Forum Replies Created
-
Posts
-
Research Question:
How is the changing weather in our local area affecting the plants and animals in our school garden?To encourage pupils in my class to participate in this climate-related investigation, I would begin by making the project relevant and exciting. By linking the research to their immediate environment—their own school garden—we create a tangible connection to the topic of climate change. Pupils would be encouraged to become “Climate Detectives” by observing changes in the garden over time, such as unusual blooming times, increased rainfall, or a lack of insects or birds.
I would incorporate hands-on learning by organising outdoor activities like planting, measuring rainfall, and recording temperature. Students could keep weather diaries, take photos, and make drawings of what they observe. I would also include storytelling and role-play, allowing them to take on the role of scientists, nature reporters, or gardeners. Sharing findings through displays or presentations would boost their confidence and sense of ownership. Most importantly, I would emphasise teamwork and curiosity, creating an inclusive, fun, and supportive learning environment.What a brilliant research question! I love how you’re making it personal and local—it’s such a great way to get children thinking critically about change over time. Becoming “climate detectives” will definitely capture their imagination, and involving family and community adds a meaningful connection. The mix of activities like drawing, drama, and group work makes the learning inclusive and fun. I also think keeping a weather diary is a fantastic way to build observation and data skills. This is a really engaging way to build climate awareness while linking with multiple areas of the curriculum!
I completely agree —Nose High Up in the Sky is such a practical and engaging resource. I really like how it connects everyday weather observations with real scientific tools and concepts. The sensory activities and hands-on elements make the learning meaningful and accessible for all pupils. I also think the link to space technology and satellites is a great way to show the bigger picture and connect it back to environmental awareness. It’s a brilliant way to bring STEM and SESE together in a fun and relevant way!
I have downloaded Satellite Tracker and these satellites have recently been visible over Ireland.
International Space Station (ISS) – Often visible over Ireland as a bright, fast-moving object. The ISS hosts scientific experiments in microgravity and supports Earth observation research.Starlink satellites (SpaceX) – Frequently seen in “trains” of bright lights shortly after launch. These constellations deliver global broadband internet, especially to remote areas.
Starlink‑3591 – One of the many Starlink satellites now faintly orbiting Earth provides connectivity; was logged during a recent spotting session in Ireland.
Gaofen‑11 – A Chinese Earth observation satellite used for monitoring land and environmental data.
Landsat 4 – Part of NASA’s Earth-observation program. This satellite collects imagery used for mapping, environmental monitoring, and agricultural planning.These satellites illustrate a mix of scientific research, environmental monitoring, and commercial communications — perfect examples to inspire students and spark curiosity about how humans use space technology.
Home is a powerful and visually striking documentary that presents the story of our planet and humanity’s impact on it. The use of aerial footage across diverse landscapes helps to clearly show the beauty of Earth and the damage caused by human activity. The narration, combined with the emotive soundtrack, creates a strong environmental message that is both informative and moving. I also found it interesting that the film is copyright-free, making it more accessible for educational use.
Other video clips in the module, such as Greta Thunberg’s TED Talk and her COP25 speech, offer a more personal and urgent call to action. Greta’s honesty and clarity are inspiring, and her discussion of neurodiversity provides a great opportunity to open up conversations about inclusion and different perspectives in the classroom.
To introduce these climate change facts to pupils, I would start with short clips or visual prompts, such as scenes from Home or a “listen and draw” activity using the film’s soundtrack to spark curiosity. This could be followed by group discussions, poster-making, or data collection activities (e.g., measuring school energy use or completing a carbon footprint survey at home). These approaches help to make the topic relevant, engaging, and age-appropriate, while encouraging pupils to think critically about their role in protecting the planet.
Hi Dearbhail,
Thanks for sharing this! I completely agree—Home is such a powerful documentary, and the aerial views really highlight the beauty and fragility of our planet. It’s great that you’re thinking about follow-up activities like the Carbon Footprint form and poster-making—those are excellent ways to make the learning more personal and action-focused. Using Our Climate Action Plan to connect the global message to Ireland is a brilliant idea too. I’m sure your class would be really engaged with this approach!
Activity 3 offers a well-structured lesson that introduces children to future climate scenarios and helps deepen their understanding of how rising temperatures may affect the planet. It also raises awareness of actions that can help reduce the impact of climate change.
The Paxi video would make an excellent starting point, presenting the concept of greenhouse gases in a clear and engaging way. This visual and accessible introduction would help spark curiosity and open up discussion in the classroom.
Using the temperature prediction tool on school ICT devices would further enhance the learning experience. Its visual format encourages pupils to explore the potential consequences of human actions on a global scale, while working in pairs or small groups promotes collaboration and shared critical thinking.
To extend the learning beyond the classroom, pupils could take part in practical projects such as planting trees or creating a pollinator-friendly school garden. The class could also organise a “Green Day” event to share their learning with the wider school community, showcasing posters, presentations, or even short plays about climate action. Another option could be inviting a local environmental expert or community member to speak about sustainable practices. Alternatively, students could carry out a school energy audit and suggest improvements to reduce the school’s carbon footprint. These activities would help make the topic of climate change more tangible and empower children to take action in their own environment.
Great ideas Carmel! The Paxi video is a perfect way to introduce the topic and get students thinking. I love how you’re planning to use real data and group work—it makes the learning hands-on and meaningful. The Climate Awareness Day sounds fantastic, especially with the children leading the presentations. Including a ‘Next Step’ is a great way to help them see the real-world impact of what they’re learning!
Thanks for sharing your thoughts! I agree—both activities are really practical and easy to bring into the classroom. I like your idea of adding visual aids and sentence starters to support learners. The birthday weather task is such a fun way to make the concept personal and relatable!
In STEM, in my classroom, students learn by asking questions and solving real-life problems. For example, they might explore how to collect and clean rainwater. They do research, test ideas, and improve their solutions—just like real scientists and engineers.
STEM often involves working in groups. Students share ideas, take on different roles, and learn how to solve problems together. This helps them build important teamwork and speaking skills for the future.
STEM learning is connected to the real world. Students might study traffic near their school or create ways to save energy at home. These projects show how STEM can help improve their communities.
Technology is an important part of STEM. Students use tools like simulations, coding kits, or data recorders to build and test their ideas. This helps them learn how to use tech to solve problems in smart and creative ways.
Reflection on Activities 1 & 2:
Activities 1 (“Is it Weather or Climate?”) and 2 (“Weather Detectives”) are well-aligned with the Geography Strand: Natural Environments, particularly the Weather strand unit in the Irish Primary School Curriculum. These activities also integrate aspects of the Science Curriculum, specifically the Environmental Awareness and Care strand, by encouraging observation and understanding of weather phenomena.In Activity 1, students categorise examples as either weather or climate, helping them distinguish short-term atmospheric conditions from long-term patterns. This supports the curriculum objective of developing “an understanding of the weather and how it affects the environment and the lives of people” (Geography, 1999). Activity 2 then deepens this by asking pupils to observe, record, and interpret real weather data—an engaging, hands-on approach that aligns with Working Scientifically skills in Science.
Strengths:
Encourages active learning and scientific investigation through data collection and recording.Makes effective use of local context, fulfilling the curriculum aim of connecting learning to the child’s own environment.
Encourages cross-curricular links with Maths (data handling) and English (report writing).
Suggestions for Improvement:
Extend data collection over a month to better illustrate climate trends.Integrate DIY weather instruments (e.g., rain gauges or wind vanes) to enhance design and make elements from the Science: Materials and Environmental Awareness strands.
Offer opportunities for oral language development, such as presenting findings to peers.
Classroom Use:
I would use these activities within a senior class (4th to 6th class), tying them into a broader unit on environmental care and sustainability. Activity 1 would serve as an engaging opener, while Activity 2 could run over two weeks, with daily recordings leading to group graphing and analysis. Students could then compare their data to Met Éireann’s records, reinforcing the concept of climate versus weather.