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I love this idea, it’s such a fun and practical way to get children thinking about climate change. Starting with their own school makes it really relatable. The energy audit sounds like a great way to get them involved, and the sketches and songs are a brilliant way to spread the message.
Research Question: How has the increase in average temperature over the past 10 years affected the local biodiversity in our locality?
To encourage students to actively engage in this climate investigation, I would begin by connecting the question to their everyday experiences, asking them to think about any changes they’ve may have noticed in local weather, the growth of flowers or plants, or animal sightings. Making it personal helps them see that climate change isn’t just a far away issue, it’s something that touches their own locality.
I would introduce hands on activities such as participating in nature walks or observing local green spaces such as forests, woods or farm areas. The students could then record their results or observations. Getting the students involved in collecting real data is a great way to build their Science skills, but more importantly, it helps them feel like they’re actually doing something that matters, not just learning about it in a book.
I’d also make it a team effort by giving everyone different roles based on their interests. Some could be in charge of gathering information, others could write reports, design posters or presentations, or even speak on behalf of the group. This way, everyone has something to contribute and it keeps things fun and varied.
To keep the students motivated, I’d highlight how their findings could be actually useful, maybe for the Green Schools Committee, town or county council or an environmental group. When they consider their work could make difference beyond the classroom, it gives the whole project more meaning and shows them that their voices count.
Hi Niamh,
I completely agree, the EO Browser sounds like a brilliant way to get pupils thinking deeper about the world. I like how it mixes tech with real-life events and makes learning way more exciting and relevant. Such a handy tool for the classroom.
5 Satellites that have passed Ireland recently are:
1. Internation Space Station
2. Space X Starlink Satellites
3. EIRSAT – 1
4. NOAA – 18 – Weather Satellite
5. BUBSAT – 1
The International Space Station connects us to international space exploration and science in action.
Space X Starlink Satellites shows real-world telecom satellite networds affecting our nightly sky.
EIRSAT – 1 is built by UCD, it carries experiments including a gamma-ray detector, a thermal coating test, and an attitude control system.
NOAA – 18 Weather Satellite gathers atmospheric temperature and humidity data, sea and land surface temperatures, and helps with weather forecasting and climate monitoring.
BUBSAT – 1 carries a camera to take Earth images and perform technological experiments.
I think you’ve summed it up really well! The visuals in Home definitely make the message hit harder, it’s one thing to hear about climate change, but seeing it like that really brings it to life. I love the idea of getting the class to brainstorm ways the school can reduce its carbon footprint. It gives them ownership of their learning. Getting them thinking early about their choices is so important.
The film Home is really powerful and visually amazing. The aerial footage is beautiful but also pretty shocking, it shows how much damage we have done to the planet through things like deforestation, pollution, and melting ice caps. I think it’s a great way to get students in more senior classes to understand the seriousness of climate change without it feeling like just another lesson full of facts. The images really speak for themselves and grab your attention. If I were introducing this to my class, I’d pick out a few short clips that show strong contracts, like healthy forests vs. cleared land, or cities taking over natural areas. Some consideration to the maturity levels within the class would need to thought about before showing any clips. Then I’d ask my class what they noticed or how it made them feel. I think that opens the door for a really honest and interesting discussion. After that, I’d bring in some simple facts from the movie, maybe use a quiz or some visuals to help them understand the bigger picture. I’d also focus on the positive side, how we can make changes and fix things. I’d conclude by asking them what small changes they could make in their own lives to help the planet. It’s all about making it real and hopeful for the students, not scary.
Hi Amelia,
I totally get where you’re coming from. The video and Tealtool are super helpful, really clear and visual which makes a big difference when you’re trying to explain something as complex as climate change to younger students. I agree, it’s brilliant for showing how climate has changed over time and what the future might look like.
I think Activity 3, Climate Reporters, is a really fun and creative way to get my class thinking about climate change. Asking them to imagine life in 2050 and create weather reports based on possiblle future temperatures makes the idea of long-term climate trends feel more real and personal. I like that it mixes Science with storytelling and how it’s not just about looking at numbers, but about understanding what those numbers could mean for the students for everyday life. It’s also a great way to show how climate is different from weather, since students havve to use long-term data and make predictations. I think the role playing aspect helps keep students engaged and makes the topic feel less abstract. I think the students would enjoy using the Teal Tool and comparing temperatures in different parts of the world too. One thing that could make the activity even better is including some real data or climate models, so that my class would know their predictations are based on actual Science. I teach 4th class and I find at this age, the children love to debate and get their point of view across, it might be helpful to end with a group discussion about what these changes could mean for people, animals or the planet. Activity 3 is a great way to get students using their imagination while also thinking critically about serious environmental issues.
I think setting up a whole school weather station is a brilliant idea. Giving the children are ands on way of exploring Science and Maths is really what it’s all about. I love the idea of involving the Green Schools committee and the Student Council too, it would ensure that all classes were involved and that one class wouldn’t become responsible for monitoring the data.
The ESA resource ‘Nose Up High in the Sky’ offers hands-on weather activities. The first activity explores weather proverbs like ‘Red sky at night…’ encouraging students to discuss their meanings and scientific accuracy. I think this is an excellent activity which supports oral language development and introduces basic atmospheric science in an engaging way. In the second activity, pupils use their senses to observe the weather, describing temperature, wind, clouds and precipitaion. This exploratory learning builds vocabulary and connects everyday experiences to formal weather concepts. While also lending itself to mindfulness and observation skills. The third activity involves building simple weather instruments: a rain gauge, thermometer station and anemometer. Using recycled materials, which also links in with many of the Green Flag themes, students work in groups to collect weather data over a week. I think this is a great way to integrate STEM learning through measurement, data handling. We use Chromebooks in school, so we could also compare the results with online forecasts too.
I think these activities are a great resource for classrooms as they are low-cost, adaptable and encourage teamwork and inquiry-based learning.