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I really like your choice of research question because it links climate change to something the children experience every day. Investigating changing temperatures is a great way to make the topic meaningful and relevant.
I also like how you’ve planned for pupils to work collaboratively and take ownership of the investigation. Finishing with a discussion about actions they can take is a positive way to empower children and show that everyone can contribute to protecting the environment.It was interesting to see the range of satellites that regularly pass over Ireland and the different purposes they serve. I hadn’t realised just how many satellites are involved in monitoring our environment and supporting everyday services such as weather forecasting and internet communication.
I also think this would be a great activity to use in the classroom. Pupils would enjoy tracking satellites in real time and learning how the information they collect helps scientists understand weather, climate and changes to our planet. It’s a great way to bring space science and STEM to life in an engaging and meaningful way.I really enjoyed reading your reflection. I agree that the visuals in HOME are incredibly powerful and help to make climate change feel real for children. As you mentioned, seeing the images of deforestation and melting ice caps is much more impactful than simply reading about them.
I also liked your point about creating an emotional connection before moving into the STEM activities. When pupils understand why an issue matters, they are often much more motivated to investigate it and think about possible solutions. Like you, I hadn’t come across HOME before this course, and I can definitely see myself using it as a starting point for discussions about sustainability and caring for our environment.I really like your emphasis on introducing the vocabulary first. Building the children’s understanding before starting the activity would give them more confidence to participate. I also think presenting their findings as a weather report is a fantastic idea, as it makes the learning more interactive while developing their communication and presentation skills.
Your point about explaining that predictions are based on patterns from the past is really important too, as it helps children understand the difference between making an informed prediction and simply guessing. This sounds like a very engaging way to encourage collaboration and develop both scientific thinking and oral language skills.I really enjoyed reading your reflection. I agree that STEM is much more effective when it is taught as an integrated approach rather than as four separate subjects. Your example of children designing and building bridges using recycled materials is a great way to combine science, engineering and maths while encouraging creativity and teamwork.
I also liked your point about using real-world contexts, as I think children are much more engaged when they can see how their learning applies to everyday life. Liston’s paper really highlights the importance of inquiry and problem-solving, and your examples show how these skills can be developed naturally through hands-on activities. It has given me some ideas for incorporating more project-based STEM learning into my own classroom.<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.<p class=”isSelectedEnd”>Using a satellite tracking app, I identified five satellites that recently passed over Ireland:</p>
- International Space Station (ISS)
- Sentinel-2A
- Sentinel-3A
- MetOp-B
- 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.<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.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.
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.
