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I really like your choice of research question as it is clear, relevant and easy for pupils to investigate. I also think using mixed-ability groups and incorporating your local national park will make the learning much more engaging and meaningful.
My research question would be: ‘How has increased rainfall affected our local environment in west Mayo, and what can we do to reduce its impact?’
I chose this research question because it relates directly to pupils’ own experiences. Children in west Mayo are familiar with periods of heavy rainfall, flooding, strong winds and storm damage, making the topic meaningful and relevant. I would begin by discussing recent weather events and asking pupils to share examples they have noticed in their local area. This would help activate prior knowledge and encourage curiosity.
Working in small groups, pupils could investigate different aspects of the question by observing the school grounds, identifying areas where water collects, recording rainfall using a simple rain gauge, and comparing their findings with local weather data. They could also interview family members about how weather patterns have changed over time and present their findings through graphs, posters or digital presentations.
To conclude the investigation, pupils could suggest practical ways our school and community can reduce the effects of heavy rainfall, such as planting more trees, protecting green spaces and keeping drains free from litter. I like the CD framework because it encourages pupils to think like scientists, work collaboratively and realise that they can make a positive difference in caring for their local environment.
It’s amazing what is going on high up above the clouds. Often on a clear night, I’d see a satellite moving across the night sky, but I would not know its purpose. The satellite tracking apps will have the answers for me in the future.
After completing the activities in the Nose High Up in the Sky resource, I found it to be an engaging and well-structured resource that would work very well in the primary classroom. I particularly liked how the lessons build progressively, beginning with pupils’ prior knowledge before encouraging them to make their own observations and then compare these with real weather data and satellite images. This gradual progression supports inquiry-based learning and keeps pupils actively involved throughout.
The activities provide excellent opportunities for discussion, prediction and critical thinking. I especially liked the emphasis on using pupils’ senses to observe the weather, as this makes learning meaningful and relevant to their everyday lives. The photographs of Earth from space and the comparison with ground-level images also help children appreciate different perspectives while introducing them to the role of satellites in monitoring weather and the environment.
I would definitely use this resource in my classroom. I would adapt some of the activities to suit the age group I am teaching by incorporating more visual supports, weather symbols and practical outdoor observations where appropriate. Overall, it is an enjoyable, cross-curricular resource that promotes curiosity, scientific inquiry and active participation.
I completely agree with your point that pupils can often find large statistics and figures difficult to relate to. Focusing instead on the key message of how everything in nature is interconnected and showing pupils that their own actions can make a positive difference is much more meaningful. I also like your emphasis on practical activities such as planting native species and litter picking, as these help pupils connect climate action to their everyday lives and encourage long-term environmental responsibility.
I found Home to be a powerful documentary. The stunning aerial footage highlights both the beauty of our planet and the impact that human activity is having on it. Although some of the content is quite serious, I think using carefully chosen clips would allow senior primary pupils to explore climate change in an age-appropriate and engaging way.
I would begin by discussing the difference between weather and climate and asking pupils what changes they have noticed in their local environment. After watching selected clips from Home and some of the other videos from the module, we would discuss the main messages and how our actions can affect the planet. I think it is important to balance the challenges of climate change with positive examples of how individuals and communities are making a difference, so that pupils leave feeling empowered rather than discouraged.
As an activity, I would have pupils work in groups to research a climate action, such as reducing waste, protecting biodiversity, or saving energy, and create a poster or short digital presentation to encourage others to get involved.I really like your idea of having pupils create a weather report or news broadcast. It makes the learning much more engaging and allows them to develop their communication and presentation skills while exploring climate change. I also agree that ensuring pupils understand the difference between weather and climate first provides a strong foundation for the activity. It sounds like a great way to integrate a range of subjects while keeping the lesson enjoyable and meaningful.
I enjoyed the Paxi video and think it would be a great way to introduce the greenhouse effect to my class. The animation keeps the topic engaging while explaining a scientific concept in a way that is easy for pupils to understand. I would still spend some time introducing key terms such as “greenhouse gases” and “carbon dioxide” before watching the video so that students are familiar with the vocabulary.
I think the TEAL Tool works well as a follow-up activity because it allows pupils to apply what they have learned using real climate data. I would use Activity 3 and guide the class in exploring temperature trends, discussing what the data shows and what it could mean for the future. This would encourage pupils to ask questions, think critically and support their ideas with evidence.
To make the lesson more relevant, I might ask pupils to consider how climate change could affect their own local area – biodiversity, farming, or extreme weather events. They could work in groups to present their findings through graphs or digital presentations. Overall, I think these two resources complement each other very well and provide an engaging, cross-curricular STEM lesson that encourages pupils to think about both the science behind climate change and the actions they can take to help protect the environment.I like how you broke the learning down into clear stages, starting with children’s understanding of weather before introducing the more complex concept of climate. It creates a strong foundation for learning, and I also liked how you included role-play as a way to develop communication skills alongside STEM learning.
After reading Liston’s (2018) Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, I gained a better understanding of STEM as an integrated approach to teaching and learning rather than four separate subjects. The article highlights the importance of inquiry, creativity, collaboration, problem-solving, and providing pupils with meaningful, real-world experiences where they can apply their learning across different subject areas. It also reinforced the idea that mathematics should not always be taught in isolation but can be naturally embedded within science, technology, and engineering activities.
Reflecting on my own classroom, I can see many opportunities to develop a more integrated STEM approach. Hands-on, project-based activities allow pupils to investigate scientific ideas, use technology, design and create solutions, and apply mathematical skills in authentic contexts. One activity that particularly stood out to me was the “Weather Detectives” investigation. I think this would work well as a long-term project where pupils record daily weather observations, measure temperature and rainfall, create graphs, and compare their findings with official weather data. This would encourage teamwork, scientific enquiry, data handling, and critical thinking while helping pupils make connections between STEM subjects and the world around them. Overall, the article has encouraged me to be more intentional in planning integrated STEM experiences that promote curiosity, creativity, resilience, and deeper understanding.