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This is a very thoughtful and engaging approach to the project. I particularly like the idea of making the investigation relevant to pupils’ everyday lives, as this can help them understand why reducing plastic waste matters. Giving each pupil a specific role is also a great way to encourage teamwork, responsibility and participation. Measuring the amount of plastic waste before and after using reusable bottles makes the investigation practical and evidence-based. Presenting the findings to others is an excellent final step because it celebrates pupils’ efforts and shows how small changes can make a real difference.
Research Question: How can we reduce plastic waste in our school?
I selected this research question because plastic waste is something pupils see in their everyday school environment, making it a topic that they can easily understand and explore. I feel that the Climate Detectives project provides a good opportunity for pupils to become more involved in their own learning through asking questions, gathering information and working as a team to develop solutions.
I would encourage pupils to work in small groups, with each pupil having a specific responsibility. For example, some could collect and record data, others could complete surveys, while others could prepare presentations. Groups could explore different parts of the school to find out where the most plastic waste is being created and consider practical ideas for reducing it.
To finish the project, pupils could present their results to other classes, teachers or the Green Schools committee. This would allow them to see how their research and suggestions could have a positive impact on the school. It would also help them develop important skills such as teamwork, communication, problem-solving and investigating real-life issues.
I really like the practical and visual approach suggested here. Using photographs, satellite images and ISS images would be a great way to capture pupils’ attention and encourage them to discuss what they can see. I also agree that adapting the activities for different age groups is important, as it ensures all pupils can engage meaningfully with the learning. The idea of collecting weather data over several weeks is particularly valuable, as it allows children to identify patterns and develop their observation and data-handling skills in a practical way.
After exploring the ‘Nose High Up in the Sky’ resource, I found it to be an interesting and accessible activity that would work well with pupils in my classroom. I particularly like that it encourages children to become curious and explore scientific ideas through questioning, making predictions, observing what happens and taking part in practical activities.
I would be happy to use this resource when teaching areas such as weather, air and the atmosphere. It also provides opportunities to connect science with other subjects. For example, pupils could collect, record and analyse data as part of Mathematics, while Literacy could be developed through group discussions, recording observations and writing about their findings.
One area I would develop further would be differentiation. Providing activities at different levels would ensure that all pupils can participate successfully, while additional challenges could be offered to children who are ready to extend their learning.
Overall, I think this is a useful and enjoyable resource that supports hands-on, enquiry-based learning. It encourages pupils to take an active role in their learning while developing their understanding of scientific concepts.
agree that HOME is a powerful resource and that selecting suitable sections is important when using it with primary pupils. I particularly like the focus on building pupils’ prior knowledge before introducing more challenging climate concepts, as this can make the learning more meaningful. The suggestion of combining the videos with practical activities is also excellent, as it gives children opportunities to apply their learning. Including Greta Thunberg’s video could further encourage discussion and help pupils develop their own ideas about climate responsibility.
I think the video HOME is a very effective resource for teaching children about climate change. The strong visuals clearly show how human activities are changing the planet and help pupils understand the effects these changes can have on the environment. It provides a useful starting point for discussion and encourages children to think about their own impact.
In my classroom, I would show a short, suitable section of the film rather than the full video, as some parts may be too complex for younger pupils. I would ask pupils what they noticed and allow them to share their thoughts. I would then use the Paxi video to explain greenhouse gases in a simple way and follow this with the prediction tool to explore different climate scenarios.
I would also connect the topic to local experiences, such as changes in weather or the school environment. Pupils could discuss realistic actions, such as reducing energy use, recycling or planting trees, and choose one to develop as a class project. Finally, I would use a short activity where pupils identify one cause, one effect and one action they can take.
I agree that Activity 3 is an engaging and effective way to introduce pupils to greenhouse gases and climate change. The idea of allowing students to make predictions and compare results is particularly useful for developing critical thinking and scientific understanding. I also like the suggestion of adding more guidance and follow-up questions, as this would help pupils understand the results in greater depth and encourage them to consider practical ways they can help protect the environment.
Activity 3, which uses the Paxi video and the future-temperature prediction tool, is an interesting way to help pupils understand greenhouse gases and climate change. The Paxi video gives a simple, child-friendly explanation of the greenhouse effect and shows how greenhouse gases can affect our planet.
The prediction tool builds on this learning by allowing pupils to explore different emission scenarios and see how these could influence future temperatures. This makes the topic more practical and encourages pupils to investigate and make predictions.
In my classroom, I would begin by watching the video together and discussing key questions about greenhouse gases and their effects. Pupils could then work in groups using the prediction tool to compare different scenarios and record their findings through graphs or posters. A class discussion could follow, linking the results to issues such as flooding and heatwaves.
I would also differentiate the activity by providing screenshots and paper-based alternatives for pupils who may struggle with technology. Self-assessment activities would allow pupils to reflect on their learning and identify areas they understand or need to develop further.
I’m using my phone to submit these answers as I have don’t currently have access to my laptop unfortunately. Apologies if the formatting is still off, it’s not possible to avoid it without a real keyboard it would appear. But back to the course; I completely agree with your observations. The ESO lesson plans are very well structured and make learning about weather and climate engaging for pupils. I also like how the activities encourage collaboration, discussion, and the use of real-life experiences to deepen understanding. The cross-curricular links with Maths, particularly through graphing and analysing weather data, are a great way to reinforce key skills in a meaningful context. Your point about enquiry, prediction, and investigation really highlights the value of these lessons in developing scientific thinking. They provide an excellent balance of practical learning, teamwork, and critical thinking for the classroom
After reading Liston and completing Activities 1 and 2 from the <i>Weather and Climate resource, I found that both activities provide valuable opportunities to develop pupils’ scientific understanding while also supporting a range of cross-curricular skills. They encourage active participation through practical, hands-on learning experiences that can easily be adapted to suit the needs of my own classroom.
Activity 1: “Is it Weather or Climate?”
This activity clearly introduces the difference between weather and climate by using familiar, real-life examples. The sorting task and class discussion encourage pupils to think critically about whether examples describe short-term weather conditions or long-term climate patterns. Relating the activity to local weather helps make these concepts more meaningful and easier for children to understand.
Activity 2: “Weather Detectives”
The second activity develops pupils’ observation and recording skills as they collect information on temperature, rainfall, wind, and cloud cover over a period of time. Recording and analysing this data encourages children to identify patterns, make simple predictions, and begin to understand how scientists collect and interpret evidence. It also provides a natural introduction to ideas such as variation and the importance of accurate measurement.
In my own classroom, I would introduce Activity 1 at the beginning of a weather topic and connect it with current local weather forecasts to make the learning relevant and engaging.
I would then use Activity 2 as an ongoing class investigation, with pupils working in small groups to record daily weather observations over several weeks. The class could combine their results to create graphs, calculate averages, and compare their findings with historical weather data available online. This would strengthen links between science, mathematics, and digital literacy while developing pupils’ analytical skills.
To further enhance learning, I would incorporate a range of cross-curricular activities, including differentiated recording sheets, printable data tables, practical STEM investigations, and opportunities for pupils to present and discuss their findings. I would also use a simple assessment rubric to evaluate their observational skills, accuracy in recording data, and ability to interpret the information they have collected.