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How has climate change influenced the frequency and intensity of storms and flooding in Ireland over the last 10 years
To engage the kids with this research question, I would design a classroom project around hands‑on, inquiry‑based learning. First, I’d assess the prior knowledge and then I’d introduce them to data from Met Éireann’s climate reports and the World Weather Attribution studies. We would talk about the storms children might remember and the impact it had on them. Working in small groups, kids could analyze the data and share their findings e.g. comparing annual counts of heavy rainfall and named storms.
We’d talk about effects in the community and how long-lasting they are. We would talk about what is already in place to deal with these weather patterns. i would have the kid s come up with an invention to help with the circumstances and present them to the class. The kids could also interview local community members or farmers about how flooding patterns have shifted in their areas. I think by connecting local experiences with scientific data, pupils become active climate detectives. I think a collaborative approach is very important to share ideas and work together on solutions.
I really like this question Laura and love the linkage with history as well. I think kids would love investigating this. I think the use of technology to collect the data would be helpful also. The children could invite thier parents in to see their data at the end of it all too!
I really like the Nose up high in the sky resources. They are something that I can see kids engaging with and having a bit of fun with. As there is such an emphasis in the new curriculum of linkage to the world around them, it is a perfect resource!
International Space Station (ISS) – It circles Earth around 16 times per day and is often spotted over Ireland, particularly in Kilkenny. It conducts observations on microgravity
Starlink satellites- Dozens of Starlink “trains” have been seen moving in straight lines across Irish skies. These are SpaceX’s internet‑providing satellites. The starlink provides broadband around Ireland
EIRSAT‑1- Ireland’s first domestically built CubeSat, launched in December 2023 to study gamma‑ray bursts, test thermal coatings, and demonstrate spacecraft attitude control technology. It was built by students in UCD
Copernicus Sentinel‑1C- A European Earth observation satellite that captured cloud‑free radar imagery of Ireland which monitors weather conditions
NovaSAR‑1- A synthetic-aperture radar satellite that’s used for mapping and environmental tracking. It monitors land use and changes in vegetation.It was really interesting to read how different satellites serve scientific research, education, global internet access, and environmental monitoring. I had always believed that satellites monitored the goings-on in space and the weather. I didn’t know that they monitored changes in landscape and the sea. I think children would be really interested to see how much the use of satellites are integrated into their daily lives.
After watching HOME, it left a profound emotional and intellectual impression. The film highlights humanity’s disruptive impact on Earth’s ecosystems which I had never taken much time to think about: melting glaciers, deforestation, consumption and so on. I did think the limited time message would have to be handled with care around children and I think a more positive spin would need to be focused on in a classroom. I think an older class would respond well to Greta Thunberg’s speech as it is someone they can relate to. I think showing both over the course of a few lessons would be very beneficial.
To introduce these sensitive topics to children I would begin with a short class discussion: “What do you already know about Earth’s beauty and how human actions affect it?” This builds on prior knowledge. Then, I’d choose carefully segments of HOME—for example, scenes showing disappearing ice caps or sprawling mega‑cities to stimulate visual awareness. I would do a simple carbon‑footprint self‑assessment to see what impact we have on our earth adn how we can reduce or improve ie how we can take a proactive approach followed by small‑group discussions: “How does our lifestyle connect to the scenes we saw?”
I think HOME is a stunning emotional hook that raises environmental empathy and global perspective and would be captivating for children. I think it is important to show children that we can take action and unite together to make a better world. I think a whole school approach would be a brilliant way to start an active project in the school and involve the wider community too possibly. I would also check in with students at the end of the lesson to ensure they aren’t feeling anxious or overwhelmed as it is quite a worrying topic for children who are anxious.
I also had this problem with children getting anxious Dearbhail so agree with the gentle approach. Taking a pro-active what can we do and praising what we are already doing to show the children that there is also positivity around the issue
I love the idea of inviting someone in from the community. It allows the children to see how activism takes part in their wider community. They could organise a campaign with this person and work on it throughout the year to build progress
After watching Paxi, I found the animated explanation age‑appropriate and clear for kids, explaining how greenhouse gases trap heat and contribute to global warming in a child friendly way. I like the character used to raise awareness without overwhelming kids with complex information. The Teal Tool is a fantastic visual aid as it allows kids to see what goes on. It would be a great opening stimulus for a lesson. The two compliment eachother in expanding knowledge. Id use the Paxi to establish basic knowledge for the kids and then split the kids into the groups. I would have them use the Teal Tool to work on the effects of different emissions. This could be incorporated into maths and they could use various charts to represent their data. I like the real-world linkage to climate targets that come with these tools.
To improve I would include guided worksheets as I have a younger class.
I would also pre-teach using the class iPads to ensure the kids knew how to use the tools.Nose up High in the Sky:
These activities are very engaging and I know my second class would love them. I would begin by discussing the proverbs. they would need to be explained to a younger class. I would also ask them to come up with their own weather proverb to build on prior knowledge.
Activity two is hands on and I thibk it is a great way to bring the children outside and use their observation skills. I would have them work in groups to create a weather instrument and use it throughout the week.
As an extension I would make it a whole school project and get every class involved. I think it is a diverse activity which can range indificulty depending on the age level. It would be great for the children to share their findings at assembly.
Activity 1 is effective in building a foundation if understanding. It’s important that children understand the difference. The worksheet prompts good discussion and reinforces learning through classification.
Activity 2 is more hands on and calls for higher order thinking. I would pair the children in mixed abilities for this task to support weaker children. This activity aligns well with scientific inquiry skills and promotes group collaboration.
I would consider extending Activity 2 by including real-time weather data. I would track the weather each day visually for the children so they could note any changes or patterns that they see.
I love the idea of using children’s birthday in the lesson and think that they would love this. It is always the number one topic of excitement in the classroom- especially with the younger groups.
Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
I really like the idea of doing a project on Piseógs with the chldren. I teach in a Gaelscoil and a fundamental part of school life is teaching the children about Irish culture and traditions.
I would start by discussing the childrens own stories of the night. Most people as children remember a story about the nightime- be it scary or comforting and I think it would be interesting for the kids to share they tales they have been told with each other. We would then move onto reseaching piseógs using duchas.ie.
The children would ask parents/ grandparents about their stories of the night skies from growing up and we would invite them in to share these stories with the whole class. Many of the children have grandparents who grew up in Gaeltacht areas, as do many of the other teachers so we would ask them in particular to share their stories.
I think it would be a really interesting project and one that would be of great importance in keeping culture alive.
Lovely idea Lora and a great way to get the wider community involved with the school. I’m sure the children learned loads from this!
I would first ensure that the children understand what biodiversity is. The dublin community growers website offers very interesting information on biodiversity and the various species in different areas. I would have the children research the biodiversity maps in groups and share their findings with the class.
I like the idea of focusing on a specific animal and the module offered great resources for learning about bats. I think the children would really enjoy the bat and moth game to develop an understanding of the importance of sound for animals. I like the activities that they can do in their garden at home as it allows for ownership of learning and allows parents to get involved in projects the kids are doing in school. Because our school is in the city centre, I think it could be interesting for the kids to partner up with a school in a rural area and discuss the differences between the biodiversity in the areas. Both schools could set up a night cam and compare findings.
Also, the class could work with the Green School committee to ensure that we are minimising light pollution. They could work on ensuring lights are on timers and there is no unnecessary pollution.
I really like the idea of an insect hotel Tara! Our school is also in the city so we don’t have much space for larger projects.
I am from rural Donegal where there is great visibility and very little light pollution at night. This contrasts hugely to Dublin where I teach, which due to street lighting, business signs and housing offers poor visibility. This was particularly evident with the recent visibility of the northern lights throughout Ireland. When comparing pictures of the Donegal skyline and the Dublin skyline, they were much more obvious in Donegal due to less light pollution. I think it is inevitable in a city that light pollution will be on the rise due to changes in technology and expansion. It is important to preserve areas of no light pollution and ensure that we all work together to ensure this happens.
This is a topic more suited to senior classes. I think it would be an interesting project for the children to compare various places in the world and rank them in order of highest to lowest light pollution. They could print pictures of each place and make a visual display. They could also invite a local councillor in to talk about what they are doing to ensure light pollution is minimised. It ties in with global citizenship and being active members of the community. I think it would be a very interesting project for the children to undertake.