Forum Replies Created
-
Posts
-
Great question Cliodhna, and I love how you’re connecting it to what pupils see in their everyday environment. Getting them outside and hands-on really brings the learning to life. Giving pupils different roles based on their strengths is a great way to keep everyone engaged and feeling involved.
Research Question:
How is our local weather affecting the plants and animals in our school grounds over time?
To get pupils fully involved in this research project, I would start by engaging their curiosity. We’d begin with nature walks around the school, encouraging them to notice changes in plants, insect activity, or bird sightings. Then we’d start tracking simple weather data (temperature, rainfall, wind) and begin linking this to our observations.
To keep pupils engaged, I’d let them choose roles that match their interests: some could be data collectors, others could focus on research or creating visuals like graphs, charts, or posters. We’d also connect with digital tools to enhance our analysis, like online weather records or satellite images.
Sharing the project at school assemblies or through a classroom display would give the pupils a real sense of ownership. They’d be contributing to the school’s understanding of climate change in a hands-on, meaningful way.I couldn’t agree more, EO Browser really is an incredible tool for bringing climate change to life in the classroom. Being able to show pupils actual satellite images of environmental changes over time makes the learning so much more concrete. I also like your idea of using the images as discussion prompts. It’s a great way to spark curiosity and link geography, science, and technology meaningfully.
If I were explaining the EO Browser to a colleague, I’d describe it as a free, user-friendly satellite image tool that gives access to real-time and historical data of Earth’s surface. It’s an amazing way to visualise environmental changes like deforestation, pollution, wildfires, or ice melt, all with just a few clicks.
In the classroom, I’d use the EO Browser to support lessons in geography, science, and even history. For example, we could compare images of the same place across different years and discuss what’s changed and why. Pupils could also explore areas they know, like our school or town, making the experience more meaningful.
It’s ideal for senior classes and ties in well with digital learning frameworks too. I’d encourage pupils to use it as part of research projects or presentations on climate-related topics. It supports STEM learning in a very real and visual way.I completely agree with your post Aine, the film HOME really leaves a lasting impression with its visuals and message. I like how you’re allowing pupils to respond in their own way before leading the discussion. That kind of open-ended approach can lead to really thoughtful conversations. Following it up with carbon footprint activities is a great way to make the learning feel real and relevant.
The film HOME by Yann Arthus-Bertrand is visually powerful and thought-provoking. It highlights the impact of climate change on ecosystems and human life in a way that’s both informative and emotional. I think it’s particularly effective for older primary classes, as it encourages deeper thinking and critical discussion.
The additional videos in the module, like those featuring Greta Thunberg, are excellent for showing pupils how young people can influence change. Greta’s story is inspiring and relatable, and it gives children a clear example of student voice and action.
To introduce these ideas in class, I would break them into smaller parts. For example, we could watch short clips from HOME and discuss the key messages, then follow up with creative responses like artwork or posters. The goal would be to make climate change understandable, but also to focus on actions we can take locally, so pupils feel empowered, not overwhelmed.I really like your idea of using illustrations and storytelling to help pupils connect with the topic. Making climate change visual and age-appropriate is so important. I also hadn’t thought of using the TEAL tool with older pupils — great suggestion for bringing data and real-world context into the discussion.
I really liked Activity 3, Climate Reporters, and found it to be an excellent way to introduce students to data handling and climate issues. The Paxi video on the greenhouse effect was pitched just right, visually engaging and informative, without being overwhelming. My pupils enjoyed it and were able to explain what greenhouse gases are in their own words afterwards.
The temperature prediction tool made the idea of climate change more concrete. It sparked some great questions and discussions in class. Pupils were especially interested in how small changes in temperature can lead to bigger environmental effects.
If I were to extend the activity, I would add a writing element where students write a climate report or a short news segment based on what they learned — linking with literacy. I’d also consider creating classroom displays with graphs and climate tips to keep the learning visible.That sounds great Ciara — I love how you managed to tie it all together across so many areas. Using electronic devices both in the soil and on the roof is a great idea, especially when it’s the pupils’ own environment they’re investigating. It makes the whole experience more real for them.
After completing Activities 1 and 2 from the Weather vs Climate resource, I found them very useful and practical for classroom use. Activity 1, which asks pupils to distinguish between weather and climate using images and statements, works well as a discussion prompt. It really helps children make that important distinction and encourages observation and reasoning.
Activity 2, Weather Detectives, is hands-on and gives pupils an opportunity to collect and analyse real data. I would use this with my class as part of a mini-project, maybe tracking temperature over two weeks and creating simple graphs or charts from the data. It links well with science and maths and gives the children a sense of real-world purpose.
To improve the activities, I’d suggest adding a digital extension — maybe using weather apps or online forecasts to compare their results. Overall, both activities are engaging and offer strong curriculum links across SESE and STEM.