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I think this is a very relevant and interesting research question for pupils because it connects climate change to something they can experience in their own local area. Looking at temperature data over ten years would give pupils an opportunity to see whether there has been a noticeable change rather than simply learning about climate change in theory. I particularly like that the activity uses real data, as this would help pupils develop skills in collecting, recording and interpreting information.
I would encourage pupils to work in small groups to research the temperature data and create graphs to show their findings. They could then compare different years and discuss any patterns they notice. I would also ask pupils what they think might have caused any changes and whether the results provide evidence of a changing climate. To make it more engaging, pupils could keep a record of the current temperature throughout the project and compare it with the historical data. This would help develop their scientific thinking while making the topic more meaningful and relevant to their everyday lives.
Research question: How does the amount of litter in our school grounds change over a four-week period, and what can we do to reduce it?
I think this would be a suitable research question for pupils because it connects climate and environmental issues to something they can see and investigate in their own school. I would begin by discussing what pupils already know about litter, waste and its impact on the environment. We could then work together to decide how we would collect our data, such as counting and recording the different types of litter found in specific areas of the school each week.
To encourage pupils to participate, I would give them different roles, such as data collectors, recorders, photographers and researchers. This would allow everyone to contribute in a way that suits their strengths. Pupils could then create graphs to show their findings and discuss possible reasons for changes over the four weeks. Finally, I would encourage them to suggest realistic actions the school could take to reduce litter. I think this would help pupils develop teamwork, problem-solving and scientific investigation skills while making them feel that their actions can have a positive environmental impact.
I agree that the ESA resource is a very practical way of introducing pupils to science through investigation and observation. I particularly like your point about how easily the activities can be linked across different subjects. Collecting and displaying weather results in Maths would be a great way to help pupils develop their data-handling skills while also making the Science learning more meaningful. I also agree that adapting activities for different age groups and abilities would be important in ensuring that all pupils can participate successfully. I think the hands-on nature of the activities would be especially effective in encouraging pupils to ask questions and develop their own ideas. It would be interesting to extend the activities by getting pupils to keep a simple weather diary over a number of weeks and compare their observations. Overall, I agree that this resource would be a useful addition to the classroom and could make learning about weather and the atmosphere both enjoyable and memorable.
I found the ESA “Nose High Up in the Sky” resource very interesting and engaging. I particularly enjoyed the activities that encouraged me to look at familiar places from different perspectives and think about how much information can be gathered from images taken from space. The matching of photographs taken from the ground, the International Space Station and satellites was a simple but effective way of showing how our understanding of Earth can change depending on the viewpoint. I also liked how the resource introduces the importance of Earth observation satellites and how they can be used to monitor our planet.
I would definitely use this resource in my classroom, particularly with Geography and Science. I think pupils would enjoy working in groups to identify landscapes such as mountains, rivers, cities and islands from different images. It would also provide opportunities to develop observation, discussion and problem-solving skills. I would perhaps extend the activity by asking pupils to investigate how satellites are used to monitor climate change, weather or changes in land use. Overall, I think it is a practical and engaging resource that would encourage pupils to look at Earth in a completely different way.
I agree that using shorter clips from HOME would be much more suitable for primary school pupils than showing the whole film. I especially like your point about teaching climate change without making children feel frightened or overwhelmed. Focusing on positive actions and solutions is a great way to help pupils feel empowered rather than helpless. I also like your idea of creating a class pledge, as it gives pupils an opportunity to take ownership of their learning and make practical changes within the school. The idea of creating posters would also be a great follow-up activity, as pupils could share what they have learned with other classes. I think combining the videos with discussion and practical activities would make the topic more meaningful and help children understand that even small actions can contribute to protecting the environment.
I found the film *HOME* and the other video clips very effective in showing the scale and impact of climate change. The visuals make the information easier to understand and help pupils see how human activity is affecting the planet. I think using short video clips is a good way to introduce climate change because they can capture pupils’ attention and encourage discussion.
With my own class, I would introduce the topic by asking pupils what they already know about climate change and what they think causes it. I would then show selected sections of *HOME* rather than the full film, focusing on topics such as rising temperatures, deforestation and the impact of human activity. After each clip, I would allow pupils to discuss what they noticed and how it made them feel. I would also encourage them to identify actions that could help reduce climate change in their own lives and community. I think combining the videos with discussion, group work and simple practical activities would make the topic more meaningful and engaging for pupils.
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I agree that the Climate Reporters activity is a very engaging way to help pupils understand climate change. I particularly like your suggestion of using an Irish case study, as this would make the topic more relevant and meaningful for pupils by connecting global climate issues to their own local environment. I also agree that differentiated worksheets would be useful, as they would allow all pupils to participate and work at an appropriate level. I think the activity could also encourage pupils to discuss practical actions they could take at home or in school to reduce emissions. Overall, I think the combination of the Paxi video, group investigation and discussion makes this an effective activity for developing both scientific knowledge and teamwork skills.
I really enjoyed Activity 3 because it provides an engaging way for pupils to learn about climate change and understand how scientists use data to make predictions. I think Paxi is particularly effective because the character makes a complex topic, such as the greenhouse effect, easier for children to understand and relate to.
I could use this activity with my class as part of a wider topic on climate change. I would begin by showing the Paxi video and asking pupils what they already know about weather, climate and greenhouse gases. Pupils could then work in small groups to explore the different climate scenarios, record their findings and discuss what they think might happen in the future. They could present their findings to the class afterwards.
One improvement I would make would be to include a simple practical experiment to demonstrate the greenhouse effect before pupils work with the data. I would also add a glossary of key vocabulary and differentiated resources to support pupils who may find the scientific language or graphs challenging. Overall, I think Activity 3 is a useful and engaging activity for developing pupils’ scientific understanding and awareness of climate change.
I really enjoyed reading your post and agree with many of the points you made. I liked how you highlighted that STEM is most effective when it is taught through practical, hands-on activities rather than as separate subjects. I also think children learn best when they are actively involved in observing, investigating and asking questions instead of just reading about concepts.
Your idea of setting up a weather station in the school grounds is an excellent one. It would give pupils the opportunity to collect real data over time and see how weather changes from day to day. I also like that it naturally links Science with Maths through measuring, recording and creating graphs, while encouraging teamwork and communication.
I especially liked your suggestion of sharing the pupils’ findings with other classes through displays or assemblies. This would help make learning more meaningful and could inspire other pupils to become interested in weather and climate. Overall, I think your post shows how these activities can be extended beyond the classroom to create engaging, cross-curricular learning experiences that develop curiosity and important STEM skills.
Activity 1: Is it Weather or Climate? helped pupils understand the difference between weather and climate by sorting statements into the correct category. It encouraged discussion and reinforced key vocabulary. I would ask pupils to explain their choices to check their understanding.
Activity 2: Weather Detectives gave pupils the opportunity to observe, record and analyse weather data. This practical activity develops scientific inquiry and data-handling skills while also linking with Maths. I would extend the lesson by having pupils compare their findings with local weather forecasts or create simple graphs of their results.
Overall, I think these activities are clear, interactive and easy to use in the classroom. To improve them, I would include more differentiated tasks, such as a word bank for support and an extension activity for early finishers. Adding a short outdoor observation task or using local weather data would also make the activities more engaging and relevant for pupils.