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I really like your research question because it connects renewable energy to pupils’ own homes and local community. I think comparing homes with and without solar panels would make the investigation practical and meaningful. It would also be interesting for pupils to investigate the challenges of solar energy in Ireland, such as the amount of sunlight available and the cost of installation. I especially like the idea of investigating whether solar panels could be installed on the school, as pupils could use their findings to suggest a real climate action for their school community.
My Research Question: Does the amount of rainfall affect plant growth in different areas of our local community/our school?
I believe this Climate Detectives investigation would be particularly suitable for 5th and 6th class because it allows pupils to investigate a climate-related issue within an environment that they are familiar with. Rather than learning about rainfall and plant growth only through textbooks or videos, pupils would have the opportunity to collect their own evidence and investigate whether rainfall actually affects the plants growing around them. I think this would make the investigation much more meaningful and encourage pupils to become curious about changes they can observe in their own locality.
I would begin by asking pupils to identify areas around the school and local community where they notice differences in plant growth. We could discuss why some areas might have healthier or taller plants than others. The children could suggest factors such as rainfall, sunlight, soil type, drainage and human activity before deciding which factors they need to investigate.
Working in small groups, the children could place simple rain gauges in different locations and record the amount of rainfall over a number of weeks. They could also measure the height of selected plants, count the number of leaves or record the percentage of plant coverage in each area. They could use tables, graphs and photographs to record and compare their findings.
I would then encourage the children to take responsibility for different roles within their groups, including collecting rainfall data, measuring plants, recording results and presenting their conclusions. Importantly, I would not give them the expected answer beforehand. Instead, I would encourage them to question their results and consider whether rainfall was actually the main factor affecting plant growth. They might discover that an area receiving high rainfall does not necessarily have the healthiest plants because it could have poor soil, limited sunlight or excessive water.
I feel this would be a worthwhile Climate Detectives investigation because it develops scientific inquiry while encouraging pupils to look more closely at their own local environment. It could also lead to discussions about changing rainfall patterns in Ireland and how changes in weather and climate can affect plants, habitats and biodiversity. Pupils would be using real evidence from their locality to make conclusions, rather than simply learning facts about climate change.
Hi Shonagh,
I really like your idea of taking the children on a weather walk after watching the video. I think it would make the lesson more interesting for them as they can actually look at and feel the weather rather than just talking about it. I also like the idea of keeping a weather chart over a few weeks as the children could see if they notice any patterns. The weather instruments would be a great addition too and would make it more hands-on. I think there are lots of ways you could build on this resource in the classroom!
Assignment option 2: EO Browser!
Before completing this module, I had never heard of EO Browser or used it before. I found it interesting to see how satellite images can be used to look at different parts of the Earth and notice changes that might not be obvious from the ground. If I was explaining it to a colleague, I would say that EO Browser is a tool that lets you explore real satellite images of the Earth and compare different places and dates. I think it could make learning much more interesting for pupils as they are exploring real places and changes for themselves.
I would use EO Browser mainly with a senior class, particularly during a Geography or Science topic. I would first explore it with the whole class on the interactive whiteboard so that the children could see how it works. I would then give groups a particular area to investigate and ask them to record what they notice. I think looking at an area they are familiar with, such as Dublin, would make the activity more interesting for them. They could compare images and discuss changes to buildings, roads, green areas or water.
I also like that there is room for children to investigate their own questions. Rather than giving them all the answers, I could let them explore and then explain what they found. I think this would help develop curiosity, discussion and independent learning while also showing pupils how technology can be used to understand the world around them.
Hi Emily!
I really like your approach of beginning with the children’s own experiences of weather before introducing the wider topic of climate change. I think this is a great way to activate their prior knowledge and make the learning feel more relevant to their own lives. I also agree that it is important to focus on positive actions so that children feel empowered rather than worried about climate change. I like your idea of using Greta Thunberg’s video to highlight how young people can use their voices and make an impact. It would be a great opportunity for discussion and could encourage pupils to think about how they can make a difference within their own school and community.
Assignment 3:
After watching HOME and other videos included in this module, I found them very thought-provoking and they really highlighted the relationship between humans and the environment. I thought the aerial footage in HOME was particularly powerful as it showed both the beauty of our planet and the impact that human activity has had over time. Seeing examples of deforestation, pollution and changes to landscapes made the effects of climate change feel much more real. I think this documentary would work well with older classes, particularly 5th and 6th class, but I would not show the full film. Instead, I would select specific sections as a stimulus for discussion and allow pupils to explore the issues raised through questioning, research and practical activities.
I also found Greta Thunberg’s speech very impactful. Her confidence in speaking about climate change and encouraging leaders to take greater action was inspiring. I think it would be a valuable resource for showing pupils that young people can have a voice and can contribute to important conversations about the future of our planet. However, I would carefully choose sections that are suitable for primary pupils and use them as a starting point for discussion rather than focusing only on the negative aspects.
When introducing climate change to my class, I would focus on creating awareness while also promoting hope and action. I would link the learning to practical activities such as investigating biodiversity in the school grounds, reducing waste or creating environmental awareness campaigns. I think it is important that pupils understand the challenges facing our planet but also recognise that their everyday choices can help create positive change.
Hi David.
I really liked your idea of following the activity with a classroom energy audit. I think that would be a great way of helping children apply what they have learned to their own school environment. I also agree that the activity links really well with other subjects, especially Geography and Maths, which makes the learning much more meaningful for the children!
I thought Activity 3 was a nice way of building on the previous activities as it encouraged the children to apply what they had learned about weather, climate and greenhouse gases. The Paxi video was a good introduction because it explained the greenhouse effect in a way that children could understand without using too much scientific language. I think it would help to give the class a solid understanding before asking them to interpret the climate data.
I think this activity would be best suited to older classes as it requires children to analyse information, compare data and think about future climate scenarios. As an NQT with a 4th class this year, I could see myself adapting parts of the activity to suit their level, but I think pupils in 5th or 6th class would be able to explore the TEAL tool more independently. I would use the interactive tool as a whole-class activity first before allowing the children to investigate in pairs, as there is quite a lot of information to navigate.
The activity provides plenty of opportunities to develop STEM skills. Children are interpreting data, making predictions, identifying trends and communicating their findings, while also using technology to investigate a real-world issue.
If I were to improve the activity, I would include a local element by asking the children to compare the climate predictions with what they already know about weather in Ireland. I also think it would be worthwhile finishing the lesson with a class discussion about realistic actions that schools and local communities can take to reduce greenhouse gas emissions. This would help the children leave the lesson feeling that they can make a positive contribution, rather than seeing climate change as a problem that is beyond their control.
Hi Aoife, I really agree with your point about STEM subjects being most effective when they are connected through real-life learning. I also liked your idea of linking the Is it Weather or Climate? activity to the children’s own experiences, as this would help make the learning more meaningful. I think extending the Weather Detectives activity over a number of weeks would be a great idea too, as children could take ownership of collecting data and noticing patterns over time.
Reflecting on Liston and the Weather and Climate resource, I found both activities enjoyable and full of practical ideas that I could see myself using in my own classroom. As an NQT, I am still building my bank of teaching resources and I really appreciate activities that are hands-on and encourage children to think for themselves. I also have a 4th class this year, so I found myself thinking about how I could adapt these activities for my own pupils. I liked that both activities promoted curiosity and investigation rather than simply asking children to learn facts. They also provide plenty of opportunities for STEM learning and meaningful cross-curricular links.
Activity 1: Is it Weather or Climate?
I thought the Is it Weather or Climate? activity was a really effective way of introducing the difference between the two concepts. It is something that even adults can confuse, so I liked that the children had to sort different statements and justify their choices. I think this would lead to really valuable classroom discussions and would also allow me to identify any misconceptions before moving on. I also liked that the activity encourages children to think about long-term weather patterns rather than just today’s weather. I think this would work really well with my 4th class as they are at an age where they enjoy discussing ideas and explaining their thinking. It links naturally with Geography, and Science while also developing oral language as children explain and justify their answers. I could also extend the lesson by looking at climate data from different countries and comparing it with Ireland, creating opportunities to integrate Maths through interpreting tables and graphs.
Activity 2: Weather Detectives
The Weather Detectives activity was my favourite because I could imagine the children really enjoying collecting their own weather data. Setting up a weather station in the school grounds would make the learning much more meaningful, as the children would be observing and recording the weather in their own environment rather than using sample data. They could measure rainfall, temperature, cloud cover and wind direction before comparing their results with the daily weather forecast. I think my 4th class would really enjoy taking ownership of this project and would be excited to see how the weather changes over time.
There would definitely be some challenges to setting up a weather station. Choosing a suitable location, making sure the equipment is cared for and remembering to collect data regularly would all need to be planned carefully. However, I think these challenges could become part of the learning. Different groups of children could take responsibility each week, helping to develop teamwork and responsibility while ensuring the project is sustainable throughout the year.
I also think this activity develops a wide range of STEM skills in a very natural way. Children are observing, measuring, recording, predicting, analysing data and drawing conclusions based on real evidence. There are also excellent opportunities to integrate Maths through data handling and graphing, Geography through studying weather and climate, English through presenting findings and writing weather reports, and Digital Technologies by creating digital graphs or presentations.