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The research question I developed using the Climate Detectives research question planner is:
“How does litter and waste in our local community affect biodiversity and contribute to climate change?” This question is particularly relevant as our school is not far from a major river.
I would first make this investigation as practical and hands on to encourage participation from all learners. I would make sure the associated language and terms are well understood by pre teaching the language. I would afford the children the opportunity to brainstorm their own ideas on how to reduce the impact of litter and waste on climate change. I would encourage the children to take photographs of high litter areas in our school and in the local community. Children could map the areas or draw pictures of the areas. Children could make a display of the types of rubbish found. We could link in with local organisations such as a Tidy Towns committee and work together on a community clean up. Children could make a short video to document their observation, findings, solutions and show it at assemblies for the whole school to view and learn from.
Hi Irene,
Your research question is very interesting and adaptable for all class levels including the Junior end of a school. Apart from Ireland having such high volumes of rainfall per year, our school is built close to a river so we are guaranteed to be able to carry out this research question. A poly tunnel was installed in our school early last year and it has flooded numerous times as it borders a farmer’s field and they have left the soil uneven which has led to rain water running into our tunnel and flooding it.
Giving the children an opportunity to map/draw the areas which flood is a great idea also as it would cater for alot of learning abilities. Allowing children to take photographs of areas which flood is another option.
1. Cosmos 1833 (NORAD ID 17589) is a Soviet ELINT (Electronic and Signals Intelligence) satellite.
2. COSMO-SkyMed 1 (CSK-1) is the first satellite of the Italian Earth Observation constellation. It is a dual-use radar imaging satellite that captures high-resolution, all-weather imagery for environmental monitoring and disaster management. It is known for its ability to see through clouds and darkness.
3. The International Space Station (ISS) – continuous international research
4. RESURS-DK No.1 is a Russian civilian remote sensing satellite built by TsSKB-Progress. Based on a military reconnaissance platform, it provided 0.9-meter resolution Earth imagery.
5. Aqua (EOS PM-1) is a NASA scientific research satellite in orbit around the Earth, studying the precipitation, evaporation, and cycling of water.Hi Anne,
I couldn’t agree more. My sons are hooked too. I will definitely be using these resources with my class. It’s fascinating to view the amount of satellites that are in our skies.
Hi Mark and Richard,
I agree. Sometimes I feel there is no point discussing some environmental issues with my class as they seem so vast outside of our littles school bubble and it feels like it is impossible to make even just a small impact in your school but as you said it is important that we make sure our students always have a sense that they can make a difference.
Watching HOME was a powerful reminder of how connected people are to the natural world and how our actions can have long-lasting effects on the environment. This is a topic that I believe children are not exposed to enough so their understanding of the harm people can cause to our environment is minimal. The video clip is a clear, visual aid that I would definitely use in my classroom as it highlights both the challenges we face and the importance of taking action. The other video clips in module 3 also helped explain climate change in a clear and accessible way. It is great to have a bank of resources that I can refer to throughout the year when covering this topic.
With my 3rd class students, I would introduce climate change gradually. I think it is important to focus on understanding before expecting students to think about solutions. There is a lot of vocabulary associated with Climate Action which would need to be pre-taught and understood prior to showing the videos. I would begin with discussions about weather, nature and caring for our local environment. The videos could then be used to spark questions and discussions. I would finish with practical actions the students can take, such as reducing waste, recycling and saving energy around our school. This would also help reinforce our Green Schools initiatives.Activity 3 is a fabulous introduction to the greenhouse effect and climate change. This is an area in our school that I was surprised at, a lot of children lacked knowledge around causes of climate change and the green house effect. This came to light during one of our Green Schools flag campaigns. The Paxi video explains the concept of greenhouse gases in a child-friendly way, using simple language and colourful animations that would be suitable for younger learners also. The future temperature prediction tool is really useful. I look forward to using it throughout the year. It would help students see how global temperatures may change over time.
I would use the Paxi video as a whole-class introduction after first going through any relevant vocabulary to ensure the students have a clear understanding of it. We would then complete fun and practical activities such as identifying and sorting friendly and unfriendly actions, create posters or green screens about ways to protect the Earth. Students could also reinforce previous Green Flag initiatives like correct recycling in classrooms and energy saving activities around the school.
If I wanted to improve the activity to engage my class even more, I would include opportunities for outdoor learning. Outdoor learning is something I would like to improve on myself and I feel weather and environmental activities outdoors would be a great start. I would also add more visual supports for younger children and children who have learning difficulties.
Hi Sean,
Your plan of how you would utilise the video and Teal Tool with your class is very clear. I would have to agree that ensuring your class is familiar with the vocabulary is extremely important. Working in groups to complete the activity is a great idea too. I might try and incorporate a Green Screen Weather Report as a way for the groups to present their finished work.
Hi Amy and Michael,
This is such a simple idea that I had not thought off. It is also a case of look out the window, what is the weather like today. Perhaps this is down to teaching a younger class. Choosing a different country or giving my class the option to chose a different country would definitely peak interest and further embed the skills we are practicing.
Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics (Liston, 2018) was a very interesting read. It highlighted that STEM is much more than teaching the four subjects separately. Instead, it encourages children to investigate real-world problems, ask questions, work collaboratively and develop problem-solving skills through meaningful, integrated learning experiences. In my classroom, STEM is mainly incorporated through play-based learning, exploration and hands-on activities. My aim when teaching is to focus on developing curiosity, observation, communication and early scientific thinking rather than formal STEM concepts.
Activities 1 and 2 from the Weather and Climate resource engaging and appropriate for introducing children to the concepts of weather and climate. Activity 1 helps children distinguish between daily weather and long-term climate using simple examples. Distinguishing between both can be a tricky concept for children in younger classes. Activity 2 outlines how to record the weather through observation and discussion. Incorporating the recording of the weather orally at the start of our school day is hugely beneficial to my class as it helps to foster observation skills, communication skills and recording skills.
To adapt these activities for my present class, I would need to include more visual supports, weather symbols or photographs as many of my students are still developing early literacy skills. Incorporating picture books, rhymes and songs would make the learning even more meaningful and engaging for young learners.
AI has the potential to transform teaching and learning by offering more personalised, accessible experiences. Tools like Diffit can quickly adapt content to suit different reading levels, helping to support diverse learners in the classroom. Similarly, the Immersive Reader option in Microsoft Word uses AI to support literacy by reading text aloud, breaking words into syllables, and highlighting parts of speech, making texts more accessible for students with dyslexia or other learning needs. AI can also save teachers time by generating differentiated materials or automating feedback. However, challenges include ensuring equal access to devices and internet, and training staff to use these tools effectively. There’s also a need to be mindful of data privacy. Still, when thoughtfully implemented, AI can help teachers create more inclusive and engaging learning environments, allowing students to progress at their own pace while freeing up teachers to focus more on individual support and creative teaching.
Hi Shane,
I agree. I had two children over the last year who needed homework differentiated due to visual difficulties and speech difficulties. I spent so much time prepping lesson work and homework for them and still felt like it wasn’t suitable. With the use of some of the AI tools from this course I think the differentiated work would have been much more suitable and engaging for the children. I look forward to using over the coming school year.
This course has highlighted so many tools and resources that it is a little overwhelming but to begin I would attempt a simple lesson incorporating a couple of basic AI tools and build on the use of them throughout the school year as the children and myself become confident in using them
Lesson Title: Exploring Animals of Antarctica
Class Level: 2nd Class
Curricular Area: SESE: Geography & Science
Explore animals that live in Antarctica while using AI tools to support learning.
Start with a discussion to see what pupils already know about Antarctic animals. Using Diffit, children will read short, levelled texts about three Antarctic animals: the Emperor Penguin, the Weddell Seal, and the Snow Petrel. Diffit will allow me to personalise reading materials to match each child’s level, which is especially helpful for children with additional needs.
After reading, children will do a Quizziz quiz that checks their understanding in a fun, game-based way. It will adapt to how each child is doing and will give them instant feedback.
To finish, children will share one new thing they learned and draw their favourite Antarctic animal, highlighting how it’s adapted to survive. This lesson combines digital tools and science in a way that’s accessible, engaging, and inclusive for all learners.I agree Thomas! Kahoot is a hit in my class too but it is great to be exposed to other AI options too rather then always reverting to my go to tools and resources.
Teachable Machine stood out to me as an AI tool I could use with my third class come September. Children love experimenting and seeing immediate results, and that’s exactly what this tool appears to allow. The children can teach the computer to recognise their own voice, hand signals, or even poses, which makes learning about AI feel hands on, fun and personal rather than abstract. It helps build digital skills early which links to our Digital Strategy, but more importantly, it encourages problem solving, collaboration, and creativity amongst all children in the class.
For children with additional needs, the visual and interactive nature of Teachable Machine is especially helpful. It doesn’t rely heavily on reading or writing, and tasks can be easily adapted to their pace and interests. Whether it’s recognising different emotions, colours, or actions, the flexibility makes it very inclusive. Overall, it’s a playful yet meaningful way to explore technology that puts pupils in the role of creators, not just users.
