Forum Replies Created
-
Posts
-
I found the film HOME and the other video clips in this module very interesting and useful for learning about climate change. They provide lots of information about how human activity is affecting the planet and help to show the scale of the issue. However, I think it is important to consider the age and understanding of the children when using these types of resources.
When introducing climate change to my pupils, I would make the information as child-friendly as possible. I would focus on particular aspects that are most suitable for the class in front of me, based on their prior knowledge and understanding. I would not try to cover every climate change issue at once. Instead, I would introduce the topic gradually and use short video clips, discussion, activities and examples that children can relate to.
I would also make sure that lessons are as solution-focused as possible. Climate change can be a worrying topic for children, and I would not want pupils to feel overwhelmed, upset or anxious about the future. Alongside explaining the problems, I would focus on what we can do to help, both as individuals and as a school. This could include saving energy, reducing waste, protecting biodiversity and making more environmentally friendly choices.
I think it is important that children leave these lessons feeling informed and empowered rather than worried. Giving them opportunities to suggest solutions and take part in practical actions could help them feel that they can make a positive difference.
Hi Michael, I really like your idea of using the information gained by the children to develop a whole-school approach to climate action. This gives the children more ownership and makes them feel that their ideas and actions can make a real difference. The idea of a Climate Action Team is excellent too, as it would give pupils the opportunity to take leadership roles and share what they have learned with the wider school community.
I found Activity 3, “Climate Reporters,” to be a useful and interesting activity for pupils. I particularly liked starting with the Paxi video about greenhouse gases. I thought the video was very child friendly and explained the greenhouse effect in a simple way. The ESA video about the greenhouse effect was also very useful and could be used to reinforce the children’s understanding before starting the activity.
I think the temperature prediction tool is a good way for children to see how different greenhouse gas emission scenarios could affect future temperatures. It makes the topic more practical and gives children an opportunity to work together and discuss what they think might happen.
If I was using this activity with my class, I would provide prompts on the board or on each table to help guide the groups. This would make it easier for children to know what information they should be looking for and what they should discuss. Instead of having the children complete the activity sheet as it currently is, I would ask them to create a poster showing their climate scenario, predicted temperature changes and the possible effects on people and the environment. If technology was available, I would also give them the option of creating a digital presentation.
I think it would also be helpful to include more examples of how climate change could affect the children’s local area, such as changes in weather, flooding, wildlife or farming. Overall, I think Activity 3 is a good activity because it encourages children to work together, use technology, discuss climate change and think about actions they can take to help.
Liston (2018) explains that real STEM is about solving real-world problems by combining science, technology, engineering and maths. In my DEIS Band 1 city-centre school, technology is limited, but our students are strong collaborators. They enjoy hands-on projects that build creativity, communication and problem-solving skills. I need to move beyond focusing on our limited technology and make better use of engineering and teamwork in STEM lessons. This reminds me that authentic STEM is not about having lots of devices; it is about giving children meaningful opportunities to design, create and solve problems together.
With regards to the activities, both activities would work well with my class as they are practical, hands-on and encourage collaboration without relying heavily on technology. Activity 1 connects learning to pupils’ own experiences, and I would add a simple weather diary to help develop understanding. Activity 2 gives pupils responsibility for measuring and recording temperatures and creating graphs. I would include prediction activities and more opportunities for discussion. However, I feel more differentiation is needed to ensure all learners are catered for. Tasks could be adapted with simpler language, visual supports, extension questions and different levels of recording. This would allow all pupils to participate successfully.
We’ve just purchased a small weather board for our yard – placing it in a quiet zone is a great idea! Love the thoughts of the children collaborating and learning from one another!
Hi Niamh! What a fantastic and immersive project idea! Bringing Cabragh Wetlands to life through so many creative activities will definitely engage the students and deepen their connection to nature. I love how you’ve incorporated art, music, drama, and writing in such a meaningful way, and the idea of a class showcase is a perfect way to celebrate their learning and creativity. The kids are sure to have an unforgettable experience!
One famous scientist connected to Dublin that I researched is Robert Boyle. He lived in the 1600s and is often called the “Father of Chemistry” because of his important discoveries. Boyle worked in Dublin for part of his life and is best known for finding out how gases and air behave. His work helped us understand things like air pressure and how air takes up space.
In the classroom, there are many fun and hands-on experiments related to air and gases that connect to Boyle’s discoveries. For example, children can blow bubbles and watch how they form and float. This is a great way to talk about the air inside the bubbles and how it moves.
Another activity is to explore air pressure using simple tools like plastic bottles and balloons. This helps children see how air can push and stretch things even though we can’t always see it.
Finally, students can make a “vacuum” effect using a syringe or a simple pump. By pulling air out, they can observe how the space inside changes. These activities help children learn by doing, just like Robert Boyle did when he was curious about air and gases.Hi Patrick,
That sounds like such a fantastic and hands-on project! I love how you’re encouraging the kids to think like real medieval engineers—it makes history come alive for them. I’m sure they’ll have so much fun imagining how their castles would protect people!
Before starting the design and make project, the class will go on a bridge walk around Dublin to see different bridges in the city. They will visit bridges like the Ha’penny Bridge, O’Connell Bridge, and the Samuel Beckett Bridge. During the walk, the children will look closely at each bridge’s shape, size, and materials, and talk about what makes each bridge special or different. They can also draw simple pictures or take notes about what they see.
When the class returns to the classroom after the walk, the children will use what they noticed during their visit to help them create their own bridge designs. They can pick any features they liked from the bridges they saw. For example, some might decide to build a small, curved bridge like the Ha’penny Bridge, while others might choose to make a wide, sturdy bridge like the O’Connell Bridge.
Using materials like cardboard, sticks, string, and glue, the students will build their own bridges based on what they noticed during the walk. They will think about how to make their bridge strong and how it looks. After building, they can decorate their bridges and then show their classmates what inspired their design.
This way, the bridge walk helps students learn by exploring real examples, and then they get to be creative and make their own unique bridges.
For a 1st class lesson on map making, I’d start by talking with the children about what maps are and why we use them, showing a simple printed map of the school or neighborhood. Then, open Google Maps on a screen and zoom in on their local area, pointing out roads, buildings, and parks to help them connect real places to the map. Next, take the class outside to collect natural materials like leaves, sticks, stones, and flowers. Back inside or outside, help the children arrange these items on the ground or on a large sheet of paper to represent different parts of their environment — sticks can be paths or roads, leaves can be trees, and stones can mark buildings. Encourage them to think about where things are placed and help label their maps with simple words or symbols. After this hands-on activity, briefly show them an online mapping tool like Geohive, explaining how maps can be interactive and show different colors or features, then compare this to their natural maps. Finally, discuss what they learned about maps, how they made their own using natural materials, and how maps help people find places.
Hi Joan,
Some lovely ideas here. I really like how fun and playful you’ve made the lesson. Having the children use Google Maps to find things in their local idea is a great way of making the lesson more meaningful for the children.
1st Class lesson – The Night Sky
I will begin by showing them a big, bright photo of a starry night over Ireland and asking what they notice and how it is different from the daytime sky. I expect this will spark plenty of discussion — some children might recall spotting the Moon from their bedroom window, while others may remember seeing stars on a late journey home.
We will then play a sorting game with picture cards, deciding which belong to the daytime sky and which to the night. I will use a torch as the Sun and a globe to model how the Earth spins, creating day and night. The children will take turns “shining the Sun” on our small planet and experimenting with how light and darkness change.
After this, I will introduce some key facts: the Sun is a star, stars are far away, the Moon changes shape, and sometimes we can even see planets. Then we will become “Night Sky Detectives”. Using simple star charts and cardboard telescopes, the children will go on a hunt for constellations around the room, imagining what a real telescope might reveal.
To finish, each pupil will draw their own night sky and share one new thing they have learned. I will also set a home challenge: one evening, with a parent or guardian, they will spend a few minutes looking at the night sky and make a drawing of what they see. When they return to class, we will compare their drawings and discuss how the sky can look different depending on the night and the location. This will ensure the sense of curiosity continues beyond the classroom.
Hi Patricia,
I really enjoyed reading through your activities there. The activities are well suited to 3rd class and the children will really enjoy them. Love the use of design and make element in making a periscope too. Well done
Hi Danielle,
I really enjoyed reading your post — it’s fantastic that your dissertation focused on outdoor education! It sounds like you already have a strong foundation and a clear vision for creating a meaningful and lasting outdoor learning space.
I love the idea of using raised beds not just for growing produce but also for comparing cultivated and wild spaces. It’s a brilliant way to highlight biodiversity in action. The integration across multiple subjects like maths, science, STEM, geography, and even PE is a great example of how outdoor learning can enrich the whole curriculum.
I also really like how your plan supports both biodiversity education and your school’s sustainability goals. The raised beds would not only contribute to a greener school environment, but also give students the chance to see first-hand how different planting methods affect the local wildlife. It’s hands-on, purposeful, and impactful learning — a great initiative!
Using some of the identification tools and resources outlined in this module, identify some species of plants or animals in your own local environment and record them with the National Biodiversity Data Centre and then outline how you would get your class involved in citizen science projects.
Using identification tools and resources from this module, I identified common species such as dandelions, daisies, and blackbirds in my local area in inner city Dublin. I used the Seek app and the Wildflowers of Ireland website for plant identification, and BirdWatch Ireland resources for birds. I then recorded these species on the National Biodiversity Data Centre’s platform.
To involve my class in citizen science, I plan to run a “Biodiversity in Our School and Beyond” project. While our school grounds offer some opportunities for exploration, we are fortunate to have the Phoenix Park nearby. This provides access to a wider variety of habitats and species. My students will use ID apps and printable guides like the Minibeast Safari and Leaf Identification Challenge to identify and record local biodiversity. We will keep observation journals and participate in national projects like the Garden Bird Survey. This will help students become active contributors to real-world science.