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Really like the idea of 6th Class acting as mentors for the younger pupils. I think that would encourage them to be more involved, especially for some of the less academically inclined students.
Question:
What impact does local rainfall have on the growth and condition of plants in our local park?
I would introduce this investigation by encouraging the class to think about the different factors that plants need to survive and grow. Rather than beginning with climate, I would ask pupils what they notice about the park across the road from our school during dry spells and after periods of heavy rain. This would lead into a discussion about the role of rainfall in keeping plants healthy and how changing weather conditions can influence growth.
To investigate the question, the class, with support from the Green Schools Committee, would establish and care for a small area of the park containing a selection of vegetables, herbs and flowering plants. Throughout the project, pupils would record weekly rainfall using a rain gauge while also monitoring the condition of the plants. They could measure plant height, note changes in leaf colour, count flowers or vegetables produced, and record their findings in observation journals using written notes, tables, photographs, or labelled sketches.As the project progresses, pupils would compare the rainfall data with the changes they observe in the park to identify any patterns or trends. Regular opportunities for discussion would allow them to share ideas, make predictions, and explain their conclusions using the evidence they have collected.
This practical investigation encourages pupils to develop scientific enquiry skills while building an appreciation of the natural environment. By collecting real data and caring for living plants, they gain a deeper understanding of how weather influences ecosystems and recognise the importance of responsible environmental stewardship.The Nose Up High in the Sky sounds like a great resource tool to use in the classroom. I feel it could really engage the students and foster their curiousity about all things weather and what happens above us!
Using a satellite-tracking website, I had a look at which satellites had recently flown over Ireland. I was surprised by the variety of satellites in orbit and the different purposes they serve. These are five that I found.
Sentinel-2A – An Earth observation satellite that captures detailed images of land and vegetation. It is widely used to monitor farming, forests, and changes to the environment.
NOAA 19 – This satellite gathers weather data, including cloud cover, temperatures, and storm systems, helping meteorologists produce more accurate forecasts.
COSMOS 2558 – A Russian satellite that is thought to be used for surveillance and observation from space.
ISS (International Space Station) – A permanently occupied research station orbiting Earth where astronauts conduct scientific experiments in the unique conditions of microgravity.
Starlink-3245 – One of the many satellites in SpaceX’s Starlink constellation, designed to deliver broadband internet services across the globe.
This activity gave me a better understanding of how important satellites are in everyday life. I learned that they perform many different roles, from monitoring weather and protecting the environment to providing communication services and supporting scientific research. I was also amazed by the number of satellites that pass over Ireland on a regular basis. Before using the tracking app, I hadn’t realised just how busy the skies above us really are.I agree about the fact that the students need to be shown the extent to which we rely on all these things in our everyday lives and take them for granted. I feel it is something that they might not fully comprehend.
After watching HOME its clear that it reinforce the value of introducing environmental issues to children in a way that inspires responsibility rather than anxiety. Instead of focusing solely on the consequences of climate change, these resources demonstrate how education can encourage young people to become thoughtful and active stewards of the planet. The sweeping aerial footage in HOME was particularly memorable, capturing both the extraordinary diversity of Earth’s landscapes and the ways in which human actions have altered natural ecosystems. It highlighted the importance of developing an appreciation for the natural world as a foundation for understanding the environmental challenges it faces.
If teaching this topic in my classroom, I would adopt an investigative approach that encourages pupils to explore climate-related concepts through observation, discussion, and collaborative learning. Lessons would begin by helping children distinguish between everyday weather events and long-term climate patterns before examining examples from their own locality. Using local observations and simple environmental data, pupils could investigate how the surrounding area has changed over time and consider possible reasons for those changes.
To consolidate their learning, pupils could design informative displays, produce persuasive posters, or prepare presentations to share with other classes, creating meaningful links with Visual Arts and English while building confidence in communication and teamwork.
Would definetly agree that this would suit more upper primary level. I have 6th Class and I would find it hard to adjust the lesson to suit much younger students. But for the ages of upper primary it’s a great activity!
The Paxi video is an excellent resource for introducing STEM concepts to primary pupils because it presents information in a lively, accessible and visually appealing way. Its colourful animation and child-friendly approach are well suited to maintaining pupils’ interest while supporting their understanding of complex ideas. I would incorporate a discussion strategy such as Think–Pair–Share after the video to encourage pupils to exchange ideas, justify their thinking, and learn from one another.
I also found the ESA activity booklet to be a valuable teaching resource, offering a range of practical tasks that promote inquiry and active participation. Of all the activities, Climate Reporters stood out as the one I would be most eager to use with my 6th Class pupils. The activity lends itself naturally to integrating several curriculum areas, allowing children to combine scientific investigation with literacy, geography, and oral language skills. To deepen the learning experience, I would conclude the lesson with a whole-class discussion focused on the potential effects of climate change within the local area. Pupils could then work together to suggest realistic and achievable actions that individuals and communities can take to promote environmental sustainability.
I definetly think weather apps would be a great additional tool for students to have. However, they would need to be ready availble and accessible to the students on the days you’re doing those lessons. Will try to implement weather apps on the students iPads for next year!
In Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics (Liston, 2018), STEM is presented as far more than four separate curriculum areas grouped under a single label. The paper argues that meaningful STEM learning occurs when pupils explore how these disciplines intersect to address authentic problems, with creativity, collaboration, and context playing a central role in the learning process. Rather than treating each subject independently, the author highlights the value of an integrated approach that reflects how knowledge is applied in everyday life.
Within my own 6th Class, I aim to create opportunities for pupils to investigate, question, and experiment through practical learning experiences. STEM lessons are designed to encourage exploration, innovation, and teamwork while helping children recognise the links between scientific concepts, technological tools, engineering design, and mathematical thinking. By engaging in inquiry-based activities, pupils develop confidence in tackling challenges and applying their learning in meaningful ways.
The first two activities provide an effective foundation for helping pupils distinguish between weather and climate. Their use of observation and data interpretation encourages active participation while developing analytical skills. To strengthen these lessons further, I would include cooperative learning opportunities, such as small-group investigations or class presentations, allowing pupils to compare ideas and explain their reasoning. I would also integrate digital resources, including interactive weather websites or forecasting applications, to provide access to real-time information and make the learning experience more engaging and relevant.