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Research question: How can we reduce the amount of energy our school uses, and what difference could small changes make?
I chose this question because it is something pupils can easily relate to and take action on within their own school environment. I think it is important that children understand that climate change can sometimes feel like a very big issue, but that small changes in our everyday lives can make a difference.
I would begin by discussing where energy is used in our school, such as lights, interactive whiteboards, computers and heating. In small groups, pupils could carry out an energy audit by checking classrooms at different times of the day and recording which lights or devices have been left on unnecessarily. They could collect this information over a number of days and use Maths to create tables, graphs and identify patterns.
I would then allow the pupils to come up with their own ideas for reducing energy use, such as switching off lights and devices when they are not needed. After introducing these changes, we could repeat our investigation and compare the results. Pupils can decide how they would like to present their findings. They could create and design a poster, graph or create a powerpoint presentation.
This project would encourage pupils to take ownership of their learning while developing teamwork, communication, problem-solving, data-handling and STEM skills.
Question 3
After completing the pupil activities from the ESA resource Nose High Up in the Sky, I found it to be an engaging and practical resource that encourages children to be curious and actively involved in their learning. I particularly liked the use of visuals and investigation, as these give pupils opportunities to observe, discuss, make predictions and explain their thinking rather than simply receiving information from the teacher.
I would definitely use this resource in my classroom, particularly when exploring weather, air and the atmosphere. I would begin by discussing what the children already know and asking questions to encourage their curiosity. I would then allow pupils to work in small groups to complete the activities and discuss their findings. This would encourage collaboration, communication and problem-solving.
I also think the resource provides good opportunities for cross-curricular learning. Pupils could record and analyse information through Mathematics, discuss their observations through Literacy and use digital technology to explore satellite images.
Hi Leanne, I agree with all your points. I liked the idea of showing the video of Greta Thunberg to kick off a class debate.
I found the film HOME to be a very powerful and visually striking resource. The images of the Earth were particularly effective in showing both the beauty of our planet and the impact that human activity is having on it. However, I think some of the content could be quite difficult for primary school children to understand, so I would not show the full film. Instead, I would select short, age-appropriate sections and use them as a starting point for discussion.
Before introducing climate change, I would find out what the children already know and address any misconceptions about weather, climate and the environment. I would then show a short clip from HOME and ask the children what they noticed, how it made them feel and what questions they have. This would encourage curiosity and discussion rather than simply presenting them with facts.
I would also make the learning relevant to the children by connecting climate change to their own lives and local environment. For example, we could investigate energy use in our classroom, recycling in the school, biodiversity in the school grounds or how we travel to school.
Hi Michael. I really like the idea you mentioned to end the lesson with an achievable goal such as litter picking or an energy saving pledge.
I found Activity 3, Climate Reporters, to be an engaging and age-appropriate way of introducing children to greenhouse gases and climate change. I particularly liked the Paxi video as it explains what greenhouse gases are and how the greenhouse effect works in a way that is easy for children to understand. The use of animation also makes what can be a difficult and abstract concept more accessible.
I found the future temperature prediction tool particularly interesting as it allows children to see how different choices and levels of emissions can affect future temperatures. I think this would encourage children to ask questions, make predictions and discuss the possible consequences of human actions.
In my classroom, I would begin by watching the Paxi video together and discussing some of the key vocabulary and ideas. I would then allow children to work in small groups using the prediction tool, comparing different scenarios and discussing what they notice. The children could record their findings and present them to the class using a simple graph or poster.
I think the activity could be improved by providing differentiated worksheets and more guidance on interpreting the temperature predictions.
Hi Aisling, I agree with your point about STEM. It is so much more than just an experiment. Children do learn best through doing
After reading Liston’s (2018) paper, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, I reflected on how STEM is used in my own classroom. I agree with Liston that STEM should not be taught as four separate subjects but should encourage children to solve problems, think creatively, work together and apply their learning to real-life situations. I feel I already use some of these approaches in my classroom, particularly through hands-on activities and questioning, but I could make stronger links between the different STEM areas.
Activity 1, Is it Weather or Climate?: This activity is a simple and effective way of introducing the difference between weather and climate. I would use this as a whole-class discussion before allowing children to sort different examples in pairs. I would also link it to our own experiences of the weather in Ireland.
Activity 2, Weather Detectives : This activity was particularly engaging as it allows children to become actively involved in observing and recording weather conditions. I would develop this further by setting up a small weather station in the school grounds, where pupils could record temperature, rainfall, wind and cloud cover over several weeks. They could then use the data to create graphs and identify patterns.