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Hi Catherine, I love your research question. This is a topic I would love to explore with the senior classes.
Research Question: How is climate change affecting the lives of polar bears?
I would explore this topic with children in the junior classes as part of an integrated theme on the Polar Regions. We would begin by exploring where polar bears live using maps and globes, then move on to studying their habitat, diet, and how they have adapted to the cold, using images and books. I would show short, age-appropriate videos that explain climate change and how melting ice is making life much more difficult for the polar bears. To spark discussion, we would talk about how we can help in different ways such as saving energy or recycling.
Through Aistear, the children could role-play as explorers, scientists, or polar animals in the role-play area, build icy habitats in the construction area, and create polar bear art in the creative corner. This integrated approach supports inquiry, empathy and problem-solving. Pupils would be encouraged to ask questions; share ideas, and document their learning in simple class displays, fostering engagement with the topic in a meaningful, hands-on way.
Hi Catherine, I completely agree with you! I am fascinated by the amount of satellites in the Irish sky!
Satellites over Ireland
Starlink Train’ (SpaceX): A series of bright satellites that pass over Ireland around dusk. These satellites provide global broadband internet and are often seen moving in a straight line.
International Space Station (ISS): This satellite regularly passes over Ireland, appearing as a bright, fast-moving object. It functions as a space-based laboratory in low Earth orbit.
NOAA Satellite (NOAA-15): A weather-monitoring satellite that collects and broadcasts atmospheric data. It frequently passes over Ireland and can be tracked using simple radio equipment.
EIRSAT-1: Ireland’s first satellite, operated by University College Dublin. It carries out scientific experiments and represents a major step in Irish space research.
Astra 1P (SES-24): A modern satellite positioned in geostationary orbit. It provides TV and data services across Europe, including Ireland. Unlike others, it remains fixed in the sky.
I never paid much attention to satellites above Ireland – I usually just look for stars. But after completing this assignment, I am now genuinely curious to learn more about them, and I look forward to exploring this topic further with my pupils.
Hi Margaret, I completely agree about using videos to inspire discussions about such complex topics.
The video ‘Home’ is an incredibly powerful and eye-opening documentary that beautifully captures the uniqueness of our planet while also shedding light on the damage being done to it. It presents a compelling message about the importance of protecting the Earth. Similarly, the Greta Thunberg video clip will be particularly impactful for older classes, encouraging pupils to reflect on their role in shaping a better future. Both videos have the potential to inspire young people to take positive action for the environment, now and in the years to come.
When teaching climate change to younger classes, it is essential to approach the topic in a way that informs without causing fear. Focusing on simple, positive actions such as picking up litter, planting flowers to help bees or reducing plastic use, can empower children to make a difference. By delivering age-appropriate lessons, pupils can learn that even small changes in their everyday lives can have a big impact on the health of our planet.
Hi Karl, I agree that the Paxi video is ideal for younger pupils. I look forward to using it in the next school year.
Climate Reporters
I really enjoyed this activity, and I look forward to using it with my pupils next year. We will begin by learning about greenhouses gases using the child-friendly Paxi video, which clearly explains a complex process in an engaging and accessible way.
Next, we will explore future temperature predictions using the interactive prediction tool. I will first model how to use the tool on the interactive whiteboard. Pupils will then work in groups with each group assigned a different emissions scenario. They will record their results, analyse the data and present their findings to both the class and the Green Schools Committee.
Through his activity, pupils will gain a deeper understanding of how rising temperatures – caused by varying levels of carbon emissions – can impact their lives and the planet. I hope it will encourage them to think critically about their own choices and feel empowered to take positive action for a more sustainable future.
Hi Nicola, I love your idea of teaching the topic of climate zones. It will really bring an additional level of learning.
Is it Weather or Climate?
This encourages pupils to reflect on their own experiences to understand the difference between weather and climate. The children will think back to their birthday and recall what the weather was like. Pupils with birthdays in the same month can work together and compare what they remember. They may discover that the weather was very different for each of them, even though their birthdays are in the same month. This helps them to realise that weather can change from day to day. From this, we will begin to explore the concept of climate – how it refers to long-term weather patterns over many years.
Weather Detectives
This activity is designed for older pupils to develop their skills in observation and data collection. We will explore air temperature and how to measure it using a thermometer. Pupils will discuss the importance of consistent conditions for accurate results – such as taking measurements at the same time each day and choosing a shaded area to avoid direct sunlight or wind interference. Over a week or more, pupils will record temperatures and use this data to create line graphs, integrating maths. This practical investigation helps children understand scientific accuracy while making real-world connections to everyday weather.
Hi Christina, I love your idea of using a shoebox to create a dark space. I hope to integrate this into my own plans.
To implement a ‘Dark Sky Space’ with my pupils, we will first explore what a dark sky space is by watching the videos provided in this module. These videos will help the pupils understand the importance of preserving darkness for wildlife, wellbeing and star visibility. Next, I will divide the pupils into small groups and provide them with art supplies and simple maps of the school grounds. Each group will select a different location to transform into a dark sky space. We will involve the Green School Committee to support and guide the project. In their groups, pupils will brainstorm ways to reduce light pollution, such as planting trees, using low-level lighting, or creating designated areas for stargazing. They will also design signs and brochures to raise awareness about keeping areas dark. After completing their projects, each group will present their work to the class and the wider school community.
Hi Christy, thank you for sharing. I love your idea of creating a biodiversity garden in your school. This is something I hope to create in the next academic year!
Biodiversity and the Impact of Light Pollution
I will first explain what the term biodiversity means – the variety of living things in a specific area which includes plants, animals and insects. We will work with the Green School’s Committee to raise awareness and plan a variety of different activities. Together, we will explore our school’s grounds and nearby areas to identify local species using books and nature journals.
A visit to the forest located beside our school will give the pupils the chance to observe native plants and animals in their natural habitat. The children will work in small groups to record their findings and take photographs. This hands-on experience will make biodiversity real and exciting.
To understand the impact of light pollution, we will watch some of the online videos mentioned throughout this module. These videos will show how artificial lights affect animals like birds, bats and insects. The pupils will work in groups once again to create posters to share what they have learned about light pollution with the wider school community.
Through discovery, teamwork and discussion, the pupils will become more aware of the importance of biodiversity and how our actions, like light use, can affect it.
