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I really like this research question, especially for 1st class. It is very practical and gives the children the opportunity to investigate the nature that is already around them in the school grounds. I also like the idea of giving each child a specific role, as this would help everyone to feel involved. The biodiversity action plan is a great idea too, as the children would be able to see the impact of their own actions over time. Creating a wild area or improving a bug hotel would be a lovely way to make the project hands-on and meaningful.
Research question: How does the amount of plastic waste produced in our school affect the environment, and what can we do to reduce it?
I think this would be a really relevant research question for pupils as it connects to something they experience every day. I would introduce the topic by getting pupils to think about the different types of waste they see in school and where they think most of it comes from. They could then carry out a simple investigation by tracking the amount and types of plastic waste produced over a week.
I think pupils would enjoy working together to collect data, create graphs and come up with ideas for reducing waste. They could share their findings with the rest of the school and suggest practical changes, such as reducing single-use plastics or improving recycling.
This type of project would help pupils develop STEM skills while also showing them that their actions can have a positive impact on the environment.-
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- International Space Station (ISS) – A space laboratory where astronauts carry out scientific experiments and research.
Starlink satellites – Used to provide satellite internet access around the world.
Sentinel-2 satellites – Earth observation satellites that monitor land, vegetation and environmental changes.
NOAA weather satellites – Collect data about weather systems and help with forecasting.
GPS satellites – Provide location and navigation services used by phones, cars and other devices.
I really like the idea of extending Activity 2 to look at how animals use their senses to predict changes in the weather. I think the pupils would find that really interesting and it would make a great link to other areas of Science. The anemometer activity also sounds like great hands-on learning and would be a good opportunity for pupils to work together in small groups. I particularly like your idea of keeping a weekly weather diary as it would allow the children to collect real data and see how the weather changes over time.
Using a satellite tracking app, I found that several satellites regularly pass over Ireland. Five examples are:
- <b>International Space Station (ISS)</b><span style=”font-weight: 400;”> – A space laboratory where astronauts carry out scientific experiments and research.</span>
<li style=”font-weight: 400;” aria-level=”1″><b>Starlink satellites</b><span style=”font-weight: 400;”> – Used to provide satellite internet access around the world.</span>
<li style=”font-weight: 400;” aria-level=”1″><b>Sentinel-2 satellites</b><span style=”font-weight: 400;”> – Earth observation satellites that monitor land, vegetation and environmental changes.</span>
<li style=”font-weight: 400;” aria-level=”1″><b>NOAA weather satellites</b><span style=”font-weight: 400;”> – Collect data about weather systems and help with forecasting.</span>
<li style=”font-weight: 400;” aria-level=”1″><b>GPS satellites</b><span style=”font-weight: 400;”> – Provide location and navigation services used by phones, cars and other devices.</span>I found this activity interesting as it shows pupils how satellites are used in everyday life. It would be a useful STEM activity to develop children’s understanding of space technology, weather monitoring and how satellites help us learn more about our planet.
I agree that these resources would be really useful for 4th, 5th and 6th class. I especially like your point about focusing on positive actions, as some of the information about climate change can feel quite overwhelming for children. The WWF environmental footprint activity sounds like a great way to get pupils thinking about their own choices and how small changes can make a difference. I also think the class sustainability pledge would be a great idea as it gives pupils a sense of ownership and encourages them to work together towards a common goal.
I found the videos, HOME by Yann Arthus-Bertrand, the Climate Aid 2020 video and Greta Thunberg’s speech at UN COP25 very powerful and thought-provoking. They really highlight the impact humans have had on the planet and show why climate change is such an important issue for future generations. I think the videos are a great way of helping children understand that climate change is not just something they hear about in the news but something that affects the world around them.</span>
When introducing this topic to my pupils, I would be mindful of their age and avoid making them feel worried or overwhelmed. I would begin by finding out what they already know about climate change and allow them to ask questions. I would use short video clips as a starting point for discussion and encourage pupils to share their thoughts and ideas.</span>
I would focus on the positive actions they can take, such as reducing waste, recycling, saving energy and caring for nature. Activities like creating posters, carrying out a classroom recycling challenge or thinking of ways to make our school more environmentally friendly would help pupils see that even small changes can have a positive impact.
I agree that some pre-teaching of key vocabulary would be important especially with younger pupils to ensure everyone can fully engage with the activity. I also like your point about linking past climate data with future predictions as it helps children understand that climate change is not just an abstract idea but something that can be explored through evidence. The combination of the Paxi video and the interactive tool would definitely make the topic more engaging and accessible for pupils.
I found Activity 3 to be a really engaging way of introducing pupils to climate change. The Paxi video explains greenhouse gases in a clear and age-appropriate way, making what can be a difficult concept much easier to understand. I also liked the future temperature prediction tool as it encourages pupils to think about how our actions today can influence the climate in the future. It provides a great starting point for discussion and helps children see the importance of making environmentally responsible choices.
I would use this activity as part of a Geography or Science lesson with my class. After watching the video, I would have pupils work in groups to discuss practical ways they can reduce their carbon footprint at home and at school. As I teach in an all boys school, I think the hands-on and collaborative nature of the activity would work particularly well. I would also encourage them to create posters, short presentations or news reports to share what they have learned with the rest of the class.
One improvement I would suggest is adding more practical, inquiry-based tasks alongside the online resources. For example, pupils could carry out a simple energy audit of the school, investigate recycling habits or measure classroom electricity use. I also think it would be useful to include extension activities for older or more able pupils along with printable vocabulary cards to support key scientific language. Overall, I found the activity engaging, relevant and easy to adapt and it provides a great opportunity to develop pupils’ understanding of climate change.
I really like your idea of setting up a weather station in the school grounds. It gives children ownership of their learning and makes the activities much more meaningful because they’re collecting real data themselves. I also agree that these activities are particularly suitable for younger pupils as they’re hands-on and easy to adapt. Your point about using them in a whole-school approach is a great idea too as it would allow classes to compare results and see how weather changes over time. It would be a lovely way to build collaboration across the school while developing pupils’ STEM skills.
After reading Liston (2018), I was reminded that STEM is much more than teaching Science, Technology, Engineering and Maths as separate subjects. It’s about giving children opportunities to investigate real-life problems, work together and make connections across different areas of learning. Reading the paper made me reflect on my own classroom and how STEM works best when children are actively involved rather than simply completing individual subject activities.
I enjoyed both of the Weather and Climate activities. Activity 1 was a simple but effective way of helping pupils understand the difference between weather and climate. It encouraged discussion and gave pupils the chance to explain their thinking. Activity 2 was also very practical and would be easy to use with a class. Recording and comparing weather observations helps children develop scientific skills while also using maths when measuring and presenting data.
I think these activities could be extended by asking pupils to create graphs of their weather data or compare their results with another part of Ireland or the world. It would also be great to include a hands-on challenge such as making a simple rain gauge or wind vane to bring more engineering into the lessons. Overall, I found the activities engaging, easy to follow and something I would definitely use in my own classroom.