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I like this idea Brian, especially because we would have a lot of materials already in school to do the bug hunt. We could use google lense to identify some of the bugs if we were unsure. They could also do it at home and it would be interesting to see if there was a difference between those who live on farms and those who live in urban areas. Thank you for sharing your ideas.
Research Question: How is air quality affected by traffic in our local area, and what can we do to improve it?
To encourage pupils to participate in this investigation, I would begin by connecting the issue directly to their own lives. Children often notice traffic near their homes or school, so asking them if they have ever seen exhaust fumes or smelled car emissions can spark curiosity. I would guide them to make observations of busy and quiet areas, using simple tools such as air quality apps, homemade particle collectors, or by recording traffic levels at different times of the day.
Participation could be strengthened through group work, where pupils collect data, draw graphs, and compare results. Linking the project to action is also important—pupils could design posters to promote walking, cycling, or carpooling as positive solutions. By combining real-world observations, data collection, and creative outputs, pupils would feel a sense of ownership and responsibility, helping them see how science can empower them to make a difference in their community.
I agree, Nose High Up in the Sky sounds like a great resource. I like how it combines practical activities with real-world issues like pollution and climate change. The hands-on approach seems like a fun way for pupils to connect with science, while also linking to space technology and satellites in a way that’s easy to understand. Definitely something useful for building STEM skills in the classroom!
I used a satellite tracking app to check which satellites have recently passed over Ireland, and it’s fascinating to see how many are constantly moving above us. Five that I spotted include the International Space Station (ISS), Hubble Space Telescope, Starlink satellites, NOAA-19, and Landsat 8. Each of these has a very different role. The ISS has astronauts and a wide range of scientific experiments . Hubble is one of the most famous space telescopes, this was the only one I’d heard of before. I believe it is capturing images of distant galaxies and helping us learn more about the universe. The Starlink satellites are part of SpaceX’s global internet project, aiming to improve connectivity in remote areas. NOAA-19 is a weather satellite that collects data on climate and storm systems, Landsat 8 helps monitor Earth’s surface, providing information about land use, agriculture, and environmental change. It’s amazing how much activity is happening right above Ireland
That sounds like a very gentle and calming way to react to the video home.I think it would be a skill to bring forward for children if they find learning about climate change difficult.
I found the home video very difficult to watch, I would find it hard to show this to children as I’d be worried that they would be overwhelmed from it all. It is indeed very overwhelming I think it would cause anxiety. However, I think Greta Thunberg would be a more positive way to introduce a class to the devasting effects that climate change is having on the world. I feel that her voice has hope as does David Attenborough. Also, the fact that she is being bullied by Trump and how she deals with it is inspiring.
I took the carbon footprint test and found I felt really guilty about buying new things. I would do this as a group with my class, I think it would be suitable from 4th upwards.
Hi Catherine, I like the idea of using local stories. there have been so many floods in Ireland this year that hadn’t previously been flooded. Schools and business have been seriously impacted so it is important to link the climate change back to local level.
I thought that this was an engaging activity to introduce children to greenhouse gases, climate models, and future scenarios in an engaging, hands-on way. As stated in the lesson it is important to begin by assessing prior knowledge and showing Paxi’s video (which is lovely for all ages!) I’d then start an activity on natural vs. human-induced greenhouse effects, followed by a discussion on how scientists use climate models to predict future conditions.Working in groups, pupils would explore low and high emission scenarios using the C3S Climate & Energy Education Demonstrator. For younger pupils, I’d provide data and graphs to interpret patterns; older pupils could calculate monthly averages and create visual presentations. To improve the activity, I’d include a “human story” for each scenario, and end with a reflection task on potential local impacts. This approach combines science, maths, and critical thinking, while allowing differentiation by age and ability, and ensures that all pupils—regardless of internet access—can actively engage with the learning.
Hi Lauren, a nice idea to incorporate the weather apps. I am always checking the weather app on my phone and it would be especially relevant when the class are looking ahead to planning an ice-cream day, or litter picking or any other outdoor activity.
I am in SET so STEM for me would usually would involve my students becoming more technologically literate by using apps such as book creator and Scratch. I feel that I haven’t used an interdisplinary approach to teaching STEM and that there are barriers between the four disciplines in my teaching. So that is something that I need to work on. However, I do feel that I allow for innovation and critical thinking in my lessons and also I integrate real-worl learning experiences for my students. I would also like to allow students to think up their own problems rather than being prescribed by me. I hope from this course my I will integrate more elements of STEM as laid out in the paper,.
The activities from the ESA resources are effective—but could be enriched by adding: A hands-on data collection component such as charting daily temperature over a week to deepen understanding.
A simple design challenge such as designing a simple anemometer would be a nice addition to the lessons and incorporating some cross-curricular links such as some well known stories that feature weather or different climates (ten little fingers, ten little toes is a nice one).
In my classroom, I would use the lessons as entry points and extend them with real-time observations and design challenges.