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I found HOME to be a very powerful and thought-provoking film. It presents the beauty of our planet and also shows the impact that human activity is having on natural environments. The visual images can make environmental issues more real and easier to discuss.
I think the other shorter video clips in the module would be useful alongside HOME, as shorter clips may be more appropriate for younger pupils or SEN students and allow teachers to focus on one specific concept at a time. I would not show the entire film to a younger class. Instead, I would select appropriate sections and pause regularly to allow pupils to ask questions and discuss what they have observed.
I would introduce climate change by first finding out what pupils already know. We could then watch a short clip and create a class concept map showing causes, effects and possible solutions. I would encourage pupils to focus not only on the problems but also on positive actions and solutions. I think this approach would make climate change less overwhelming and give pupils a sense that they can contribute positively to protecting the environment.
I really enjoyed reading your reflection on Activity 3. I agree that the Paxi video is a useful introduction because it makes the concept of greenhouse gases much easier for pupils to understand and agree that predicting would need more support from the teacher in the junior end/special ed setting. I also like your idea of encouraging parents and families to contribute.
I found Activity 3 to be an nice way of introducing pupils to the idea of climate change and the role of greenhouse gases. The Paxi video is useful because it presents a tricky scientific concept in a simple and age-appropriate way. The visual approach could help pupils understand that greenhouse gases naturally occur in the atmosphere but that increasing concentrations can contribute to rising global temperatures.
The tool for predicting future temperatures was also valuable because it allowed pupils to explore the possible consequences of different levels of greenhouse gases. Rather than simply learning facts about climate change, pupils could interact with information and see how changes may affect future temperatures. I think this would encourage discussion, questioning and critical thinking.
I would use this activity with my autism class as part of a wider STEM or SESE topic or theme. Pupils could work together to make predictions, record their results and discuss what they noticed.
One improvement would be to provide more guidance for interpreting the temperature predictions, as some of my pupils may find the data difficult to understand. I would also add a follow-up activity where pupils investigate local examples of climate change or design a practical solution to reduce emissions. This would strengthen the engineering and problem-solving elements of STEM and make the learning more relevant to pupils’ everyday lives.
Reflecting on Liston’s *Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Mathematics* (2018), I was reminded that authentic STEM education is much more than teaching the four subjects separately. Liston emphasises that effective STEM learning is integrated, problem-based, collaborative and centred on real-world challenges, with engineering acting as the link. STEM learning should encourage creativity, critical thinking, communication and the application of knowledge to meaningful contexts.
In my senior autism classroom, STEM works best when children are actively involved in investigating problems and working together to find solutions. Activities such as experiments, designing models and using digital tools allow pupils to make connections across subjects rather than viewing them in isolation.
I completed Activities 1 and 2 from the Weather and Climate resource and found them highly engaging. *Is it Weather or Climate?* helps pupils to distinguish between short-term weather events and long-term climate patterns through discussion and sorting tasks. *Weather Detectives* promoted observation, recording and interpretation of data, while also developing literacy and mathematical skills. These activities would work well in my class as part of an integrated SESE and STEM topic, linking science, geography and maths. Al ot of my teaching is thematic which would suit this well.
One improvement could be the inclusion of more opportunities for pupils to use digital technology, such as weather apps or online climate graphs, to strengthen the technology aspect of STEM.