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I really like your research question because it’s something the children can relate to every day. Exploring different areas of the playground makes the investigation very hands-on and engaging. I also like how you’ve included possible solutions, such as planting trees or creating more shaded areas, as it helps pupils see that they can make a positive difference to their school environment.
Research Question: How can our school reduce waste to help protect the environment?
I would encourage pupils to investigate the amount of waste produced in our school and identify ways to reduce, reuse and recycle more effectively. The class could begin by carrying out a simple waste audit in different areas of the school, such as classrooms and the yard, and recording their findings. Pupils could then discuss which types of waste are most common and suggest practical ways to reduce them.
**Activities:**
* Carry out a classroom and school waste audit.
* Create graphs to display the results.
* Design posters promoting recycling and reducing waste.
* Set up a recycling station or litter-picking campaign.
* Monitor waste levels over several weeks to see if improvements have been made.To extend the investigation, pupils could compare their findings with national recycling initiatives and explore how reducing waste helps tackle climate change. They could present their results at assembly or during Green Schools activities, encouraging the whole school community to become more environmentally aware and take positive action.
I really like how you highlighted the value of using real satellite images to make learning more meaningful for pupils. I think comparing locations over time would be a great way to develop curiosity and encourage children to ask questions about why changes happen. Using NDVI is also a great idea as it would help link technology with science in a practical way.
EO Browser Elevator Pitch
EO Browser is an online tool that allows users to explore and analyse images of the Earth captured by satellites. It gives pupils the opportunity to view our planet from a completely different perspective and investigate real-world topics such as climate change, weather patterns, agriculture and environmental changes. Instead of just reading about these topics, pupils can use satellite images to observe and compare changes over time. In my classroom, I would use EO Browser during Geography and STEM lessons to encourage pupils to become researchers. For example, pupils could explore changes in land use, monitor weather events or compare different environments around the world. It would support inquiry-based learning by allowing children to ask questions, investigate evidence and communicate their findings. I would introduce it through a guided activity before allowing pupils to explore independently in groups. This resource would develop digital skills, critical thinking and a deeper understanding of our changing planet.
I really like your idea of pairing younger pupils with 5th or 6th class. It would be a great opportunity for peer learning, and the younger children would really benefit from the older pupils’ support and encouragement. I also agree that keeping the message positive and linking it to Green Schools helps pupils see that their everyday actions can make a real difference.
I found the film HOME to be both powerful and thought-provoking. It clearly demonstrates how human activities such as deforestation, pollution and the overuse of natural resources have impacted our planet. Although some parts are quite serious, I think selected clips could be used effectively with older primary pupils to encourage discussion about caring for the environment and our responsibility to protect it.The video on Ireland’s Climate Action Plan highlights the positive steps being taken to reduce emissions and create a more sustainable future. I think this is important for children to see, as it shows that change is possible when people work together. Greta Thunberg’s speech also sends a strong message about taking action, although I would use age-appropriate extracts that encourage hope and positive action rather than causing worry.In my classroom, I would introduce these topics through discussion, videos and practical activities. Pupils could carry out a recycling audit, plant flowers to encourage biodiversity, or create posters promoting ways to reduce waste and save energy. By linking climate change to actions pupils can take at home and in school, I believe they will develop a greater sense of responsibility and understand that even small changes can make a positive difference.</p>
I really like your idea of making the activity more relevant by linking it to the local area. I think comparing projected temperatures with weather data the pupils have collected themselves would make the learning much more meaningful. Your idea of discussing positive actions they can take is also a great way to help children feel empowered rather than overwhelmed by the topic.
<p class=”isSelectedEnd”>I really enjoyed Activity 3 and thought it was an excellent way to introduce the concept of climate change in an age-appropriate manner. The Paxi video was engaging and explained greenhouse gases using simple language and colourful visuals that would capture pupils’ attention. I also liked the future temperature prediction tool as it encouraged pupils to think about how our actions today can affect the future and prompted meaningful discussion.Before beginning the activity, I would revise key vocabulary such as weather, climate, greenhouse gases and global warming using visual aids and a class word wall. After watching the video, pupils could work in pairs to discuss what they learned before using the prediction tool together. As a follow-up activity, the class could design an action plan for becoming a more environmentally friendly classroom by suggesting simple changes such as recycling, reducing waste or saving energy.One improvement I would make would be to include more opportunities for hands-on investigations or outdoor learning, such as measuring temperatures around the school grounds or comparing local weather data over time. This would make the activity even more relevant and strengthen links to real-life STEM learning.</p>
I really like your idea of connecting the activities to pupils’ own experiences, especially using their birthdays as a starting point. I think this would make the concept of weather and climate much more meaningful for children. Adding local examples and short videos would also be a great way to support understanding. I agree that the Weather Detectives activity would be a great opportunity for hands-on learning, and using digital thermometers or weather apps would help develop pupils’ technology skills while collecting real data. A class weather diary would be a simple but effective way to encourage observation and allow children to notice patterns over time.
After reading Liston’s (2018) paper, I was reminded that STEM education is not simply about teaching Science, Technology, Engineering and Mathematics as separate subjects, but about encouraging pupils to investigate, question, problem-solve and apply their learning to real-world situations. The Weather and Climate activities reflect this approach by allowing children to explore concepts through inquiry and discussion. I found Activity 1, Is it weather or climate?, useful for helping pupils distinguish between short-term weather events and long-term climate patterns. The activity encourages critical thinking and challenges common misconceptions. Activity 2, Weather Detectives, provides opportunities for pupils to become active investigators by observing, recording and analysing weather data. In my classroom, I could use these activities as part of a STEM topic by creating a class weather station where pupils collect daily data and represent their findings using graphs and digital tools. One improvement I would suggest is including more opportunities for pupils to use technology, such as weather apps or digital sensors, and to communicate their findings through presentations or displays.</p>