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Grace I think this is a fantastic idea for senior infants. Something so simple as investigating plastic at such a young age is a great way to introduce waste and climate change to them!
My research question is: How does the type of surface in our school grounds affect its temperature on a sunny day?
This question focuses on how surfaces absorb and hold heat. The pupils would measure the temperature of the grass, tarmac, soil and a shaded area at the same times throughout the day. We could then record the results in a table, create a class graph and discuss which areas become hottest. This would help pupils understand how rising temperatures may affect their environment and why trees and green spaces are important.
I would encourage participation by allowing the pupils to take a role in the investigation. They could work in groups as temperature checkers, recorders, photographers and weather observers. Before beginning, I would ask them to predict which surface will be hottest. Giving each pupil a job and displaying our findings would make the investigation practical, meaningful and enjoyable.
I also found it so interesting to learn the different satellites that pass over Ireland and their purpose. So interesting to also understand what key information each provides
I used a satellite-tracking website to look at satellites that have recently travelled over or close to Ireland. Five examples are the International Space Station, Sentinel-2A, Sentinel-2B, NOAA-20 and MetOp-B.
The International Space Station is an orbiting laboratory where astronauts carry out scientific research in space. Sentinel-2A and Sentinel-2B are Earth-observation satellites. They take detailed images that help monitor crops, forests, water, flooding and changes to the land. NOAA-20 collects information about clouds, oceans, temperature and the atmosphere. This information is used to improve weather forecasts and monitor extreme weather. MetOp-B is also a weather satellite. It measures temperature, humidity, wind, cloud cover and gases in the atmosphere. I was surprised by the number of satellites passing near Ireland and how much of the information they collect is used in everyday life, particularly for weather forecasting and monitoring changes to our environment.
I completely agree with introducing Greta Thunberg before allowing the children to watch the video. Ash she is such a key figure in climate change, and I’m sure some children have already come across her before.
I found the film HOME very interesting and thought-provoking. The aerial footage shows how beautiful the Earth is, while also showing the damage caused by human activity. It explains how burning fossil fuels, cutting down forests, intensive farming and overconsumption are contributing to climate change. One of the main messages I took from the film was that everything on Earth is connected. Damage to the environment can affect people, animals and ecosystems across the world.
Greta Thunberg’s speech also had a strong impact on me. She speaks honestly about the lack of meaningful action being taken, despite the scientific evidence available. I found it powerful that such a young person was confidently challenging world leaders to do more. Her speech shows pupils that young people can have a voice and help to create change.
I would introduce these facts to pupils using simple language, photographs, short video clips and class discussions. I would focus on practical actions they can take, such as switching off lights, saving water, recycling and reusing materials. The class could also create a climate action plan together. I think it is important to teach pupils about climate change in a hopeful way so that they feel informed and able to make a difference.
I found the Climate Reporters activity engaging and well structured. Beginning with the Paxi video gives pupils a clear understanding of the greenhouse effect before introducing the difference between low and high emissions scenarios. I liked that pupils work together to investigate future temperature predictions using the TEAL tool and then discuss how climate change could affect people’s lives. The activity encourages collaboration, critical thinking and communication as pupils analyse information and present their findings to the class. I would use this activity with my own class because it links well with the Science and Geography curriculum while also encouraging pupils to think about practical ways they can reduce the impacts of climate change in their own community. One improvement I would suggest is including differentiated worksheets or question prompts for pupils who need extra support, along with extension tasks for more able learners. I also think providing an Irish case study or local climate example would help pupils relate the activity more closely to their own experiences.
I completely agree with how it breaks things down simply for children to understand in terms of green house gases. It can be a complex topic to understand if described too detailed.
After reading Liston’s paper, I found it really made me think differently about STEM. I often think of science, technology, engineering and maths as separate subjects, but the paper highlighted how they work best when they are connected through real-life learning and problem-solving. I think this is very relevant with the new Primary Curriculum Framework, where there is a greater emphasis on children learning through inquiry, collaboration and hands-on experiences. Reflecting on my own teaching, I feel I already encourage children to ask questions and investigate, but I would like to make more deliberate links between the different STEM subjects rather than teaching them in isolation.
I enjoyed Activity 1, “Is it Weather or Climate?”, as it is a simple but effective way of helping children understand the difference between the two concepts. I would begin by talking about the weather outside that day and asking the children to think about what the weather was like on their birthdays or during different seasons. I think using examples from their own lives would make the lesson more meaningful before moving on to the worksheet. The activity encourages lots of discussion and helps children develop their scientific vocabulary while also building their understanding of geography.
I also really liked Activity 2, “Weather Detectives”. Children always enjoy being outdoors, so I think they would be very engaged in observing and recording the weather themselves. Taking real measurements and comparing results makes the learning much more practical than simply reading about weather in a textbook. I also like that the activity naturally brings maths into the lesson through measuring temperatures, recording results and looking for patterns in the data.
If I was using these activities with my class, I would extend them over a number of weeks rather than completing them as a once-off lesson. The children could keep a weather diary, create graphs of their results and compare their findings with the local weather forecast. This would help them recognise patterns over time and understand the difference between weather and climate even more clearly.
I completely agree that STEM is something that I was definitely looking at separately in the classroom instead of collectively. This is something I will also work to improve on. Really interesting to hear that others feel the same about it.
For this project I would get the class to collect piseógs, traditions and old stories about the night from home. We’d talk in class first about what a piseóg actually is and maybe look at some examples from the Dúchas Folklore Commission. Then I’d send them home with a few simple questions to ask their family or neighbours, like if they know any superstitions about the moon or stars, or if anyone in their house has an old story about night time.
When they bring their answers back in, we’d share them in small groups or as a class and make a scrapbook or wall display out of them. I think it would be a nice way for them to learn about the past, practise talking and writing and also feel proud of where they come from. It would also be a really fun way to bring storytelling into the classroom.
Completely agree that parents would be interested in using this resource too Rachel! Such a fantastic resource.
I think one of the best ways to get children really engaged with biodiversity is to bring it back to what is around them. Their own gardens, estates, parks and even the school yard. I would start by getting them to explore what they can see during the day like birds, insects, plants and so on. Then we would move on to talking about what comes out at night. Most of the children would not think of animals like hedgehogs, bats, owls or moths because they do not often see them. That is where I would bring in the idea of nocturnal animals and how they rely on the dark.
We would also chat about light pollution and how things like streetlights, floodlights or even garden lights can confuse these animals or make it harder for them to feed, rest or get around safely. I would love to help the children design a school biodiversity plan that includes little dark corners or sheltered areas for nighttime creatures. It would give them a sense of making a difference and protecting nature right here at home.
I also love the link to Green Schools! It’s so important in today’s world and the integration is perfect.
