[Eimear Wallace]

Hi Shane! Great idea with the umbrella example!

[Eimear Wallace]

I would use a simple research question relating to the children’s local area: “How is climate change affecting the weather in my local area/ town?”I think this question is clear, focused, and allows you to explore real-world effects of climate change, such as changes in temperature, rainfall, storms, or seasons.

To get my 4th class pupils involved, I would make the topic fun and easy to understand. We could start by talking about the weather and asking, “Have you noticed anything different lately?” This helps the children think about their own weather changes and locality. I would use pictures, videos, and short stories to explain climate change in a simple way. We could also make a weather chart in class and record the weather each day and any significant changes. To keep it fun, the children could draw posters, write stories, or talk about how weather changes affect things they care about—like animals or outdoor play. This way, they can learn by doing and sharing their ideas

[Eimear Wallace]

I have explored the ESA resource Nose High Up in The Sky, including both the teacher guide and accompanying pupil activities. The materials are thoughtfully designed and highly engaging, encouraging students to investigate the atmosphere and understand the function of weather balloons. As I worked through the activities, I could envisage myself using these resources with my own 4th class next year. I found the activities effective in sparking curiosity and promoting scientific thinking, particularly around how atmospheric data is collected. The hands-on elements—like simulating balloon experiments—make complex ideas more accessible and concrete for learners. I believe this resource is well-suited for classroom use and age appropriate for my own 4th class, especially in fostering experiential learning and encouraging critical thinking about weather, climate, and potential careers in science. To further enrich the experience, I would incorporate opportunities for students to design their own experiments or examine real-life uses of atmospheric data. Overall, it’s an excellent tool for bringing STEM learning to life in a meaningful and engaging way and also would be very good to use in a station teaching lesson or small group teaching.

[Eimear Wallace]

Hi Michelle, Thats a great idea to bring it back to your local area and use the ideas and tools at a local level! My 4th class would love this

[Eimear Wallace]

Hi Christina,

I agree that you would have to go through the film and take certain clips for younger classes. I have 3rd/ 4th and I feel I would have to analyse what exactly to show them too.

[Eimear Wallace]

The documentary Home offers a powerful and eye-opening depiction of humanity’s impact on Earth’s natural resources and the resulting devastation to plant and animal life. It highlights the intricate connections between climate, ecosystems, and biodiversity, emphasizing how human activity has disrupted this delicate balance. The film’s aerial imagery captures the beauty and fragility of diverse landscapes around the globe. Complemented by a dramatic and emotive musical score, the visuals leave a lasting impression.

To help my 4th class students understand climate change, I would start by showing brief, age-appropriate clips from the documentary, followed by guided class discussions to explore key ideas. I would incorporate my comprehension (Building bridges) strategies or predicting, de clunking and making connections in a station teaching lesson to analyse the clips. I’d connect the film’s content to topics like the difference between weather and climate, how we use energy, and the importance of sustainability. Hands-on activities could include collecting local weather data (such as temperature or rainfall), conducting simple experiments to demonstrate the greenhouse effect and CO₂’s role, and working on projects focused on practical ways to lower our carbon footprint.

[Eimear Wallace]

Hi Niamh I also think the idea of introducing role play while using the content from this activity is a great idea! Thanks for sharing!

[Eimear Wallace]

Activity 3 is an insightful resource that I can easily envision using with my 4th class in September. The accompanying video is clear, informative, and well-suited for visual learners, offering a comprehensive explanation of the topic. It also encourages active discussion and questioning, making it a great tool for classroom engagement. The TEAL model serves as a predictive tool for future temperatures, helping students understand how human actions can influence the planet and their future lives. After we engage with the video, we could use the TEAL tool to explore, in groups, predictions about future temperatures. This would allow the class to engage in group work with problem solving and we could show the data on various charts or scales. Pupils could work in groups to explore and present the effects of rising temperatures at local, national, and global scales. They could also evaluate each other’s findings and collaborate on an action project focused on ways to reduce the impact of climate change. This activity is flexible enough to allow for differentiation, catering to various learning needs. Overall, it’s a highly engaging way to get students thinking critically and meaningfully about climate-related issues.

[Eimear Wallace]

I agree with the cross curricular reference, always so important.

[Eimear Wallace]

STEM education in my 4th class classroom is hands-on, fun, and focused on developing problem-solving skills. Students learn by doing—whether it’s building simple structures, recording weather data, or using tablets for research.

It helps them understand real-world concepts through science, technology, engineering, and maths in an age-appropriate way. Most importantly, STEM encourages curiosity, teamwork, and confidence in trying out new ideas.

I would show the Ariane 6 first lift off video when learning about travelling to space and the first ever launch recorded. We could then do project work on rockets and building out own space shuttles. When learning about weather in Geography I would show my students the “Space safe Vigil” slide all about monitoring the weather and violent outbursts.

Setting Up a Weather Station for 4th Class Students- To help 4th class students understand the difference between weather and climate, I would set up a simple weather station in the schoolyard. Students would build basic tools like:

1.      A Rain Gauge – made from a plastic bottle to measure daily rainfall.

2.      A Wind Vane – using a straw and cardboard to show wind direction.

Each day, students would record the temperature, wind, and rainfall in a weather journal. After a few weeks, we would look for patterns and compare them to long-term climate data from a website like Met Éireann. This helps them see how weather is short-term, while climate is based on longer trends.

STEM Skills Used:

·         Science – observing and measuring natural elements.

·         Maths – recording data and creating simple graphs.

·         Engineering – designing and building instruments.

This activity encourages hands-on learning, teamwork, and critical thinking while making science fun and relevant.

[Author]

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