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Jane this sounds like a very interesting project that you have outlined – maybe the use of a QR code link posted beside the beach would enable us visitors to access such data and learn from your local studies.
I would lead this Climate Detective Programme based on our local river. It flows alongside the site of our school and there is a small waterfall visible and audible from one of our play areas.
Our research question would be:
How healthy is the Owendore river?The children would be involved in studying the health of the river, focusing on water quality and its ecosystem. We would investigate factors such as:
1. the ph levels (acidic or alkaline)
2. temperature ( impacting species living in it)
3. pollution (plastics, chemicals, waste)
4. loving things(water bugs as indicators)We would form predictions and then collect data using tools like ph strips, thermometers and nets from various sites along the river.
Then we will look at the data collected and analyse it, using their maths and recording skills to present their findings.After this, they would create a report to summarise their findings, maybe using posters, slideshows or an interactive display to share the results with the school community.
As a future action in the area, we could organise river clean-up and awareness campaigns.
Aine the use of local geography is a great one – we completed some data collection both in our school garden and also in the local river this year. The children connect so well, as the source is so close to them and they can see a direct impact of positive and negative environmental issues.
Module 4
The ESA resource “Nose High Up in the Sky” is part of the European Space Agency’s Education Program, created to introduce younger students to the fundamentals of Earth observation, satellites, and atmospheric science in an engaging and enjoyable way. The Teacher Guide offers clear lesson plans and essential background information, while the Pupil Activities feature hands-on exercises and experiments using everyday materials, satellite images, and drawing or matching tasks. These activities teach students how satellites can detect things like air pollution and other invisible gases in the atmosphere.
One activity I particularly enjoyed was Activity 1: What Can Satellites See? In this task, students analysed satellite images and learn to distinguish between visible and invisible phenomena. It’s an excellent way to spark a conversation about different parts of the electromagnetic spectrum. I think if you used images on the interactive whiteboard for this activity it would make it more dynamic.
Activity 2: Smelling the Air (Using the Nose!) is another fun one. It involves students “sniffing” jars filled with various scents and guessing what’s inside. This sensory-based activity directly links the way we detect smells to how satellites identify gases in the atmosphere. It’s both fun and educational.
I would also add opportunities for students to design their own experiments or explore real-world applications of atmospheric data.
These activities would be effective and engaging for students in the classroom. They are well-structured, hands-on, and sensory-driven, while helping them better understand complex scientific concepts.
I agree, Aine. Greta is a powerful activist for environmental issues, and pupils can relate to her as someone of their own age speaking on such an important topic for their future.
Module 3
Home – Yann Arthus
I have just finished watching this complete documentary. It is an amazing programme that outlines the impact that we as humans have had upon the earth.
Opening with powerful images and cinematography, with an emotive soundtrack it outlines the earth that was when time began. Initially I thought that this section was quite slow moving but would be wonderful if it was used as a thought provoking clip for older pupils to look back at the original planet in order for them to infer and consider the impacts that we as humans have had.
The pace begins to move quickly within 30mins, with related change to the pace of music and images presented.
Haunting facts about water and the use in Saudi Arabia of water from ancient times that is depleting. Luxurious use of water in Dubai is outlined in condemning their indulgent creation of living spaces in a desert climate.Las Vegas inhabitants are the greatest consumers of water, and once again both imagery and commentary note their excessive impact on resources. Reference is made to the fact that the Colorado river no longer reaches the sea.
The human consumption of palm oil is next to be considered, when the topic of deforestation comes up. Humans are leading the deforestation of living matter that bonds earth and the images portrayed outline this damage.This documentary could be the basis for a whole unit of work at any class level. The environmental topics outlined are broad, and the specific impact of climate change on our world is clearly and simply shared.
A wonderful resource – thank you.As we delve deeper into this topic, a wide range of engaging resources emerge—each one helping to bring STEM learning to life in dynamic and meaningful ways.
The Paxi video is a standout resource that I believe would truly capture the interest and imagination of pupils. Its visual appeal and clear explanations make complex concepts more accessible for younger learners, and for those with learning difficulties.
To build on this, the ESA “Earth Under the Lid” experiments offer a practical, hands-on way to further explore Earth science. These experiments are both manageable and effective in reinforcing key scientific ideas in the classroom.
Another excellent tool is TEALtool, which students can explore using iPads. This interactive resource supports the development of data interpretation and geographic awareness, particularly around global climate trends. Pupils can:
Predict future temperatures and precipitation patterns
Explore climate projections for different countries
Investigate climate zones and their unique characteristics
A further powerful resource is the David Attenborough documentary, Save Our Planet. This video reinforces the core message that humans must take meaningful action to protect the Earth. It serves as a strong foundation for:Class discussions about environmental responsibility
Pupil reflections on what changes can be made at home, in school, and in their communities
Linking learning to broader global citizenship goals and potentially the school’s Green School Flag challenge
These resources also lend themselves naturally to cross-curricular integration and not only deepen understanding of climate and environmental science but also offer rich opportunities for interdisciplinary learning and skill development across the curriculum.I agree Diarmaid – the use of visual learning is so important to some of our pupils. Often, the school day is language and word based across the curriculum. It is wonderful to offer such a visual resource in order to include all pupils in our learning outcomes.
Effective STEM education goes beyond textbooks—it thrives when students explore concepts through meaningful, real-world experiences.
In junior classes, pupils already take part in daily weather observations and discussions, which could be easily linked to the use of a school weather station. Senior students could contribute by sharing recorded data with younger classes, allowing for comparisons between real-time observations and collected information. This not only strengthens scientific understanding—such as observation and data collection—but also encourages collaboration and communication across age groups, nurturing a strong sense of whole-school engagement.
The Nose Up High in the Sky resource pack offers excellent opportunities to support this kind of learning. For senior classes, and I found the Talking About Weather lesson particularly valuable. There’s plenty of scope to build on the activity by having students explore additional weather proverbs, which can lead to rich, engaging discussions. It’s also a great chance to explore the expressive language used to describe weather—a fitting topic in Ireland, where weather often features prominently in everyday conversation.
When it comes to STEM, integrating science, technology, engineering, and mathematics—rather than teaching them separately is key. Dr. Maeve Liston’s research highlights the importance of this approach, advocating for hands-on, experiential learning that ties classroom content to the world around us, making learning both relevant and inspiring.
Yes – the gathering of weather data really crosses over so many curricular areas- maths, geography, science, SESE. Our Garden and Green school committees came together this year. We used some electronic data collection devices both in soil and at roof level. The data was then shared digitally as the pupils engaged their ICT skills, and could access the same data at home too.
They thoroughly enjoyed it and because the data pertained to their own area it had added value and meaning for the pupils.
Activity set: Rockets
I would introduce the pupils to Sheila, the Hippo main character from the David Walliams bestseller, ‘The First Hippo on the Moon’. In this book, Sheila and the other animals create a rocket for her to fly to the moon, powered by dung.
This book has great humour and fun, and Sheila is a strong and creative female character -a positive model for girls in STEM learning.
I would then select on of the following activities, depending on the age and learning stage of the pupils:
1. Rocket Balloon Race
Materials Needed:Balloons
String
Straws
Tape
Instructions:Thread a piece of string through a straw.
Tape the string between two points in the room (e.g., between two chairs).
Blow up a balloon but don’t tie it. Tape the balloon to the straw.
Let the balloon go and watch it zip along the string like a rocket!
Discussion:Talk about how rockets use fuel to create thrust, which pushes them into space.
2. Astronaut Training Course
Materials Needed:Hula hoops
Cones
Pillows
Jump ropes
Instructions:Set up an obstacle course using the materials. For example, children can jump through hula hoops, weave around cones, crawl under a string of jump ropes, and balance on pillows.
Explain that astronauts need to be physically fit and train hard to prepare for space missions.
Discussion:Discuss the different exercises astronauts do to stay healthy in space.
3. Moon Sand Play
Materials Needed:8 cups of flour
1 cup of baby oil (or cooking oil)
A large container
Instructions:Mix the flour and oil in a large container to create “moon sand.”
Let children mold and shape the moon sand, simulating the surface of the moon.
Discussion:Talk about the moon’s surface and how it’s different from Earth.
4. Design a Space Suit
Materials Needed:Paper
Markers, crayons, or colored pencils
Stickers (optional)
Instructions:Give each child a piece of paper and drawing materials.
Ask them to design their own space suit. What colors would it be? What features would it have to help them in space?
Discussion:Discuss the purpose of space suits and what they need to include (like oxygen supply, temperature control, etc.).
I agree Rachel – thematic teaching really keeps the pupils engaged as there is a solid basis on which to scaffold further learning with the children, and no need to constantly re-introduce the basics.
Activity set: Where do you live and weather
Children are very aware of the changes in weather, as it very much impacts their little lives! ‘Put on your sunhat / coat / raincoat / suncream’ are instructions they hear often, and often get tired of!
From montessori age, they have spent time working on the observation of a variety of weather conditions learning and using simple vocabulary.
They begin to identify ways in which weather influences the lives of people, outside of themselves. Children will all have stories to tell about storms, hot sun, tornadoes that they have heard from family and life experiences.I would engage the children with some different design tasks as they work through different types of weather:
Can we design a sun-protection device, or shade creator that keeps a small figure out of the direct light of the sun- this could be further developed into a sun safety lesson (Slip on a tshirt, Slap on a hat and Slop on some suncream) with poster design.
Can we design an umbrella – what materials are durable and waterproof? Opportunities for discovery learning here as materials are provided.
Discuss the suitability of different kinds of clothes for different weather conditions and subsequently become aware of and investigate the suitability of different kinds of clothes for variations in temperature.
Isn’t the stellarium website just such an engaging resource for adults an children alike – so often we gaze at the sky about us, wishing we could ‘read it’ and now we have this tool – fantastic
