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I really enjoyed watching HOME. The visuals were what stood out to me the most, as they clearly showed both the beauty of our planet and the impact people are having on it. I think the film would definitely capture pupils’ attention, but I would show it in shorter sections rather than all at once. This would give pupils time to discuss what they have seen and ask questions along the way.
I also enjoyed the other videos in the module. The WWF carbon footprint calculator is something I could see working well with older primary classes, as it helps pupils think about how everyday choices can affect the environment. I also liked Greta Thunberg’s speech because it shows young people that their voices matter and that they can make a positive difference. In my classroom, I would introduce climate change in a positive and age-appropriate way. Rather than focusing on the negative aspects, I would encourage pupils to think about practical actions they can take, such as reducing waste, recycling, saving energy and protecting nature. I think this would help them feel empowered instead of overwhelmed. Overall, I found the videos engaging and they gave me lots of ideas that I could use to start meaningful discussions and encourage pupils to think more about caring for the environment.I love these ideas and will definitely keep them in my bank of resources moving forward in my classroom! Thank you for those exciting ideas.
I really enjoyed watching HOME. The visuals were what stood out to me the most, as they clearly showed both the beauty of our planet and the impact people are having on it. I think the film would definitely capture pupils’ attention, but I would show it in shorter sections rather than all at once. This would give pupils time to discuss what they have seen and ask questions along the way. I also enjoyed the other videos in the module. The WWF carbon footprint calculator is something I could see working well with older primary classes, as it helps pupils think about how everyday choices can affect the environment. I also liked Greta Thunberg’s speech because it shows young people that their voices matter and that they can make a positive difference. In my classroom, I would introduce climate change in a positive and age-appropriate way. Rather than focusing on the negative aspects, I would encourage pupils to think about practical actions they can take, such as reducing waste, recycling, saving energy and protecting nature. I think this would help them feel empowered instead of overwhelmed. Overall, I found the videos engaging and they gave me lots of ideas that I could use to start meaningful discussions and encourage pupils to think more about caring for the environment.
I found Activity 3, Climate Reporters, really engaging and I think it would work well in a primary classroom. The Paxi video explained the greenhouse effect in a simple way that would be easy for pupils to understand, while still getting across the importance of greenhouse gases and climate change. I also liked using the future climate scenarios tool, as it encouraged pupils to explore how temperatures could change over time depending on the choices we make. It got pupils thinking rather than just giving them information to learn. I would use this activity as part of a Science or Geography lesson and have pupils work in pairs or small groups to compare the different climate scenarios and discuss what they notice. It would also be a good starting point for talking about simple actions we can take at home and in school to help the environment. As a follow-up, pupils could design posters or presentations encouraging others to reduce their carbon footprint. Overall, I think the activity is well planned and would keep pupils interested. One thing I would add is an Irish case study or examples of how climate change is affecting Ireland today. I also think an extension activity using local weather data would help pupils make stronger links between what they are learning and their own lives.
Reading Unravelling STEM (Liston, 2018) reinforced that STEM is much more than teaching Science, Technology, Engineering and Maths as separate subjects. In my classroom, I try to make learning as practical and inquiry-based as possible by encouraging pupils to ask questions, investigate ideas and work together to solve problems. I think this approach helps pupils become more engaged and develop important skills such as critical thinking, collaboration and communication. I found both Weather and Climate activities enjoyable and easy to follow. The “Is it Weather or Climate?” activity clearly helped pupils understand the difference between short-term weather and long-term climate, which is often a difficult concept for children. The “Weather Detectives” activity was particularly engaging as it encouraged pupils to observe, record and interpret weather data while making predictions. I could easily see these activities fitting into Science, Geography and Maths lessons, with opportunities to extend learning by creating graphs or comparing local weather data over time. Overall, I think the activities are well designed and suitable for primary classrooms. One improvement could be to include an optional extension task where pupils compare Ireland’s climate with another country or investigate how climate change is affecting weather patterns locally. This would encourage further discussion and help pupils make meaningful real-world connections while continuing to develop STEM skills.
I agree using the local community makes sustainability much more meaningful for pupils. Activities like nature walks and working with groups such as tidy towns are great ways to encourage environmental awareness and hands on learning.
Living in County Laois, sustainability is something we see in everyday life. Recycling, supporting local farmers and businesses, and looking after our parks, woodlands and the Slieve Bloom Mountains all play an important role in protecting our local environment. Although Laois is inland, this module reminded me that sustainability is something every community can contribute to, whether it is reducing waste, protecting habitats or making more environmentally friendly choices.
In the classroom, I would encourage pupils to explore sustainability by looking at examples in our own local area. We could carry out a litter survey around the school, investigate local biodiversity, discuss recycling initiatives or learn about locally produced food. These activities would help pupils make connections between what they are learning and their own community. I also think group projects and class discussions would encourage them to come up with practical ideas for making our school more sustainable.
Overall, this module reinforced the importance of teaching sustainability from a young age. It provided practical resources and ideas that would help pupils understand that even small actions can make a positive difference to their local environment.I agree, especially with linking the topic to pupils’ own food choices, as it makes the learning much more meaningful. The cross-curricular links with STEM and healthy eating are a great way to develop both scientific understanding and real-life skills
This module gave me a greater appreciation of the nutritional benefits of seafood and the important role it can play in a healthy, balanced diet. I knew seafood was considered healthy, but I didn’t realise how rich it is in nutrients such as protein, omega-3 fatty acids and vitamins that support growth and overall health. It also highlighted the importance of encouraging healthy eating habits from a young age. I think this topic would fit really well into the primary classroom, particularly in SPHE and Science. The lesson ideas and resources could be used to explore healthy eating, food sources and balanced diets while encouraging pupils to think about where their food comes from. The activities would also create opportunities for discussion, research and cross-curricular learning. Overall, this module has given me practical ideas that I could easily use in the classroom. It would help pupils develop a better understanding of healthy food choices while also making connections between nutrition, sustainability and Ireland’s marine environment. I found the resources engaging and relevant, and I would definitely use some of them as part of a healthy eating or wellbeing topic.
I agree, especially with the importance of using inquiry based learning to make STEM more engaging for pupils. Science Blast is a great example of how hands on investigations can build curiosity, confidence and teamwork in the classroom.
This module showed me how easy it is to incorporate STEM into everyday teaching using real-life topics like aquaculture. I liked that the ARC lessons encourage pupils to ask questions, investigate ideas and work together to solve problems rather than simply learning facts. The resources are engaging and link naturally with Science, Geography and Maths, making them easy to fit into the primary curriculum.
I would use the online lessons and activities as part of a cross-curricular STEM unit. The videos, investigations and discussion tasks would encourage pupils to think critically, make observations and develop problem-solving skills while learning about marine life and sustainability. I also like that many of the activities promote teamwork and communication, which are important skills across all subject areas.
From a whole-school perspective, these resources could support our School Self Evaluation by encouraging more inquiry-based learning and greater use of digital resources across classrooms. They also align well with the STEM Education Policy Statement by helping pupils become active learners who can explore real-world issues through investigation and collaboration. Overall, I found the resources practical, engaging and something I would be happy to use in my own teaching.
I completely agree with you Ellen, I also think the links to geography and sustainability would make it very engaging for students.
This module gave me a better understanding of why aquaculture farms are located mainly along Ireland’s west and south coasts. I hadn’t realised how important factors such as clean water, sheltered bays and suitable coastal conditions are for successful fish, shellfish and seaweed farming. It made me appreciate how closely aquaculture depends on the natural environment.
I also found it interesting to learn about the benefits aquaculture brings to coastal communities. As well as producing sustainable food, it creates local jobs, supports businesses and helps many rural coastal areas remain economically active. It showed me that aquaculture is about much more than food production and plays an important role in many communities around Ireland.
From a classroom perspective, I think this topic would work well in Geography and Science. The maps and videos would help pupils understand the connection between Ireland’s coastline, the environment and local industries. It would also encourage discussion about sustainability and how we can protect our natural resources while supporting local communities.
Overall, I found this module practical and engaging, and I would definitely use some of the resources to help pupils better understand Ireland’s marine environment and the role aquaculture plays in it.