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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.
Hi Clare,
I love your idea of collaborating with another school. What a wonderful way to bring two communities together!
How light pollution is impacting my local area:
Light pollution is a growing issue in our urban area, where artificial lighting from streetlights, buildings, and vehicles brightens the night sky. This excessive lighting not only wastes energy but also significantly impacts our ability to observe the stars, constellations, and even the moon. Many pupils in my school have never witnessed the Milky Way due to this constant light interference. Understanding light pollution is important for fostering environmental awareness and reconnecting with the natural world.
How I will engage my pupils to explore this topic:
To engage learners with this topic, I would begin with a mind-mapping activity, allowing pupils to brainstorm what they already know about light pollution. This strategy encourages collaboration and helps identify key themes such as sources of light pollution and its effects on wildlife. We would follow this with a whole-class discussion, focusing specifically on how light pollution affects our ability to see stars and the moon. Learners will be encouraged to share their own experiences of stargazing or changes they have noticed in the night sky. This topic inspires pupils to think critically about how they can take steps to reduce light pollution at a local level.
Hi Rachel, I completely agree with you on how Junior Infants can become obsessed with the moon! Thanks for sharing your lesson idea.
3. Plan to Observe the Moon
I look forward to observing the moon with my Second Class pupils in the next academic year.
I think that the best time to complete this activity will be October. We will discuss the shape of the moon and the different ways it can appear in the sky – both at night and during the day.
We will watch the video of Paxi to give us a better understanding of the lunar calendar. Following this, we will complete the task in ESERO 62. This experiment will allow us to observe how the moon can be viewed at different times of the day. As the class teacher, I will use timeanddate.com to discover the best time to observe the moon at school. Once a time has been selected, the class will head outside with a clipboard and pencil. We will find the moon and observe its location in the sky. The children will complete a ‘Moon Observation Log’ and sketch an image of the moon that they can see.
Hi Aoife, I love your idea of using shadows to get your pupils engaged in the lesson. Thanks for sharing!
3. Construct a Sundial
I look forward to creating a sundial with my pupils.
I would begin with an engaging lesson about how, in the past, people used the sun to tell the time. I will explain how sundials were used in ancient Egypt and Mexico, long before clocks were invented. We will learn how the Egyptians used shadow sticks, and the Mexicans studied the sun’s movement to create calendars.
Next, on a sunny day, I will take the class outside to the school yard. The pupils will bring chalk, a straight stick and a compass. The pupils will work together and use the compass to find north. We will then mark the four directions on the ground – North, South, East and West. I will teach the children the importance of these directions.
We will place the stick in an upright position. Every hour, we will observe and mark the shadow that the stick makes with the chalk. We will label each hour beside the shadow line. Over time, the pupils will see the shadow move in a clockwise direction, just like the hands on an analogue clock.