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I really liked your research question Katie. It’s meaningful to the children and manageable for the teacher. I think the children would really enjoy coming up with ways to reduce plastic use, sharing their ideas with other classes and the plastic count at the end of the project would demonstrate how impactful small changes can be.
How can increasing the number of trees and flowering plants in our school grounds help reduce heat in the playground and support biodiversity?
Using the ESA Climate Detectives Research Question Planner, I would begin by helping Junior Infant pupils identify a climate issue that is meaningful and visible in their everyday environment. We would start with simple observations of the school grounds, noticing which areas are sunny, shaded, grassy, or covered in concrete. Through discussion, photographs, and short walks, the children could explore questions such as, “Where is the hottest place to play?” and “Where do we see birds, bees, or butterflies?” These initial observations would help us refine our research question. The planner encourages pupils to gather evidence before drawing conclusions. With Junior Infants, this would involve age-appropriate methods such as feeling the temperature of different surfaces, using a simple thermometer with adult guidance, counting insects or birds seen in different areas, and recording observations through drawings, photographs, and pictograms. These activities provide opportunities to develop early scientific enquiry skills, including observing, comparing, predicting, and communicating findings. The research planner also focuses on considering possible solutions. Based on the evidence collected, the children could discuss simple actions the school community could take, such as planting flowers to attract pollinators, creating a small wildlife area, or planting additional trees to increase shade. Involving the pupils in planting and caring for these areas would help them understand that everyone can contribute to addressing climate-related challenges. To encourage participation, I would ensure that learning is active, collaborative, and play-based, reflecting the Junior Infant curriculum. Children would work in small groups, share ideas during circle time, and revisit the investigation throughout the year to observe seasonal changes. This approach supports curiosity while helping pupils understand that science begins with asking questions, collecting evidence, and using that evidence to make informed decisions. By following the ESA Climate Detectives research process, pupils would develop an early awareness of climate action while recognising that even small local changes can have a positive impact on both people and nature.
Hi Cathal. Like yourself, I was amazed to learn about the vast number and variety of satellites orbiting Ireland every day.
Using one of the satellite tracking websites, I found five satellites that recently passed over Ireland during July 2026. They include the International Space Station (ISS), Starlink satellites, Sentinel-2A, NOAA-19, and the Hubble Space Telescope.
- The ISS is a research laboratory where astronauts carry out scientific experiments in microgravity.
- Starlink satellites, operated by SpaceX, provide high-speed internet access around the world through a large network of low Earth orbit satellites.
- Sentinel-2A is part of the European Copernicus programme and monitors forests, crops, coastlines, floods, and other environmental changes.
- NOAA-19 collects weather and climate data that helps improve forecasting and storm tracking.
- The Hubble Space Telescope studies distant stars, galaxies, and planets, helping scientists understand how the universe has evolved.
The film “HOME” presented the many impacts of climate change in a way that felt personal and visual. Seeing the scale of deforestation, melting ice caps, and the effects of human activity on ecosystems was powerful and highlighted how our everyday choices can have global consequences.
The other video clips reinforced the message that climate change is not just a future problem but something that is already affecting communities, wildlife, and weather patterns around the world. What stood out to me was the importance of hope alongside the facts. It would be easy for children to feel overwhelmed if we only focused on the negative impacts.
If I were introducing these ideas to my pupils in junior infants, I would keep the discussion age-appropriate and focus on helping them understand that they can make a difference. I think I would be inclined to focus on the local environment initially with the children being so young, as a more global context might be too big a concept as to be meaningful. I would begin by exploring what they already know about the environment and then use stories, pictures, short video clips, and hands-on activities to explain concepts like recycling, biodiversity, renewable energy, and reducing waste. Outdoor learning would also be a great way to help children build a connection with nature, whether through planting flowers for pollinators, growing vegetables, or taking part in litter clean-ups.
Most importantly, I would hope to encourage curiosity and positive action rather than fear. By focusing on practical steps that children can take at home and at school, I think we can help them develop a sense of responsibility and optimism about protecting the planet for the future.Hi Aoife . i agree with your suggestions of assessing the prior knowledge of pupils and also the need to pre-teach the relevant vocabulary
I really enjoyed Activity 3 because it made climate change feel more real and relevant for pupils. The Paxi video explained greenhouse gases in a simple and engaging way. This made it accessible to younger pupils, although there would be a need to pre-teach vocabulary in order to maximise pupil engagement and the impact of the lesson. The climate prediction tool was interesting to use because it showed how temperatures and rainfall could change in the future. It gave an insight into how scientists use data and computer models to make predictions about the climate.
I would definitely use this activity with older class because it encourages learners to think critically and ask questions. It also gives them the chance to work with real data, discuss their ideas, and present their findings to others. I like that the activity doesn’t just focus on the problems caused by climate change but also encourages learners to think about what they can do to make a positive difference.
One thing I think could be improved is adding a little more guidance on how to read and understand the climate graphs. Some learners may find the data confusing at first, so an example or step-by-step explanation would be helpful. I also think it would be fun to include a creative activity, like making a weather report for the year 2050 or creating a poster about ways to reduce greenhouse gas emissions.
Overall, I think this is a great activity because it combines science with real-life issues that learners can relate to. It encourages teamwork, problem-solving, and environmental awareness, while helping learners understand why climate change is important and how their everyday actions can make a difference.
Liston’s paper reinforced for me that STEM is much more than teaching the four subjects separately. In my classroom, I aim to create learning experiences where pupils ask questions, investigate real-world problems, work collaboratively and use evidence to support their thinking. The paper reminded me of the importance of integrating these skills in meaningful contexts rather than focusing on individual subject areas.
I really enjoyed Activities 1 and 2 from the Weather and Climate resource. The activities were engaging, age-appropriate and encouraged pupils to think critically about the difference between weather and climate. I can see these activities generating rich classroom conversations and providing a strong foundation before introducing weather measurements or setting up a school weather station.
I would use these activities as part of a wider inquiry-based unit, allowing pupils to collect and compare weather data over time and make links to seasonal patterns and climate. They also provide excellent opportunities to develop STEM skills such as observing, predicting, recording, analysing data, communicating findings and working collaboratively.
One improvement I would suggest would be to include opportunities for pupils to compare their local weather observations with data from other regions or countries. This would help deepen their understanding of climate and encourage global awareness. It would also be useful to include an extension activity using digital tools or online weather data, allowing pupils to compare their own findings with official weather reports.Hi Áine. I love this activity and how you’ve managed to incorporate the student voice by allowing them to choose whether or not to engage in the tactile activity
During Space Week I want to create a fun and exciting classroom where the children can explore space through stories, play, art and hands-on activities. My aim is to spark their curiosity while developing their language, maths, science and creative skills through engaging experiences. I will begin by chatting with the children about what they already know about space. We will look at pictures of the Earth, Moon, planets and astronauts before reading a space-themed story. After the story, we will imagine that our classroom has become a rocket ship, count down from ten and blast off on a pretend adventure through space. Throughout the week I will set up a Space Station in the role play area where the children can dress up as astronauts, complete space missions, explore rockets and planets and pretend to communicate with Mission Control. This will encourage imaginative play, teamwork and oral language.For art, the children will create colourful planets using paint and collage materials, build rockets from recycled materials and make starry night pictures by splattering white paint onto black paper. Their work will be displayed around the classroom to celebrate our learning.In maths, I will use space-themed activities to practise counting, matching numbers, sorting planets by size and colour and creating simple patterns. We will also enjoy daily rocket launch countdowns to reinforce counting backwards.For literacy, I will introduce new vocabulary such as astronaut, rocket, planet and stars through games, discussion and storytelling. The children will draw their own imaginary planet and tell me about it while I record their ideas, giving them opportunities to develop their oral language.In science, we will investigate how craters are formed by dropping small stones into trays of flour and cocoa powder. We will also explore shadows outside by pretending to be astronauts walking on the Moon. Music and movement will include songs about space and games where the children move like floating astronauts, spinning planets and zooming rockets. They will also work together to build rockets using blocks and construction materials during STEM activities. To finish the week, I would organise a Space Day celebration with a classroom treasure hunt, one final rocket launch countdown and a “Junior Space Explorer” certificate for each child. I hope the children leave the week with a greater curiosity about space, new vocabulary and lots of happy memories of learning through play and exploration.
Eimear, I love your “Why don’t polar bears need coats?” question as a hook to engage the childrn from the outset.
I will begin the lesson by gathering the children on the carpet and introducing the theme through a short discussion. I will ask questions such as, “What is the weather like in winter?” and “How do you think animals stay warm when it is cold?” I will encourage the children to share their ideas and experiences.
Next, I will read a simple picture book about animals that live in cold places, pausing to discuss the different animals and how they survive. We will talk about thick fur, feathers, blubber and hibernation using simple, child-friendly language.
For our first hands-on activity, I will create a sensory exploration station. The children will touch ice cubes, cotton wool, faux fur and feathers, describing how each material feels. Together, we will decide which materials would keep an animal warm and why.
The children will then take part in a “Keep the Penguin Warm” challenge. Working in small groups, they will wrap toy penguins (small bottles of water) using different materials such as bubble wrap, fabric, paper and foil and sit them on trays of ice. We will make predictions about which material will keep the penguins warmest before checking the results together.
To get everyone moving, I will lead an active game called “Move Like Cold Weather Animals.” The children will waddle like penguins, stomp like polar bears, flap like snowy owls and curl up like hibernating hedgehogs when I call out each animal. This will reinforce learning while promoting gross motor development.
Finally, the children will complete a simple art activity by creating their own winter animal using cotton wool, feathers or tissue paper. As they work, I will encourage them to explain how their animal stays warm in cold weather.
To conclude the lesson, we will gather together to share our creations and review what we have learned about cold weather and the amazing ways animals adapt to survive.
Space and Aliens lesson for Junior Infants
I will begin the lesson by inviting the children to imagine that we are astronauts getting ready for a journey into space. We will talk about what we already know about space and wonder together whether aliens might exist. This discussion will encourage curiosity, imagination and oral language.
I will then read Aliens Love Underpants by Claire Freedman and Ben Cort. Before reading, I will encourage the children to predict what the story might be about from the cover. During the story, I will pause to ask questions, discuss the illustrations and encourage the children to join in with repeated phrases. Afterwards, we will chat about the different aliens, their adventures and what we think an alien might look like if we met one.
To extend the learning, each child will design and draw their own alien. They can decide what their alien looks like, where it lives, what it likes to eat and whether it is friendly or mischievous. I will encourage the children to describe their alien to a partner, helping to develop vocabulary and confidence in speaking.
As part of our Aistear learning, we will transform the role-play area into a Space Station. The children can become astronauts, scientists or friendly aliens as they explore the dramatic play area using helmets, maps, clipboards, rockets and space-themed props. In the construction area, they can work together to build rockets, spaceships or alien homes using blocks, recycled materials and small world figures. In the creative area, they can make planets, stars and flying saucers using paint, collage materials and playdough. The small world area can include astronauts, aliens and space vehicles to encourage storytelling and collaborative play.
Throughout the week, I will reinforce early mathematical skills by counting stars, sorting planets by size or colour and creating simple repeating patterns using space-themed objects. I will also encourage early writing by inviting the children to create a postcard or simple message from space.
To conclude the lesson, we will gather together to share our alien creations and reflect on what we have learned. I will encourage the children to think about what surprised them most about space and what they would like to discover on their next imaginary space adventure.