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Hi Enya,
I really liked your idea of showing only a short part of the HOME video. I think this would work well with 3rd class. I also liked your idea of using local examples, as children can relate to things they see around them. Your idea of ending with one simple action is great too, as it helps children feel they can make a difference.
Module 3:
I found the HOME video very interesting. I liked the beautiful images of the Earth. It also showed how human actions are affecting our planet. Some parts were quite serious, but I think they are important for children to understand.I also enjoyed the other videos in the module. They explained climate change in different ways. I think videos are a good way to introduce this topic to children.
With my 3rd class, I would start with a simple discussion about what they already know about climate change. I would then show a short, age-appropriate video. We could talk about what they noticed and any questions they have.
I would focus on positive actions. We could talk about recycling, saving water and electricity, planting flowers and trees, and walking to school. I would also include simple activities where the children can see how their actions can help the environment.
Hi Enya, I really liked your idea of using the prediction tool in small groups. I think the children would enjoy seeing how temperatures can change. I also liked your idea of using posters and graphs. I would like to try something similar with my 3rd class next year. Your idea of paper activities would also help children who find technology difficult.
Module 2:
I enjoyed Activity 3 because it makes climate change easier for children to understand. I liked the Paxi video because it explains greenhouse gases in a simple way. I also liked using the tool to see how temperatures may change in the future.I would use this activity with my 3rd class next year. I think the children would enjoy working in groups and looking at the different temperature predictions. They could talk about what they notice and share their ideas with the class.
I would also ask the children to make a simple graph of the temperatures. They could discuss ways we can help the environment in school and at home.
I think a simple glossary would be useful for words like greenhouse gases and climate change. More pictures and examples would also help younger children understand the topic.
I really liked your idea of using a weather station and allowing the children to collect their own data. I also liked the idea of comparing the class results with Met Éireann. I would like to try this with my 3rd class next year.
Module 1:
The article by Dr. Maeve Liston made me think more about what STEM looks like in my classroom. I realised that I use Science and Maths a lot, but I could include more Technology and Engineering.I enjoyed the Weather and Climate activities. Activity 1 helped me understand the difference between weather and climate. Activity 2 was also useful as the children became weather detectives and collected information. I think the activities would work well with my class because they include discussion, teamwork and practical learning.
I would use these activities over a number of lessons. The children could collect weather data each day and record their findings. They could then compare the data and discuss what they noticed.
I think a weather station would be a great addition to our school yard. The children could use it to collect real data. I would also add more opportunities for the children to solve problems and explain their ideas.
Linda, I like how you show real examples of Dark Sky Parks because it helps pupils understand the idea. I also like having pupils design their own Dark Sky Place, as it encourages teamwork, creativity, and problem-solving.
To implement “Design Your Own Dark Sky Place” in my classroom, I would start by teaching the children what light pollution is and why dark skies are important for humans and animals. We would look at photos of night skies in cities and in Dark Sky Parks to see the difference.
Next, we would explore our school yard and nearby areas to see how much light there is and where it could be reduced. We would talk about ways to protect the night sky, like using shielded lights, warm bulbs, and turning off lights when not needed.
Then, the children would work in groups to design their own Dark Sky Place. They could draw maps, build models, or use shoeboxes to create 3D dark skies. They could add stars, animals, and signs to show how the place protects nature.
Finally, we would display the projects in the classroom and share them with the school. This activity combines art, science, and environmental learning.
Linda, I like how you use hands-on learning and visits to the local park because it makes the lesson fun and real. I also like focusing on bats, as it helps pupils understand local wildlife and the effects of light pollution.
To explore biodiversity in my area, I would start with a nature walk around the school and nearby green spaces. The children would look for plants, insects, birds, and other animals. They could use a checklist or take simple notes and drawings in their nature journals. We would talk about why it is important to have many different kinds of plants and animals.
Next, I would teach about light pollution and how it affects local wildlife. We would explain that moths, bats, owls, and other animals need darkness to feed and move safely. I would show the children how artificial lights can confuse animals.
Activities would include a “lights out” simulation in the classroom with torches, a scavenger hunt to identify local wildlife, and building small habitats like insect hotels. Children could also observe animals at home at night and record what they see. This hands-on learning helps children connect to nature and understand how to protect it.
Clodagh, I like how you involve families in the activity because it makes learning fun and at home. I also like using real data from Globe at Night, as it shows pupils they are part of real science.
Light pollution is a big problem in many places. In my area there are lots of streetlights, shop lights, and lights from cars. Because of this, it is hard to see the stars at night. Sometimes the sky looks orange instead of black. This makes me think about how much light we waste. It also affects animals like bats and insects who need the dark.
I would teach my class about light pollution in a simple way. First, we would talk about what they can see in the sky near their homes. Some children might live in brighter areas, others in darker areas. Then we would take a short walk near the school and write down the different light sources we see. We could make a map and talk about which lights are useful and which lights are wasted. Finally, we could join the “Globe at Night” project to compare our sky with other places.
Cathriona, I like how you linked the moon activity with mapping the sun, it helps children connect ideas. I also like that you gave clear dates for observing, making the lesson practical and easy.
I would create an observing plan for autumn with my class. First, I would explain that some planets can be seen in the evening sky without a telescope. We would learn the names of these planets and what they look like. For example, Saturn looks like a bright star in the southeast after sunset. Jupiter rises later in the evening in the east, and it is very large. Sometimes Mars is also visible, and it looks red.
We would use pictures, posters, and maybe the Stellarium app to help the children know what to look for. Each group of students could choose one planet to research. They would find simple facts and draw the planet. Then we would make a “Planet Spotting Guide.”
The children would take the guide home and try to see the planets with their families on a clear night. The next day, we would share what we saw in class.