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Film: HOME
• This film shows how human activities like deforestation and pollution are damaging the planet.
• I would introduce these facts by showing video clips and asking the pupils what changes they notice in the environment. We could discuss how our daily choices can help protect the Earth and encourage pupils to think about the impact of their own actions.
Video Clip: Ireland’s Climate Action Plan 2019 – The Key Takeaways
• This video clip highlights Ireland’s plans to reduce emissions through renewable energy, reducing waste and making more sustainable choices.
• I would introduce these facts by linking it to pupils’ lives and discussing simple actions we can take. Pupils could share ideas for making the school more environmentally friendly.
Video Clip: Greta Thunberg Full Speech at UN Climate Change COP25
• This video clip highlights the urgency of climate change and the need for immediate action.
• I would introduce these facts by discussing Greta’s message with my pupils and encouraging them to think about how they can play a role in protecting the planet.• Feedback: I found Activity 3 engaging and relevant as it helps pupils understand climate change using real climate projections rather than learning about it in theory. The Paxi video also explains the greenhouse effect in a clear, age-appropriate way.
• Using it in class: I would use this activity with senior primary pupils as part of a cross-curricular STEM scheme of work. I would link it to science, geography and maths through data analysis, discussion and problem-solving. It would also encourage pupils to think critically about the impact of climate change on their own lives.
• Improvements: I would incorporate more Universal Design for Learning (UDL) principles by providing pupils with different ways to engage with the activity and demonstrate their learning. For example, pupils could present their climate report as a poster, video or oral presentation. I would also have visual supports, sentence starters and differentiated resources to help all learners have access to the learning.Thank you for sharing Dolores. In light of the new redeveloped curriculum, I argue that it is now vital that teachers look at STEM as Liston does and view it as an integrated approach to learning rather than four separate subjects.
After reading Liston (2018), I reflected on how STEM is most effective when learning is integrated, hands-on and linked to real-life experiences. In my classroom, I encourage pupils to investigate, work together and solve problems across the STEM subjects.
- Activity 1 – Is it Weather or Climate? This is a simple, engaging introduction to the difference between weather and climate. I would use it to introduce the topic and stimulate discussion.
- Activity 2 – Weather Detectives. This is a practical activity. I would use it to develop observation and data collection skills through investigating daily weather.
- Activity 3 – Climate Reporters. This is a good opportunity for pupils to analyse data, identify patterns and communicate their findings. I would use it to develop pupils’ presentation and communication skills while encouraging them to explain their understanding of weather and climate.
- Nose Up High in the Sky. Setting up a weather station in the school grounds would allow pupils to collect and compare weather data over time, helping them understand the difference between weather and climate. The activity develops science through investigation, mathematics through measuring and graphing, technology through recording and analysing data, and engineering through designing or improving weather instruments. I would involve the whole school by rotating data collection between classes and sharing the findings and insights gained through a weather display and assemblies.