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I really like your research question as it allows pupils to investigate climate change through a local and meaningful context. Looking at temperature changes in their own area helps make the concept of climate change more relevant, as pupils can connect the data to their own experiences of weather patterns.
I think the process you outlined provides a strong starting point, especially beginning by exploring pupils’ prior knowledge and experiences. Collecting and analysing local temperature data would be an excellent opportunity to develop STEM skills, particularly data handling, graphing, observing patterns and drawing conclusions from evidence.
An additional idea could be to have pupils compare the temperature data with their own observations, such as changes they have noticed in seasons, plant growth, or extreme weather events. They could also use satellite images or compare data from another location to explore differences. I like that this activity encourages pupils to become climate detectives by asking questions, investigating evidence and developing solutions based on their findings.
**Research Question:**
*How does the amount of waste produced in our school impact the environment, and what changes can we make to reduce our carbon footprint?*Climate change can often feel like a global issue, so I think it is important to help pupils understand how their own actions and choices can have an impact. This research question would allow pupils to investigate a real issue within their own school environment while developing STEM skills such as questioning, collecting data, analysing results and finding solutions.
To encourage pupils to participate, I would begin by exploring their prior knowledge of climate change and waste through discussion and brainstorming. Pupils could carry out a waste audit in the school, recording the types and amounts of waste produced over a set period. They could then represent their findings through graphs and discuss patterns they notice.
Working collaboratively, pupils could investigate ways to reduce waste, such as improving recycling, reducing food waste or reusing materials. They could design posters, presentations or an action plan to share their findings with the wider school community. This project would give pupils ownership of their learning and help them see that small actions can contribute to positive environmental change.
I found your reflection very interesting, especially how you highlighted the different purposes satellites serve in our everyday lives. It is easy for pupils (and adults) to think of satellites simply as objects in space, but your examples show how they provide valuable information that supports areas such as climate research, weather forecasting, communication and environmental protection.
I particularly like the inclusion of Sentinel-2A and Sentinel-3A, as these would create excellent opportunities for classroom discussions around Earth observation and how scientists monitor changes to our planet. These satellites could link well with Geography and climate topics, allowing pupils to explore real satellite images and investigate changes over time.
The Starlink example is also a useful addition as it shows pupils how space technology connects directly to their own lives through communication. This activity would be a great way to encourage curiosity and help pupils appreciate the important role satellites play in understanding and protecting our world.
The EO Browser is an excellent tool that allows users to explore and analyse satellite images of the Earth. In simple terms, I would describe it to a colleague as “a window from space that allows us to see how our planet is changing over time.” It provides access to images collected by satellites and allows users to investigate areas such as climate change, weather patterns, agriculture, natural disasters and changes in the environment.
I would use EO Browser in my classroom as a way of making STEM learning more interactive and connected to real-world issues. Pupils could explore images of their local area, compare how landscapes have changed over time, or investigate topics such as flooding, deforestation and urban development. It would support inquiry-based learning as pupils could ask questions, gather evidence and draw conclusions from the satellite data.
The resource would also encourage digital literacy, critical thinking and collaboration. To support all learners, I would provide guided activities and allow pupils to work in groups to investigate different environmental topics. Overall, EO Browser is a valuable resource that brings Earth observation to life and helps pupils understand the importance of caring for our planet.
I really enjoyed reading your reflection on *HOME*. I agree that it is a powerful resource that helps pupils make connections between human actions and the wider impact on Earth’s ecosystems. I particularly like your point that the documentary does not just focus on the challenges facing the planet but also highlights positive solutions and the importance of collective action. This helps pupils develop a sense of responsibility while also feeling empowered to make changes.
I also agree that combining *HOME* with resources such as the Paxi video is effective, as the visuals and explanations help make complex concepts like greenhouse gases and climate change more accessible for children. Using these resources as a starting point for discussion would be a great way to encourage pupils to share their ideas, ask questions and think critically about their own choices. Giving every child the opportunity to voice their opinions is important, as it allows for meaningful conversations around sustainability and environmental responsibility.
I found the video *HOME* to be a very powerful and visually engaging resource that highlights the relationship between human activity and the changes occurring on Earth. The film clearly demonstrates how our actions have contributed to environmental changes and shows the impact that climate change is having on ecosystems, communities and the future of our planet. The powerful imagery would help pupils develop a deeper understanding of climate issues in a meaningful way.
To introduce these concepts to pupils, I would use selected short clips from *HOME* rather than the full documentary, focusing on specific images or messages that are suitable for their age and understanding. I would begin with an open discussion question such as, “What did you notice?” to encourage pupils to share their observations and ideas.
Following this, I would use the Paxi video on greenhouse gases to help explain the science behind climate change in a simple and accessible way. Pupils could then use prediction tools or complete practical activities to explore different climate scenarios and understand how choices can influence future outcomes.
I would also make links to pupils’ own experiences by discussing local weather patterns, changes they may have noticed, and how we can care for our school environment. To encourage positive action, pupils could work together to identify small changes they can make, such as reducing waste, saving energy or planting in the school grounds.
It is important to approach climate change in a balanced way, allowing pupils to discuss their feelings while focusing on solutions and their ability to make a difference. Learning could be differentiated through a range of activities, including drawing, discussion, research and data analysis. Understanding could be assessed through a simple reflection task where pupils identify a cause of climate change, an impact it has, and an action they can take.
I really enjoyed reading your ideas for using this activity. I like how you begin by activating pupils’ prior knowledge and using the Paxi video to introduce the concept of greenhouse gases before moving into the investigation. This provides a strong foundation for learning.
Your use of real-life scenarios encourages pupils to think critically about how everyday choices can influence climate change. I also like the collaborative element of researching the C3S Edu Demo in groups, as it develops teamwork alongside digital literacy and scientific enquiry. Having pupils imagine and record what life could be like in 10 years’ time is a creative way to encourage reflection and connect learning to the real world.
The poster activity is an excellent conclusion, as it empowers pupils to focus on positive actions they can take rather than feeling overwhelmed by climate change. One additional idea could be to have pupils calculate their class’s carbon footprint before and after implementing some eco-friendly actions, allowing them to measure the impact of small changes over time.
After completing Activity 3, I found it to be an engaging and effective way of introducing pupils to the greenhouse effect and the impact of greenhouse gases on climate change. The Paxi video explains a complex topic in a clear, age-appropriate way using simple language and visuals, making it accessible for primary pupils. It provides a strong foundation before pupils use the temperature prediction tool, allowing them to explore how different levels of greenhouse gas emissions can influence future global temperatures.
I particularly liked the interactive temperature prediction tool as it encourages pupils to investigate, make predictions and discuss possible outcomes. It promotes scientific enquiry and critical thinking while also creating meaningful links with mathematics through interpreting graphs and data. The activity naturally lends itself to collaborative learning, where pupils can work in pairs or small groups to compare predictions and justify their thinking.
I would use this activity with my class as part of a wider STEM unit on climate change and sustainability. It could also be integrated with Geography, SPHE and Mathematics by exploring how climate change affects people, wildlife and the environment both locally and globally. As a follow-up activity, pupils could investigate ways to reduce their own carbon footprint, carry out a classroom energy audit or design posters promoting environmentally friendly actions within the school community.
One improvement would be to include differentiated tasks for pupils with varying abilities, such as simplified graphs, visual supports or extension challenges for more able learners. It would also be beneficial to include a practical engineering task, for example designing an energy-efficient home or creating a model to demonstrate renewable energy solutions. Overall, I found Activity 3 to be highly engaging and an excellent example of authentic STEM learning that encourages pupils to think critically about real-world issues while developing scientific knowledge and problem-solving skills.
I really enjoyed reading your reflection. I agree that Liston’s paper highlights how STEM is much more effective when the four disciplines are connected rather than taught in isolation. I also liked your honest point about sometimes overcomplicating STEM—it made me reflect on my own practice too.
Your suggestions for extending Weather Detectives are excellent. Having pupils keep a weather diary over several weeks and compare their findings with weather forecasts would help them see patterns and make the learning more meaningful. I also like the idea of comparing weather and seasons in different countries, as it creates natural links with Geography and encourages global awareness. Giving pupils autonomy in how they represent their data is another great way to foster creativity while reinforcing mathematical skills. Your emphasis on differentiation ensures the activities are accessible and engaging for all learnersI completed Activities 1 and 2 from the Weather and Climate resource and found them to be engaging and accessible. Activity 1, Is it Weather or Climate?, helped to clearly distinguish between weather and climate through practical examples. It encouraged discussion and challenged pupils’ misconceptions in an age-appropriate way. Activity 2, Weather Detectives, allowed pupils to observe, record and analyse weather conditions, helping them to develop scientific enquiry skills while also integrating mathematics through measuring and recording data
These activities could be used successfully in my classroom, particularly when teaching Geography, Science and Mathematics in an integrated way. Pupils could work collaboratively in groups to collect daily weather data over several weeks and use digital tools to create graphs or compare their findings with data from other locations. This would further strengthen links with technology and digital literacy.
One improvement would be to extend the activities by including opportunities for engineering design, such as challenging pupils to create a simple rain gauge or weather shelter using recycled materials. I would also include differentiated recording sheets and visual supports to ensure all learners, including pupils with additional educational needs, can participate fully. Overall, these activities are practical, engaging and provide an excellent example of authentic STEM learning by connecting classroom learning with real-world experiences.