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The documentary Home is a powerful way of helping children understand the connection between people and the natural world. Through the striking aerial images, it shows how our actions can affect landscapes, animals and the wider environment. It explores issues such as habitat loss, waste, the use of natural resources and climate change in a way that could really encourage children to ask questions about what they are seeing.
With a 4th class, I would use short, age-appropriate clips rather than showing the full documentary. After each clip, pupils could talk about what they noticed and think about what might happen if one part of a habitat was damaged or removed. This could lead nicely into topics such as habitats, food chains and biodiversity. I would also use Climate Aid 2020 to show that environmental issues affect people around the world and that we can work together to make a difference. Greta Thunberg’s 2018 TEDx talk could also be used to show pupils that young people have a voice and can help bring about change. Pupils could then discuss simple ways they can care for their own environment.Hi David, I like this approach. I think starting with the children’s prior knowledge is a great way to make the lesson more meaningful and to see what understanding they already have. The PAXI video is strong introduction because it is visual and accessible, and I like how you would use discussion afterwards to deepen learning. Your use of the WEMC TEAL tool in groups is also a lovely idea, especially with children exploring different regions and sharing findings through the jigsaw method. Ending with a class reflection and a “wow factor” is a nice way to consolidate learning.
Activity 3 seemed like a very effective and engaging way to introduce climate change to primary pupils. The Paxi video explains the greenhouse effect in clear, simple language, supported by visuals that make the idea easier for children to understand. It works well as an introduction before pupils begin exploring the temperature prediction tool. I liked that the tool allows children to investigate greenhouse gases and possible outcomes at their own pace. This makes the learning more active, meaningful and engaging for the pupils.
In my classroom, I would use this activity with children in groups each exploring different scenarios before sharing their ideas with the rest of the class. I would then connect the lesson to Geography by discussing how climate change could affect Ireland and our own locality including flooding, biodiversity loss and farming. As a follow-up activity, pupils could create posters showing simple everyday actions that help to protect the environment. They could also present their findings to another class grouping in a presentation style activity or perhaps create a short video to incorporate digital learning.
I really agree with your points here. Both activities definitely have value in different ways, especially how Activity 1 encourages talk and shared thinking, while Activity 2 gives children a more active and meaningful experience. I also agree that teacher support is really important, particularly when helping children understand the difference between weather and climate. Your link to the new Primary Curriculum Framework is also really helpful.
Reading Liston (2018) helped me see STEM as an integrated approach to learning rather than four separate subjects. For me, STEM is most effective when children are given practical opportunities to explore, question, design and test ideas in meaningful contexts. In the classroom, this happens when pupils work collaboratively to solve problems, build models, investigate concepts and use technology to support their understanding. I aim to create an environment where curiosity, creativity, resilience and critical thinking are valued, and where children feel confident sharing different ideas and learning through trial and error. One of the main challenges, however, is finding enough time to plan and deliver these experiences regularly.
I found the ESA resources clear, engaging and realistic for classroom use. The activities on weather and climate explained the distinction simply and in a way that children could understand. I would like to extend this learning by creating an outdoor weather station and pairing older and younger classes to record daily observations together. Mixed-age collaboration can encourage mentoring, responsibility and stronger social relationships while giving children authentic opportunities to measure, record and interpret data. Sharing the findings through assemblies or displays could also help involve the wider school community.