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I really like your approach Diarmaid —it’s so well-rounded and student-focused. Starting with thought-provoking questions is a great way to spark curiosity and give pupils ownership of their learning from the beginning. Using visuals like maps and videos will definitely help bring the issue of deforestation and climate change to life, especially for visual learners.
How does the increase in local urban temperatures over the past decade affect nearby plant growth and biodiversity?
To encourage pupils to participate in investigating this question, I would first engage them by exploring the concept of urban heat islands and their visible impact on their own school or community. This real-world connection makes the issue relatable and sparks curiosity. I’d then guide students through collecting temperature data using simple tools like thermometers or accessing local weather station records, fostering hands-on involvement. Next, we would observe and document changes in local plant life through fieldwork and photographs, helping pupils connect climate data with ecological effects. Collaborative group work would encourage discussion and sharing of ideas, promoting critical thinking and problem-solving. Finally, I would facilitate presentations or creative projects to communicate their findings, emphasizing the importance of teamwork and active citizenship in tackling climate issues.
Thanks for sharing your insights—I completely agree with your assessment of ‘Nose High Up in The Sky’. The structure and pacing of the activities really do support a deeper understanding of atmospheric science, and I also found the hands-on elements, especially the balloon simulation, to be a brilliant way to make abstract ideas more relatable.
I completely agree with your reflections on Home—it really is such a powerful resource. The visual storytelling is incredibly effective in capturing students’ attention and making complex environmental issues feel immediate and real. Showing short clips to fifth-class students is a great idea, especially since the film covers such a broad range of topics that can be linked across the curriculum—from geography and science to SPHE and even art or writing. I also really appreciated the use of real-life examples; it grounds the message and helps pupils understand that these challenges are not distant—they’re happening now and everywhere. I think using the film as a springboard for class projects or discussions on sustainability and climate action could be really impactful. It’s brilliant to hear you’re planning to use it next year—your students will definitely benefit from the insights and inspiration it brings.
I really like your approach to adapting Activity 3 for younger learners—it sounds both engaging and age-appropriate. The idea of discussing the video and then having students draw ways to reduce emissions is a great way to reinforce their understanding through creativity. Creating a class poster is also a lovely idea—it not only consolidates their learning but also gives them a sense of ownership and pride in the topic.
Hi Aine I completly agree, your suggestion to adapt the thermometer activity for younger classes is spot on. Recording the temperature daily using simple language like “hotter” or “cooler” is both age-appropriate and effective for building observation skills.
Number 2 – The EO Browser is a free, user-friendly online tool that gives access to real satellite imagery from the European Space Agency. It allows users to explore and analyse Earth’s surface using real-time and historical data from satellites like Sentinel-2. With just a few clicks, you can view changes in land use, vegetation, water bodies, and urban development over time. It’s an incredible way to visualize environmental changes and the impact of climate change globally and locally.
In the classroom, I’d use the EO Browser to teach students how to interpret satellite data and connect it to real-world issues—like deforestation, wildfires, or melting glaciers. Students could compare images over time and present their findings in reports or presentations. It integrates STEM skills by combining science, technology, and data analysis. It also supports critical thinking as students draw conclusions from visual evidence, making abstract environmental concepts more concrete and engaging.
The film HOME is a powerful and visually stunning documentary that highlights the beauty of our planet while clearly illustrating the impact humans have had on Earth’s ecosystems. It effectively combines aerial footage with compelling narration to communicate urgent climate change facts in a way that is emotionally engaging and thought-provoking. The other video clips in the module similarly support understanding of key environmental concepts by breaking them down in simple, relatable terms.
To introduce these climate change facts to pupils, I would begin by showing selected clips—like HOME—to spark curiosity and empathy. These visuals can act as a strong entry point into discussions about sustainability, global responsibility, and environmental action. From there, we could explore classroom activities such as carbon footprint tracking, eco-audits of school practices, and local conservation projects. This multi-modal approach fosters both awareness and a sense of agency in young learners.
Activity 3 is a highly engaging and accessible way to introduce students to the concept of greenhouse gases and their role in climate change. The Paxi video effectively simplifies a complex topic for younger learners, using visuals and clear language to explain how greenhouse gases trap heat in the Earth’s atmosphere. The temperature prediction tool is an excellent interactive feature that allows students to visualize the impact of emissions on future climate scenarios, reinforcing the importance of reducing our carbon footprint.
In the classroom, this activity could be used as a starting point for discussions on sustainability, followed by students exploring real-world data or designing solutions to reduce emissions. One improvement might be to include a hands-on experiment or simulation to complement the digital component
The resources offer a fantastic opportunity to integrate real-world learning into the classroom. Setting up a weather station on the school grounds would provide students with hands-on experience in collecting data, fostering skills in science, technology, engineering, and mathematics (STEM). Students can learn to measure temperature, humidity, wind speed, and precipitation, helping them understand the key differences between weather and climate.
In this activity, students would engage in scientific inquiry, use technology to analyse data, apply engineering principles to set up and maintain the station, and explore mathematical concepts through data interpretation and graphing. This could extend to creating a weather and climate bulletin for the school, which would involve the broader community in understanding the importance of climate change and sustainable practices.
Research Q – How has urban development in our local area affected temperature and precipitation patterns over the last 30 years, and what measures can be taken to mitigate any negative impacts?
To encourage pupils to participate in this research project, I would begin by connecting the topic to their everyday experiences. We would start with discussions about noticeable changes in local weather patterns and urban development they’ve observed, making the issue relatable and sparking curiosity. I’d then introduce the Climate Detectives framework, explaining how they will become ‘climate detectives’ to investigate these changes scientifically. To make the research process engaging, I’d divide the class into teams, each focusing on different aspects of the question. One team could analyse historical temperature data, another could study precipitation patterns, and a third could assess urban development using tools like the EO Browser. Hands-on activities, such as collecting local temperature data or interviewing community members about their observations, would also be integral. Regular check-ins and collaborative sessions would be held to share findings and refine our research. Guest speakers from local environmental organizations or urban planners could provide expert insights and further motivate students. Finally, we’d culminate the project with a presentation of our findings to the school community, proposing actionable measures to mitigate negative impacts of urban development. By giving students ownership of their research and emphasizing the real-world impact of their work, I aim to foster a deep, lasting engagement with climate science and activism.
Climate change is visibly impacting my local area through increased frequency of severe weather events, such as heavier rainfall leading to flooding and more intense heatwaves during summer. These changes not only affect the environment but also disrupt daily life, causing damage to infrastructure and impacting health. To engage my pupils in exploring these local impacts further, I would start by organizing a project-based learning unit focused on local climate data. We would analyse temperature and precipitation patterns over the past few decades using resources like the EO Browser. This would provide a concrete understanding of how our climate is changing locally.
To make the world a better place and slow down climate change, I would encourage the following three actions:
Promote Renewable Energy: Advocate for the use of solar panels and wind turbines within our school and community, reducing reliance on fossil fuels.
Enhance Green Spaces: Engage students in planting trees and creating green spaces around the school to absorb CO2 and improve air quality.
Reduce Waste: Implement a comprehensive recycling program and encourage the reduction of single-use plastics, teaching students the importance of sustainable consumption.“Imagine having the power to explore and analyse satellite imagery from all over the world, right at your fingertips. That’s what the EO Browser offers. It’s an incredibly user-friendly tool that provides access to a vast repository of satellite images, which you can use to observe changes in the environment, monitor urban development, track natural disasters, and much more. It’s perfect for educational settings, allowing students to engage with real-world data and develop skills in remote sensing and geographic analysis.” In class, I would use the EO Browser to teach students about environmental changes and geographic phenomena. For instance, during a unit on climate change, students could use the tool to examine deforestation in the Amazon or ice melt in the Arctic over time. By assigning projects where they compare satellite images from different years, students can visually grasp the impact of human activities and natural events on our planet. This hands-on experience not only enhances their learning but also fosters critical thinking and analytical skills. Additionally, I would guide them through the EO Browser tutorial to ensure they are proficient in using the tool, making their learning experience both educational and empowering.
