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I really like your idea of giving the children ownership over what data they collect. I agree that this would make the activity more investigative and encourage them to think like scientists rather than simply following instructions. Comparing their results with Met Éireann would also be a great way to develop their understanding of data and encourage them to question why results might differ. I think the links between Science, Maths and real-life learning would make this a very meaningful STEM activity.
After working through Liston and completing Activities 1 and 2 from the Weather and Climate resource, I found both activities to be useful and engaging ways of introducing children to the difference between weather and climate. They encourage children to explore the concepts through practical tasks, discussion and observation, rather than relying only on teacher explanation.
Activity 1 – Is it Weather or Climate?
I think this activity is a simple but effective way to introduce the difference between weather and climate. The examples give children something concrete to work with and the sorting activity encourages them to think about whether an event is happening over a short or long period of time. I would connect this to the children’s own experiences by discussing the weather they have experienced recently and looking at local weather reports.
Activity 2 – Weather DetectivesI particularly liked the practical nature of this activity. Children have the opportunity to observe different weather conditions and record information such as temperature, rainfall, wind and cloud cover. I would develop this into a class weather diary, with groups responsible for collecting and recording data each day. After a few weeks, the class could examine the results, identify patterns and create graphs.
Both activities could also be extended through Maths, STEM and Digital Learning. I would provide different recording templates and practical tasks to allow for differentiation and ensure that all pupils can participate.
I really like your point about making climate change relatable to the children, particularly by connecting it to Ireland and their local area. I agree that the topic can seem quite abstract when children only hear about climate change on a global scale. I also like your idea of using the prediction tool to encourage discussion about the future and then focusing on positive actions children can take themselves. This would make the activity more meaningful and less overwhelming for pupils.
I really like your idea of using the weather station as a collaborative project across different year groups. I agree that keeping a weather diary would make the activity more meaningful, as pupils could collect their own data and then look for patterns over time. I also think linking it to weather forecasting and satellites would be a great way to extend the learning and show how the skills they are developing are used in the real world.
Satellites Passing Over Ireland
I used a satellite tracking website to explore which satellites have recently passed over Ireland. Five examples I found were the International Space Station (ISS), Starlink-3054, Starlink-36193, Starlink-5577 and SwissCube. The ISS is a space station where astronauts live and carry out scientific research. It orbits Earth regularly and can sometimes be seen from Ireland.
The Starlink satellites are part of SpaceX’s satellite network, which provides internet coverage around the world. SwissCube is a much smaller satellite that was developed for scientific and educational purposes.
I found it really interesting to see how many satellites are constantly orbiting Earth without us being aware of them. This would be a great activity to do with pupils as it makes space science more relevant and real. The children could track a satellite, find out what it is used for and record its position. It could also lead to discussions about how satellites help us with communication, weather forecasting, navigation and scientific research.
I really like how this question makes the issue of climate change relevant to the children’s own lives. I especially like the idea of measuring their carbon footprint before and after making changes, as it gives them a real opportunity to see the impact of their actions.
How does increasing biodiversity in our school garden help reduce the effects of climate change and improve habitats for pollinators?
I would encourage pupils to participate by making the investigation practical and connected to their own school environment. Rather than simply learning about climate change from a textbook, pupils could explore the school garden, identify different plants and insects, and discuss how biodiversity supports the environment. They could work in small groups to observe and record the types of plants and pollinators they find before and after introducing more biodiversity. Pupils could also research which native plants are most beneficial for pollinators and help to plan or create a small biodiversity area in the school garden. This would give them an opportunity to collect real data, work collaboratively and see the impact of their actions. I think this real-life approach would make the climate issue more meaningful and help pupils understand that even small changes in their own school can contribute to protecting habitats and supporting biodiversity.
I really like your point about using shorter clips, particularly for younger pupils and SEN students. I also agree that pausing to discuss what the children have seen would help them process the information rather than simply watching it. I think your idea of focusing on positive actions and solutions is especially important, as it gives children a sense of empowerment rather than making climate change seem overwhelming.
I found the film HOME by Yann Arthus-Bertrand very powerful, particularly because of the way it uses real images of our planet to show both its beauty and the impact that human activity is having on it. The video clips included in the module also helped to communicate some complex climate change facts in a visual and accessible way. I think this is particularly important when introducing climate change to children, as the topic can sometimes feel very large or difficult to understand.
With my pupils, I would begin by showing short, age-appropriate sections of the film rather than the whole documentary. I would pause at key points to allow the children to discuss what they notice and ask questions. I would focus on the positive actions we can take rather than presenting climate change as something frightening or overwhelming. We could then explore local examples, such as biodiversity in our school grounds, energy use, waste and transport, so that the children can see how climate change connects to their own lives. I would also use discussion, research and practical activities to allow the children to investigate the facts for themselves.
I really liked Activity 3 as it combines the Paxi video on greenhouse gases with an interactive tool for predicting future temperatures. I think this would be an engaging way to introduce children to climate change, as the video provides a simple explanation before allowing the children to explore the possible impact of increasing greenhouse gases themselves. The prediction tool would also encourage children to make observations, discuss their predictions and interpret the information presented.
I would use this activity with my class as part of a wider lesson on weather, climate and climate change. I would begin with the Paxi video and discuss key vocabulary such as greenhouse gases, temperature and climate. The children could then use the prediction tool in pairs and record their observations. We could discuss what the results show and why future temperatures may change.
I think the activity could be improved by providing some guiding questions for children to answer while using the prediction tool. It could also include a follow-up activity where children consider how changes in temperature might affect people, animals and the environment. Overall, I think it is a very accessible and engaging activity for developing children’s understanding of climate change.
I really like how you highlighted the practical and interactive nature of this activity. I think allowing children to make their own predictions and then compare them with the results would make the learning much more meaningful and encourage discussion within the class.
