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Your research question is really thoughtful and makes climate change feel real and local for pupils. I love how you’re using satellite imagery with the EO Browser—it’s a brilliant way to bring technology into geography learning. The mix of teamwork, personal reflection, and community surveys adds great depth and engagement to the project.
How is our school contributing to climate change, and what actions can we take to reduce our carbon footprint?
To encourage pupil participation, I would begin with a whole-class brainstorm on what climate change means and how human activities contribute to it. We would then look at examples from the Climate Detectives project to see how other schools have tackled local climate issues. Pupils would work in small groups to observe and record daily school activities—such as energy use, transport methods, food waste, and recycling habits—to gather real data. This gives them ownership of the research and shows how their findings can lead to action.
I would integrate the project across subjects—using maths for data analysis, English for report writing, and art for creating awareness posters. Pupils could design and present their own “climate action plans” for the school. Celebrating their ideas in assemblies, newsletters, or even through a green schools committee would give them a voice and foster a strong sense of purpose.
The idea of “Earth Watch” journals is fantastic for encouraging observation and critical thinking over time. Your integration of storytelling and creativity really brings the topic to life for pupils.
Here are five satellites that have recently passed over Ireland:
International Space Station (ISS) – The ISS orbits Earth about 16 times daily and has been spotted over Ireland in recent evenings. It serves as a microgravity laboratory conducting experiments in biology, physics, and technology.
Starlink satellites – SpaceX’s internet-beaming Starlink trains have been visible over Ireland shortly after launch. These low-orbit satellites are building a global broadband network.
EIRSAT‑1 – Ireland’s first CubeSat launched in December 2023. It’s a 2U CubeSat carrying Irish-developed payloads to test radiation sensors, thermal coatings, and attitude control technology.
ACS3 Solar Sail – A solar-sail demonstrator in a sun-synchronous orbit that has recently passed over Ireland. It’s testing innovative propulsion using sunlight for satellite maneuvering.
Miscellaneous Starlink chains – Separate chains of Starlink satellite groups frequently pass over Irish skies, marking SpaceX’s ongoing expansion of its megaconstellation.Together, these sightings offer pupils insight into diverse satellite missions—from space station research and global internet access to advanced propulsion and national space achievements—with plentiful opportunities for STEM classroom exploration.
Your idea of combining visual learning with reflective writing and discussion will really deepen understanding. The eco-project and carbon footprint tracking are brilliant for encouraging real-world action and personal responsibility.
oduce the climate change facts from HOME to your 5th class pupils, begin with a striking aerial screenshot from the film to capture their attention. Explain that HOME shows our planet from above and highlights how humans are affecting it—melting ice, deforestation, and rising sea levels.
Show short clips focusing on one theme at a time—perhaps ice melt or water shortages—then pause and ask pupils what they notice and how it connects to their own lives. Use graphic organizers like a “cause and effect” chart or drawing boards for them to illustrate what they see. Incorporate simple facts from the film (e.g. “we only have 10 years to act”), prompting pupils to reflect on why it’s urgent and what they could do.
Finally, link the content to local examples—perhaps on how our local coastline or farming might change—to help them see climate change as something that matters here and now.
I really like how you’ve linked the Climate Reporters activity across so many curriculum areas—using Drama and Gaeilge for presenting forecasts is a brilliant idea. The integration with SPHE and persuasive writing in English also makes the learning more meaningful. Your cross-curricular approach brings great depth to the topic.
Activity 3 – Climate Reporters is an engaging and creative way to help 5th class pupils understand the causes and effects of climate change, while also building communication and presentation skills. The Paxi video is an excellent introduction to the greenhouse effect—it’s age-appropriate, visually engaging, and explains the concept clearly. Using this as a launch pad, pupils can work in pairs or small groups to research climate change topics using tools like the TEAL website, and then present their findings as “climate reporters” through posters, news scripts, or short videos.
I would enhance the activity by giving students clear success criteria or a reporting template to help structure their research and presentations. Including a fact-checking element would also encourage critical thinking. To deepen impact, pupils could present their reports to other classes or parents, linking science with literacy and digital media. This activity fosters teamwork, research skills, and a sense of responsibility for our planet.
Hi Katie,
I’m also teaching 5th class and really like your idea of involving the wider school community and using display boards to share findings—I’ll definitely add that to my lessons. The link you made with geography and digital skills is also great. It’s such a practical way to build STEM learning.
Activities 1 and 2 from the “Weather vs Climate” resource are excellent for developing pupils’ understanding of the key differences between short-term weather and long-term climate patterns. In Activity 1, students classify scenarios as either weather or climate, which builds critical thinking and reinforces terminology in a clear, relatable way. In Activity 2, the “Weather Detectives” activity encourages observation and deduction, helping pupils use evidence to form conclusions—an essential scientific skill.
For 5th class, these activities are well-pitched but could be enhanced by incorporating more visual aids, such as weather maps, real climate graphs, or short video clips. This would support different learning styles and deepen understanding. It would also be beneficial to integrate local weather data (perhaps gathered via a class weather station) to connect learning to students’ own environment.
To extend the learning, I would pair these activities with a mini-project, where students create weather diaries or climate comparison posters using their findings
