- This topic has 216 replies, 102 voices, and was last updated 2 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
ASSIGNMENT
Choose from the following three ….
- Download one of the satellite tracking smartphone apps: Satellite Tracker or Orbitrack Alternatively, you can use one of the Satellite tracking websites.
List 5 satellites that have passed Ireland recently. Post this on the discussion and talk about what these satellites are doing (150 words). - Study the EO BROWSER ‘step by step’ guide AND the EO Browser Tutorial, give an ‘elevator pitch ‘ on the EO Browser to a colleague who never heard of it and discuss how you would use it in class (150 words)
- Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
Please also comment on at least one other participant’s post
- Download one of the satellite tracking smartphone apps: Satellite Tracker or Orbitrack Alternatively, you can use one of the Satellite tracking websites.
-
Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
The ESA resource Nose High Up in the Sky is excellent. I carried out this course as I am carrying my first class children onto second class next year and space was a huge interest of theirs last year. I am looking forward to trying out this activity along with other ESA activities in my classroom.
This resource encourages active learning and curiosity which is a key aspect of the curriculum. I carried out the activity myself and found it practical and easy to follow. Firstly, I would start the lesson by eliciting the children’s prior knowledge on rockets and space. I would question the children on this and talk through the exercise in advance. I would divide the class into small groups to carry out the exercise. At the end of the exercise, I would get groups to merge to discuss their findings. This would provide me with opportunities to assess the children through questioning and observation. This exercise would work well in the classroom as it is promoting the children to think and to be active in their learning. Children are working and collaborating together. The children would develop their maths skills also by recording their findings. Learning is meaningful and interconnected, this exercises provides opportunities for further integration such as designing a rocket in visual arts.
-
Hi Alyson
Welcome to the course, well done on all your work in the other modules so far. It is great to hear your feedback about the Nose High Up in the Sky resource. Space can be a huge interest area for the learners and my own class always look forward to October and Space Week every year where I try to plan as thematically as I can.
The Nose High Up in the Sky does allow for the learners to become more active in their learning and collaborating with others and sharing their thoughts in class discussions. As you have said, there are opportunities for assessment also. There are lots of opportunities for cross curricular integration also in areas of STEM and also the Arts.
Thanks for sharing.
-
Hi Alyson, I really like your approach to introducing the activity by building on the children’s prior knowledge and interests. Your plan for collaborative group work and discussion encourages active participation and scientific enquiry. I also agree that the cross-curricular links with Maths and Visual Arts make the activity even more meaningful and engaging for pupils.
-
Hello Alyson,
I agree when there is a huge interest in a particular topic it is the perfect opportunity to engage fully with it. The idea of having a Space Week is a really good idea. It is not something we participate in but it would be worthwhile and could even be included as part of Science week in November.
-
-
-
-
-
Hi Alison, my class are also fascinated by all things space, it’s certainly a topic that generates a great deal of curiosity, questioning and sparks meaningful discussions. I agree with you that The Nose High up in the Sky is a great STEM resource and will definitely help to foster the children’s interest even more in this area.
-
-
Using the app Satellite Tracker I found the following satellites over Ireland- Starlink satelllites- part of SpaceX’s Starlink collection. They are providing internet connectivity from orbit. Hundreds of Starlink satellites can be seen moving across the sky in groups. GPS satellites- providing timing and positioning signals,they form part of the Global Positioning System. Galilieo satellites-like GPS- operated by the EU and is very important for EU navigating. OneWeb satellites- providing high speed internet connectivity and International Space Sation- a large research laboratory in low Earth orbit. Astronauts live and work on board. They conduct experiments in science subjects such as physics and biology. It travels at about 27,600 km/h and orbits Earth roughly every 92 minutes. I hadn’t used this app before and think it would be excellent to show a class. It made it very real and is great that this is something that people can observe. It’s quite amazing to see all the satellites.
-
Using the app Satellite Tracker I found the following satellites over Ireland- Starlink satelllites- part of SpaceX’s Starlink collection. They are providing internet connectivity from orbit. Hundreds of Starlink satellites can be seen moving across the sky in groups. GPS satellites- providing timing and positioning signals,they form part of the Global Positioning System. Galilieo satellites-like GPS- operated by the EU and is very important for EU navigating. OneWeb satellites- providing high speed internet connectivity and International Space Sation- a large research laboratory in low Earth orbit. Astronauts live and work on board. They conduct experiments in science subjects such as physics and biology. It travels at about 27,600 km/h and orbits Earth roughly every 92 minutes. I hadn’t used this app before and think it would be excellent to show a class. It made it very real and is great that this is something that people can observe. It’s quite amazing to see all the satellites.
-
-
I’m also looking forward to exploring these satellite trackers with my senior infants.Space always comes out as one their favourite aistear themes and I’m always surprised how knowledgeable they all are on the subject.Ive never used a satellite tracker as part of a lesson but I definitely will this year .I’m glad I’ve come away from this course with so many practical ideas.
-
Hi Alyson,
I completeley agree with your take on Nose High Up in the Sky.
It Strikes a balance between active, hands on tasks and practical skill – building. Pairing children into small groups to work through the activities would really help with collaboration.
-
-
Hi Alyson,
I really liked your idea of starting with the children’s prior knowledge. I think this would help get them interested in the topic. I also liked your idea of using small groups and then joining groups to discuss their findings. This would give children lots of chances to share ideas. I think linking the activity with Visual Arts and designing a rocket would be a great way to extend the lesson.
-
-
-
Having engaged with the ‘Nose High Up in the Sky’ resource, i found it to be engaging, well-structured and accesible for the children in my class. I particularly like how the activities encourage curiosity and allow pupils to investigate scientific concepts through observation, prediction, and hands-on learning. I would definitely use this resource with my class, particularly when teaching topics related to weather, air, or the atmosphere. It offers excellent opportunities for cross-curricular links with Mathematics through recording and interpreting data, and with Literacy through discussion and written reflections. To further enhance the resource, I would include more differentiated tasks to support a range of learning abilities and provide extension activities for pupils who require additional challenge. Overall, it is a practical and enjoyable resource that promotes enquiry-based learning and helps develop children’s scientific understanding in an engaging way.
-
-
I agree that it is a very engaging resource. I think it would work particularly well with my 6th class, as the activities encourage pupils to think critically, make predictions and investigate scientific concepts for themselves. I would also extend the lessons by having pupils collect and analyse their own weather data and present their findings using digital tools, helping to develop both STEM and digital literacy skills.
-
-
-
-
There are many satellites orbiting the earth’s atmosphere. I had a look at a few of these and this is what I found.
1. OKEAN-O (NORAD ID 25860) is an oceanographic and Earth resource remote sensing satellite originating from a joint Soviet successor program between Russia and Ukraine. It researches world oceans, ice-covered surfaces, and weather patterns. It is no longer actively functioning and remains an inactive object in orbit.
2. USA 81 (NORAD ID 21949) is a classified military reconnaissance and signals intelligence satellite that collects data, originates from Vandenberg Air Force Base in California, and orbits Earth in a low-altitude polar path.
3. The Terra satellite (NORAD ID 25994) is a multi-national NASA Earth-observation mission from the United States that studies Earth’s atmosphere, land, oceans, snow and ice, and radiant energy budget. It orbits Earth every 99 minutes, collecting a continuous, long-term climate data record while slowly drifting from its original altitude.
4. COSMO-SkyMed 1 (NORAD ID 31598) is an Italian Earth observation radar satellite from Italy. It maps the Earth day and night in all-weather using X-band radar to track disasters, manage emergencies. Monitors environmental disasters like floods, earthquakes, landslides, and wildfires.
5. SPACEMOBILE-002 (NORAD ID 61048) is a commercial payload satellite from the United States that tests direct-to-cell space-based cellular broadband. It does not conduct traditional academic space research; instead, it orbits in Low Earth Orbit to help build a network that connects standard, unmodified smartphones directly to 4G/5G signals from space.
I discovered that a lot of satellites are orbiting the earth but many of them are not in use anymore. It is very interesting to look at the origins and purpose of many of them. I used the Satellite Tracker App to investigate these.-
Hi Fidelma,
I have found reading what these trackers are doing in your post so interesting so I would say that the children would find the same. It’s interesting about those not in use anymore, I wonder why. There is so many learning opportunities for the children in STEM, history and Geography when it comes to tracking satellites.
-
-
-
-
-
I used the satellite tracker to see what satellites were passing over the Cooley Peninsula and was surprised by the variety of objects still orbiting Earth. The five I found were Ariane 40 R/B, COSMO-SkyMed 1, SL-16 R/B, Kosmos 1867 and Resurs-DK No.1. I found it particularly interesting that some, such as COSMO-SkyMed 1 and Resurs-DK No.1, were designed to observe and collect information about Earth, while Ariane 40 R/B and SL-16 R/B are actually parts of old rockets. Kosmos 1867 was also interesting as it was used for ocean surveillance.
I think this would be a great activity to use in my school on the Cooley Peninsula. Pupils could use the tracker to identify satellites passing over our local area and investigate what they are used for. This could lead to discussions about space, technology, weather forecasting, GPS and environmental monitoring. It would make the topic of space more engaging by showing pupils that satellites are constantly moving above them, even when they cannot see them.
However I did find the app quite confusing to use at first and I was hesitant when it asked me to subscribe before accessing some features. I think this could be a barrier to me using it in the future in a classroom setting.
-
I found this post very interesting and informative. I was surprised by the variety of satellites currently orbiting Earth and the different purposes they serve. I particularly found Terra and COSMO-SkyMed 1 interesting because of their role in monitoring the environment, climate and natural disasters. It is also interesting to hear that some satellites are no longer active but still remain in orbit. Using the Satellite Tracker App sounds like a great way to explore satellites and make the topic more interactive and engaging. This activity has shown me how much satellites contribute to our understanding of Earth and the technology we use every day.
-
Hi Fidelma,
Thank you for sharing. I found reading about what the trackers are doing really interesting so I think the children would be fascinated by it as well. I also found it interesting that some of the trackers are no longer in use and I think it would be interesting for the class to inquire into why. There are so many opportunities to link this topic with STEM, History and Geography, and I think tracking satellites would be a great way to make these subjects more engaging and relevant for the children. I often find children aren’t excited about SESE topics if using the books as they are quite text heavy so finding new interactive and relevant ways should capture their attention!
-
-
-
Using the Satellite Tracker 3D website I observed five satellites and explored their different purposes. After research this is what each one is doing.
Starlink-36953 is part of SpaceX’s Starlink constellation, providing high-speed satellite internet to users around the world, particularly in remote and rural areas.
COSMOS 80 is an older Russian satellite from the former Soviet Union’s Cosmos programme. It is no longer operational and remains in orbit as space debris.
ONEWEB-0209 belongs to the OneWeb satellite network, which provides global broadband internet coverage, helping connect underserved communities.
COSMOS 2604 is a Russian military satellite. Although its exact mission has not been made public, it is believed to support defense-related communications and surveillance.
OPS 4988 (GREB 6) is a United States military satellite used for space surveillance and technology testing, helping to monitor objects in Earth’s orbit.
This activity demonstrated the wide variety of satellite missions, including communications, internet connectivity, defense and space monitoring, and highlighted the important role satellites play in modern life.
-
Hi Robert, I tried to use the apps to track some of the Satellites but to no avail. I would have really enjoyed tracking these satellites. I find it so interesting that they are obirting us daily and that we are oblivious to what they are doing and when they are passing us! Thank you for naming the satellites and describing what they do!
-
-
Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
This is a great lesson that focuses on active learning and provides plenty of opportunity for discussion and collaboration amongst pupils. Children are given the opportunity to investigate images, discuss observations, identify patterns and justify thinking. This encourages higher-order thinking skills such as analysing, comparing and interpreting evidence. The activity naturally promotes collaborative learning, as pupils work together to solve problems and explain their reasoning.
I personally like how visual the lesson is with children observing a variety of images to support their learning. The resources provided make this lesson accessible for a wide range of pupils with opportunities for teacher to modify the lesson for a younger/ older class.
With a younger class children could research the appearance of cities vs rural areas from satellite images whereas with older classes this lesson could be extended for children to research how changes in the environment are monitored by satellites.This lesson also integrates well across the curriculum and provides opportunity for the use of digital resources.
-
-
I downloaded the app Satellite Tracker and I found it very difficult to use. I tired to track a few different satellites that were passing over Ireland over the period of 24 hours but I was unsure how the app worked correctly.
I found the ESA “Nose High Up in the Sky” resource engaging, well structured and classroom-ready. The teacher guide clearly sequences learning objectives, background science (atmosphere layers, air pressure, basic aeronautics) and suggested timings; pupil activities are hands-on, inquiry-focused and use low-cost materials—ideal for primary settings. Activities that build models (paper planes, simple wind tunnels) and observational tasks (measuring lift, tracking flight paths) effectively combine physics, data collection and design thinking, making STEM tangible and playful.
Strengths: clear learning progression from concrete exploration to explanation; strong cross-curricular links (science, maths, literacy); detailed safety notes and differentiation suggestions; pupil worksheets scaffold prediction, observation and reflection well; extension tasks for more able pupils (calculations, redesign challenges) support deeper inquiry. The ESA imagery and contextual notes about real-world applications (satellites, atmospheric research) enhance relevance and motivation.
Improvements: include printable larger-format templates for younger learners, and a simple rubric for assessing design/process skills.
-
I agree that the Satellite Tracker app was confusing to use. I found it difficult to understand how to track satellites properly and the layout was not very user-friendly. Another thing I did not like was that the app encouraged me to sign up for a free trial before I could access some of its features, which I was not comfortable doing. Instead of spending more time trying to figure out the app, I decided to search the internet for information about satellites that had recently passed over Ireland. I found this approach much easier and was able to get the information I needed more quickly.
-
I have to agree with this post. I have had the same experiences using the satellite trackers with regard to subscribing to use any of the app features. This has been quite discouraging and I don’t think it is something I will be encouraging the children to use as parents may end up paying hefty payments to use the services.
-
Hi Enya, I have to agree with you about the Satellite Tracker app. I also found it quite difficult to use and wasn’t sure how to use it at all. I also found it a frustrating that it asked me to sign up for a free trial before I could fully use some of the features. It’s good to know I’m not the only one who struggled with it!
-
-
After reviewing the “Nose high up in the sky” resource and completing the pupil activities, I can see that it is a high quality resource with a lot of potential learning for pupils. What I really enjoyed about the resource is that it is a hands-on, active learning/guided discovery for the students where they need to draw from their own schema of knowledge whilst they are learning. I think the hands on element will keep the activities engaging for the students and will lead to deeper thinking about weather as they are participating n the lesson. I would complete the three lessons with my class but it would not end at the three, I think you could continue to monitor the weather stations etc for a longer period and then use your findings to discuss that climate of your area.
You could then also explore these topics in a wider world sense by using the “from the ground and the sky” resource where students are examining satellite images of Earth. You could ask the children to find evidence of different weathers/climates (e.g. desert=dry climate) using the images and even get them to create a weather diary of one of the countries pictured.
-
I really like your idea of continuing the weather observations beyond the three lessons. It would give pupils a much better understanding of the difference between weather and climate by allowing them to identify patterns over time. I also think linking the activities with the satellite images is a great idea, as it helps children connect what they observe locally with weather and climate around the world. It would make the learning even more engaging and meaningful.
-
I really like your idea Gillian to extend the learning past these activities. I completely agree and like your idea of using the satellite images. As Leah mentioned, it allows children to link their own local weather to different climates. It is impossible to make learning engaging and meaningful and I do think children will really enjoy the activities in this resource.
-
-
Before this module, I hadn’t used EO Browser, but I was surprised by how easy it was to explore real satellite images and environmental changes from around the world. If I was describing it to a colleague, I would say it’s a great tool that brings Geography and Science to life by allowing pupils to investigate real-world issues using satellite data. I think it would work particularly well with senior classes. Pupils could compare images over time to investigate flooding, wildfires, deforestation or changes in land use and then discuss what they notice and why those changes may have happened. I would begin by modelling how to use the website before allowing pupils to explore it in pairs or small groups. I also think it would be a great resource for cross-curricular learning, linking Science, Geography and digital literacy. Overall, EO Browser is an engaging resource that encourages pupils to ask questions, investigate evidence and develop a better understanding of the world around them.
-
-
Hi Leah
It is great that you found the EO browser so easy to navigate and that you can see it’s application in a senior classroom. It is as you said a great way to integrate digital tools and would be a great opportunity for integrated STEM lessons in line with the new STEM curriculum as well as cross curricular learning. Giving a demonstration of how to use the website first is a good idea and possible you might assign some simple tasks that pupils could work on to gain confidence before directing their own exploration.
-
I agree that the EO browser has great potential for senior classes. I sometimes feel as teachers we can be nervous to try out new digital tools, however, I found this one easy to navigate. I think there could be great potential for exploring change over time and presenting this through snapshots from the EO browser. I also agree that it links very well with the new STEM curriculum in Ireland.
-
-
I chose EO Browser because it gives children a chance to see real places and changes on Earth rather than only reading about them in a book. I would describe it to a colleague as an easy website that uses satellite images to show what is happening across the world. You can look at the same place at different times and compare the images.
I would use it with senior classes during Geography and Science. We could look at areas affected by flooding, wildfires, drought or deforestation. I would first show the class how to search for a location and move between dates. Then, pupils could work in pairs and choose an area to investigate. They could record what they notice and discuss possible reasons for the changes.
It would also support digital learning, as pupils would be using real data and images. I think it would encourage good discussion and help children understand that environmental changes affect real people and places.
-
Option 3: Download the Teacher Guide & Pupil Activities for the ESA
Resource ‘ Nose High Up in The Sky’ ( slide 19) carry out the pupil
activities yourself and post your thoughts on the resource and if you
would use it in class.Activity 1: Talking about the weather.
Activity 2: Sensing the Weather
Activity 3: Build your weather station
I think the three activities would be very easy to do in a class. The resources are well structured and easy to follow. For activity 1 I would let the children explore the website from module 1 also: https://www.artofmanliness.com/skills/outdoors/22-old-weather-proverbs-that-are-actually-true/ . Activity 2 is suitable for all ages and think it would be good to do this when introducing the daily weather journal that a child would fill in at a set time each day (data gathering). I think the children would be really engaged in their learning with the weather station. Measuring using a thermometer and designing and making a rain gauge and anemometer would be an excellent hands on experience for the children to engage in in small groups. Completing this at the end of Sept/ Oct would be great as it would then tie in with Space week where they could further their exploration of weather and climate by looking at the satellites orbiting earth.
-
I investigated the activities in the ‘Nose High Up in the Sky’ resource. I think it is very well-structured and something children would enjoy. It is accessible to all learners and children would be engaged during the activities. It allows for subject integration too which helps with thematic planning. The different activities provide the children an opportunity to practice skills such as observation and prediction. It provides the children with opportunities to share their ideas and thoughts with the rest of the class. I like the hands-on element of the activity which allows the children to really delve into what they are learning. It is a resource that could definitely be built on when the activities are completed.
-
-
I found this a bit challenging to use and navigate correctly by it appears that quite a few have recently passed over Ireland.
- Star link Satellite: It provides high-speed broadband internet, esp. to remote and rural areas with limited internet access.
- Sentinel 2A: It is part of the European Copernicus Earth observation programme and takes high resolution images of the earth’s surface. It is used to monitor forests, agriculture, water quality, wildfires and the effects of climate change.
- NOAA20: This weather satellite collects data on clouds, storms, oceans and land temperatures which helps meteorologists produce more accurate weather forecasts and monitor climate change.
- Sentinel 1A: It is a radar satellite and takes images of the earth’s surface day and night. It is used to monitor floods, sea ice, land movement and environmental change.
- International Space Station (ISS): The ISS regularly passes over Ireland. It is as a form of a lab where astronauts carry out scientific experiments in areas of biology, physics and earth observation.
-
Nose up high in the sky – observing and measuring weather conditions 8 – 10 year olds
In the context of Activity 1, given the diversity of the socio-economic and cultural backgrounds of children in our school, many may have limited experience of such figurative language. Instead, I would begin with photographs of different weather conditions, a weather walk around the school grounds, or a perhaps a storybook. These activities would provide more concrete experiences and build the vocabulary children need before introducing scientific ideas.
Activity 2 asks children to use their senses to describe the weather encouraging observation and language development and fits well with the play-based approach promoted in the new Primary Curriculum Framework. However, I might use technology such as cameras or audio recorders asking the children to respond by “presenting” the weather rather than a written sheet. Children could supplement their presentations with drawings and / or picture symbols and collaborate to make a class weather chart.
Activity 3: Constructing an anemometer and accurately measuring rainfall could be challenging because of the fine motor skills and mathematical understanding involved. I would simplify the activity by making one class weather station together and allowing children to take turns recording simple observations, such as whether it is sunny, cloudy, windy or rainy, over several weeks.
Overall, I found the resource had excellent inquiry-based ideas and strong cross-curricular links.-
Hi Susanne
Thanks for sharing your approach specific to your own class. I think that this approach could work for many other classes too. I like how you are planning to use the photographs, a weather walk and story book for vocabulary development and as you have mentioned to provide for concrete experiences prior to explore the scientific aspects of the weather.
These activities do allow for hands on and playful learning experiences which are, as you have mentioned, central to the new curriculum specifications and allows for cross curricular learning too.
Thanks for sharing your reflection on these tasks and how you would adapt them for your own class.
-
I really liked how you considered the different experiences and abilities of the children when adapting these activities. I agree that using real-life experiences, visuals, and technology would help children develop their understanding before introducing more complex concepts. The class weather station is a great idea as it encourages teamwork, observation, and ongoing learning.
-
-
Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
I found these resources to be very engaging for both teachers and pupils. They are an excellent teaching tool, and I believe my class would really enjoy these activities next year.
What I liked:
1. Good layout
The resources are easy to use and are very teacher- and child-friendly.2. Integration with other curriculum areas
The resources encourage a lot of integration with other curriculum areas. For example, the aerial photographs could be used as a stimulus for a Visual Arts lesson. Answering questions based on the passages would also help to develop and enhance children’s comprehension skills. In addition, the activities could support the development of problem-solving skills in Mathematics.3. Collaborative learning
I like that the resources encourage a lot of collaborative work. They promote group work, allowing children to discuss ideas and give reasons for their answers. I think this is a lovely idea. I also really like the compare-and-contrast activities involving aerial photographs.4. Good visuals in the teacher resource pack
The teacher resource pack contains excellent visuals that could be printed and laminated. These could then be used in groups to encourage discussion and collaborative learning.5. Fact boxes
I really like the short fact boxes. They are easy to read, and children are not overwhelmed by long passages of text. The amount of information included is just right.Improvements to be made:
Going forward, it would be beneficial to include some assessment materials and printable worksheets that could be used by groups.Overall, I think this is a fantastic resource that I would definitely use next year with my third-class pupils.
-
Here are five satellites that have passed over Ireland recently and what they have been doing.
The International Space Station (ISS) has been carrying astronauts who are doing science experiments, testing new technology and learning how people live in space for long periods.
Sentinel-2A has been taking detailed pictures of Earth to help track forests, farms, rivers and changes in the environment.
EIRSAT-1, Ireland’s first satellite, has been testing new space technology and carrying out scientific experiments to help Irish researchers gain experience in building and operating satellites.
NOAA-20 has been collecting weather data from around the world, helping forecasters predict storms and improve daily weather reports.
A Starlink satellite has been orbiting overhead as part of the huge Starlink network, providing internet connections to people in remote places where fast broadband is harder to get.
They all have different jobs but each one helps scientists learn more about our planet, improve technology and make life better for people here on Earth. -
I used the satellite tracking app Satellite Tracker to see which satellites had recently passed over Ireland. It was interesting to learn how many satellites are orbiting the Earth and the different jobs they do. Five satellites that passed over Ireland were the International Space Station (ISS), Starlink-3124, NOAA-19, Sentinel-2A, and Terra. The International Space Station (ISS) is a space laboratory where astronauts live and carry out scientific experiments. Starlink-3124 is part of the Starlink network, which helps provide internet access around the world. NOAA-19 is a weather satellite that collects information about clouds, storms, and temperatures to improve weather forecasts. Sentinel-2A is an Earth observation satellite that takes detailed images of land, forests, rivers, and coastlines. It is used to monitor the environment and support farming and disaster response. Terra is a NASA satellite that studies the Earth’s climate, land, oceans, and atmosphere. This activity would be great to do in the classroom as it could be used as a launching activity to help children understand that satellites are important in our everyday lives.
-
Assignment 3: Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
I really enjoyed exploring the ESA resource ‘Nose High up in the Sky’. I love how hands on the resources are, especially the match the pictures. They lend well to collaborative learning and I think the conversations that would happen within the groups about why they think the pictures match would be extremely interesting.
I also think the children would love to explore the images from astronauts on the ISS. I think space is a very popular topic and with the recent Artemis ll trip around the moon the children are eager to learn more about space. Additionally, the exploring of perspectives is great in this lesson. Children are gaining knowledge on what earth looks like from aerial view which could be linked to a visual arts lesson.
I think the worksheets are easy to follow and don’t have too much information on them for children to navigate.
Overall, I think this is an excellent resource. I would love if there were some extension activity ideas or some assessments so you can really see the learning that has taken place.
-
-
Using the Heavens-Above satellite tracking website, I identified five satellites that recently passed over Ireland.
•The International Space Station (ISS) is one of the most well-known and is used for scientific research and experiments in space.
•Starlink-3810 is part of SpaceX’s satellite network, providing high-speed internet coverage to many parts of the world.
•Sentinel-2A, operated by the European Space Agency, captures detailed images of Earth to monitor forests, crops, water quality, and the effects of climate change.
•NOAA-19 is a weather satellite that collects information on cloud cover, temperatures, and storms to improve weather forecasting.
•Landsat 9 monitors changes to Earth’s surface, helping scientists study land use, agriculture, and environmental change.
I found it interesting that so many different satellites pass overhead each day, each with a unique purpose. Many collect valuable information that helps scientists, governments, and communities better understand our planet and improve everyday life.
-
-
I used a satellite-tracking website to look at satellites that have recently travelled over or close to Ireland. Five examples are the International Space Station, Sentinel-2A, Sentinel-2B, NOAA-20 and MetOp-B.
The International Space Station is an orbiting laboratory where astronauts carry out scientific research in space. Sentinel-2A and Sentinel-2B are Earth-observation satellites. They take detailed images that help monitor crops, forests, water, flooding and changes to the land. NOAA-20 collects information about clouds, oceans, temperature and the atmosphere. This information is used to improve weather forecasts and monitor extreme weather. MetOp-B is also a weather satellite. It measures temperature, humidity, wind, cloud cover and gases in the atmosphere. I was surprised by the number of satellites passing near Ireland and how much of the information they collect is used in everyday life, particularly for weather forecasting and monitoring changes to our environment.
-
Hi Aoife, I really enjoyed reading your post. I found it interesting how you explained the different roles of each satellite, especially the comparison between the Sentinel satellites and the weather satellites. Like you, I was surprised by how many satellites pass over Ireland and by how much we rely on the information they collect. It’s fascinating that the data they gather helps with everything from predicting the weather to monitoring flooding and protecting the environment. Your post really highlights how space technology has such practical uses in our daily lives.
-
Hi Aoife,
Your post is very interesting to read as I didn’t realise how many satellites pass over Ireland and I didnt realise how much they contribute to daily life with all the information they collect. I found it diffcult to navigate the Satellite tracker app so I am glad I got an insight into different satellites from reading your post.
-
Hi Aoife
It is interesting to think about all the satellites that pass over our heads and the different jobs that we do. You have given five examples of satellites that are constantly monitoring our Earth from space and transmitting data that we use in everyday life without thinking about where the information comes from. As you said the information is used to predict our weather and monitor the effects of extreme weather events which in turn in our understanding of climate change and its effects.
-
-
After completing the activities from the ESA resource Nose High Up in the Sky, I thought it was a very enjoyable and practical way to introduce pupils to ideas about the atmosphere and weather. The tasks are easy to follow and encourage children to ask questions, make observations, and test their own ideas, which supports active learning. I also liked that the activities require simple materials, making them realistic to use in an everyday classroom.
I would be happy to use this resource when teaching the Science curriculum, particularly during lessons on weather, air, and environmental awareness. It could also be linked with Geography by exploring local weather patterns, with Maths through collecting and displaying results, and with English by encouraging pupils to explain their findings orally or in writing. If I were using it with my class, I would adapt some activities to provide extra support for younger learners and include extension questions for pupils who finish quickly. Overall, I found it to be an engaging resource that promotes curiosity, investigation, and meaningful scientific learning.
-
I agree that the ESA resource is a very practical way of introducing pupils to science through investigation and observation. I particularly like your point about how easily the activities can be linked across different subjects. Collecting and displaying weather results in Maths would be a great way to help pupils develop their data-handling skills while also making the Science learning more meaningful. I also agree that adapting activities for different age groups and abilities would be important in ensuring that all pupils can participate successfully. I think the hands-on nature of the activities would be especially effective in encouraging pupils to ask questions and develop their own ideas. It would be interesting to extend the activities by getting pupils to keep a simple weather diary over a number of weeks and compare their observations. Overall, I agree that this resource would be a useful addition to the classroom and could make learning about weather and the atmosphere both enjoyable and memorable.
-
I agree with your point that the ESA resource is a practical and engaging way to introduce pupils to topics such as the atmosphere and weather. I particularly liked your observation that the activities encourage children to ask questions, make observations and test their ideas, as this helps develop important scientific investigation skills. I also agree that using simple materials makes the resource realistic and easy to adapt for the classroom.
-
-
-
-
I found the ESA “Nose High Up in the Sky” resource very interesting and engaging. I particularly enjoyed the activities that encouraged me to look at familiar places from different perspectives and think about how much information can be gathered from images taken from space. The matching of photographs taken from the ground, the International Space Station and satellites was a simple but effective way of showing how our understanding of Earth can change depending on the viewpoint. I also liked how the resource introduces the importance of Earth observation satellites and how they can be used to monitor our planet.
I would definitely use this resource in my classroom, particularly with Geography and Science. I think pupils would enjoy working in groups to identify landscapes such as mountains, rivers, cities and islands from different images. It would also provide opportunities to develop observation, discussion and problem-solving skills. I would perhaps extend the activity by asking pupils to investigate how satellites are used to monitor climate change, weather or changes in land use. Overall, I think it is a practical and engaging resource that would encourage pupils to look at Earth in a completely different way.
-
-
Hi Gemma, I also think the ESA “Nose High Up in the Sky” resource is a really engaging way to get children thinking about how we see and understand our planet. The activity of comparing images from the ground, the ISS and satellites would be particularly interesting for pupils, as it shows how much more we can learn when we change our viewpoint. I like your idea of using it across both Geography and Science, as there are lots of opportunities for discussion and teamwork. Extending it to explore how satellites help us track weather, climate and changes in the landscape would make the learning even more meaningful and relevant.
-
-
ISS – The ISS is an orbiting research centre where astronauts carry out scientific investigations in areas such as biology, physics, medicine, and space exploration. It also helps researchers study the effects of living in space for extended periods.
Sentinel-2A – This satellite observes forests, farmland, rivers, and coastlines. It supplies important information for environmental protection, agriculture, and monitoring natural hazards.
Sentinel-3A – This satellite gathers data on sea surface temperatures, ocean conditions, land temperatures, and polar ice. Its observations support climate research and improve weather prediction.
NOAA-20 (JPSS-1) – This weather-monitoring satellite records atmospheric and environmental information to enhance forecasting, monitor severe weather events, and study climate trends.
Starlink Satellite – Operated by SpaceX, these communication satellites deliver high-speed internet services, particularly to rural and remote communities. Looking at these satellites and the work which they do has given me a more appreciative outlook on their roles and what they do for us in modern life.-
I found your reflection very interesting, especially how you highlighted the different purposes satellites serve in our everyday lives. It is easy for pupils (and adults) to think of satellites simply as objects in space, but your examples show how they provide valuable information that supports areas such as climate research, weather forecasting, communication and environmental protection.
I particularly like the inclusion of Sentinel-2A and Sentinel-3A, as these would create excellent opportunities for classroom discussions around Earth observation and how scientists monitor changes to our planet. These satellites could link well with Geography and climate topics, allowing pupils to explore real satellite images and investigate changes over time.
The Starlink example is also a useful addition as it shows pupils how space technology connects directly to their own lives through communication. This activity would be a great way to encourage curiosity and help pupils appreciate the important role satellites play in understanding and protecting our world.
-
-
- International Space Station (ISS):The ISS regularly performs high-elevation twilight passes visible to the naked eye as a bright, steady, non-blinking light moving from west to east. The ISS performs scientific research that cannot be performed on earth, earth observation and space exploration. It is permanently crewed.
- Starlink-1482: Part of SpaceX’s active low-Earth orbit internet constellation, passing overhead on regular dusk/dawn orbital tracks. It is an active communication satellite owned and operated by SpaceX as part of its low-Earth orbit (LEO) broadband internet constellation. It functions as a single node in a massive global network designed to provide high-speed, low-latency internet access to users on Earth, particularly in rural or remote areas.
- Starlink-1465: Frequently tracked during evening viewing windows across the Irish skies at moderate-to-high elevations. This also provides internet across the globe.
- Starlink-3884: Noted for bright, tight-window trajectories shifting across northern and eastern bearings. This also provides internet across the globe.
- Starlink-3916: Part of ongoing high-inclination deployments frequently visible over Northern Europe and Ireland shortly after sunset. It also functions as an active hardware node within SpaceX’s low-Earth orbit internet constellation. It works in unison with thousands of other Starlink satellites to deliver high-speed, low-latency broadband internet across the globe
-
The EO Browser is an excellent tool that allows users to explore and analyse satellite images of the Earth. In simple terms, I would describe it to a colleague as “a window from space that allows us to see how our planet is changing over time.” It provides access to images collected by satellites and allows users to investigate areas such as climate change, weather patterns, agriculture, natural disasters and changes in the environment.
I would use EO Browser in my classroom as a way of making STEM learning more interactive and connected to real-world issues. Pupils could explore images of their local area, compare how landscapes have changed over time, or investigate topics such as flooding, deforestation and urban development. It would support inquiry-based learning as pupils could ask questions, gather evidence and draw conclusions from the satellite data.
The resource would also encourage digital literacy, critical thinking and collaboration. To support all learners, I would provide guided activities and allow pupils to work in groups to investigate different environmental topics. Overall, EO Browser is a valuable resource that brings Earth observation to life and helps pupils understand the importance of caring for our planet.
-
I chose to answer question 1 using the website ‘AboveMe’, it’s a satellite tracking site to see what was passing over my house in Co. Cork.. I was surprised by how many satellites are orbiting our planet every single day. At the time I checked, the site showed several satellites overhead or having recently passed. The International Space Station (ISS) is one of the most notable. A bright pass of the ISS is predicted for Wednesday at 12:35. It carries astronauts and supports hundreds of scientific experiments in microgravity. I have taught lessons on the ISS and the astronauts of the ISS previously and it’s always a hit, especially the videos of the astronauts washing their hair or having lunch etc. on board. It’s one that always captures the children’s imaginations. I’ve used it also as a writing prompt – I.e. write a letter to one of the astronauts on board the ISS.
Shortly after the ISS passing overhead, the Tiangong, the Chinese Space Station, will pass at 13:08. It is also manned and hosts research and experiments on board.
The website also lists the SEASAT-1, an early EO (Earth observation) satellite designed to study the Earth’s oceans using radar. The Sentinel-3 also passes. It monitors sea and land temperatures, and NOAA weather satellites, collect atmospheric data used for weather forecasting.
These satellites all serve different but important roles, all of which would be of great interest to my class.
Shortly after the ISS passing overhead, the Tiangong, the Chinese Space Station, will pass at 13:08. It is also manned and hosts research and experiments on board.
The website also lists the SEASAT-1, an early EO (Earth observation) satellite designed to study the Earth’s oceans using radar. The Sentinel-3 also passes. It monitors sea and land temperatures, and NOAA weather satellites, collect atmospheric data used for weather forecasting.
These satellites all serve different but important roles, all of which would be of great interest to my class. -
Assignment 4: I have chosen to answer question one for this assignment.
Many satellites pass over Ireland everyday. I have used the satellite tracker website to investigate these. Some of the 5 satellites that have passed Ireland recently according to the satellite tracker include:
International Space Station: This allows astronauts to conduct scientific experiments in microgravity.
Starlink: This provides broadband internet access.
Sentinel 2A: This takes images of land, forests,agriculture, rivers and coastlines for monitoring.
NOAA-20: This collects weather, climate and atmospheric data used in forecasting and storm prediction. It measures cloud cover, temperatures, sea and weather conditions.
EIRSAT-1: This was built by UCD and was Ireland’s first satellite. It carries out specific experiments. This serves as an educational research mission.
These satellites are excellent as they play vital roles in observing and tracking different components of the Earth. -
The ESA resource Nose High Up in the Sky is a fantastic STEM resource that is both engaging and practical for use in the primary classroom. I found the teacher guide very clear, with well-sequenced lessons, helpful background information and activities that encourage children to learn through investigation rather than simply being given facts. The use of everyday materials makes the activities accessible, while the emphasis on prediction, observation and reflection encourages pupils to think and work like young scientists.
I would use this resource with my Fourth Class by first exploring the children’s prior knowledge of air, flight and space through questioning and discussion. Pupils would then work collaboratively in small groups to carry out the investigations, make predictions, record their observations and discuss their findings. This approach promotes communication, teamwork and problem-solving while giving me opportunities to assess understanding through questioning and observation.
The activities also provide excellent opportunities for cross-curricular learning. Pupils could measure and compare results in Mathematics, record and present their findings in English, and extend their learning by designing and testing their own paper aircraft or rockets in Visual Arts and STEM. I particularly liked how the resource connects classroom investigations to real-world applications, such as aviation and space exploration, making the learning more meaningful and relevant.
To make the resource even more inclusive, I would provide differentiated recording sheets and visual supports for pupils who need extra scaffolding, while offering additional design challenges for those ready to extend their learning.
-
These are all great ideas for the use of the lesson and highlighting the cross-curricular links is helpful. There would be lots of learning for 4th Class children across many subject areas in this lesson. Differentiation is also important and your ideas for this would be effective and ensure that the lesson was inclusive.
-
-
<p class=”isSelectedEnd”> Before this course I had never heard of the EO Browser. If i was pitching this to a collegue I would state that it is an online tool that allows students to explore real images of Earth taken by satellites. It helps students understand how our planet changes overtime by allowing them to compare images from different dates and investigate areas around the world. Students can explore topics such as climate change, flooding, wildfires, deforestation through a visual and interactive resource providing real evidence from space.</p>
<p class=”isSelectedEnd”>I would use EO Browser to make Science and Geography more interacrive and encourage students to become investigators. Instead of only learning about environmental issues from books, pupils can observe real changes, ask questions and use evidence to explain what is happening.</p>
A possible series of lessons could begin with introducing satellites and exploring how the EO Browser workds. Students could then investigate environmental changes, such as flooding or changes in vegetation, before exploring a local area in Ireland. They could record their findings and finish by presenting possible solutions or actions to protect the environment.
<p class=”isSelectedEnd”>Overall the EO Browser is a valuable tool for developing digital skills, scientific thinking and environmental awareness in students.</p>
-
Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class.
I found the ESA ‘Nose High Up in the Sky’ resource a really engaging way to explore weather through practical and creative activities. I particularly liked the hands-on design element, as it gives the children an opportunity to be creative and make, test and investigate something for themselves rather than just learning about weather from a textbook.
I would use this activity by having pupils work in small groups to design and create a different simple weather instrument and then bring it outside to test and record their findings. The children can compare their findings like a whole class weather station!
I also liked the meaning behind the traditional weather proverbs, as this could spark interesting discussions about how people used observation and local knowledge to predict the weather before modern technology.
Pupils could choose a proverb, discuss what they think it means and investigate whether their own observations support it. I think this would encourage curiosity, teamwork and critical thinking while also making the learning more memorable and meaningful.
I’ll definitely be adding it to be teaching practice. Thanks for sharing!
-
I completely agree that this is a fantastic hands-on resource that encourages children to learn through investigation and discovery. I also liked how it combines science with creativity, giving pupils the opportunity to work collaboratively while developing observation and recording skills. It’s definitely a resource I could see myself using in the classroom!
-
I completely agree Ailish, that the practical nature of the ‘Nose High Up in the Sky’ resource would make weather learning much more engaging for pupils. I particularly liked your idea of having groups create different weather instruments and then compare their results as a class weather station. The inclusion of traditional weather proverbs is also a great addition, as pupils can investigate whether these sayings match their own observations. This would naturally develop curiosity, discussion and critical thinking.
-
-
The pupil activity from the Nose High Up in the Sky resource was an engaging way to explore how weather affects our daily lives. Completing the activity highlighted how different people, such as farmers, pilots, fishermen and emergency services, rely on accurate weather information to make decisions and stay safe. I found that the activity encouraged me to think about the practical importance of weather beyond simply deciding what clothes to wear. I would definitely use this activity in my classroom because it is interactive, promotes discussion and helps pupils make meaningful connections between science and everyday life. It would work well as a collaborative group activity, allowing pupils to investigate different occupations and present how weather influences each role. I would extend the activity by asking pupils to research careers that use weather forecasting and invite them to create posters or digital presentations. This resource effectively develops scientific understanding, communication, collaboration and critical thinking while demonstrating the real-world relevance of weather and meteorology.
-
Hi Aine
That sounds like a great use of the resource and a great lesson linking weather to careers and everyday life. As you highlighted yourself, to many of us the weather forecast is simply used to plan activities or decide whether to wear a coat, but for farmers, builders, fishermen and others, it is an important part of their career. These last 2 years we have got back into growing food at home and we also have a very shallow well so I find myself checking the weather forecast everyday wondering when the rain is going to finally come but I don’t rely on my garden to feed me. I can only imagine what it is like for farmers and commercial growers having to keep crops watered. Your focus on careers is a lovely way to connect STEM with everyday life.
-
-
-
While researching satellites that have recently passed over Ireland, I was amazed at the variety of satellites orbiting above us every day. Five that stood out to me were the International Space Station (ISS), Sentinel-2A, Sentinel-1A, Landsat 9 and the Starlink satellites. Prior to today, I had only heard of the ISS so enjoyed learning about the others.
The ISS is probably the most familiar because it can often be seen from Earth on a clear night. It regularly passes over Ireland while astronauts on board carry out scientific research and experiments.
Sentinel-2A is part of Europe’s Copernicus programme and captures detailed images of the Earth’s surface. These images help scientists monitor forests, farmland, flooding and the impacts of climate change.
Sentinel-1A is different because it uses radar instead of cameras, meaning it can collect data even through cloud cover, which is particularly useful given Ireland’s often cloudy weather.
Landsat 9 also photographs the Earth’s land and water, allowing scientists to track environmental changes over long periods.
The Starlink satellites have a different purpose, providing internet access to communities, particularly in rural and remote areas.
I think this would be a really engaging topic to explore with children in the classroom. Most pupils are naturally interested in space, and discovering that satellites regularly fly over Ireland makes the learning feel more relevant. It also provides a great opportunity to link Science, Geography and STEM while encouraging children’s curiosity about the world around them.
-
-
Using a satellite tracking app, I found these five satellites that recently passed over Ireland:
International Space Station (ISS) – The ISS is a space station where astronauts live and work. They carry out science experiments and learn more about living in space.
Starlink Satellite – Starlink satellites provide internet to people around the world, especially in places where it is difficult to get a good internet connection.
Sentinel-3 – This satellite takes pictures and collects information about the Earth. It helps scientists study the weather, oceans, land, and climate change.
NOAA-19 – NOAA-19 is a weather satellite. It collects information about clouds, storms, and temperatures to help improve weather forecasts.
Hubble Space Telescope – Hubble is a space telescope that takes amazing pictures of stars, planets, and galaxies. It helps scientists learn more about the universe.These satellites all have different jobs, but they are all important. Some help us predict the weather, some improve internet access, some study the Earth, and others explore space. Tracking satellites shows how much we rely on them in our everyday lives and how they help scientists make new discoverie
-
If I was explaining EO Browser to a colleague who had never heard of it, I would describe it as a really fun online tool that lets you look at images of the Earth taken by satellites. You can explore different places and see what they look like from above, which I think would really catch children’s attention. It is a nice way of showing them that we can use technology to learn more about our plan. With my 2nd class, I would start by using it on the interactive whiteboard and exploring it together. We could look at our local area and see if the children can spot places they recognise. We could look at things like fields, rivers, the sea and green spaces and talk about what we notice. I think there would be lots of “I can see…” and “I wonder…” comments, which would be great for discussion.
I would probably let the children explore it in pairs once they were familiar with it. They could choose somewhere they would like to look at and share something interesting they discovered. I think the fact that the images are taken from space would really excite them. It would be a fun way to bring technology, Science and geography together without making it feel like a traditional lesson.-
Hi Kelly, I really like your idea of starting with the local area. I think with younger children, beginning with somewhere they already know would make the satellite images much easier for them to understand. I can just imagine the excitement when someone recognises a road, a park or somewhere they go with their family! Your “I can see” and “I wonder” idea really stood out to me too. I think you could get some brilliant conversations from that, particularly as children often notice things in images that we would completely overlook ourselves. It could even be extended by asking the children to bring the conversation home and find out about a place in the local area that is important to their family. I think that would be a lovely way of connecting the technology with their own lives and community.
-
-
Option 3
ESA lesson ‘Nose High Up In The Sky’
Having studied this lesson and carried out the activities I would say that this is an engaging and informative lesson. It encourages critical thinking, the sharing of ideas, active learning and group/paired work.
The photograph comparisons (Activity 2 and 3) were my favourite part. This would be so interesting and engaging for the children and would generate lots of meaningful discussion and promote their language and higher-order thinking skills.
Becoming familiar with specific astronauts and the photographs they have taken would also be interesting and encourage research on the work of these astronauts. We often talk about well-known astronauts from history but children rarely hear the name of modern-day astronauts and the important work that they are currently doing in space.
(This Module also talked about ground observations on weather and climate. In my own household my children have commented on the swallows flying low in recent evenings and this opened up conversations on air pressure and how nature can show us weather patterns etc. I also really enjoyed the slides on traditional ways of predicting the weather based on observations- I think these are a great way of empowering children to become aware of nature and the world around them to make predictions. It is through activities like these that they can come to respect and appreciate our planet and hopefully be more pro-active in helping to deal with climate change.) -
-
Using the Satellite Tracker app, I identified five satellites that have passed over Ireland: Resurs-DK No.1, ALOS, ADEOS-II, Aqua and Envisat.
These satellites have been used for different types of Earth observation. Resurs-DK No.1 was designed to take high-resolution images of Earth’s surface and monitor natural resources, pollution and environmental changes. ALOS (Advanced Land Observing Satellite) was used for mapping, monitoring disasters and surveying natural resources. ADEOS-II collected information about global environmental changes, including climate change, atmospheric conditions and the oceans. Aqua is a NASA satellite that studies Earth’s water cycle, including clouds, precipitation, water vapour, snow and ice. Envisat monitored the atmosphere, oceans, land and climate, providing important environmental data.
I found this activity interesting because it shows how satellites passing overhead can collect information that helps scientists understand and monitor our planet. It also demonstrates how technology can support research into climate change and environmental issues.
-
Assignment 3: Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
The ESA resource Nose High up in the Sky offers an excellent opportunity to explore weather, observation and the Earth from different perspectives. I particularly like the use of photographs and satellite images, as these provide pupils with a strong visual starting point for discussion and allow them to identify similarities, differences and patterns. The images taken from the ISS would also capture pupils’ interest and could provide useful links to Geography, Science, Digital Learning and Visual Arts.
I would adapt the activities depending on the age and experience of the pupils. With younger children, I would begin with familiar photographs, a weather walk and simple vocabulary before progressing to more scientific concepts. Pupils could use tablets or cameras to record observations and contribute to a shared class weather chart. With older pupils, satellite images could be used to investigate different climates, landscapes and environmental changes.
The weather station activities could also be extended over several weeks, allowing pupils to collect data and identify patterns. For younger children, I would simplify equipment such as the anemometer and focus on recording basic weather conditions. Additional assessment ideas, extension tasks and opportunities to present findings would further strengthen an already versatile resource.
-
I really like the practical and visual approach suggested here. Using photographs, satellite images and ISS images would be a great way to capture pupils’ attention and encourage them to discuss what they can see. I also agree that adapting the activities for different age groups is important, as it ensures all pupils can engage meaningfully with the learning. The idea of collecting weather data over several weeks is particularly valuable, as it allows children to identify patterns and develop their observation and data-handling skills in a practical way.
-
-
After exploring the ‘Nose High Up in the Sky’ resource, I found it to be an interesting and accessible activity that would work well with pupils in my classroom. I particularly like that it encourages children to become curious and explore scientific ideas through questioning, making predictions, observing what happens and taking part in practical activities.
I would be happy to use this resource when teaching areas such as weather, air and the atmosphere. It also provides opportunities to connect science with other subjects. For example, pupils could collect, record and analyse data as part of Mathematics, while Literacy could be developed through group discussions, recording observations and writing about their findings.
One area I would develop further would be differentiation. Providing activities at different levels would ensure that all pupils can participate successfully, while additional challenges could be offered to children who are ready to extend their learning.
Overall, I think this is a useful and enjoyable resource that supports hands-on, enquiry-based learning. It encourages pupils to take an active role in their learning while developing their understanding of scientific concepts.
-
Hi John I agree the resource is very hands on and allows children to actively participate in their learning by collecting data and recording. Differentiation is also very important to make learning accessible to all as some of the ideas relating to space and satellites can be complicated for children.
-
-
I found the ESA resource Nose Up High in the Sky very practical and engaging for a multigrade classroom. The activities encourage children to observe, discuss and investigate weather using simple equipment and everyday experiences. I particularly enjoyed the weather station activities, such as measuring temperature and rainfall and observing wind. I think these activities would work well with 2nd–4th class pupils because they can be adapted to different abilities. Younger pupils could focus on observing and recording simple weather changes, while older pupils could take measurements, compare results and identify patterns over time. I liked how the resource connects everyday observations, such as clouds, wind and rain, with modern weather forecasting and satellite technology. The activities are straightforward, inexpensive and suitable for pupils aged 8–10, while also linking Science, Geography and Mathematics. I would definitely use this resource in class. It encourages pupils to learn through observation and practical investigation rather than simply reading about weather. In a Gaeltacht school, where all subjects are taught through Irish, the activities would naturally support the development of scientific vocabulary and oral language through meaningful contexts.
-
-
Researching the satellites that pass over Ireland made me realise how much is happening above us that we are completely unaware of. I was familiar with the International Space Station, but I had never really considered the number of other satellites working around the Earth.
One that interested me was Sentinel-1A, which uses radar to gather information even when the sky is cloudy. This seems particularly useful for Ireland! Sentinel-2A and Landsat 9 collect images that can be used to observe changes in areas such as forests, farmland, rivers and coastlines. This information can help scientists understand flooding and the effects of climate change. Starlink is quite different, as its satellites are mainly focused on providing internet coverage, including to people living in remote locations.
I think this would be a great topic to explore with children because space naturally captures their attention. It could also lead to some really interesting Science, Geography and STEM activities, while helping pupils see how technology is used to understand and monitor our planet.-
I really enjoyed reading your post and I agree that researching satellites makes us realise how much is happening above us that we don’t normally think about. I particularly liked your point about Sentinel-1A being able to collect information through cloud cover, as this is especially relevant to Ireland’s weather! I also think satellites would be a fantastic topic for children because it combines their natural interest in space with real-world applications of Science, Geography and STEM. Exploring how satellites can monitor flooding, farming and climate change could help pupils understand how technology is used to solve real problems. It would also be interesting to have pupils investigate satellite images of Ireland and compare how different areas have changed over time.
-
-
I chose to engage with Assignment 1 using the Heavens Above Satellite tracker. The 5 satellites I identified that passed over Ireland were Starlink, the ISS, Hubble Space Telescope, Tianging Space Station and Sentinel 2.
The Starlink Satellites provides internet coverage around the world, especially reas where internet is limited. The ISS is an international research laboratory where astronauts carry out scientific research on how humans and materials react to microgravity. The Hubble Space telescope observes distant objects in space such as stars and galaxies. Tiangong is a Chinese space station used for research. Sentinel 2 is an Earth observation satellite used for capturing detailed imaging for environmental reasons.
Children in schools have an increasing awareness of space and what is happening above us day to day. Use of satellite trackers in classrooms is a great way to develop interest in STEM from a young age. This could be used in many subjects, such as in geography as you can observe the earth’s features from a new perspective.
-
I agree that using a satellite tracker would be a great way to get children interested in space and STEM. I like the idea of linking it with Geography, as it gives children a different view of places and features they are familiar with. It could also be a good opportunity for children to work in groups and research the different satellites they see. I think using a live tracker would make the activity even more exciting for the children. It’s a simple activity that could lead to lots of interesting questions and discussions.
-
-
-
I found the From the Ground and from the Sky resource really interesting. I liked how the activities allow children to look at familiar places from different viewpoints and compare photographs taken from the ground, the ISS and satellites. I think this would be a good way of introducing children to Earth observation and showing them how satellites can be used to learn more about our planet.
I would use this resource in my classroom as I think the activities are practical and encourage children to look closely at the images and explain what they notice. It also links well with Geography and Science and gives opportunities for group work and discussion. Some of the satellite images could be challenging, so I would provide extra questioning and support. I would also use short videos to support the lesson and give pupils a better understanding of how satellites collect images from space. I could extend the activity by getting pupils to find a local area using satellite images and compare it with a photograph taken from the ground.-
I agree that comparing images from the ground, the ISS and satellites is a really effective way of helping pupils understand how Earth can be viewed from different perspectives. I also like your idea of using short videos alongside the activities, as I think this would make the concept of Earth observation much easier for children to understand. Your suggestion of exploring a local area using satellite imagery is a great extension activity because it makes the learning more relevant to pupils’ own lives. I think it would also be interesting to ask pupils to identify how the local area has changed over time using historical satellite images, which could lead to discussions about land use, development and caring for the environment. Overall, I think you’ve suggested some really practical ways to enhance the resource.
-
-
<table>
<tbody>
<tr data-start=”399″ data-end=”643″>
<td data-start=”399″ data-end=”429″ data-col-size=”sm”>🛰️ <strong data-start=”405″ data-end=”428″>Starlink satellites</td>
<td data-col-size=”sm” data-start=”429″ data-end=”455″>Internet communications</td>
<td data-col-size=”xl” data-start=”455″ data-end=”643″>Provide broadband internet from low Earth orbit. Thousands of Starlink spacecraft circle Earth, so individual satellites frequently cross Ireland.</td>
</tr>
</tbody>
</table>
<table>
<tbody>
<tr data-start=”644″ data-end=”865″>
<td data-start=”644″ data-end=”664″ data-col-size=”sm”>🌍 <strong data-start=”649″ data-end=”663″>Sentinel-2</td>
<td data-col-size=”sm” data-start=”664″ data-end=”684″>Earth observation</td>
<td data-col-size=”xl” data-start=”684″ data-end=”865″>Takes high-resolution optical images of Earth’s land and coastal areas. It is particularly useful for monitoring agriculture, forests, water, fires and changes to the landscape.</td>
</tr>
</tbody>
</table>
<table>
<tbody>
<tr data-start=”866″ data-end=”1145″>
<td data-start=”866″ data-end=”884″ data-col-size=”sm”>🌦️ <strong data-start=”872″ data-end=”883″>NOAA-20</td>
<td data-start=”884″ data-end=”921″ data-col-size=”sm”>Weather & environmental monitoring</td>
<td data-col-size=”xl” data-start=”921″ data-end=”1145″>Measures Earth’s atmosphere and surface to improve weather forecasts and monitor environmental conditions. NOAA lists NOAA-20 among its currently operating polar-orbiting satellites.</td>
</tr>
</tbody>
</table>
<table>
<tbody>
<tr data-start=”1146″ data-end=”1423″>
<td data-start=”1146″ data-end=”1164″ data-col-size=”sm”>🌦️ <strong data-start=”1152″ data-end=”1163″>NOAA-21</td>
<td data-start=”1164″ data-end=”1186″ data-col-size=”sm”>Weather forecasting</td>
<td data-start=”1186″ data-end=”1423″ data-col-size=”xl”>Its instruments collect atmospheric and surface observations that contribute to weather prediction and climate/environmental monitoring. It is another of NOAA’s current polar-orbiting satellites.</td>
</tr>
</tbody>
</table>
<table>
<tbody>
<tr data-start=”1424″ data-end=”1712″>
<td data-start=”1424″ data-end=”1442″ data-col-size=”sm”>🌐 <strong data-start=”1429″ data-end=”1441″>COSMIC-2</td>
<td data-col-size=”sm” data-start=”1442″ data-end=”1475″>Atmospheric research & weather</td>
<td data-col-size=”xl” data-start=”1475″ data-end=”1712″>A constellation of six small satellites that measures the atmosphere using <strong data-start=”1552″ data-end=”1573″>radio occultation. The measurements are used for weather forecasting, space-weather monitoring and climate research.</td>
</tr>
</tbody>
</table>-
5 satellites that have passed by Ireland.
1. Starlink Satellite (Internet communications)
Creating broadband internet from low earth orbit.
2. Sentinel 2 (Earth Observation)
Takes high resolution images to observe land and costal changes including agricultural, forestry, fires, waters and other changes to landscape.
3.NOAA 20
Measures the earth’s atmosphere and surface to provide and improve weather forecasts.
4.NOAA 21
Its surface and atmospheric measurements help with weather predictions.
5. Cosmic 2
Measure atmosphere using radio occulations.
-
-
I chose Assignment 3, “Nose High Up in the Sky.”
It includes three activities: Talking About Weather, Sensing the Weather, and Build Your Weather Station.
I thought this was a fantastic, hands-on and engaging resource that is also very practical. The activities provide many opportunities to develop STEM skills, while encouraging children to observe, discuss, ask questions and interpret data. The activity sheets are attractively presented, clear and easy to follow.
I particularly liked the use of weather proverbs. This is a clever way of helping children learn about weather in a fun and memorable way. As weather is such an important part of everyday life in Ireland, this topic is highly relevant. I also liked that the activities demonstrate that we do not always need technology to understand the weather, as nature provides many signs that can help us predict what is coming.
I really enjoyed the simplicity of the Sensing the Weather activity, as children can use their own senses to observe and describe the weather around them.
Build Your Weather Station offers wonderful opportunities for creativity, problem-solving and hands-on learning. Children can design and develop their own simple weather instruments and then use them to collect and observe results.
I look forward to using this resource in my classroom.
-
-
I explored the activities in the ‘Nose High Up in the Sky’ resource and found it to be very well structured and engaging. I think it would be a resource that children would really enjoy, as the activities are accessible to a wide range of learners and encourage active participation. I particularly like the opportunities for cross-curricular learning, which would work well with thematic planning.
The accompanying ‘Nose High Up in the Sky’ video would be a good introduction to weather. Before watching, I would ask pupils what they already know about different types of weather and what signs they look for when predicting the weather. After watching, the class could go on a weather walk around the school grounds, using their senses to observe what they can see, hear and feel. They could then record their findings using drawings, pictures or simple sentences. Over the following weeks, the class could keep a daily weather chart, recording whether it is sunny, cloudy, windy or rainy and looking for patterns. They could also make simple weather instruments, such as a rain gauge or wind vane, and use these to take measurements.
The activities allow children to develop important skills such as observation, prediction and recording, while also giving them opportunities to share their ideas and discuss their thinking with the rest of the class. I especially like the hands-on approach, as it allows children to explore the topic in a practical way and become more involved in their learning. The resource also provides a good starting point for further activities and could easily be built on once the initial activities have been completed.
-
Hi Shonagh,
Thank you for sharing your response.
You have identified a really strong way to use Nose High Up in the Sky as part of thematic, cross-curricular learning. I particularly like your idea of beginning with pupils’ own weather knowledge before moving into the video, as this gives them a clear purpose for watching and helps activate prior understanding.
The weather walk is a lovely extension, especially for younger pupils, as it encourages close observation through the senses before moving into recording and pattern-spotting. Keeping a daily weather chart over several weeks would help pupils begin to notice change over time in a very concrete way.
Your idea of making simple instruments, such as a rain gauge or wind vane, is especially strong. This brings in the Engineering Design Process through designing, making, testing and improving, while keeping the learning hands-on and accessible.
Hope you enjoy the course.
-
-
Hi Shonagh,
I really like your idea of taking the children on a weather walk after watching the video. I think it would make the lesson more interesting for them as they can actually look at and feel the weather rather than just talking about it. I also like the idea of keeping a weather chart over a few weeks as the children could see if they notice any patterns. The weather instruments would be a great addition too and would make it more hands-on. I think there are lots of ways you could build on this resource in the classroom!
-
-
-
I found the apps difficult to use but based on my research these 5 satellites have passed Ireland recently and I have listed the purpose of each below.
International Space Station (ISS)
Scientific esearch for astrobiology, astronomy, meteorology, physics, and other fields.
2. Starlink Satellites
Transmit high-speed, low-latency broadband internet from thousands of low-Earth orbiting satellites operated by SpaceX.
3. Sentinel-3
Monitors land, oceans, and the atmosphere, supporting environmental monitoring and tracking change over time.
4. Copernicus Earth Observation Satellites
Part of Europe’s environmental monitoring system that tracks climate patterns, land use, and atmospheric conditions across the continent.
5. EUMETSAT Weather Satellites
European weather monitoring satellites that provide real-time data on atmospheric conditions, cloud cover, and ocean temperatures for weather forecasting.
-
5 Satellites that pass over Ireland and their purposes
Starlink satellites – provide internet connections to people on Earth.
Sentinel-1 – uses radar to study the Earth’s surface and can help scientists monitor floods, land movement and oceans.
Sentinel-2 takes detailed images of Ireland’s land, forests, farms, rivers and lakes, helping us see how our landscape changes over time.
Sentinel-5P – studies the atmosphere and measures gases such as methane, ozone and nitrogen dioxide.
Metop satellites – collect information about the atmosphere, oceans and land and provide important data for weather forecasting and climate monitoring.
Another Satellite I found that passes quite close to Ireland is the ISS. I think this is probably one that would be of most interest to children as the idea of astronauts living up in space is really cool and something that is always very popular in my class!
-
-
The 5 satellites that have passed Ireland recently and observations and works they are engaged in are as follows;
1 – Sentinel 1 Uses radar to look at the land and sea. It can help to spot floods, changes in the ground and boats at sea.
2 – Sentinel 1D Uses radar too. Helps scientists watch Ireland’s coastlin, farms, rivers and seas.
3 – Landsat 8 Takes pictures and measures heat. Helps scientists see how Ireland’s land and water change over time.
4 – Landsat 9 Takes pictures and measures heat. Helps us study bogs, plants, farms, rivers and the coastline.
5 International Space Station ISS – Space laboratory where scientific research and Space experiments are carried out.
-
-
Satellites
I am fascinated by satellites. I love reading and researching all about them so here are my insights!
1: Star link: Because it is so relevant to life now. Technology depends on this now and we all seem to need technology!!
2: Sentinel 1A; How super is this for showing us our beautiful earth in all its magnificence and significance. It is used to monitor shifts and movements in seas, ice, floods and so its impact on Climate Change
3: OPS4988: This feed into my huge interest in geo politics and safety and protection. It is used for space surveillance. I find it absolutely fascinating that it monitors objects orbiting the earth and even helps in the movement of these objects
4: The OKEAN -0 is also fascinating. Its purpose was to research and monitor the earth’s oceans and probably was at the start of monitoring climate change
5: Space mobile 002: I loved reading about this but I don’t quite understand it enough yet. It is to do with broadband and smart phones …which we all very much rely on for our modern world.
-
-
I found the Nose Up High in the Sky resource very suitable for a 3rd/4th class level, particularly as it is aimed at children aged 8–10 and integrates Science, Geography and Mathematics. I liked the progression through the three activities, beginning with familiar weather sayings, moving to observing the weather using the senses, and finally using scientific instruments to collect actual weather data. I particularly liked the first activity using weather proverbs such as ‘Red sky at night, sailors delight’. I think 3rd/4th class pupils would enjoy asking parents or grandparents for other traditional Irish weather sayings and then investigating whether there is any science behind them. I would definitely use the weather station activity. Building an anemometer and rain gauge would provide a very practical STEM experience, while recording temperature, wind and rainfall in a weather diary over a week would provide excellent opportunities for data collection and graphing. Overall, I think this is an engaging and very usable resource. I would probably extend it by having groups use their collected data to prepare and present their own class weather forecast at the end of the week.
-
Hi Naomi
It is great to hear your feedback on the Nose Up High in the Sky resource. I agree that the progression across the lesson consolidates knowledge and is very engaging. Weather lore and weather sayings are always popular and I too ask the class to check with older relatives for different saying. I recently learned the one A wet and windy May fills the barn with corn and hay!
-
-
Quite a lot of satellites have passed over Ireland recently. It took a while to try and use Orbitrack so I also searched some tracking websites which became a bit easier to navigate. Here are five;
1.NOAA20: Is a weather satellite that collates information about our earth’s atmosphere as well as cloud formation, the state of our oceans and land areas. The data gathered by NOAA20 helps meteorologists understand weather patterns and climate change.2.Starlink satellites: Starlink is a group of satellites operated by SpaceX. These satellites give high-speed internet to towns and cities around the world and provides internet access to very remote areas.
3.NOAA21 : Gathers information about the atmosphere and surfaces on earth. The information it gathers helps scientists monitor weather & environmental conditions.
4.Suomi NPP: This satellite is a joint NASA/NOAA mission to monitors earth’s oceans lands and atmosphere. It is very useful in weather forecasting, environmental monitoring and for monitoring lon term changes on earth.
5.International Space Station (ISS): The ISS is one of most famous to track and is one I have spoken about with 6th class before and they knew a lot about the ISS. It travels around the at about 400 km above the earth. On the ISS astronauts carry out scientific experiments. From my research online I believe it can sometimes be seen from Ireland during the night as a bright object moving in the sky.
-
Hi Patrick, great to see you had similar experiences with Orbitrack being a bit tricky to navigate. I found switching to a tracking website easier too. It’s interesting how many of the satellites overlap with mine (NOAA and ISS especially), which really shows how much weather/climate monitoring is going on above us at any given time.
I liked that you’d already discussed the ISS with your 6th class and that they knew a good bit about it. Did that prior knowledge come from a specific lesson, or just general interest?
-
-
Assignment option 2: EO Browser!
Before completing this module, I had never heard of EO Browser or used it before. I found it interesting to see how satellite images can be used to look at different parts of the Earth and notice changes that might not be obvious from the ground. If I was explaining it to a colleague, I would say that EO Browser is a tool that lets you explore real satellite images of the Earth and compare different places and dates. I think it could make learning much more interesting for pupils as they are exploring real places and changes for themselves.
I would use EO Browser mainly with a senior class, particularly during a Geography or Science topic. I would first explore it with the whole class on the interactive whiteboard so that the children could see how it works. I would then give groups a particular area to investigate and ask them to record what they notice. I think looking at an area they are familiar with, such as Dublin, would make the activity more interesting for them. They could compare images and discuss changes to buildings, roads, green areas or water.
I also like that there is room for children to investigate their own questions. Rather than giving them all the answers, I could let them explore and then explain what they found. I think this would help develop curiosity, discussion and independent learning while also showing pupils how technology can be used to understand the world around them.
-
I was also drawn in by the EO/Copernicus browser. I was really impressed too how Google Earth has improved its basic use of satellite imagery to a much higher resolution. Being able to use streetview to “jump into” areas of interest from satellite imagery is excellent also. I read that Google Earth is being optimised for web browsing in future too which helps us a lot. I found myself outside this weekend using the Sky Guide app to actually spot some of the satellites and it was really fascinating once my eyes had adjusted to the darkness.
-
-
Module 4 – Option 3
I found the From the Ground and From the Sky resource to be engaging, interactive and very accessible for primary children. I particularly liked how the activities encourage children to compare photographs of familiar landscapes taken from the ground with images captured by astronauts on the International Space Station and Earth observation satellites. This helps pupils appreciate how the same place can look very different depending on the viewpoint, while introducing them to the concept of remote sensing and the important role satellites play in observing our planet. The matching activities would encourage discussion, teamwork and careful observation while developing geographical vocabulary and visual analysis skills. The resource also highlights how satellite imagery is used to monitor environmental change, map landscapes and support weather forecasting, making the learning relevant to everyday life.
I would definitely use this resource with my class, particularly when teaching Geography or as part of a STEM topic. I would begin by asking pupils to identify local landmarks from photographs taken at ground level before comparing them with aerial images from Google Maps or satellite images. This would help them understand how perspective changes what we see. The activities could then be extended by asking pupils to investigate how satellites help monitor flooding, wildfires or changes in vegetation, making links to climate change and environmental protection.
One improvement I would make would be to include an extension activity where pupils use tablets or digital maps to explore satellite imagery of their own local area. I also think it would be useful to provide differentiated worksheets with varying levels of challenge so that all pupils can participate successfully. Overall, I found the resource to be practical, engaging and an excellent way of developing pupils’ observation, communication and critical thinking skills while showing them how space technology supports our understanding of Earth.
-
If I was giving a quick elevator pitch to a colleague at the junior end of the school, I’d probably say, “The EO Browser sounds much more complicated than it actually is!” It is a free online tool that allows you to look at real satellite images from around the world. There are lots of advanced features, but for younger children I think the real appeal is simply seeing somewhere they know from a completely different viewpoint. I would use it on the whiteboard and start very locally. We could find our school and then let the children suggest places nearby that are important to them. I think the conversation around the images would be as valuable as using the tool itself, where do we play? where do we walk? what places do we recognise? and what is missing from the satellite view? With my move into HSCL, I could also see this becoming a nice home-school activity. Parents and children could choose a place that means something to their family and find it together on EO Browser. It could be where a grandparent lives, a local park, a sports club or somewhere connected to a family story. We could bring these together to create a map of places that matter to our school community. I would definitely keep the technology teacher-led with younger children and focus on one simple task at a time. As they get older, there would be much more scope to explore different dates and investigate how places have changed.
-
EO Browser is a handy, user-friendly online tool that allows you to explore our planet from space. You can choose a location, search satellite images from different dates and satellites, and compare how places on Earth have changed over time. It is a great resource for learning about our environment and would be amazing for the SESE subject areas. For example, pupils could investigate how a local area has changed over time, examine vegetation, explore the effects of flooding or wildfires, or investigate climate and environmental issues. I particularly like the Education Mode because it provides simplified themes and selected datasets that make the tool more manageable for pupils!
I would begin with a whole-class demonstration before allowing pupils to work in pairs. Pupils could make predictions about what they expect to see and then compare satellite images to test their ideas. This would develop observation, questioning, data interpretation and digital skills while making STEM learning much more connected to the real world which would be very handy for my SEN students.
-
Before engaging in this course I had never heard of the EO Browser. However, after watching the tutorial I discovered that the EO Browser is a really useful online tool that allows us to explore real satellite images of the Earth. Instead of just looking at pictures in a textbook, children can use satellite imagery to investigate places and see how they change over time. It is quite easy to use because you can search for a location, choose a date and then view different images and visualisations. There is also an Education Mode, which makes it more suitable for use in the classroom.
In a Junior Infant classroom, I would keep the activities simple and focus on places that children recognise. For example, we could look at Tramore and explore the beach, coastline and surrounding area. We could compare images from different times and talk about what we notice. This could link with SESE and help develop observation and questioning skills. I could also use EO Browser when discussing weather, seasons, plants and how our local environment changes.
-
Hi Nessa,
Welcome to the course.
I really like how you have reflected on EO Browser as a new tool and immediately considered how it could be adapted for Junior Infants. Your comparison with textbook images is useful, as the real strength of EO Browser is that pupils can look at actual places and notice change over time.
Your idea of beginning with a familiar location such as Tramore is excellent. For younger pupils, this could work very well as a teacher-led activity using simple prompts such as ‘What do you notice?’ and ‘What has changed?’ You could also pair the satellite image with a photograph, map or drawing of the beach to help children make connections.
Hope you enjoy the rest of the course.
-
-
I found the ESA ‘Nose High Up in the Sky’ resource to be an engaging and practical activity that encourages children to become active participants in their learning. The activities promote curiosity by allowing pupils to investigate, make observations, discuss their ideas and work collaboratively to reach conclusions. I particularly liked the hands-on approach, as children can explore concepts relating to space and flight rather than simply learning about them through discussion. The resource also provides opportunities to develop skills across different areas of the curriculum, including Science, Mathematics, English and Visual Arts. For example, pupils could record and compare their findings, explain their observations or design their own rockets. I think the activities could be easily adapted depending on the age and ability of the class, with younger pupils focusing on simple observations and older pupils completing more detailed investigations. The teacher can also assess learning through questioning, observation and discussion as pupils complete the activities. Overall, I would use this resource in my classroom as it encourages teamwork, problem-solving and independent thinking while making learning about space enjoyable and meaningful. Digital resources could also be incorporated to further develop pupils’ interest in the topic
-
I really liked the ‘Nose High Up in the Sky’ activities. I found them very practical and easy to see working with a 5th class. The activities give children a chance to work together, discuss what they are observing and apply what they have learned rather than just answering questions from a book.
I think this would work particularly well as a group activity at the end of a lesson. After teaching a topic, I could give each group one of the activities and let them work through it together. It would be a nice way of checking what the children have understood without making it feel like an assessment. It would also give me a chance to move around the room, listen to the discussions and see which children are confident with the ideas and which might need a bit more help.
I liked that the activities are straightforward and don’t need a huge amount of preparation or equipment. I would definitely use this resource with my class, particularly as a way of finishing a lesson and giving the children something practical to work on together.
-
-
Sentinel Hub’s EO Browser is a free, web-based platform that instantly visualizes satellite imagery across the globe. Instead of downloading massive data files, you can search locations, apply date or cloud-coverage filters, and render satellite bands (like Sentinel, Landsat, and MODIS) directly in your browser. With presets like NDVI, false-color composites, and split-screen comparison tools, it lets you monitor environmental changes—from deforestation to urban sprawl—in real time.
In a classroom I think this resource would transform a static lesson in to a real hand-on inquiry. It would be great for use for before and after analysis e.g. a study of the deforestation caused by wildfires that happened in Slievnamon, or flooding in the Shannon basin. There is also a time lapse generation ability where children could select a fast-changing landscape or landmark e.g. a melting glacier and create a GIF of the change.
A lot of support would be needed with using this resource as it is quite challenging. -
These activities (From the Ground and From the Sky) are really interesting and I think my 5th class would find them really engaging. The pupils would enjoy analysing the photos taken from different perspectives and matching them. They could discuss and debate how different photos could be useful. They could also use google maps or an atlas to find where the places are. I think I would print and laminate the teacher resource photos but the class could also ipads or chromebooks to complete this lesson.
There are also some other really interesting photos to explore on the astronauts’ flicker accounts. The class could be divided into groups and each group could be assigned an astronaut. They could then explore the photos and report back to class on what they could find out about that astronaut and what they think their interest and background might be. They could also collaborate to choose a favourite photo and explain why they chose it.
-
Using a satellite tracking website, I looked at some of the satellites that have recently passed over Ireland;
International Space Station (ISS): A crewed orbiting laboratory where astronauts carry out experiments in biology, physics and Earth observation, and one of the easiest satellites to spot with the naked eye.
Sentinel-2A: Part of the EU’s Copernicus programme, this satellite captures high-resolution images of land, forests and coastlines, supporting agriculture, water quality monitoring and climate change tracking.
NOAA-20: A weather satellite that collects data on clouds, storms and ocean/land temperatures to improve forecasting and monitor long-term climate trends.
Starlink-30845: One of thousands of satellites in SpaceX’s Starlink constellation, providing high-speed internet access, particularly valuable for remote and rural areas.
CryoSat-2: An ESA mission measuring the thickness of polar sea ice and ice sheets, giving scientists key data on how climate change is affecting the poles.It struck me how many of these tie directly back to the climate monitoring theme running through this course.
-
The ESA’s Nose Up High in the Sky is a really solid, practical resource for primary classes. After trying out the activities myself, I love how it builds up naturally—starting with basic sensory stuff like looking at cloud cover and testing weather proverbs, before moving on to actual data collection.
Building the DIY weather tools (like the plastic bottle rain gauges and cup anemometers) is a great way to get the engineering and craft side into a science lesson. Getting the kids to measure real rainfall and temperature gives them proper ownership of the results, rather than just reading numbers off a screen.
I’d definitely use this with my class. To build on it, I’d probably have them log their readings over a fortnight and plot them on line graphs to bring in more maths, then maybe compare our class results to online forecast averages. It’s a really handy, low-cost way to link daily weather tracking to bigger climate ideas.
-
Hi Leanne,
Welcome to the course and thanks for your contributions in the other modules.
It is great to hear your feedback on the resource, it is very practical and gives a solid development of knowledge within the lesson, starting with the sensory as you have mentioned.
The weather tools allow for the learners to create and compile their own data and to present it in many graphs and charts. As you have said it gives the option to calculate averages also. I also agree that it allows the learners to take ownership of their learning in gathering their own data.
Many thanks for sharing, I hope you enjoy the course.
-
-
I initially tried using the satellite tracking app for this assignment but found it quite difficult to navigate, so I decided to explore the Nose Up High in the Sky resource instead. Having engaged with the resource, I found it to be a very practical and accessible way to introduce pupils to weather observation and measurement. The activities are well structured and encourage curiosity through simple observations, sensory descriptions and hands-on tasks.
I particularly liked how pupils begin by using their senses to describe the weather before progressing to building simple instruments to measure things such as rainfall and wind. I think this would work well in the classroom as the children could take ownership of their observations and record them in a weather diary.
I would definitely use this resource when teaching weather, as it provides opportunities to link science with maths and literacy. I would also differentiate some of the activities and provide extension challenges for pupils who need them. Overall, I found it engaging, practical and very suitable for primary pupils.
-
Question 3
After completing the pupil activities from the ESA resource Nose High Up in the Sky, I found it to be an engaging and practical resource that encourages children to be curious and actively involved in their learning. I particularly liked the use of visuals and investigation, as these give pupils opportunities to observe, discuss, make predictions and explain their thinking rather than simply receiving information from the teacher.
I would definitely use this resource in my classroom, particularly when exploring weather, air and the atmosphere. I would begin by discussing what the children already know and asking questions to encourage their curiosity. I would then allow pupils to work in small groups to complete the activities and discuss their findings. This would encourage collaboration, communication and problem-solving.
I also think the resource provides good opportunities for cross-curricular learning. Pupils could record and analyse information through Mathematics, discuss their observations through Literacy and use digital technology to explore satellite images.
-
Hi Alison
Welcome to the course and thanks for your contributions across the other modules.
It is great to hear your feedback on the Nose High Up in the Sky resource. It is very engaging and practical and encourages the learners to be involved and take ownership in their learning. I agree that there are great visuals in the resource which allow for lots of discussion and critical thinking and as you have said, give the learners the opportunity to share their thinking rather than receiving the information.
This activity also allows for meaningful connections with other subject areas such as those you mentioned. It also allows for using digital tools as part of the learning which is engaging for the learners too. Many thanks for sharing, I hope you enjoy the course.
-
-
I chose the following assignment: Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class.
I was wondering how this might work in a Junior Infant class as I am teaching them this year so making these activities practical and fun are priority in order to engage kids of this age.
I think I would focus more on sensory experiences and familiar weather as some of the language can be too complex at this age. Children could begin each morning by looking outside and choosing a weather symbol for a class weather chart. They could use their senses to describe the weather—“I feel wind”, “I see clouds”, “I hear rain”—and discuss appropriate clothing.
A simple outdoor weather walk could encourage children to notice changes in the sky, temperature and wind. The satellite element could be introduced through photographs, asking children what they can see from “high up in the sky”. Songs, stories, role-play as weather reporters and art activities such as creating clouds, suns and rainbows would make the learning playful and accessible. These adaptations retain the ESA resource’s enquiry-based approach while making it developmentally appropriate. Through child led play each morning these ideas can be explored. This year we set up a Space Station, children made their own rockets and their own telescopes to look at the sun, moon and stars in the night sky. They loved role playing while also incorporating inquiry based learning. I printed off pictures of satellites and they loved this.-
Hi Áine,
I really like how you adapted the activity for Junior Infants and made it much more practical. The daily weather chart and sensory weather walk are simple ideas but would work really well at that age. I also think linking it with your Space Station role-play is a great way of introducing satellites and inquiry learning without making the topic too complicated.
-
I really like how you have adapted the resource for Junior Infants. The weather chart and outdoor weather walks would make the learning very hands-on and meaningful. I also love the idea of using role-play and the Space Station. Your example shows how inquiry and child-led play can work really well together at this age.
-
-
Hi Áine
Welcome to the course. Thanks for sharing your reflection on how you could use the Nose Up High in the Sky resource with a junior class.
It is a lovely idea to incorporate the weather through the different senses into the daily routine. As you have mentioned there is lots of vocabulary in this resource which may be too complex for infants but this is also something that could be developed when part of the daily routine. Introducing new words and phrases and encouraging the learners to practice using them.
I also really like your playful learning approaches such as the space role play area. As you have mentioned this is a developmentally appropriate approach when learning about space. Thanks for sharing these great ideas for the infant classes. I hope you enjoy the course.
-
-
Using a satellite tracking website, I found a number of satellites that have recently passed over or close to Ireland. Five examples were Sentinel-2C, Sentinel-1D, MetOp-C, Terra and Aqua. I was surprised by how many satellites are travelling overhead at any given time. The module explains that satellites allow us to observe the Earth remotely and collect information about the surface and atmosphere.
Sentinel-2C takes high-resolution images of the Earth and is used to monitor vegetation, agriculture, land use, water and natural disasters.
Sentinel-1D uses radar to observe the Earth’s surface during the day or night and in all weather conditions, including monitoring floods, sea ice and deforestation.
MetOp-C is mainly used for weather forecasting and climate monitoring.
NASA’s Terra satellite observes the atmosphere, land, oceans, snow and ice and helps scientists understand changes in Earth’s climate.
Aqua focuses particularly on Earth’s water cycle, including clouds, rainfall, oceans, snow and ice.
I think using a live satellite tracker with pupils would be a great way of showing them that space technology is something that is being used above us every day.
-
Hi Orla, What an interesting list of satellites you’ve been able to track near Ireland lately! I agree that using a live tracker is a great tool for the children. It would make space technology feel more real and relevant, while encouraging curiosity and helping pupils understand how satellites are used to monitor and understand our planet.
-
-
EO Browser is a really useful online tool that allows you to explore images of the Earth taken by satellites. You can look at different places around the world and see how they have changed over time. I think this could be a great resource in the classroom because it makes topics such as climate change, weather, pollution, deforestation and natural disasters much more real for children.
If I was explaining it to another teacher, I would describe it as a way of letting pupils see the Earth from space and investigate real changes for themselves. Rather than just looking at photographs in a textbook, pupils can explore satellite images and compare different places and dates.
In class, I would use EO Browser with older primary pupils as part of a geography or STEM lesson. For example, pupils could compare an area before and after a forest fire or look at changes in land use. They could work in groups, discuss what they notice and make their own conclusions. I think it would encourage curiosity and help children understand that satellites are useful for studying our planet. -
1. Starlink 34682- Norad ID- 64854 Second generation satellites in smaller from factor
2. Starlink 31506 – Norad ID 59259 Second generation satellites in smaller form factor. Falcon 9 vehicle
3. NASA ID 832 – 3D Winds- Single satellite of the 3D winds programme monitoring atmospheric dynamics- wind profile
4. NASA ID 454- Advanced composition explorer- Main mission is solar physics and space weather
5. ISRO ID 469- Aditya 1 – Single flight unit and it is observing the solar corona
These are the satellites I found, it took a few tries to get used to the trackers, Im sure it would be a fun activities for kids in the senior classes to carry out.
-
I choose option 1 of this assignment. List 5 satellites that have passed Ireland recently. I was surprised by how many are travelling above us all the time. Five that I found were
The International Space Station (ISS) – Astronauts live and work here and carry out experiments that would not be possible on Earth.
Sentinel-2C – This satellite takes detailed pictures of Earth. It can be used to monitor farming, forests, rivers, flooding and changes to the land.
Landsat 9 – This also photographs the Earth and helps scientists study changes in towns, farmland, coastlines and natural habitats.
NOAA-20 – This is a weather satellite. It collects information about clouds, temperature, oceans, storms and the atmosphere to help with weather forecasting.
MetOp-C – This European satellite gathers information about weather and climate, including temperature, wind and humidity.
I think children would really enjoy using a satellite tracker in class. We could display it on the interactive whiteboard, choose one satellite and follow its path. The children could then research its job and create a short fact file or poster about it.-
I really like the idea of putting the satellite tracker up on the interactive whiteboard and letting the children choose one to follow. I think they would be fascinated by seeing how quickly they move and realising that there are so many satellites above us. I also like the idea of making a fact file or poster afterwards as it gives them a chance to find out what the satellite is actually being used for. The range of satellites you found is really interesting too, especially the links to weather, farming and climate. I think this could be a great way to show children that space technology is not just about astronauts, but has lots of uses that affect our everyday lives.
-
-
-
-
The EO Browser is a free online tool that gives us access to satellite images of Earth. It allows us to explore different places, choose images from different dates and compare how areas have changed over time. We can also examine features such as vegetation, water and land.
In my classroom, I would introduce EO Browser by choosing a familiar area and showing pupils a satellite image. We could discuss what they can see and compare the image with what they know about the area.
I think EO Browser would be a valuable STEM resource as pupils would be working with real satellite images and data. It would develop skills such as observing, asking questions, comparing information and investigating changes. It could also link well with Science and Geography, while developing pupils’ digital skills.
I would allow pupils to explore different locations across Ireland (or whatever country they choose) such as forests or coastlines. They could compare images from different dates and look for changes. This could lead to discussions about why these changes happened and whether they could be linked to climate or human activity.
Overall, the EO Browser would be an engaging resource that encourages curiosity and investigation while allowing pupils to use technology to learn more about our planet.
-
Starlink Satellite; it orbits the earth and provides internet connections to homes and businesses. They work together as a large network sending signals between space and ground stations around the world. They can often be seen in the sky at night. Thousands of these orbit the earth and provide high speed internet from space.
Sentinel 1c: is an earth observation satellite and is part of the copernicus programme. It uses radar to observe the earths surface and can do so at night and through clouds.
It helps scientist monitor sea ice, land changes and environmental changes across Europe.Sentinel 2c: takes detailed photos and measurements of land vegetation and water. This information then in turn helps scientists to monitor agriculture, forests, coastlines and also emergency response across Europe.
Landsat 5 : is an earth observation satellite that collects data and detailed information about changing landscapes . Scientists use the images to study crops, water, forests, wildfires, glaciers and coastlines.
ISS ( international Space station) is a large aircraft that orbits the earth,many experiments are carried out here by astronauts live there and carry out studies about space and the earth. They also test new technology and learn how humans can life in space.
-
I found looking at some of these satellites fascinating. I think our young students would be intrigued and would really enjoy locating some of the satellites flying overhead as an activity. It would take. bit of pre teaching to show them how to use the tracker but it would be well worth it. The Starlite Satellite providing internet and the International Space Station in particular would capture their interest I think.
-
-
I enjoyed carrying out the activities in the ESA resource. I found the activities practical and very child friendly. The activities helped me to understand how weather can be observed and measured and how satellites can be used to gather information about the Earth. Before this module I knew very little about satellites so it was useful and informative for me. I particularly liked how hands on it was as the children can learn through investigation rather than simply listening to information from me! I think this resource would work very well with 3rd or 4th class. The activities would encourage children to ask questions, make observations, record information and discuss their findings. It could easily be integrated with the data strand in Maths and across other areas of the curriculum too. There are good opportunities for assessment and monitoring throughout as well. I think setting up a wreathe station would be a nice way to offer the children more opportunities to take on responsibilities in the class and to become more independent. I think this is a great resource and could be differentiated to suit all class levels, and more importantly all ability levels in our classrooms.
-
I found this very interesting! I used this webiste: https://in-the-sky.org/satpasses.php?day=18&month=8&year=2026&mag=4&anysat=v1&group=38&s=&dl=dl and found that over the next three days, these five satellites will pass over Dublin:
Terra – Monitors Earth’s environment, including climate, land and oceans.
Suomi NPP – Collects weather, atmospheric and climate data.
Seasat 1 – – Was the first satellite designed to study Earth’s oceans. Its mission ended in 1978.
Starlink – Provides satellite internet around the world.
YAOGAN-14 – Used for Earth observation and remote sensing. Its current activities are not publicly clear. -
I downloaded the satellite tracker app and came across these satellites that have passed over Ireland. I researched them and found out what their primary tasks are.
Sentinel-2C Sentinel-2C takes detailed photographs of the Earth’s surface using different wavelengths of light. It monitors vegetation, forests, farmland, rivers, lakes and coastal areas. It can help scientists track changes in vegetation and land use and is particularly useful for studying biodiversity and environmental change.
Sentinel-2B
Like Sentinel-2C, this satellite studies the Earth’s land surface. It can observe plant health, water quality, agricultural land and changes to habitats. Together, the Sentinel-2 satellites provide frequent observations of the same areas, making them useful for detecting environmental changes over time.
Sentinel-1C
This is particularly interesting because it uses radar rather than ordinary photography. Radar allows it to observe Earth day or night and through clouds. It can monitor flooding, changes in land, coastal areas, sea ice and even some forms of land movement.
Landsat 9
Landsat 9 has been observing the Earth’s land since its launch in 2021. It measures different wavelengths, including visible, infrared and thermal energy. Scientists use its information to study forests, crops, water quality, land-use change and the effects of climate change.
Metop-C
Metop-C is primarily a weather and climate satellite. It measures things such as temperature, humidity, clouds, atmospheric composition, sea-surface temperature, ocean winds, soil moisture and vegetation. Its information is used in weather forecasting and long-term climate monitoring.
This could make a very engaging STEM activity for my 6th Class. Give each group one satellite and ask them to become the “scientists” responsible for it. They could investigate: What does our satellite see? What information does it collect? How could that information help Ireland? For example, pupils could investigate how satellite images might help scientists monitor Killarney National Park, flooding, forests, farming or changes in local habitats. This would connect easily with the themes in Home and your work on climate change and biodiversity. -
I used the satellite tracker app. I looked at satellites that would be passing my current location, Cork, in the next 24 hours so that I could keep an eye out for them.
1. Tiangong Space Station – It is a space laboratory in low Earth orbit for scientific research, technology testing and continuous human habitation.
2. Resurs-DK No. 1 – was a Russian Earth observation satellite. It captured images of the Earth’s surface for civilian and commercial use.
3. ALOS- Advanced Land Observing Satellite, a Japanese space observation series used for cartographic mapping, disaster monitoring and resource surveying.
4. ADEOS II – Advanced Earth Observing Satellite was an environmental observation satellite used for climate science, meteorology and fishery.
5. Aqua – is a NASA scientific research satellite in orbit around the Earth, studying the precipitation, evaporation, and cycling of water.
This app tells you when each satellite will pass over your current location and you can turn on alerts or track satellites you’re interested in. You can also look at the crew on the ISS for example.-
I really like how you used the app to find satellites that would be passing over your location, as this makes the learning much more interactive and exciting. The range of satellites you found also shows pupils how satellites are used for many different purposes, from weather and climate research to mapping and scientific research. I think the alert feature would be particularly engaging for children, as they could go outside and try to spot a satellite themselves.
-
-
EO Browser is a really interesting tool that allows users to explore satellite images of Earth and observe how our planet is changing over time. If I was giving an elevator pitch to a colleague, I would describe it as a digital tool that allows pupils to explore real satellite imagery of different places around the world and investigate changes in areas such as vegetation, water, urban development and climate.
I would use EO Browser in my classroom as part of Geography, Science and STEM lessons. Pupils could explore their local area and compare satellite images from different years to identify changes. They could also investigate topics such as deforestation, flooding, melting ice or the growth of cities. This would provide pupils with real data and encourage them to ask questions, make observations and draw conclusions.
I think the visual nature of EO Browser would be particularly engaging for pupils and would help develop digital literacy, critical thinking and problem-solving skills.
-
Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
Overall, I found Nose High Up in the Sky to be a practical, enjoyable and engaging resource that promotes enquiry-based and collaborative learning. It encourages children to be active participants in their learning while developing their ability to observe, question, investigate and communicate their ideas. I would definitely use this resource with my class, particularly when exploring topics related to space, weather, air and the atmosphere, as it provides meaningful opportunities for scientific learning while naturally supporting integration across the curriculum, for example, by asking pupils to design and create their own rockets.
I feel that the resource could be further enhanced by including additional differentiated tasks to support pupils with a range of learning needs, as well as extension activities for pupils who require additional challenge. For example, younger pupils could focus on identifying and describing what they observe, while older or more able pupils could investigate the reasons behind their observations and conduct further research. As with all these, it is a great opportunity to develops students ICT and critical thinking skills aswell. -
- Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
Having gone through both the teacher and the pupil guide, I can say with confidence that I will be using them with my 5th and 6th class his coming year. Before I began this course, I would not have the knowledge or the information on where to even look for information about satellites. Everything is easy to access and user friendly so I won’t run into any difficulty using this ESA resource. The short fact boxes show that the resource is child friendly and pitched at their level. It will keep the students engaged. The photos are of excellent quality and can be printed to use as displays in the classroom. Group work is used which will keep all of the students engaged through heir learning.
I had a look through the ESA website which is fantastic. Even though there is no extension work for the children, they would be delighted to research and look through this web page. I would also encourage the 5th and 6th class to complete a digital project based on this work.
I have made a folder on the computer with all of the Esa downloadable resources and I am looking forward to using them this year.
-
After working through the pupil activities in ESA’s Nose Up High in the Sky, I found the resource engaging, practical and very suitable for primary pupils aged 8–10. The activities encourage pupils to use their senses to observe weather and then develop this understanding by taking measurements of temperature, wind speed and rainfall. I particularly liked the practical element of building a simple weather station, as it allows pupils to become actively involved in collecting and recording real data rather than simply learning about weather from a textbook. The activities also provide opportunities to develop skills in Science, Geography and Mathematics, including observation, measurement, data recording and interpretation.
I would definitely use this resource in my classroom. It is easy to follow and encourages collaboration and discussion. I would adapt the worksheets where necessary to meet different abilities and extend the activities by keeping a class weather diary over several weeks. -
I used the satellite tracker and I observed several starlink satellites that passed over Ireland: Starlink 4144, 33922, 34602 and Oneweb 0180, Sunsat.
The EO browser is fascinating. As the term EO stands for Earth Observation, it allows you the opportunity to view satellite images of places all over the world, explore different images and satellites, monitor oceans, lakes and coastlines, as well as comparing areas and noting their changes.
The resource ESA Nose Up High in the Sky is a wonderful resource which I look forward to using with my pupils. It was a resource I discovered doing this course. I intend to build a meteorological station with my class and allow them the opportunity to explore, discuss, problem-solve, collaborate and engage in active learning where they learn about wind, rain, air temperature, weather observations and how satellites help scientists monitor Earth and improve weather forecasts.
-
Activity 3.
I found the ESA resource high up in the sky excellent.It is user friendly and easy to follow.The progression of the activities are excellent with activities 1 and 2 giving a good basis before moving on to the practical tasks.This is a resource I will definitely be using in my classroom.
Activity 1:Talking about the weather .I would include a daily weather discussion as part of our daily morning meeting .I would create a word wall and brainstorm how many different words we can use to describe the weather .For example how many different types of rain can we describe .what is the difference.As part of a homework task I would ask the children to ask their parents and grandparents any weather proverbs that they know.We would the discuss what we think they mean and research the history of the saying within groups.
Activity 2:Sensing the weather I would have a class discussion on what senses we can use to detect the weather.I would complete this lesson outside so we can discuss what we are currently feeling and how we are feeling it.Do you feel windy or rain on your skin ? What can you see or hear that can tell you about the weather.I would differentiate the worksheet for younger classes so they could use pictures to detail their findings.
Activity 3.It is important for this activity to find the right area to set up our equipment so this would be the first job.We would work on getting all the equipment together first and then building the anemometer as a class group.I would ensure that each student gets a turn of taking the measurements .We would do a class discussion before taking the measurements each day and tie in the questions with the previous 2 activities .For example ,Did you feel warmer this morning ,do you think the temperature will be higher than yesterday .Did you hear any rain last night ,do you think our rain measurements will be higher.
After a couple of days of taking our own measurements we would look at some satellite tracking apps and discuss how they take weather measurements and why accurate measuring of weather is imporant.I would tie in this activity with a drama lesson ,giving the students time to research and become a weather reporter in different areas of the world .This would include some discussion and research on climates from different countries. Overall a great resource which I will be using next term.
-
-
Having engaged with the Nose High Up in the Sky resource, I found it to be engaging, well-structured and accessible for primary pupils. The activities encourage curiosity and allow children to investigate scientific concepts through observation, prediction and hands-on learning. I would definitely use this resource when teaching topics related to weather, air or the atmosphere.
The resource offers excellent opportunities for cross-curricular links. Pupils could record and interpret data in Mathematics and engage in discussion and written reflections in Literacy. Designing and creating their own rockets would provide a meaningful STEM activity that integrates Science, Technology, Engineering and Mathematics. Students can test their rockets to see how high they go into the sky. I have seen this done with a plastic 2 litre bottle and a foot pump.
CHildren could utilse ICT and google maps to compare rural and urban areas. This could create an interesting debate and vote in my locality as there are a mix of children living in both types of communities.
-
I agree that this resource provides lots of opportunities for cross-curricular learning. I really like the idea of using Google Maps to compare rural and urban areas, especially as the children could relate it to their own communities and discuss the differences they notice. Designing and testing rockets would also be a fun, hands-on way to develop teamwork, prediction and problem-solving skills.
-
-
-
The Nose High Up in the Sky is a very effective resource and one which you could certainly use with the older classes. I really liked the first activity where the children had to discuss proverbs relating to the weather. I think deciphering their meaning and possibly testing their accuracy would be very interesting for the children. I think this could also be used as an activity to link home and school. The children could do some of their own research on weather proverbs and include other family members. The second and third activity is very practical and hands on. It links into art very well as the students have to make their own weather instruments. This would be a great groupwork activity and again the pupils could test the reliability of their instruments after. This resource combines a nice mix of opportunities for oral language development and can be linked also with history and art which makes it ideal for completing a thematic unit on weather and climate.
-
I agree that The Nose High Up in the Sky would be a very useful resource for older classes. I particularly like the combination of discussion, research and practical activities, as it gives pupils an opportunity to work collaboratively while developing their understanding of weather. The link between home and school through researching weather proverbs would also be a great way to involve families.
-
Hi John, learning and discussing these proverbs is a very good way to discuss old Irish traditions and life before technology. This is also a very nice way to link up with Irish and learning some as gaeilge. You could use simple visuals to record the weather each day. At the end of 100 days at school, you could then tally, how many days were sunny, cloudy, rainy etc.
-
-
I chose the “Nose High Up in the Sky” resource as I felt it was the most suitable option for my Junior Infant class. I enjoyed looking through the activities and liked how they encouraged children to observe the weather using their senses before introducing weather instruments. Recording the temperature, rainfall and wind would be manageable for Junior Infants if it was completed as a whole-class activity with plenty of teacher support.
I would set up a simple weather station in the school grounds and give different children the job of becoming the “weather detectives” each day. We could check the temperature, look at the direction of the wind and record whether there had been any rainfall. This would give the children a real purpose and make the learning more hands-on.
I would adapt the worksheets for Junior Infants by using photographs, weather symbols and simple visual recording charts. In my Visual Arts module in college, I explored how information could be recorded using different symbols and visual codes. I think this would work really well with this activity. The children could create their own symbols for sunny, rainy, windy or cold weather and use them to build a colourful class weather chart.
This would be a fun way of integrating Science, Maths and Visual Arts. It would also develop the children’s observation, communication, creativity and early data-handling skills in an age-appropriate way.-
I really like your idea of having the children become “weather detectives” each day. I think giving them a little job and responsibility would make the activity much more exciting for Junior Infants. I also really like your idea of using their own symbols to record the weather. It would make the activity much more visual and accessible, while also bringing in a nice Visual Arts element. I think the children would have great fun creating their own symbols and then using them on the class weather chart.
-
-
I really liked the ‘Nose High Up in the Sky’ resource and could definitely see myself using it in the classroom. I found the activities practical and engaging, and I think children would enjoy getting outside and actually investigating the weather rather than just learning about it from a book.
I particularly liked the focus on observation and prediction. The children could go on a weather walk, use their senses to describe what they notice and record their findings. I also think there are lots of opportunities for cross-curricular learning, such as keeping a weather journal, creating graphs and using Gaeilge vocabulary when describing the weather.
It also reminded me of work we did last year through the Creative Clusters Programme, where the children made their own weather instruments. They worked in groups and had to think creatively about what materials they could use. We had porridge scoops being used to make anemometers, 2L bottles turned into rain gauges and plastic plates and straws used for wind vanes. Every group came up with something different. One child even used her 3D printer to make the base of an anemometer and explained to the class how she made it. I think activities like this really encourage creativity, problem-solving and give children ownership of their learning.
-
<p dir=”ltr”>The Creative Clusters bit is brilliant. Porridge scoops for an anemometer and a child bringing in a 3D printed base, that would stick with them for years. Letting the groups pick their own materials is much better than everyone making the same thing off the sheet, and it is closer to what Liston was on about with the design side of it.</p>
<p dir=”ltr”>The Gaeilge idea is a good one too, I hadn’t thought of that. Easy enough to slot in with the weather words.</p>
<p dir=”ltr”>I liked that the resource leaves it open for them to work out how to measure the wind speed themselves.</p> -
Hi Liam,
I really agreed with your point about the resource encouraging children to learn through observation, prediction and practical investigation. I also liked how you connected it to your Creative Clusters experience, as the homemade weather instruments sound like a fantastic way to develop creativity and problem-solving skills. I particularly liked the examples of using everyday materials, as this shows children that they do not need expensive resources to investigate and explore scientific concepts. The 3D-printed anemometer was a brilliant example of pupil-led learning and creativity.
-
-
Using the Satellite Tracker app, I found five satellites: Aqua, ALOS, Envisat, Resurs-DK No.1 and ADEOS II.
Aqua looks at water on Earth. It collects information about oceans, clouds, rain and water in the atmosphere.
ALOS takes pictures of the Earth. It is useful for making maps and looking at forests and areas affected by natural disasters.
Envisat studied the land, oceans, air and ice. It helped scientists learn more about climate change and the environment.
Resurs-DK No.1 takes detailed pictures of the Earth. These pictures can be used for mapping and watching changes to the environment.
ADEOS II collected information about the land, oceans and atmosphere.
Satellites are very useful because they give us a view of the Earth from space and help us understand changes in our environment.
this would be an interesting activity to do with the sixth class I have next year
-
-
I really enjoyed working through the Nose Up High in the Sky resource, particularly Activity 3, where pupils build their own weather station. I think this is a very practical and engaging way for children to learn about measuring weather conditions. Building an anemometer and rain gauge would give pupils the opportunity to develop their problem-solving and practical skills while also learning how scientists collect reliable data. I also liked the idea of keeping a weather diary and recording measurements over a number of days, as this would allow children to identify patterns and compare their findings.
I would definitely use this resource in my classroom, and across year groups. I think it would work well as a collaborative project where groups could build the different instruments, collect data and then represent their findings using graphs. It would also provide opportunities to connect the learning to real-world weather forecasting and the role of satellites in observing the Earth.
-
I really like your idea of using the weather station as a collaborative project across different year groups. I agree that keeping a weather diary would make the activity more meaningful, as pupils could collect their own data and then look for patterns over time. I also think linking it to weather forecasting and satellites would be a great way to extend the learning and show how the skills they are developing are used in the real world.
-
-
There are many different satellites orbiting above Ireland. Here are five examples:
• International Space Station (ISS) – The ISS allows scientists to carry out research and helps us learn more about what it is like for humans to live and work in space.
• Starlink satellites – These satellites provide high-speed internet to people, including those living in rural or remote areas where it can be difficult to get good broadband.
• Sentinel-3 – This European satellite observes the Earth and collects information about the oceans, land and atmosphere.
• NOAA-19 – This weather satellite gathers information about clouds, storms, temperatures and other conditions in the atmosphere, helping scientists monitor and predict weather.
• Terra – Terra is a NASA satellite that observes the Earth and helps scientists study the environment and changes happening on our planet.
It is interesting to see how different satellites have different purposes, from communication and weather forecasting to scientific research and monitoring our planet. -
-
The higher up activity can provide excellent teaching opportunities to create discussion opportunities for pupils and connections with the wider world and the world around them.
From time to time, I like to use Google Earth so children will see what the world looks like in a satellite view.
The resources shared in this module are excellent opportunities for children to learn about the world above them and to learn about the satellites and become loves of the planets and stars and satellites in the sky above them.
There’s opportunities in the lesson to use language skills, photographic and ICT skills and children can develop their sentences and oral language skills and written language skills.
They would also have to match the photos together. They could compare and contrast what is different and what is similar.
As an early finisher activity, children could complete an independent task and search for various places on google earth such as their house, school, the local supermarket, GAA Club, Soccer Club, Croke Park, Aviva Stadium.
-
3. I really liked this one. It is the kind of thing you could do with bits from the press.
Activity 1 is the proverbs. I would not have thought of starting there but it works. Red sky at night, and the seagulls coming in to land meaning bad weather. The children would have heard these off their grannies and there is a proper reason behind them. That is a lovely way in.
Activity 2 is just going outside and describing the weather with your senses. Sounds simple but it makes them look properly instead of guessing.
Activity 3 is the building. Five plastic cups, straws and sticks for the anemometer, and a cut up bottle with a scale drawn on for the rain gauge. I had a go at the rain gauge myself and it took no time. The anemometer was fiddlier and I would definitely have the holes pierced before the lesson.The best bit is that it does not tell them how to work out the wind speed. They have to figure that out themselves, counting the spins in a set time. That is real thinking.
Yes I would use it. I would do the diary for a full week and get the groups comparing why their readings came out different.
-
Module 4:
I really enjoyed the ESA resource, “Nose High Up in the Sky”. I found the activities interesting and easy to follow. I liked how the activities encourage children to work together, share ideas and think carefully.My favourite part was comparing the photographs taken from space. I think this would be very interesting for my 3rd class. The children could look at two photographs and discuss what is different and what they notice. This would help develop their speaking, thinking and observation skills.
I also liked learning about astronauts and the photographs they take from space. Children often know about famous astronauts, but this would help them learn about astronauts working today.
I would definitely use this resource in my classroom. I think it would work well with SESE and could also link with Geography and English. I would allow the children to work in pairs and share their ideas with the class.
-
Hi Grace,
Well done on completing the modules in this course so far and thank you for your contributions in the other module forums.
It has been great to hear that you enjoyed the different activities across the other modules. Nose High up in the Sky is a great resource with lots of lovely images to engage and support the learners in critical thinking. As you have mentioned, this also allows for observation and communication skills too.
It is great to hear you would use this in your own class and how you could link it to different curricular areas also. Thanks for sharing, I hope you have enjoyed the course.
-
-
Option 3 -Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class.
I found the ESA resource Nose High Up in the Sky to be an interesting and engaging way of introducing pupils to topics such as Earth observation, weather, climate and our atmosphere. I particularly liked that the resource is activity-based, as pupils can learn by investigating, asking questions and completing practical tasks rather than simply listening to information. Completing the activities myself helped me to understand how the pupils might experience the resource and also highlighted the importance of clear instructions and age-appropriate explanations.
I would definitely consider using this resource in my classroom, particularly because it provides opportunities for cross-curricular learning. The activities could be linked to Science, Geography and STEM, while also developing pupils’ skills in observation, investigation and problem-solving. I think the visual and practical elements would help to maintain pupils’ interest and make some complex concepts easier to understand. I would adapt certain activities depending on the age and ability of my class, but overall I think it would be a valuable and enjoyable classroom resource. -
Here are some satellites that I found around Ireland during August:
1.International Space Station (ISS) – The ISS is one of the most well-known objects in orbit. It is a research laboratory where astronauts carry out scientific experiments and study how humans and materials behave in space. Tracking data shows recent ISS activity in August 2026.
2.Starlink-5309 – This is part of SpaceX’s Starlink satellite network. Starlink satellites provide broadband internet from low Earth orbit, helping to provide internet access in areas where traditional infrastructure can be difficult to install.
3.Starlink-5500 – Another Starlink communications satellite. It recently appeared in satellite tracking data and forms part of the large constellation of satellites used to provide internet services around the world.
4.OneWeb-0128 – This satellite is part of the OneWeb constellation, which also provides broadband internet connectivity using satellites in low Earth orbit. Tracking data recorded OneWeb-0128 in August 2026.
5.Starlink-35784 – This is another Starlink satellite that has recently been recorded in orbital tracking data. Like the other Starlink satellites, its main purpose is to contribute to a global satellite communications network.
I think this would be a really fun and interactive resource for pupils. Rather than simply learning that satellites orbit Earth, pupils could use a satellite-tracking app to find out which named satellites are actually passing over Ireland. They could research one satellite, find out what it does and present their findings to the class.
It could also become a weekly classroom activity: “Which satellites are passing over our school this week?” This would integrate Science, Geography, STEM, digital literacy and research skills, while making space feel much more real and exciting for the class.
-
I really enjoyed working through the “Nose High Up in the Sky” activities and I can see myself using this resource with my class. I particularly liked the practical activities, such as making a rain gauge and anemometer, as they give children the opportunity to investigate weather for themselves rather than just learning about it from a book. I think the children would enjoy making the equipment and then using it to collect and record their own weather data. I also liked how the activities show how scientists gather and use data to understand weather and make predictions. This would give the children a better understanding of why we record weather and how the information can be useful. I think the resource would work well with my class and could also link with Maths through recording, measuring and comparing data. I am looking forward to using some of these activities in my classroom as I think the hands-on element would really appeal to the children.
-
Completely agree on the appeal of the hands-on element …making their own rain gauge or anemometer gives children ownership over the data in a way reading about it never could. It also nicely demystifies the process, showing them that “real” scientific instruments aren’t always complex, and that they’re capable of building and using their own.
-
-
Using heavens-above.com, I tracked satellites passing over my location on a recent evening, and picked five with a range of purposes.
USA 229 is a US reconnaissance satellite, part of a classified military programme used for surveillance and intelligence gathering, appearing at magnitude 4.4 as it crossed from the northwest to south-southeast.
SKYMED 1 is part of Italy’s COSMO-SkyMed constellation, a radar imaging satellite used for Earth observation, disaster monitoring and defence purposes.
MOS 1A (MOMO 1), launched by Japan, was one of the earliest ocean-observing satellites, designed to monitor sea surface temperature and ice coverage, reaching a high altitude of 77° overhead.
OKEAN 1, a Russian oceanographic satellite, was used to study sea conditions, ice, and weather patterns, and was one of the brighter objects tracked at magnitude 3.3.
CZ-4B R/B is not an active satellite but a spent rocket body (debris) from a Chinese Long March 4B launch, still orbiting Earth — a good reminder that not everything overhead is functional.
-
I used the website https://satellitemap.space/ to track satellites travelling over Ireland. I found this website on when researching satellites on google. I found the n2yo website good for tracking the ISS, but found it hard to navigate other than that. I saw 5 different Starlink satellites pass over Ireland at the same time; Starlink 11277, Starlink 5825, Starlink 5826, Stalink 32808, Starlink 3781. Interestingly they passed within a minute, so it seems they are travelling at very high speeds. I then saw them over Europe a minute after I saw them. Some were travelling in polar orbit. When researching Starlight satellites, I learned that they are operated by SpaceX, and form the largest satellite constellation in history. Starlink satellites provide high speed broadband, and fly in low orbit (close to the earth). When watching satellites pass over Ireland, I saw hundreds of Starlight satellites. I did not see any other types of satellites.
-
I would explain to my colleague that the EO Browser is an online tool that allows pupils to explore the Earth using real satellite images. Instead of just looking at photographs of places, pupils can investigate how our planet is changing over time using data collected by satellites.
I would encourage my colleague to introduce EO Browser by putting an image of a familiar location, such as the pupils’ local area, on the interactive whiteboard. I would ask pupils what they can identify in the image and what they think a satellite can tell us that we cannot see from the ground.I would then demonstrate the basic process: search for a location, choose a satellite and date, check the cloud coverage, select an image and visualise it. The step-by-step guide shows that pupils can search by location, select a theme and satellite, choose a time range and then examine the available images. -
Satellites Passing Over Ireland
I used a satellite tracking website to explore which satellites have recently passed over Ireland. Five examples I found were the International Space Station (ISS), Starlink-3054, Starlink-36193, Starlink-5577 and SwissCube. The ISS is a space station where astronauts live and carry out scientific research. It orbits Earth regularly and can sometimes be seen from Ireland.
The Starlink satellites are part of SpaceX’s satellite network, which provides internet coverage around the world. SwissCube is a much smaller satellite that was developed for scientific and educational purposes.
I found it really interesting to see how many satellites are constantly orbiting Earth without us being aware of them. This would be a great activity to do with pupils as it makes space science more relevant and real. The children could track a satellite, find out what it is used for and record its position. It could also lead to discussions about how satellites help us with communication, weather forecasting, navigation and scientific research.
-
- You must be logged in to reply to this topic.