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That’s a great hands on approach. Linking temperature changes to familiar wildlife makes the project personal, and the mix of data analysis, interviews, and activities keep pupils engaged while givving everyone a role in uncovering the mystery together.
Research Question:
How has the number of stormy days in our local area changed over the past 10 years, and what impact might this have on our community?I would start by showing the class photos and short video clips of recent local storms, encouraging them to share their own memories of these events. This would lead into a group discussion about how weather affects our daily lives, building a mind map of ther ideas on the board. We would then talk about the difference between weather and climate, and introduce simple terms like climate change and extreme weather.
To make the project feel theirs, I would give pupils a choice about which sources to use for collecting data like local weather records, satellite images, or interviews with community members. We could take a walk to a nearby area to see how storms affect the environment. Working in small groups, pupils would collect and organise the data, then share their findings through posters or a school presentation. This way, they can see their work making a real difference in raising awareness.
I agree, it is a well-designed, cross-curricular resource. The hands-on nature of Activities 2 and 3 will really engage pupils, and I like how they link observation, data collection, and measurement. It’s a great way to make weather and climate learning practical, interactive, and memorable.
TO a colleague I would explain that EO Browser is a free website where you can explore satellite images of anywhere in the world. You can see places as they look in real life or use special views that highlight things like plant growth, snow, or water quality. It’s very straightforward to use, you choose a place, pick the dates you want, and select how you want the images to be shown. You can even compare pictures from different times or make a short timelapse to see changes over months or years.
In the classroom, I would start by looking at our local area from above. We could compare how it looks in different seasons, spot any changes over time, or explore events like floods. Pupils culd work in small groups to choose an area, save images, and share what they find. This brings geography and science to life and helps them see real-world changes happening around them.
I agree that the combination of HOME’s stunning visuals and the simpler Paxi clip works brilliantly. Starting local and building to global makes climate change relatable. I especially like your idea of creative projects, giving pupils a chance to express ideas through art or stories really deepens their understanding.
I found HOME to be a really powerful watch, the aerial shots are stunning but also quite sobering when you see the scale of deforestation, melting ice, and overuse of resources. The Greta clip from the UN Climate Change COP25 – Climate Emergency Event adds an urgency and honesty that is hard to ignore. Shen is direct and challenges us to act now, which I think can really inspire young people if handled carefully.
For introducing this to 3rd class, I would keep it simple and positive. I would show them short, colourful sections of HOME that celebrate the beauty of the planet first, so they connect with it emotionally. Then I would introduce one or two key facts in language they understand, e.g., “Some people use more than they need, which leaves less for otherss and for nature.” We could brainstorm together small changes we can make at home or in school, then turn their ideas into drawings for a “Caring for Our Earth” wall display. That way, the focus stays hopeful and action-oriented rather than overwhelming.
I think the Paxi video works really well too. Comparing climates is a nice way to get them thinking, and those book choices sound like they would fit the topic perfectly.
I really enjoyed the Paxi video on greenhouse gases. it is bright, clear, and pitched for kids. I can already imagine my class loving it, especially if we follow up with something hands-on, like coveringjars labelled with different gases, putting them under heat lamps, and tracking the temperatures. It makes the ‘invisible’easy to see.
The TEAL temperature prediction tool is a great way to spark curiosity. Watching Ireland’s projected temperatures change under “low,” “medium,” and “high” scenarios would really bring the idea of climate change home for the children. It is powerful to see how small differences now can have big impacts later.
One thing I would chhange is adding child friendly explanations for the scenarios. Something like “high means we keep using lots of fossil fuels” so they can connect the dots. Overall, I think it is a practical, and a clever way to link experiments and real-world data in a meaningful way.
I love how you’re tying Gaeilge, SESE, and books together. Using The Great Irish Weather Book is a brilliant ideaa, and the weather presenter idea is such a natural follow up. Your class will have great fun while really also getting the weather vs climate difference.
Liston points out that real STEM learning blends science, technology, engineering, and maths, with engineering linking them together in meaningful, real life problem solving. In my class, STEM is hands-on and project-based, encouraging curiosity, problem solving, and teamwork.
The ESA “Nose Up high in the Skyy” and “Weather vs climate” resources are perfect for this. Setting up a school weather station would give pupils the chance to gather and record daily weather data, use technology to analyse it, and compare it to long term climate patterns. They would develop practical skills like measuring temperature accurately, creating graphs, and interpreting Trends. Linking this to climate studies would help them see the bigger picture of how weather and climate connect. As a school, I would lead by creating a shared space for classes to post data, compare findings, and present reports, so everyone can take part in understanding and sharing our weather and climate story.This is a brilliant way to connect pupils with Irish heritage through storytelling. Involving families makes it personal and meaningful. Linking it with art and drama brings the stories to life, and the focus on night time traditions ties beautifully into the theme
To bring the “Design Your Own Dark Sky Place” idea to life in my classroom, I would start with a simple question: What would you see in the sky if the lights went out? This would spark curiosity and lead to learning about light pollution, nocturnal animals, and the stars themselves. I would set up a roleplay activity where each group of students represents a different stakeholder for example, stargazers, local residents, wildlife experts, and lighting designers. Each group would discuss what they want and need in a shared dark sky space.
We would then create a map or collage of our ideal Dark Sky Place using drawings, printed images, and models. The project would encourage collaboration and creative thinking, while deepening student understanding of how human choices impact the natural world. It would also give them a chance to come up with real solutions to preserve the beauty and biodiversity of the night sky.I really like how you make learning fun and simple for the younger kids with walks, nature sounds, and movement breaks. Bringing in a bat expert is a great idea to make things real and exciting. Revisiting the Mini Safari with worksheets sounds like a cool way to help kids learn more.
In engaging my learners to explore local biodiversity and the impacts of light pollution, I would begin with direct, hands-on experiences. A local biodiversity walk around the school grounds would help students identify native plants and animals, while also noting levels of artificial lighting in the environment. To deepen their learning, we would conduct observations at different times of day and discuss how artificial light might affect animal behaviour, especially insects, birds, and bats.
We would follow up with a class investigation comparing areas with different lighting levels and record observations like insect attraction to light, bird behaviour near streetlamps, and whether we spot any bats. I would encourage children to make simple changes, like designing “bat-friendly” school zones with native planting and darker corners free of artificial light. These projects not only support learning outcomes but also empower students to take ownership of biodiversity in their own community.
