[Jacqui Breen]

<p class=”isSelectedEnd”>How does increasing biodiversity in our school grounds affect local pollinator activity and help reduce the impacts of climate change?</p>
<p class=”isSelectedEnd”>I selected this research question because it allows pupils to investigate a real environmental issue within their own school community. Using the Climate Detectives research question planner, pupils could begin by identifying areas of the school grounds with limited biodiversity before planning ways to improve them, such as planting wildflowers, creating pollinator-friendly habitats or reducing areas of mown grass. They could collect data by observing and recording the number and variety of bees, butterflies and other insects over several weeks, comparing their findings before and after making changes.</p>
To encourage participation, I would use an inquiry-based approach where pupils take ownership of the investigation by making predictions, gathering evidence, analysing results and presenting their findings. Working collaboratively in small groups would develop communication, teamwork and problem-solving skills while promoting scientific thinking. Pupils could create graphs, digital presentations and posters to share their results with the wider school community, encouraging others to support biodiversity initiatives. This project would integrate Science, Geography, Mathematics and Digital Technologies while helping pupils understand that even small local actions can contribute to addressing global climate challenges. Most importantly, it would empower children to become active environmental stewards and recognise that they can make a positive difference within their own community.

[Jacqui Breen]

<p class=”isSelectedEnd”>Using a satellite tracking app, I identified five satellites that recently passed over Ireland:</p>

1. International Space Station (ISS)
2. Sentinel-2A
3. Sentinel-3A
4. MetOp-B
5. Landsat 9

<p class=”isSelectedEnd”>These satellites all play important roles in observing and monitoring Earth. The International Space Station (ISS) is a research laboratory where astronauts carry out scientific experiments in areas such as biology, physics and climate science. Sentinel-2A captures high-resolution images of Earth’s land surface, helping scientists monitor forests, agriculture and environmental changes. Sentinel-3A measures sea surface temperature, ocean colour and land conditions, providing valuable data for climate research. MetOp-B is a European weather satellite that collects atmospheric data to improve weather forecasting and monitor climate patterns. Landsat 9, operated by NASA and the USGS, provides detailed images of Earth’s surface, allowing scientists to study land use, natural disasters, water resources and long-term environmental change.</p>
This activity highlighted how satellites continuously orbit the Earth, collecting information that helps us understand weather, climate and the changing environment. I think this would be an engaging classroom activity, as pupils could track satellites in real time and investigate their different purposes. It would also support STEM learning by combining science, geography, technology and digital skills while demonstrating how space technology benefits everyday life. The European Sentinel and MetOp satellites form part of major Earth observation programmes that provide essential data for weather forecasting, environmental monitoring and climate research.

[Jacqui Breen]

<p class=”isSelectedEnd”>The film HOME is a powerful and thought-provoking resource that clearly illustrates the interconnectedness of Earth’s ecosystems and the impact human activity has had on the planet. The stunning aerial imagery captures both the beauty of our natural world and the scale of environmental challenges such as deforestation, pollution, biodiversity loss and climate change. I found that the film encouraged me to reflect on the importance of sustainability and the responsibility we all share in protecting the environment. The other video clips in this module complemented HOME by presenting climate change in a more accessible way, explaining concepts such as the greenhouse effect, global warming and renewable energy through engaging visuals and age-appropriate explanations.</p>
In my own classroom, I would introduce these climate change facts gradually and in an age-appropriate manner. Rather than focusing on fear or negative consequences, I would encourage pupils to become informed and empowered by highlighting positive actions they can take. Through inquiry-based learning, experiments, discussions and local investigations, pupils could explore topics such as reducing waste, conserving energy, biodiversity and caring for their local environment. Activities such as monitoring weather patterns, creating recycling initiatives, planting pollinator-friendly gardens and participating in Green-Schools projects would allow children to make meaningful connections between global issues and their own lives. By integrating climate education across subjects such as Science, Geography, SPHE and Mathematics, pupils would develop critical thinking, problem-solving and collaborative STEM skills while gaining a sense of responsibility and hope for the future.

[Jacqui Breen]

Climate Reporters is an engaging and thought-provoking activity that helps pupils understand the causes and effects of climate change through age-appropriate resources. The Paxi video explains greenhouse gases in a simple and visual way, making a complex scientific concept accessible for primary pupils. The future temperature prediction tool encourages children to interpret data, identify trends and consider the long-term impact of human actions, supporting both scientific enquiry and critical thinking skills. In my classroom, I would use this activity as part of an inquiry-based STEM lesson, allowing pupils to work collaboratively to investigate climate data, make predictions and present their findings. To enhance the activity, I would include more Irish-based climate data and local case studies so pupils can relate the learning to their own environment. Providing differentiated worksheets and extension challenges for more able pupils would also improve accessibility and ensure all learners can participate meaningfully in the investigation.

[Jacqui Breen]

The ESA resources provide engaging, inquiry-based activities that help pupils develop a meaningful understanding of weather, climate and environmental sustainability. I would use these resources to establish a weather station in the school grounds where pupils could measure temperature, rainfall, wind direction and cloud cover. Collecting data over time would help children understand that weather refers to daily atmospheric conditions, while climate describes long-term weather patterns. This activity promotes a wide range of STEM skills. Pupils develop science skills through observation, investigation and prediction; technology skills by using digital weather tools and recording data; engineering skills by designing simple weather instruments; and mathematics skills through measuring, graphing and analysing results. To promote collective practice, I would encourage all classes to contribute to the weather station, share findings during assemblies and display data on a school weather board. This collaborative approach would strengthen scientific understanding, environmental awareness and communication across the whole school community.

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