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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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The HOME video is immediately engaging for children. It’s photography creates amaxement and wonder, showing Earth’s beauty while simultaneously revealing the damage human’s can and have caused. The visual impact is far more powerful than reading about this in a book. The children would respond well to the images shown.The video effectively connects human behaviour to environmental consequences in a way children can understand and feel emotionally. Seeing deforestation, melting ice caps, and polluted waterways makes abstract climate concepts concrete and real. HOME is an exceptional classroom resource which I had never heard of before. It creates the emotional hook that makes children genuinely care about climate data they subsequently analyse, making all follow up STEM activities far more purposeful and personally meaningful.
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I agree that this video creates an emotional hook. I would be sure to carefully select which classes or age group I would show some of this video to as children can become quite anxious about climate change but I suppose it’s such a real issue that it’s important for them to be exposed to some factual and accurate content.
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I also agree this video would probably be more appropriate for older classes as some aspects of the video can be quiet scary and wouldnt be helpful for children who are already anxious. It might be worth showing some of the stills from this video which would be a great talking point for the older classes.
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I agree with your point about children becoming anxious when learning about climate change, Elspeth. I have also experienced this when teaching this topic to my Second Class pupils a few years ago. It is an important issue for children to develop an awareness of from an early age; however, as educators, we need to ensure that we approach the topic using language and explanations that are appropriate for their age and stage of development. I always try to finish discussions around climate change by focusing on positive actions that children can take to care for the planet, such as reducing waste, reusing materials and recycling. This helps to create a sense of hope and empowerment, encouraging children to feel that they can make a difference. Rather than leaving pupils feeling overwhelmed by the seriousness of the issue, it is important that they understand that small individual actions can contribute to positive change.
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I agree with your comment about children becoming quite anxious about climate change Elspeth. I too have had experience with this while teaching my second class this topic a couple of years ago. It is a real issue, and I know it is important for them to gain awareness even at a young age, but we as educators must ensure it is done so with language that is appropriate to their development. I also try to always leave the topic on a positive note about how we as individuals can help our planet by reusing, reducing and recycling. This gives the sense of hope and might inspire the children to make a change, instead of leaving on doom and gloom which like some parts of this video can be scary for children.
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Yes I do agree that the movie would suit the older classes, and even then, it would depend on the class and whether they would be able for it. Yes it is very important that they see the effects of climate change on the environment and how bad it is, but at the same time, we do not want to scare them too much. I think some snippets from the movie could be used, it would just take some prep to find does parts before hand.
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I agree with you Elspeth about this video. It is very powerful, but it’s important to consider the age of the children before showing it. We would need to look at presenting factual information in a positive, age-appropriate way can help pupils understand climate change without making them feel overwhelmed.
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After watching Home and the other videos, I thought they really showed how connected everything on Earth is. One thing that stood out to me was how human activity has changed the environment so quickly compared to how long it took nature to develop. It was interesting but also a bit worrying to see the impact of things like deforestation, pollution, and overuse of natural resources.
I think the videos are a good way to introduce climate change because they use powerful images instead of just facts and statistics. That makes the message easier to understand and remember. At the same time, I think it is important not to leave pupils feeling hopeless. I would also include examples of positive changes that people and communities are making so they can see that everyone can make a difference.
In the classroom, I would start with simple discussions about the environment and ask pupils what changes they have noticed around where they live. We could then watch short clips from the videos and talk about them together. I would also include practical activities such as recycling projects, planting flowers or trees, reducing waste in school, or keeping a class energy-saving challenge. These kinds of activities help pupils connect what they have learned to everyday life and show them that even small actions can have a positive impact.
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I really enjoyed reading your post and I agree with the points you made. I also thought the images in Home were very powerful and helped explain climate change in a simple way. I like that you mentioned ending the lesson with positive actions, as it is important that children feel they can make a difference. The ideas you suggested, like recycling projects and planting flowers or trees, are practical activities that would work well in the classroom.
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Hi Rebecca,
I really like your focus on balancing the reality of climate change with positive actions pupils can take. I’ll be teaching 1st class next year, so I agree that practical, hands-on activities like planting and recycling are much more meaningful than overwhelming children with facts. Helping them see that their everyday choices can have a positive impact is a great way to build lifelong environmental awareness.
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Hi Rebecca,
I agree, the video did open my eyes to how interconnected everything on Earth is. I was surprised by some of the facts and statistics myself and also would worry the children may feel hopeless. For that reason I also would make sure to include positive changes that people and communities are making. I liked your ideas for implementation in the classroom and how you focused on what the children may have noticed in their own areas. This also feeds in to give them a sense of autonomy and citizenship to make a difference.
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@ Rebecca Tuite
I really liked your emphasis on ensuring pupils leave the lesson feeling hopeful rather than overwhelmed, as this is so important when teaching about climate change. I also agree that beginning with pupils’ own observations of their local environment is an excellent way to make the topic more meaningful. For my own teaching context, I would build on your ideas by incorporating plenty of visual supports, structured discussion and hands-on activities rather than relying on written tasks. Practical initiatives such as small recycling projects, energy-saving challenges or how we are working together towards our Green Schools goals and flags would provide meaningful opportunities for pupils to apply their learning while reinforcing the message that small actions can make a real difference.
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The Home documentary was very informative. It is very visual, shows the beauty of the planet and the distruction that human activities are having on the planet. Viewers ar encouraged to reflect on the their own actions during the documentary and the need to protect the planet for the future.
In my class, these facts could be introduced age appropriately. Ask the pupils what they already know about climate change. Elicit discussion as a whole class. Ensure understanding of climate change. Short video clips would be selected to enable class discussion on how climate change affects the people, the animals and the environment. I would ask the pupils what small meaningful actions we could all do to have a positive impact on the world. I would then get the young people to create posters based on their responses to help others to make a difference.
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I really liked your idea of introducing the documentary in an age-appropriate way. While the images are very powerful, I agree that using short clips would make it much more manageable for younger children and give plenty of opportunities to stop and discuss what they are seeing. I also really like starting a lesson by finding out what the pupils already know is and I love the idea of ending the lesson with positive actions rather than leaving children feeling worried about climate change. The poster activity is a great idea, as it gives pupils a chance to share their learning and encourage others to make small changes too. I will definitely do this with a class. I think it would be lovely to display the posters around the school or during Green Schools events so the children’s messages could reach a wider audience.
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Hi Rachel,
I really liked your post, because it highlights both the visual impact of the HOME documentary and the importance of introducing climate change in an age-appropriate way. Your focus on starting with pupils’ prior knowledge and encouraging discussion is a great teaching approach, and I especially liked your idea of having students create posters, as it gives them a chance to take ownership of the learning and promote positive environmental action within the school community.
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The videos showed how everything on Earth is connected and highlighted the impact of human activities such as deforestation, pollution, and overuse of natural resources. I think they are an effective way to introduce climate change because the visuals make the message easy to understand and remember. However, it is important to include positive examples so pupils feel empowered to make a difference. In the classroom, I would combine discussion, short video clips, and practical activities such as recycling, planting, and energy-saving projects to help pupils understand that their everyday actions can positively affect the environment.
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Hi Bernie,
I agree with you. The video is a great story telling how everything is connected in life. Living on planet earth it is our responsibility to take care of our environments and to ensure we are not wasting resources. I agree with you about positive examples for our students. I always bear it in mind when discussing climate concerns not to scaremonger the students, especially as I have been teaching 1st class in recent years.
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The video Home is a stunning piece of cinematography that I think the children will find immediately engaging. I would break the video down into bitesize chunks for the children – maybe creating a series of lessons (3 or 4). I think there is too much to take in to watch it in one sitting. I’ve used ‘An Inconvenient Truth’ before and the children really found the visuals engaging and created an emotional attachment to the subject matter. We can quote facts and figures until the cows come home but it is only in seeing the actual damage that is being done to our planet that the children (and adults) grasp the gravity of the situation.
The other videos in the module provide a good way of getting into the topic and I particularly like the carbon footprint calculator from the WWF. This is something that I would encourage the children to do at home in collaboration with their parents, with the results being screenshotted and posted to our Seesaw platform for discussion in class. This also has the added benefit of involving parents in the learning process as well as reminding them of their own responsibilities.
Finally, I think the inclusion of Greta Thunberg’s speech is an excellent way to illustrate that the children themselves can make a difference. The children of today are the adults of tomorrow and creating a positive disposition towards environmental protection is hugely important.
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Nicely said, Aidan. I previously showed Greta Thunberg’s interview to a 6th Class as she features in a chapter of SESE Explorers: Young People Changing the World. She certainly doesn’t mince her words! I found her no nonsense approach to be a really powerful way of engaging the pupils, and showing them that their voices matter as Greta proves.
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I agree Sean. This is a very powerful video. There is a real contrast between the wondrous beauty of the earth and the damage we as humans have done to the Earth’s resources. You put it very well when you talk about the impact of the visual as opposed to reading from a piece of text. Seeing the impact and effect of human behaviour is more powerful. Like you I had never come across this video before and I will be using it in the coming school year.
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This is a very powerful video. There is a real contrast between the wondrous beauty of the earth and the damage we as humans have done to the Earth’s resources. You put it very well when you talk about the impact of the visual as opposed to reading from a piece of text. Seeing the impact and effect of human behaviour is more powerful. Like you I had never come across this video before and I will be using it in the coming school year.
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I found the film HOME very eye-opening in terms of making me think about my choices, particularly in terms of thinking about where I source my food. I am guilty of buying the cheapest food, regardless where it comes from. This is a change I can make, which would also benefit my local economy and help my own health.
To go about introducing the facts to the children, I would show them clips of the film to show the different aspects, then have a discussion about positive things they could do to minimize their carbon footprint.
For example, Deforestation accounts for 20% of global warming. We can plant trees in our school and our homes.
Children could be involved in responsible food shopping, by reading packages to see what country their food is coming from, to check ingredients to see if palm oil has been used in their manufacture.
Many of our homes are starting to install solar panels. Our school has them, and we have been monitoring how it helps our school financially as well as the climatic effect (the app shows how many trees we have saved).
Encouraging composting, recycling, growing our own fruit and vegetables, turning off lights, appliances and taps, keeping doors and windows shut in cold weather; all these are habits that we can help the children to form and keep, and can make a real difference to our future.
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The documentary HOME, directed by Yann Arthus-Bertrand, provides a powerful visual exploration of the relationship between the Earth’s natural environment and human activity. It highlights significant environmental issues, including climate change, biodiversity decline, and the impact of unsustainable human practices. As part of a wider educational resource, the film helps children develop an understanding of the causes and consequences of climate change and the importance of protecting the environment.
When introducing these concepts to a sixth-class group, I would begin by discussing pupils’ existing knowledge and experiences of climate change. This would allow me to identify misconceptions and encourage curiosity. I would then use the Climate Aid 2020 video to prompt discussion about the causes of climate change and the extreme weather events and natural disasters shown in the footage. Selected clips from HOME would be used to explore key ideas such as the interconnectedness of ecosystems, the effects of human actions, and the importance of sustainable living.To deepen understanding, pupils could take part in collaborative discussions, create posters or presentations, and complete practical investigations, such as an experiment demonstrating the greenhouse effect. I would also make links to the local environment by exploring how climate change is affecting Ireland through changing weather patterns, rising sea levels, or impacts on native wildlife. Finally, I would use interactive digital resources to help pupils analyse data, ask questions, and consider positive actions they can take to care for the environment.
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I really enjoyed reading your reflection. I agree that the visuals in HOME are incredibly powerful and help to make climate change feel real for children. As you mentioned, seeing the images of deforestation and melting ice caps is much more impactful than simply reading about them.
I also liked your point about creating an emotional connection before moving into the STEM activities. When pupils understand why an issue matters, they are often much more motivated to investigate it and think about possible solutions. Like you, I hadn’t come across HOME before this course, and I can definitely see myself using it as a starting point for discussions about sustainability and caring for our environment.
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The video HOME would be a very useful tool to pick and choose mini clips from to show in class. Its visual aerial views and universal themes help promotes wonder and empathy. The title “Home” reminds pupils that our planet is a shared place for plants, animals and human and we are all connected. The facts accompanied by the images towards the end of the movie could also be a good discussion starting point for a senior class.
Ireland Climate Action video is a good starting point for a lesson as some of the goals are aimed for the year 2030. Pupils from 3rd/4th class upwards could really engage with the gaols in the video.
If I was to use this in my classroom I would organise the pupils into groups and get them to brainstorm on a large A3 sheet about: What does climate change mean?/ How are humans harming the environment, any solutions? Then we would watch Irelands Climate Action video and discuss different points from the video like why might people choose electric cars.
After the video I would give each group a climate action challenge for example recycling plastic and get them to design a poster to help highlight the action , promote how it could help the environment and how to support the action.
Any school with a green schools committee could benefit from posters created from posters created from this lesson and the information could be passed on during assembly/green schools committee meeting.
Showing the pupils clips of Greta Thunberg is a good way of showing them that young people voices are listened to and how she is now a well known advocate for climate change. Her speeches highlight that youth are capable of driving global change. With all Youtube videos it would be important to pre watch and make sure the content is age appropriate
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I love the idea of getting the Green School’s committee involved in the promotion of positive attitudes towards environmental protection. Creating posters and presenting at school assemblies is an excellent way to generate interest in the topic of climate change. As we try to create responsible citizens of the future, simple ideas like this can go a long way towards achieving that goal.
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This is a really well structured lesson. Starting with a brainstorm lets children share what they already know before watching the video, which is great practice. It gets every child thinking and talking straight away. Watching the Ireland Climate Action video gives the lesson a real local connection, making climate change feel relevant to the children. Discussing specific points like electric cars keeps children engaged and thinking critically. The poster activity is excellent because children are creating something real and meaningful. Linking the lesson to the Green Schools Committee is a brilliant idea, giving children a genuine audience for their work and making them feel their efforts actually matter.
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Hi Seán,
I couldn’t agree more re your comments on the power and impact of the Home video. Visual media has the ability to grab the attention of the pupils and bring home the seriousness of the situation we find ourselves in. However, I would show it is small segments over the course of a term.
Mark H
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Hi Seán – these are great ideas for bringing this issue to the forefront of everyone’s minds. a few years ago I used a Christmas play based on the topic of Climate Change that served the dual purpose of exploring the effect of Climate Change on the Polar Ice-Caps and saving Christmas. The children really took to the topic and were learning all the time without actually realising that they were. ‘Climate Chaos: A Global Warning’ was a big hit. lol
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Home is a great choice for the classroom. It has great aerial footage from all over the world showing a birds-eye view of how deeply interconnected our planet’s systems are
It starts by showing the beauty of the world and how delicate it is. This is crucial because pupils need to love and understand the earth before they can care about its disruption.
I really like how it shows the link between actions in one part of the world and the effect on another.
I would follow on from using this video by having the class work in groups to focus on possible solutions—like wind farms, solar energy, protecting local parks and everyone doing their bit so they leave the lesson feeling empowered rather than anxious.
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Hi Michael,
I really like this idea of empowering our students with knowledge of the things we can change rather than leaving them feeling helpless and anxious. I know I myself find the thoughts of global warming and all the damage I am doing daily to our planet quite terrifying, so I think it is so important that we mind our students and don’t overwhelm them!
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I really like your focus on ending the lesson with solutions rather than just the challenges of climate change. Encouraging pupils to work collaboratively on ideas such as renewable energy and protecting local environments helps develop problem-solving skills while leaving them feeling hopeful and empowered to make a positive difference in their own communities.
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Home is such a beautiful feat of cinematography, the footage is really spectacular but it also really hits home how delicate and interweaved our ecosystems are. I have to say I found it quite upsetting to see how much damage, we as humans are doing to our incredible planet. The deforestation in particular really hit home for me. In my younger days I did lots of travelling and saw incredible rainforests and this made me think will my children and my students have the same opportunities to experience those places that I had. Then it leads me to thinking about all the damage I have done in air travel getting to see those paces!! I think I would watch this film with 6th class but have them prepped beforehand with what is within our power to change as there are a number of children who are quite anxious about climate change.
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Hi Sarah,
I totally agree that the use of film is both beautiful but also thought-provoking. Your idea of preparing the children beforehand is very important. The documentary raises awareness but this could be a bit much for some children who experience anxiety about climate change so preparing them in advance is great. The focus on the positive actions they can take reinforces the idea that even small changes can make a difference.
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I found Module 3 both interesting and thought-provoking, particularly in highlighting the urgency of climate change. While I think the Home video contains important messages, I feel it may be too long and complex for many primary school pupils. Instead, I would use selected clips to introduce key ideas and support these with class discussions and age-appropriate activities. This would help children understand the concepts without feeling overwhelmed.
I also really liked the TED Talk by Greta Thunberg. As a young person, she is someone children can easily relate to, and her message demonstrates that individuals can make a real difference. I think this would encourage pupils to feel empowered and recognise that their everyday actions matter. Activities such as calculating their ecological footprint, discussing ways to reduce waste, recycling, saving energy and planting trees would help children connect their learning to real-life situations. Encouraging them to share these ideas with their families would also extend the impact of the lesson beyond the classroom.
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I enjoyed watching the video HOME and the other climate action videos. I thought the aerial footage in HOME was so effective. It highlights the beauty of our planet. But it is also a great stimulus for various activities that we can do in the classroom. I think children would really enjoy making their own pictures showing aerial views – eg. an aerial view of a garden that helps the environment/climate and an aerial view of a garden that does not. I even think the title of the video itself would be very useful for provoking discussion with a class as we could talk about how the planet is our shared home and about our responsibility to care for it.
As I am teaching Senior Infants, I would adapt the key points from the video and make it more age appropriate. I probably would use a story like “The Snail and the Whale” because it could lead to discussions about how we can look after our oceans. I would keep it very simple and focus on questions like how can we help the planet? Hands on activities like exploring what goes in our recycling bin in the classroom would be useful as it would help the infants to understand that even small actions make a positive difference. -
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“Home” by Yann Arthus-Bertrand is a powerful and visually stunning documentary that explores the planet’s diversity and the impact of human activity on the environment. The film is made entirely from aerial shots and is designed to give viewers a new perspective on the beauty of Earth and the challenges it faces. By incorporating “Home” into the classroom, teachers can inspire young students to appreciate the beauty of the planet and understand the importance of taking care of the environment.
Introduction to Climate Change:
Begin by asking the students what they know about weather and seasons.
Explain that climate is the usual weather of a place over a long time.
Introduce the concept of climate change by explaining that the Earth’s climate is changing more quickly now because of certain activities.
introduce the documentary, explaining that it shows many beautiful places around the world from a unique perspective and talks about how we can help protect these places.
Discussion:After watching the segments, discuss with the students what they saw.
Ask questions such as:
What did you find most beautiful or interesting?
What are some things people do that can harm the environment?
How can we help take care of our planet?
Simple Environmental Actions:Create a list of simple actions students can take to help the environment, such as recycling, conserving water, and planting trees.
Make a classroom pledge to adopt one or more of these actions.-
Irene, I agree that this is a visually stunning and powerful movie, showing the most breathtakingly beautiful aspects of nature.
I like your plan of introducing weather, seasons and climate in that order as some children will be more aware than others of these concepts, and it is essential that they understand what climate is before starting to talk about climate change.
I also like your idea of using segments of the movie as it is extremely long, and having class discussions on aspects the beauty of the scenery and the harm people are doing to the environment.
I feel that it is extremely important to discuss how the children can take action to help the environment, to empower them, and to carry out these actions as you suggest. Without taking action, we can feel powerless and even become depressed thinking about the destruction that is taking place in our planet.
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Watching HOME by Yann Arthus-Bertrand and Climate Aid 2000 show how important it is to help children understand climate change. It shows how crucial it is to teach this to children through hope, curiosity and action rather than fear. The imagery used in HOME were powerful, particularly the overview shots. These images highlight the beauty and interconnectedness of our planet while also showing the impact of human activity natural resources. I was reminded that we all need opportunities to appreciate the environment before exploring the challenges it faces.
In my classroom, I would introduce climate change using age-appropriate, inquiry-based activities that encourage pupils to ask questions, investigate evidence and suggest practical solutions. We would begin by exploring the difference between weather and climate. Once the children have grasped this concept then we could use the children’s environment to engage all learners. The children could do this by looking at simple climate data and discussing how our local environment has changed over time. Most importantly, I would focus on positive actions such as reducing waste, saving energy, planting for biodiversity and caring for our school environment. We could complete posters or pieces of artwork to display these positive actions. It also allows for links to English oral language as the class could present their projects to other classes.
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“Home” by Yann Arthus-Bertrand is a visually stunning and powerful documentary that provides an overview of the environmental challenges facing our planet. With its breathtaking aerial footage and poignant narration, the film explores the interconnectedness of Earth’s ecosystems and highlights the impact of human activity on the environment. It’s a compelling call to action for sustainable living and environmental stewardship.
In the classroom i would begin by explaining that you are going to watch parts of a beautiful film about our planet. Emphasize that it shows many different places on Earth and talks about how important it is to take care of them. Ask the students if they have ever thought about how all the different parts of the world are connected. For example, how the trees in a forest far away can affect the air we breathe here.
After showing each part, pause and discuss:
What Did You See?: Encourage children to describe what they saw in their own words.
How Did It Make You Feel?: Talk about the emotions the footage evoked.
Why Is It Important?: Explain in simple terms why it’s important to take care of the places and animals they saw.
When introducing Climate to 7 year olds I would explain that the world’s weather is changing in ways that can sometimes be harmful to people, animals, and plants. Use examples like “Have you noticed how some summers are much hotter than others?” or “Sometimes it rains a lot more than usual.” Read stories or show pictures of animals and plants affected by climate change.-
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Hi Karen,
Thanks for sharing your response to “Home”. Your suggested approach of pausing after each section is very effective. Asking the class to explore what they have seen through sensory descriptions and how it made them feel gives them space to process both the facts and the emotions that can arise when learning about climate change. This is especially important with younger pupils, as the topic can feel overwhelming if it is introduced too heavily.
Your use of familiar examples, such as hotter summers or heavier rain, is also very engaging. It helps the children connect climate change to their own lived experience without making it too abstract. Bringing in stories, images of animals and plants, and simple discussion allows pupils to build empathy as well as understanding. I think this is a great way to introduce climate facts while still leaving children with a sense that caring for the planet is possible.
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Having watched the HOME video, I feel this would not be suitable for teaching my 1st class students but rather would use it in older classes like 5th and 6th class. For me, a lot of the phrases used can be quite scary for the younger classes to hear and could end up causing more stress and anxiety about global issues which these children may not have been exposed to before. However, I know climate change is such an important issue and so aiming it at older classes would be more impactful as they are the ones most likely to make a change.
If I were to use this in an older class, I would take stills from the video and display the images showing contrasts of places like deserts vs cities and have the students discuss the visible differences and follow it up with the global consequences in those areas. Older students are a lot more clued in with what is happening in the world around them and would benefit from more opportunities to being exposed to them and having the chance to discuss their thoughts and worries.
I also really like the TED talks by Greta Thunberg. She is a visual the children have seen so many times and somewhat relatable to the children. She encourages to dream big and try be the change they wish to see in the world. This would link really nicely if your school was working towards a Green Schools flag and can be tied in with ways to reduce our carbon footprint, reducing wast and reusing things.
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Hi Rachel,
Thank you for sharing such a thoughtful response to the “Home” video. I think you make a very important point about age-appropriateness, particularly for younger classes. Climate change is an essential topic, but it needs to be introduced in a way that is sensitive, hopeful and manageable.
Your connection to Greta Thunberg’s TED Talks is very relevant. She is a recognisable young voice for many students, and her message can help children see that young people can have a role in creating change. Linking this to Green Schools work is a great way to bring the learning back to something tangible, with practical action within the school community.
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Hi Rachel, I agree with your perspective that the HOME video is more appropriate for senior primary classes. While it delivers a powerful message, some of the imagery and language could be overwhelming for younger children who are still developing their understanding of global issues. Your idea of using still images to encourage discussion is an excellent way to make the content more accessible and allows pupils to think critically about environmental changes without being overloaded by information. I also like your suggestion of linking the topic to Greta Thunberg’s TED Talks, as many children will already be familiar with her and find her message inspiring. Connecting these resources to a Green Schools initiative makes the learning relevant and action-oriented, helping pupils see that even small changes can have a positive impact. This approach promotes awareness while empowering children to become responsible and active citizens in caring for the environment.
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I would 100% agree with you Rachel that these videos are more suited to the Senior classes. In saying that individual kids in the senior classes can also have a lot of anxiety about climate change and global warming. I suppose empowering them to realise that they individually can make a positive impact on combatting climate change would be a good way of steering the lesson.
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Home by Yann Arthus Bertrand is a fantastic documentary that highlights the diversity and beauty of our world while also considering the important environmental issues we are facing. It shows us how humans and their activities are impacting the environment. It presents evidence of climate changes such as rising sea levels, increasing greenhouse gas emissions and melting glaciers. It also focuses on the loss of biodiversity and the unsustainable use of natural resources like water, fossil fuels and minerals. It promotes the use of renewable energy sources and sustainable practices. I also really like the TED talks by Greta Thunberg. She is a visual the children have seen so many times.
I would introduce these climate change facts to the children in a number of different ways. I would show them some short clips from the documentary. I would carry out hands on activities such as conducting experiments to demonstrate climate change effects. I would find some interactive stories about how climate change affects children in different parts of the world. I would ask pupils to create posters and drawings to show effects of climate change and maybe carry out a class project where children have to come up with ideas to reduce their own carbon footprint. I would also find some games and quizzes online that children could play.-
Hi Laura,
Welcome to the course. Thanks for sharing your reflection on using the documentary Home with your class. It is a great idea to choose different clips to use in your classroom as you can choose what is most relevant and suitable for those in your class. I like how you are planning to carry out different activities to link with the clips from the documentary and allow for meaningful connections between the video and the learning. It is also a lovely idea to encourage the learners to reflect on action that they take themselves and to promote even the small changes in the school which will hopefully empower them to make changes at home and in their communities.
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The video “HOME,” directed by Yann Arthus-Bertrand, is a visually stunning documentary that explores the intricate relationship between Earth’s natural systems and human impact, particularly focusing on climate change, biodiversity loss, and environmental degradation. The film is part of a broader educational module that includes various video clips aimed at illustrating the urgency and scale of climate change.
To introduce these climate change facts to 6th class students, I would start with a brief discussion to assess their existing knowledge and concerns about the environment. I would introduce the video ‘’Climate aid 2020’’ to my class to encourage a discussion on what is leading to such changes in our climate and the horrific natural disasters witnessed in the video. Using selected clips from “HOME,” I would guide students through the key themes, such as the beauty of our planet, the consequences of human activities, and the importance of sustainability. I’d follow up with activities that encourage reflection, such as group discussions, creative projects such as posters or short presentations, and hands-on experiments that demonstrate climate concepts for example the greenhouse effect.
To make the material more relatable, I would connect the global issues discussed in the film to local examples, such as changes in Irish weather patterns or the impact on local wildlife. Additionally, I would incorporate interactive elements, like using online resources or simulations, to make the learning process more engaging and tangible for my students.
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Hi Gráinne, I agree that linking the global issues in the documentary to children’s own local area is so important, as it makes the learning much more meaningful. I also like your idea of following the clips with practical activities. I think giving children opportunities to discuss simple actions they can take at home or in school helps them leave the lesson feeling hopeful and reminds them that everyone can play a part in caring for our planet.
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HOME is both thought provoking and gut wrenching. The beauty of our planet is contrasted with the serious environmental challenges caused by human activity. The film reminds viewers that the Earth’s natural resources are limited and that our actions have serious consequences for future generations. Overall, I think it is really inspiring because it encourages people to take responsibility for protecting the environment.
In response to the video and to introduce the climate change facts to my pupils, I would begin by asking simple questions about nature, weather, and recycling to assess their prior knowledge.
I would then show short, age-appropriate clips from the documentary and encourage pupils to share their observations and feelings. A guided discussion would help them understand the causes and effects of climate change in a way that is relevant to their daily lives.
To reinforce learning, I would organise practical activities such as recycling projects, planting seeds, creating posters about environmental protection and discussing ways to save water and energy at home and at school. These activities would promote environmental awareness while helping pupils develop a sense of responsibility and a sense of confidence that their everyday actions can make a positive difference.-
I too believe the video “Home” is thought provoking and inspiring. I liked your step by step approach to dealing with climate change by assessing their prior knowledge first. Then showing suitable age appropriate clips from the video and encouraging them to share their thoughts and feelings on which I believe is very important. Organising practical ways to make a difference such as recycling projects, creating posters and creating a list of positive things we can do are great suggestions for a lesson. Thanks.
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Yann Arthus-Bertrand’s documentary HOME provides a powerful insight into the impact of human activity on the environment and highlights the urgent need to address climate change. One of the key messages I took from the film is that every individual has a responsibility to care for the planet. As global citizens, we all share a common duty to protect the Earth and ensure that future generations inherit a healthy and sustainable environment.
The documentary explores a range of environmental issues, including rising sea levels, deforestation, pollution, biodiversity loss, and the overconsumption of natural resources. These issues encourage pupils to reflect on how many aspects of modern life, often taken for granted, can have significant environmental consequences.
To support pupils’ understanding of these concepts, I would incorporate a cross curricular drama activity using the “hot seating” strategy. One pupil would take on the role of a person living 500 years ago, while another would represent a person living in the present day. The class would ask each character questions about their daily lives and the impact their actions have on the environment. This would encourage pupils to compare lifestyles across different time periods and critically evaluate how technological advances and modern conveniences have influenced environmental sustainability.
For example, the pupil representing modern day life could discuss travelling by car, using electrical appliances such as washing machines, purchasing fast fashion, relying on single-use plastics, and the commercial development of land. In contrast, the pupil representing life 500 years ago would describe more sustainable practices, such as walking as the primary mode of transport, washing clothes by hand, reusing materials, and living with far fewer manufactured goods.
This activity would encourage pupils to recognise that many everyday actions contribute to environmental degradation, often without us fully realising it. It would also promote discussion around sustainable alternatives and inspire pupils to consider the positive changes they can make in their own lives. By combining the documentary with an interactive drama strategy, pupils would be actively engaged in developing their understanding of climate change, environmental responsibility, and the importance of making informed choices for a more sustainable future.
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The HOME video contains absolutely beautiful imagery and incredible aerial views. I teach 1st class and I feel that it would be very challenging to show that age group. The language would be very difficult and it likely would also cause a great deal of upset. It is definitely more suitable for the older age groups. I can see how it would provide ample opportunities for talk and discussion. Perhaps breaking it up and watching it in sections over a period of time or using screenshots of the imagery without the sound would make it more suitable for the younger children. I would be inclined to focus on the beauty and positive side of the video with the younger classes and gradually introduce climate change.
I also enjoyed the TED Talk by Greta Thunberg. Greta is a great way to introduce the children to environmental activism. She would make for a good project for the children and this would encourage group work and plenty of talk and discussion.
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Nikita, I really enjoyed reading your post. I agree that HOME is probably more suited to older pupils, as some of the language and images could be overwhelming for younger children. I like your idea of using short sections or still images to focus on the beauty of our planet before introducing the topic of climate change in an age-appropriate way. Building children’s appreciation of nature first is a great foundation for later discussions about protecting the environment. I also agree that Greta Thunberg is an excellent example of how one person’s voice can make a difference. A project on her work would encourage collaboration, discussion and help pupils see that even small actions can contribute to positive environmental change
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hi Nikita. Your reflection really shows such care for your younger pupils, and I love how thoughtfully you considered their emotional needs with a video as powerful as HOME. Your ideas for breaking it into gentle, child friendly pieces — and using Greta as a positive role model — show a lovely balance of sensitivity and meaningful learning.
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Fact: Deforestation; I will find out what the children already know about forests and how important they are, I will then move on to explain what deforestation is and show images of forests and forests land where deforestation has occurred. In groups the children will discuss this. We will then move on to discuss carbon dioxide and how it regulates the climate.
Fact: Human activity is connected all around the globe; I would start by explaining the language around this and then explain that if large areas of rainforest are cut down in Brazil, there are fewer trees to absorb carbon dioxide. This means more greenhouse gases remain in the atmosphere, contributing to climate change around the world—including in Ireland. I would also show the Paxi video on greenhouse gases. I will then lead on to discuss pollution in the air and how far it can travel in the atmosphere. Also, how pollution released into the air can travel thousands of kilometres with the wind.
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Hi Irene. Your plan shows such a gentle, thoughtful way of helping children understand big ideas, and I really like how you start with what they already know before moving into harder concepts. The way you link forests, carbon dioxide and global connections in simple steps shows real care for making the learning clear and meaningful for your pupils.
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I think the HOME video is a very good resource for introducing the children to climate change, sustainability, and caring for the environment. The film uses really powerful visuals to show both the beauty of our planet and the impact human activity has had on it. It encourages you to think about how people are affecting the plant in their choices and how nature is affected. It shows them how people and nature are connected and why protecting the Earth is important for both people and nature.
In the classroom, I would use selected clips rather than the full documentary as it is very long and it would be hard to engage their attention for the whole documentary. I would pick clips suitable for each class grouping. Before watching the video clips I would encourage the children to observe what they notice about different environments and discuss their ideas. We could do this again after discussing what they noticed in the clips.
It would be good to encourage the older classes to do projects such as recycling projects or planting projects to enforce the learning.
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I agree with your point about using selected clips instead of the full documentary. I think that would work much better in a primary classroom because it would be easier to keep the children engaged and focus on one topic at a time. I also like your idea of getting pupils to share what they notice before and after watching the clips. It would encourage them to think for themselves and compare their own observations with what they learned from the video.
The recycling and planting projects are great ideas too because they give children something practical to do instead of just talking about climate change. I think when pupils can see the results of their own actions, they are more likely to understand that even small changes can make a difference. It also helps make the topic feel more positive and less overwhelming.
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I found HOME to be a very powerful and thought-provoking film. The aerial footage wonderfully illustrates both the beauty of our planet and the impact that human activity has had on the environment. It highlights the importance of protecting Earth’s natural resources while showing how interconnected people, wildlife and ecosystems are. The other video clips in the module complemented the film well by breaking down climate change into concepts that are easier for children to understand and providing practical examples of how our actions affect the planet.
When introducing climate change to my pupils, I would focus on creating hope and encouraging positive action rather than fear. I would begin by exploring what they already know about weather, nature and caring for the environment before introducing simple explanations of climate change using age-appropriate videos such as Paxi. We would discuss everyday actions that help the environment, including recycling, reducing waste, saving energy and walking or cycling where possible. I would also include practical activities such as planting flowers for pollinators, carrying out a classroom energy audit or creating posters promoting sustainable habits. By making the learning interactive and focusing on solutions, pupils can develop an understanding of climate change while recognising that their individual actions can make a positive difference.
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I found the film HOME very powerful and thought it really highlighted how connected people and nature are. The aerial footage makes a big impact and helps to show both the beauty of our planet and the effects that human activity is having on it. There are sections in the video that would be very effective in sparking discussions in the classroom.
The other video clips in the module were also useful because they explain climate change in a simple, age-appropriate way without being overwhelming. I think it’s important that children leave the lesson feeling hopeful rather than worried.
In school I would introduce climate change by first building on what they already know about weather, seasons and caring for the environment. I would use short video clips, class discussions and simple investigations. We could then explore positive actions that children can take, such as reducing waste, saving energy and protecting biodiversity around the school. Focusing on practical solutions would help pupils feel that they can make a difference rather than feeling powerless. -
In my opinion Home by Yann Arthus-Bertrand is a powerful documentary and a useful learning resource that presents the beauty of our planet while highlighting the significant impact human activities have had on Earth’s ecosystems. The video uses stunning aerial imagery and compelling narration, but I do feel it could be overwhelming for younger children, so with this in mind I feel it would be more suitable for 5th or 6th classes. Some parts of the video could be upsetting for some children so it would be important to think of the class in front of you before showing this video. Instead of showing the entire documentary, I would select short clips that are relevant to planned learning objectives and those that are suitable for my pupils’ age and maturity. These clips would be used as discussion starters to encourage curiosity and critical thinking rather than fear or anxiety.
The documentary does encourage viewers to recognise that there are solutions and that collective action can make a positive difference. Showing videos about Greta Thunberg and discussing her voice on climate change and how she made such an impact around the globe would be useful to use here.
When introducing these climate change concepts to my pupils, I would ensure the information is presented in a hopeful way.
Before viewing, I would activate students’ prior knowledge by asking questions such as, “What do we already know about climate change?” and “How do people depend on nature in their everyday lives?” A KWL chart or something similar might be useful. During the viewing, students could record observations, questions and facts. Afterward, we would discuss them and the key messages of the film and distinguish between natural environmental changes and those caused by human activities.
To make the learning meaningful, I would connect the global issues shown in the film to our local community. My class could investigate how climate change may affect local weather patterns, native plants and animals, water resources, or the local community. This would help them understand that climate change is not only a global issue but also one that has impacts on a local level.
I would also encourage students to focus on positive action. As a class, we could develop a sustainability action plan by identifying practical ways to reduce waste, increase recycling, or support biodiversity within the school. We do have some knowledge in these areas as part of our Green school work. My class could create posters, digital presentations or short videos to raise awareness among other classes and the wider school community.
In summary, when used thoughtfully and positively, Home is a valuable educational resource because it combines scientific information with powerful visual storytelling.
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There was a wide array of videos in this module. HOME was evocative and powerful. It consists of amazing footage of the beauty of our world and at the same time how fragile it is. It is probably more suited to the senior classes but even then, it would need to be adapted, as there are so many children with anxiety and they could find it upsetting. It is quite long, so probably best to view smaller select portions. We would follow on with a discussion to ensure they understood the content and message and what changes we can make in our own lives.
The Climate Aid 2020 and the accompanying song ‘Mad World’ was yet another powerful video and audio. It also focused on climate change and food shortages.
Greta Thunberg is such a brave young lady, and I really enjoyed her Ted Talk speech. I think children would relate to her passion.
I thought the footprint calculator was a great resource and enjoyed finding my own carbon footprint. It would be an easy tool to use and would help the children to understand that even small steps/ changes make a difference. It would be a useful homework project where the children interview family members and calculate the carbon footprint of each member and then of the whole family together.
This year my class planted strawberries, lettuce and onions in flowerpots on the windowsills in the classroom. They took on the responsibility of watering them and the excitement when the strawberries grew and ripened was great to see!
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After watching *Home* and the other videos, I thought they really showed how connected everything on Earth is. One thing that stood out to me was how human activity has changed the environment so quickly compared to how long it took nature to develop. It was interesting but also a bit worrying to see the impact of things like deforestation, pollution, and overuse of natural resources.
I think the videos are a good way to introduce climate change because they use powerful images instead of just facts and statistics. That makes the message easier to understand and remember. At the same time, I think it is important not to leave pupils feeling hopeless. I would also include examples of positive changes that people and communities are making so they can see that everyone can make a difference.
In the classroom, I would start with simple discussions about the environment and ask pupils what changes they have noticed around where they live. We could then watch short clips from the videos and talk about them together. I would also include practical activities such as recycling projects, planting flowers or trees, reducing waste in school, or keeping a class energy-saving challenge. These kinds of activities help pupils connect what they have learned to everyday life and show them that even small actions can have a positive impact.
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I found HOME to be a really powerful documentary. The aerial footage is stunning and really shows both the beauty of our planet and the impact human activity has had on it. I also liked how the other videos in the module highlighted topics such as climate change, carbon footprints and the positive actions being taken around the world. They help explain a complex topic in a way that is engaging and thought-provoking.
If I were teaching this topic, I would begin by discussing what pupils already know about climate change and what they notice in their own environment. I would then use short clips from HOME to encourage discussion before introducing practical activities. For example, pupils could investigate ways to reduce waste in school, plant flowers or trees, or carry out a class recycling project. I think it is important to finish the lesson by focusing on positive actions that pupils can take, helping them understand that even small changes can make a difference.
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The video clips are powerful and undeniable (well you would think but these days anything is deniable if you have a thick enough neck). They are also profoundly depressing in some ways. Even the carbon footprint idea has been shown to be a ploy developed by big business to put responsibility back on individuals rather than the corporations who are capable of massive change in a way that individuals cannot.
It’s important to give hope. Otherwise it’s a “why bother – we’re screwed anyway, why not party like it’s the end of the world”. David Attenborough’s video clip in the last module is a perfect example. Highlight what we can do, the actions we can take, the politicians we can votre for.
So, it’s a balance of making sure the kids know how serious the situation is but that it’s not hopeless, and that we can still turn things around if we work together. This can be difficult with so many kids reporting anxiety issues.-
I agree Mark, I’ve always felt like this is a crucial balance to get right when covering the topic of climate change. You want to get across the gravity of the situation without invoking the sense that there’s no hope so why bother. It’s important to me that pupils always have a sense that they can make a difference and that action will still bring rewards. The HOME video is excellent but it needs to be framed in the sense of what can we learn and what can we do.
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Hi Mark and Richard,
I agree. Sometimes I feel there is no point discussing some environmental issues with my class as they seem so vast outside of our littles school bubble and it feels like it is impossible to make even just a small impact in your school but as you said it is important that we make sure our students always have a sense that they can make a difference.
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After watching HOME its clear that it reinforce the value of introducing environmental issues to children in a way that inspires responsibility rather than anxiety. Instead of focusing solely on the consequences of climate change, these resources demonstrate how education can encourage young people to become thoughtful and active stewards of the planet. The sweeping aerial footage in HOME was particularly memorable, capturing both the extraordinary diversity of Earth’s landscapes and the ways in which human actions have altered natural ecosystems. It highlighted the importance of developing an appreciation for the natural world as a foundation for understanding the environmental challenges it faces.
If teaching this topic in my classroom, I would adopt an investigative approach that encourages pupils to explore climate-related concepts through observation, discussion, and collaborative learning. Lessons would begin by helping children distinguish between everyday weather events and long-term climate patterns before examining examples from their own locality. Using local observations and simple environmental data, pupils could investigate how the surrounding area has changed over time and consider possible reasons for those changes.
To consolidate their learning, pupils could design informative displays, produce persuasive posters, or prepare presentations to share with other classes, creating meaningful links with Visual Arts and English while building confidence in communication and teamwork.
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Hi Cathal, I think it’s a really valid point you make that the video is more about promoting and encouraging responsibility than scaremongering or inducing anxiety in pupils. Climate change can be such an overwhelming and worrying issue for young pupils and it’s important to reinforce the concept that they have power and they can make a change. The imagery in the video is stunning and the aerial shots shown are spectacular so I agree there are fantastic links that could be made with the visual arts curriculum too.
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Hi Cathal,
Thank you for sharing such a thoughtful response to “Home” and the wider climate resources in this module.
You make an excellent point about introducing environmental issues in a way that inspires responsibility rather than anxiety. This is such an important balance when teaching climate change, as pupils need to understand the seriousness of the issue while still feeling hopeful, capable and empowered to take positive action, which you rightly point out the video and follow-on activities can enable them to do.
Your reflection on the aerial footage in “Home” is very strong too. I like how you have connected this to developing pupils’ appreciation for the natural world as a foundation for deeper environmental understanding, as well as the potential for visual arts and other cross-curricular links.
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Hi Cathal, I really like your focus on encouraging responsibility rather than anxiety. The idea of using local observations to help pupils understand the difference between weather and climate makes the learning much more meaningful and relevant. I also think your cross-curricular approach is excellent, particularly having pupils create presentations or persuasive posters, as it allows them to apply their learning while developing communication skills. Ending with positive actions pupils can take is a great way to empower them and reinforce that everyone can contribute to protecting the environment.
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I felt the HOME video was really impactful and introduced the topic of climate change in a way that was really engaging and interesting for children. Above all else I felt it really helped explain the human impact on climate change and how we have accelerated the heating of the planet faster than nature ever could. The lesson was engaging and dynamic and the children were still active learners and not just passive consumers of the content. Linking the lesson to the green schools campaign is a way to make it even more tangible for primary school pupils too.
As others have alluded to however I do think it would be important to make sure the children are mature enough to engage with the lesson. There can be a lot of climate anxiety with younger children and I would be conscious of not overwhelming younger pupils.
Overall I think this is a great resource that senior pupils would engage with and benefit from watching.-
I agree with you that using the HOME video as a teaching aid for climate change is an excellent idea. It is also an excellent idea to tie the topic with the Green Schools campaign. One very significant point you have mentioned is to take into consideration the age of the child while presenting the topic.
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The video clips are powerful and thought-provoking. The stunning aerial footage highlights both the beauty of our planet and the significant impact human activity has had on it. The videos also do an excellent job of explaining complex issues such as climate change, carbon footprints, and environmental sustainability in an engaging and accessible way.
At the same time, it is important to present these issues in a balanced way. While the seriousness of the climate crisis must be acknowledged, focusing solely on the scale of the problem can leave young people feeling overwhelmed or hopeless, particularly at a time when many are already experiencing anxiety so I do think it’s important to make sure pupils feel encouraged to act and make a change as opposed to overwhelmed and powerless.
For this reason, lessons should conclude with hope and practical action. As another contributor also noted David Attenborough’s message in the final module is a strong example of this approach, emphasising that positive change is still possible if we work together. In the classroom, I would begin by exploring pupils’ existing knowledge and observations about climate change before using selected clips from HOME to stimulate discussion. This could be followed by practical, local activities such as reducing waste in school, planting flowers or trees, or organising a class recycling project. Ending with achievable actions helps pupils understand that, while the challenge is significant, their choices matter and collective action can make a real difference.-
I fully agree on that message on how collective action can make a real difference. It’s something that I find children can dismiss as ‘what’s the point?’ when others aren’t doing it. I also think it’s a nice thing to involve with homework projects as hopefully some of these messages would transfer into their home lives too.
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The film “HOME” is an impressive documentary demonstrating the interrelation between the various components of the Earth’s system and the considerable influence of people on the environment. Personally, I think that the best way to illustrate the effect of the activity of humankind on our planet is aerial photography. The video clips included in this module help to understand the concepts of climate change easier as well as explain scientific evidence related to the issue.
In order to introduce the climate change facts to my pupils, I would use a solution-oriented approach appropriate for the age of pupils. Instead of scaring the children with all the negativity associated with global warming, I would start from what the children know about weather conditions, the environment, and how we can care about our planet. Using the clips from the video materials, we will discuss possible questions and problems. Then the pupils will study the environmental issues in the area where we live, analyze weather data and discuss what actions we can do to help solve climate change problems: reduce waste, save energy, preserve biodiversity and so on.
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Hi Fionnuala,
Welcome to the course. Thanks for sharing your thoughts on the documentary Home. I agree that it is important to present the information in a solution focused manner as there can be a level of anxiety among children about global warming and its effects. I think it is also important to choose different clips from the documentary that you feel are suitable for the learners in your class. As you have suggested you can then focus on action that the learners can take whether it is at home, in school or in the local community.
I hope you have enjoyed the course.
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I agree with you about the taking action assisting with the anxiety. It is something that needs to be dealt with in a very sensitively. The link back to their local environment and area is a great idea. This could allow them to feel empowered to make a change and feel like they have some control over the state of the planet, despite it being such a big global issue,
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I found the documentary Home, very engaging and cinematic. It would certainly engage and get the students interested in the topic at hand. I learn a lot of detail and more information about the planet and climate change myself. It does seem quite advanced for the younger years, however, I feel that short clips and some descriptions and images would be very useful for the middle year groups to hook them in, gain interest and create some wondering questions.
In 5th or 6th, I would carefully select some elements of the documentary to run mini investigations about different parts of the world, its formation and life. Making it into a student lead project, in which different small groups could explore, research, and suggest ways to take action would be a good way of keeping students engaged, giving them agency and developing STEM skills. There are some really good parts that could be used as a discussion prompt, maybe even as a debate for the older years. It would need to be modified greatly for the younger years and I am curious to hear suggestions of how it could work.
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Hi Lauren,
Welcome to the course and thanks for your feedback on the documentary Home. The documentary is engaging with lots of imagery and clips that could be used in the classroom. I agree that shorter clips would work well for the learners and it also allows for the teacher to choose topics relevant to the class at their level and with their interests in mind.
I really like your idea to run mini investigations and research about different parts of the world from the video. It will give the learners agency and allow them to be autonomous over their learning. It does allow for a variety of skills as you have mentioned also.
I hope you are enjoying the course.
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I found the film HOME very interesting and thought it was a powerful way to show the effects of climate change. The images made it easier to understand how climate change is affecting the environment and people around the world. It was sad to see the damage being done to the planet, but it also showed that everyone can make small changes to help protect it.
The other video clips in this module were also very useful. They explained climate change in a clear and simple way and helped to explain the main ideas without making them too difficult to understand. I liked that they used real examples to show how climate change is already affecting different parts of the world. I think these videos would help children understand that climate change is happening now and why it is important to look after the environment.
I would introduce these climate change facts by starting with a class discussion to find out what the children already know. I would then show short video clips and ask simple questions throughout the lesson to keep the children involved. After this, I would use activities such as making posters, discussing recycling, and talking about simple ways to save energy at home and at school. I think it is important to finish the lesson by focusing on positive actions that children can take so they understand that even small changes can make a difference.
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I really enjoyed reading your post. I agree that it is important to introduce climate change in a positive way and focus on the small actions children can take to help the environment. Next year I will be teaching Second Class, and I think using short video clips, class discussions and poster-making would work really well. I also like your idea of ending the lesson with positive actions, as it helps children feel that they can make a difference.
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Watching HOME was a powerful reminder of how connected people are to the natural world and how our actions can have long-lasting effects on the environment. This is a topic that I believe children are not exposed to enough so their understanding of the harm people can cause to our environment is minimal. The video clip is a clear, visual aid that I would definitely use in my classroom as it highlights both the challenges we face and the importance of taking action. The other video clips in module 3 also helped explain climate change in a clear and accessible way. It is great to have a bank of resources that I can refer to throughout the year when covering this topic.
With my 3rd class students, I would introduce climate change gradually. I think it is important to focus on understanding before expecting students to think about solutions. There is a lot of vocabulary associated with Climate Action which would need to be pre-taught and understood prior to showing the videos. I would begin with discussions about weather, nature and caring for our local environment. The videos could then be used to spark questions and discussions. I would finish with practical actions the students can take, such as reducing waste, recycling and saving energy around our school. This would also help reinforce our Green Schools initiatives. -
I found the film HOME very interesting and thought it really showed how connected people and nature are. It highlighted the impact that climate change is having on our planet in a powerful way. The other video clips in the module were also helpful because they explained climate change using simple language and visuals that children can understand.
Next year I will be teaching Second Class, so I would introduce this topic in a positive and age-appropriate way. Instead of focusing on worrying facts, I would encourage the children to think about the small things they can do to help the environment. We could watch short clips from the videos, discuss what we noticed, and talk about simple actions such as recycling, saving water, switching off lights and walking to school where possible.
To make the learning more engaging, I would link it with Art by creating posters about looking after the Earth, with English through class discussions and writing, and with SESE by exploring weather and the environment. We could also go on a nature walk around the school to observe plants and wildlife and discuss why it is important to care for them.
Overall, I thought the videos were very informative and gave me lots of practical ideas. I look forward to using some of these activities with my Second Class next year to help children develop an understanding of climate change and how they can make a positive difference.
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I think your suggestions of focusing on practical and realistic ways that we can help the environment is an fantastic way to approach the subject. I think this allows the children to take accountability in a safe and age appropriate way. Many children could become very worried about this topic and this is something I would like to avoid.
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<span style=”font-weight: 400;”>I agree with Linda that Art would be a great way to make the learning more engaging. Designing a poster on how we should look after our planet would be a wonderful way to get them thinking about what they have learned. They could work in pairs so they get lots of chat time on the topic. </span>
<span style=”font-weight: 400;”>I also love the idea of going on a Nature walk around the village to observe our plant life and local wildlife. It would also help them to notice any ways we are trying to improve on our planet that are in plain sight. For example the new bins, or the recycling centre, or charity shops where we can leave clothes and toys to be re-used. Perhaps leading to a discussion on how we could create more ways to help look after our planet.</span>
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Great point Linda on focusing on what they can do to make a difference rather than on the worrying facts of what is going on at the moment in our environment. I teach Third Class and found parts of it a little ‘heavy’, I would probably do the same as yourself and pick out particular clips relevant to whatever lesson I was going to teach. It’s definitely a fantastic resource to re-visit throughout the year and would be a wonderful springboard for learning – plenty of ways to integrate with other subjects like you said.
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I found the Home video to be very interesting. It is beautifully shot and put together with real artistic craftsmanship. It is very comprehensive in how it details our short time on this planet we call home. I think the historical element would be very relevant for the children in my room, 3rd and 4th classes as they often struggle to really struggle to grasp the concept of time when we talk about 10 years ago, 100 years ago and even 1000 years ago. This certainly helps highlight how we as a race have adapted and harnessed our environments to our own advantage. Yes we are clever but it shows how by make the world bend to our will that we in turn have tipped the scale and thrown nature off balance.
In order to present this to my class I would have to break it into smaller sections and these would serve as great introductions to many SESE or STEM topics.
It highlights the many issues that face us yet it is not too pessimistic in its portrayal of our situation. I think Glenn Close does a terrific job with the narration and every word is measured, accurate and thought provoking.
I have to say the other videos were also excellent but in my opinion, probably more suited to the older classes or post primary levels. The video from 2020 was stark and upsetting particularly where it hightlighted the plight of the poor koalas and Australian marsupials. A necessary watch for older audiences all the same.
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The video “Home” is a fantastic resource for teaching about the world and climate change. It video is engaging and captivating. The visuals are amazing and show so many different countries and parts of the world. It is also fascinating to see and to show the students the changes which have occurred over time.
I think that the video without the commentary would be more appropriate for my class level. I think that the commentary is for older students and some of the commentary may cause worry for the students. By using the visuals to teach about climate change I can adapt the lesson appropriately for my class level and focus more on the action we can take to help the environment rather that the consequences of climate change.
Likewise, I think that the video Climate Aid and Greta Thunberg’s Ted talk are very informative and beneficial to highlight the importance heling climate change, however once again they may be more suited to older students.-
Hi Aisling, I really enjoyed reading your post. I agree that the visuals in HOME are a fantastic way to engage younger pupils and spark discussion about climate change. Focusing on positive actions children can take, rather than the more worrying aspects, is an excellent approach. It helps pupils feel empowered while developing an appreciation for protecting our environment.
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The Home documentary was very powerful and insightful. The scenery is beautiful and the way the film is made, makes you really think about the stark reality of this scenery and the extensive damage being done to it. I think that it would be a good teaching resource because the impact of human actions are shown very clearly. If you were teaching a younger class, you could use screenshots or still images from the film as a stimulus. I do think the film could be very engaging in older classes. I think Greta Thunburg’s Ted talk is probably the most useful resource of all. I agree with other participants that there is something very powerful about children recognising the activist as their peer. While students may be familiar with her and her cause, they may not have heard her speak in this capacity. It’s a great example of how social media can have a positive effect and also supports Autism awareness. I really liked the tool to rate your carbon footprint also and I think this could be an excellent resource for my 6th class next year.
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Hi Ellen
I’m glad that you found the resources in this module so useful. Home is a really good tool for educators to bring home the reality of Climate Change and Biodiversity loss to us so that we can then choose how to share that knowledge with young people in a way that will empower them to take action. As you said, Greta Thunberg is a great role model for young people, but many children may not have heard her earlier speeches so it is good to use them. Fro the Carbon Footprint calculator, I have found it useful in the past to use some made up profiles of people, to get the children to predict who will have the highest carbon footprint before using the calculator. After that, they might try it athome with their families.
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I found the film HOME very powerful. The visuals and storytelling really show how connected our planet is, and how human actions can have such a big impact on the environment. Even though some parts are quite serious, I think short clips could work well with my 3rd/4th class, especially the sections that focus on nature, animals, and how the Earth is changing. The other video clips in the module also help explain climate change in a simple, clear way that children can understand.
To introduce these ideas to my pupils, I would start with short video segments and follow up with discussion, letting them share what they noticed or wondered about. We could link it to our own local environment by talking about farming, weather patterns, and how we care for our school grounds. Simple activities like drawing, sorting facts, or making “climate pledges” would help them connect the facts to their own lives in a positive, age appropriate way.-
Hi Criona, I agree that ‘HOME’ is a very powerful film and that carefully selected clips could really encourage meaningful discussion in the classroom. I also like your idea of linking the learning to the children’s local environment, as it helps make climate change more relevant and encourages them to think about simple actions they can take to care for the planet.
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The film HOME is a beautiful and powerful documentary that shows how all parts of our planet are connected and how human actions have changed the Earth. The aerial videos and clear explanations make it interesting and easy to follow. It helps viewers understand why it’s important to take care of the environment. The other videos in the module, like the Paxi animations, are great for younger children as they explain tricky ideas like greenhouse gases and global warming in a fun and simple way.
With a younger class, I would start by showing the Paxi videos to help them understand the basics. Then, I would show short, age-appropriate parts of HOME to spark curiosity. After watching, we could talk about what they saw and how it made them feel. To follow up, the children could draw pictures of the Earth, act out caring for nature, or tell stories about how to help the planet. -
Module 3 Assignment – Climate Change Challenge
The documentary HOME provides a powerful and thought-provoking introduction to climate change by showing the beauty of our planet and the impact that human activities have on the environment. The film highlights the importance of protecting natural resources, reducing carbon emissions and making sustainable choices for the future. The additional videos on the Paris Agreement, climate action and carbon footprints help explain how governments, organisations and individuals all have a role in addressing climate change.I would introduce these concepts to my Senior Infants and First Class pupils through age-appropriate discussions, picture books and short video clips. We would explore simple everyday actions such as recycling, saving electricity, walking to school where possible and caring for plants and wildlife. Pupils could calculate a simple classroom carbon footprint, create posters promoting climate-friendly habits and take part in a class recycling challenge. These practical activities would encourage responsibility, teamwork and environmental awareness while helping children understand that even small actions can make a positive difference to our planet.
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The film Home s well as Greta Thunberg’s UN COP25 speech, and the WWF “How Big Is Your Environmental Footprint?” activity are valuable resources for teaching pupils about climate change and environmental responsibility that I will be definitely be using in my 4th, 5th and 6th class. Home uses powerful visuals to show the beauty of Earth and the impact of human activity on the environment. Greta Thunberg’s speech highlights the importance of climate action and demonstrates how young people can raise awareness and inspire change. The WWF activity encourages pupils to reflect on their own lifestyles and identify practical ways to reduce their environmental impact.
When introducing these resources, as they can be quite daunting, I would ensure the content is age-appropriate and focus on positive actions rather than creating anxiety. I would begin with discussions about caring for the environment before using selected clips and activities to encourage questions and reflection. Pupils could complete the WWF footprint activity, create posters, carry out a classroom recycling audit, or develop a class sustainability pledge. These activities would help pupils understand that although climate change is a global issue, their everyday choices can make a meaningful difference in protecting the environment.
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I agree that these resources would be really useful for 4th, 5th and 6th class. I especially like your point about focusing on positive actions, as some of the information about climate change can feel quite overwhelming for children. The WWF environmental footprint activity sounds like a great way to get pupils thinking about their own choices and how small changes can make a difference. I also think the class sustainability pledge would be a great idea as it gives pupils a sense of ownership and encourages them to work together towards a common goal.
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The film home takes an immersive look at the origin of our species and the effects our short existence has had on the planet.
Home shows scenes from different industries that have developed around the world that I was un familiar with. There is an significant pattern of human interaction causing severely negative effects. Massive agricultural lands being abandoned, hundreds of thousands of cattle being housed in grassless fields and fish being fished to extinction are to name a few.
Some clips Of Greta Thunberg show how the next generation should be responding to these patterns and how pressure should be put on international governments to make change.
The video detailing Irelands Climate action plan is a good place to start when introducing these facts to children as it is simple to understand and is relative to thor own immediate environment.
From here pieces of “ Home” can be selected to further enhance the children’s understanding of the effect of human interaction with the environment.
It can be integrated into other curricular areas, geography namely. Children can research the different areas these industrial ventures are taking place and their impact on the immediate community as well as on a national scale.
These videos can serve as an initial stimulus for STEM based lessons on climate action. -
Yann Arthus-Bertrand’s documentary HOME.
This video provides a powerful insight into the urgent need to reduce climate change due to the environmental impact caused by human activities. It highlights the importance and responsibility of every person on the planet in taking care of the planet. It introduces the topic that we are global citizens and we are all contacted as members of the globe to care for the planet to ensure that future generations can enjoy a healthy world. I felt this was a great message that demonstrates every person plays a role even if they just walk to school or cycle or if they recycle or turn the water off when they are brushing their teeth.The videos focus on a wide range of topics- overconsumption of natural resources, rising sea levels, pollution, etc. explores a range of environmental issues, including rising sea levels, deforestation, pollution, biodiversity loss, and the overconsumption of natural resources. It encourage us all to pause and consider our carbon footprint.
My follow up activity for the children would be a class discussion on ways we can help the world as global citizens. We would create posters and art displays to promote positive behaviour regarding the Earth. We would write about the best ways to keep the Earth safe and our responsibilities to the planet.
We would organise school based plans to support the planet- WOW- Walk on Wednesdays, turn off lights when not using. recylce, use reusable water bottles, etc.
Then we would have a debate over modern and past behaviour which was better on the globe. Long ago they did not have electricity, cars, washing machines, etc. What was the impact on the Earth.
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Hi Sharon,
Welcome to the course. Thanks for sharing your thoughts on the documentary Home. It provides lots of powerful imagery which focus on a wide range of topics as you have outlined. You could consider choosing different clips from the documentary to focus on with your class and then working on the posters and art displays you have mentioned. I like how you are planning to explore ways the learners themselves can take action, beginning with the school and perhaps they can transfer this to home and their local community also.
I like how you are planning to explore it in history also, looking at the changes in cars, electricity and the impact it has had on Earth over time.
Thanks for sharing, I hope you enjoy the course.
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‘Home’ would be a very useful resource for grabbing children’s attention with its striking cinematography.The other clips involving Greta Thunberg and Climate Aid would also be effective for giving children some facts and references about the impact of climate change.
I do find that most children, even by 6th class, struggle with large figures around concepts about carbon emissions/deforestation etc., and how damaging they are to the planet. I think it’s more important that they understand the message from ‘Home’ on the interconnected nature of ecological crises and how small actions from themselves could make a difference in their future lives and that of the planet as a whole. This could involve planting native species on the school grounds and observing how they develop and support other plant and animal life. It could also involve litter picking, active travel activities and awareness around how to control domesticated pets for the protection of wild species. These are all smaller concepts that they can see clearly in their own lives that will hopefully carry through their teenage years and beyond so they can tackle larger concepts down the line.
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I completely agree. It’s important to help children recognise the effects of climate change in their own local environment so they can see that it’s something happening around them. Issues like melting polar ice caps can feel very distant and almost fictional to young children, whereas local examples make the impact much more real and easier for them to understand.
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Denis, I agree with you that the Home film is a great resource for getting children’s attention. The amazing images help pupils see how beautiful our planet is and why it is important to look after it. I also think Greta Thunberg’s speech and the Climate Aid clips are useful because they help children understand why climate change is an important issue.
I also agree that younger children can struggle to understand large numbers and facts about carbon emissions and deforestation. I teach 4th class and I think it is better to focus on simple ideas that children can relate to. It is more important that they understand how their own actions can help the environment than trying to remember lots of facts and figures.
I really like your ideas about planting native plants, litter picking, and encouraging children to walk or cycle to school where possible. These are activities that pupils can take part in and see the difference they make. In my classroom, I would also encourage recycling, reducing waste, and saving electricity by turning off lights and devices when they are not needed. I think these small actions help children feel they can make a positive difference and build good habits for the future. -
I completely agree with your point that pupils can often find large statistics and figures difficult to relate to. Focusing instead on the key message of how everything in nature is interconnected and showing pupils that their own actions can make a positive difference is much more meaningful. I also like your emphasis on practical activities such as planting native species and litter picking, as these help pupils connect climate action to their everyday lives and encourage long-term environmental responsibility.
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Yann Arthus-Bertrand’s documentary Home highlights several important climate change concepts that are suitable for teaching fifth-class pupils. First, it explains that burning fossil fuels such as coal, oil and gas releases carbon dioxide into the atmosphere, trapping heat and causing the Earth to warm. This can be demonstrated through simple classroom experiments about the greenhouse effect. Second, the film shows how melting glaciers and polar ice contribute to rising sea levels, which threaten coastal communities and wildlife. Pupils can investigate this through maps and discussions about places vulnerable to flooding. Third, Home emphasises the importance of forests, particularly rainforests, as they absorb carbon dioxide and produce oxygen. Deforestation reduces this natural protection against climate change while destroying habitats for plants and animals. These three ideas encourage pupils to understand the causes and effects of climate change and inspire them to consider positive actions they can take to care for the environment.
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I enjoyed the Home film and Greta Thunberg’s speech. The HOME film shows how beautiful the Earth is and explains how people are changing the environment through pollution and climate change. Greta’s speech shows how important climate change is and encourages people to take action to protect the planet.
I teach 4th class, so I would explain these ideas in a simple way. I would only show short clips because the full videos are too long and some parts are difficult for younger children. After each clip, I would ask simple questions like, “What did you see?”, “Why is it important to look after the Earth?”, and “What can we do to help?” This would give pupils a chance to share their ideas.
To finish the lesson, I would ask the class to work in small groups and make a poster about helping the environment. They could include ideas like recycling, picking up litter, saving water, turning off lights, and walking to school. I think this would help pupils understand that everyone can make a difference by doing small things every day.-
Hi Katie
I agree with using the film Home in bite size pieces. I also think the video Ireland’s Climate Action Plan would be a useful resource for this. I would encourage the children to work collaboratively to create a large wall collage summarising the main actions outlined in the plan, which could be displayed for the whole school. They could also work in pairs to create and present simple graphs to partner classes comparing climate action measures “now” with the targets for 2050.
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I found both the Home film and Greta Thunberg’s Cop 25 speech really thought provoking. I think both of these could be used as excellent resources in a senior classroom. Both the videography and the narration of the film I thought were incredible and the film really showed what we as humans are doing to the Earth’s ecosystem. It showed us that it is imperative that we take action now before Global warming becomes completely irreversible. This film could lead to some excellent discussions within the class on what we could do both at home and in school to help reduce the impact that we are having on the environment. Greta Thunberg’s speech was also really motivating and showed us the urgency with which things need to change. Although she speaks about how change needs to come from Governments, its also crucial that we too do our bit as much as possible. Even though these resources are aimed more towards senior classes, there are definitely aspects that could be shared with more Junior classes. It is essential that we teach children from a young age the dangers of global warming at an age appropriate level and also what we can do to help prevent it. I found the WWF Footprint quiz a real eye opener. It showed me what impact I am having personally and showed me that I need to become a lot more mindful when it comes to my everyday life.
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The film Home conveys a powerful and thought-provoking message about the state of our planet. It highlights a range of environmental challenges, including poverty and rapid population growth, the devastating effects of pollution and land exploitation in the barren landscapes of Haiti and the Canadian tar sands, and the cautionary story of Easter Island. Through its stunning visuals and clear, narration, the film brings these global issues to life in a way that is both accessible and emotionally impactful for teachers and students alike.
In my view, Home is a far more compelling educational resource than graphs, charts, or textbooks , as it enables children to see and connect with the real-life consequences of environmental change. Rather than showing the entire film, I would use carefully selected sections that are appropriate for the age and understanding of my class. Focusing on individual themes or case studies would encourage meaningful discussion without overwhelming the children, while helping them develop a deeper appreciation of the importance of caring for our environment.
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Home is an awesome movie both visually and informatively and develops into broadcasting petrifying facts about the current state of health of our planet. However it concludes on an optimistic note.
The 3 big environmental issues explained in this movie, i. e. agricultural processes, oil, and deforestation, could be studied in separate lessons. With the study of each issue, a KWL chart or mindmap could be done to see how much children know about the issue. Teacher could elicit more information from the children with specific prompts, such as mentioning details of shocking current situations e. g. the current state of the Amazon Rainforest. The movie could then be watched. Afterwards the L part of the KWL could be filled in.
The Climate Aid 2020 video could be introduced before the Home movie. Children could see the destruction of the world prior to the learning of how life was created and the current situation we live in.
Ireland’s Climate Action Plan could be the basis of a lesson for another day. The children could be asked what steps the country and us taking to curb climate change and in other ways to take care of the planet.
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I found Home to be a powerful documentary. The stunning aerial footage highlights both the beauty of our planet and the impact that human activity is having on it. Although some of the content is quite serious, I think using carefully chosen clips would allow senior primary pupils to explore climate change in an age-appropriate and engaging way.
I would begin by discussing the difference between weather and climate and asking pupils what changes they have noticed in their local environment. After watching selected clips from Home and some of the other videos from the module, we would discuss the main messages and how our actions can affect the planet. I think it is important to balance the challenges of climate change with positive examples of how individuals and communities are making a difference, so that pupils leave feeling empowered rather than discouraged.
As an activity, I would have pupils work in groups to research a climate action, such as reducing waste, protecting biodiversity, or saving energy, and create a poster or short digital presentation to encourage others to get involved. -
The film HOME had a strong impact on me because it clearly showed how interconnected people, ecosystems, and the climate are. The aerial footage highlighted both the beauty of our planet and the scale of environmental damage caused by deforestation, pollution, overconsumption, and the use of fossil fuels. Rather than focusing only on problems, the film also emphasised that people have the ability to make positive changes through sustainable choices and collective action.
The other video clips in this module reinforced the scientific evidence for climate change and demonstrated how its effects are already being experienced around the world through rising temperatures, extreme weather events, biodiversity loss, and changing ecosystems. They also highlighted the importance of education in encouraging environmental awareness and responsibility from an early age.
When introducing these climate change facts to my pupils, I would ensure the content is age-appropriate, engaging, and hopeful. I would begin by exploring their existing knowledge and experiences, such as discussing changes they have noticed in local weather or wildlife. I would use short videos, pictures, stories, and practical activities such as planting seeds, recycling projects, or energy-saving investigations to make learning meaningful. Encouraging discussion, critical thinking, and problem-solving would help pupils understand that while climate change is a serious global issue, individuals and communities can make a positive difference through everyday actions. My aim would be to inspire curiosity, responsibility, and optimism rather than fear.-
I completely agree with your points about the HOME documentary. I also found it to be fascinating and quite emotional to watch. The aerial footage really showed both the beauty of our planet and also the damage that humans have caused to it. Like you, I think it is important that children learn about climate change, but it needs to be introduced in a way that is suitable for their age and doesn’t leave them feeling anxious or overwhelmed.
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I found the HOME documentary to be very interesting as well as upsetting in parts. I regularly show my class clips from David Attenborough’s ‘Our planet’ at break time but I always ensure to leave out some of the upsetting parts. As mentioned in the comments, I think this would be more suited to the older classes. At the same time, it is important that our students are aware of the damage we cause to the environment and how humans contribute to Climate Change through pollution and deforestation, etc.
I also enjoyed the other video clips in this module and how they focused on solutions to some of these problems and by working together and making small changes in our everyday lives we can slow Climate Change and make our planet a better place for all.
When teaching this topic, I would recap over what we learned about weather and climate and show parts of the HOME documentary to my class. I would also encourage pupils to think about simple things they can do like recycling, turning off lights, walking to school and car pooling when possible and looking after wildlife and their habitats. I think it is vital that we don’t overwhelm our students when it comes to Climate Change and that we can take small steps and actions to improve the situation. I would assign a project to the class where they can work independently or in a group on ways to combat climate change. Children could research information on IPads in class and create a poster or a PowerPoint that they can present to the class.-
I agree with your idea not to overwhelm the children when teaching them about the climate change crisis. After all, its their generation that will have to live with the damage done by the current and previous generations. I’m sure they see, hear the news of the affects of climate change. The soaring summer temperatures this year being a prime example. I like the idea of creating a project for the children to research on how we can tackle climate change. It always amazes me what ideas they can come up with when working on topics they enjoy!
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I enjoyed watching the HOME video and the other videos in this module. they showed how beautiful our planet is and how climate change is affecting it. The videos made me think about how important it is to look after the environment. I think children would enjoy watching them because they are easy to understand and encourage discussion.
I would use the videos to introduce the topic of climate change in my class. After watching, we would talk about what we saw and how we can help the environment. We would discuss simple things like recycling, saving water, turning off lights and using less plastic. The children could work together to make posters or share ideas about how to care for the planet. We could also do a class activity, such as planting flowers or collecting litter around the school. I think this would help the children understand that everyone can do small things to help protect our environment
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The HOME video is an incredible resource – amazing visuals showing the breath-taking beauty of our planet along with the devastation and destruction being caused through human failure and inaction. I think it would successfully illustrate to children, especially the older classes, that humans are such a recent arrival, yet the damage being done is so catastrophic. I think it also delivers the message that we exist, only along with other species, and that we are custodians, not owners.
Our school is in a rural area. Many of our pupils are from farming backgrounds. The video rightly covers the damage done, and being done, by agriculture. I think it will be important to present this video in a way that gives the information as well as steps that can be taken to address the damage, and positive solutions we could implement, even in a small way. We could look at this in the context of Irish government policy.
USA has pulled out of the Paris Agreement since January 2026 in a shameful, but not surprising, display of ignorance under the current administration. Most primary school children, to varying extents, are aware of issues in the US. Most are also aware of the power of the US and the impact of its decisions on the climate crisis. I think we need to remain hopeful when covering climate issues in class. We need to remain optimistic and remind children, and ourselves, to try to look beyond current political situations in the hope that future leaders will be responsible and intelligent in their interpretation of scientific facts regarding climate change.
I see that this film was made in 2009 and it notes that humanity has no more than 10 years to reverse the trend. Obviously, that deadline was passed 7 years ago but we need to still highlight to children the small steps that we can take. Otherwise, we leave children feeling hopeless.
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Hi Valerie
I agree with that you the most important thing when introducing the topic of climate change with children is to try to instil that sense of optimism that there are actions we can take and avoid overwhelming them. This is why the film Home was included in this module as a way for teachers to be informed of the bigger picture so that they could choose apporpriate ways to introduce the topic to their classes and was never intended to be shown in its entirety to primary school pupils. You might consider showing clips from the movie, or as you have mentioned, discussing problems with the current administration in the USA but try to balance these with some good news stories of people taking positive action and projects within school where children can take personal action.
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I found *HOME* really interesting because it showed just how connected everything on our planet is. It was surprising to see how much people have changed the environment in such a short time. The images in the film were beautiful, but they also showed the effects of pollution, deforestation, and climate change in a way that was easy to understand. The other videos in the module helped explain why these changes are happening and why it is important to take action.
If I was teaching this topic, I would keep it simple and make it relevant to the children’s everyday lives. I would use short videos, class discussions, and fun activities like recycling projects, planting seeds, or going on nature walks. I think it is important not to frighten children but to show them that even small actions can help. My goal would be to help them care about the environment and understand that everyone has a part to play in protecting it.
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Film: HOME
• This film shows how human activities like deforestation and pollution are damaging the planet.
• I would introduce these facts by showing video clips and asking the pupils what changes they notice in the environment. We could discuss how our daily choices can help protect the Earth and encourage pupils to think about the impact of their own actions.
Video Clip: Ireland’s Climate Action Plan 2019 – The Key Takeaways
• This video clip highlights Ireland’s plans to reduce emissions through renewable energy, reducing waste and making more sustainable choices.
• I would introduce these facts by linking it to pupils’ lives and discussing simple actions we can take. Pupils could share ideas for making the school more environmentally friendly.
Video Clip: Greta Thunberg Full Speech at UN Climate Change COP25
• This video clip highlights the urgency of climate change and the need for immediate action.
• I would introduce these facts by discussing Greta’s message with my pupils and encouraging them to think about how they can play a role in protecting the planet.-
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Hi Ellen
I like your approach here, showing short video clips and then linking each one back to the children’s everyday lives. It is important that when talking to children about Climate Change, we have a balance of fact and action, so they are informed but also empowered. Of course, the clips here are representative of the type of information that is out there and there are many other video clips and articles available that can help to spread the same message. The important thing is that as educators, we are informed and up to date ourselves with issues around climate change and biodiversity loss so that we can best choose how to communicate that message to children in an age apporpriate way.
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The video Home and also Greta Thunbergs speech really made me think about how important it is to teach our children about climate change from a young age. Home uses some amazing aerial images to show how beautiful our planet is but also the horrors that humans have caused such as pollution, deforestation and our overuse of natural resources. The climate change video explains climate change in a clear and simple way. The facts are easy to understand.
If I was introducing climate change to my 4th, 5th and 6th class I would start by finding out what they already know and then building on that. I would explain the difference between weather and climate using simple examples they can relate to. I think using short videos, pictures from HOME, and class discussion would help make the topic more interesting. It could also be an option to ask them to watch HOME as part of their homework with their parents. -
I think the video ‘HOME’ by Yann Arthus-Bertrand would be a great stimulus for teaching my class about the Earth and climate change. It’s a fantastic video that I had previously been aware of and it could be used with many class levels making it a great resource to be aware of. I would use the video as a starting point for a few lessons. I would show the video to my class and ask the students what they see and what questions the video makes them wonder about. I would use it as a stimulus for SSE in a lesson based on climate and climate change. I think the video will lead to an interesting discussion with my class. I would then follow it up by integrating an art lesson by asking the students to design posters in groups based on what they learned. Afterwards each group could demonstrate and explain their posters to the whole class.
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The videos HOME, the Climate Aid 2020 video, and Greta Thunberg’s speech at the UN COP25 highlights how important it is to teach children about climate change from a young age. The Climate Aid 2020 video shows the need for people to come together to help the planet, this would help children see that even small things, like recycling or planting flowers, can make a difference. Greta’s speech would be more suitable for older primary classes & shows the children that they have a voice and they can make their voices heard.
In my classroom, I would use short clips from the videos to start a chat with the children and get them asking questions. After that, we could do simple and fun activities like planting seeds, going on a nature walk, making posters about recycling, or even doing a litter pick around the school. It is important for the children to know they can do their bit to help look after the world around them.-
I completely agree Fiona, using short clips is a much more appropriate way to introduce climate change to younger children. It gives them a chance to ask questions and make sense of what they have seen without overwhelming them. I also like how you followed the videos with practical activities. A follow up that gets the children involved where they can have a hands-on experience is always beneficial.
The ideas of planting seeds, going on a nature walk and making recycling posters are all activities that the children can relate to and enjoy. They also help children see that looking after the environment starts close to home.
Your post also reminded me of the Picker Pals programme, which works really well for younger classes. It encourages children to collect litter with their families and helps them understand that everyone can play a part in protecting the environment. I like that it involves parents as well, as it reinforces the message beyond the classroom. Activities like these help children realise that even small actions, when everyone works together, can make a real difference.
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I think the movie ‘Home’ would be a great resource to have when dealing with the topic of climate change. I think it would suit the older classes more but even with the younger classes some images from the movie could be used and then discussed rather than showing them the movie itself. The pictures themselves help show pupils the real impact of climate change on people and animals around the world and how the environment, people and animals all rely on one another and are interlinked. After watching the movie or looking at some of the images, pupils could discuss in groups some small ways they can help reduce their carbon footprint and help look after the environment more, for example recycling, turning off the tap when brushing teeth, walking to school if they can. While these are small steps to take, if they all commit to it, it can help this problem that little bit more.
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I really enjoyed watching the HOME documentary. It made me think about how connected we all are to the environment and how important it is to look after our planet. Greta Thunberg’s speech and the Climate Aid 2020 video also reminded me that even small actions can make a difference.
In my 2nd Class, I would keep the topic simple and positive. I would use short clips from the videos and encourage the children to talk about ways they already help the environment, such as recycling, saving water or walking to school, linking it especially to the Green Flag work that we are doing that year. I think this would help make the learning meaningful and relevant to their everyday lives.
Continuing with peer learning, I would also pair my class with 5th or 6th class. The older pupils could help explain ideas, read stories about the environment and work with the younger children to make posters or take part in a simple recycling project.
These videos encouraged me to think about how I teach climate change. I want my pupils to understand the importance of caring for the environment while also feeling hopeful that their actions can have a positive impact.-
I really like your idea of pairing younger pupils with 5th or 6th class. It would be a great opportunity for peer learning, and the younger children would really benefit from the older pupils’ support and encouragement. I also agree that keeping the message positive and linking it to Green Schools helps pupils see that their everyday actions can make a real difference.
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The ‘HOME’ documentary really highlights how connected our planet is and how our everyday actions can have a positive or negative impact on the environment. While some of the images and messages are quite powerful, I think they are an important reminder of why climate education is so relevant in our classrooms. I also enjoyed the other videos throughout the module, particularly the Greta Thunberg TedX Speech on Climate Change as she was very clear and informative and she is a young inspirirng figure that the children may be familiar with already.
With my class, I would use carefully selected clips from HOME rather than showing the full documentary. I would use these as a stimulus for discussion, encouraging the children to notice the beauty of our planet before exploring how human activity can affect it. We could then relate these ideas to our own local environment by looking at ways we can care for our school grounds and community.
I think it is important that children leave these lessons feeling hopeful rather than overwhelmed. We would finish by creating a class action plan with simple, achievable ways to make a positive difference, such as reducing waste, protecting biodiversity and saving energy, helping the children realise that even small actions can have a meaningful impact.
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I really enjoyed reading your reflection. I agree that using selected clips from HOME is much more suitable for primary pupils and helps keep the message age appropriate. I also like your focus on leaving children feeling hopeful by creating a class action plan. Empowering pupils to see that small everyday actions can make a real difference is such an important takeaway.
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I found the film HOME to be both powerful and thought-provoking. It clearly demonstrates how human activities such as deforestation, pollution and the overuse of natural resources have impacted our planet. Although some parts are quite serious, I think selected clips could be used effectively with older primary pupils to encourage discussion about caring for the environment and our responsibility to protect it.The video on Ireland’s Climate Action Plan highlights the positive steps being taken to reduce emissions and create a more sustainable future. I think this is important for children to see, as it shows that change is possible when people work together. Greta Thunberg’s speech also sends a strong message about taking action, although I would use age-appropriate extracts that encourage hope and positive action rather than causing worry.In my classroom, I would introduce these topics through discussion, videos and practical activities. Pupils could carry out a recycling audit, plant flowers to encourage biodiversity, or create posters promoting ways to reduce waste and save energy. By linking climate change to actions pupils can take at home and in school, I believe they will develop a greater sense of responsibility and understand that even small changes can make a positive difference.</p>
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Hi Allessandra,
Welcome to the course.
Thanks for sharing such a thoughtful reflection on the resources. I really like that you have considered the importance of balancing serious environmental issues with hope and positive action. The Ireland’s Climate Action Plan video would help pupils see that collective change is possible, while age-appropriate extracts from Greta Thunberg’s speech could encourage them to think about their own role in protecting the planet.
Your suggested follow-up activities, such as a recycling audit, planting for biodiversity and creating posters, would help pupils connect climate change to practical actions at home and in school, and see that they can make a difference. This is a lovely way to build environmental awareness and a sense of responsibility.
Thanks for sharing and hope you enjoy the rest of the modules.
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Home is a powerful documentary that shows the beauty of our planet while highlighting the impact that human activity has on the environment. Through stunning aerial footage, it explains how deforestation, pollution, intensive farming and fossil fuel use contribute to climate change and biodiversity loss. While it raises important environmental concerns, the film also leaves viewers with a sense of hope by showing that positive action can make a real difference.
The other video clips in this module work well alongside HOME, explaining ideas such as the greenhouse effect and climate change. Together, they help pupils understand how people’s actions affect the environment and encourage them to think about solutions.
As a Fourth Class teacher in a DEIS primary school in Dublin, I would introduce climate change through practical, hands-on learning. I would start by discussing pupils’ own experiences of weather and the changing seasons before exploring how climate change is affecting Ireland through flooding, biodiversity loss and more extreme weather. Activities such as maintaining our school garden, setting up a weather station and taking part in Green Schools projects would help pupils make real-life connections between climate science and their local environment. By focusing on simple actions like reducing waste, saving energy and encouraging biodiversity, pupils can see that even small changes can have a positive effect.
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Hi Sarah
I am glad you enjoyed the module and foudn the resources useful. It is always a good idea to use practical tasks like gardening, weather recording, saving energy and reducitng waste to motivate children to think about climate change and our actions. Your class dicusssions and the use of some video clips can help them to understand why our personla actions matter and you can return to those discussions in a casual way while engaged in practical tasks, reminding children how growing some of our own food cuts down on the energy used in transport, storage and packaging, reducing and recycling waste helps to save the energy used in mining or extracting raw materials, transport and manufacture.
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Watching Home followed by Greta Thunberg’s climate change speech provided a powerful overview of both the science behind climate change and the urgency of taking action. Home beautifully illustrates the interconnectedness of our planet, showing how human activity has affected ecosystems, biodiversity, and natural resources. Greta’s speech builds on this by giving a passionate voice to the consequences of climate change and highlighting the responsibility we all share in protecting our environment. While both resources are aimed at an older audience, they encouraged me to think about how I would introduce these ideas to my own 1st class pupils. I would focus on age-appropriate concepts such as caring for nature, reducing waste, recycling, saving energy, and looking after the plants and animals in our local environment. Through stories, outdoor learning, planting activities, and discussions about our school’s biodiversity projects, children can begin to understand that small actions can make a big difference. My aim would be to inspire curiosity and responsibility without creating fear, helping pupils develop positive habits that support a more sustainable future.
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The film Home was one of the most breathtaking and powerful documentaries I’ve ever seen. I do wish I had watched it on a larger screen rather than my laptop — the visuals truly deserve to be seen in full glory. As the film progressed, I found myself feeling increasingly saddened by the damage we’ve done to our planet. One moment that really stood out was seeing Dubai, a place with constant sunshine, reportedly not making use of solar panels. It’s hard to believe such potential is being overlooked.
The film is filled with striking statistics that really highlight how industrialized the world has become and the deep inequalities that exist between different regions and communities. At first, I worried the film might be too complex for my class to understand, especially during the more scientific sections. But once those passed, it turned into a very accessible and valuable resource that I could definitely see being used in the classroom — especially on an interactive whiteboard.
It is quite a long film, so I would likely show it in segments. Still, I believe it would be incredibly eye-opening for students, helping them gain insight into different cultures and ways of life. More importantly, it could help them appreciate what they often take for granted — things like access to clean drinking water or abundant energy resources.
I’m genuinely looking forward to watching it again, and I’ll certainly be using it as a teaching tool next year to support lessons on climate change and global awareness. -
I very much enjoyed the video Home, I found the cinematography and material content very engaging. In my opinion the documentary really showed just how beautiful the natural world and just how interconnected nature is, how everything relies on something else which made it even more impactful when shown the effect human activity has on the world.
I think this resource would be useful for a senior class and I think I would use it in clips that are age appropriate and relevant to each lesson. For instance I think the start of the documentary would be useful to give the children an appreciation of just how wonderful and precious the earth is and how interdependent everything is before exploring climate change and the impact of human activity on the environment. I then would establish prior knowledge and teach key vocabulary of climate change before showing clips from the documentary on the effects of human activity on the world. I would ensure to keep the overall message hopeful as climate change can be an anxiety evoking subject for children. Using other videos such as Greta Thunberg’s in the module I would use to show the children they can make an impact and a positive change to climate change and injustice.
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I really enjoyed the video Home by Jann Arthus Bertrand. It was nicely put together, showing how spectacular Earth is. I was saddened though to see how much damage, we as humans are doing to the planet. It is rather upsetting, but as they say, the truth hurts. It is an impactful video which I think could be shared with older classes. It is sad to think that so much harm has been done which is irreversible. In terms of harm such as deforestation, we can work harder to plant more forestry. We need to practice what we preach and be a more sustainable school environment. Our students need to believe that change can happen, and it will help the future of our planet. I think it is important for our students to be aware of the challenges but in an age-appropriate way. We also need to be honest and we can do this across all class levels without fear mongering.
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The film HOME and the other video clips in this module were powerful reminders that everything on Earth is interconnected. I was particularly struck by the breathtaking aerial footage showing how human activity has transformed landscapes, forests and oceans. The videos highlighted the impact of climate change, including rising global temperatures, melting ice caps, biodiversity loss and the increasing frequency of extreme weather events. Rather than simply presenting facts, they encouraged viewers to reflect on our responsibility to protect the planet and to consider the positive actions that individuals and communities can take.
As a teacher in a DEIS Band 1 junior primary school with a diverse range of pupils, I would introduce these concepts in an age-appropriate and hopeful way. Young children respond well to stories, pictures and practical activities, so I would begin by discussing the weather they experience each day and the importance of caring for nature. We could compare photographs of healthy and damaged environments, read storybooks about protecting the Earth, and talk about simple actions such as recycling, reducing waste, saving water and switching off lights when they are not needed.
Outdoor learning would also play an important role. Pupils could participate in nature walks, observe seasonal changes, plant flowers to support pollinators, or help care for a small school garden. These hands-on experiences help children develop a connection with the natural world and understand that even small actions can make a difference.
The videos reinforced the importance of embedding Education for Sustainable Development across the curriculum. By encouraging curiosity, discussion and practical action, we can help pupils become informed, responsible citizens who understand both the challenges of climate change and the positive role they can play in creating a more sustainable future. -
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<span style=”font-weight: 400;”>After watching Home and other videos, it struck me how effective these videos are as a point of reference for students. They are much more powerful in the delivery of the message that we humans are contributing to climate change and that we must continue to make changes to help our planet. </span>
<span style=”font-weight: 400;”>Videos are so much more effective than books alone, as the images are clear and instant, providing a clearer message that is easier to understand than a page of text. For this reason, the use of such videos as a resource is very important.</span>
<span style=”font-weight: 400;”>Even though they provide a great resource, it is important not to instill fear in the children and leave them with a feeling of hopelessness. So footage should be included of the positive actions of people and how the human race is working against climate change and that a difference is being made.</span>
<span style=”font-weight: 400;”>To start with this lesson in my classroom, I would start with simple discussions about what they already know. Ask about any changes they have noticed around their area, of activities or incentives they may have heard about on TV, the radio or online. There is lots of room to also include a recycling project- like junk art or battery collections. Even a planting project between the big kids and their younger buddies. This a positive way for the students to connect with each other and experience how small things can start a big change. </span>
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I found the documentary HOME to be both powerful and thought-provoking. The stunning visuals highlight the beauty of our planet while also illustrating the impact that human activity has had on the environment. Although the documentary is quite long to show in its entirety in my opinion, I think carefully selected clips would provide an excellent stimulus for discussion and reflection. The other video clips in the module, including those featuring young climate activists, reinforce the importance of environmental responsibility and show pupils that individuals can make a positive difference.
When introducing climate change to my class, I would ensure the topic is presented in an age-appropriate and hopeful way. I would begin by exploring pupils’ prior knowledge and misconceptions before using short video clips to spark discussion about how climate change affects people, wildlife and the natural environment. Pupils could then work collaboratively to identify practical actions they can take at home and in school, such as reducing waste, recycling and saving energy. As a follow-up activity, they could create posters or presentations promoting positive environmental action, empowering them to see that small changes can have a meaningful impact.
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I thought the HOME film and the other video clips were very powerful, but I think they would need to be carefully adapted for a junior school audience. Some of the images could be upsetting or difficult for younger children to understand, particularly for children who are still developing their English. I would focus on the positive messages rather than leaving the children feeling worried about climate change.
I would introduce the topic through picture books, short video clips like Paxi, photographs and lots of discussion. Visual supports are so important in my classroom, particularly for my EAL pupils, as they help children to understand new vocabulary and concepts. I would introduce words such as weather, climate, pollution and recycle using pictures, actions and real-life examples before watching any videos.
Rather than focusing on global issues, I would start with things that are familiar to the children. We could look at our own school surroundings and talk about simple ways we can care for our environment, such as picking up litter, saving water, planting flowers for bees or turning off lights when we leave the classroom. I find that younger children respond much better when they can see how their own actions can make a difference.
The film reminded me that it is important to teach children about climate change, but it also reinforced the importance of giving them hope. I would want my pupils to leave the lesson feeling that, although they are small, the choices they make every day can have a positive impact on the world around them. -
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I found the videos, HOME by Yann Arthus-Bertrand, the Climate Aid 2020 video and Greta Thunberg’s speech at UN COP25 very powerful and thought-provoking. They really highlight the impact humans have had on the planet and show why climate change is such an important issue for future generations. I think the videos are a great way of helping children understand that climate change is not just something they hear about in the news but something that affects the world around them.</span>
When introducing this topic to my pupils, I would be mindful of their age and avoid making them feel worried or overwhelmed. I would begin by finding out what they already know about climate change and allow them to ask questions. I would use short video clips as a starting point for discussion and encourage pupils to share their thoughts and ideas.</span>
I would focus on the positive actions they can take, such as reducing waste, recycling, saving energy and caring for nature. Activities like creating posters, carrying out a classroom recycling challenge or thinking of ways to make our school more environmentally friendly would help pupils see that even small changes can have a positive impact.
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I agree Aisling – it is so important to be mindful of how this message can be heard by the children and how it could add to their anxiety. They really need to feel that they can make a change and not to be left feeling helpless. I would only use snippets of the movies and speeches to try to ensure that the very scary information was not shoved at them. I think using stills is a great way to do that. I agree with you that explaining what they can do – like recycling, reusing, upcycling and making posters to share the message- is a great way to empower them.
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I found both Home and Greta Thunberg’s speech really powerful. However, I also think they highlight how important it is to think carefully about how we introduce climate change to primary pupils. A lot of people have mentioned in the forum that it can be quite overwhelming and even upsetting for children, and I completely agree. With my 6th class I would aim to building awareness without leaving them feeling helpless. I’d probably use short clips rather than showing the full documentary or speech and then encourage plenty of discussion. It’s important that pupils have a chance to ask questions and share their thoughts. I’d also make the lessons action-focused by looking at simple things they can do, like reducing waste, saving energy or taking part in projects around the school. I think giving children practical ways to make a difference helps eleviate their feelings of worry and maybe even replace them with a sense of responsibility and hope. While it’s important to make them aware of the issues and challenges, I think it’s important to stress that we really can make a positive difference.
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The video clips included in Module 3 along with the movie Home introduce climate change and its effects on planet Earth in a very powerful way. Home shows how beautiful earth is but also shows how the climate is changing due to pollution, burning fossil fuels and deforestation. Other videos explain the greenhouse effect, glaciers meting and the rise in temperatures globally as well as the importance of monitoring all of these changes. They are a very useful resource to teach our pupils about climate change and our role in it.
Introducing such a big topic of climate change to the pupils requires piquing their curiosity. I would do this by asking about the weather (what have they noticed?) or if they understand why some animals are disappearing from the planet? I would engage the pupils with videos suited to their age and discuss the content. We would also engage with simple experiments to explore the greenhouse effect (using simple clear containers and thermometers) to help them understand the idea more easily.
In order to help the pupils understand their role in this I would also relate the subject to their own lives. We would do this by discussing what they do at home and in school e.g. recycling, saving energy, reducing waste, and protecting local biodiversity. In class I would encourage the pupils to work together in pairs/groups on projects, creating posters, engaging with hands on activities exploring how they contribute to improving the effects of climate change. I believe it is important for us as teachers to help our pupils to become more aware of our/their impact on the environment, instil a sense of responsibility and teach them about how we can all contribute to maintaining a future which is sustainable. -
I found the Climate Aid 2020 video which was narrated by David Attenborough to be very stark and honestly a little scary. There is no way I would show that to children as I feel it would cause great anxiety. The Home video narrated by Glenn Close was very long and would be quite lofty to show to children. I would clip out small parts and show it to them. The imagery and music were both beautifully done in this movie and Glenn Close did a superb job narrating it. I found the piece about Dubai having year round sun and no solar panels to be quite disturbing but would use this clip as a discussion point on what could be done. The Colorado river no longer reaching the sea would also make for a very interesting discussion. I did like the way the film ended with some positive messages such as 13% of the Earth now being covered by national parks. I liked how it was suggested that we become responsible consumers – this would be a great stimulus for a discussion on fast fashion and being consumers. I really liked the phrase “It’s not important what is gone but what remains” reminding us that we need to protect what is still here. The video of Greta Thunberg’s speech is very powerful – for children to hear another child speak is very helpful is letting them see we can all play a part in protecting the earth and that we do not need to feel powerless – we all have a job to do and we can all play our part. I would take small parts of each of these videos and ensure that the discussion would be directed to what they can do – children need to be empowered as they are the future of this planet. Giving them the vocabulary, the knowledge and the inspiration is what I feel my role is.
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Watching HOME really made me reflect on the impact our everyday choices have on the planet. The footage was both beautiful and thought-provoking. The video highlighted the negative effects of our actions but also provided some hope for us by showing how small actions can make a huge difference. I feel Greta Thunberg’s TED Talk would complement the film in class by bringing a personal and urgent perspective to the climate crisis. Her passion and determination is inspiring and I think children would relate more to seeing another younger person sharing the message about climate action and the part they can play in it. I think her talk reinforces the importance of listening to scientific evidence and taking responsibility for protecting our future.
I would introduce these concepts in an age-appropriate and positive way. It is a real issue that we must all be aware of but I would be conscious that some younger children might feel frightened. I do feel the HOME video might be more suited to an older class. I would use short video clips, discussion, stories and practical activities such as planting seeds, recycling projects and exploring biodiversity in the local environment. I would hope to help the children understand that although climate change is a global challenge they can help with small everyday actions -
The Home video is clearly very striking and engaging for the viewer with some fantastic cinematography. As it is very long, I don’t think it would be practical to show in its entirety to a class. As well as this, I feel aspects of it are too abstract or unsuitable for children. Therefore, I would pick out some elements of the video which I believe would be age appropriate for a class and use them as a prompt or starting point for a lesson or discussion on climate change. I think the video shows clearly the impact of humans on climate change. Rather than focusing on the negative, I would hope to use the video clips as a way to make the children aware of the ways in which humans have a negative impact on the world around us but then ask them to research all of the ways in which humans are having a positive impact nowadays and what they are doing to make improvements. Following on from this, I would ask them to look closer to home and identify ways in which we could make a positive impact within our locality and school community.
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Hi Katie,
Welcome to the course. Your idea of selecting short, age-appropriate clips is a very sensible approach, as it would allow pupils to engage with the key messages without becoming overwhelmed.
I really like your focus on balancing awareness with hope. The film clearly shows the impact of human activity on the planet, but asking pupils to also research positive environmental actions is a great way to encourage responsibility rather than anxiety. Bringing the discussion back to the local area and school community is especially strong. This would help pupils move from global issues to practical action, identifying realistic ways they can make a positive difference in their own environment.
Thank you and hope you enjoy the course.
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I think the movie “Home” showcases how wonderful our planet is- I feel like it would be incredible on a big screen as it is very visual and cinematic! I think the children would love this visual element of it, and it would really draw them in.
However, as I mentioned in the previous module, I think a lot of climate change resources can be “heavy” or anxiety- inducing for young children.
I think I would use clips from the video as part of a carefully planned lesson, to allow for directed and hopeful discussions.On a practical level, I think shorter clips would be easier for the children to focus and concentrate on.
I would also show the children (as part of a series of lessons) a section from the video about Greta Thunberg.
I have the book “Greta and the Giants” as part of our Green Schools library, which I am slowly trying to expand. The Green Schools committee in our school review titles from the library and post a “Book of the Month” on our Green Schools notice board. This is always a popular one! I think the children can relate to Greta and she really is an inspiring figure for hope around climate change.-
I agree, I think using shorter clips would work much better in the classroom too. It gives children time to stop, ask questions and chat about what they’ve seen. I also like your idea of linking it with books like Greta and the Giants. It’s a lovely way to keep the focus on hope and positive action rather than leaving children feeling worried about climate change.
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Having a green schools library is a lovely idea! We have books with environmental messages scattered around our library and our school, but having a designated spot for them could be a great message for pupils. I agree that this topic can absolutely be anxiety -inducing, so incorporating activities that show what positive impacts we can make is crucial.
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I really enjoyed watching home. The footage is amazing and it really makes you appreciate how incredible our planet is. It also gets the message across without feeling like a lecture. The other video clips were useful too as they explained some of the ideas in a simple way.
Like some previous participants mentioned, one thing I would be a little conscious of is that climate change can be quite a scary topic for 9 and 10 year olds. I wouldn’t want children leaving the lesson feeling worried or thinking there’s nothing they can do. I’d try to keep the focus on hope and on the small things we can all do to help, rather than making them feel overwhelmed.
With my own class, I’d start by getting them outside to explore nature around the school or look at local plants and animals before introducing climate change. I’d also spend a bit of time going over some of the key vocabulary first, as I think that would help them understand the videos better. I’d show the clips in short sections and stop regularly for a chat so the children could ask questions and share their thoughts. I’d finish the lesson by making a class list of simple things we can do at school and at home to look after our environment. I think that’s a much more positive message for children to take away.
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The HOME video shows us aerial footage of 54 countries and how our behaviours are impacting climate change. As this video is ninety minutes long, I would use short clips, maybe 2-5 minutes each, to discuss different ideas and messages. After each clip, I would pause and discuss what they noticed, which environments look healthy, what looks damaged, how they think that will affect our climate in the future, what we can improve and what we can continue to do.
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The film HOME and Greta Thunberg’s TED Talk both highlight the importance of protecting our planet but they do so in different ways. HOME uses powerful images to show the beauty of the Earth while also explaining how human activities are affecting the environment. Greta’s talk is more personal and passionate, encouraging people to take climate change seriously and act before it is too late. I think both are thought-provoking and appeal to younger audiences.
With a 5th class, I would focus on helping pupils understand climate change in a positive and age-appropriate way. I would begin by asking what they already know about climate change and discussing the weather, pollution and ways people look after the environment. Rather than showing the full film or TED Talk, I would use short clips and pause regularly to explain key points and answer questions. This will give the children ownership over their learning.
I would encourage pupils to think about the actions they can take themselves, such as walking or cycling when possible, reducing waste, recycling and saving energy. We could work together to create a class “Climate Action Promise” where each child chooses one small change they will make to help the environment. This helps pupils see that, while climate change is a serious issue, everyone can make a positive difference through everyday actions. -
The HOME video immediately caught my attention and I think it would have the same effect on children. The stunning photography creates a real sense of awe while also highlighting the impact humans have had on our planet. Seeing deforestation, melting ice caps and polluted waterways makes climate change feel much more real than simply reading about it, helping children understand how connected everything on Earth is. It also shows how quickly human activity has changed the environment compared to the time nature has taken to develop. I think the visuals create an emotional connection that encourages children to care about the topic before exploring the science behind it. However, I would be careful to balance this with positive examples of communities making a difference so pupils leave feeling empowered rather than overwhelmed. In the classroom, I would use short clips to spark discussion about changes children have noticed in their own environment before following up with practical activities such as planting, recycling projects, litter picks or energy-saving challenges, helping them see that even small actions can have a meaningful impact.
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I found HOME to be a really powerful documentary. The aerial footage is absolutely stunning and really highlights both the beauty of our planet and the impact that human activity is having on it. I think the visuals make a much greater impression than simply reading facts, as they encourage viewers to stop and reflect on how connected we all are to the environment. I also found the other video clips, particularly those relating to climate action and young people making a difference, to be inspiring as they balanced the seriousness of the issue with a sense of hope and responsibility.
As I teach Senior Infants and also work as a SET, I would introduce these ideas in a simple, positive and age-appropriate way. Rather than focusing on the more worrying aspects of climate change, I would encourage children to think about the small actions they can take every day to care for our planet. We could discuss ways to reduce waste, recycle, save energy and look after the plants and animals in our local environment. I think practical activities are the best way for young children to learn, so I would link the videos with outdoor learning, litter picks, planting flowers or vegetables, and simple investigations about caring for nature. This would help children understand that although climate change is a global challenge, everyone has a role to play and even small actions can make a positive difference. I think finishing the lesson on this hopeful message is really important, as it empowers children rather than leaving them feeling worried about the future.
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Hi Laura,
Welcome to the course. Thanks for sharing your thoughts on the documentary Home. I agree that the footage used in this documentary is stunning and is a very visual teaching resource.
For the younger classes, it is important to focus on the actions they can take themselves and even incorporating it into the classroom routine such as turning lights off when leaving the room. I like how you are planning to link aspects of the video with practical tasks for the infants such as litter picking and planting their own flowers and vegetables. Hands on tasks like these and linking them to the video will introduce the actions they can take and as you have said it will empower the class to consider actions they can take, this could be at home and even their community.
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Hi Laura, I also agree that the themes explored in the videos could be adapted for younger classess too. I like the idea of simple investigations about caring for nature. I brought my infants out litter picking recently and they really enjoyed it. It really opened their eyes to the amount of litter that can be lying around the school and the negative impact it can have on our environment.
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The film Home and the other video clips in this module serve as a powerful reminder of how the Earth has changed. The strong visual presentation highlights how much the resources and the environment has been depleted through pollution, deforestation and climate change. I found it particularly thought invoking how it is taking us so long to make the necessary changes to help conserve our planet. In order to introduce this topic in the classroom I would think that ensuring that whatever resources are used are age appropriate. Video clips and class discussions will be used by me together with hands on activities and enquiry-based projects. I will also incorporate presentations and posters to invoke active participation and problem solving whereby the pupils would plan how we as a school community can help the environment through practical steps like managing waste, recycling, saving energy and resources etc. I would also extend this to our wider school community and discuss examples of how environmental conservation is evident through such initiatives like solar farms, wind turbines etc.
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I found ‘HOME’ to be a very powerful and thought-provoking film. The aerial footage is visually stunning and clearly shows both the beauty of our planet and the impact that human activity has had on it. While the message is serious, I think it would be effective in encouraging young viewers to reflect on the importance of protecting the environment. The other video clips in the module complement HOME well by presenting climate change in shorter, more focused sections. The video on Ireland’s climate action plan could be a good prompt for further discussion, predictions etc.
I would be mindful of presenting climate change in a balanced way for 4th class. Rather than focusing on worst case scenarios, I would emphasise that while climate change is a significant challenge that must take a worldwide effort, there are many positive actions that individuals and smaller communities can take to make a difference. I would pause the videos at key points to encourage discussion, ask questions and allow pupils to share their ideas. Follow up activities could include creating posters about protecting the environment, investigating ways to reduce waste in school, or comping up with an energy saving challenge in the classroom. I believe using these videos alongside practical activities would help pupils develop an understanding of climate change while also empowering them to feel that their actions can have a positive impact.
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I enjoyed watching the documentary “Home” by Yann Arthus Bertrand. It was a powerful watch, with the message being that the Earth is our shared home and everyone has a responsibility to protect it. The documentary expresses that people must act quickly to reduce environmental damage and create a more sustainable future before it is too late. The information presented in the documentary can be used to encourage discussion, questioning, and critical thinking in the classroom rather than simply presenting environmental problems.
“Home” can be a valuable resource in a primary school setting when used appropriately. Since the full documentary contains some complex themes and imagery, I would definitely use it in the more senior end of primary schools. The documentary integrates with lots of different themes within the curriculum such as the theme of environmental awareness in SESE, aerial imagery in Geography, and global citizenship awareness in SPHE. Another clip I would use in the classroom would be the video clip of Greta Thunberg at the UN COP in 2025. She speaks powerfully about the impacts of climate change on our planet and would be a great prompt to encourage discussion around the theme in the classes in the upper end of the school.
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I thought the video Home was a stunning film which showed both the beauty of the world we live in and also the damage that we, as humans, are doing to it. The photography, the music and the pace of the film would be a fantastic way for the children to learn and understand Climate Change. The film has a way of making you feel that you are part of it. It is quite heavy in it’s content so it would probably be best showing it over a few sessions and having discussions in between.
The Climate Aid 2020 video had excellent images of melting icebergs and wildfires. The images were quite stark so probably only suited to the older classes. I also thought that the Greta Thunberg video of her speech would be very inspiring for young children to show them that they have a voice which will be listened to.
The Climate Justice map was very frightening and showed the reality of what is happening in the world very clearly. -
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I really enjoyed this module and there are lots of video resources to use in the classroom to promote talk and discussion about climate change and our carbon footprint.
Greta Thunberg is a name that is most familiar to children when they think of climate change and I would definitely use the Ted Talk to promote discussion in the classroom about climate change. Hearing it from a young person would have a bigger impact on the children. It would open up the discussion around what can we do to help our world, looking at small changes we can make in our home lives and in our school lives to create positive changes to improve our environment.
I really found “Home” very insightful and it really got me thinking about the effects of industry on our environment. It was really effective in delivering the message about climate change. In the classroom I would use various clips of this film to promote talk and discussion-
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I agree that the Greta Thurnburg video would be useful to inspire children to express themselves passionately and to become confidently outspoken on their views, whether that be climate change or anything else. The clip also would integrate with the communicating strand in the new language curriculum ie Listening and responding, Speaking clearly and confidently.
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I loved the film ‘Home’ in this module, I will be watching it with my family for our next movie night. It was visually stunning, and left me with a true appreciation of what we are trying to save by taking actions to reduce our carbon footprints. I loved the way it showed all the beauty and wonder of Earth right from its formation and through time, and then juxtaposed this with facts, figures and pictures depicting the effects of climate change. I thought the hopeful way it ended, with steps that are being made to challenge climate change and positive impacts people can have on the climate crisis, made it a wonderful film to show young people, as it is very inspiring, and would not leave the very sensitive or anxious children in the class upset. Children should be left feeling inspired and motivated by lessons on climate change, not upset and fearful.
In contrast, I found the Climate Aid film had a big impact on me personally, and while I believe it is a very important message and this topic should make us uncomfortable and leave us thinking, I believe that the third and fourth class children would be upset by it rather than inspired, and that is not the approach I would want to take.
I think that the Greta Thunberg speech is also a great tool to use with children – when we speak about climate change we talk about cars, fuels, emissions, and many other topics that seem like they are ‘adult’ duties and responsibilities. Showing Greta Thunberg’s speech and speaking about her impact and influence during this climate crisis puts children in a powerful position of influence and helps them recognise their vital role in tackling climate change. -
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Watching HOME gave me a greater appreciation of how connected our planet is and the impact that human activity has on the environment. The stunning visuals made the message powerful and helped explain climate change in a way that was easy to understand. The other video clips in the module also presented complex ideas, such as greenhouse gases and global warming, in an engaging and accessible way.
As a 4th Class teacher, I would introduce these topics gradually and in a positive way. I would begin by discussing the difference between weather and climate before showing short video clips and encouraging class discussion. I would use practical activities such as investigating recycling, reducing energy use in school and observing nature in our local area. My aim would be to help pupils understand that while climate change is a serious issue, everyone can make small changes that have a positive impact on protecting our environment for the future. -
I found the “Home” video to be powerful and insightful. The cinematography is beautiful with stunning aerial shots of forests, oceans, deserts, animals and cities. It shows how the earth has changed over time due to climate change, pollution, deforestation and biodiversity loss. I also liked how the narration was simple and clear so that is accessible for a lot of people and not laden down with too many scientific words. However, as the film is quite long I would not feel it would appeal to young children. The film conveys a strong message about protecting nature. I would instead show clips or images from it to show to a class to spark a discussion on how we can care for the earth. I would focus on simple, positive things we all can do like reducing waste, recycling, creating a bug hotel, planting flowers that encourage bees and saving energy by turning off lights etc. For older classes I would do a lesson on examining fast fashion and the devastation it causes to the ecosystem in areas like Bangladesh, India and Vietnam. Many discarded clothes are shipped off from wealthier regions to certain parts of Africa eg Ghana and Kenya and are dumped in landfills damaging the environment. I would link this with a lesson from the PLAN framework on climate justice- where countries least responsible for the climate crisis suffer the most from it. This lesson would integrate with SPHE too.
I really like the WWF Carbon Footprint calculator and I would encourage my class next year to use it at home too with their families. I think children would really like watching the Greta Thurnberg TED video. She is a great role model for children proving that everyone has a voice and she has proved that small actions can lead to big results.
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Hi Deirdre,
- I agree that the narration was nice and simple and the images would be very interesting for our pupils. As a senior infant teacher I agree that the documentary is quite long therefore small focused and targetted clips from the documentary woukd be best to use with younger children to keep them engaged and interested
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I really liked your ideas! I agree that Home is probably too long for younger children, but using short clips would work really well. I also love the idea of getting children involved in simple actions like planting flowers for bees or creating a bug hotel. It gives them a chance to make a real difference. Your point about fast fashion and climate justice is really interesting too. There are lots of great ideas here that could be adapted for different class levels.
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The video HOME is a cinematic masterpiece. The images and the amount of content in breathtaking. While I was watching I was viewing it through the lens of a 5<sup>th</sup> class child and I think there is so much content you would need to pick and choose parts and teach them in depth. I will how the Earth is formed and how the carbon is in the ground.
I will teach thematically so in history I will focus on how the industrial revolution was instrumental in improving humans’ lives but it affected the climate.
I would also look at the Rapa Nui and how these people wiped themselves out by using all of the resources and to make the link that us as humans can destroy ourselves too.
In geography we could delve into deforestation and look at the impact of the Amazin rainforest and how it affects everyone worldwide.
In SPHE we will look at the Paris Agreement and discuss the pros and cons of not setting targets. We can look at newspaper articles in English and have a debate to the reasons why Donald Trump chose to have America leave the Paris Agreement.
We can have a moral debate about how we can all play our own part and every family could count their carbon footprint with the website listed on this course.
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Home is a brilliant film, which I really enjoyed watching. It shows the incredible beauty of Earth alongside the impact we have on ecosystems, climate, and our natural resources.
I think introducing these topics to 1st class students would work best if you keep things simple, positive, and hands on . Instead of focusing on the negatives and stressing the students, I would look at Earth as our shared home that needs great care. I would show the students short clips of forests or oceans from the film to spark curiosity, and get them thinking about the environment. Then I would ask the class chat about what makes our planet special. A nice Follow up with hands-on activities like planting seeds in small pots, creating a mini recycling station in the classroom, or going on a nature scavenger hunt in the school yard to help them connect daily habits with looking after the environment. Again as I said in module 2, I could tie in the connection my family has with growing plants and how they try to promote taking care of the environment and our landscapes.
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I really like some of the ideas Robyn had for her classes age group.
The film works as a great resource to spark interest and hook children in. There is so much beauty in the movie that it makes a lot of sense to focus on how we can maintain this beauty.
Focusing on activities that promote the vision of the movie to the children on a scale that they can understand makes so much sense. The activities such as a scavenger hunt, planting seeds, mini recycling station helps bring to life their dialy habits and connect them to wonder and beauty of the environment.
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The film HOME and the other videos in this module clearly show how closely connected people and the environment are. What stood out to me most was the scale of the impact human activity has had on the planet, from deforestation and pollution to rising temperatures and the loss of biodiversity. Although the message is serious, the stunning aerial footage also reminds us of how beautiful and worth protecting our world is. Rather than leaving viewers feeling hopeless, the videos encourage us to recognise that our everyday choices can make a positive difference.
In the classroom, I would introduce climate change in an age-appropriate and positive way. I would begin by exploring pupils’ own experiences, such as changes in the weather, recycling at home or caring for local wildlife. From there, we could watch short video clips, discuss what we noticed and carry out simple investigations around the school. I would focus on practical actions that pupils can take, such as reducing waste, planting flowers for pollinators or saving energy. This approach helps children feel empowered and shows them that everyone has a role to play in caring for our planet.
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Hi Patrick, I agree that focusing on positive actions is really important when introducing climate change to younger pupils. The idea of starting with children’s own experiences is a great way to make the topic more relevant and meaningful for them. I also like the focus on practical activities, as these give pupils a sense that they can make a real difference in protecting the environment.
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I think Home has a really strong visual impact. Compared to a book seeing the visuals and videos of how beautiful our planet is but also the destruction and devastation man is causing it will really hit home for children. It is a great resource to have and will come in very beneficial during rainy days. The children can link watching a section of the movie at break time to a classroom activity after break. These activities can be from walking debates about climate, action plans on personal change, class discussions on climate change topics, english writing on describing what they saw, art on creating beauty that is been devastated etc.
Other interesting points I took from other videos included the Paris agreement and what the world has actually agreed as regards climate change. Irelands steps to be taken to follow the Paris agreement in Ireland’s climate action plan.
2 major stats that stood out to me were:
CO2 emissions in Ireland 8.8 metric tons per capita in 2017 way above other countries that are as low as 0.1 metric tons per capita.
Oil and energy companies spending €200million a year to delay and block climate policy change.
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I really enjoyed reading your reflection on HOME and I agree that the visual impact of the film makes it a very powerful resource for pupils. Seeing the beauty of the planet alongside the damage caused by human activity can help children develop a deeper understanding of climate change compared to simply reading facts. I really like your idea of using a short section of the film as a stimulus for a follow-up activity, as it allows pupils to discuss, reflect and respond creatively through activities such as debates, writing, art and climate action plans. These approaches also help make the topic more meaningful by connecting it to pupils’ own lives and choices. The statistics you highlighted are very interesting and would provide a great opportunity for discussion in the classroom, particularly around Ireland’s role in climate action. I agree that it is important to balance discussing the challenges of climate change with focusing on solutions, so pupils feel empowered to make positive changes rather than overwhelmed by the issue.
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The film *HOME* provides a powerful visual representation of the relationship between humans and the natural world. I found the film effective in highlighting how Earth’s resources are interconnected and how human activity has contributed to changes in our environment. The use of aerial footage, images of different landscapes and explanations of environmental issues makes the information impactful and encourages viewers to reflect on the importance of protecting our planet. The other video clips included in this module also provide valuable opportunities to introduce climate change concepts in a way that is engaging and accessible for pupils.
When introducing climate change facts to my pupils, I would ensure that the information is presented in a positive and age-appropriate way. While it is important that pupils understand the challenges facing our planet, I would focus on empowering them by highlighting actions they can take to make a difference. I would begin with discussion and questioning before showing selected clips, allowing pupils to share what they already know and what they would like to learn.
Following the videos, I would encourage pupils to reflect, ask questions and investigate solutions. Activities such as creating climate action posters, researching sustainable choices, monitoring energy use in the school or investigating biodiversity would allow pupils to become active participants in their learning. I would also use digital technologies to allow pupils to research information, present their findings and collaborate on projects.
Overall, I believe resources such as *HOME* are valuable because they help pupils develop a deeper understanding of climate change while encouraging curiosity, responsibility and respect for the environment.
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I really enjoyed watching HOME. The visuals were what stood out to me the most, as they clearly showed both the beauty of our planet and the impact people are having on it. I think the film would definitely capture pupils’ attention, but I would show it in shorter sections rather than all at once. This would give pupils time to discuss what they have seen and ask questions along the way. I also enjoyed the other videos in the module. The WWF carbon footprint calculator is something I could see working well with older primary classes, as it helps pupils think about how everyday choices can affect the environment. I also liked Greta Thunberg’s speech because it shows young people that their voices matter and that they can make a positive difference. In my classroom, I would introduce climate change in a positive and age-appropriate way. Rather than focusing on the negative aspects, I would encourage pupils to think about practical actions they can take, such as reducing waste, recycling, saving energy and protecting nature. I think this would help them feel empowered instead of overwhelmed. Overall, I found the videos engaging and they gave me lots of ideas that I could use to start meaningful discussions and encourage pupils to think more about caring for the environment.
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Hi Erin
I’m gald you found the resources in this module useful. A positive solutions focussed approach is a good way to tackle the subject of climate change with children. Short sections of Home might be appropriate to show with some classes, but you do need to be careful not to overwhelm them. It is important to understand the basic science of climate change so that children know why we need to take action; how reducing waste and saving energy can reduce the amount of raw materials we need to extract from the Earth and the amount of fossil fuels we need to burn and how we can go about taking action. Similarly looking after nature can help to reduce the amount of greenhouse gases in the air and every bit of food we can grow for oursleves recduces emissions from packaging, transport and manufacture.
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I found HOME to be a very powerful and thought-provoking film. The aerial footage showing different parts of the world really highlights both the beauty of our planet and the impact humans are having on it. The film covers important issues such as climate change, pollution, deforestation and the loss of biodiversity. While some of the content is quite serious, I think it is a valuable resource for helping children understand why looking after the environment is so important.
When introducing these ideas to my pupils, I would make sure the information is suitable for their age and avoid overwhelming them with too many negative messages. I would use short clips from the film alongside class discussions, pictures and practical activities to explore topics such as reducing waste, protecting wildlife and saving energy.
I think it is important to focus on solutions and show children that they can make a difference. Activities such as creating environmental posters, planting in the school garden, reducing waste in the classroom or taking part in Green Schools projects would help them see how small actions can have a positive impact.
Overall, I think HOME is a great starting point for encouraging curiosity and discussion around climate change. It helps pupils understand that we all have a role to play in protecting our planet.
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The documentary was very moving and highlighted further that we are responsible for our actions and their impact on the environment. That the Earth isn’t just our home and that we need to protect it the best we can not just for ourselves. Everything on earth is connected and depend on each other. Natural resources are vital and need to be used responsibly. It’s important to continue to make good choices to help create a more sustainable future
For the junior classes I would show clips of the movie that they could relate to and include hands on activities and interactive activities to explore the lesson more
With the older classes an while class discussions about climate change to elicit prior knowledge followed by looking archive clips from the documentary and leading onto some open ended discussions about the clips.
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I found the HOME video to be a very powerful and thought-provoking resource. The stunning aerial imagery immediately captures attention and provides an engaging way to introduce pupils to the beauty of our planet and the impact human activity has had on it. I teach a mainstream 5th class, and I think this resource is well suited to pupils of this age, as they are mature enough to engage with the themes of climate change and sustainability. The video would generate meaningful discussion about how our actions have contributed to global warming and what we can do to protect the environment.
I would use the video as a stimulus for class discussion and link it to our Green Schools initiatives, encouraging pupils to identify practical actions they can take in school and at home. It would also provide a strong starting point for inquiry-based learning, with pupils researching environmental issues or presenting solutions to reduce their carbon footprint. I also enjoyed Greta Thunberg’s TED Talk, which would be an excellent resource for introducing pupils to environmental activism. It would encourage debate about the role young people can play in creating change and could lead to group projects on climate action. While these resources are highly engaging, I think it is important to balance discussions of environmental challenges with positive, solution-focused actions to avoid creating unnecessary climate anxiety and to empower pupils to make a difference.
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Hi Cian,
Welcome to the course. Thanks for sharing your feedback on the different activities and resources in this course so far.
Home is a very powerful resource with excellent imagery to allow for lots of critical thinking and discussion, especially among your 5th class pupils. I teach senior classes too, this age group does have awareness of climate change and sustainability and would engage in meaningful discussion after this video as you have mentioned.
I also agree that there can be a level of anxiety in learners regarding climate change and it is important for us all to focus on positive solution-focused tasks and empowering the learners to take action. This can be in the school, at home or in their wider community.
Thanks for sharing, I hope you enjoy the course.
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The film entitled ‘HOME’ and the accompanying videos provide a powerful introduction to the climate crisis by clearly highlighting how people, nature and the environment are connected to each other. The message given is powerful so I would need to ensure that my pupils do not become overwhelmed by the message by focusing on the practical actions they can take. For my teaching context, where my 4th class pupils are all struggling readers, I would introduce the concepts through short video clips, discussion and visual supports before asking pupils to engage with any written material, using Book Creator. I would explicitly teach key vocabulary such as climate change, carbon footprint, emissions and renewable energy, using images and simple definitions.
I would explain that the Paris Agreement is a promise made by countries around the world to work together to limit global warming to well below 2°C, by reducing greenhouse gas emissions. I would tell them how Ireland supports these goals through its Climate Action Plan 2025, which sets out actions to reduce emissions by 51% by 2030 and that the government plan to achieve climate neutrality by 2050.
To make the learning personal, my pupils could complete the WWF carbon footprint calculator, using the interactive whiteboard, with support and discuss which everyday choices will make the greatest environmental impact. Rather than producing lengthy written work, pupils could record their ideas orally, create posters or mind maps, and discuss realistic actions that our school community could take through our Green Schools Committee. This main thing is to keep the learning accessible, engaging and hopeful while highlighting our collective role as responsible global citizens. -
HOME gives such a breathtaking look at our planet, though the full film would be a little too long and complex for my Junior Infant class. To bring these climate facts down to an infant level, I’d pull out just a few short, colourful clips, focusing on the footage of animals, forests, and oceans. Infants respond so well to visuals, so I’d use these clips as a gentle conversation starter about how special our Earth is and why we need to look after it.
We could discuss simple everyday actions, like turning off taps and putting rubbish in the bin, to make it feel relevant to them. To tie it all together, we’d follow up with a fun hands-on activity, like planting seeds or doing a nature scavenger hunt in the school garden. I feel this would bring about increased awareness and appreciation of nature.
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The film HOME is a powerful visual resource that highlights the interconnected relationship between people, ecosystems, climate, water, food, and energy. What struck me most was how the film uses aerial imagery to show both the beauty of the Earth and the impact of human activity on forests, oceans, biodiversity, and the atmosphere. The other video clips in the module complement HOME by presenting climate science in a more focused and age-appropriate way, particularly through explanations of the greenhouse effect, weather patterns, and future climate projections.
In introducing these climate change facts to pupils, I would begin with children’s own experiences, such as unusual weather, heatwaves, storms, flooding, or changes in local wildlife. This helps make climate change relevant rather than abstract. I would use short clips from the videos, followed by discussion, questioning, and collaborative activities. Pupils could investigate school energy use, monitor weather data, compare weather and climate, and create posters or presentations on actions that reduce carbon emissions. It is important to present the facts honestly while also emphasising hope, solutions, and the role that young people can play through sustainable choices and collective action in their school and community.
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<p class=”isSelectedEnd”>I really enjoyed reading your post. I like how you highlighted the interconnected nature of climate change and how HOME uses powerful visuals to make these connections clear. Your idea of starting with pupils’ own experiences, such as unusual weather and changes in local wildlife, is an excellent way to make the topic meaningful and relatable.</p>
I also agree with your emphasis on presenting climate change with a sense of hope rather than fear. Encouraging pupils to investigate their school’s energy use and take part in practical, solution-focused activities is a great way to help them see that their actions can make a difference. This approach would not only develop their understanding of climate change but also foster a sense of responsibility and active citizenship.
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I really enjoyed watching HOME. The visuals were what stood out to me the most, as they clearly showed both the beauty of our planet and the impact people are having on it. I think the film would definitely capture pupils’ attention, but I would show it in shorter sections rather than all at once. This would give pupils time to discuss what they have seen and ask questions along the way.
I also enjoyed the other videos in the module. The WWF carbon footprint calculator is something I could see working well with older primary classes, as it helps pupils think about how everyday choices can affect the environment. I also liked Greta Thunberg’s speech because it shows young people that their voices matter and that they can make a positive difference. In my classroom, I would introduce climate change in a positive and age-appropriate way. Rather than focusing on the negative aspects, I would encourage pupils to think about practical actions they can take, such as reducing waste, recycling, saving energy and protecting nature. I think this would help them feel empowered instead of overwhelmed. Overall, I found the videos engaging and they gave me lots of ideas that I could use to start meaningful discussions and encourage pupils to think more about caring for the environment. -
This was a very educational film. The film HOME provides a powerful visual representation of the relationship between humans and the natural world. The film highlights the beauty and diversity of our planet while also showing the impact that human activity has had on the environment. I found the imagery very effective in encouraging reflection on issues such as deforestation, pollution, climate change and the importance of protecting natural resources. The use of real footage from around the world helps viewers to understand that climate change is a global issue that affects communities, animals and ecosystems.
However, when considering how I would use resources such as HOME and other climate change videos with pupils, particularly in a junior primary setting, I would need to carefully consider the age and emotional development of the children. Some of the images and facts presented may be overwhelming or create feelings of worry and anxiety among younger pupils. While it is important that children develop an awareness of environmental issues, this needs to be introduced in a way that is positive, hopeful and focused on solutions. I believe that children should leave climate lessons feeling empowered and aware that their choices and actions can make a difference.
When introducing climate change concepts to my pupils, I would begin with topics that are familiar and meaningful to them. Rather than introducing complex scientific explanations immediately, I would focus on their own experiences, such as changes in seasons, weather patterns, caring for plants and animals, recycling and reducing waste in the classroom. I would use age-appropriate discussion, stories, photographs and short video clips to encourage children to ask questions and share their ideas. For younger children, I would focus on developing a sense of wonder and responsibility towards the Earth rather than focusing heavily on the negative impacts of climate change.
When I return to school, I am likely to use a range of resources from this module, including selected clips from HOME, ESA educational videos, the TEAL Tool resources and the TeachNet/SFI climate resources. These resources provide opportunities for children to engage with real-world environmental issues through visuals, investigations and practical activities. I particularly value resources that encourage inquiry-based learning, as they allow children to explore, ask questions, make predictions and develop their own understanding.
I would use these resources with my pupils through a cross-curricular approach. For example, after viewing a short climate-related video clip, we could have a class discussion about what children noticed, what questions they have and what actions we could take to help the planet. This could lead to practical classroom projects such as creating a recycling station, planting flowers or vegetables in the school garden, completing a litter audit of the school grounds or designing posters to encourage environmental awareness. These activities would allow children to see that they can become active participants in caring for their environment.
The resources would also support learning across many curriculum areas. In Science and Geography, children could investigate habitats, weather, seasons and the importance of caring for natural resources. In English, pupils could develop vocabulary related to the environment, participate in discussions and create persuasive posters or short pieces of writing about protecting the Earth. In Art, they could create environmental artwork using recycled materials. Mathematics skills could also be developed through collecting and representing data, such as recording classroom recycling habits or measuring plant growth.
One concern I would have when using climate change resources is ensuring that the content does not create unnecessary fear or anxiety for children. Climate change is a serious issue, but I believe it is important to balance awareness with hope. I would avoid presenting the topic in a way that suggests the future is hopeless and instead focus on the positive actions that individuals and communities can take. It is important that pupils understand they have a role to play and that small changes, such as reducing, reusing and recycling, can contribute to protecting the environment.
Another consideration is ensuring that video resources are carefully selected and adapted for younger pupils. Some materials may be more suitable for older children, so I would choose short clips and provide opportunities for discussion afterwards. Giving children time to process what they have seen and ask questions would be essential.
These resources would support our school’s School Self-Evaluation (SSE) by promoting active learning, pupil voice and engagement with real-world issues. Environmental education encourages children to become curious, reflective and responsible citizens. The inquiry-based activities support the development of critical thinking, collaboration and problem-solving skills, which are important elements of the Primary Curriculum Framework.
The resources also align with our Digital Learning Plan by providing meaningful opportunities to use technology as a tool for learning. Videos, interactive websites, digital photographs and online investigations allow pupils to use digital tools to explore, communicate and share their learning. Technology becomes a way of enhancing understanding rather than simply being used as a presentation tool.
Overall, I found HOME and the accompanying climate resources valuable in highlighting the importance of environmental education. While the content needs to be carefully adapted for junior pupils, these resources provide excellent opportunities to develop children’s awareness, curiosity and sense of responsibility towards the planet. By focusing on solutions, hope and positive action, children can develop the confidence to believe that they can contribute to creating a more sustainable future.
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The documentary HOME was both powerful and thought-provoking. The stunning aerial footage highlights the beauty of our planet while also showing the impact of deforestation, pollution, overconsumption, and climate change on people and ecosystems around the world. One of the key messages I took from the film is that everything on Earth is interconnected, and that the choices we make every day can have a significant impact on the environment. While the film presents some alarming realities, it also offers hope by showing that positive change is possible when individuals and communities work together.
The other video clips in this module complemented HOME by explaining the causes and effects of climate change in a clear and accessible way. Together, they reinforced the importance of sustainability, biodiversity, renewable energy, and reducing our carbon footprint. They also highlighted the responsibility we all have to care for our environment.
When teaching 5th and 6th class, I would introduce climate change through inquiry-based and collaborative learning. At this age, pupils are capable of engaging with more complex environmental issues and thinking critically about solutions. I would begin by discussing what they already know about climate change before using selected clips from HOME to encourage reflection and class discussion. Pupils could investigate topics such as renewable energy, biodiversity loss, plastic pollution, and the greenhouse effect through group research projects and presentations.
To make the learning meaningful, I would connect it to pupils’ own lives by carrying out practical activities such as conducting a classroom waste audit, creating a recycling campaign, monitoring energy use in the school, or participating in Green Schools initiatives. Cross-curricular links could be made with Science, Geography, SPHE, English, and Visual Arts, allowing pupils to explore climate change from different perspectives. For example, they could write persuasive letters about environmental issues, create posters promoting sustainable actions, or debate possible solutions to climate change.
Most importantly, I would focus on empowering pupils rather than creating anxiety. By encouraging critical thinking, problem-solving, and real-world action, I would help 5th and 6th class pupils understand that while climate change is a global challenge, their individual and collective actions can make a meaningful difference in protecting our shared home.
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the Home video is both beautiful and terrifying to watch. To learn that our existence has been the main instigator in the destruction of planet earth is disheartening and sad. It has such wonderful imagery and a powerful message that helps us to realise that we can do something to change things. And if this is a message we can install in our young students it would be worth showing them some or all of it in parts, over a longer period of time with a huge focus on climate and climate change and how we can do little things often to make a difference.
I think by starting in the classroom with the everyday mundane things like what they have for their sos / lunch and how wasteful they can be. To really have them think about where food comes from (there are some good vidoes for from food to fork) and how making small every day choices can help with this. Encouraging them to recycle and reuse where possible – making good use out their materials – sometimes copies are half used / torn / scribbled on – turning off lights – closing doors to keep heat in – not wasting water – instilling in them the everyday consistency of looking after their environment – is a thing that they can carry with them everywhere.
The video with Greta Thunberg are always a good starting point for these discussions as she is young enough to be relatable to the older classes and has a childs perspective on the future.
Introducing the Climate action plan and the Paris agreement video – and how the government has committed to a plan of action for the future would also be useful in the classroom.
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Home is a very informative and engaging documentary that highlights the beauty of our planet and shows how human activities can affect the environment. It encourages us to think about how we can all help to protect the Earth.
With a Junior Infant class, I would introduce these ideas in a way they would understand. I would begin by asking the children what they already know about looking after our planet and discuss simple ways we can care for the environment, like a KWL chart. I would use short video clips and pictures to explore how weather, animals and nature can be affected. Then we would brainstorm small actions we can take, such as recycling, saving water and not littering. The children could then create simple posters with drawings and labels to encourage others to help look after our world.
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I really enjoyed this and think my Third Class would too. It’s engaging, evocative and very informational. I would definitely use it to introduce lessons and discussions about climate change. There are some amazing facts and statistics that would help inform their learning.
Similar to what others have said, I’m not sure I would show them the whole thing as I feel it may cause a degree of anxiety in some as it’s a bit ‘heavy’ in parts. There are undoubtedly a lot of clips that could be used – it’s a resource I would return to several times throughout the year for different topics for sure, but I’d use my own judgment as to what parts of it I show. For e.g. the bit about how much water it takes to produce a kilo of potatoes/rice etc. – the Maths to show that would go above the heads of many in the class, certainly in the first term! Words like standardisation, indefatigable etc. and the general higher-order nature of a lot of the language and sentence structure might also, at least in my school context. But, if it I did decide to approach that particular part of the video in terms of a lesson about where our food comes from and the cost (environmentally and monetary), I would pre-teach any tricky vocab and have the subtitles on also. It would definitely raise awareness amongst the children and they could discuss in their groups what changes they could make in terms of the food they consume, empowering them to feel like they are making a difference.
It would definitely be more appropriate for those up the higher end of the school or secondary school.
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The film “HOME” presented the many impacts of climate change in a way that felt personal and visual. Seeing the scale of deforestation, melting ice caps, and the effects of human activity on ecosystems was powerful and highlighted how our everyday choices can have global consequences.
The other video clips reinforced the message that climate change is not just a future problem but something that is already affecting communities, wildlife, and weather patterns around the world. What stood out to me was the importance of hope alongside the facts. It would be easy for children to feel overwhelmed if we only focused on the negative impacts.
If I were introducing these ideas to my pupils in junior infants, I would keep the discussion age-appropriate and focus on helping them understand that they can make a difference. I think I would be inclined to focus on the local environment initially with the children being so young, as a more global context might be too big a concept as to be meaningful. I would begin by exploring what they already know about the environment and then use stories, pictures, short video clips, and hands-on activities to explain concepts like recycling, biodiversity, renewable energy, and reducing waste. Outdoor learning would also be a great way to help children build a connection with nature, whether through planting flowers for pollinators, growing vegetables, or taking part in litter clean-ups.
Most importantly, I would hope to encourage curiosity and positive action rather than fear. By focusing on practical steps that children can take at home and at school, I think we can help them develop a sense of responsibility and optimism about protecting the planet for the future. -
While I think HOME is an amazing and visually stunning resource, I do feel that parts of it could be seen as offputting for primary school children. The dramatic visuals and focus on the damage being done to the planet are very powerful, but they could potentially leave children feeling worried or overwhelmed. It is deliberately emotional and dramatic, and some of the imagery is quite stark. Moreover, in our school, we also encounter shorter attention spans and children showing less stamina for attentiveness, so I think it would be difficult for many of our pupils to remain engaged with the full documentary. And that’s 6th class! I would be more inclined to use selected clips from Home with primary pupils rather than showing the full documentary. I do think it would be a fantastic resource for secondary school students, who may be better equipped to engage with the more challenging themes and messages.
I also like the idea of using a carbon footprint calculator, as it could help children make a connection between climate change and their own everyday lives. In our school, this could link well with our Green Schools work and encourage pupils to think about simple changes they can make at school and at home. I have previously shown Greta Thunberg’s interview to my class as it features in a chapter of Explorers: Young People Changing the World, so the children are already familiar with her and her message. I agree that this is a powerful way of showing pupils that their voices matter and that they can play a role in creating positive change. -
I would use some clips from ‘Home’ as an introduction to the topic of climate change in a senior class, while using it to fulfil step 1 in the ESERO curious minds framework, that being to engage learners. After each clip, I would pause for discussion and ask open-ended questions about what the pupils noticed and how human activities can affect the environment. I have no doubt that this would encourage curiosity, critical thinking and class discussion. I would also focus on positive actions that we can take, such as reducing waste, recycling and preserving water, to promote a solution focused mindset on climate change. I would also be conscious that the video would suit visual and auditory style learners more than kinaesthetic or tactile learners so therefore wouldn’t reply on it solely to engage the class on the themes of climate change. Overall I think it is a very good resource that I would use.
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Hi Orla,
Thank you for sharing your response to HOME.
I really like how you would use selected clips as an engaging starting point for senior pupils, particularly in connection with Step 1 of the ESERO Curious Minds framework. Pausing after each clip to ask open-ended questions is a very effective way to encourage observation, curiosity, critical thinking and discussion.
Your focus on positive action is also very important. Climate change can feel overwhelming for pupils, so linking the discussion to practical steps such as reducing waste, recycling and conserving water helps promote a solution-focused mindset.
I also appreciate your point about not relying solely on video as a teaching tool. Adding hands-on or outdoor follow-up activities would support kinaesthetic learners and help pupils connect the messages from the film to their own school environment.
Hope you enjoy the rest of the course.
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The documentary HOME provides a visually stunning yet sobering look at humanity’s impact on our planet. The aerial photography is particularly striking and offers a powerful perspective on how interconnected our global ecosystems truly are.
To introduce these climate facts to my pupils, I would start by showing selected short clips rather than the entire film, as the full runtime can be overwhelming for primary children. Focusing on the contrasts—such as pristine natural landscapes versus industrialised areas—would serve as a compelling visual stimulus.
Before viewing, I’d pre-teach key vocabulary like “ecosystem,” “biodiversity,” and “fossil fuels” to build their comprehension. Afterwards, we’d use these clips to launch a class discussion on our global footprint, linking directly to our Geography curriculum and Green-Schools initiatives. Pupils could then work in collaborative groups to create action plans for reducing energy and waste within our own school community.
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I agree Mark that the Home video would be best broken into a few showings in order to use it’s full potential for discussions. I forgot to mention important preparation you did-pre teaching of important vocabulary.
I also overlooked how this could be a valuable learning tool for Greenschools and be used as a stimulus for action plans.
As you said the aerial photos really show how interconnected we are. The song ‘From a Distance’ comes to mind. There is also opportunities for integration of Art and studies of how satellites work and their many benefits.
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The Home video is very powerful and would be suitable for older classes. There are striking images that could be paused for discussion. An example would be how elephants walking through a swamp creates swimming channels for fish. This could lead to a wider discussion of how various animals rely on one another and how humans do too.
The statistics are also striking and there is great opportunities to link this to Maths-numeracy and data. There are also opportunities for discussion on topics like climate justice and how this makes the children feel. With regard to this I feel some lessons would have to be done for children to manage the anxiety the video could bring up as like Greta said it’s difficult to reflect on such things and not become upset.
The aid video is alarming but could be effective to get the urgency across..even to staff members.
A mind map could be done in conjunction with the Home video. It would be very comprehensive and could bring a deep understanding bringing the many facets of climate change together.
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The video is dramatic and probably useful for the very upper end of primary only. It is a though provoking video for sure. It contains some amazing facts and details the impact humans have had on the planet over the past 200k years, which has been pretty stark to say the least. It shows our progression from hunter/gatherers to farmers to city dwellers and how we have cleared vast swathes of land for our own benefit and it is clear we exploit like no other species. It may induce feelings of sadness or anxiety in pupils so it may be necessary to introduce and discuss the ideas in a balanced way ahead of viewing. Yes, we have to take action now in regards climate change and habitat loss etc. but lets also reassure pupils by showcasing the Gretta Thunberg’s of the world and highlighting the action we can take to make a real difference.
I don’t think we should be putting our heads in the sand – pupil’s need to be aware of this topic for sure. We need to be clear about personal responsibility and the responsibility held by government agencies for perspective and balance. The resources and videos are informative and engaging overall and I will certainly be drawing on them in the coming years. -
The documentary ‘Home’ by Yann Arthus-Bertrand is compelling in highlighting the devastation caused by humanity. The aerial shots are captivating and focus on various locations around the planet. No part of the globe is left unaffected.
The Climate Aid video is moving and the message hits home quickly in this short video. It also shows the negative effects of deforestation and pollution. This could be used as a stimulus at the start of a lesson. I would use clips from the ‘Home’ video and link them to the relevant activities throughout the year.
I think pupils would relate to the Greta Thunberg TED Talk by hearing a young person speak about climate change. She is a role model for children. I found the video on Ireland’s Climate Action Plan 2019 to be positive. It demonstrates in simply and clearly steps we are taking locally. The Carbon Footprint calculator is an excellent tool to use with the class and it gives recommendations at end of the test. -
Home is a thought-provoking and visually powerful documentary that provides a clear overview of how the Earth has changed over time, with a particular focus on the significant environmental changes that have occurred since the 1950s. Through striking aerial imagery and compelling narration, it highlights the impact of human activity on the planet and encourages viewers to reflect on the importance of protecting the environment.
I believe that this documentary, or selected age-appropriate excerpts from it, would be a valuable resource for use with older primary classes. It could effectively support learning in areas such as climate change, sustainability, and environmental responsibility by helping pupils to understand the scale and urgency of the issues facing our planet.
However, it would be important to balance the documentary’s message with examples of the positive actions being taken around the world to address climate change. Highlighting successful environmental initiatives, renewable energy developments, conservation projects, and local efforts within Ireland would help pupils to develop a sense of hope and empowerment rather than feeling overwhelmed. Providing practical examples of simple actions that individuals, schools, and communities can take—such as reducing waste, conserving energy, recycling, and supporting biodiversity—would encourage pupils to recognise that everyone has a role to play in protecting the environment. Overall, the documentary has the potential to inspire meaningful discussion and promote environmental awareness when used alongside solutions-focused learning. -
I found *HOME* to be a powerful and engaging resource, and I believe it would be valuable for introducing climate change with my class. The stunning visuals, interesting facts and real-world examples would help spark discussion and deepen pupils’ understanding of environmental issues. However, I would not show the entire film to younger pupils, as some sections could be overwhelming and may cause unnecessary anxiety. Instead, I would carefully select shorter clips that suit their age and understanding.
Some of the language and concepts are quite advanced, so I would pre-teach key vocabulary, use subtitles and provide opportunities for discussion to ensure pupils can fully engage with the content. I particularly like the sections that encourage children to think about where food comes from and the environmental impact of everyday choices. These would promote meaningful conversations and empower pupils to identify simple actions they can take, such as reducing waste, reusing materials and recycling.
I believe it is important to balance awareness with hope. Rather than focusing solely on the seriousness of climate change, I would emphasise practical solutions and show pupils that small individual actions can make a positive difference. This approach helps develop responsible, informed and optimistic global citizens.
These resources also support our School Self-Evaluation by promoting active learning, pupil voice and inquiry-based learning. They encourage critical thinking, collaboration and problem-solving while connecting classroom learning to real-world issues. In addition, they align with our Digital Learning Plan through the use of videos, interactive resources and digital tools to explore and communicate learning.
Overall, *HOME* is an excellent resource that, when carefully adapted for younger learners, can develop environmental awareness, curiosity and a sense of responsibility while inspiring children to believe they can contribute to a more sustainable future.
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<p class=”isSelectedEnd”>The film HOME is a powerful and thought-provoking resource that clearly illustrates the interconnectedness of Earth’s ecosystems and the impact human activity has had on the planet. The stunning aerial imagery captures both the beauty of our natural world and the scale of environmental challenges such as deforestation, pollution, biodiversity loss and climate change. I found that the film encouraged me to reflect on the importance of sustainability and the responsibility we all share in protecting the environment. The other video clips in this module complemented HOME by presenting climate change in a more accessible way, explaining concepts such as the greenhouse effect, global warming and renewable energy through engaging visuals and age-appropriate explanations.</p>
In my own classroom, I would introduce these climate change facts gradually and in an age-appropriate manner. Rather than focusing on fear or negative consequences, I would encourage pupils to become informed and empowered by highlighting positive actions they can take. Through inquiry-based learning, experiments, discussions and local investigations, pupils could explore topics such as reducing waste, conserving energy, biodiversity and caring for their local environment. Activities such as monitoring weather patterns, creating recycling initiatives, planting pollinator-friendly gardens and participating in Green-Schools projects would allow children to make meaningful connections between global issues and their own lives. By integrating climate education across subjects such as Science, Geography, SPHE and Mathematics, pupils would develop critical thinking, problem-solving and collaborative STEM skills while gaining a sense of responsibility and hope for the future.
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