Forum Replies Created
-
Posts
-
Hi Susanne,
I really liked how practical and relevant this research question is. It takes the wider issue of climate change and connects it to something pupils experience every day in their own classroom. I particularly liked the clear hypothesis and the use of comfort and concentration surveys, as this gives pupils an opportunity to collect and analyse their own data. The idea of repeating the investigation over two weeks is also useful for making the results more reliable. I also liked the follow-up action of calculating potential energy and carbon savings, as it shows pupils how their research could lead to meaningful changes in the school.
The question I chose was ‘How does the amount of rainfall affect the biodiversity of plants and insects in our school grounds?’
I think this would be an interesting research question for pupils because it connects climate change with something they can observe in their own school environment. To encourage participation, I would begin by discussing what pupils already know about rainfall, biodiversity and how weather conditions might affect living things. We could then make predictions together before beginning our investigation.
I would divide the pupils into small groups and give each group a specific role, such as measuring rainfall, recording plant growth or observing insects. We could use simple equipment such as rain gauges and observation sheets, and pupils could collect data over a number of weeks. They could then present their findings using tables, graphs or photographs.
I think giving pupils responsibility for collecting and analysing real data would make the project more meaningful. It would also develop teamwork, communication, observation and problem-solving skills while helping pupils understand how changes in climate and weather can affect their local environment.Hi Liam,
I really agreed with your point about the resource encouraging children to learn through observation, prediction and practical investigation. I also liked how you connected it to your Creative Clusters experience, as the homemade weather instruments sound like a fantastic way to develop creativity and problem-solving skills. I particularly liked the examples of using everyday materials, as this shows children that they do not need expensive resources to investigate and explore scientific concepts. The 3D-printed anemometer was a brilliant example of pupil-led learning and creativity.
Option 3 -Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class.
I found the ESA resource Nose High Up in the Sky to be an interesting and engaging way of introducing pupils to topics such as Earth observation, weather, climate and our atmosphere. I particularly liked that the resource is activity-based, as pupils can learn by investigating, asking questions and completing practical tasks rather than simply listening to information. Completing the activities myself helped me to understand how the pupils might experience the resource and also highlighted the importance of clear instructions and age-appropriate explanations.
I would definitely consider using this resource in my classroom, particularly because it provides opportunities for cross-curricular learning. The activities could be linked to Science, Geography and STEM, while also developing pupils’ skills in observation, investigation and problem-solving. I think the visual and practical elements would help to maintain pupils’ interest and make some complex concepts easier to understand. I would adapt certain activities depending on the age and ability of my class, but overall I think it would be a valuable and enjoyable classroom resource.Hi Amanda,
I really liked your focus on making climate change age-appropriate and ensuring that pupils do not feel overwhelmed by the topic. I also agree that taking a solution-focused approach is very important, as it gives children a sense of empowerment rather than fear. I particularly liked your idea of involving pupils in practical actions such as reducing waste, saving energy and protecting biodiversity. This makes the learning meaningful and shows children that their actions can make a difference.
I found ‘HOME’ by Yann Arthus-Bertrand particularly powerful because it presents climate change not simply as a scientific issue, but as a human and global one. The aerial imagery shows both the beauty of our planet and the scale of the impact human activity is having on natural resources, ecosystems and communities. The film’s message that our choices have consequences makes the issue feel much more immediate and personal.
The EY Ireland video complements this global perspective by bringing climate action closer to home. It demonstrates that climate change is relevant to Ireland and highlights practical areas such as renewable energy, transport, housing, waste and agriculture. Ireland’s current Climate Action Plan continues to set out a pathway going forward.
Within my own class, I would introduce these facts through short video clips followed by discussion and questioning. I would ask pupils what they noticed, what surprised them and how the issues shown might affect their own lives and community. I would then encourage them to investigate local examples and identify practical actions they could take in school or at home. This approach would make climate change engaging and relevant, while helping pupils understand that they can be part of the solution rather than feeling overwhelmed by the problem.
I really like your idea of linking the activity to Geography and looking at how climate change could affect Ireland, especially agriculture and flooding. I think this would make the topic more relevant to children in my own school. I also like the idea of the “Climate Action” campaign as it gives pupils a chance to think about simple actions they can take in their own school and community. The reflection sheet would also be a useful addition as it would encourage children to think about what they have learned.
I found Activity 3 on greenhouse gases very interesting and I think it would work well in my classroom. The Paxi video was a good way of introducing the topic as it explained greenhouse gases in a simple and visual way. This would help children understand what can be a difficult topic. I also liked using the tool to predict future temperatures, as it allowed the children to see how temperatures could change over time.In my own school which is in a rural setting, I think it would be useful to link the activity to the children’s own surroundings and everyday lives. We could discuss how changes in temperature and weather might affect farming, animals, crops and the local environment as a large portion of my class come from a farming family. This would make the learning more meaningful for the children. I think the activity could be improved by giving children more opportunities to discuss their predictions before using the tool. I would also add a simple follow-up activity where children could record their predictions and compare them with the results. Overall, I found Activity 3 engaging and a good way to introduce climate change and its possible effects.
Hi Claire,
I really like your idea of creating a weather station using instruments made by the children. This is something I could see working well in my own classroom, especially as it would allow the children to be creative while developing their STEM skills. I also like the idea of different classes making instruments and explaining them at an assembly. This would give the children a real purpose for their learning. The weather log or journal is another idea I would like to use, as it would encourage children to regularly observe and record changes in the weather. I also agree that the difference between weather and climate can be confusing, so using visuals would really help support understanding.
After reading Maeve Liston’s (2018) paper Unravelling STEM, I reflected on what STEM looks like in my classroom. I liked the idea that STEM should not just mean doing Science, Technology, Engineering and Maths separately. It should give children opportunities to solve problems, work together, ask questions and use their learning in real-life situations. I found Activities 1 and 2 from the Weather and Climate resource useful and easy to follow. Activity 1, Is it Weather or Climate?, helped pupils understand the difference between weather and climate. Activity 2, Weather Detectives, was enjoyable because pupils collected and recorded their own weather information. The activities would work well in my school in rural Tipperary as the children could relate the learning to the weather they experience every day and there is a big culture within the school to use our outdoor classrooms.I would improve Activity 2 by doing it over a longer period so pupils could compare weather at different times of the year. I would also add a simple project where pupils could design and make their own weather station. Overall, I found the activities practical, interesting and suitable for my class.
Hi Jack,
I particularly liked your idea of organising a class trip to a local seafood farm. This hands-on approach would not only make the learning memorable but also give children a real-world connection to where their food comes from. It’s an excellent way to combine science, SPHE, and geography while fostering curiosity and appreciation for local food sources. By seeing aquaculture in action, pupils could better understand sustainability and nutrition in a way that a textbook lesson alone couldn’t achieve.
Eimear
Ireland’s rich coastal waters and rivers provide excellent conditions for salmon, mussels, and oysters, foods that are both culturally significant and nutritionally valuable. Salmon is an oily fish, high in omega-3 fatty acids, which support brain development, heart health, and vision. It is also a good source of high quality protein and vitamin D. Mussels are low in fat but rich in protein, iron, and vitamin B12, which contribute to healthy blood and energy levels. Oysters are a particularly rich source of zinc, essential for immune function and cell growth.In the Irish primary classroom, this knowledge can be explored across SPHE, Science, and Geography. Children can learn how these seafoods benefit health, investigate their habitats, and understand sustainable fishing and aquaculture. Activities might include mapping where these species are found in Ireland, exploring the life cycle of salmon, or holding taste testing and cooking sessions. Inviting local fishers or aquaculture experts can bring learning to life. By introducing children to the nutritional value and cultural heritage of these seafoods, educators can promote healthy eating habits, environmental awareness, and a deeper connection to Ireland’s maritime identity.
Hi Danielle,
I really like your focus on hands-on learning through school gardens and visits to local biodiversity sites. Bringing pupils outdoors to sow, harvest, and explore nature makes sustainability tangible and memorable. Your use of local resources like the Laois Education Centre garden is an inspiring, community-connected approach. I will look into the same in South Tipperary. Thanks for sharing.
Eimear
My school is based in Clerihan on the outskirts of the large town Clonmel.South Tipperary blends its agricultural roots with forward-thinking environmental action. Local farmers increasingly use crop rotation, maintain wildlife friendly hedgerows, and reduce pesticide use. Community gardens, farmers’ markets, and recycling facilities encourage waste reduction and support local food systems. Renewable energy projects, such as solar panels on schools and public buildings, reflect the region’s growing commitment to sustainability.To engage my pupils in Clerihan , I would focus on hands-on, locally relevant learning. A “farm to fork” activity could connect pupils with local growers, letting them plant seeds, track growth, and understand seasonal produce. Nature walks in nearby parks or along hedgerows would help them explore biodiversity, while litter-pick challenges could nurture environmental responsibility. Using storytelling, we could link traditional farming practices with modern green initiatives, helping pupils see continuity and change. Finally, creative projects such as posters, plays, or short videos would let pupils share what they’ve learned, inspiring their peers and strengthening their role as young sustainability champions.
Seafood is an excellent source of protein, omega-3 fatty acids, vitamins, and minerals that are essential for healthy growth and brain development in children. Learning about the nutrition of seafood helps students understand how food choices impact their overall health and well-being. Particularly teaching 2nd-6th class, this topic can be approached in a practical, engaging way, linking to SESE, SPHE, and even Maths. For example, pupils could compare the nutritional content of different fish species, explore the benefits of omega-3 for concentration and heart health, and investigate Ireland’s rich seafood heritage. Activities might include reading food labels, creating balanced meal plans, or conducting simple surveys about favourite seafood dishes at home. This also offers opportunities to discuss sustainability, how choosing responsibly sourced seafood protects marine life and supports local fishing communities. By combining science, healthy eating, and environmental awareness, students not only learn important nutritional facts but also develop skills in critical thinking, data handling, and informed decision making that will serve them well for life.