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I think this is a strong and relevant research question, particularly because it connects climate change with an important part of life in Kildare. I like that you have included both the impact of drought and possible solutions, as this gives pupils an opportunity to move beyond simply identifying a problem. I think comparing weather data with historical records would help children understand that climate change is something they can investigate using evidence.
Research question: How can we reduce plastic waste in our school to help protect our local coastal environment from the impacts of climate change?
I feel like many others have used similar research questions, but I think it is effective because it is relatable for children and gives them an opportunity to take action. I would engage pupils by connecting the question to their own lives and our local coastal environment. I would begin with a discussion about the plastic they use everyday. I would ask where they think this plastic goes after it is thrown away and how it might eventually reach the sea.
I would bring my class to the local beach and draw their attention to signs encouraging visitors to take away three pieces of plastic to dispose of at home. I think a beach clean-up would help children become more mindful of litter when they are out and about. An interesting follow-up question could be whether more extreme weather affects the amount of litter on our local beaches.
The pupils could work in small groups to investigate how much plastic waste our school produces over a week. They could safely sort it into categories, record their findings using tally charts and create graphs to identify the most common types. It could also be useful to invite a guest speaker from a local organisation such as KWD Recycling.
After analysing the results, pupils could decide on an action to reduce plastic waste, such as encouraging reusable bottles and lunch containers or creating a whole-school awareness campaign. They could repeat the investigation after several weeks and compare the results. This would hopefully encourage children to carry their learning about plastic waste home, particularly as there are fewer opportunities to reduce lunch packaging at school due to the hot meals scheme.I found this post very interesting and informative. I was surprised by the variety of satellites currently orbiting Earth and the different purposes they serve. I particularly found Terra and COSMO-SkyMed 1 interesting because of their role in monitoring the environment, climate and natural disasters. It is also interesting to hear that some satellites are no longer active but still remain in orbit. Using the Satellite Tracker App sounds like a great way to explore satellites and make the topic more interactive and engaging. This activity has shown me how much satellites contribute to our understanding of Earth and the technology we use every day.
I found the ESA resource Nose Up High in the Sky very practical and engaging for a multigrade classroom. The activities encourage children to observe, discuss and investigate weather using simple equipment and everyday experiences. I particularly enjoyed the weather station activities, such as measuring temperature and rainfall and observing wind. I think these activities would work well with 2nd–4th class pupils because they can be adapted to different abilities. Younger pupils could focus on observing and recording simple weather changes, while older pupils could take measurements, compare results and identify patterns over time. I liked how the resource connects everyday observations, such as clouds, wind and rain, with modern weather forecasting and satellite technology. The activities are straightforward, inexpensive and suitable for pupils aged 8–10, while also linking Science, Geography and Mathematics. I would definitely use this resource in class. It encourages pupils to learn through observation and practical investigation rather than simply reading about weather. In a Gaeltacht school, where all subjects are taught through Irish, the activities would naturally support the development of scientific vocabulary and oral language through meaningful contexts.
I really like your approach to introducing climate change in an age-appropriate and practical way. I particularly agree with using short clips from HOME rather than showing the full film, as this allows children to focus on key messages without becoming overwhelmed. I also think linking the learning to local examples makes climate change much more meaningful for pupils. The idea of giving children agency through a class project is particularly valuable, as it helps them see that their actions can make a difference. I like the exit task too, as it provides a simple way to check their understanding of a comlicated topic.
When introducing climate change to a multigrade 2nd–4th class in a scoil sa Ghaeltacht, I think it is important to make the topic age-appropriate, practical and empowering. HOME highlights the scale and seriousness of climate change, but as it is 90 minutes long, I would select short, suitable clips rather than showing the full film. These could then be used as a starting point for discussion.
I would also use local examples that children can relate to, such as protecting our coastline, bogs, wildlife and the natural environment around the Gaeltacht. Practical activities such as a school waste audit, planting native flowers, reducing food waste or creating an environmental campaign could help pupils see that their actions can make a difference. Resources such as NASA Climate Kids, the Paxi video mentioned in a previous module, along with the Earth under a lid activity would be a practical way of developing their understanding.
I would introduce Greta Thunberg as an example of how one young person can inspire change. However, I would be selective about using her TED Talk, as some of the language and subject matter may not be suitable for 2nd–4th class. A short, child-friendly clip or discussion about her story would be more appropriate.
Overall, I would aim to make climate change relevant to the children’s lives and community, while leaving them feeling informed, hopeful and capable of making a positive difference.
I agree that Activity 3 provides an engaging and accessible introduction to climate change for primary pupils. I particularly like your idea of connecting the activity to the local area, as this would make climate change more relevant and meaningful to children. Discussing flooding, biodiversity and farming in an Irish context could help pupils understand that climate change can have real impacts. I also think the follow-up activities are great, particularly creating posters or videos. Group work would further encourage pupils to share ideas and learn from one another.
Activity 3 provides a great structure to introduce climate change to a class with a mention to some great resources which I have explored such as the paxi video and teal tool. I like how the activity builds as it moves from assessing prior knowledge, to learning about greenhouse gases, exploring future climate scenarios, completing the worksheet and finally discussing possible actions. The Earth under the lid is a great demonstration to help children understand what can be a complicated topic. I think it would be a great idea to ask children to talk about this topic at home, and I feel it would be very relevant given the weather we have had this summer, helping children to grasp the change that is happening to our climate.
In my multigrade setting, I think it would be useful to use mixed ability grouping in order to make the topic more accessible for 2nd class. I like how the lesson structure concludes with the group activity of how to lessen the impacts of climate change in our locality. I think it would be important to make it relevant on a local level so that the children can understand their impact. Given that my school is located in a rural area where many children will have a farm at home, this will add to the discussion.
A possible idea to extend this activity, would be to ask the children to present the weather forecast for a day in 20 years time. Different groups could be given contrasting climate scenarios to explore. For example, one group could consider what the weather might look like if climate change continues along its current trajectory, while another could explore how the weather might differ if effective action is taken to reduce greenhouse gas emissions.
I agree that both activities provide an engaging and practical introduction to weather and climate. I particularly like the idea of using a simple weather station. It allows pupils to observe daily changes and develop a clearer understanding of the difference between weather and climate. The activities also provide strong cross-curricular opportunities, particularly with Maths and Science as you have said.
Having completed both of these activities, I think they provide a useful introduction to the concepts of weather and climate and could work very well in my multigrade class of 2nd to 4th next year.
Activity 1: Is it Weather or Climate?
I really like using the context of pupils’ birthdays as an introduction, as it connects the topic to their own real life experiences. My own parents have even told me about the stormy weather, the night that I was born! In a multigrade class, pupils could work in mixed-age pairs, with older pupils supporting younger pupils as some of the terminology, such as continental and temperate, may be quite advanced for 2nd class. I really like the use of a sorting activity because it allows children the opportunity for discussion and having to justify their answers.Activity 2: Weather Detectives
This is an excellent hands-on activity because pupils collect real data and develop observation, measurement and numeracy skills. I would run it for at least two weeks if possible, allowing different pupils to take responsibility for the daily measurement. I think that it would be interesting for the children to complete the activity during different seasons, such as autumn and summer, and compare the differences. This learning could be extended through cross-curricular links such as creating graphs in Maths and An Aimsir in Gaeilge.