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I really like your Climate Detectives research question as it is closely connected to the pupils’ own experiences and local environment. I agree that making climate issues relevant to children’s everyday lives helps to increase engagement and encourages them to become more curious about the world around them. The idea of beginning with a discussion about their own experiences of rainfall and storms is a great way to activate prior knowledge and give pupils ownership of the investigation. I also think the practical elements, such as observing the school grounds, using a rain gauge and collecting local data, would provide excellent opportunities for pupils to develop scientific enquiry skills. The link to family experiences is particularly interesting as it allows pupils to explore changes over time and connect classroom learning with the wider community. I like how your project focuses not only on identifying a problem but also on finding solutions, as this helps pupils feel empowered and recognise that they can take positive action to protect their local environment.
**Research Question:**
**How can we reduce the amount of waste produced in our school and encourage more sustainable habits among pupils?**Climate change can sometimes feel like a very large and complex issue for primary pupils, so I think it is important to focus on local, achievable actions where children can see the impact they can make. I would encourage pupils to participate in this Climate Detectives project by allowing them to take ownership of the investigation from the beginning. We could begin by discussing what pupils already know about waste and sustainability before carrying out a school waste audit to investigate the types and amounts of waste produced each day.
Pupils could work in groups to collect data, record their findings and identify areas where improvements could be made. They could then research solutions, such as reducing single-use plastics, improving recycling systems or creating awareness campaigns. Digital technologies could be used to record results, create graphs and present their findings to the wider school community.
I would encourage pupil voice throughout the project by allowing children to suggest solutions and develop an action plan. This would help pupils become active participants in protecting their environment while developing skills in scientific enquiry, collaboration, problem-solving and communication.
I really enjoyed reading your reflection on the ESA resource Nose High Up in the Sky. I agree that it is a fantastic resource for senior classes as it combines Science, Geography and STEM in a very engaging way. I particularly like the way the activities encourage pupils to become observers and investigators rather than simply learning facts. The opportunity to analyse real images from the International Space Station would be a great way to spark curiosity and encourage discussion about our planet. I also think Activity 2 would be particularly effective as pupils can practise comparing and contrasting while developing their observation and critical thinking skills. The link to Earth Observation satellites in Activity 3 is also very valuable, as it helps pupils understand how technology is used by scientists to monitor changes on Earth. These activities could also provide excellent opportunities for cross-curricular links, such as creative writing, art and digital presentations where pupils could share their findings.
The EO Browser is a valuable digital tool that allows users to explore and analyse satellite images of the Earth. If I was explaining it to a colleague, I would describe it as a “window into our planet from space”, allowing pupils to investigate real-world changes happening on Earth using images collected by satellites. The tool allows users to compare different locations, observe environmental changes over time and explore topics such as climate change, weather patterns, land use and biodiversity.
I think EO Browser would be a very beneficial resource to use in the primary classroom, particularly for Science, Geography and STEM lessons. Pupils could investigate changes in their local area, compare landscapes in different countries or explore how environments have changed over time. For example, pupils could examine changes caused by flooding, deforestation or urban development and discuss the reasons behind these changes.
I would use EO Browser as part of inquiry-based learning, where pupils ask questions, investigate satellite images and present their findings. It would also support digital literacy by allowing pupils to use technology purposefully to explore real scientific data. While the tool may initially seem complex, with teacher guidance and a structured activity, it could provide a highly engaging learning experience for pupils.
I really enjoyed reading your reflection on HOME and I agree that the visual impact of the film makes it a very powerful resource for pupils. Seeing the beauty of the planet alongside the damage caused by human activity can help children develop a deeper understanding of climate change compared to simply reading facts. I really like your idea of using a short section of the film as a stimulus for a follow-up activity, as it allows pupils to discuss, reflect and respond creatively through activities such as debates, writing, art and climate action plans. These approaches also help make the topic more meaningful by connecting it to pupils’ own lives and choices. The statistics you highlighted are very interesting and would provide a great opportunity for discussion in the classroom, particularly around Ireland’s role in climate action. I agree that it is important to balance discussing the challenges of climate change with focusing on solutions, so pupils feel empowered to make positive changes rather than overwhelmed by the issue.
The film *HOME* provides a powerful visual representation of the relationship between humans and the natural world. I found the film effective in highlighting how Earth’s resources are interconnected and how human activity has contributed to changes in our environment. The use of aerial footage, images of different landscapes and explanations of environmental issues makes the information impactful and encourages viewers to reflect on the importance of protecting our planet. The other video clips included in this module also provide valuable opportunities to introduce climate change concepts in a way that is engaging and accessible for pupils.
When introducing climate change facts to my pupils, I would ensure that the information is presented in a positive and age-appropriate way. While it is important that pupils understand the challenges facing our planet, I would focus on empowering them by highlighting actions they can take to make a difference. I would begin with discussion and questioning before showing selected clips, allowing pupils to share what they already know and what they would like to learn.
Following the videos, I would encourage pupils to reflect, ask questions and investigate solutions. Activities such as creating climate action posters, researching sustainable choices, monitoring energy use in the school or investigating biodiversity would allow pupils to become active participants in their learning. I would also use digital technologies to allow pupils to research information, present their findings and collaborate on projects.
Overall, I believe resources such as *HOME* are valuable because they help pupils develop a deeper understanding of climate change while encouraging curiosity, responsibility and respect for the environment.
I really enjoyed reading your reflection on Activity 3. I agree that the Paxi video is a very effective way of introducing the concept of greenhouse gases, as it breaks down a complex topic into language that is accessible and engaging for primary pupils. I also liked your point about the temperature prediction tool, as it encourages pupils to become active participants in their learning by making predictions and considering the consequences of different actions.
I think the idea of extending the activity by linking it to local climate actions would be a great way to make the learning more meaningful for pupils. It would allow children to see that climate change is not just a global issue but something that connects to their own lives and communities. I also agree that differentiation would be important, particularly for younger pupils or pupils with additional learning needs. Providing visuals, key vocabulary and group discussion opportunities would help ensure that all pupils can engage with the activity.
Activity 3 from the Weather and Climate resource provided an excellent opportunity for pupils to explore the concept of climate change in an engaging and accessible way. I found the Paxi video on greenhouse gases particularly useful as it introduced a complex scientific concept through clear explanations, visuals and child-friendly language. The video would be a valuable starting point for discussion, allowing pupils to develop their understanding of how greenhouse gases affect the Earth’s temperature and climate.
I found the temperature prediction tool to be a particularly effective resource as it encouraged pupils to think critically about the impact of human actions on our planet. It provided an opportunity for pupils to make predictions, explore different scenarios and discuss possible solutions. This links well with STEM education as pupils are actively investigating, analysing information and developing problem-solving skills.
I would use this activity with my class as part of a Science or Geography unit on climate change. After watching the video, pupils could work in groups to discuss what they noticed, record their predictions and explore ways in which individuals and communities can reduce their impact on the environment. I would also encourage pupils to research local climate actions and present their findings using digital technologies.
One area that could be improved would be adding more differentiation options, such as vocabulary supports or simplified recording sheets for younger pupils or pupils with additional learning needs. An extension activity could also involve pupils comparing past and present climate data or investigating local environmental changes. Overall, I found Activity 3 to be a valuable resource that promotes curiosity, scientific enquiry and responsible citizenship.
I really enjoyed reading your reflection. I agree that Activity 1 lends itself very well to pair and small-group work. I particularly like your idea of having pupils create their own “Weather” and “Climate” signs, as it makes the activity more interactive and gives them ownership of their learning. Displaying their finished work is also a great way to reinforce the concepts and celebrate their efforts.</p>
I also agree that encouraging pupils to compare their answers and justify their thinking would promote valuable discussion and help develop their scientific reasoning skills. As you mentioned, Activity 2 may be more suitable for older pupils, but it could also be adapted for younger classes by simplifying the recording sheet or carrying out the investigation as a whole-class activity with teacher support. Overall, I think both activities provide excellent opportunities for inquiry-based learning and cross-curricular links with Geography, Maths and oral language.Having read Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Mathematics (Liston, 2018), it reinforced for me that effective STEM education is much more than teaching the four subjects separately. STEM should be integrated, inquiry-based and centred on developing children’s curiosity, creativity, critical thinking and problem-solving skills. In my classroom, I aim to provide opportunities for pupils to investigate real-life problems, collaborate with their peers and apply their learning across a range of curriculum areas. Activities such as STEM challenges, weather investigations and hands-on experiments encourage children to become active learners rather than passive recipients of information.
I completed Activities 1 and 2 from the Weather and Climate resource and found them to be engaging, practical and appropriate for primary pupils. Activity 1 clearly helped distinguish between weather and climate using simple examples and encouraged discussion, while Activity 2 allowed pupils to become “Weather Detectives” by observing and recording weather conditions. I particularly liked that the activities promoted scientific observation and data collection, while also providing opportunities to integrate Maths through graphing results and Geography through discussions about local weather patterns.
I would use these activities with my class as part of a cross-curricular Science and Geography unit. Pupils could create a class weather station and record daily observations over several weeks before comparing their findings with weather forecasts online. This would also provide opportunities to integrate Digital Technologies by using weather websites or apps to compare local observations with official weather data. Pupils could work collaboratively in small groups, discuss patterns they notice and present their findings to the class.
One improvement I would suggest would be to include an extension activity where pupils compare Ireland’s climate with another country using digital maps and climate graphs. This would encourage deeper thinking and strengthen links with Geography. It would also be beneficial to include differentiated recording sheets to support younger pupils and those with additional learning needs, as well as extension questions for more able pupils. Overall, I found both activities to be practical, engaging and well suited to developing pupils’ scientific enquiry skills while promoting curiosity about the world around them.
I love this idea! It’s such a simple and fun way for children to explore the Sun and see how it moves across the sky. I really like the idea of using a chart to record observations and even drawing or taking photos—it makes it very hands-on and visual. Doing this over a week will definitely help children notice patterns and understand how the Sun rises in the east, sets in the west, and changes height during the day. I also think calling it a “sky diary” is a great way to make the activity feel exciting and like real science. This would be perfect for engaging students in observing and thinking about the world around them.
After reading Liston’s paper Unravelling STEM, I see how STEM learning is about exploring, asking questions, and making real-world connections. In my rural school in Galway, I would choose the activity “observe and record the positions of the sun when rising and setting and at different times of the day.” We would start by talking about how the sun moves across the sky and how it changes with the seasons. The children could go outside to different spots in the school grounds with simple tools like compasses, protractors, or just paper and pencils to mark where the sun rises and sets each day. They could draw or take photos of the sun’s position and see how it changes over time. By recording their observations, the children would notice patterns, ask questions, and understand why the sun moves differently in summer and winter. This hands-on, outdoor approach makes STEM fun, practical, and connects them to the world around them in our beautiful rural setting.
I really like your approach! Comparing urban and rural night skies is a great way for students to see the impact of light pollution firsthand. I also love that you’re combining science, geography, and citizenship—it makes the learning very meaningful. Having students investigate local lighting and propose solutions is such a practical way to encourage problem-solving and community awareness. Your plan is engaging, hands-on, and helps children understand their role in protecting the environment.
I really like your idea! Collaborating with a rural school is such a creative way to help students see the difference in light pollution firsthand. Using Globe at Night and journals makes it very practical and engaging. I also love that students get to share their findings online—it adds a real sense of purpose to the project. This approach is both fun and educational, and I’m sure the students would really enjoy comparing their observations with another school.
I really enjoyed reading your post! I love how hands-on and play-based your approach is, especially using Lego and recycled materials to build homes for bats and owls. Taking the children on nature walks and exploring the school garden and bug hotel sounds like a wonderful way to connect them with local biodiversity. I also think your approach to introducing light pollution through storytelling, shadow play, and comparing day and night is very clever and age-appropriate for Senior Infants. Including art projects, songs, and nature journals makes the learning multi-sensory and engaging. I especially like how you link human actions to their impact on wildlife, helping children develop awareness and care for their environment from a young age. Your plan feels creative, fun, and meaningful!