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I agree with you that using the HOME video as a teaching aid for climate change is an excellent idea. It is also an excellent idea to tie the topic with the Green Schools campaign. One very significant point you have mentioned is to take into consideration the age of the child while presenting the topic.
The film “HOME” is an impressive documentary demonstrating the interrelation between the various components of the Earth’s system and the considerable influence of people on the environment. Personally, I think that the best way to illustrate the effect of the activity of humankind on our planet is aerial photography. The video clips included in this module help to understand the concepts of climate change easier as well as explain scientific evidence related to the issue.
In order to introduce the climate change facts to my pupils, I would use a solution-oriented approach appropriate for the age of pupils. Instead of scaring the children with all the negativity associated with global warming, I would start from what the children know about weather conditions, the environment, and how we can care about our planet. Using the clips from the video materials, we will discuss possible questions and problems. Then the pupils will study the environmental issues in the area where we live, analyze weather data and discuss what actions we can do to help solve climate change problems: reduce waste, save energy, preserve biodiversity and so on.
I liked reading your reflection. I like the way you have adjusted the materials for young learners and integrated them into the rooftop garden of your school. Working with senior students will be an excellent opportunity and will add value to the experience.
Activity 3 of the Weather and Climate teaching material offers an interesting introduction to greenhouse gases and climate change. The Paxi video manages to present complex scientific ideas in a manner understandable to young people, thus helping pupils grasp the idea of how greenhouse gases influence the temperature of our planet. The future temperature prediction tool is especially useful because it helps pupils explore different climate scenarios and their implications in terms of human actions.
I would implement this activity in an interdisciplinary module on sustainability and environmental responsibility. This activity involves critical thinking, discussion and interpretation of data, and helps pupils understand the idea of cause-and-effect relationships. Group work can be organized by encouraging pupils to make predictions and find practical ways to decrease the amount of greenhouse gas emitted into the atmosphere.
As additional ideas that might enrich this activity, one could add an investigative task such as measuring the temperature of covered and uncovered containers as an illustration of the greenhouse effect. Another idea that might be useful is incorporating more local examples and pupil-driven projects.
Your reflections were very good to read. I think your emphasis on the need for practical and real-life stem exercises as well as inquiry-based learning is great. Integrating science with numeracy and literacy in your classroom will definitely bring engaging lessons to the children.
Liston (2018) highlights that STEM education should move beyond teaching science, technology, engineering, and mathematics as isolated subjects and instead provide meaningful, interdisciplinary learning experiences. In my classroom, STEM is most effective when pupils investigate real-world issues and actively engage in inquiry and problem-solving.
Activities 1 and 2 from the Weather and Climate resource reflect this integrated approach. In Activity 1, Is it Weather or Climate?, pupils explore the difference between weather and climate by discussing examples and identifying patterns. In Activity 2, Weather Detectives, pupils observe and record weather conditions and use evidence to draw conclusions. These activities encourage scientific enquiry, communication, observation, and data-handling skills.
I would use these activities during a unit on weather and the environment, allowing pupils to work collaboratively and make connections between science and mathematics. To further develop the activities, I would incorporate digital technologies, such as using online weather forecasts or comparing data from different locations. I would also extend the learning by asking pupils to design and create simple weather-measuring instruments, providing an additional engineering element and further strengthening the STEM focus.
Your activity was wonderful to read,I think it’s so impressive that you have combined science, art and literacy together for Senior Infants. The rocket investigations are so hands-on and involve so much exploring, predicting and problem solving with an emphasis on fun and collaborative learning.
For this Module 5, I have decided to create a class plan for Space Week with my Senior Infants. I feel that space would be a brilliant opportunity to build on the interest of the space the children have while incorporating the teaching and learning across a variety of areas. Each day we would start by reading and discussing a space-related story with the children where we would explore the planets, stars, moon and astronauts with the children learning through different age-appropriate videos and activities.
We would also be exploring how rockets move by testing different paper rockets where the children could predict how well they will fly and they can discuss their discoveries, this is promoting observation and enquiry skills.
The children would create their own planet/rocket/alien using a number of art materials, in oral language activities the children would describe what they have made and how they feel space would be like, through mathematics, we can use counting and sorting using different space objects. The children will discover and explore through hands-on activities and this will help to foster curiosity, creativity, and scientific thinking skills while they learn.
I loved the idea of asking the children what makes a house a home, whilst also introducing them to lots of houses around the world. A display would be a great activity and show the children that we might live in lots of different looking houses but a home provides security and a feeling of belonging.
This activity is great I like the fact that you have used Aliens Love Underpants as your hook because the story is entertaining and children will quickly become engaged with it. The activities that follow have imagination, hands-on opportunities and oral language practice and will link in with the space theme.
For this module I have chosen the Activity Set: Space and Aliens because I believe it will be an exciting and beneficial activity for my Senior Infants class. Young children are often interested in the universe beyond Earth and find it exciting to imagine life in other planets. I will begin the module by introducing the topic of space and asking the children what they think an alien looks like.
This would stimulate discussion and the children’s own questioning abilities.
We would then share a space story, which may inspire our exploration of outer space. In small groups, the children would design and create their own alien using art materials. As part of the process, they would reflect on the alien’s environment and the characteristics the creature needs to survive there. This will enable children to learn about the adaptation and diversity of life on Earth. The children could express what they learn about aliens and space by writing a brief description and drawing a picture of their alien.
This project based activity would encourage them to observe, inquire, be imaginative, and communicate their ideas as they learn more about space.
I decided to focus on the module Hands-on Classroom Themed Activities as I believe Senior Infants engage with the topic best when they actively engage with it. The module of Space is a fantastic theme for a topic as it automatically stimulates children’s curiosity and interest.
A lesson I would have in my own classroom to deliver this module is a hands-on activity for the children to design and create their own rockets. The children would have to work in small groups and design their rockets using materials that I have at my disposal such as paper, card, recycled materials etc. Prior to them launching their rockets I would encourage them to discuss and decide on what design they think would fly the furthest. The children will have an opportunity to launch their own rockets and the results will be discussed as a whole class comparing them to their prediction and it will prompt them to ask questions and share thoughts on why the rockets flew the distance they did, which will aid their curiosity.
I think this would be a fun and interactive activity for Senior Infants whilst teaching them about important life skills such as working together, sharing and communicating, and developing their scientific thoughts.
I really like this activity. It has simple, open-ended questions that really encourage children to think and share their own ideas about shadows. I also like the hands-on approach, especially moving from outdoor exploration to using a torch indoors, as it helps the children clearly see how shadows are formed. It’s very engaging and well suited to Junior Infants, and it supports curiosity, observation and early scientific understanding in a fun and meaningful way.
For my classroom practice, I chose the Activity Set: The Moon and would adapt it for a Senior Infants class. I would use this activity to introduce children to the idea that the Moon changes shape in the sky.
I would begin with a whole-class discussion where the children share what they already know about the Moon and what they have noticed at night. I would use simple images and questions to support their thinking and encourage curiosity.
The children would then take part in a simple observation activity, where they would look at pictures of the Moon over several days. They would be encouraged to describe what they see using age-appropriate language such as “big,” “small,” “round,” or “curved.” They would also draw their own versions of the Moon in sequence.
As an extension, we would create a class Moon display or a simple visual timeline of the Moon’s changes. This activity supports inquiry-based learning by encouraging children to observe, talk about their ideas, make simple predictions and communicate their understanding in a hands-on and engaging way.
I really enjoyed reading your post. The fact about astronauts’ faces appearing puffy is a fascinating way to introduce gravity to young children.
I like how you linked the investigation with Mathematics through weighing and comparing objects. It sounds like a fun and engaging inquiry-based activity that would encourage lots of prediction and discussion.
