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This is a great question. It is something that children could actively work towards achieving. It’s a great way to make a positive change in the children’s everyday lives and within the school.
I agree it is a great resource and it is something I will definitely use in the classroom in the future.
I really like the idea of integrating the ideas into several different subject areas across the curriculum. It is really important to differentiate the content and activities to ensure it meets the needs of all learners in the classroom.
How can we reduce our school’s carbon footprint by changing our everyday energy and waste habits?
I chose this research question because it focuses on areas that pupils experience every day within the school environment. Climate change can sometimes feel like a very large and complex issue, so I think it is important for children to investigate problems that they can see and influence themselves. This question would allow pupils to explore both energy use and waste production in our school, helping them understand how small changes can contribute to a more sustainable future.
Pupils would work in small groups to carry out investigations, such as completing an energy audit by recording lights, interactive whiteboards, and devices left on in empty classrooms, as well as conducting a waste audit to identify the amount and types of waste produced.
Each group could take on different roles, including collecting data, recording results, creating graphs and presenting their findings. After analysing the results, pupils could develop realistic solutions, such as creating energy-saving reminders, promoting reusable items, improving recycling practices or introducing classroom sustainability monitors.
I would encourage pupil participation by ensuring they have ownership of the investigation and are involved in making decisions about the actions they take. Sharing their findings with other classes, the Green Schools committee or the wider school community would help pupils see that their ideas can have a genuine impact.
The ESA resource Nose High Up in the Sky is a fantastic STEM resource that is both engaging and practical for use in the primary classroom. I found the teacher guide very clear, with well-sequenced lessons, helpful background information and activities that encourage children to learn through investigation rather than simply being given facts. The use of everyday materials makes the activities accessible, while the emphasis on prediction, observation and reflection encourages pupils to think and work like young scientists.
I would use this resource with my Fourth Class by first exploring the children’s prior knowledge of air, flight and space through questioning and discussion. Pupils would then work collaboratively in small groups to carry out the investigations, make predictions, record their observations and discuss their findings. This approach promotes communication, teamwork and problem-solving while giving me opportunities to assess understanding through questioning and observation.
The activities also provide excellent opportunities for cross-curricular learning. Pupils could measure and compare results in Mathematics, record and present their findings in English, and extend their learning by designing and testing their own paper aircraft or rockets in Visual Arts and STEM. I particularly liked how the resource connects classroom investigations to real-world applications, such as aviation and space exploration, making the learning more meaningful and relevant.
To make the resource even more inclusive, I would provide differentiated recording sheets and visual supports for pupils who need extra scaffolding, while offering additional design challenges for those ready to extend their learning.
I agree, I think it is really important to focus on hope and action with the children. They must know they can make small changes in their lives to make a positive difference.
I found the documentary to be one of the most thought-provoking resources in this module. The aerial footage captures both the beauty of our planet and the significant impact that human activity has had on it over time.
I would begin by exploring the children’s prior knowledge of weather, climate and caring for the environment through discussion and questioning. After showing a short clip from the documentary, I would ask pupils what they noticed, what surprised them and how the images made them feel. This would encourage curiosity and provide opportunities for reflection before introducing the science behind climate change. I would then use the Paxi video to explain concepts such as the greenhouse effect and greenhouse gases in a simple, child-friendly way, helping pupils build a solid understanding before moving on to more complex discussions.
To make the learning meaningful, I would link it to the children’s own lives and local environment. Pupils could investigate recycling around the school, monitor classroom energy use, carry out a biodiversity walk or plant pollinator-friendly flowers in the school grounds. These practical activities would help children see that climate change is not just a global issue but something they can positively influence through their everyday actions. Cross-curricular links would provide further opportunities for pupils to explore the topic in different ways.
I think it is essential that lessons on climate change leave children feeling empowered rather than worried. For this reason, I would finish the unit by asking the class to work collaboratively to create a Climate Action Plan for our school. Pupils could suggest achievable actions and goals for the school. This would reinforce the message that while climate change is a significant global challenge, small individual and collective actions can make a meaningful difference.
I agree with what you have said. I also think it would be a great activity that would give greater opportunities for student voice. Pair work and group work would be great ways to make predictions and provide opportunities for children to share ideas.
Activity 3 – Climate Reporters
The Paxi video provides an excellent introduction to the topic, explaining the greenhouse effect in a simple and engaging way that is appropriate for primary pupils. It gives children a solid understanding of the difference between natural and human-caused greenhouse gases before they begin exploring the data.The TEAL climate tool is a particularly valuable resource because it allows pupils to investigate future temperature projections under different greenhouse gas emission scenarios. I think children would find it fascinating to explore different parts of the world and compare how climate predictions vary from place to place. Using real-world data makes the learning much more meaningful and helps pupils understand that climate change is something that can be studied and measured.
I would use this activity in my 4th class by organising the pupils into small groups. This would encourage collaboration, communication and critical thinking while also developing digital literacy and data-handling skills. As an extension, pupils could create graphs or other visuals using the climate data to add to their groupwork. To conclude the unit, I would ask the class to develop a climate action plan for our school. They could identify realistic ways to reduce our carbon footprint, such as reducing waste, encouraging active travel, increasing biodiversity or planting more trees around the school grounds. This would help pupils see that, although climate change is a global issue, there are positive actions they can take at a local level.
One improvement I would make to the activity would be to include more differentiated resources. Overall, I found this to be a highly engaging activity.
Module 1 Assignment
I found the ESA resources very useful. The lesson plans are well-structured, engaging, and easy to follow, making them very accessible for classroom use. I like how the lessons guide children through investigating, designing, building, recording observations and analysing results. They provide opportunities for pupils to share their learning through discussion, presentations and reflection.I hope to provide opportunities for greater critical thinking, creativity and collaboration in my classroom. One idea that particularly appealed to me was creating a weather station. I think this would be a fantastic addition to our school grounds and would provide meaningful learning opportunities throughout the year. In our school, we have a quiet area in the yard where ball games are not allowed, and I think this would be an ideal location. It would be protected from damage while remaining easily accessible to classes. I also like the idea of the children taking ownership of the weather station and sharing their knowledge with younger classes, creating opportunities for leadership and collaborative learning across the school. Collaborating and working alongside other classes during this project is something I would definitely be interested in.