage the class to share simple ways they can help, such as recycling, saving energy and reducing waste.-
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Hi Emily!
I really like your approach of beginning with the children’s own experiences of weather before introducing the wider topic of climate change. I think this is a great way to activate their prior knowledge and make the learning feel more relevant to their own lives. I also agree that it is important to focus on positive actions so that children feel empowered rather than worried about climate change. I like your idea of using Greta Thunberg’s video to highlight how young people can use their voices and make an impact. It would be a great opportunity for discussion and could encourage pupils to think about how they can make a difference within their own school and community.
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HOME by Yann Arthus Bertrand was an eye opener. I knew about climate change and deforestation before watching the video but seeing it really drove the message home that change is needed. Some of the statistics such as ‘the world spends 12 times more on military expenditures than on aid to developing countries’ is mind blowing! In the video, they still gave some hope and a positive message that we can make changes – ‘what’s important is not what’s gone, but what remains’.
I also really liked the climate Aid 202o music video in this module. I felt it was an emotional watch with the accompanying music.
I definitely would use some of these clips with the class. I would be conscious of not upsetting children but still making them aware of the realities of what is happening in the world. In the past, we have studied Greta Thunberg during International Women’s Day as an inspiring woman. I would definitely continue to do this and have the children create projects about the work she has done. (I work in an all girls school and we have a great emphasis based on days like this!)
I think a nice way to lead on from the videos and the study of Greta Thunberg would be to give the children the opportunity to put themselves in her shoes and discuss ways they could help the environment. I would then encourage them to create posters and linking in with the Green Schools Committee in the school, present these posters to other classes and place them around the school to encourage others to take action! In the past, some classes have even come up with some songs or chants which work well too!
The carbon footprint activity is really interesting and could be sent home for the children to complete with their families! They could bring in the results and we could discuss these as a class.
I think the videos and resources in this module are very eye opening and I think snippets could definitely be used in the classroom.
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I also think the climate aid music video might be a good clip to share with children. The music that accompanies it would stimulate children and brings an emotional feel to the clip. The carbon footprint activity is very beneficial, perhaps I would share it on Google classroom and the children could even show their families how to use it. That way, out might have more of an impact and the children could help to encourage their families to recycle, reduce waste and water consumption, use active travel etc to reduce their family carbon footprint.
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The film Home is a very good documentary for highlighting environmental issues. It has stunning aerial footage that captures the beauty of our planet while also showing the impact humans have on it. Although the film is inspiring, it is quite long and is aimed at an older audience, so I would not show it in full to a primary school class. I think the challenge of teaching our pupils about climate change is to convey all of the important information to them and to teach them about the changes we need to make without scaring them. So I would choose a selection of short clips from the film that match the learning objective I set. For example, clips showing forests, oceans, wildlife, farming, pollution, or melting ice could be used to spark discussion without overwhelming pupils. Using short, focused clips helps to keep children engaged and gives plenty of opportunities to pause, ask questions, and encourage them to think about what they notice. Similarly, Greta Thunberg is inspirational but it could frighten children so I would choose only small clips to show and teach them about her to inspire them. Perhaps we could then work together as a class to start a pledge for the school (one class I taught made a pledge book, others designed a pledghog!) or make some posters to display around the school to teach others about climate action.
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I agree that using shorter clips from HOME would be much more suitable for primary school pupils than showing the whole film. I especially like your point about teaching climate change without making children feel frightened or overwhelmed. Focusing on positive actions and solutions is a great way to help pupils feel empowered rather than helpless. I also like your idea of creating a class pledge, as it gives pupils an opportunity to take ownership of their learning and make practical changes within the school. The idea of creating posters would also be a great follow-up activity, as pupils could share what they have learned with other classes. I think combining the videos with discussion and practical activities would make the topic more meaningful and help children understand that even small actions can contribute to protecting the environment.
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I agree that some of it can be overwhelming for children and we definitely don’t want to scare them. So it is important to pick and choose the parts of the videos that are relevant to your class. The pledge is a great idea aswell as monst schools have a green schools committee so this could be something for them to do. And the younger classes could even get involved by participating in an art competition.
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I really liked how these videos explain climate change in a simple and engaging way without overwhelming children with too much information. I would use them at the beginning of my lesson to introduce the topic and get the class thinking about how our everyday actions can impact the environment. Before watching, I would ask the children what they already know about climate change and what questions they have. As we watch, I would encourage them to listen out for new facts or ideas that surprise them. Afterwards, we would have a class discussion about what they learned, focusing on the causes and effects of climate change and what we can do to help. I would then connect the learning to our own school and community by discussing practical ways we can make a difference, such as recycling, reducing waste, and saving energy. The lesson would finish with the children creating their own climate action pledges.
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I found the film HOME very interesting and thought-provoking. The aerial footage shows how beautiful the Earth is, while also showing the damage caused by human activity. It explains how burning fossil fuels, cutting down forests, intensive farming and overconsumption are contributing to climate change. One of the main messages I took from the film was that everything on Earth is connected. Damage to the environment can affect people, animals and ecosystems across the world.
Greta Thunberg’s speech also had a strong impact on me. She speaks honestly about the lack of meaningful action being taken, despite the scientific evidence available. I found it powerful that such a young person was confidently challenging world leaders to do more. Her speech shows pupils that young people can have a voice and help to create change.
I would introduce these facts to pupils using simple language, photographs, short video clips and class discussions. I would focus on practical actions they can take, such as switching off lights, saving water, recycling and reusing materials. The class could also create a climate action plan together. I think it is important to teach pupils about climate change in a hopeful way so that they feel informed and able to make a difference.
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The video her ‘Home’ is a powerful documentary full of ideas to get students (and teachers!) thinking about the links between the Earth’s ecosystems and the impact of human activity on the environment. Through striking aerial photography and compelling narration, it demonstrates how natural resources, biodiversity, and climate are closely linked. The film emphasises the consequences of deforestation, pollution, overconsumption, and the increasing concentration of greenhouse gases, while also presenting examples of positive environmental action and sustainable solutions. Rather than focusing solely on environmental problems, it encourages us to recognise that collective action can make a meaningful difference.The videos including the Pax video are particularly effective because they appeal to different young learners with different learning styles. Visual learners benefit from the imagery and animations, while the narration helps explain complex concepts in an understandable way. I will definitely be using this in my classroom to provoke some debate and help to give each child a platform to voice their opinions linked regarding how we behave and the impact it has.
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I really enjoyed reading your reflection on *HOME*. I agree that it is a powerful resource that helps pupils make connections between human actions and the wider impact on Earth’s ecosystems. I particularly like your point that the documentary does not just focus on the challenges facing the planet but also highlights positive solutions and the importance of collective action. This helps pupils develop a sense of responsibility while also feeling empowered to make changes.
I also agree that combining *HOME* with resources such as the Paxi video is effective, as the visuals and explanations help make complex concepts like greenhouse gases and climate change more accessible for children. Using these resources as a starting point for discussion would be a great way to encourage pupils to share their ideas, ask questions and think critically about their own choices. Giving every child the opportunity to voice their opinions is important, as it allows for meaningful conversations around sustainability and environmental responsibility.
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I found the film *HOME* and the other video clips very effective in showing the scale and impact of climate change. The visuals make the information easier to understand and help pupils see how human activity is affecting the planet. I think using short video clips is a good way to introduce climate change because they can capture pupils’ attention and encourage discussion.
With my own class, I would introduce the topic by asking pupils what they already know about climate change and what they think causes it. I would then show selected sections of *HOME* rather than the full film, focusing on topics such as rising temperatures, deforestation and the impact of human activity. After each clip, I would allow pupils to discuss what they noticed and how it made them feel. I would also encourage them to identify actions that could help reduce climate change in their own lives and community. I think combining the videos with discussion, group work and simple practical activities would make the topic more meaningful and engaging for pupils.
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I enjoyed watching HOME myself however in the classroom setting I would select 2- 5 min clips focusing on specific learning outcomes e.g. Melting ice, deforestation, human impacts etc. I would start by gathering information on what my class know (e.g. KWL chart) and use this as my starting point. I would supplement the HOME video with child-friendly stories related to climate change e.g. Dragons or The Lorax. We could follow up with childf-friendly explanations using the Paxi videos to help explain the science behind some of the references made in the HOME video. Like I mentioned in a previous module, I think child-lead, enquiry-based learning works very well in my classroom so I would like to connect the climate change learning to their world and what peaks their curiosity, what facts would they like to understand better e.g. monitoring classroom energy use, Why do we recycle? – school recycling audits. I would like to empower the children to take action as opposed to worrying the children e.g. Poster competition on simple climate-action plans or campaigns for the school. My main aim would be to help my pupils understand climate change and the impacts on our world while balancing it with empowering them to see themselves as being capable of protecting it into the future.
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Hi Orla,
Welcome to the course.
I really like your idea of using specific clips coupled with the learning outcomes you want to focus on with your class, which should make the footage really practically useful. I also love your suggestion of using child-friendly stories such as The Lorax alongside the Paxi videos. From my own experience it’s a great way to combine cross-curricular exploration while also capturing the students’ curiosity and imagination.
Your focus on child-led, enquiry-based learning and your points about emphasising empowerment rather than anxiety are equally important.
Thanks for sharing, and I hope you enjoy the rest of the course.
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I found the video *HOME* to be a very powerful and visually engaging resource that highlights the relationship between human activity and the changes occurring on Earth. The film clearly demonstrates how our actions have contributed to environmental changes and shows the impact that climate change is having on ecosystems, communities and the future of our planet. The powerful imagery would help pupils develop a deeper understanding of climate issues in a meaningful way.
To introduce these concepts to pupils, I would use selected short clips from *HOME* rather than the full documentary, focusing on specific images or messages that are suitable for their age and understanding. I would begin with an open discussion question such as, “What did you notice?” to encourage pupils to share their observations and ideas.
Following this, I would use the Paxi video on greenhouse gases to help explain the science behind climate change in a simple and accessible way. Pupils could then use prediction tools or complete practical activities to explore different climate scenarios and understand how choices can influence future outcomes.
I would also make links to pupils’ own experiences by discussing local weather patterns, changes they may have noticed, and how we can care for our school environment. To encourage positive action, pupils could work together to identify small changes they can make, such as reducing waste, saving energy or planting in the school grounds.
It is important to approach climate change in a balanced way, allowing pupils to discuss their feelings while focusing on solutions and their ability to make a difference. Learning could be differentiated through a range of activities, including drawing, discussion, research and data analysis. Understanding could be assessed through a simple reflection task where pupils identify a cause of climate change, an impact it has, and an action they can take.
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Module 3 Assignment:
The film Home by Yarn Arthus Bertrand is an excellent resource to teach children about climate change facts. It uses beautiful aerial photography to catch the children’s attention. This is much better than just using scientific facts as this would not be as interesting for the children.
I could easily use the scenes shown in the film as discussion points and teach climate facts from these. For example: One example is of the scene of Ice and Glaciers could be used to teach that as the Earth warms, glaciers melt and sea levels rise. After all the main scenes are discussed, the children could work in groups to create posters explaining the climate facts and draw pictures to show the scenes.
We could also use the challenges mentioned in the film to come up with actions as to what the children can do for example: Save electricity, recycle, walk/cycle etc.
I would also like to show the children Greta Thunberg’s speech to show that even children can stand up to environmental challenges and use their voice to better our Earth. -
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I think the three videos complement each other well when introducing climate change facts to pupils.
HOME is a visually powerful film (thank you for introducing me to it!). It captures our attention from the first few seconds with the names of well-known and sought-after brands. I would carefully select excerpts from the film, focusing on human activity and the impact our actions have on the planet. I think pupils at the senior end of primary school would get a lot from this film, and it could be very eye-opening for them.
Greta Thunberg’s speech introduces the idea of climate urgency and challenges pupils to think about why action is needed and what we could do at school, at home and in our local community. I would use some of the statistics to spark discussion, support classroom debates and even use them alongside the children’s individual research findings to help them write their own speeches about climate change and the importance of taking action.
The Climate Action Plan video provides a useful Irish context, showing that climate action is not just a global issue but something Ireland is actively planning for through renewable energy, electric vehicles, reducing food waste and planting forests.
Most importantly, I hope to use all of these interesting facts to empower children to create and be part of positive change.
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I like how Ailish suggested that pupils could write their own speeches about climate change. It links nicely with debating and/or reading persuasive texts. It would be a perfect example to show older pupils Greta’s speech and use it to model her delivery which is really clear and poised and loaded with factual and current detail.
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Assignment 3:
After watching HOME and other videos included in this module, I found them very thought-provoking and they really highlighted the relationship between humans and the environment. I thought the aerial footage in HOME was particularly powerful as it showed both the beauty of our planet and the impact that human activity has had over time. Seeing examples of deforestation, pollution and changes to landscapes made the effects of climate change feel much more real. I think this documentary would work well with older classes, particularly 5th and 6th class, but I would not show the full film. Instead, I would select specific sections as a stimulus for discussion and allow pupils to explore the issues raised through questioning, research and practical activities.
I also found Greta Thunberg’s speech very impactful. Her confidence in speaking about climate change and encouraging leaders to take greater action was inspiring. I think it would be a valuable resource for showing pupils that young people can have a voice and can contribute to important conversations about the future of our planet. However, I would carefully choose sections that are suitable for primary pupils and use them as a starting point for discussion rather than focusing only on the negative aspects.
When introducing climate change to my class, I would focus on creating awareness while also promoting hope and action. I would link the learning to practical activities such as investigating biodiversity in the school grounds, reducing waste or creating environmental awareness campaigns. I think it is important that pupils understand the challenges facing our planet but also recognise that their everyday choices can help create positive change.
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I found the documentary HOME to be both interesting and thought-provoking. It clearly shows how closely people and nature are connected and how our everyday actions can affect the environment. The beautiful aerial images help to show what is at risk if we do not take better care of the planet. Greta Thunberg’s speech and the other videos reinforced the importance of taking climate change seriously and highlighted that everyone has a role to play in creating a more sustainable future.
To introduce these ideas to pupils, I would begin by asking them what they already know about climate change and encourage them to share examples they have noticed in their local area. I would use short video clips, photographs, and simple class discussions to explain key concepts. Pupils could then complete practical activities such as creating posters about protecting the environment, carrying out a litter survey around the school, or keeping a weekly energy-saving diary. I would finish by encouraging pupils to set one personal goal to help the environment, helping them understand that even small actions can make a positive difference.
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I found the documentary to be one of the most thought-provoking resources in this module. The aerial footage captures both the beauty of our planet and the significant impact that human activity has had on it over time.
I would begin by exploring the children’s prior knowledge of weather, climate and caring for the environment through discussion and questioning. After showing a short clip from the documentary, I would ask pupils what they noticed, what surprised them and how the images made them feel. This would encourage curiosity and provide opportunities for reflection before introducing the science behind climate change. I would then use the Paxi video to explain concepts such as the greenhouse effect and greenhouse gases in a simple, child-friendly way, helping pupils build a solid understanding before moving on to more complex discussions.
To make the learning meaningful, I would link it to the children’s own lives and local environment. Pupils could investigate recycling around the school, monitor classroom energy use, carry out a biodiversity walk or plant pollinator-friendly flowers in the school grounds. These practical activities would help children see that climate change is not just a global issue but something they can positively influence through their everyday actions. Cross-curricular links would provide further opportunities for pupils to explore the topic in different ways.
I think it is essential that lessons on climate change leave children feeling empowered rather than worried. For this reason, I would finish the unit by asking the class to work collaboratively to create a Climate Action Plan for our school. Pupils could suggest achievable actions and goals for the school. This would reinforce the message that while climate change is a significant global challenge, small individual and collective actions can make a meaningful difference.
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<p class=”PDq2pG_selectionAnchorContainer” data-start=”106″ data-end=”813″>The film <em data-start=”115″ data-end=”121″>Home is a powerful resource for introducing pupils to climate change through its striking aerial imagery and clear explanation of how human activity has affected the Earth’s ecosystems. I found it particularly effective in highlighting the interconnectedness of people, animals and the environment, encouraging viewers to reflect on the importance of sustainability. Greta Thunberg’s speech at the UN Climate Action Summit complements the film by demonstrating how young people can use their voices to advocate for climate action. Together, these resources encourage pupils to consider both the scientific evidence for climate change and the role individuals can play in creating positive change.</p>
<p data-start=”818″ data-end=”1527″ data-is-last-node=””>In my classroom, I would introduce these concepts using short, age-appropriate clips followed by guided discussion to allow pupils to ask questions and share their ideas. I would focus on fostering hope and empowerment rather than fear by highlighting practical actions pupils can take, such as reducing waste, conserving energy and protecting biodiversity within their school community. Follow-up activities could include creating posters, writing persuasive speeches or producing short “climate reporter” presentations. This approach would encourage collaboration, critical thinking and scientific literacy while helping pupils understand that even small actions can contribute to a more sustainable future.</p> -
The documentary Home by Yann Arthus-Bertrand is a powerful and engaging film that highlights both the beauty of our planet and the effects that human activity has on the environment. Through its stunning aerial photography, it shows how ecosystems, wildlife, water and forests are all connected. It also explores important environmental issues such as climate change, pollution, deforestation and the overuse of Earth’s natural resources.
In my classroom, I would use short sections of the documentary rather than showing the entire film, as some topics are quite complex for younger children.I would also use screenshots of some of the images as discussion prompts. After each clip, I would encourage discussion by asking questions about what they noticed and how people can help care for the environment. It could be linked to both the Science and Geography curriculum by focusing on local examples, such as recycling, reducing energy use, protecting wildlife and keeping our local parks, rivers and beaches clean. Follow-up activities could include creating environmental posters, planting flowers for pollinators or completing simple recycling tasks. It would help children develop a better understanding of climate change while encouraging them to take positive action in their own community and reminds them that we can make a difference.
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The video clips in this module were thought provoking and inspiring.
The movie HOME is fascinating with a powerful message. The aerial photographs that capture how everything on Earth is interconnected is a great stimulus for children. I would not show the full movie to children instead I would select certain minutes of the movie and ask the children to look and respond to the images they are seeing. The message of the future of planet Earth relies on how we as humans treat our planet is inspiring and thought provoking. To ensure that pupils understand the importance of this message and the responsibility that we have as citizens of planet Earth we would engage in many hands on activities. Children would complete a school climate audit and share the results with the wider school community eg: waste and recycling bins check, leaving lights on, school travel etc. We would then discuss ways in which we can improve our school climate such as encouraging children to walk, scoot or cycle to school.
I have taught pupils about Greta Thunberg in the past and children relate well with her. They admire her bravery and ability to communicate her opinions. She is a positive role model as children learn how they can respect and protect our planet from her. I would engage the children in completing mini projects on Geta Thunberg. -
I found this video to be clear, engaging and suitable for primary pupils because it explains climate change using simple language and visuals that children can easily understand. It introduces important facts without overwhelming pupils and encourages them to think about how their actions can make a difference. The video also gives a positive message by showing that everyone can help care for the planet.
I would introduce this topic by first asking pupils what they already know about climate change and recording their ideas on the board. This would help identify any misconceptions and encourage discussion. After watching the video, I would ask pupils questions about the main ideas and discuss how climate change affects people, animals and the environment. We would then focus on simple actions that pupils can take, such as recycling, saving energy and walking or cycling when possible. Finally, I would encourage pupils to work in groups to create posters or short presentations showing one way we can help protect the environment. This approach would make the lesson interactive, encourage teamwork and help pupils understand that even small actions can have a positive impact on our planet. -
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The video ‘Home’ was so visually striking and explained so clearly our origins on earth and our effects on the earth in such a short time relative to our arrival here.
It would create a lot of talk and discussion and generate interest in comparing and contrasting life in different parts of the world, particularly in relation to farming and production techniques and the long term effects of machinery and factories vs traditional farming methods.
Younger children might find some of the video a little ‘heavy’ and for all children some parts might be a little scary in relation to the future for us all if global warming continues at this rate.
The teacher would need to choose parts that would be age/class appropriate and highlight key messages from these through brainstorming and talk and discussion.
A focus on how we can help in many small ways to deal with global warming would be empowering and engaging for the children.
The Green Schools Programme encourages a lot of small changes such as recycling, composting, awareness of packaging, energy conservation, water conservation, car-pooling and walking to school, awareness of animal habitats and encouraging these in the school environment and at home are all practical ways that children can get involved. This often leads to the above practices being adopted at home also.-
Hi Margaret
Informative videos such as Home and the other videos in this module are a great way for educators to inform ourselves about the realities of climate change and to help us understand the science so that we can choose how best to impart that knowledge to children. I agree that you need to be very careful with what videos you choose to show to your pupils, as we need to strike a balance between informing and scaring. As you and others have said, selecting short clips or images from Home might be appropriate to use to promote discussion in your classroom and focussing on positive actions is a good way to approach the topic and help children to feel empowered.
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Hi Margaret, I agree with your comments about the Green Schools intiative. We use this in our school and have introduced ‘Walk on Wednesdays’ to encourage more students to walk (at least some of the distance!) to school. Our students have also gotten a great understanding of recycling and environmental responsibility.
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I agree, Margaret, that HOME is a visually powerful resource that could stimulate meaningful discussion about human impact on the planet. I particularly liked the idea of comparing traditional farming with modern production methods and considering their long-term effects. I also agree that teachers need to select suitable sections for different age groups. Linking the learning to the Green-Schools Programme would make the topic practical, positive and empowering for pupils.
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The film HOME is a powerful and thought-provoking resource that highlights the relationship between human activity, the natural environment, and climate change. I found the combination of interesting visuals and factual information particularly effective in showing how human actions eg. deforestation, pollution and overconsumption, are affecting the planet.
I would introduce these climate change facts to my pupils through short sections of HOME and the other clips, rather than showing the entire film at once. This would allow me to pause and discuss important points, check understanding, and encourage pupils to ask questions. I would use age-appropriate language and connect the information to situations they can relate to, such as energy use, transport, food waste and recycling.
I would also encourage pupils to discuss what they noticed in the videos and identify actions they could take in school and at home. Follow-up activities, such as creating posters, researching local environmental issues, or comparing carbon footprints, could help turn the information into meaningful learning. Overall, the videos provide an engaging starting point for developing pupils’ understanding of climate change and environmental responsibility.
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I agree with Megan’s points on how the Film Home can be a good resource for children, but needing to select the most important/ child friendly clips for each particular class. Follow-up activites discussing what we can do to help prevent climate change puts a positive and proactive focus on the lesson.
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I found the documentary HOME to be a powerful and thought-provoking resource. The aerial footage shows both the beauty of our planet, and the significant impact human activity has had on the environment. However, I feel some of the content, particularly the explanations about the origins of life and complex climate issues, may be too challenging for primary pupils. I would therefore use carefully selected sections rather than showing the entire documentary.
Before introducing facts from HOME, I would establish pupils’ prior knowledge of weather, climate and the environment. I would explain key concepts such as the greenhouse effect using simple language, visuals and age-appropriate examples before showing relevant clips. This would allow pupils to understand the information rather than simply watching it. The Paxi videos would also be useful for reinforcing difficult concepts.
I would follow the videos with discussion and practical activities, such as investigating recycling, monitoring energy use or creating a biodiversity area. Greta Thunberg’s video could also stimulate debate about climate responsibility and encourage pupils to consider different viewpoints. Overall, HOME could be an excellent resource when carefully adapted to suit primary-aged learners.
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agree that HOME is a powerful resource and that selecting suitable sections is important when using it with primary pupils. I particularly like the focus on building pupils’ prior knowledge before introducing more challenging climate concepts, as this can make the learning more meaningful. The suggestion of combining the videos with practical activities is also excellent, as it gives children opportunities to apply their learning. Including Greta Thunberg’s video could further encourage discussion and help pupils develop their own ideas about climate responsibility.
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Hi Owen I agree that establishing prior knowledge is important before showing the clips in HOME. It would e important that children have a good understanding of the other concepts such as greenhouse gases before watching the film. It is also important to follow up with practical activities to assess understanding and allow children to come up with their own solutions to issues relating to climate change.
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When introducing climate change to a multigrade 2nd–4th class in a scoil sa Ghaeltacht, I think it is important to make the topic age-appropriate, practical and empowering. HOME highlights the scale and seriousness of climate change, but as it is 90 minutes long, I would select short, suitable clips rather than showing the full film. These could then be used as a starting point for discussion.
I would also use local examples that children can relate to, such as protecting our coastline, bogs, wildlife and the natural environment around the Gaeltacht. Practical activities such as a school waste audit, planting native flowers, reducing food waste or creating an environmental campaign could help pupils see that their actions can make a difference. Resources such as NASA Climate Kids, the Paxi video mentioned in a previous module, along with the Earth under a lid activity would be a practical way of developing their understanding.
I would introduce Greta Thunberg as an example of how one young person can inspire change. However, I would be selective about using her TED Talk, as some of the language and subject matter may not be suitable for 2nd–4th class. A short, child-friendly clip or discussion about her story would be more appropriate.
Overall, I would aim to make climate change relevant to the children’s lives and community, while leaving them feeling informed, hopeful and capable of making a positive difference.
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Hi Ciara,
I really like how you have considered your class foremost in this response, choosing to edit your use of the HOME video for the needs and accessibility of your class. Your emphasis on local examples is especially strong. Connecting climate change to the coastline, bogs, wildlife and the natural environment around the Gaeltacht would make the learning much more meaningful for pupils. It could also provide a lovely opportunity to build climate vocabulary as Gaeilge through discussion, posters or an environmental campaign.
I also like your focus on practical action, such as waste audits, planting native flowers and reducing food waste. These activities would help pupils feel informed, hopeful and capable of making a difference.
Hope you enjoy the rest of the course.
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<span style=”font-weight: 400;”>Hi Ciara, I really like your idea of making the learning relevant to the children by looking at the coastline, bogs and wildlife in their own area. I think the local community could be a great resource here too. Parents or grandparents might have noticed changes in the local environment over the years that the children wouldn’t be aware of. It would be interesting for the children to ask them about changes they have seen in weather, wildlife, farming or the coastline and bring those stories back into school. I think this would make the topic feel much more real for the children and would also be a lovely way of involving families and using local knowledge as part of their learning.</span>
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I really like your point about making climate change relevant to the children’s own community. I think using examples such as the coastline, bogs and wildlife around the Gaeltacht would make it much more meaningful for them. I also agree that it is important to be careful about the clips and language we use with younger children. I like your idea of ending with practical action, as climate education can easily become very doom and gloom. Activities like a waste audit or environmental campaign give children a sense that they can actually make a difference. I also think linking this to the Global Goals would work really well and would give them a wider understanding of how their local actions connect to global issues.
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I think the video HOME is a very effective resource for teaching children about climate change. The strong visuals clearly show how human activities are changing the planet and help pupils understand the effects these changes can have on the environment. It provides a useful starting point for discussion and encourages children to think about their own impact.
In my classroom, I would show a short, suitable section of the film rather than the full video, as some parts may be too complex for younger pupils. I would ask pupils what they noticed and allow them to share their thoughts. I would then use the Paxi video to explain greenhouse gases in a simple way and follow this with the prediction tool to explore different climate scenarios.
I would also connect the topic to local experiences, such as changes in weather or the school environment. Pupils could discuss realistic actions, such as reducing energy use, recycling or planting trees, and choose one to develop as a class project. Finally, I would use a short activity where pupils identify one cause, one effect and one action they can take.
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I really like the idea of focusing on realistic actions rather than giving pupils a whole list of things they could do. It makes it feel more manageable and gives them a better chance of actually making a difference. I also like the idea of focusing on one cause, one effect and one action, as it keeps things simple and helps pupils clearly understand the issue without giving them too much information at once.
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The documentary Home is a powerful way of helping children understand the connection between people and the natural world. Through the striking aerial images, it shows how our actions can affect landscapes, animals and the wider environment. It explores issues such as habitat loss, waste, the use of natural resources and climate change in a way that could really encourage children to ask questions about what they are seeing.
With a 4th class, I would use short, age-appropriate clips rather than showing the full documentary. After each clip, pupils could talk about what they noticed and think about what might happen if one part of a habitat was damaged or removed. This could lead nicely into topics such as habitats, food chains and biodiversity. I would also use Climate Aid 2020 to show that environmental issues affect people around the world and that we can work together to make a difference. Greta Thunberg’s 2018 TEDx talk could also be used to show pupils that young people have a voice and can help bring about change. Pupils could then discuss simple ways they can care for their own environment.-
Hi Amy,
Welcome to the course. Thanks for sharing your thoughts on the documentary Home. It has striking images and as you have said it helps the learners to understand the connection between people and the natural world.
I think that with 4th class it is important to choose specific clips that you feel are relevant and appropriate for the learners in your class. I like how you are planning to explore clips that lead to discussion on specific topics such as biodiversity when habitats are damaged. This gives the learners the opportunity to reflect on action they can take in their own community.
Thanks for sharing, I hope you enjoy the other modules in the course.
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The film Home by Yann Arthus-Bertrand and the other climate change videos were powerful in showing both the beauty of our planet and the impact humans are having on it. The aerial images highlight how precious and fragile Earth is, while the climate action clips demonstrate the importance of taking responsibility for protecting it. Greta Thunberg’s message is particularly powerful because it shows that young people can have a voice and make a difference.
As a Senior Infant teacher, I would introduce these ideas in a simple, positive and age-appropriate way. Rather than focusing on frightening statistics, I would explore themes such as caring for our planet, saving water, reducing waste, recycling and protecting animals. I would use short video clips, stories, pictures and songs, followed by discussion and practical activities. The children could create a class “Earth Care” project, planting seeds, sorting recycling or making posters about ways we can help. This would encourage curiosity, responsibility and the understanding that even small actions can make a difference.
The idea of Climate Action would be the main focus, with emphasis on consistently making good choices, which could be linked into SPHE and Oral Language discussions.
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Hi Grace,
I really like how you have considered the emotional impact of HOME and the other climate clips, particularly for Senior Infants. Your focus on introducing climate action in a positive, age-appropriate way is very important, as younger children need to feel hopeful and capable rather than overwhelmed.
I particularly loved your idea of a class Earth Care project. Your activities suggest practical, hands-on ways for pupils to understand that caring for the planet is something they can take part in every day. You could consider extending this further with pupils keeping a simple class Earth Care journal with drawings or photos of the small actions they take over time. This would link nicely with SPHE, Oral Language and Visual Arts, while helping your class see their progress.
Thank you and hope you enjoy the rest of the modules.
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The film Home is a powerful and visually engaging documentary that highlights the impact human actions are having on our planet. Directed by Yann Arthus-Bertrand, it uses stunning aerial footage from around the world to show both the beauty of Earth and the damage being caused to our environment. I am really looking forward to using this resource in my classroom, as this was my first time coming across the film. I found it very impressive. However, I think it is important to use it carefully, as some of the content may be quite intense and overwhelming for certain children.
To introduce the topic, I would begin with a class discussion using questions such as, “What do you already know about the beauty of our planet?” and “How are human actions affecting Earth?” I would then select short, age-appropriate sections of Home, such as scenes showing melting ice caps or large cities, to stimulate discussion and visual awareness.
In small groups, children could create posters, research mini-projects or write reports about ways to help the planet. They could then work together to prepare a whole-
school presentation focusing on an issue such as water use, farming or deforestation.
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Hi Michelle,
Welcome to the course and thank you for sharing your response.
Your points about celebrating the beauty of the film’s visual power while also being mindful that some content may feel intense for certain pupils are very important. Selecting short, age-appropriate clips is a very sensible approach, as it allows children to engage with the key messages without becoming overwhelmed.
Your opening questions would work well as a starting point, encouraging pupils to think about both the beauty of the planet and the impact of human activity. I also like your idea of using group posters, mini-projects or reports to help pupils process what they have learned in a creative way, which would build well on skillsets such as communication, linguistics and presentation. To extend this further, they could link their chosen issue to one practical action the class or school could take.
Hope you enjoy the rest of the modules.
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My thoughts on the film ‘HOME’ is an excellent and informative portrayal of the interconnected relationships between human activity and the natural world. Most of the film is made using aerial footage/images of the different landscapes across our globe and explain the impact of climate change in a simple way that sparks many emotions and questions among the viewer. From beginning to end this film/documentary explores many important environmental issues such as deforestation, pollution, over consumption of resources and greenhouse gas emissions. It showcases how human behaviour is having a major impact on the earth and fuelling climate change. This documentary has made think about the theme of biodiversity within my own school context and how my school has been promoting the teaching of biodiversity in recent years. Having watched this documentary I am much more aware of the interconnectedness if biodiversity not just locally but nationally and globally.
Overall this documentary has brought home for me the importance and value of educating children about the issues connected to climate change so that pupils understand how closely humans, animals and the environment are connected. Most importantly the choices we make both big and small impact on the wider world.
The Climate Aid 2020 promotional video in the module would be very useful as an introduction to concepts such as greenhouse gases, rising temperatures, deforestation and the impact of human consumption. With 6th class pupils, I would introduce these climate change facts through short video clips from the documentary Home and talk about and discuss the issues. Pupils could then identify practical actions they can take and understand that their choices can contribute to positive environmental change. -
I found HOME very interesting, especially seeing how much the planet has changed over time and the impact that humans have had on it. I think the videos in this module are a good way of introducing climate change as they give children something visual to focus on. Some of the information could be quite difficult for younger children to understand, so I think it would be important to keep the discussion simple and relate it to things they already know.
As I will have 3rd Class in the coming year, I would probably use shorter clips from HOME rather than showing the whole film. I would pause the video to ask questions and give the children opportunities to discuss what they have seen. I could then link this to things in their everyday lives, such as recycling, saving electricity and looking after their local environment.
I think finishing with a class discussion or poster activity would be a good way for the children to share what they have learned as a class. -
Home by Yann Arthus Bertrand is a powerful documentary showing the beauty of our planet and the impact humans are having on it. I like how the aerial footage highlights key issues relatitng to climate change such as deforestation, farming and pollution. It shows in an accessible way how humans are connected to the natural environment and the affect our actions can have on the future of the planet.
With my pupils i would use short clips from this and discuss the effect of each particular problem in relation to climate change and how a positive impact can be made. Short clips would encourage discussion and keep children interested. I also found Greta Thunbergs Ted talk very powerful as she presents climate change from the perspective of a young person. Her message can demonstrate to young people that they have a voice and can make a difference.
An activity that would work well is taking small clips from these resources and assigning one to each group who then make a brainstorm about that particular issue and share at the end via a class discussion .
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Home is beautiful production that conveys the challenge of the climate crisis in a very powerful and effective way. It is very well produced and highlights the beauty of planet earth and its habitats, juxtaposed against the dire consequences climate change is having and will continue to pose if action does not occur. Home made a strong argument for sustainable living.
Children have a heightened awareness for this and are better at adapting than adults. It would be important to praise their current actions and suggest futher ways their schools & home environments could become more sustainable. While Greta Thunbery has been an excellent figure head for the need for climate action, children should be praised and encouraged for their efforts.
Teachers could work towards promoting climate justice within the classroom by offering learning opportunities via the resources available from Global Schools & encourage children to write their learning & suggestions to local political representatives to build their sense of responsibility and ability to change the course of the climate crisis.
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I agree with others who say that age appropriate information is best. While some children will be fascinated with the concepts of climate change and saving our planet, there are some children who will find the serious nature of climate change and environmental destruction a source of anxiety. The extreme heat waves, fires and high temperatures we are experiencing this summer are unprecedented and unnerving for adults not to mention children.
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I found the documentary ‘HOME’ to be an informative resource for teachers to develop their own knowledge and understanding of climate change. However, with younger pupils, I would use short, age-appropriate snippets alongside the other videos, including the Greta Thunberg video, rather than showing the full documentary.
Before watching, I would begin by asking pupils if they have noticed changes in the weather, such as hotter summers, heavier rain or stronger storms. It would be important to introduce key vocabulary such as weather, climate, biodiversity, sustainability and climate change. Pupils could create a simple weather and climate dictionary, using pictures and child-friendly definitions to support their understanding.
This topic would also provide a great opportunity for our Green-Schools Committee to become involved. For example, pupils could run a poster competition to raise awareness and encourage involvement across the whole school. Classes could also focus on making one simple environmental change each month and encourage their families to do the same, helping pupils see the ripple effect that small actions can have.
I would link this learning to our experiences through the Creative Cluster programme last year. Our 5th Class created vertical gardens, while other classes grew native flowers and observed biodiversity. These practical activities helped pupils develop a greater appreciation for nature and understand how their actions can make a difference.
Finally, pupils could work together to create a simple climate action plan for the school. This would promote collaboration, responsibility and active citizenship while showing pupils that everyone has a role to play in protecting our planet.
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I found the film Home very powerful and visually engaging. The aerial footage from around the world shows both the beauty of the Earth and the scale of human impact on the environment. The film explores how issues such as our use of fossil fuels, intensive agriculture, deforestation, resource consumption and climate change are interconnected, rather than presenting climate change as an isolated problem. For a 3rd and 4th class, I would not show the entire film, as I think its length and some of the information would be too complex for nine-year-olds. Instead, I would select short sections and combine these with the shorter, child-friendly video clips from the module. I would pause regularly for discussion and allow the children to identify what they notice, what has changed and what questions the images raise. I would be conscious of presenting climate change in a way that informs rather than frightens children. I would balance facts about rising temperatures, greenhouse gases, melting ice and habitat loss with examples of positive action. The final part of Home is particularly useful in this respect because it moves towards ways in which people can use resources more responsibly. I would finish by asking groups to create an Our Climate Actions poster, identifying realistic actions that could be taken at home, in school and in our local community. This would give the lesson a positive and practical conclusion. I would involve the Green Schools Committee to come and see the groups presenting their poster and ideas and they could choose a Climate Champions award winning team.
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Reply Module 3
This was such a lovely video. It was really moving, emotional and challenging at the same time.
The use of aerial photographs would be a great starting point. It shows how wonderful and connected the world is. It shows us how beautiful our earth is on one hand while on the other the devastating impact our life style choices have made o the earth,
Greta Thunberg is hugely inspiring and so children would identify with her.
To introduce this to a class
Depending on the class: I am at the Junior End so this video is too long as a whole. It’s also frightening for children at this age. I would skim through it, focus in on the beauty of the earth
2: They are well aware now of REDUCE: REUSE: RECYCLE.They are plenty of work sheets and programmes based around this.
3: I would introduce some songs and music around the REDUCE: REUSE: RECYCLE
4; Some Art work based on our beautiful earth
5: Some SPHE re pollution could be introduced at this stage
6: Then to conclude some Oral Language to ensure the children are aware of the difference each and every one
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I found Home to be a very powerful, moving film that highlights how interconnected or world is and the impact that we can have on the world.
I don’t think I would show this full film to the children but would instead choose some clips to get them thinking about the overall message of the film. I would begin with some screenshots/shorter clips from the beginning of the film so the children could see the beauty of our world. I would then move on and show some of the activities which are harming the world. I would give the children some focus areas at the start to help them organise their thoughts such as ‘What was something amazing you saw’, ‘Was there anything scary/not so good?’, ‘What would you do to help change this’.
I would also use some of the other videos from this course such as the Paxi video to help the children understand the problem.
To conclude, the children would brainstorm practical, realistic ideas for themselves to use to help them reduce their own waste.
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I found the video HOME to be very thought provoking. I think it would be a good resource and certainly feel using clips or short sections of the video with a class would be an excellent way of introducing children to climate change because it shows through striking aerial images how peolpe are changing our planet e.g. farms being cut down, fossil fuels being used, cities growing etc. Using certain clips to spark discussion and critical thinking amongst students would be a very beneficial resource, thiscvideo in conjunction with the PAXI clips would be a good way of raising questions with students. Making links to their own environments would also be important to make the learning even more meaningful and impactful.
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Hi Máirín
I agree that Home is a great resource but would work best when we choose short clips that would be appropriate for use in with our own class. Clips allow for lots of discussion on what they have seen and could develop critical thinking also as you have mentioned. Making links to their own local area and local environments, as you have said, would also make the learning more meaningful and develop connections between what they have learned and their own lives.
Thanks for sharing.
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I found HOME very powerful, particularly because of the way aerial footage is used to show how connected the different parts of the planet are. The film covers climate change, deforestation, water, agriculture, energy and biodiversity, but I thought its biggest strength was showing the scale of the changes humans have made to the planet. The other video clips give a different way of looking at climate change and would provide good starting points for discussion with a 5th class.
I would be careful about how I introduce some of these climate change facts to children. I don’t think the aim should be to frighten them or make them feel that the situation is hopeless. We have seen some very severe storms during Irish winters when the Atlantic is particularly active, so this could be a useful local connection when discussing weather and climate. Weather relates to the storm on a given day whereas the increased frequency and strength of storms over time relates to climate.
With my class, I’d concentrate on awareness and what we can actually do. We could look at energy use in school, transport, waste, biodiversity and ways of reducing our own impact. I’d use selected clips rather than the whole film and give the children time to discuss what they have seen and ask questions. The main message I’d want them to take away is that climate change is a serious issue and that there are positive things we can do as individuals and as a school.
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I found HOME very interesting but also quite a lot to take in. What stood out to me most was the idea that everything is connected and that decisions made in one part of the world can have an impact somewhere else. Greta Thunberg’s speech made me think about this in a slightly different way too. I found her point that responsibility for climate change isn’t shared equally particularly interesting. It reminded me that while we want children to understand that their choices matter, we also don’t want them thinking that solving climate change is their responsibility alone. Having taught Junior Infants for the last five years, I would approach these facts in a much simpler way. Rather than starting with carbon emissions and statistics, I would probably start with the idea of our shared home. We could look at where our food comes from, how we travel to school, what happens to something after we throw it away, or even where the water from our taps comes from. These are things young children can actually relate to and they could lead naturally into conversations about how our everyday lives are connected to the wider world. Moving into HSCL in September has also made me think about how this learning could move between school and home. I would love to involve parents and grandparents in sharing how things have changed since they were children and how they travelled to school, what they bought, what was reused rather than thrown away and even changes they have noticed in their local environment. Children could bring these stories back into school and compare them with life today. For me, this would make climate change less of an abstract topic and more of a conversation between children, their families and the school. It could also be a nice way of recognising that families already have lots of knowledge and environmentally friendly habits that we can learn from.
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Hi James,
Welcome to the course and thanks for sharing such a thoughtful reflection.
I really appreciate your nuanced point that while pupils should feel their choices matter, they should not be left feeling that solving climate change rests on their shoulders, as that could be quite overwhelming especially for young pupils. Your idea of beginning with the concept of our shared home is lovely and meaningful. Exploring food, travel, waste and water would help Junior Infants connect big environmental ideas to things they experience every day too.
I especially like your HSCL link and ideas for bringing the learning beyond the classroom. Inviting parents and grandparents to share their memories could create a rich intergenerational project. It also recognises the knowledge already held within families and communities, which is a lovely way to make climate learning feel hopeful, local and shared.
Hope you enjoy the rest of the course.
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Hi James,
I really like the idea of involving parents and grandparents so the children get a first hand account from family members. Its also a lovely idea to have family invoulved to enhance the learning expiernce and as a follow on actiivty the children could work with their parents to create a climate action plan at home. Prehaps the children could bring in photos that their parents/grandparents have and idefity changes both positive and negative. This would also link in with a local history lesson.
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The video Home was excellent and was very powerful and effective. It made the changes that are happening to our climate very real and showed clearly the impacts they are having. It showed clearly the effects of climate change. In order to introduce the facts I would show some of the video HOME and ask the children their opinions on a short piece. I would watch more and ask them to reflect themselves and maybe in pairs/groups on what they have watched. The children could have a group discussion. I could also show them more follow up videos e.g. Paxi and work on the area of greenhouse gases as follow up work. I think project work would also be a good way for children to show their learning and to explore the facts more fully. The children could present their findings/reflections to the rest of the class. This would afford the opportunity for further discussions.
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I found HOME to be a very powerful and thought-provoking film. It presents the beauty of our planet and also shows the impact that human activity is having on natural environments. The visual images can make environmental issues more real and easier to discuss.
I think the other shorter video clips in the module would be useful alongside HOME, as shorter clips may be more appropriate for younger pupils or SEN students and allow teachers to focus on one specific concept at a time. I would not show the entire film to a younger class. Instead, I would select appropriate sections and pause regularly to allow pupils to ask questions and discuss what they have observed.
I would introduce climate change by first finding out what pupils already know. We could then watch a short clip and create a class concept map showing causes, effects and possible solutions. I would encourage pupils to focus not only on the problems but also on positive actions and solutions. I think this approach would make climate change less overwhelming and give pupils a sense that they can contribute positively to protecting the environment.
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I really like your point about using shorter clips, particularly for younger pupils and SEN students. I also agree that pausing to discuss what the children have seen would help them process the information rather than simply watching it. I think your idea of focusing on positive actions and solutions is especially important, as it gives children a sense of empowerment rather than making climate change seem overwhelming.
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I found the film HOME by Yann Arthus-Bertrand very powerful, particularly because of the way it uses real images of our planet to show both its beauty and the impact that human activity is having on it. The video clips included in the module also helped to communicate some complex climate change facts in a visual and accessible way. I think this is particularly important when introducing climate change to children, as the topic can sometimes feel very large or difficult to understand.
With my pupils, I would begin by showing short, age-appropriate sections of the film rather than the whole documentary. I would pause at key points to allow the children to discuss what they notice and ask questions. I would focus on the positive actions we can take rather than presenting climate change as something frightening or overwhelming. We could then explore local examples, such as biodiversity in our school grounds, energy use, waste and transport, so that the children can see how climate change connects to their own lives. I would also use discussion, research and practical activities to allow the children to investigate the facts for themselves.
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Hi Amy,
I agree that climate change can feel like a very big topic for children, so making links to their own school and local environment would definitely help make it more meaningful. I also like your focus on positive actions and giving children practical ways to make a difference rather than making them feel overwhelmed. I think a follow up class project such as creating a simple climate action plan for the school, could be a great way to build on this.
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Hi Amy.
Welcome to the course.
You have taken a very balanced approach to using HOME in the classroom. The film’s imagery can be a powerful way to open pupils’ eyes to environmental change, but could be overwhelming, so selecting short, age-appropriate clips and pausing for discussion would make the experience much more manageable and impactful.
I particularly like your focus on moving from global images to local investigation. Exploring biodiversity in the school grounds, energy use, waste or transport would help pupils see that climate change is not just a distant issue, but something connected to everyday choices and the places they know.
Your emphasis on positive action is also very important. Allowing pupils to ask questions, investigate facts and suggest practical responses would help build understanding without creating unnecessary anxiety. It would also strengthen the Engineering Design Process by designing solutions.
Thanks for sharing, and hope you enjoy the rest of the modules.
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The Documentary Home is very powerful both visually and in its message. It showcases the beauty of our planet while documenting the human destruction due to pollution, deforestation, over fishing, the burning of fossil fuels, wildfires and disregard for the beautiful natural resources of our planet. It also demonstrates climate injustice. Both Home and the Climate Aid 2020 video are emotional and I think better suited to more senior classes. I think both would serve as an excellent stimulus for discussion and lessons in Senior classes. That being said, an extract could be taken from Home to be used with younger classes.
I think The video of Greta Thunberg at UN COP 25 is excellent. She is someone the children can relate to. It demonstrates for them that even young people can make a difference. Greta Thunberg also speaks very well, making important points in a child friendly manner.
I would use these videos as a stimulus for lessons, using Climate Aid 2020 as an introduction to a lesson on the effects of global warming. I would use Greta Thunberg’s speech as a stimulus before we start a lesson on how we can take action. -
I found the HOME documentary to be quite thought provoking and eye opening to watch, with beautiful images and then contrasting images of the effects of human activity on the planet. I would introduce these climate change facts to pupils through a selection of appropriate clips and images from HOME, using these as a starting point for discussion and questioning. However, the documentary contains a large amount of information and would be too long to show in its entirety within a primary school classroom. Children have can only concentrate for short periods therefore short clips would be more beneficial for them. Some of the concepts and terminology, such as fossil fuels, biodiversity and the causes and effects of climate change, may also be too complex for younger pupils to fully understand. I would pick the most relevant facts and present them using simple, age-appropriate language and examples that pupils can relate to in their everyday lives.
The video of Gretha Thunberg was very insightful and her passion for climate action is very clear when she speaks. I think the children would learn lots from her and engage well with her speech as she has a great knowledge and her passion as a young person’s captures attention as she speaks. Its nice opportunity for the children to hear another voice rather than the teacher calling out facts, making it more meaningful. The children could note down 3 different things they didn’t know as they watch the video to prepare them for a discission after the clip. I would then divide the children into small groups, and they would be set with the challenge of writing a short report for newspaper. They would take on the role of a reporter, and I would provide them with a short template with space for writing and an image. They would have to create their own piece about climate change, and they would use what they have learned by watching the video to help them. The children would then have the opportunity to present their report to the class or share it around with their peers and read each other’s work. This could then form the basis of our class climate action plan and in turn support a whole school plan.
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I found the HOME film very effective as the images showed both the beauty of our planet and the damage caused by human activity. The other videos in the module also highlighted the importance of protecting nature and using resources responsibly. I found Greta Thunberg’s TEDx talk interesting and powerful, although I think some of the information could be too serious for Junior Infants.
For my Junior Infant class in Tramore, I would introduce climate change in a simple and positive way. I would first find out what the children already know and use familiar examples from their surroundings, such as the beach, weather, animals and plants. I could use short Paxi videos and pictures to explain the topic in an age-appropriate way.
I would focus on actions children can take, such as recycling, reducing waste, saving water and electricity, and looking after plants and animals. The topic could also be linked with SESE, SPHE and Art through discussions, investigations and creative activities. This would show children that small actions can make a difference.
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<span style=”font-weight: 400;”>This is a really interesting and engaging film. It is visually stunning with amazing aerial photography as it looks at the origins of the Earth and the impact that humanity has had on it.</span>
<span style=”font-weight: 400;”>Despite showing the grim reality of melting glaciers, polluted rivers, habitats decimated by deforestation and human greed it does have a message of hope at its core. </span>
<span style=”font-weight: 400;”>However, it is, in my opinion, not really suitable or aimed at primary school aged children. A teacher could maybe use clips or snippets in a lesson but I think it would be best used as a tool to inform teachers themselves. </span>
<span style=”font-weight: 400;”>Some of the other videos could also serve as an introduction to the topic of Climate Change. The Greta Thunberg video is shorter and possibly more accessible and most pupils will have heard of her. There are also some good WWF/ Netflix documentaries (Our Planet) that also have downloadable powerpoint presentations aimed at children. </span>
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I generally work in the Junior classes so I would start to introduce the topic by chatting with the children about what home means and their different perspectives on homes in different countries and places. Then I would move on to talk about animal homes and habitats.
The topics covered are quite serious so I would take some images/short clips from the film to generate a discussion on how the world is our home.
Questions such as :
-How can we look after our world /home ?
-How can we make it safe and healthy for all its inhabitants- humans and animals
– who is responsible for looking after it?
From this I would help to instill a sense of their personal responsibility to look after our planet. Bringing the concept back to their level by looking at how we can do things in our class, school and homes to help.
They can conduct a survey on what we are currently doing, make graphs or pictures to show their findings. For example , 10 childrens homes have solar panels, 5 recycle rain water , 12 have electric cars, etc
An older class can do a school survey and then revisit / check back after a set period – 2 weeks – having given classes a challenge to do more to help.
Giving ideas such as –
-turn off lights
-save water
-reduce food waste
-reuse rather than throw away
-walk or cycle rather than drive
-look after wildlife
-plant a tree
The children could have a chance to come up with slogans to help such as ‘ we all share the same home ‘ or small actions make a difference’
Showing pictures/ satelite images such as the recent ones seen on TV about the droughts in major european rivers- Danube and the Loire – to show the children how the effects are being felt more recently.
Letting the children see and learn that their actions can make a significant change to what is happening to our planet is the way to make a difference.-
Hi Niamh,
<p data-path-to-node=”0″>I loved your approach for the junior end! Starting with what “home” means to them before building up to habitats and the wider planet is such a gentle, natural way in. It keeps things accessible without frightening them.</p>
<p data-path-to-node=”1″>The survey idea is brilliant for weaving in maths and data handling, and getting them to write slogans gives them real ownership. It’s so crucial that young kids leave these lessons feeling empowered to take small actions rather than just feeling anxious, and your ideas strike that balance really well!</p> -
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I found the HOME video visually powerful and I think it could be very effective tool for teachers in showing how human activity is impacting the planet. The aerial imagery is particularly striking and could help children appreciate the beauty of Earth and why it needs protecting. However, i do believe the video is quite long and complex for primary pupils, so I would only use short, carefully selected snippets. I also found Greta Thunberg’s TEDx Talk inspiring, but i think some of the content could worry younger children, so I would be cautious about showing it in full. I think that the Paxi climate videos are child‑friendly and explain key concepts clearly.
To introduce climate change to my 4th class, I would begin with a short video clip and then use a KWL chart to find out what pupils already know and what they want to learn. Their questions would guide the lessons that follow, using enquiry based activities and local examples to make the topic meaningful. I also see strong opportunities for integration across science, geography, maths, art and literacy, allowing pupils to explore climate change in different ways. My overall aim would be to ensure children feel informed and empowered rather than overwhelmed.
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Before watching any videos in this module, I will hold a discussion on the weather we have encountered in our are and look into the effects it has had locally. I will focus on wild fires that have taken place around the Tipperary, how the the drought has an effect on the farming community and water restrictions that may have taken place. Changing climate/weather has left a clear impact on our landscape this year, we have gone from a long wet spell to an unprecedented period of drought. I feel it will be interesting to hear the views of the children and what have seen in their lives over the summer holidays. This will present a nice lead into the film home to clearly show the children where the earth has come from, what has taken place through the years which has led us to a dangerous point in time. The film shows the effects of human expansion and our lack of awareness at times to what could potentially happen to our future generations. I would also like show Irelands Climate re use action plan to give an idea what needs to be achieved going forward and how everyone can help to get there.
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The film HOME (directed by Yann Arthus-Bertrand) provides a striking, bird’s-eye perspective on humanity’s relationship with Earth, going evolution to early life forms to industrialization and the resulting climate crisis. The aerial imagery really shows how interconnected our ecosystems are and how rapidly resource depletion, intensive agriculture, deforestation, and fossil fuel consumption are disrupting the planet’s natural balance. While the film showed how ecological destruction is happening before our eyes, the film pivots toward hope, emphasizing solutions, renewable energy, and collective action.
To introduce climate change facts to my class I would start by showing short, impactful excerpts from HOME—such as the contrasts between pristine natural environments and hyper-urban landscapes or industrial farming. I think this would engage them visually while building empathy also.
I would then try to link this with more local examples such as the river Liffey which runs through the town I teach in maybe looking at reports of pollution in the area. We would discuss what action we could take as a community to combat these problems.-
Hi Eimear, I really like the idea of pairing the HOME excerpts with something local like the Liffey. Using a river running right through your town makes the pollution issue tangible in a way global imagery can’t. It also sets up a nice link between the film’s contrast of pristine vs. industrialised landscapes and something students pass by regularly.
Did you find any local pollution reports or data pupils could actually look at, or would this be more of a walk-and-observe type investigation before moving into action steps?
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HOME is a striking video, and the aerial photography really does capture both the beauty of the planet and the scale of the damage human activity has caused. Like others have said, I think showing the full film would be far too long and, frankly, too bleak for primary aged students. The pacing and some of the more advanced content on the origins of life would go over their heads and risk overwhelming them rather than informing them. I’d select two or three short, carefully chosen clips instead, tied to themes we’ve already built up through the weather and climate activities (deforestation, fossil fuels, water use), rather than showing it as one sitting.
For my DEIS 5th class, I’d anchor the video clips in prior learning from Activities 1–3 so pupils already have the vocabulary (greenhouse gases, emissions) to make sense of what they’re seeing. Given the mix of backgrounds in my class, I’d also make sure discussion connects to pupils’ own experience of their local area rather than only global imagery, so it feels relevant rather than distant.
I’d finish with something practical and positive, for example a class pledge or a link to our Green Schools work. This would leave students with a sense of agency rather than helplessness.
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I thought the film HOME was very interesting. The views of Earth from above were amazing, but it was also upsetting to see the damage being done to the planet. It showed how farming, industry, transport and the burning of fossil fuels are adding to climate change. The Climate Aid video and the clips of Greta Thunberg also showed how worried young people are about the future.
I was surprised by the difference between Ireland’s carbon emissions and those of poorer countries such as Kenya, Ethiopia and Malawi. I think this would lead to a good discussion with older primary school children about whether this is fair.
I would not show the full HOME film to my class, as it is quite long and some parts might worry younger children. I would choose a few sutable clips and stop regularly to talk about them. I would explain the Paris Agreement simply by saying that countries have agreed to work together to slow down climate change.
The children could look at their own carbon footprint and discuss travel, electricity, food and waste. I would finish by asking them to choose simple changes we could make in school, such as saving electricity, reducing waste and walking or cycling more often.-
Hi Aisling,
Welcome to the course. It is great to hear your thoughts on Home, it is very interesting but the striking images can be upsetting as we see the damage that has been done to the planet.
I agree that there are multiple opportunities for discussion on topics in the video especially the difference between carbon emissions between Ireland and developing countries. I also agree that choosing different clips that are relevant and will engage the learners in our class is necessary and to focus on postiive actions that we can make too such as those you have outlined.
Many thanks for sharing, I hope you enjoy the other modules in the course.
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The documentary HOME is visually stunning and really drives home how human activity impacts the planet. The footage makes abstract global issues obvious right away, but showing the entire film would definitely overwhelm primary school kids given its length and the heavy focus on things like the origins of life.
I’d much rather use short 2–3 minute clips as visual hooks rather than playing the full film. Pairing those clips with the Paxi videos works really well, as Paxi breaks down the science behind greenhouse gases in a way that’s actually accessible for children.
To keep the lessons balanced and practical, I’d structure them like this:
Discussion: Start with brief snippets and ask simple, open questions like “What did you notice?” to draw out their initial thoughts without driving the narrative too much.
Local focus: Bring it back to their everyday lives by looking at recent local weather or checking out biodiversity around our own school grounds.
Action: Show clips of Greta Thunberg to kick off a class debate, then wrap up with a hands-on project—like appointing energy monitors or setting up a class compost bin—so they leave feeling empowered rather than anxious. -
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I found the film HOME to be a very powerful and visually striking resource. The images of the Earth were particularly effective in showing both the beauty of our planet and the impact that human activity is having on it. However, I think some of the content could be quite difficult for primary school children to understand, so I would not show the full film. Instead, I would select short, age-appropriate sections and use them as a starting point for discussion.
Before introducing climate change, I would find out what the children already know and address any misconceptions about weather, climate and the environment. I would then show a short clip from HOME and ask the children what they noticed, how it made them feel and what questions they have. This would encourage curiosity and discussion rather than simply presenting them with facts.
I would also make the learning relevant to the children by connecting climate change to their own lives and local environment. For example, we could investigate energy use in our classroom, recycling in the school, biodiversity in the school grounds or how we travel to school.
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The film HOME was a very powerful visual introduction to climate change and the impact humans are having on our planet. I loved the way the film shows both the beauty of Earth while also highlighting issues such as deforestation, melting glaciers, rising sea levels, pollution and the rapid use of fossil fuels. It was really effective and I think children really do appreciate these strong visuals. It really highlighted how our everyday choices can have consequences for the environment and that action is needed to protect the future of our planet.
When introducing these climate change facts to my pupils and to make it age appropriate, I would select one or two clips from HOME as a starting point for discussion. Depending on the age of the class, it might be nice to use a word cloud/ mentimeter online tool so they can contribute vocab that comes to mind when they see the clips.
I would then pause the film at key moments and ask pupils what they notice, what they think is causing the changes, and how these issues might affect their own lives.
I would then introduce simple facts and stats on climate change using photographs, maps and graphs.
Pupils could work in groups to investigate topics such as renewable energy, deforestation or plastic pollution. If using this as a theme for the month, then one of these topics per week could be explored as the activities and opportunities for these are endless.Finally, I would encourage them to identify realistic actions they can take at school and at home to help make a difference to the environment.
I really enjoyed Greta Thunberg’s speech about climate change and climate action in this course so this could provide some sort of inspiration to children also!
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Hi Áine,
I really like the idea of using short clips from HOME as a starting point rather than showing too much at once. The word cloud idea would also be a great way to get everyone involved. I agree that finishing with simple actions children can take at home and in school makes the topic feel much more positive and achievable.
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I thought HOME was a very effective way of showing how our planet has changed and how human actions can have an impact on the environment. The scenery and aerial footage would definitely catch children’s attention, although for First Class I would only use short sections of the film rather than showing it in full. The module also includes other useful clips and topics such as climate justice, carbon footprints and the role young people can play in tackling climate change.
With my First Class pupils, I would begin with a simple discussion about ways we look after our classroom, school and local environment. I would then show a short clip or a few images and ask the children what they notice and how they think people might be affecting the planet.
At this age, I think the focus should be on simple actions they can understand and actually do. We could talk about recycling, using less plastic, switching off lights, saving water and walking when possible. I would also use drawing, sorting activities and simple group discussions to make the topic more accessible. I think this would help introduce climate change without making it too complicated or worrying for younger children.
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I found HOME by Yann Arthus-Bertrand very interesting and quite powerful. The aerial images show the Earth in a way that children may not have seen before. It shows how beautiful our planet is, but also how human activity is having an impact on it. I think this would help children to understand that climate change is not just a topic in a textbook, but something that affects the world around them.
I would introduce these ideas slowly and in an age-appropriate way. I would first ask the children what they already know about climate change and what they think causes it. I would then show short sections of HOME and some of the other clips from the module and allow the children to discuss what they noticed.
I would use simple examples that children can relate to, such as energy use, transport, waste and looking after nature. I would also focus on what we can do to help rather than making the children feel worried. Activities, discussion and practical actions around the school could help make the topic more meaningful for them. -
The HOME video is very effective on showing the effects of climate change. Especially if the students have watched the PAXI video, this expands on it. I think in a senior classroom, you could use it for groupwork. Give different groups different short sections to watch and stimulate their research, and then present back to the class. For example,
Group 1 watch the section on animals to discuss the need for different animals and how they survive in different habitats and how we have a need for all species.
Group 2 watch the section on Borneo to discuss the cause and effects of deforestation.
Group 3 watch the section on Nigeria Lagos to discuss the cause and effects wealth distribution.Combine this with the Paris Agreement video will show the children how countries as part of the UN are trying to limit the effects of global warming. I thnk the carbon footprint calculator may be a little advanced for some classes but maybe it could be sent home to encourage home school connections and build community relations within the school area.
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Hi Sarah, I really like the idea of dividing the class into groups and giving each group a specific section to focus on. This would make the content more manageable and allow the children to become “experts” in their area before sharing their learning with the class. I also like linking this with the Paris Agreement, as it shows that action is being taken on a global level.
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I found the film HOME and the other video clips in this module very interesting and useful for learning about climate change. They provide lots of information about how human activity is affecting the planet and help to show the scale of the issue. However, I think it is important to consider the age and understanding of the children when using these types of resources.
When introducing climate change to my pupils, I would make the information as child-friendly as possible. I would focus on particular aspects that are most suitable for the class in front of me, based on their prior knowledge and understanding. I would not try to cover every climate change issue at once. Instead, I would introduce the topic gradually and use short video clips, discussion, activities and examples that children can relate to.
I would also make sure that lessons are as solution-focused as possible. Climate change can be a worrying topic for children, and I would not want pupils to feel overwhelmed, upset or anxious about the future. Alongside explaining the problems, I would focus on what we can do to help, both as individuals and as a school. This could include saving energy, reducing waste, protecting biodiversity and making more environmentally friendly choices.
I think it is important that children leave these lessons feeling informed and empowered rather than worried. Giving them opportunities to suggest solutions and take part in practical actions could help them feel that they can make a positive difference.
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Hi Amanda,
I really liked your focus on making climate change age-appropriate and ensuring that pupils do not feel overwhelmed by the topic. I also agree that taking a solution-focused approach is very important, as it gives children a sense of empowerment rather than fear. I particularly liked your idea of involving pupils in practical actions such as reducing waste, saving energy and protecting biodiversity. This makes the learning meaningful and shows children that their actions can make a difference.
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I think some clips from HOME would be a really effective way of introducing climate change, as the images and facts make the scale of the issue very clear. I would use short sections of the film with my class and stop regularly to discuss what they are seeing and what they think about it. I would link this to the Climate Justice project I did with my class this year, particularly our work on the UN Sustainable Development Goals and how climate change affects different communities around the world.
However, I have found that with these sorts of videos and climate education in general, children can find it very upsetting and even distressing, so it is important to focus on solutions alongside the problems. We could look at examples of people, communities and organisations already making positive changes and then think about what actions we could take ourselves. I think this would leave the children feeling empowered rather than overwhelmed.-
I really agree with your point about balancing the challenges of climate change with positive solutions. Linking HOME to your Climate Justice project and the UN Sustainable Development Goals would make the topic very meaningful for pupils. I also think giving children opportunities to suggest their own solutions is a great way to help them feel empowered rather than overwhelmed.
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I found the film *HOME* very powerful and thought-provoking. The aerial footage gives pupils a clear visual understanding of the beauty of our planet and the impact that human activity is having on it. The other video clips in the module also provide useful ways of explaining climate change and its effects in an engaging format.
I would introduce these climate change facts gradually and in an age-appropriate way. I would use short sections of *HOME* and pause at different points to allow pupils to discuss what they notice and ask questions. I would encourage them to make links between the film and their own experiences, such as weather, pollution, energy use and biodiversity.
I would also focus on positive actions pupils can take, such as reducing waste, saving energy, protecting wildlife and using less plastic. This would help pupils understand that although climate change is a global issue, they can make positive choices and contribute to protecting the environment.
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Hi Sarah,
Welcome to the course. Thanks for sharing your thoughts on the documentary Home. It does have beautiful imagery and gives the learners a visual understanding of the impact on the planet too.
I agree that short clips would work best as you can choose the clips relevant and appropriate for your own class. I like how you are planning for lots of discussion following the clips and encouraging the learners to make connections with their own experience. Following this with a variety of actions they can take promotes the positive choices we all can make to protect the environment, as you have outlined.
Many thanks for sharing, I hope you enjoyed the course.
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I really enjoyed the film. It shows the beauty of our planet and looks at how human activity is changing it. The film explains how population growth, industry, the burning of fossil fuels, deforestation, farming and over-consumption have contributed to climate change, pollution, the loss of natural resources and biodiversity. It shows that these problems are connected and are largely caused by human actions. Although the film presents serious environmental problems, it also has a hopeful message. It encourages people to take responsibility for protecting the planet and to think about how we use its resources. Its main message is that Earth is our shared home, and the choices we make today will affect its future.
I would make any class discussion on the facts presented in the movie relevant to an Irish context. Pupils could consider how climate change might affect Irish weather, farming, coastal areas and wildlife. As my school is close to Killarney National Park, pupils could also think about how changes in temperature, rainfall and habitats might affect animals and plants in their local area.
As a follow-up activity, I would use a “Fact or Question?” board. Groups could choose one fact from Home, explain it in their own words and create a question about how it could affect Ireland. This would help pupils think about cause, effect and personal responsibility.
Finally, I would emphasise that Home is not just about environmental problems, but also about choices and solutions and what we can do to protect our planet.-
Hi Michael,
Welcome to the course and thank you for your contributions across the other modules.
It is great to hear you enjoyed the documentary Home. I agree that it presents serious environmental issues but also has a hopeful message for those watching it. I like how you plan to explore the facts presented in the documentary relevant to an Irish context which would ensure it is relatable for the learners. I like your extension activity Fact or Question which would build on their learning and as you have mentioned help the learners to think about personal responsibility too.
Thanks for sharing, I hope you enjoy the other modules in the course.
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When I watched Yann Arthus-Bertrand’s ‘Home’, I was struck by the stunning aerial images of forests, oceans, animals and people around the world. The film explains how all life is connected and how human actions, such as burning fuels, cutting down too many trees, and polluting, are damaging our planet. It also shows the effects of climate change, such as melting ice and droughts, while ending with the hopeful message that people are working together to protect nature. In my classroom, I can see ‘Home’ being a useful tool to start a conversation about caring for the Earth. However, I think the full film would be too difficult for a lot of children and instead I might choose short clips to share with the class and then guide discussion in an age-appropriate way. Depending on the class level, videos such as the Paxi ones might be more effective at helping the children to understand climate change and our role in protecting our environment.
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‘Home’ was both beautiful and sad in equal measure.The beautiful scenery,fantastic narration ,appropriate soundtrack and beautifully shot film was stunning to watch.It would be fantastic resource for introducing climte change to more senior classes .I would let the children watch it themselves over a number of classes and ask them what their biggest ‘take aways/thoughts and questions were after watching the piece.I would then divide the children into groups and ask them to focus on one of the issues raised .This could be either
- Did the world develop agricultural systems too quickly ,what could we do to reverse this and our over reliance on meat.
- Focus on one mega city such as New York or Dubai and look into the history of it’s growth.What will happen if our cities continue to develop at this rate.
- Focus on either coral reefs or deforestation and research what can be done to protect out oceans and our forests.
This film is particularly poignant after the summer of wildfires we have had and I hope that the case for the urgency of climate action is now at the forefront of people minds.
Great Thurnberg is an inspiration for young people ,She is a prime example of fighting for your beliefs and striving for what you know is right.I especially think that we when she mentions not being fond of talking to anyone one year ago and there she is giving a speech to the world ,this would resonate with those children who maybe stay in the shadows but when inspired can have so much to say and share.
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Home – after watching this film, I feel lots of emotions. Wow, how beautiful our Earth is and how we are responsible for the devastating impact our human activity has caused. I have a better understanding of how climate change has become a huge issue as a result of deforestation, green house gas emissions, pollution and the abuse of natural resources. It shows how everything is linked and interconnected through the aeriel photos and footage that it uses. It is clear to see that the choices humans make on a daily basis effect climate change and global warming.
When teaching this topic, I don’t think I would begin by showing this film ‘Home’, to the class. I would find out their prior knowledge about climate change and global warming. I would show the picture book ‘Window’ by Jeanie Baker to the class. I feel that this is an amazing book which showcases the theme of deforestation so well and in an age appropriate way to children. They will clearly see the effects of deforestation in their community from this book and it will in turn get the children talking about the abuse and over consummation of natural resources, pollution, and greenhouse gas emissions.
I would definitely use snippets from ‘Home’ to show the class the beauty of the Earth and ask the class questions based on what makes our Earth so beautiful and special?
Children will be encouraged to think about their everyday actions. They could bring their ideas further to thee Green School committee.
There is enough work to perhaps work on this topic for four weeks and include perhaps a power point presentation with the children’s’ finding. This would include recycling, reducing waste, reducing our own carbon footprint, making homes for eco friendly, reducing deforestation and protecting biodiversity.
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After watching Home by Yann Arthus Bertrand I would introduce climate change by beginning by asking pupils what they already know about climate change and what they think happens when we do not look after our planet. I would then show a short, suitable clip from, focusing on the beautiful images of Earth and how human activities can affect the environment. After watching the clip, I would have a class discussion about what pupils noticed and encourage them to ask questions. This could be through a think, peer, share approach. Children discuss with a partner first and then share with the class. I would introduce key facts using simple language and relate them to the Irish context, such as changes in weather, protecting our beaches and countryside, saving energy and reducing waste. Pupils could work in small groups to create posters showing practical ways they can help protect the environment. This would make climate change meaningful and help pupils understand that small actions can make a positive difference.
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I agree that the aerial footage in <em data-start=”35″ data-end=”41″>Home makes it a powerful resource for showing children the beauty of our planet and the impact humans can have on it. I also think using shorter clips alongside resources such as Paxi would work well, as the children could discuss what they have seen without the content becoming too difficult or overwhelming.
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I think the HOME video would be a useful resource for teaching children about climate change, sustainability and looking after the environment. The visuals are very powerful and show both the beauty of the Earth and some of the damage caused by human activity. It also shows the connection between people and nature and why it is important to protect both.
In my classroom, I would use short sections of the documentary rather than showing the full film, as it is quite long and younger children may lose interest. I would choose clips that are suitable for the different class levels. Before watching, I would ask the children what they notice about the different environments and what they think might be happening. We could then discuss their ideas again after watching the clips.
For older classes, I think this could be followed up with practical projects such as recycling or planting. This would give the children an opportunity to put what they have learned into practice.
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<span style=”font-weight: 400;”>I found the film HOME powerful and well worth the watch. The imagery was exceptional and the music was captivating.I think pupils would certainly enjoy small short segments of it and it would be fantastic to introduce a lesson and base your discussion around it eliciting from pupils’ prior knowledge and what they have learned. It would be a film that possibly could be watched in 3 parts as assembly with the senior end of the school.</span>
<span style=”font-weight: 400;”>I would certainly introduce pupils to the Paxi video as it explains the Greenhouse Effect in a very clear, concise, childlike way. I would show a short clip of Greta Thunberg’s TED talk and use the opportunity in a positive manner to do project work on people that have made a difference to the environment in a positive manner. These could lead to a discussion around the role we all have in protecting the environment.</span>
<span style=”font-weight: 400;”>For art, we could design posters on being an Active Helper for our Environment. I would also design an Environmentally Friendly Corner for our Classroom where pupils could do STEM projects creating an environmentally friendly house, car, village etc. The idea behind it would be to start locally and work towards globally. I would then present our ideas/Action Plan to other classes at Assembly in order to get the entire school on board and make it meaningful for the pupils. </span>
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I found the Home video very inspiring and reflective on how our individual practices can influence climate change.
In terms of using the video Home in the classroom, it could be used to elicit classroom discussion around climate change and the causes of climate change and the impact of climate change.
The video could be used to observe energy efficiency in the community such as schools on a campus with solar panels and houses in estates close by with solar panels. Other energy renewable sources could be discussed to give children examples and make connections with their own personal lives.
Children could also discuss their thoughts and feelings around climate change and discuss their own ideas around the theme.
Children could also create their own class agreements similar to the Paris Agreement and a school climate action plan could be created to foster greater awareness around the theme of climate change.
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Hi Fionnuala, I like your idea of linking your class agreement up to the Paris agreement. This debate of what is included and not, and how far you bring your targets is like the different governments do when they come together. The student council can explain how their meetings are like this and how it runs like a democracy with votes.
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I really like the idea of creating a class agreement based on the Paris Agreement, as it would help the children feel involved and show them that their actions can make a difference. Connecting the topic to solar panels and renewable energy in their local area would also make the learning more meaningful. Giving children a chance to share their thoughts and feelings is important, as climate change can sometimes feel worrying or overwhelming.
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I found the video HOME both interesting and thought provoking. The strong imagery of planet earth is very effective and shows just how much change has occurred throughout the years. The video portrays how human activity has impacted our environment and how it all has a knock on effect. I think it would be worth showing parts of this to an older class as I do think it would be a good stimulus for discussion and also would make them think about the last affects of human activity on planet earth. For 5th and 6th class I would chose maybe one or two aspects e.g. deforestation and climate change and focus on these only for the lesson to start with. I would use the parts of the video that deal with these issues as a stimulus and then ask the children to work in groups to discuss and record how these issues impact us.
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Hi John,
Thank you for sharing your response to HOME.
I agree that the film’s imagery is very powerful and could be a strong stimulus for discussion with older pupils. Your idea of focusing on one or two key themes, such as deforestation and climate change, is a very sensible approach. This would help pupils engage more deeply with the issues rather than trying to take in too much at once.
Group discussion would work well here, especially if pupils were asked to consider cause and effect: what human actions are shown, what impact they have, and who or what is affected. To extend the learning further, each group could research a positive response or solution linked to their theme, then suggest one practical action the school community could take. This would help pupils move from awareness towards hope and action.
Hope you enjoy the rest of the course.
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Agreed, the imagery is the strong part. Picking just one or two issues for 5th and 6th is a good call, I was thinking the same. Trying to cover the whole film could overwhelm them
Deforestation and climate change are a nice pair because you can show how one feeds the other. The group work to record the impacts sounds good too, they would get more out of talking it through than listening to me.Each group could then feed back to the class and you would end up with a fair bit on the board between them. -
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I found the video HOME to be a powerful and visually rich film that demonstrates how human activity impacts our planet. The footage makes abstract global issues clear, but the full film would be too long and potentially overwhelming for my 3/4th class. I would use short clips of 2-3 minutes as visual hooks.
I would begin by showing a brief excerpt and asking, “What did you notice?” to encourage discussion. I would then follow with the Paxi video to explain greenhouse gases in an accessible way. Pupils could use a simple prediction tool or classroom simulation to test “what if” scenarios. Local examples, such as recent weather or changes in the school grounds, would make the learning relevant.
To build empathy and class morale, I would include a brainstorming session on small, achievable actions, such as reducing energy use or setting up a compost bin. One idea could become a class project. At the student council meetings, the class could bring up some of the bigger ideas like collecting rainwater and being recycling bin monitors. I would scaffold emotionally by allowing time to express concerns and differentiating tasks through drawing, role-play or data work.
Pupils could record a short response on Seesaw, describing one thing they learned and one action they could take. A short Kahoot quiz would review key ideas and identify misconceptions. For assessment, an exit task would ask pupils to draw or write one cause, one effect and one action they can take.
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I found ‘HOME’ really interesting and I think it would definitely get children thinking about climate change and the impact we are having on the planet. At the same time, I think some of the content is quite advanced for primary school children, so I wouldn’t show the whole documentary. I would use short clips alongside the other videos in the module.
I think it would be important to go back to the basics first, especially in line with the Irish Primary Curriculum. Before introducing big ideas like greenhouse gases and global warming, I would make sure the children understand the difference between weather and climate. We could start by talking about the weather we experience every day and what changes we notice over the seasons.
From there, I would introduce some key vocabulary and perhaps make a class weather and climate dictionary with pictures and simple definitions. Once the children have a good understanding of the basics, I would introduce short clips from ‘HOME’ and use them as a starting point for discussion. I would also link the learning to our own environment through activities such as observing biodiversity in Mayo, looking at energy use or discussing ways we can reduce waste. I think keeping it practical and local would make a big topic like climate change much easier for children to understand.
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Hi Liam,
Thank you for sharing such a thoughtful response to Module 3.
I really like how you have balanced the value of HOME with the need to use it carefully in a primary classroom. Short, selected clips would allow pupils to engage with the powerful imagery without being overwhelmed by the length or complexity of the full documentary.
Your point about returning to the basics first is very important. Ensuring pupils understand the difference between weather and climate, and building a class dictionary with visuals and simple definitions, would give them the language they need before moving into more challenging climate concepts. Creating a class dictionary also has great literacy, and art and design links.
I also like your emphasis on keeping the learning local and practical. Linking the topic to biodiversity in Mayo, energy use or waste reduction would help pupils see climate change as something connected to their own environment and everyday choices.
Thanks and hope you enjoy the course!
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I found HOME very interesting and, at times, quite shocking. The scenery and aerial footage were beautiful, but there was such a strong contrast between the natural beauty of the planet and the damage being caused by people. It really made me stop and think about how connected everything is and how our everyday choices can have a much wider impact. I also found the other clips in the module very powerful. Greta Thunberg’s speeches stood out to me because she was so young but still confident enough to speak up about something she believed in.
As I teach Junior Infants, I would have to introduce these facts in a much simpler and more age-appropriate way. I would not show the full HOME film, as it is quite long and some parts could be upsetting or difficult for young children to understand. Instead, I would choose a few short clips or images and pause to talk about what the children notice.
I would try to keep the learning positive and focus on things the children can actually do. We could talk about recycling, turning off lights, saving water, reusing materials and looking after plants and animals. I could also use stories, songs and simple experiments, such as watching ice melt. I think it is important that children understand we need to care for the planet without making them feel worried or helpless. -
The film HOME and the other videos in this module show clearly how climate change is affecting our planet. I found the images very powerful because they show the beauty of the Earth but also the damage caused by human activity. The videos explain how burning fossil fuels, cutting down forests and using too many natural resources are contributing to global warming. They also show the importance of making changes now to protect the planet for the future.
When introducing these climate change facts to pupils, I would keep the information simple and age appropriate. I would use short video clips, photographs and practical activities to make the topic interesting. Pupils could discuss changes they can make themselves, such as saving energy, reducing waste, recycling, walking or cycling when possible and using less plastic. I would also encourage group projects where pupils investigate climate change and create posters showing ways we can help the environment.
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I think some clips from *HOME* would be an effective way of introducing climate change, as the powerful images and information help to show children the scale of the issue. I would use short sections of the film with my class, pausing regularly to discuss what they have seen, ask questions and give them opportunities to share their ideas. I think this could work particularly well alongside a topic on sustainability and caring for our local environment.
I would also balance the focus on the challenges of climate change with opportunities to explore solutions. The children could investigate examples of people, communities and organisations that are already making positive changes and consider the impact of these actions. They could then work together to identify practical ways they could make a difference in their own school or local community. I think this would encourage children to think critically about climate change while also developing a sense of responsibility and showing them that their actions can contribute to positive change.
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I thought HOME was gorgeous. The pictures from the air are unreal and I would happily sit and watch it myself.The bits I would use with the children are the facts that surprise you. That most of the oxygen we breathe comes from tiny algae in the sea, not from trees like they would all guess. That Shenzhen in China was a small fishing village only 40 years ago and now it has hundreds of skyscrapers. And the one about a litre of oil doing the same work as 100 pairs of hands in a day. That one really stopped me.I would not show the whole film. It is very long and it gets heavy going, and some of it would go over their heads or upset them. So short clips only, two or three minutes, and a chat after each one. I would start with the lovely part, the water and the volcanoes and the trees, and get them to just say what they can see. Then the fishing village one, because that is a change they can actually picture.
The other clips in the module are handier for the classroom because they are short and get to the point.
I would always finish on what we can do here ourselves. Otherwise they are just left feeling bad about it.
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Really enjoyed reading this … the algae fact is one I’d never have guessed myself, and I think that “surprise factor” is exactly what hooks children at this age far more than statistics ever could. The short-clip approach makes a lot of sense too; the Shenzhen example in particular gives them something concrete and almost magical to picture, rather than an abstract idea of “change.”
Your closing point is the one I’d underline most, though… always circling back to local action so the lesson ends on agency rather than despair. It’s easy to forget that for children, feeling helpless can shut down engagement just as quickly as feeling frightened.
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Module 3:
I found the HOME video very interesting. I liked the beautiful images of the Earth. It also showed how human actions are affecting our planet. Some parts were quite serious, but I think they are important for children to understand.I also enjoyed the other videos in the module. They explained climate change in different ways. I think videos are a good way to introduce this topic to children.
With my 3rd class, I would start with a simple discussion about what they already know about climate change. I would then show a short, age-appropriate video. We could talk about what they noticed and any questions they have.
I would focus on positive actions. We could talk about recycling, saving water and electricity, planting flowers and trees, and walking to school. I would also include simple activities where the children can see how their actions can help the environment.
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I found ‘HOME’ by Yann Arthus-Bertrand particularly powerful because it presents climate change not simply as a scientific issue, but as a human and global one. The aerial imagery shows both the beauty of our planet and the scale of the impact human activity is having on natural resources, ecosystems and communities. The film’s message that our choices have consequences makes the issue feel much more immediate and personal.
The EY Ireland video complements this global perspective by bringing climate action closer to home. It demonstrates that climate change is relevant to Ireland and highlights practical areas such as renewable energy, transport, housing, waste and agriculture. Ireland’s current Climate Action Plan continues to set out a pathway going forward.
Within my own class, I would introduce these facts through short video clips followed by discussion and questioning. I would ask pupils what they noticed, what surprised them and how the issues shown might affect their own lives and community. I would then encourage them to investigate local examples and identify practical actions they could take in school or at home. This approach would make climate change engaging and relevant, while helping pupils understand that they can be part of the solution rather than feeling overwhelmed by the problem.
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I would use the Home footage carefully, leading with connection rather than crisis. Starting with the film’s stunning aerial shots, I’d frame nature as an interconnected “blueprint” …showing pupils how trees, water and animals depend on one another, building genuine wonder before introducing any challenge.
To explain human impact without overwhelming them, I’d use the “carbon footprint” metaphor: fossil fuels as borrowed energy that leaves a messy trace behind, a concept 3rd Class can grasp through concrete language rather than abstract statistics.
I would avoid using the Climate Aid video (2020) with this age group, as its stark, heart breaking imagery is likely too disturbing for their developmental stage. Instead, I’d reframe the message locally… turning it into an empowering class project, such as an energy-saving challenge, positioning climate change as a puzzle they’re capable of solving, not a crisis to fear.
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Yann Arthus-Bertrand’s film Home is an excellent resource for introducing pupils to climate change and the impact human activity is having on our planet. The film uses stunning aerial images to show the beauty and interconnectedness of the Earth, while also highlighting issues such as deforestation, pollution, overconsumption and the use of fossil fuels. I think the visual nature of the film would be particularly effective with primary pupils, as it could encourage them to appreciate the planet before exploring the challenges it faces. I would maybe instead of showing the entirity of the movie, show clips of relevant topics be discussed about climate change to the class as interest may be at a loss considering the longevity of the movie.
Greta Thunberg’s speech at COP25 could then provide a different perspective. Her focus on scientific evidence, carbon emissions and the responsibility of world leaders demonstrates the urgency of climate change and gives pupils an opportunity to hear a young person advocating for change. I feel that even showing a speech from Greta Thunberg can be really inspiring for children in the class as she is a young climate activist children could see as a role model.
I would introduce these resources gradually, beginning with the Paxi video to establish pupils’ understanding of the greenhouse effect. I would then use selected clips from Home to stimulate discussion and follow this with an age-appropriate section of Greta’s speech. Pupils could discuss the emotions, facts and messages presented in each resource.
I would connect the learning to the school where I teach in Dublin by exploring how we can reduce our own carbon footprint. The WWF carbon footprint resource could be a real eye-opener, allowing pupils to see how everyday choices contribute to emissions. This could lead to a class climate action plan, focusing on realistic changes such as reducing waste, saving energy, active travel and increasing biodiversity within our school. This would help pupils understand that while climate change is a global issue, positive action can begin within their own school community.
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Video clips are a very important way to teach about climate change in the classroom. It can be difficult to broach the subject in the classroom without creating panic, but there are some ways to do it that incorporate enquiry based learning. I think the visuals are certainly very effective for getting the point of climate change across, and to inspire students into action, particularly the Climate Aid 2020 video. In my classroom, I would begin to talk about climate change, by speaking and reading about Greta Thumberg. I think Greta sets a wonderful example for young people. Once we had discussed what we already knew about climate change, we would then look into what it is, and why Greta was protesting it. I would show a small section of the documentary HOME, and discuss it. I would also show Greta’s Speech at UNCOP25. I feel that Greta is a good way to get students interested and listening about climate change as it is coming from someone who is a similar age to them.
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The film HOME by Yann Arthus-Bertrand is a powerful resource for introducing pupils to climate change and environmental issues. In my opinion, the aerial footage is particularly effective because it allows pupils to see the Earth from a different perspective and understand how human activities such as deforestation, industrialisation, intensive agriculture and urbanisation are affecting the planet.
I would not show the entire film in one sitting. Instead, I would select short clips that focus on particular themes, such as the growth of cities, deforestation, water, energy or the loss of biodiversity. Before showing a clip, I would give pupils a question to consider, such as “What changes to the planet can you see?” or “What role have humans played in creating this situation?” This would encourage active viewing rather than pupils simply watching passively.After each clip, I would allow pupils to discuss what they have seen and identify the key facts or messages.I would also encourage a class discussion with a focus of trying to balance the more worrying aspects of the film with examples of positive change and possible solutions. -
I really loved the film, Home, it is a very powerful and thought-provoking way of showing the impact that human activity is having on our planet. I found the aerial photography particularly effective because it shows the beauty and variety of Earth while also highlighting the damage caused by pollution, deforestation, overpopulation and the overuse of natural resources. The film makes climate change feel less like an abstract scientific issue and more like something that affects real places, people and ecosystems. The other video clips in the module also help to explain climate change in different ways and make the topic more accessible and engaging.
I would introduce these climate change facts to my pupils through short video clips, discussion and questioning rather than presenting too many facts at once. I would encourage pupils to identify what they noticed in the videos and discuss how human choices can affect the environment. I would also use local examples that pupils can relate to, such as recycling, energy use, transport and extreme weather. This would help them understand that climate change is a global issue, but that individual and community actions can make a positive difference. I would aim to create a balanced discussion that encourages curiosity, responsibility and hope rather than fear. I would love to watch the film Home with them, but feel that it would have to be broken into segments, as the full video is too long to hold their attention.
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