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Hi Cliodhna,
I really like your choice of research question as it focuses on an issue that pupils can directly observe and have an impact on within their everyday school environment. Completing a waste audit is a very practical and engaging activity because it gives children ownership of the investigation while allowing them to gather, record and analyse authentic data. I also think encouraging pupils to develop their own solutions is a valuable approach, as it promotes creativity, problem-solving and collaboration. Using digital tools to create graphs and share their findings is an excellent way to incorporate technology and link learning across different curriculum areas. Overall, this project would help pupils recognise that small, everyday actions can contribute to positive environmental change and encourage them to develop sustainable habits both at school and at home.
Becoming a climate detective:
Climate Detectives Research Question Planner
Project Title:
Our School Garden Detectives: How Does Weather Affect Plant Growth?
Draft Research Question:
**How does changing weather affect the growth of plants in our school environment?
Does the question fit the theme of the investigation?
Yes, this question links directly to climate and environmental awareness as it explores how weather conditions influence living things. It allows children to investigate a climate-related issue within their own school environment, making the learning meaningful and connected to their everyday experiences.
Is the question focused on a single problem or issue?
Yes, the question focuses specifically on the relationship between weather conditions and plant growth. Rather than exploring the wider topic of climate change, which could be overwhelming and too broad for younger pupils, this question allows children to investigate one clear aspect of how our environment is changing and how living things respond.
Is the question clear and concise?
Yes, the question is written in child-friendly language and allows pupils to understand what they are investigating. The wording encourages curiosity and investigation by asking children to explore the relationship between weather and nature.
Is the question too broad or too narrow?
The question is broad enough to allow children to collect observations over time but narrow enough to be manageable within a classroom setting. Pupils can investigate factors such as rainfall, temperature, sunlight and plant growth without becoming overwhelmed by too much information.
Is the question feasible?
Yes, this investigation would be realistic for a junior primary classroom. Children can collect simple data through observations, drawings, photographs and measurements. They could monitor plants growing in the school garden, a classroom plant, or an outdoor area over several weeks.
Climate Issue:
The climate issue being explored is how changes in weather patterns can impact the natural environment. Children often notice changes in weather from day to day, but this investigation would help them understand how weather conditions influence plants, habitats and living things.
Investigation Plan:
To begin the project, I would introduce the topic through discussion, stories, photographs and age-appropriate videos about plants, weather and caring for the environment. Pupils would be encouraged to share what they already know and generate their own questions.
As Climate Detectives, pupils would observe plants in the school environment and record changes over time. They could measure plant height, count leaves, observe colours and record weather conditions such as sunny, rainy or windy days. For younger pupils, this data collection could be completed using pictures, symbols and simple charts.
The class could create a weather and plant observation diary where children take turns being “garden detectives”. Digital technology could also be incorporated by taking photographs using tablets or using online weather resources to compare observations. If appropriate, pupils could explore satellite images through Earth observation tools to see how scientists monitor changes to the Earth from space. Earth observation data is one of the methods used in Climate Detectives investigations to understand environmental changes.
Data Collection:
The pupils would collect:
* Daily weather observations
* Photographs of plant growth
* Measurements of plants
* Drawings and written observations
* Simple weather charts or graphsThis would allow pupils to identify patterns and discuss questions such as: “Do plants grow more when there is more sunlight?” or “What happens after a period of heavy rain?”
Possible Actions:
Following the investigation, pupils could decide on actions to support their local environment. These could include creating a school gardening area, planting pollinator-friendly flowers, making posters about caring for plants, or creating a “Green Classroom Promise”.
Reflection:
I believe this research question would be highly suitable for a junior primary classroom because it allows children to investigate a real-world issue through play, exploration and hands-on learning. It supports the development of STEM skills such as questioning, observing, recording information and problem-solving.
The Climate Detectives approach encourages pupils to become active participants in their learning by investigating problems and suggesting solutions. By focusing on a local issue, children can develop an understanding that they have a role in caring for the planet and that even small actions can contribute to positive environmental change.
Hi Deirdre,
I had a similar reaction to you Deirdre, as I was surprised by how many different satellites are passing over Ireland at any given time. I think introducing this concept to children would be a great way to spark their curiosity and allow them to appreciate how active space exploration is. Pupils could work in groups to research different types of satellites and present their findings to the class, helping everyone develop an understanding of the wide range of purposes satellites serve, from monitoring weather and climate to communication and scientific research.
I think it would also be beneficial to begin with a satellite that captures children’s imagination, such as the International Space Station (ISS). The ISS provides a great starting point as there are many videos, images and educational resources available that can help pupils understand life in space and the research carried out there. By tracking the ISS, children can develop the skills needed to locate, observe and follow the movement of a satellite. Following this introduction, pupils could then choose a satellite that interests them from their earlier research and track it themselves, allowing them to take ownership of their learning and further explore the role satellites play in understanding our planet.
Elevator Pitch: Introducing EO Browser based on the app Satelite tracker.
EO Browser is an interactive online tool that allows users to explore images of the Earth captured by satellites orbiting in space. Put simply, it is like having a “camera in the sky” that allows us to look at our planet from above and observe how places change over time. Scientists use satellite images to monitor weather, climate change, agriculture, oceans, forests and natural disasters. For teachers and pupils, EO Browser provides an exciting opportunity to investigate real-world issues and develop curiosity about our planet. It transforms abstract concepts, such as climate change and environmental change, into something children can see and explore for themselves. Instead of simply learning facts from a textbook, pupils can use real satellite data to ask questions, make observations and investigate changes happening around the world.
I would definitely consider using EO Browser in my classroom, particularly with senior primary pupils, but I would also adapt elements of it for junior classes through teacher-led exploration. It is an excellent resource for STEM learning because it encourages children to become investigators and scientists. The visual nature of the tool makes it particularly engaging, as children can see images of familiar places, including Ireland, from a completely different perspective.
In a junior primary setting, I would introduce EO Browser in a simple and accessible way. I would begin by showing pupils a satellite image of Ireland and asking questions such as: “What can you see?”, “Can you find the sea?”, “Where are the towns and cities?”, and “Why do you think this image looks different from a photograph taken on the ground?” This would encourage observation, questioning and discussion.
For younger pupils, I could use EO Browser alongside Geography and Science topics such as weather, seasons, plants and habitats. For example, children could compare images of Ireland during different seasons and discuss changes they notice in the landscape. They could investigate how forests, fields and coastlines appear from space. This would link well with environmental awareness and encourage children to understand that satellites help us learn about and protect our planet.
For older primary pupils, I would use the tool in a more inquiry-based way. Pupils could investigate changes in land use, flooding, urban development or climate-related events. They could compare satellite images from different years and record observations. This would support STEM skills such as analysing data, forming conclusions and communicating findings.
The “Nose High Up in the Sky” resource also highlights the importance of looking at Earth from a different perspective. I think this would be a useful concept to introduce to pupils because children often view their local area from the ground. Satellite imagery allows them to understand that Earth is connected and that environmental issues are not limited to one place. It encourages children to think globally while acting locally.
Examples of satellites that have passed over Ireland recently and what they do
Sentinel-2A.Sentinel-2A is part of the European Space Agency’s Copernicus programme. It uses a high-resolution camera to observe land surfaces, including forests, farms, rivers and coastal areas. It helps scientists monitor vegetation health, agriculture, land changes and environmental impacts.
Sentinel-2B
Sentinel-2B works alongside Sentinel-2A to collect detailed images of the Earth’s surface. In Ireland, it can help monitor changes in farmland, wetlands and natural habitats. This information supports environmental management and understanding how landscapes change over time.Sentinel-3A
Sentinel-3A focuses mainly on monitoring oceans and large-scale environmental changes. It measures sea temperature, ocean colour and changes in marine environments. This is particularly relevant for Ireland as an island nation, as it helps scientists understand changes in our surrounding seas.Sentinel-5P (Sentinel-5 Precursor)
Sentinel-5P monitors the atmosphere and measures gases that affect air quality and climate, such as nitrogen dioxide and ozone. It helps scientists understand pollution levels and how human activity influences the atmosphere.International Space Station (ISS)
The International Space Station is not a satellite, but it orbits Earth and carries out scientific research. Astronauts conduct experiments related to Earth observation, climate, biology and technology. Images taken from the ISS can help people understand weather systems, natural disasters and environmental changes.Concerns and Considerations
While EO Browser is an exciting resource, one consideration would be ensuring that pupils have the appropriate background knowledge to interpret satellite images. Younger children may find images abstract at first, so careful questioning and teacher guidance would be important. I would also need to ensure that activities are age-appropriate and linked clearly to curriculum objectives.Overall, EO Browser is a valuable STEM resource because it allows children to interact with real scientific data. It supports curiosity, digital literacy and environmental awareness while encouraging pupils to see themselves as scientists who can investigate and understand the world around them.
This was a very educational film. The film HOME provides a powerful visual representation of the relationship between humans and the natural world. The film highlights the beauty and diversity of our planet while also showing the impact that human activity has had on the environment. I found the imagery very effective in encouraging reflection on issues such as deforestation, pollution, climate change and the importance of protecting natural resources. The use of real footage from around the world helps viewers to understand that climate change is a global issue that affects communities, animals and ecosystems.
However, when considering how I would use resources such as HOME and other climate change videos with pupils, particularly in a junior primary setting, I would need to carefully consider the age and emotional development of the children. Some of the images and facts presented may be overwhelming or create feelings of worry and anxiety among younger pupils. While it is important that children develop an awareness of environmental issues, this needs to be introduced in a way that is positive, hopeful and focused on solutions. I believe that children should leave climate lessons feeling empowered and aware that their choices and actions can make a difference.
When introducing climate change concepts to my pupils, I would begin with topics that are familiar and meaningful to them. Rather than introducing complex scientific explanations immediately, I would focus on their own experiences, such as changes in seasons, weather patterns, caring for plants and animals, recycling and reducing waste in the classroom. I would use age-appropriate discussion, stories, photographs and short video clips to encourage children to ask questions and share their ideas. For younger children, I would focus on developing a sense of wonder and responsibility towards the Earth rather than focusing heavily on the negative impacts of climate change.
When I return to school, I am likely to use a range of resources from this module, including selected clips from HOME, ESA educational videos, the TEAL Tool resources and the TeachNet/SFI climate resources. These resources provide opportunities for children to engage with real-world environmental issues through visuals, investigations and practical activities. I particularly value resources that encourage inquiry-based learning, as they allow children to explore, ask questions, make predictions and develop their own understanding.
I would use these resources with my pupils through a cross-curricular approach. For example, after viewing a short climate-related video clip, we could have a class discussion about what children noticed, what questions they have and what actions we could take to help the planet. This could lead to practical classroom projects such as creating a recycling station, planting flowers or vegetables in the school garden, completing a litter audit of the school grounds or designing posters to encourage environmental awareness. These activities would allow children to see that they can become active participants in caring for their environment.
The resources would also support learning across many curriculum areas. In Science and Geography, children could investigate habitats, weather, seasons and the importance of caring for natural resources. In English, pupils could develop vocabulary related to the environment, participate in discussions and create persuasive posters or short pieces of writing about protecting the Earth. In Art, they could create environmental artwork using recycled materials. Mathematics skills could also be developed through collecting and representing data, such as recording classroom recycling habits or measuring plant growth.
One concern I would have when using climate change resources is ensuring that the content does not create unnecessary fear or anxiety for children. Climate change is a serious issue, but I believe it is important to balance awareness with hope. I would avoid presenting the topic in a way that suggests the future is hopeless and instead focus on the positive actions that individuals and communities can take. It is important that pupils understand they have a role to play and that small changes, such as reducing, reusing and recycling, can contribute to protecting the environment.
Another consideration is ensuring that video resources are carefully selected and adapted for younger pupils. Some materials may be more suitable for older children, so I would choose short clips and provide opportunities for discussion afterwards. Giving children time to process what they have seen and ask questions would be essential.
These resources would support our school’s School Self-Evaluation (SSE) by promoting active learning, pupil voice and engagement with real-world issues. Environmental education encourages children to become curious, reflective and responsible citizens. The inquiry-based activities support the development of critical thinking, collaboration and problem-solving skills, which are important elements of the Primary Curriculum Framework.
The resources also align with our Digital Learning Plan by providing meaningful opportunities to use technology as a tool for learning. Videos, interactive websites, digital photographs and online investigations allow pupils to use digital tools to explore, communicate and share their learning. Technology becomes a way of enhancing understanding rather than simply being used as a presentation tool.
Overall, I found HOME and the accompanying climate resources valuable in highlighting the importance of environmental education. While the content needs to be carefully adapted for junior pupils, these resources provide excellent opportunities to develop children’s awareness, curiosity and sense of responsibility towards the planet. By focusing on solutions, hope and positive action, children can develop the confidence to believe that they can contribute to creating a more sustainable future.
I agree with your point about children becoming anxious when learning about climate change, Elspeth. I have also experienced this when teaching this topic to my Second Class pupils a few years ago. It is an important issue for children to develop an awareness of from an early age; however, as educators, we need to ensure that we approach the topic using language and explanations that are appropriate for their age and stage of development. I always try to finish discussions around climate change by focusing on positive actions that children can take to care for the planet, such as reducing waste, reusing materials and recycling. This helps to create a sense of hope and empowerment, encouraging children to feel that they can make a difference. Rather than leaving pupils feeling overwhelmed by the seriousness of the issue, it is important that they understand that small individual actions can contribute to positive change.
Hi Michael, I love the idea of your three stage structure as it really ties in with the basis of this course and what the children should be learning. I think it allow the children to have space to learn and continue to grow and complete their learning in a way that is accessible to them.
The TEAL (Toolkit for Engaging Active Learning) website and the ESA Paxi – The Greenhouse Effect video are excellent resources that I would use when teaching environmental awareness and climate change in a junior primary classroom. Both resources present scientific ideas in an engaging and accessible way while encouraging children to become curious about the world around them. As a teacher of younger pupils, I appreciate resources that are visually appealing, interactive and age-appropriate, and these materials provide valuable opportunities to develop scientific understanding through active learning.
When I return to school, I am most likely to use the TEAL Tool as a source of practical classroom activities and ideas to support inquiry-based learning. The activities encourage children to observe, explore, discuss and investigate environmental issues through hands-on experiences. I particularly like that many of the activities can be adapted for Junior Infants, Senior Infants and First Class by simplifying the language and focusing on exploration rather than complex scientific explanations. I also intend to use the ESA Paxi – The Greenhouse Effect video as an introduction to lessons about caring for our planet. Paxi is a friendly and familiar character who explains scientific ideas in a way that is easy for young children to understand. The colourful animations and simple language help make what could be a difficult concept much more accessible for younger learners.
I would use these resources as part of an integrated, play-based approach to teaching. After watching the Paxi video, I would encourage the children to discuss what they noticed and identify simple ways we can help care for the Earth. Rather than focusing on the science of greenhouse gases in detail, I would concentrate on positive actions that children can understand, such as recycling, reducing waste, saving energy, walking to school where possible and looking after plants and animals. These discussions could then lead into practical activities from the TEAL Tool, allowing children to investigate and learn through doing.
The resources also provide excellent opportunities for cross-curricular learning. During Science and Geography, pupils could observe seasonal changes, plant flowers or vegetables, or investigate what plants need to grow. In Mathematics, children could collect simple data by recording the daily weather or counting how many recyclable items are collected in the classroom each week. Literacy activities could include reading stories about the environment, learning new vocabulary related to weather and nature, and creating class books about how to care for the planet. In Visual Arts, pupils could design posters encouraging others to recycle or create artwork using recycled materials. These integrated activities support the development of scientific knowledge while also fostering creativity, communication and teamwork.
The resources also support the development of digital literacy. Using the interactive whiteboard to access the TEAL activities and watch the Paxi videos helps children become familiar with digital technology as a tool for learning. Children could also use tablets to photograph seasonal changes in the school grounds or document their class projects. These experiences allow pupils to use technology with purpose while developing observation and communication skills.
Although I found both resources very useful, I believe there are a few areas that could be improved. Some of the activities within the TEAL Tool are better suited to older primary pupils and would require adaptation for younger children. Additional guidance specifically for Junior Infants to Second Class, with simplified instructions, shorter activities and suggestions for play-based learning, would make the resource even more accessible. Similarly, while the Paxi video explains the greenhouse effect clearly, some of the vocabulary may still be challenging for very young learners. It would be helpful if the resource included accompanying teacher notes, discussion prompts and follow-up activities specifically designed for junior classes. More printable worksheets, picture cards and games would also support teachers in reinforcing key concepts after viewing the video.
These resources will support our school’s School Self-Evaluation (SSE) by encouraging active, child-centred and inquiry-based learning. The activities promote questioning, discussion, observation and investigation, all of which are central to developing children’s scientific understanding. They also encourage pupils to work collaboratively, communicate their ideas and reflect on their learning, supporting many of the competencies outlined in the Primary Curriculum Framework.
The resources also align strongly with our Digital Learning Plan. They demonstrate meaningful ways of integrating digital technology into everyday classroom practice through videos, interactive online resources and digital documentation of learning. Rather than using technology simply for entertainment, children use digital tools to investigate, communicate and reflect on real-world issues. This helps to develop both digital competence and environmental awareness from an early age.
Overall, I found both the TEAL Tool and the ESA Paxi video to be valuable additions to my teaching resources. They provide engaging, age-appropriate opportunities for junior pupils to begin developing an understanding of climate and environmental responsibility through active, practical and cross-curricular learning. With some additional junior-specific supports, these resources could become even more effective in helping young children develop curiosity, confidence and a lifelong appreciation for caring for the environment.
Hi Sean, this sounds like a great idea and i love your creativity and how flexible the lesson is. It is great to read your thoughts on this subject.
I can see some excellent responses to this reading and to the module. This module has given me a much deeper understanding of how to teach weather, climate, and STEM concepts in a way that is meaningful and engaging for children in a junior primary classroom. Before completing the module, I understood the basic difference between weather and climate, but I now have a much clearer understanding of how these concepts can be introduced through hands-on activities, observation, discussion, and play-based learning. The module also introduced me to a range of high-quality teaching resources, particularly the TeachNet/SFI Weather vs Climate resource and the European Space Agency (ESA) Teachers’ Corner, which provide practical, child-friendly activities that can easily be adapted for younger learners.
One of the key ideas I learned is the importance of helping children distinguish between weather, which changes from day to day, and climate, which describes weather patterns over a much longer period of time. Although climate can seem like an abstract concept for young children, the module demonstrated that it can be introduced through simple observations, stories, pictures, and comparisons. This approach supports the Primary Curriculum by encouraging children to become curious about the world around them while developing their observation and communication skills.
When I return to school, I am most likely to use the TeachNet/SFI Weather vs Climate resource as a starting point for lessons during science and geography. The activities are clearly explained and provide opportunities for children to observe, predict, record, and discuss weather conditions in ways that are appropriate for younger classes. I also intend to use the ESA Teachers’ Corner resources because they provide exciting links between Earth, weather, and space. The visual images, videos, and practical investigations will capture children’s interest and encourage them to ask questions about the natural world. The ESA resources also introduce children to real scientific work, helping them to understand that scientists use observations and technology to learn more about our planet.
In my junior classroom, I would use these resources in a practical and play-based way. For example, we could create a daily weather station where children observe the weather each morning and record whether it is sunny, cloudy, rainy, or windy using pictures and symbols. Over several weeks, we could create simple weather charts and discuss which types of weather occur most often. This would help children recognise patterns while developing early mathematical skills through counting, sorting, and creating pictograms. Children could also compare weather in different seasons using photographs, storybooks, and classroom discussions.
The resources also lend themselves well to cross-curricular learning, which is particularly valuable in the junior classes. During English lessons, children could read stories about different types of weather and develop vocabulary relating to seasons, clouds, rain, sunshine, and wind. They could write simple sentences or create class books describing their favourite type of weather. In Visual Arts, they could create weather collages, paint seasonal landscapes, or construct weather wheels. Music lessons could include songs about the seasons and weather, while drama activities could encourage children to act out different weather conditions using movement and expression. These integrated activities make learning enjoyable while reinforcing scientific concepts across different curriculum areas.
The digital resources highlighted throughout the module will also help to develop children’s digital literacy skills from an early age. Interactive videos, photographs from satellites, and simple online activities can introduce young children to technology as a tool for learning. Even at junior level, children can begin to understand that satellites in space help scientists observe the Earth and predict weather. While the scientific detail would need to be simplified, exposing children to these ideas encourages curiosity and introduces them to STEM careers in an age-appropriate way.Although I found the resources extremely useful, I do have a few considerations when implementing them in my own classroom. Some ESA activities are designed for older pupils, so I will need to adapt the language, instructions, and expectations to suit the developmental stage of Junior Infants, Senior Infants, or First and Second Class. I will also need to ensure that digital activities are balanced with hands-on experiences, as young children learn most effectively through active exploration and play. Time management may also be a factor, particularly when carrying out weather observations over several weeks, but these activities could easily become part of the daily classroom routine.
This module will strongly support our school’s School Self-Evaluation (SSE) process, particularly if our focus is on improving active learning, STEM education, or pupil engagement. The inquiry-based approach promoted throughout the resources encourages children to ask questions, make predictions, investigate, and reflect on their learning. These are key features of effective teaching and learning and align closely with the aims of the Primary Curriculum Framework. The activities also encourage collaboration, communication, and problem-solving, helping children to become confident and independent learners.The module also supports our school’s Digital Learning Plan by providing meaningful opportunities to integrate digital technologies into everyday classroom practice. Rather than using technology simply for entertainment, children use digital tools to observe, investigate, record information, and communicate their findings. Teachers can also use online resources, interactive whiteboards, digital photographs, and educational videos to enrich lessons and make abstract concepts more accessible for younger learners.
Overall, I found this module extremely valuable and practical. It has increased my confidence in teaching weather, climate, and STEM topics to junior primary pupils through engaging, age-appropriate activities.The TeachNet/SFI and ESA resources provide excellent support for inquiry-based learning and encourage children to become curious about the world around them. I look forward to incorporating these ideas into my classroom to promote scientific thinking, environmental awareness, and digital competence while supporting both our School Self-Evaluation priorities and our Digital Learning Plan.
A climate issue that could be explored is energy consumption and how everyday choices contribute to climate change. My research question would be: *“How can our school reduce energy waste and become more climate-friendly?”* This question is meaningful for pupils as it connects a global issue to their own daily experiences within the school environment.
To encourage pupil participation, I would begin by discussing what energy is, where we use it in school, and how wasting energy can impact the planet. Pupils could carry out an energy audit by investigating areas such as lights being left on, heating use, and electronic devices. Working in groups, they could collect data, record their findings, and suggest solutions. They could then create posters, presentations, or an awareness campaign to encourage positive changes within the school community. This inquiry-based approach would allow pupils to develop problem-solving, teamwork, and environmental responsibility while seeing how their actions can make a difference.
possible qs to also ask;
“How can our school support local biodiversity and help protect pollinators?”
“What impact does food waste in our school have on climate change, and how can we reduce it?”
This is such an intigueing topic for me!
International Space Station (14 July 2026): The International Space Station is a permanently inhabited laboratory orbiting Earth where astronauts conduct scientific research and experiments in a microgravity environment.
Sentinel-2A (14 July 2026): Sentinel-2A is an Earth observation satellite operated as part of the European Space Agency’s Copernicus programme.
NOAA-19 (14 July 2026): NOAA-19 is a weather satellite that gathers atmospheric and environmental data to improve weather forecasting and support long-term climate observation.
Terra (14 July 2026): Terra is a NASA Earth observation satellite that monitors the planet’s land surfaces, oceans, and atmosphere.
The documentary HOME, directed by Yann Arthus-Bertrand, provides a powerful visual exploration of the relationship between the Earth’s natural environment and human activity. It highlights significant environmental issues, including climate change, biodiversity decline, and the impact of unsustainable human practices. As part of a wider educational resource, the film helps children develop an understanding of the causes and consequences of climate change and the importance of protecting the environment.
When introducing these concepts to a sixth-class group, I would begin by discussing pupils’ existing knowledge and experiences of climate change. This would allow me to identify misconceptions and encourage curiosity. I would then use the Climate Aid 2020 video to prompt discussion about the causes of climate change and the extreme weather events and natural disasters shown in the footage. Selected clips from HOME would be used to explore key ideas such as the interconnectedness of ecosystems, the effects of human actions, and the importance of sustainable living.To deepen understanding, pupils could take part in collaborative discussions, create posters or presentations, and complete practical investigations, such as an experiment demonstrating the greenhouse effect. I would also make links to the local environment by exploring how climate change is affecting Ireland through changing weather patterns, rising sea levels, or impacts on native wildlife. Finally, I would use interactive digital resources to help pupils analyse data, ask questions, and consider positive actions they can take to care for the environment.
The Paxi video on the greenhouse effect highlighted the importance of preparing children with key vocabulary and background knowledge before introducing more complex scientific ideas. For younger pupils in particular, terms such as greenhouse effect, atmosphere, and climate change would need to be explored through discussion, visuals, and practical activities. One idea that stood out to me was using a greenhouse or polytunnel to demonstrate how heat becomes trapped. While these are not available in my school, I could adapt this by using a play parachute outdoors. Children could compare how it feels standing underneath the parachute with standing outside it, helping them experience the concept of trapped heat in a simple, age-appropriate way before watching the video.
The TEAL Climate Reporter tool would also be an engaging resource for developing children’s understanding of climate change. Using iPads in pairs, children could investigate changes in temperature over time by exploring the interactive maps and time slider, with teacher guidance and a simple worksheet to focus their observations. This activity would encourage children to interpret data, identify patterns, and discuss possible reasons for changes they notice. Following this, a whole-class discussion could explore how climate change might affect their local community, wildlife, weather, or future holidays. Children could then work together to suggest practical actions, such as reducing waste, recycling, planting flowers for pollinators, or saving energy at school and at home. These activities promote scientific inquiry, critical thinking, collaboration, and environmental responsibility while making climate science meaningful and relevant to children’s everyday lives.
Liston (2018) explains that STEM should not be viewed as four separate subjects but as a connected approach to teaching and learning. She emphasises that meaningful STEM experiences involve inquiry, creativity, collaboration, critical thinking, and problem-solving through authentic, real-life contexts. These integrated experiences enable children to apply their knowledge across disciplines while developing important twenty-first-century skills such as communication, resilience, and innovation.
Reflecting on this reading, I can see how STEM is embedded in my own classroom through hands-on, play-based learning experiences. Children work collaboratively to investigate problems, design and create solutions, use simple technologies, and apply mathematical concepts during meaningful activities. For example, building structures from recycled materials encourages children to explore scientific ideas, test designs, measure outcomes, and evaluate improvements. This article has reinforced the importance of planning purposeful, integrated STEM activities that promote curiosity, creativity, and deeper understanding while helping children make meaningful connections between different areas of learning.