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I would definetly be interested in the findings about questions on rain as it sure feels like it rains more frequently. I think children would be interested also in this as it impacts their lives through outdoor sports, yard time and playing with their friends after school.
The Climate Detective Research Question I think would interest the pupils is ‘Has the temperature increased in Ireland during the summer?’
This questions consolidates the work we would have completed in the class on the atmosphere and how human activity has an impact on the atmosphere. To help the children to decide together on a question I would visit the sharing platform climatedetectives.esa.int, research recent climate reports, contact our local council, identify geographical features and habitats. When the children have a climate question in mind, I would show them the climate detective, research question resource and ask them does their question meet the criteria. When the question has been decided on, I would guide the students on how to plan their Earth observation data that they will need to investigate and answer the question. I would discuss the following with the children: what equipment and materials will be required?, Who is going to carry out the investigation?, How will the data be accessed, collected and referenced? And where will the research be carried out?.I think the children would really love to see the satelites and their functions. ICT is a fantastic resource for these lessons connecting space science, geography and technology in a fun and visual way as mentioned above.
I would use this activity in class as it introduces pupils to the idea of remote observation of the Earth from space. The activity where children are asked to match photographs of different landscapes (mountains, lakes, rivers, cities, islands, and deserts) taken from the ground with photos of the same places taken by astronauts on board the International Space Station, and also with photos taken by Earth Observation satellites will motivate and enage the children. It will also encourage them to speak about the importance of satellites and what the satellites can monitor that can’t be monitored from ground level. In particular, this resource uses photos from Sentinel-1 and Sentinel-2, missions that have been developed by ESA as part of the Copernicus programme.
Through these activities pupils learn about the different viewpoints from which you can observe an object, the differences between satellite photos and those taken from earth, what the Earth looks like from Space and the benefits of taking the images from Space.Using the film’s soundtrack is a great idea. I did not think of that. Music sparks creativity. Great idea!!
The most striking thing about the video Home was the phrase “The engine of life is linkage”, that everything is connected in this earth and in order for the earth and its inhabitants to survive we must all work together for everyone’s benefit. The changing overtime from the beginning of earth to when big cities have been built and the earth is now at a stage of water shortages as opposed to the beginning when it where there was no shortage of this renewable resourse. It was also strinking at the rate that deforestation is happening and the negative effect this has on the atmosphere. The introduction of the use of palm oil for different products has had an impact on the Amazon. Another striking statement was that Deforestation is a last resort. This whole video is very striking about what may happen to the Earth if we don’t do something about it now.
In terms of introducing a lesson on climate, I would begin with using the activities from module one on Weather and Climate and continue to develop the children’s knowledge on climate by learning about the atmosphere and it’s importance and how we as humans are responsible for protecting it. The paxi video will act as another lesson to further develop the children’s ability to understand the importance of the atmosphere and understand the meaning of climate.
This video will act as a an opening on the discussion about climate change facts for the pupils. We will brainstorm what the children know abourt climate change and what they would like to find out.The visual on the video showing clearly the atmosphere surrounding the earth will support the children’s understanding of the important role the atmosphere plays in protecting the earth. Without the atmosphere, life on earth would not be possible. The atmosphere is like a greenhouse around our planet. The visual of the greenhouse and the explanation makes understanding what a greenhouse is and how plants can live and survive there. This video shows how humans are responsible for the greenhouse effect and gives ideas of how we can protect the atmosphere.
I do think the video is very clear and informative, however I think the next part of the lesson could be quite challenging and the children would need extra support. Grouping children so that learning can take place for all is important. I think children will find working as scientists fun but challenging.
Children will enjoy presenting their findings and I think talking to other classes about their findings and what each individual can do to protect the atmosphere.I agree with yur comment on using data to keep a record of the temperatures. I think it is important to explore the apps that are available or any other online resources that could support this hands on lesson.
The beginning of activity one connects the children’s important milestone to the weather engaging children from the very start of the lesson. Giving the children the opportunity to hear each other describe what the weather was like on their birthday and through this method they become aware of the changes in the weather. Pairing children with similar birthdays to discuss what the weather is like on their respective birthdays can highlight how the weather in Ireland can be very unpredictable and this in turn leads to a discussion on climate. By contextualising weather and climate the children will be better able to understand the concept that weather is short term and climate refers to long term. As our school population is very diverse, I imagine the extension of the lesson where we will discuss climate in other countries would be very engaging for the children as they can talk about the other countries they are from and maybe about the different way they celebrated special occasions and the impact the weather had on these celebrations. Map work and discussion on where the countries are in relation to the 5 different climate zones.
Activity 2 takes a hands on approach and this sort of activity will motivate children to stay focused throughout the lesson. Children can work in pairs or groups so any child struggling will have the support of their peers. The children have an opportunity to record and analyse data temperature over a period of time. If it were possible, I would encourage some children to contact family members in their respective countries and get them to measure the temperature in their country over a period of time and we as a class could compare the results.The contextualisation in this answer is impressive and will help the children’s understanding. Acting out the stories at assembly is a great way to share their learning with their peers.
Below is how I would incorporate “Design Your Own Dark Sky Place” project in my classroom:
I would begin by explaining what a Dark Sky Place is and why protecting our night skies is important. I’d show pictures of starry skies and areas with light pollution to help children understand the difference. Then, we’d explore ways to reduce light pollution, such as using shielded lights or turning off lights at night.Next, I would encourage each student to design their own Dark Sky Place—this could be a drawing or a poster showing a town or park that protects the night sky. I would give the children a list of what they must label such as stargazing areas, low lighting and signs about wildlife. The children will be given an opportunity to present their designs to the class and display them on a noticeboard.
The children will be given an opportunity to discuss each other’s projects and respond in a positve way to their peers work.
In groups the children would be given an opportunity to design informative posters on lighht pollution to be displayed around the school. They could also speak at assembly about their posters.We also have a school garden and I think I will use this idea about doing an audit on the lights in the school yard and how we can adjust lighting for the benefit of the nocturnal animals.
Getting the green schools committe involved is a great idea.
I like both these ideas of linking in with local councillours or housing estates where the children can see the importance of working together as a community and the idea of planting blooming flowers that attract nocturnal animals is really impressive and something I would like to do in my school over the next year. Great ideas.
To explore biodiversity in our local area, we would first go on a nature walk around the school or a nearby park. We’d look for birds, insects, plants, and any signs of animals, using a checklist to record what we see. Back in class, we’d talk about why each living thing is important and how they work together in nature. Then, I would introduce the idea of light pollution—too much artificial light at night. We’d ask: How might bright lights affect animals? Using videos or stories, we’d learn how light can confuse birds, insects, and even plants. For example, moths can’t find their way, and birds might not sleep properly. We’d then compare dark and bright areas near our homes and guess where more animals might live. Finally, we’d make posters to raise awareness about protecting dark skies and helping local wildlife. This helps children feel connected to nature and empowered to protect it.