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I really like how you have chosen a problem that is relevant and directly impacts the whole school community. The final action stage is a great idea as it gives the children an opportunity to make a difference at a school level.
Research question: How is climate change affecting the habitats and food sources of squirrels in our local area?
I chose this question because the children often see squirrels on the church grounds beside our school and are fascinated by them. I think connecting climate change to something familiar and interesting will encourage them to become actively involved in this research question. I would begin by eliciting their prior knowledge through discussion, and mind maps. We will explore what squirrels need to survive and how changes in weather and climate might affect their habitat and food sources.
Using the three phases of the Climate Detectives project, pupils could identify the issue, investigate it and then share their findings with the school community. They could work in small groups or pairs to carry out Earth Observations. They could observe the squirrel activity on the church grounds, record the different trees that are there, and possible food sources. We will discuss weather conditions and signs of squirrel activity too. They could carry out these observations throughout each season and compare their data using tables and graphs. They could use the school Chromebooks to gather data and differentiate between their own recorded data and those in journals and research findings. I like that this project encourages children to investigate, observe and analyse real-world problems and draw their attention to the importance of caring for their local environment.
I really like your idea about how easily the resource can be integrated across different subjects. I also agree that the use of simple materials makes the activities very practical and accessible for the classroom.
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!
Great idea to use specific scenes from HOME as starting points for exploring different climate facts. The poster activity will be a great way for children to show their learning in a creative manner.
I think the three videos complement each other well when introducing climate change facts to pupils.
HOME is a visually powerful film (thank you for introducing me to it!). It captures our attention from the first few seconds with the names of well-known and sought-after brands. I would carefully select excerpts from the film, focusing on human activity and the impact our actions have on the planet. I think pupils at the senior end of primary school would get a lot from this film, and it could be very eye-opening for them.
Greta Thunberg’s speech introduces the idea of climate urgency and challenges pupils to think about why action is needed and what we could do at school, at home and in our local community. I would use some of the statistics to spark discussion, support classroom debates and even use them alongside the children’s individual research findings to help them write their own speeches about climate change and the importance of taking action.
The Climate Action Plan video provides a useful Irish context, showing that climate action is not just a global issue but something Ireland is actively planning for through renewable energy, electric vehicles, reducing food waste and planting forests.
Most importantly, I hope to use all of these interesting facts to empower children to create and be part of positive change.
Great feedback Bronagh! I particularly like your idea of creating a school climate action plan, as it gives pupils a sense of ownership and shows them how they can make a positive difference locally.
I found that the Paxi’s ‘Greenhouse Effect’ video acts as a great stimulus to elicit the children’s prior knowledge and a good way to introduce the concept of greenhouse gasses in an age-appropriate way – something I’ll be including into my teaching practises. This will help spark discussion on the greenhouse effect and help the children to ask questions and highlight gaps in their learning.
I enjoyed how the ‘Climate Reporters’ activity used real data and future climate scenarios, which highlights the importance the children’s role is to combat this as it’s effecting their future and their generations to come. I particularly liked how it can help to address misconceptions before beginning the main activity. I like the group work element and the idea of dividing the pupils into small groups and giving each group a different emissions scenario to investigate. Creating their own climate report for 2050 allows them to use their imagination, be creative and put their own personal voice and slant on the issue. I thought the idea of the report was clever as it encourages them to act as researches, digital investigators, communicators, critical thinkers and collaborators in a fun and engaging way.
The only improvement I would add is to encourage the pupils to present their findings to the class, and maybe create a page for the school newsletter with some practical actions for our school.
I really enjoyed reading your reflection. I agree that the activities provide such a practical and engaging way for children to explore these concepts. I really like your idea of using a KWL chart and think-pair-share to activate prior knowledge before beginning the topic, as this would allow children to share their own experiences and ideas about weather.
I also like your suggestion of having weather monitors as this could create a meaningful whole-school role for pupils. It would be great to see how the data collected could then be shared through displays or assemblies to encourage wider discussion about weather and climate across the school.
Liston (2018) highlights the importance of integrating STEM rather than teaching Science, Technology, Engineering and Mathematics as separate subjects. When exploring the Weather and Climate resources, this integration was evident.
I particularly enjoyed the ‘Weather Detectives’ activity as it was very hands-on and encouraged the children to work as scientists by considering variables for a fair-test, recording temperatures at the same time each day, calculating daily/weekly averages, and representing data through graphs. I could use this activity in my classroom by creating a class weather station where pupils collect, analyse and communicate weather data over a given time period.
I also enjoyed the ‘Is it Weather or Climate?’ activity as it uses children’s prior knowledge and experiences, such as reflecting on the weather on their birthday to develop understanding. The activity encouraged the children to collaborate and create their own definitions which will help consolidate the difference between short-term weather changes and long-term climate patterns.
All in all, I think they’re valuable resources and provide lots of opportunities for effective teaching and learning within the classroom.
Your post clearly shows how climate change is affecting North Kerry and how local actions can make a real difference. I really like the focus on inquiry-based learning and linking it to real-life experiences.
Climate change is increasingly affecting Ireland, where we see more frequent storms, flooding, and unpredictable weather. These changes impact daily life, our natural environment, and even how children travel to school. It’s essential to help pupils understand the local and global effects of climate change and empower them to take meaningful action.
In the classroom, I would begin with simple, age-appropriate explanations of climate change and use local examples. Videos, group discussions, and nature walks help make the issue real and relatable. Together, we would focus on three key actions to slow down climate change and make the world a better place:
Reduce Waste – Teach children how to recycle properly, appoint green school representatives to ensure items are recycled correctly, reuse materials in art or STEM lessons, and take part in litter clean-ups.
Green Travel – Promote whole-school initiatives like ‘Walk on Wednesday’, carpooling etc. to cut down on car use and emissions.
Planting for Biodiversity – Planting in school or starting a class or school garden to support pollinators and show how green spaces benefit the environment.
These initiatives link directly to our School Self-Evaluation (SSE) under wellbeing and sustainability and embed Development Education into daily school life.
It’s great to see your school and community actively supporting Ukrainian families through fundraising and welcoming new pupils with kindness. The uncertainty around relocation is indeed difficult for the children and schools, especially with limited learning support available. I agree that more government support—such as additional resources and training—would really help schools provide the attention refugee pupils need.
I feel inspired by the Refugee Access Programme’s school-friendly resources and City of Sanctuary’s structured approach. In our school, we could invite an ETB outreach educator to run workshops in senior classes on asylum and belonging. Students could then design welcome packs or posters to share both within the school and with local newcomer families. Partnering with City of Sanctuary, we might host a “Welcome Week” where pupils lead guided tours and cultural-info stations, deepening empathy and cross-cultural understanding.
To ensure materials are age-appropriate and trauma-sensitive, I’d pre-screen content and provide teacher guidance on handling sensitive topics. In recent years, we’ve welcomed several Ukrainian children into our school. While they’ve adapted incredibly well, language barriers and cultural differences can make full integration challenging, so promoting understanding is crucial. These actions align with SSE themes such as pupil voice, inclusion, and wellbeing, and support our Digital Learning Plan through student-created multimedia (posters, presentations, slides). By turning empathy into concrete action, we foster a school culture of solidarity, respect, and global citizenship—key pillars for development education and ongoing self-evaluation.