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Hi Tom, thank you for your thoughtful suggestions. I particularly appreciate the ideas of starting with a class discussion and incorporating prediction/data collection. I think engaging pupils in predicting weather patterns and comparing their data to historical records would be very enlightening. Also, having pupils observe and record daily weather in a log, along with taking walks to identify signs of weather damage, can make the learning process interactive and tangible. I’m excited to try these activities next year. Thanks again for the great ideas!
Research Question: How is air pollution impacting the health and daily lives of children in Dublin?
This research question would be very relevant and understandable for 5th and 6th class children I work with. It engages them in exploring a real-world issue that they can observe in their surroundings. Pupils could investigate sources of air pollution, such as traffic and industrial emissions, and its effects on health, like respiratory issues and reduced outdoor activities, which are common complaints among both children and staff in my school. The children could collect data through observations, surveys, and available air quality monitoring resources, and propose actions to raise awareness and improve air quality in their community.
I explored the ESA resource Nose Up High in the Sky and completed the pupil activities myself. This resource is excellent for engaging pupils with practical, hands-on learning about weather conditions. It includes activities where pupils use their senses to observe weather, build a meteorological station, and measure rain, wind speed, and air temperature. The activities are well-structured and suitable for 5th and 6th class pupils, promoting skills in Geography, Mathematics, and Science. Given the relevance and interactive nature of the tasks, I would definitely incorporate this resource into my lessons to enhance my pupils’ understanding of weather and climate.
Additionally, integrating a satellite tracking app like Satellite Tracker can further enrich the learning experience. By using this app, pupils could observe real-time data from weather satellites, making the connection between ground-based observations and satellite data more tangible. This could spark discussions on how satellites contribute to weather forecasting and climate studies, providing a comprehensive learning experience.
Hi Emma, I love Kahoot! A Kahoot quiz is a great way to conclude a lesson. I’ve recently been encouraging the children in my classes to create their own Kahoots based on key information they got out of the lessons.
I found that Home by Arthus-Bertrand is a visually stunning documentary that powerfully illustrates the impact of human activity on our planet. This film and other climate change clips included in the module effectively highlight the urgency of environmental conservation through breathtaking aerial shots and compelling narratives. To introduce climate change facts with 5th and 6th class children, I would start with a short, engaging clip from Home. I would then facilitate a class discussion on their thoughts and feelings about the images and information. Using interactive activities, like creating posters or models showing the effects of climate change, would get a more hands-on approach. I would then move on to integrating cross-curricular links, such as writing reflective essays (English), exploring renewable energy sources (Science), and discussing environmental policies (Geography). Overall, I would hope this would lead to the children not only understanding the facts, but also feeling motivated to contributing positively to the environment.
I also agree! Eliciting prior knowledge and using TEAL resources on iPads in small groups really would enhance learning.
Activity 3, Climate Reporters, in the Weather and Climate resource offers an engaging approach to teaching climate change. The Paxi video effectively explains greenhouse gases, making the concept accessible to pupils. Using the C3S Climate & Energy Education Demonstrator tool, they can predict future temperatures based on real climate data.
In my class, I would begin with a discussion about the Paxi video, then guide pupils through the online tool to explore various climate scenarios and predict temperatures for 2050. Pupils would then write climate reports based on their findings. To ensure inclusivity, I would offer simplified explanations and additional support for less able pupils, while providing more complex data analysis tasks for advanced learners.
To improve the activity, I suggest incorporating hands-on projects, such as creating simple greenhouse effect models, and using local climate data to make the exercise more relevant and engaging for pupils. Overall, this activity fosters critical thinking and problem-solving skills, making it a valuable addition to the curriculum.
I completely agree. For the reluctant learner, hands-on activities like daily readings of rainfall, wind, and temperature provide a tangible and engaging way to understand weather and climate concepts. These activities can be adapted for different age levels, ensuring that all children, from infants to 6th class, gain an age-appropriate understanding of these important topics. I’m excited to incorporate these ideas and resources into my teaching this coming year, as they offer a fantastic way to make learning interactive and relevant for all.
Liston (2018) argues for an integrated STEM approach, emphasising interdisciplinary projects and real-world applications to enhance critical thinking and problem-solving skills. The paper stresses equity in access to STEM education and highlights the importance of teacher training and innovative assessment methods.
In my classroom, I am a big fan of hands-on activities, and try to promote critical thinking. Children work on real-world problems, and I encourage creativity and collaboration.
I liked the ‘Nose Up High in the Sky’ activities as they engages children in atmospheric observations, which fosters scientific inquiry.
The ‘Weather VS Climate’ activity teaches the distinction between weather and climate, emphasising data analysis and, again, critical thinking.I would love to encourage the setting up of a school weather station involves the children in installing instruments, collecting data, and comparing it to historical climate data. This activity would promote STEM skills, including data analysis, technological proficiency, and scientific understanding.
I think the key for school leadership is to facilitate workshops for teachers and encourage children’s presentations, as this would promote collective practice and deepen our school’s understanding of weather and climate.