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I really like your research question – it’s such a clever way to connect climate data with something pupils can actually see in their own environment. Linking the temperature trends to the school garden makes it so much more meaningful, and I think pupils would get excited about spotting real changes in the plants they know. I like how you’d use group work and presentations too, as it gives everyone a role and makes the project more collaborative.
Your idea about comparing bloom times or plant stress with warmer years is brilliant – it would really show pupils how climate change isn’t just a global issue, but something that affects their own community. I also think the practical actions, like planting native species, make it feel positive and solutions-focused. This sounds like an activity that would not only teach science and data skills, but also inspire pupils to care for their local environment.
Research Question: How is the amount of litter around our school affecting local wildlife and the environment, and what can we do to reduce it?
I think this would be a great project for pupils because it’s something they can actually see and measure in their own environment. To get them involved, I’d start with a walk around the school grounds so they could spot the problem for themselves. From there, we could collect and record data, maybe by mapping where litter builds up most or counting different types of waste. This would make the issue real and relevant.
I’d encourage teamwork by giving pupils different roles, like data collectors, photographers, or record keepers, so everyone can contribute in their own way. Once they’ve gathered evidence, the class could come up with solutions together, like posters, litter campaigns, or even presenting ideas to the school council. By linking science investigation with action, pupils would see that their work can make a real difference.
Thanks for the information Aaron. I didn’t realise there were so many different satellites flying over Ireland right now. I think it’s amazing how each one has such a different job, like tracking oceans, weather, or even signals. Terra sounds especially interesting since it’s still helping us learn about how the Earth is changing.
I really enjoyed exploring the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky. I thought the activities Talking About Weather, Sensing the Weather and Build Your Weather Station were really fun and hands-on. They cover loads of STEM skills without feeling too complicated, and the worksheets are easy to follow. I think my 4th class would really enjoy them. The activities get the kids noticing things, asking questions, and talking about what they see, which makes the learning more natural and enjoyable.
The weather proverbs were one of my favourite parts. They’re catchy and easy to remember, and in Ireland where the weather is always a big topic, they feel extra relevant. It also shows that you don’t always need fancy technology – nature itself gives us plenty of clues.
I liked “Sensing the Weather” because it’s so simple – just using your own senses to describe the weather. And building a weather station sounds like a brilliant project where the kids can design, test, and use their own instruments.
I like how you’d use short clips and link them to everyday things like litter or local weather . It makes climate change relatable for children. Using drawing and storytelling is a great way for them to connect and feel inspired. Focusing on small actions really helps them see that they can make a difference.
I found the film HOME and the other video clips in this module really powerful. The images in HOME are stunning but also a bit shocking at times – they make it very clear how human activity is changing our planet. I think this visual approach is so effective because pupils often understand things more deeply when they can actually see the impact rather than just hearing about it. The shorter clips, like Paxi on greenhouse gases, are also great because they break big scientific ideas down into simple, child-friendly explanations.
With my pupils, I would introduce these facts step by step. First, I’d show a short clip to spark curiosity and discussion, then follow it up with a practical activity, like measuring our own energy use or recording local weather patterns. For younger pupils, I’d focus on small, positive actions they can take – like reducing waste or saving energy – so they don’t feel overwhelmed. For older pupils, I’d use the videos as a starting point for projects, such as creating posters, writing news reports, or even making their own short awareness.
I agree with you about the Paxi video – it’s such a simple way to explain something that can be pretty tricky for children to get. I like your idea of linking it to a bigger project on carbon footprints too, because it gives the class a chance to take action and not just learn the facts. The poster and campaign idea sounds really fun and would make the learning feel real. I also think your reflection questions are a great touch – they’d help the children connect the simulation to their own lives. I could see this working really well as a whole-school project too, with classes sharing their posters or pledges.
I found the “Climate Reporters” activity very engaging. The Paxi video explains greenhouse gases in a simple, fun way, and the ESA prediction tool really helps students see how climate might change in the future. It gives them a hands-on way to explore data rather than just being told about it.
With my class, I’d take the activity in the direction of a design challenge. After looking at the predictions, students could work in groups to come up with practical solutions for reducing greenhouse gas emissions in school or at home. For example, they might design posters to encourage energy saving, plan a “no car to school” day, or create models of eco-friendly inventions. This way, they move from just understanding the problem to actively thinking like engineers about solutions.
To make it even better, I think it would help to include some local climate data so students can compare what’s happening globally with what’s happening where they live. A follow-up reflection activity—like writing a class pledge or action plan—would also give students a sense of agency and ownership.
I really like your idea of linking Nose Up High in the Sky with Weather vs Climate. It makes it really clear for the kids how daily weather is different from long-term climate. Setting up a weather station sounds like a great hands-on project, and I like the way you’d have the class share jobs so everyone’s involved.
The way you pointed out the science, tech, engineering and maths parts is really helpful too – it shows how much learning comes out of one activity. I also love the idea of students giving weather briefings in assembly. That would make it feel real and give them a chance to practice speaking to an audience. A school blog or display of the data could be another fun way to share it.
Liston (2018) shows that real STEM learning is about linking science, technology, engineering and maths together in real-life ways, not just teaching them separately. In my class, I try to make STEM lessons hands-on, where children can ask questions, solve problems and work together.
The ESA Weather and Climate activities are very useful. In Activity 1 (Is it Weather or Climate?), the children could easily see the difference between daily weather and long-term climate using the examples given. I think it would be even better if there were more local examples so pupils could connect it to what they see around them. Activity 2 (Weather Detectives) is fun and practical — collecting and graphing temperature data gave pupils a chance to practise maths, observation and using technology.
To take it further, I’d like my class to build simple weather instruments and set up a school weather station. This would bring in engineering skills and give pupils something real to measure and share. We could report our findings in assemblies or on a school noticeboard, helping everyone learn more about weather and climate.