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Barbara, I think this is a really interesting research question as it is very relevant to the pupils’ own surroundings. Using local data would definitely make the topic more meaningful and help children see how climate change can affect their own area. I like the idea of linking it with Maths through recording and graphing rainfall and temperature data, as it creates strong cross-curricular links. The activities you mentioned, such as growing food and planting trees, would also be a great way for pupils to see that they can take practical steps to help their local environment.
My question: How does reducing waste in our school help to protect the environment?
For this investigation, I would encourage pupils to become climate detectives by looking at a real issue that they see in their own school environment. I think choosing a topic that is connected to their everyday lives would help them feel more involved and interested in finding solutions. Pupils could begin by carrying out a waste audit in the classroom and around the school to see how much rubbish is being produced and what types of waste are most common.
They could work in groups to collect data, record their findings and discuss ways to reduce waste. This could include looking at recycling, food waste and reusable items. Pupils could then suggest changes and monitor whether these actions make a difference over time.
I would encourage participation by giving pupils different roles within their groups, allowing everyone to contribute. They could present their findings through posters, graphs or presentations. This type of project would help develop teamwork, problem-solving and critical thinking skills while showing pupils that even small actions can have a positive impact on the environment.
It’s amazing how many satellites are actually orbiting Earth that we don’t even think about. I found it really interesting that some of these satellites are connected to everyday things we use, like internet access and emergency services on phones. I also liked seeing the link between satellites and environmental monitoring, as it shows how technology helps us understand our planet. This would definitely be a great activity to spark children’s curiosity about space and STEM.
Using a satellite tracking app, I identified five satellites that have passed over Ireland recently. These were the International Space Station (ISS), Starlink satellites, Hubble Space Telescope, Sentinel-2A Earth Observation Satellite and NOAA-20 Weather Satellite.
The International Space Station is a space laboratory where astronauts carry out scientific experiments and research. Starlink satellites are used to provide internet access across the world, including areas where traditional internet connections are more difficult to access. The Hubble Space Telescope helps scientists study space by capturing images of stars, planets and galaxies. Sentinel-2A is an Earth observation satellite that monitors changes on our planet, including vegetation, land use and environmental changes. NOAA-20 is a weather satellite that collects data to help with weather forecasting and climate monitoring.
I found this activity interesting as it showed how satellites play an important role in our everyday lives. They help us with communication, predicting weather, studying climate change and learning more about our planet and the wider universe. I think this would be a great activity to use with pupils as it links science and technology to real-world examples.
Hi Patrick, I agree that focusing on positive actions is really important when introducing climate change to younger pupils. The idea of starting with children’s own experiences is a great way to make the topic more relevant and meaningful for them. I also like the focus on practical activities, as these give pupils a sense that they can make a real difference in protecting the environment.
I found HOME to be a very powerful and thought-provoking film. The aerial footage showing different parts of the world really highlights both the beauty of our planet and the impact humans are having on it. The film covers important issues such as climate change, pollution, deforestation and the loss of biodiversity. While some of the content is quite serious, I think it is a valuable resource for helping children understand why looking after the environment is so important.
When introducing these ideas to my pupils, I would make sure the information is suitable for their age and avoid overwhelming them with too many negative messages. I would use short clips from the film alongside class discussions, pictures and practical activities to explore topics such as reducing waste, protecting wildlife and saving energy.
I think it is important to focus on solutions and show children that they can make a difference. Activities such as creating environmental posters, planting in the school garden, reducing waste in the classroom or taking part in Green Schools projects would help them see how small actions can have a positive impact.
Overall, I think HOME is a great starting point for encouraging curiosity and discussion around climate change. It helps pupils understand that we all have a role to play in protecting our planet.
Hi Erin, I agree that the Paxi video does a good job of explaining a tricky topic in a way that children can understand. I also liked how the climate scenarios tool gets pupils thinking and discussing different outcomes rather than just learning facts. Your idea of including Irish examples is a good one, as it would help make the topic feel more relevant and relatable for the children.
I enjoyed Activity 3 and thought it was a good way to introduce children to the topic of climate change. The Paxi video was clear and engaging, and I think it would hold the attention of a 1st class quite well. Some of the language used would be new to the children, so I would spend some time beforehand introducing and discussing key vocabulary to make sure they understand the main ideas.
After watching the video, I would get the children talking in pairs or small groups about what they learned and any new words they heard. This would help to check their understanding before moving on to the temperature prediction activity. I liked that the prediction tool encourages children to look at information and think about what might happen in the future. However, I think most 1st class pupils would need support using it, so I would use it as a whole-class activity on the interactive whiteboard rather than expecting them to work through it independently.
To follow on from the lesson, I would link it to looking after our environment and discuss simple things we can do at school and at home to help. The children could then create posters or drawings showing their ideas.
One thing that could be improved is having a simpler version of the prediction activity for younger classes, with more visuals and less text. Overall, I thought it was an interesting and useful activity that could lead to some great classroom discussions.
Hi Cliona, I agree that the cross-curricular links are a real strength of these activities. I like your idea of setting up a class weather station, as it would make the learning more hands-on and meaningful for pupils. Comparing Ireland’s climate with another country would also be a great extension activity and could lead to some interesting discussions.
Hi Bernie, I agree with your point about STEM being most effective when it is connected to real-world learning. I also find that pupils are much more engaged when they are working together to solve a problem rather than completing isolated tasks. The emphasis on collaboration and learning from mistakes is really important, as it helps children build confidence and resilience. I particularly liked your example of using design challenges, as these activities naturally bring together different areas of STEM while keeping learning meaningful and enjoyable for pupils.
After reading Liston’s (2018) Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Mathematics, I reflected on how STEM is used in my classroom. The article emphasises that STEM is about making connections between subjects and giving pupils opportunities to investigate, solve problems, and apply their learning in meaningful ways.
I completed Activities 1 and 2 from the Weather and Climate resource and found both to be engaging and suitable for the primary classroom. Activity 1, Is it Weather or Climate?, helped to clearly explain the difference between weather and climate, which can often be a difficult concept for pupils to grasp. The activity encouraged discussion and gave pupils the chance to explain their thinking.
Activity 2, Weather Detectives, allowed pupils to examine weather information and make observations based on evidence. I liked how it encouraged inquiry and discussion while also linking to geography and science.
I could see myself using these activities as part of a weather or climate topic. They would work well in pairs or small groups and could lead to further investigations. One improvement could be the inclusion of live weather data or weather apps to make the activities more relevant and interactive. A simple follow-up task, such as keeping a weather diary, could also extend the learning.