[Catherine Galvin]

This has been a fascinating module to study. Mark, I agree with your comment about satellites. Satellites advance research by enabling global communication, environmental monitoring, climate studies, and disaster prediction. They support space exploration and scientific data collection. However, increasing satellite numbers risk overcrowding Earth’s orbit, leading to space debris, collision hazards, and signal interference, which could threaten both scientific missions and long-term orbital sustainability.

[Catherine Galvin]

I like the idea of using your school garden to base your research question on and to test the soil. It would be interesting to see if there would be a variation in pH levels between the four seasons. Good luck!

[Catherine Galvin]

Research Question:  Module 5

Has Climate Change led to an increase in sea levels? Has this been a contributory factor in causing coastal erosion to the Copper Coast in Co. Waterford?

To answer this question, 5th class pupils could follow the steps in the Climate Detectives Research Planner. First, they would observe the issue by visiting the Copper Coast (Bonmahon) or looking at photos/videos to see signs of coastal erosion. Next, they would define their research question, as stated above.

They would then gather data by:

·        Interviewing local people or experts about changes they’ve seen over time.

·        Looking at old and current maps or photos of the Copper Coast.

·        Checking sea level rise data online or using climate data provided by their teacher and/or Waterford County Council

·        Measuring cliff or beach changes using simple tools like rulers or GPS (if available) and/or from data from Waterford County Council.

Next, they would analyse this information to look for patterns and connections between rising sea levels and coastal erosion. Finally, they would present their findings using posters, reports, or a class presentation.

This project would help pupils understand how climate change affects local environments and encourage action to protect their coastline, plants, and animals.

[Catherine Galvin]

I downloaded the Satellite Tracker Sky Walk. I never realised how many satellites were operating and the multitudes of purposes that they are used for. I really enjoyed this module and am looking forward to sharing what I have learned with my class

SL‑8R/B (rocket body)
SL‑8 R/B is not an operational satellite but a spent Soviet/Russian Kosmos‑launch rocket stage launched in 1968/1971/1993 (various objects), now tracked as debris in low Earth orbit .It serves no active mission but poses orbital debris risk.

USA 81
Launched 25 April 1992 aboard a Titan II from Vandenberg, USA 81 (NORAD 21949) is a U.S. National Reconnaissance Office (NRO) signals‑intelligence satellite in LEO. Its purpose is to intercept and analyse electronic communications for military intelligence.

Cosmos 2219
Launched 17 November 1992 via a Russian Zenit‑2 from Baikonur, Cosmos 2219 (NORAD 22219) is part of the Russian Tselina‑2 ELINT satellite system. Its mission is electronic and signals intelligence gathering – detecting, locating and characterizing radio emitters.

COSMO‑SkyMed 1 (SKYMED 1)
COSMO‑SkyMed 1, launched 8 June 2007, is an Italian Earth observation satellite operated by ASI/ministry of defence, using X‑band synthetic aperture radar in sun‑synchronous. Its mission supports dual‑use applications: environmental monitoring, disaster response, surveillance, maritime and topographical mapping, civil and military.

[Catherine Galvin]

I really like the idea of showing Greta Thunberg’s COP25 TED  Talk to my 5th class. I think that children seeing someone who is only a few years older than them speak so convincingly and urging us to take action to protect our planet is very powerful for the children.

[Catherine Galvin]

The context for the following lessons is 5th Class based on the video clips I watched. I would begin with a story circle, showing a short segment from HOME—images of ocean, icecap, endangered animals—then prompting kids to imagine they live where these scenes are endangered and speak from that perspective in first-person, expressing what they see. Next, create fact cards with simple visuals: “sea‑level rise,” “melting ice,” “wildfires,” “carbon footprint,” each paired with a one‑sentence explanation and a picture the children draw. Then host a “science café”: small groups take turns presenting one fact card, explaining what causes it and what actions can help (like planting trees or turning off lights).

Finally,  I would do a class pledge activity where each pupil writes a climate promise—e.g. “I will cycle more” or “I will reuse paper”—and everyone shares it aloud and it is displayed in our classroom to monitor our progress. These activities anchor Greta’s global warnings in personal experience, give facts context, invite creativity, and empower children with simple climate solutions they can understand and act on in their own lives.

[Catherine Galvin]

Hi Brenda,

The idea of a Climate Awareness Day is a very good idea that I would like to introduce in my own setting. It would be an ideal platform to showcase the children’s work on Teal Teal and share their findings on the data they have collected from their weather station.

[Catherine Galvin]

Being a Climate Reporter for a 5th class pupil is exciting because they get to learn how Earth’s climate is changing. They use real tools like the Teal Tool to predict temperatures and rainfall. The advantages are learning new things, using cool maps and models, and feeling like a scientist. The disadvantages are that some data can be hard to understand, and future predictions might be scary or sad. Sometimes it’s tricky to explain changes in climate to younger kids or to adults who don’t believe it. But learning to share the truth is an important part of helping our planet.

I enjoyed the Pax Greenhouse Effect video clip. Paxi helps explain the greenhouse effect in a fun, simple way. He shows how gases trap heat in Earth’s atmosphere. The Teal Tool helps us look at past and future climate data, like temperature and rain. Both tools are great for learning how our planet is changing due to global warming.

To make improvements to the lesson on Climate Reporters I would add more pictures, make the data simpler, use interactive charts, include local stories, and let students present their own ideas.

[Catherine Galvin]

Hi Adrienne, I think it is a very good idea to create a context for the children to remember what the weather was like, on their birthday as you mentioned or another special occasion.

[Catherine Galvin]

In Unravelling STEM (Liston, 2018), the author challenges the narrow interpretation of STEM as separate disciplines, advocating instead for integrated, inquiry-based learning rooted in real-world contexts. In my 5th class setting, where many pupils have special educational needs (SEN), I strive to create inclusive, hands-on STEM experiences that are accessible and engaging which often involve activities like designing a marble run, or creating towers made of various materials in small groups. Using visuals, concrete materials, and collaborative tasks, I support diverse learners in making connections across subjects, encouraging curiosity, problem-solving, and confidence—core goals aligned with Liston’s broader, more holistic vision of STEM education.

 

Activity 1

This activity effectively builds understanding of key concepts in Geography (climate zones and weather patterns) and Science (environmental awareness and data observation). It encourages critical thinking, discussion, and personal engagement through memory and photos. However, some pupils may struggle to recall or access past weather information, and interpreting climate zones from pictures can be abstract without sufficient guidance. It offers limited direct engagement with the Maths curriculum beyond basic categorisation. I believe it would be important to focus on building a word wall in the class based on climate and weather to help the children’s understanding of the topic, especially for EAL learners.

 

Activity 2

This was my favourite activity of the two. The Weather Detectives lesson is a strong, inquiry-based activity that encourages collaboration, scientific observation, and data analysis—perfect for 5th class. It supports cross-curricular integration, especially with maths (averages, graphing), geography (weather patterns, local climate), and digital literacy (research skills).

To improve it:

·        Differentiate tasks for SEN pupils using visual aids, simplified data tables, and scaffolded instructions.

·        Extend learning by integrating English (weather diaries or reports) and art (drawing weather scenes or graphs creatively).

·        Consider using digital thermometers or apps for accessibility and engagement.

This makes the lesson more inclusive, interdisciplinary, and engaging for all learners. I think this type of activity could be used by our school’s Green Committee or Student Council to collate data based on weather trends for the whole school.

 

 

 

 

 

 

 

 

 

 

 

 

 

[Catherine Galvin]

I planned a Literacy lesson 40 minutes duration, including differentiation for less and more able learners using AI tools that I have learned about in this course.

Lesson Title: Exploring Endangered Animals Using AI Tools
Subject: English (Literacy, Research, Digital Literacy, Oral Language)
Duration: 40 minutes
Class Level: 5th Class

Learning Objective
By the end of this lesson, students will be able to:

Use AI tools to research, summarise, and present information about an endangered animal.
Create a visual and oral presentation using digital tools.
Differentiate between reliable and unreliable sources.
Engage in group collaboration using varied strengths and resources.

Lesson Breakdown
1. Introduction (5 mins)
Teacher explains:

Today’s focus: Exploring endangered animals using AI tools.
Introduction to the four tools:

Microsoft Search Coach for smart and safe online research.
Diffit for adapted reading materials.
Canva to design a poster or presentation.
Gamma to build a quick AI-supported slideshow.
Mini demo: Quick show of each tool’s interface (30 seconds each).

2. Main Activity – Research & Creation (25 mins)
Group Division:
Pupils work in groups of 3–4. Each group chooses (or is assigned) an endangered animal.

Step 1: Research (10 mins)
Pupils use Microsoft Search Coach to look up information on their animal.

Guided prompt: “What is the habitat, diet, threats, and conservation efforts of the [animal]?”
Search Coach helps identify reliable sources.
Pupils use Diffit if needed to simplify articles (based on reading level or EAL needs).

Step 2: Content Creation (15 mins)
Pupils choose between:

Canva: Create a poster or infographic.
Gamma: Create a short slideshow presentation.
Teacher circulates to support group tasks and ensure engagement.

Differentiation Activities
Group Type
Strategy
Higher Ability
Challenge to create a slideshow in Gamma with at least 3 slides and present with oral language. Encourage use of advanced vocabulary and critical thinking (e.g., “What would happen if this animal went extinct?”)
EAL/Lower Literacy
Use Diffit to simplify texts, provide vocabulary banks and visuals. Canva templates with pre-filled sections to scaffold content creation. Use voice-to-text if available.
Mixed Ability
Assign roles (researcher, reader, designer, presenter). Peer support encouraged.

Resources
Laptops/tablets
Microsoft Search Coach (https://searchcoach.microsoft.com/)
Diffit (https://www.diffit.me/)
Canva for Education (https://www.canva.com/education/)
Gamma App (https://gamma.app/)
Vocabulary banks (printed)
Pre-filled Canva templates (for scaffolded groups)

Plenary (10 mins)
Whole-Class Reflection:

Each group presents a 2-minute summary of their findings using Canva or Gamma.
Class does a thumbs up/down or 2 stars and a wish peer feedback model.
Teacher-led Q&A:

“What did you find interesting?”
“How did the tools help you?”
“Which tool did you enjoy the most and why?”

Assessment
Observation of group work and collaboration.
Evaluation of digital outputs (posters/slides).
Oral presentations.
Formative feedback from plenary session.

Extension (if time or for homework):
Pupils write a diary entry from the perspective of the endangered animal.
Optional: Create a video using Canva or Gamma for home/school display.

[Catherine Galvin]

I revert to the tried and tested in my 5th class using Kahoot. Delighted to have found this course, definitely going to use Quizz. The use of the AI tools that we have learned in this course will reenergise lessons and the children’s perspectives on the topics taught, thank you.

[Catherine Galvin]

Hi Grainne,

Thanks for the reminder. I’ve used Scratch before and after reading your post, I think I will revisit it again in September. Thank you

[Catherine Galvin]

Diffit certainly got my attention, and magic school and Khan Academy are the pearls I have noted so far from this course. Thanks.

[Catherine Galvin]

I plan to introduce the AI-powered Khan Academy platform to my 5th class pupils in alignment with the new Primary Maths Curriculum, it is important to ensure the approach is age-appropriate, engaging, and mindful of the school’s Acceptable Use Policy (AUP) and GDPR regulations.  I will present Khan Academy as a fun, safe, and interactive way to explore maths through videos, practice exercises, and personalised help. It is important to explain to pupils that this tool can support what they’re already learning in class, helping them to build confidence and deepen understanding at their own pace. It is crucial to emphasise that their privacy and safety online are important, and that the school has taken steps to ensure their use of Khan Academy complies with data protection laws. It is important to guide students through initial logins and model how to use the platform responsibly, linking it to familiar topics from the new curriculum, such as problem-solving, reasoning, and real-world maths. Encourage pupils to explore topics independently while reminding them of safe online behaviour. By making learning personal, positive, and protected, Khan Academy can become a valuable tool in supporting pupils’ mathematical development in a secure and structured environment.

[Author]

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