[Cian O Sullivan]

This is a very interesting research question that is sure to engage all students on the project.

[Cian O Sullivan]

Research Question: How can our school become more eco-friendly and lower its carbon footprint?

As a starting point, the class will brainstorm ideas together, listing the main areas that could have an impact on the school’s carbon footprint. These might include transport, food waste, water use, school supplies, and energy consumption.

The class will then be divided into small groups, with each group investigating a different area. For example:

One group might examine how students and teachers travel to school (walking, cycling, bus, or car).
Another group could track how much food waste is left from lunches each week.
A third group might measure water use, such as taps left running or toilets that could be more efficient.
Other groups could research paper and stationery use, or even look into the potential for planting trees around the school grounds.
Each group will suggest improvements. For instance, the transport group might propose a “Walk to School Wednesday,” while the food waste group could recommend a composting system or smaller portion sizes in the cafeteria. The water group might encourage fitting tap timers, and the stationery group could suggest reusing scrap paper for rough work.

All suggestions will be combined into a school-wide action plan, and targets will be monitored over a 3–4 month period. Progress will be recorded and presented in tables, bar charts, and line graphs, linking directly to the maths curriculum. Students will then analyse the results, draw conclusions, and compile a final written report.

The project will end with a whole-school assembly where students present their findings, celebrate successes, and share ideas for future steps. Ideally, this project will not only reduce the school’s carbon footprint but also inspire a long-term culture of sustainability within the school community.

[Cian O Sullivan]

I like how you’ve highlighted a variety of satellites visible over Ireland, showing both their scientific and practical purposes. I agree that using real examples like these really inspire students and make space technology feel relevant and exciting.

[Cian O Sullivan]

1. EIRSAT-1 (Ireland’s First Satellite)
Ireland’s first satellite, EIRSAT-1, was launched on December 1, 2023. Built at University College Dublin, this small CubeSat carries a gamma-ray detector, surface thermal experiments, and an innovative magnetic attitude control system. Now in sun-synchronous orbit, it is returning valuable scientific data and marks a milestone for Ireland in space research.

2. Starlink Satellites (SpaceX)
Often appearing as a “train” of lights across the evening sky, SpaceX’s Starlink satellites can be seen shortly after launch before they gradually spread out across orbit. They are part of a massive satellite constellation designed to provide broadband internet worldwide, and are most visible when sunlight reflects from their surfaces at dawn or dusk.

3. NovaSAR-1 (SSTL)
This radar-imaging satellite has recently completed several passes over Ireland, producing high-resolution synthetic aperture radar (SAR) maps. NovaSAR-1 can capture detailed images regardless of weather or light conditions, making it especially valuable for monitoring land use, forestry, and coastal change—even through thick cloud cover.

4. International Space Station (ISS)
Perhaps the most recognizable of all, the ISS appears as a bright, fast-moving point of light crossing the night sky for a few minutes at a time. Orbiting at roughly 414–437 km above Earth, it is a fully inhabited research laboratory where astronauts live and carry out scientific experiments across many disciplines.

5. NOAA-15, NOAA-18, NOAA-19 (Weather Satellites)
These long-serving NOAA satellites regularly pass overhead and transmit weather data. Enthusiasts in Ireland equipped with simple SDR (software-defined radio) receivers can capture their signals and download near real-time imagery of cloud cover and atmospheric conditions—an accessible way to engage with Earth observation.

[Cian O Sullivan]

I would agree with Sarah here, I think the film may be distressing for some of the younger classes, therefore I would show it to the senior classes.

[Cian O Sullivan]

The documentary Home, is a striking resource that highlights both the beauty of Earth and the damage caused by human activity. Through powerful aerial imagery, it conveys the urgency of addressing climate change, though some scenes may be overwhelming for younger pupils if not selected carefully.

To introduce the topic, I would begin with a class discussion on what children already know about Earth’s beauty and how humans affect it. Selected clips—such as melting ice caps or expanding cities—could then spark reflection and dialogue.

In groups, pupils could create posters, reports, or short projects suggesting ways to protect the planet. These activities not only deepen understanding but also encourage pupils to see themselves as active participants in positive change. A larger project, such as a school presentation on themes like water use, farming, or deforestation, could further extend the learning.

[Cian O Sullivan]

I liked Clodagh’s suggestion about using guided worksheets as she has a younger class. This will ensure that they understand how to use the tool and gives them a visual aid if having difficulty.

[Cian O Sullivan]

Activity 3 provides a carefully designed framework that introduces pupils to projected climate scenarios, fostering a deeper understanding of the potential impacts of rising global temperatures. It additionally emphasizes the importance of individual and collective actions that can mitigate the consequences of climate change.

The Paxi video represents an effective introductory resource, as it conveys the concept of greenhouse gases in a concise and engaging manner. Its visual and accessible presentation serves to stimulate curiosity and establish a foundation for informed classroom discussion.

The integration of the temperature prediction tool through school ICT resources further enriches the learning experience. Its interactive and visual format enables pupils to investigate the possible outcomes of human activity on a global scale. Furthermore, structured opportunities for pair or group work encourage collaboration, problem-solving, and the development of critical thinking skills.

To reinforce and extend learning beyond the classroom, pupils may engage in practical initiatives such as tree-planting or the creation of a pollinator-friendly school garden. In addition, a school-wide “Green Day” could be organised, providing pupils with an opportunity to disseminate their knowledge through exhibitions, presentations, or performances, thereby raising awareness and promoting sustainable practices within the wider school community.

[Cian O Sullivan]

I think this is a great idea Sarah. I especially liked the fact this activity incorporates STEM.

[Cian O Sullivan]

Activity 1: Is it Weather or Climate?

This activity is very practical for the classroom. It gives students real-life, relatable examples. The goal is simple: to help students understand the difference between weather and climate. Even many adults find this confusing, so it’s a very useful lesson. Because of its interesting nature, it would keep students engaged from start to finish.

 

Activity 2: Weather Detectives

This lesson gives children more chances to develop their scientific and math skills. One great thing is that it doesn’t need a set time—it can be used all year. Students can also share their results. I would include ICT by posting updates on the school website or social media. This would keep students engaged and make the lesson even better.

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