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Research Project: “Are Wildfires Increasing?”
As an introduction I would tell the children/show video about the FLARES project. The FLARES project was a research study funded by the Irish Environmental Protection Agency. Its goal was to better understand where and when fires happen in Ireland’s wildlands and farmlands, and what effect they have on nature and the air we breathe. Normally, fires are reported by fire departments or in the news, but these reports miss some important details – especially smaller fires in remote places. Some fires are also spotted by satellites, but only while they’re burning and only if the weather is clear.
FLARES used special satellite pictures to look for signs of fire damage on the ground, even weeks after a fire had happened. The team looked at Ireland from space between 2015 and 2021 using two types of satellites – Landsat-8 and Sentinel-2 – which can spot areas where green plants were burned and turned black.
This helped scientists see which types of land were burned and estimate how much pollution was released into the air. The project created maps to show fire locations and burned areas, helping protect habitats, track air pollution, and improve Ireland’s understanding of fire impacts.
For our project, pupils will investigate whether wildfires are becoming more frequent or severe, both globally and in specific regions like North America or southern Europe. They will explore causes such as climate change, drought, land use, and human activity, using real-world data from sources like NASA, the EPA, and the World in Data
The internet provides a wealth of engaging and age-appropriate resources to support the project: interactive wildfire maps, time-lapse satellite imagery, explainer videos from NASA and National Geographic, and up-to-date graphs showing trends in fire frequency, size, and emissions. Websites like Our World in Data offer downloadable charts and visualisations. There are also many news features and video clips covering recent wildfires in Canada, Europe, and Australia, making the issue relatable and current.
Aligned with the SESE strands, this project encourages active exploration of global environmental issues while also building digital literacy, collaboration, and communication skills.
Nice idea. Your research question is very appropriate for a school-based investigation. It connects well with pupils’ everyday experiences and provides a meaningful context for exploring issues such as air and noise pollution. Car idling is a very relatable issue that we see first-hand every day. This helps make the learning experience authentic and engaging for pupils and involving them in brainstorming, conducting surveys, designing campaigns, and evaluating results promotes active learning.
On the subject of debris, a
pparently MicroMeteoroid and Orbital Debris (MMOD) was the third biggest threat to losing a space shuttle during their missions. Only launch and re-entry were bigger threats. During that era, all of the shuttles would receive “flesh wounds” from MMOD strikes. https://www.nasaspaceflight.com/2014/09/iss-evaluate-mmod-strike-cupola-window/Globalstar M068 It’s part of Globalstar’s network of satellites providing voice and data communication services, particularly in areas without traditional cellular coverage.
Kosmos 2434 is one of a set of three Russian military satellites launched in 2007 as part of the GLONASS satellite navigation system.
Starlink 1805 SpaceX* began launching Starlink satellites in 2019. As of May 2025, apparently the constellation consists of over 7,600! small satellites in low Earth orbit (LEO). (Spacex was founded by Elon Musk in 2002. Its primary goal is to reduce space transportation costs and enable the colonization of Mars. SpaceX is reputedly valued at $400 billion.)
OneWeb 0463, Oneweb formerly known as WorldVu, is a satellite constellation consisting of 648 microsatellites to provide world wide internet access for individual consumers and airlines.
COSMO-SkyMed 4:This is the fourth and final satellite launched as part of the original COSMO-SkyMed constellation. The system is used for both civilian and military purposes, including surveillance, emergency management, and monitoring environmental changes.
Space is a fascinating subject for children and adults alike. There are more stars in the universe than there are grains of sand on earth. The solar system is the equivalent of one grain of sand. The earth/satellite system we’re exploring is about one millionth of that grain of sand.
The satellite imagery tool an interesting application and older children would enjoy engaging with it. This is a capture of Portmarnock in July https://shorturl.at/ux98C
The “Greenhouse Effect” segment of the video featuring Paxi is an engaging way to introduce children to a relatively complex environmental topic. The use of Paxi as narrator helps make scientific ideas relatable. The excellent animations are very well done and would effectively hold the attention of younger viewers. The explanation of the atmosphere functioning like a greenhouse is demonstrated and explained well, helping students visualize how gases trap heat to keep the Earth warm.
The video succeeds in presenting a clear cause-and-effect: how human activities increase greenhouse gases, particularly carbon dioxide, and how this intensifies the greenhouse effect. It emphasizes personal responsibility, suggesting practical actions children can take.
One quibble is that while the video mentions animal farming and construction as contributors to the problem, it might need a more balanced tone to avoid sounding accusatory or oversimplified. Also the phrasing “the greenhouse effect is becoming too strong” could be misleading without clarification that the natural greenhouse effect is essential to life on earth. It is the enhanced greenhouse effect caused by human activity that is the concern.I agree with your point about suitability. Younger children could be overwhelmed with the weight of data and the air of pessimism. (although a lot would probably go over their heads)
It’s stunning visually but it’s bleak.
Some of the key themes of the film HOME are:
Interconnectedness of Life on Earth
The film emphasizes how all living systems—climate, water, plants, animals, and humans—are deeply interconnected and dependent on Earth’s delicate balance.
Overconsumption of Natural Resources
HOME highlights the unsustainable rate at which humanity consumes fossil fuels, water, minerals, and land—especially in industrialized nations.
Deforestation and Biodiversity Loss
Massive deforestation, especially in the Amazon, is shown as a major driver of habitat destruction, species extinction, and climate disruption.
Water Scarcity and Misuse
The film explores how freshwater sources are being depleted for agriculture and industry, with many rivers no longer reaching the sea.
Climate Change and Global Warming
It presents the human-caused buildup of greenhouse gases as a central threat to Earth’s stability, with melting glaciers, rising seas, and extreme weather as visible consequences.
Hope and Sustainable Solutions
Despite its urgent tone, HOME ends with examples of renewable energy, sustainable agriculture, and conservation efforts that offer hope for the future—if action is taken now.
As an activity, the class e.g. 5th/6th could be split into groups and given a theme each. They would work on projects which would subsequently be presented in the school hall as a science/climate exhibition for the younger classes to visit.The “Greenhouse Effect” segment of the video featuring Paxi is an engaging way to introduce children to a relatively complex environmental topic. The use of Paxi as narrator helps make scientific ideas relatable. The excellent animations are very well done and would effectively hold the attention of younger viewers. The explanation of the atmosphere functioning like a greenhouse is demonstrated and explained well, helping students visualize how gases trap heat to keep the Earth warm.
The video succeeds in presenting a clear cause-and-effect: how human activities increase greenhouse gases, particularly carbon dioxide, and how this intensifies the greenhouse effect. It emphasizes personal responsibility, suggesting practical actions children can take.
However one quibble is that while the video mentions animal farming and construction as contributors to the problem, it might need a more balanced tone to avoid sounding accusatory or oversimplified.Finally, although the message is well-intentioned, the phrasing “the greenhouse effect is becoming too strong” could be misleading without clarification that the natural greenhouse effect is beneficial. It is the enhanced greenhouse effect caused by human activity that is the concern.
The C3S Climate & Energy Education Demonstrator seems to be inaccessible. The website is “undergoing maintenance”.
Weather or Climate? effectively uses relatable scenarios, such as birthday weather memories, to prompt students to distinguish between short-term weather and long-term climate patterns. This builds a solid conceptual foundation, which is further reinforced by the categorisation task and climate zone map extension. In the classroom, this activity could be used as an introductory lesson, combining individual reflection with pair or group discussion to encourage collaborative thinking.
Weather Detectives supports scientific enquiry by allowing pupils to measure air temperature over time and analyse their data. This hands-on element promotes ownership of learning and reinforces maths skills through graphing and calculating averages.
To enhance both activities, I would suggest including visual interactive elements, such as drag-and-drop sorting (e.g.Wordwall or digital graphing tools (e.g. Sheets), to support different learning styles. Providing differentiated worksheets or sentence starters could help ensure accessibility for all learners. Additionally, integrating local weather or climate data would add relevance and deepen engagement. Overall, these activities are well-designed and adaptable, offering a good foundation for cross-curricular teaching in science, geography, and maths.“Compile a list and see what is viable for us to do within our school environment one step at a time.”
Nice idea! Creating a class-generated list of possible actions helps children take ownership and feel involved in real change.
You might even split the class into small “eco-teams,” each responsible for researching and trialling one idea (like a plant-a-tree day, turning off lights campaign, or reusable water bottle drive), then presenting their findings and results to the rest of the school. Empowering children to take action is a great way to make environmental learning meaningful.I like your idea of starting the lesson with a discussion around weather proverbs, encouraging children to talk with parents or grandparents. It’s a nice way to connect the science of weather with cultural and family experiences, and opens the door for rich conversations—especially for children from diverse backgrounds.
