Forum Replies Created
-
Posts
-
Hi Enya, I really enjoyed reading your post. Your research question is very relevant because pupils can easily relate to how changes in temperature affect their daily lives, particularly during playtime and while working in the school garden. I also liked how you outlined practical roles for each pupil, ensuring everyone has the opportunity to contribute throughout the investigation. The cross-curricular links you suggested are excellent and show how a science investigation can support learning in other subject areas. I especially liked your idea of ending the project with a real-world action, as it helps pupils understand that the data they collect can be used to make informed decisions and improve their school environment.
Research Question:
How does the amount of litter in and around our school change throughout the week, and what impact could this have on local wildlife and the environment?I chose this research question because it focuses on a climate and environmental issue that pupils can investigate in their own community. Litter is something children notice every day, making it a meaningful topic that encourages them to think about how their actions affect the environment. I would begin by asking pupils to discuss where they see litter most often and why they think it accumulates in certain places. Together, we would make predictions before carrying out a weekly litter survey around the school grounds.
To ensure all pupils are actively involved, I would organise them into small groups with different responsibilities, such as recording observations, counting and categorising litter, taking photographs, and presenting the findings. Pupils would collect data over several weeks and use graphs and charts to identify patterns. This investigation would develop scientific enquiry skills while also reinforcing mathematical concepts such as tallying, graphing and interpreting data.
The project would also provide opportunities for cross-curricular learning. In Geography, pupils could map areas where litter is most common. In English, they could write persuasive letters to the school community or local council encouraging positive environmental action. Art lessons could involve designing posters to promote recycling and reducing waste.
To conclude the investigation, the class could develop an action plan based on their findings, such as organising a litter pick, creating a recycling campaign or producing presentations for other classes. Giving pupils the opportunity to make a real difference would help them see that small actions can have a positive impact on their local environment while developing their understanding of climate responsibility and citizenship.
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.
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 really liked your point about focusing on hope rather than fear when teaching younger children about climate change. I agree that it is important to present the topic in an age-appropriate way so that pupils feel empowered to make a difference rather than overwhelmed by the challenges. Your idea of starting with the children’s own experiences and observations is a great way to make the learning meaningful. I also think the practical activities you suggested, such as creating posters and carrying out investigations, would help to reinforce key messages while keeping the children actively engaged throughout the lessons.
I found the Home documentary to be both informative and thought-provoking. The aerial footage was particularly effective in showing the beauty of our planet while also highlighting the impact that human activity has had on the environment. It reinforced the idea that climate change is a global issue, but also demonstrated how the choices we make every day can contribute to either protecting or damaging the Earth. The other videos in the module complemented this message by presenting climate change in different ways, helping to build a broader understanding of the topic. When introducing climate change to my class, I would be mindful of presenting the information in an age-appropriate and balanced way. While it is important that children understand the challenges facing our environment, I would also focus on practical solutions so that they feel empowered rather than worried. I would begin by discussing changes that the children have noticed in their own surroundings, such as unusual weather, increased flooding, or the importance of recycling within the school. Starting with their own experiences would make the learning more meaningful and relevant. I would use a range of interactive activities to explore the topic, including class discussions, short video clips, group investigations and simple experiments. I also think there are excellent opportunities to integrate climate change across the curriculum. For example, pupils could investigate local wildlife in SESE, create posters promoting environmental awareness in Visual Arts, write persuasive letters about protecting the environment in English, or collect and analyse recycling data in Maths. Throughout the lessons, I would encourage pupils to think about the positive actions they can take, both at school and at home. Activities such as reducing waste, saving energy, planting flowers for pollinators or taking part in a school clean-up would help children understand that even small actions can make a valuable contribution to protecting the environment.
I really liked your suggestion of beginning the lesson with a KWL chart, as it would be a great way to assess pupils’ prior knowledge and identify any misconceptions before introducing new learning. I also agree that, although the Paxi video is aimed at younger children, it can easily be adapted for older classes by having pupils create their own posters or presentations afterwards. I particularly liked your idea of including an action element at the end of the lesson. Giving children the opportunity to make a class pledge or take part in activities such as litter picking or recycling helps them see that even small actions can make a difference. I think this also encourages a sense of responsibility and empowers pupils to become active participants in caring for the environment rather than feeling overwhelmed by the issue of climate change.
Before introducing Activity 3, I would begin by revising the difference between weather and climate from the previous lessons. I think it is important that children understand these concepts before exploring why the Earth’s climate is changing. I would also encourage the class to think about everyday actions that affect the environment, such as travelling by car, recycling, using electricity and planting trees. This would help them make meaningful connections between the topic and their own lives and encourage them to think about how their own choices can have a positive impact on the environment.
I found the Paxi video on greenhouse gases to be a very engaging resource. The information is presented in a child-friendly way, making a complex topic easier for pupils to understand. While watching the video, I would pause at key points to discuss new vocabulary such as “greenhouse gases,” “carbon dioxide,” and “fossil fuels.” I would also ask prediction and discussion questions throughout the video to encourage active participation rather than passive viewing. After the video, I would ask the children to work in pairs to explain the greenhouse effect in their own words before sharing their ideas with the class. This would help me assess their understanding and reinforce the key concepts.
The future temperature prediction tool is an excellent way of helping children visualise the impact of climate change over time. I think it would lead to valuable discussions about why temperatures are increasing and what actions people can take to reduce greenhouse gas emissions. As a follow-up activity, I would ask pupils to work in small groups to create posters or presentations suggesting practical ways that our school and community could help care for the environment. This would encourage collaboration while reinforcing the message that everyone can make a positive contribution. I also think it would be worthwhile to compare the predictions shown in the tool with current weather records and discuss why scientists use evidence and data to make predictions about future climate trends.
I really liked your point about asking pupils to explain the reasoning behind their answers in Activity 1. I think this is a great way to identify any misconceptions while also encouraging children to use the correct scientific vocabulary. I also agree with your suggestion of comparing pupils’ observations with local weather forecasts in Activity 2, as it helps children make meaningful connections between what they observe and real-world weather reports. Your idea of including differentiated tasks is also very important, as it ensures that all pupils can participate successfully while providing an appropriate level of challenge for more confident learners. I think adding regular weather observations over several weeks could also help children recognise patterns over time and further reinforce the difference between weather and climate.
After reading Liston’s Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Mathematics (2018), I was reminded that STEM is much more than teaching science, technology, engineering and maths as individual subjects. Instead, it is about providing children with opportunities to investigate, question, collaborate and apply their learning to real-life situations. I think this approach fits well with the Primary Curriculum Framework, where learning is becoming more connected and child-centred. Reflecting on my own classroom practice, I feel that I already use elements of STEM through hands-on investigations and group work, but I could make stronger links between the different subject areas when planning lessons. Encouraging children to solve problems, make predictions and explain their thinking will help them develop important skills that go beyond the classroom.
Activity 1: Is it Weather or Climate?
I found this activity to be a simple but effective way of helping children distinguish between weather and climate, as these terms are often confused. I would begin the lesson with a discussion about the weather outside on that particular day before introducing the definitions of weather and climate. Using photographs from different seasons and places around the world would help to make the concepts more meaningful. I would then ask the children to work in pairs to sort the statements into weather or climate, encouraging them to explain the reasons for their choices. This would promote discussion and help identify any misconceptions. To extend the activity, I would ask the children to create one or two of their own weather and climate statements for the class to sort.
Activity 2: Weather Detectives
I really liked the practical nature of this activity because it encourages children to observe the world around them. I would take the class outside to observe the current weather and record what they notice using their senses, such as cloud cover, temperature, wind and rainfall. We could compare our observations with the daily weather forecast and discuss whether the forecast was accurate. I would also like to extend this activity over several weeks by creating a classroom weather chart where children take turns recording the daily weather. This would allow them to identify patterns and understand that weather changes from day to day, while climate is based on observations over a much longer period.
Overall, I found both activities engaging and easy to adapt for different class levels. They promote discussion, observation and inquiry, all of which are key aspects of effective STEM education. One improvement I would suggest would be to include more opportunities for children to use digital technology, such as accessing weather forecasts online or using simple weather apps to compare local weather with other parts of Ireland or the world. This would strengthen the technology element of STEM while making the learning even more relevant and engaging for pupils.