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I found your research question and approach really engaging and well thought out. Looking at changes in local temperature and rainfall over a 10-year period is such a meaningful way to connect pupils with the climate issue in a tangible, real-world context. I especially liked how you plan to ground the investigation in familiar places—local parks and gardens—as that personal connection will definitely spark curiosity and deeper engagement.
Using both scientific tools like the Copernicus Climate Data Store and anecdotal evidence from the community is a brilliant idea. It gives pupils a more well-rounded understanding of the issue and shows how science and lived experience can complement one another.
The idea of ending the project with actions to support local biodiversity is so empowering. It not only encourages active citizenship but helps children see that they can make a real difference in their own community.
Research Question:
How is the increase in local rainfall affecting soil quality and plant growth in our school garden?Reflection:
To encourage pupil participation in this climate investigation, I would begin by connecting the topic to something meaningful and visible—their school garden. Many children already enjoy being outdoors and observing nature, so linking climate change to their own environment makes it more real and relevant.We would start by brainstorming what they already know about rainfall, soil, and plant health, followed by a walk to observe the garden and collect initial thoughts. Pupils would then help set up simple tools like rain gauges and soil testers, giving them ownership over the project.
Working in groups, pupils could take turns recording data, photographing changes, and researching how too much or too little rainfall affects plant life. This hands-on involvement would not only develop scientific and collaborative skills but also empower them to feel like active climate detectives. The project could culminate in presenting their findings at a school assembly or eco event.
I found your points so interesting—thanks for sharing! I didn’t realise there were so many satellites passing over Ireland recently, and I love how clearly you explained each one. The comparison of the ISS to a football field really puts its size into perspective, and the “satellite train” effect from the Starlinks sounds fascinating—I’d love to see that!
I’ll definitely check out the Satellite Tracker app you mentioned. It’s such a great way to bring space learning to life and would be brilliant to use with pupils, too.
I really enjoyed reading your reflection on Nose High Up in the Sky—I completely agree with you! It’s such a practical and engaging resource, both from a teaching perspective and for the children. I also found the activities to be a great way of integrating STEM in a hands-on, meaningful way.
The weather proverbs are such a clever touch—I can imagine how well they’d stick with the children and spark daily conversations, especially with how often the weather changes here in Ireland!
I love your idea of setting up a school-wide weather station and linking it into your Wellbeing and Green Schools programmes. It’s a great way to build a sense of community while giving real purpose to the learning.
I chose Assignment 3: Nose High Up in the Sky and completed the three tasks myself—Talking about Weather, Sensing the Weather, and Building Your Weather Station.
I found this to be an excellent and highly practical resource. From a teaching perspective, it’s easy to implement and provides plenty of opportunities for hands-on learning. The activities naturally incorporate a range of STEM skills, and the accompanying worksheets are clear, visually appealing, and not overly cluttered—something I really appreciated.
I particularly liked the use of weather proverbs. They’re a clever way to make the content memorable for children, and given how often we talk about the weather in Ireland, it’s a very relevant and engaging topic for them to explore.
I would love to use these lessons as part of a whole-school initiative. We could work together as a school community to set up a weather station and link it into both our Wellbeing and Green Schools programmes, giving the project an even greater sense of purpose and connection.
I completely agree with you—HOME really does a beautiful job of showing how everything on Earth is interconnected. The visuals are so powerful and really help bring the message home in a way that’s accessible and memorable for children. I also think the other videos in the module, like the Paxi one, are great for breaking down big concepts into child-friendly ideas.
I love your approach to starting with a video to spark interest and then building on it through discussion and hands-on activities like using the weather station. It’s such a meaningful way to connect learning to the real world. Giving the children the chance to create posters or reports not only reinforces their understanding but also empowers them to feel like they can make a real difference—which is so important.
The documentary HOME by Yann Arthus-Bertrand was both powerful and unsettling. I found it to be a stark reminder of the current state of our planet and the significant impact human activity has had on the environment. The opening line, “The story is yours…”, really struck a chord with me. It serves as a poignant reminder that this is our story—one that affects us now, and more importantly, future generations.
While the documentary is incredibly informative and visually striking, its length means it would need to be broken into manageable sections for classroom use. I would reserve it for senior classes, as some of the imagery—such as deforestation, oil spills, and whaling—may be too intense or distressing for younger pupils.
In introducing the topic of climate change, I would begin by finding out what the children already know and what they’re curious to learn. This would lead into discussions through oral language activities and small group conversations. We would then explore the documentary HOME in stages, supported by further research and group projects. This approach would help students engage meaningfully with the topic while developing a deeper understanding of their role in protecting the planet.
Hi Edel,
I really enjoyed reading your plan for the Climate Reporters activity—I’m completely on the same page with you! The Paxi video is such a brilliant starting point; it’s so clear and engaging for younger learners and makes the concept of greenhouse gases much more accessible.
I also love your idea of using the prediction tool in groups with different emissions scenarios—it’s a great way to encourage collaboration and critical thinking. Presenting findings to the Green Schools Committee is a fantastic way to give the work real purpose and audience, which I think will really motivate the pupils.
I agree that this activity has such potential to spark meaningful conversations and empower pupils to reflect on their choices. Looking forward to trying this out too!
Activity 3 provides a strong introduction to the greenhouse effect and its role in rising global temperatures. The Paxi video is engaging, age-appropriate, and breaks down a complex concept in a way that’s easy for younger pupils to grasp. It serves as a powerful visual aid and could easily be revisited in future climate-related lessons.
The temperature prediction tool adds a valuable hands-on component, encouraging pupils to think critically about the impact of human actions. By adjusting variables such as emissions, they can clearly see how present-day choices can affect the future climate. This makes a meaningful link between scientific understanding and responsible decision-making.
In my own classroom, I would use this activity as a springboard for a project on reducing carbon footprints. Pupils could design posters or awareness campaigns promoting sustainable actions and highlighting why they matter.
To enhance the activity, I would add a follow-up reflection sheet or discussion questions to help pupils connect what they observed in the simulation with real-life actions and possible solutions. Pupils could then share and discuss their posters in small groups, fostering collaboration and deeper understanding.
Hi Margaret,
I completely agree with you—this is such a fantastic resource! I really appreciated the simplicity of it too; it’s so accessible and easy to implement, yet really effective in helping children understand the difference between weather and climate.
I also loved both activities. Activity 1 is a great way to introduce the concept—starting with a discussion about the week’s weather is such a natural and relatable hook for the students. It really helps ground the idea before moving into longer-term patterns.
Activity 2 is brilliant for hands-on learning. Setting up a weather station and having the children actively involved in recording and comparing data makes it so engaging and meaningful. I like your idea of comparing the class data to the official average for Munster—it’s a great way to bring in real-world application.
Nose High Up in the Sky
To begin this topic, I would introduce weather proverbs and ask the children to collect examples from home. Together, we would decode the meanings behind these sayings and discuss their relevance to weather prediction, as well as why it’s important to forecast the weather.
We would then move on to describing weather using our senses—what we can see, smell, hear, and feel—and explore how sensory observations can help us anticipate changes in the weather. This would also be an opportunity to introduce key weather-related vocabulary.
Next, we would design and build our own rain gauge and anemometer and establish a weather station near our outdoor classroom. To enhance accuracy, we would purchase thermometers. Students would record their observations daily and use this data to produce weather forecasts to be shared over the school intercom during morning announcements.
As an extension, I would establish a Climate Committee, a student-led group responsible for managing the weather station and maintaining consistent recordings. Over time, this committee would begin to analyse patterns and trends in the data to make broader climate observations.
Weather vs Climate
This resource would complement both the weather station project and the work of the Climate Committee.
For Lesson 1, I would use the choose and move method, where students physically move to different areas of the classroom based on their chosen response. These statements could also serve as prompts for classroom debates.
Activities 2 and 3 would be completed with the involvement of the Climate Committee, using the long-term data they collect.
To deepen understanding, I would show selected videos from the slides—particularly Secrets of World Climate by Geogioide—and introduce Köppen’s Climate Classification, using the climate zone illustration found on Slide 22.