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Using the Climate Detectives research question planner helped me think about climate issues in a way that feels real and relevant to our own school environment. The research question I developed is: “How is the weather in our local area affecting the plants and wildlife around our school grounds?” This feels meaningful for my 3rd/4th class because they already notice changes in the fields, hedgerows and garden areas around the school.
To encourage pupils to take part, I would begin with a nature walk and let them record what they see. They could work in small groups to observe plants, insects and birds over a few weeks, comparing their findings and discussing any changes. Simple tools like charts, photos and drawings would help them feel involved. I think giving them ownership of the investigation — letting them ask questions and share ideas — would make the project exciting and very hands on for this age group.I carried out the pupil activities from Nose High Up in the Sky myself, and I found the resource very clear, visual and easy to follow. The step by step structure makes it suitable for my 3rd/4th class, especially as they enjoy anything hands on and connected to the outdoors. The activities helped me think more about how clouds form and how weather changes, and I know my pupils would enjoy trying the simple investigations, particularly anything that involves observing the sky or making predictions.
Because we’re a small rural school with plenty of space outside, I can see great potential for using this resource during nature walks or outdoor science lessons. The language is accessible, and the illustrations make the concepts easier for children to grasp. I would use this in class, and I think adding a short recording sheet or a simple reflection page would make it even more useful for younger pupils.Hi Richard. Your plan is very grounded and practical, and I like how clearly you link the investigation to real things the children can see around the school. The way you build it step by step — from noticing trees to collecting simple data — makes the whole project feel doable and meaningful.
Hi Diarmaid. Your plan is really practical and I like how clearly you show the children taking real action they can actually see and measure in their own school. Focusing on simple changes and letting them track the results over time is a great, down to earth way to make climate learning meaningful.
Hi Michael. I like how clearly you show the simple, practical value of each activity. The way you focus on real weather, real senses, and real discussion feels honest and grounded — exactly how many of us teach in small rural schools.
Hi Irene. It’s a great way to help children see that satellites aren’t just “up there” — they’re working all the time to study Earth, weather and the environment.
I found the film HOME very powerful. The visuals and storytelling really show how connected our planet is, and how human actions can have such a big impact on the environment. Even though some parts are quite serious, I think short clips could work well with my 3rd/4th class, especially the sections that focus on nature, animals, and how the Earth is changing. The other video clips in the module also help explain climate change in a simple, clear way that children can understand.
To introduce these ideas to my pupils, I would start with short video segments and follow up with discussion, letting them share what they noticed or wondered about. We could link it to our own local environment by talking about farming, weather patterns, and how we care for our school grounds. Simple activities like drawing, sorting facts, or making “climate pledges” would help them connect the facts to their own lives in a positive, age appropriate way.Hi Irene. Your plan shows such a gentle, thoughtful way of helping children understand big ideas, and I really like how you start with what they already know before moving into harder concepts. The way you link forests, carbon dioxide and global connections in simple steps shows real care for making the learning clear and meaningful for your pupils.
hi Nikita. Your reflection really shows such care for your younger pupils, and I love how thoughtfully you considered their emotional needs with a video as powerful as HOME. Your ideas for breaking it into gentle, child friendly pieces — and using Greta as a positive role model — show a lovely balance of sensitivity and meaningful learning.
After completing the first two activities, I found Activity 3 – Climate Reporters very engaging and something my 3rd/4th class would really enjoy. The Paxi video on greenhouse gases explains the idea in a simple, child friendly way, and I think my pupils would easily connect it to things they see in everyday life, like weather changes or farming practices in our area. The temperature prediction tool is a great way to introduce the idea of climate trends, and my class would love experimenting with it and comparing results.
I would use this activity as a small project where pupils work in groups to create short “climate reports” for our school. They could record temperatures, discuss changes, and present their findings at assembly. One improvement might be adding a simple recording sheet or template to guide younger pupils. Overall, it’s a very practical activity that fits well with hands on STEM learning in a rural school.After reading Unravelling STEM (Liston, 2018), I realised that STEM is already happening in my 3rd/4th class, even in small everyday activities. My pupils enjoy hands on learning, and STEM fits well with their curiosity about nature and the world around them.
The ESA activities Nose Up High in the Sky and Weather vs Climate are simple and practical. I could use them to help pupils understand how weather changes daily while climate describes long term patterns. Setting up a small school weather station in our yard would let pupils measure rainfall, temperature, wind and cloud cover. This would build STEM skills such as observing, recording data, using simple technology, and comparing results over time.
To lead whole school learning, I would share our weather data at assemblies, create displays, and encourage classes to compare findings. This would help everyone learn together and build a shared understanding of weather and climate.Hi Mark. Your reflection really stood out to me because you show such a thoughtful understanding of STEM as a connected, real life process rather than separate subjects. I especially liked how you link the Weather Detectives activity to your rural school grounds and to meaningful maths and outdoor learning for 3rd and 4th class.
Hi Amy. I really liked your reflection because you show such a clear understanding of how both the Paxi video and the TEAL tool make climate learning accessible and meaningful for different age groups. You explain so well how these resources spark curiosity, support real thinking, and link naturally to geography and group work, which makes your whole approach feel very thoughtful and practical.
Hi Elspeth. Your post really stood out to me because you make the learning feel so real and hands on for the children, especially with your clever greenhouse analogy and use of the TEAL tool. I like how clearly you show the value of prediction, discussion and problem solving, and how naturally you connect all of it to the pupils’ everyday lives.
Hi Irene. I like the way you’ve planned such a rich sequence of learning for 6th Class, and it’s great to see how confidently you weave STEM, research and real world weather data together. The way you link the ESA resources with group work, maths recording and prediction shows how naturally older pupils can take ownership of the topic and explore climate in a deeper, more meaningful way.
