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I like how you’ve included families in the activity, as it gives the children a chance to apply their learning outside the classroom. Using Stellarium is also a great way to help them visualise where the planets can be found before they go looking.
I would choose to plan an observation of the Moon with my class. I would begin by asking the children what they already know about the Moon and whether they have ever noticed that it looks different from one night to the next. I would explain that the Moon goes through different phases and that some phases are easier to observe than others.
I would show the class a Moon phase calendar and identify the dates when the Moon would be visible in the morning before school. We could discuss why these phases are best for observing and make predictions about what we expect to see.
If weather permitted, I would bring the class outside to observe the Moon and encourage them to describe its shape, colour and position in the sky. The children could record their observations through labelled drawings and short written descriptions in their science journals.
To extend the activity, I would ask the children to observe the Moon at home over several days with a family member and compare any changes they notice. We could then share our observations in class and create a timeline of the Moon’s phases, helping the children to develop their observation skills and a better understanding of how the Moon changes over time.I really like how you’ve scaffolded the lesson by exploring shadows before introducing sundials. Using iPads to research the history of sundials is a great way to integrate technology while keeping the activity engaging and hands-on.
The students could take part in an investigation to observe and record the position of the sun at different times throughout the school day. Before going outside, they could make predictions about where they think the sun will be in the morning, at midday, and in the afternoon. They could then return to the same spot in the school yard at set times to observe the sun’s position and record their findings through drawings, notes, or photographs.
The students could also observe the shadow of a fixed object, such as a flagpole or a cone, and measure how its length and direction change during the day. They could compare their results with their original predictions and discuss why these changes occur. The class could record their observations in a table before creating a simple graph to identify patterns, linking the activity with the Maths curriculum.
To extend the activity, the students could work in groups to design a simple observation station or create a class display showing the movement of the sun across the sky. They could also compare their findings with observations made on another day to see if the sun follows a similar path. This activity could encourage students to develop their observation, recording, and teamwork skills while gaining a better understanding of the Earth’s rotation and how it affects the apparent movement of the sun.I also like the connection with green schools. It would be a great inclusion to any school/classroom.
I think Activity 3 does a great job helping pupils understand how our actions affect the Earth’s temperature. The Paxi video is fun and clear, and it explains the greenhouse effect in a way younger children can really grasp. I like that it can be used more than once, either to introduce the topic or to review it later on. The temperature prediction tool is especially useful because it lets pupils experiment and see what happens when emissions go up or down. It makes climate change feel less abstract and shows that human choices matter. In my class, I would extend this activity by having pupils think of small actions they can take at school or at home to help the planet. They could share ideas in groups, create simple drawings or posters, and explain them to the class. This would help them link the science to real life.
I like this question. It is nice to link these projects to things close to the children our about their lives so I can see students engaging heavily with this.
Research question: Are there fewer rainy days now than when our parents were kids?
I would begin by asking pupils how rain affects their day, like walking to school in boots, playing football on muddy grass or seeing puddles for jumping. We would collect clues by marking rainy days on a class calendar, then ask parents or grandparents what the weather was like when they were young. Pupils could draw pictures of rainy day fun now compared to the past. I would tell them they are climate detectives finding out if the weather is changing in a way we can feel in everyday life. Small groups could share their ideas and stories, then we would put it all together to see what we have learned. Finally, we would share it with another class or in assembly to help everyone see how weather changes are connected to our own playgrounds, clothes and games. This makes climate science feel real and easy to understand.
I did not do this part of the assignment but I’m really enjoying other peoples reports on it. Sounds very interesting and could be a great activity for older classes to do independently.
I tried all three activities from “Nose Up High in the Sky” myself: looking at old weather proverbs, describing today’s weather using my senses, and building simple tools to measure rain, wind and temperature. The proverb task is a great conversation starter because it gets students thinking about how people predicted weather before modern instruments. The sensory observation activity is simple but really effective for getting kids to use clear words to describe what they see, feel and hear. Building the weather station was my favourite part. It’s creative, low cost and shows exactly how measurements are taken, even with basic materials. Keeping a weather diary pulls everything together and makes it feel like real science.
The film HOME really shows how everything on Earth is linked together and how our actions are changing the planet. The aerial views are stunning but also a bit sad when you see the damage being done. The other clips in the module help explain climate change in a way that’s easy for kids to follow, showing not just the problems but also ways we can help. If I were teaching this, I’d start with a short clip to grab their attention and then talk about what they noticed and how it made them feel. We could do simple activities like keeping track of the weather around the school or checking soil and plant growth to see how nature changes over time. I’d have them make posters or share ideas about helping the planet so they understand what’s happening but also feel like they can do something about it.
I really enjoyed reading through these ESA resources as they are simple, practical, and very engaging for children. They make the topic of weather and climate fun while still being very effective in building understanding.
In Nose Up High in the Sky, I love the idea of students building their own weather instruments. It’s hands-on, child-friendly, and allows them to actually see how data is gathered. I’d have the children work in small groups to build a rain gauge and anemometer, and we’d keep a weather diary to track changes throughout the week. The Weather vs Climate activities would link perfectly with this. For example, students could record daily measurements from our weather station, plot them on graphs, and then compare their findings to official averages. This would help them clearly see the difference between short-term weather and long-term climate while practising real STEM skills in science, maths, and technology.
