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I agree with your comment about children becoming quite anxious about climate change Elspeth. I too have had experience with this while teaching my second class this topic a couple of years ago. It is a real issue, and I know it is important for them to gain awareness even at a young age, but we as educators must ensure it is done so with language that is appropriate to their development. I also try to always leave the topic on a positive note about how we as individuals can help our planet by reusing, reducing and recycling. This gives the sense of hope and might inspire the children to make a change, instead of leaving on doom and gloom which like some parts of this video can be scary for children.
Module 2
I think activity 3; Climate reporters, is an engaging STEM activity because it integrates science, mathematics and technology fully as Liston’s 2018 article in module one stated. This activity also applies critical thinking through the investigation of a real-world issue. Pupils are encouraged to analyse climate data, interpret future climate scenarios and consider the social and environmental impacts of climate change. This inquiry-based approach helps children develop data literacy while fostering an understanding of how scientific evidence is used to make predictions about future environmental conditions.
In my classroom, I would use this activity with my fifth class as part of a unit on sustainability or Earth’s changing environment. Before beginning the investigation, I would find out what the children already know about climate change, greenhouse gases, and weather versus climate through a class discussion, concept map or KWL chart. The introductory video about the greenhouse effect provides a good starting point and helps establish a shared understanding before students analyse climate data. It could be used as a little recap for the class to ensure we are all beginning with the same base knowledge. I found this video really engaging for children, providing clear, concise information. As I was watching,my seven year old walked in and thoroughly engaged with it and enjoyed it.
Working in small groups would promote collaboration and communication as students compare low- and high-emissions scenarios and discuss how different levels of greenhouse gas emissions affect future temperatures. Children would use digital technologies to access and interpret climate data, while applying mathematical skills to calculate and compare average temperatures. After analysing the results, they could present their findings through digital presentations or posters, and propose practical actions that we as individuals, each class or our whole school or community could take to reduce the impacts of climate change.
One improvement I would make is to include more opportunities for students to connect the data to their local community. For example, the children could investigate how rising temperatures might affect local wildlife, water resources, agriculture, or health in the community. This would make their learning more meaningful and help the children to understand that climate change has both global and local consequences.
I would also extend the activity by incorporating an engineering design challenge. After examining the climate scenarios, the children could design and test solutions such as an energy-efficient classroom model. This would strengthen the engineering component of STEM and encourage them to apply their scientific understanding to solve authentic problems.
Another useful addition would be to provide differentiated resources for students with varying levels of mathematical and scientific understanding. Scaffolded worksheets, guided questions, vocabulary support, and opportunities for extension would ensure that all learners can participate successfully while still challenging the more capable children.
Overall, I found this to be a valuable STEM activity because it combines scientific inquiry, mathematics, technology, and collaborative problem-solving in a meaningful context. It not only develops students’ understanding of climate science but also empowers them to think critically about environmental issues and identify practical actions they can take to contribute to a more sustainable future. Another resource to bank for the next coming school year – thank you!
Elspeth, your idea about bringing the children into an actual greenhouse or polytunnel is so simple but ingenious. I have taught this topic many times but I have never thought of doing so. Bringing them inside a greenhouse or poly tunnel on a warmer, sunnier day would also be great to show them exactly how the Earth is heating up. Unfortunately my school doesn’t have one either but it would be a great opportunity if we did, or perhaps visiting a local garden centre or a local school that has one may be an option.
I am not familiar at all with the Teal tool as a resource and will have to look further into this.Liston’s 2018 article, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, argues that STEM education should be viewed as more than simply teaching Science, Technology, Engineering and Mathematics as separate subjects. Instead, STEM should be integrated and taught as such. Liston emphasises that teaching STEM effectively develops critical thinking, creativity, collaboration, communication and problem-solving skills while helping students make meaningful connections between classroom learning and everyday life.
Reflecting on my own pupils and classroom, I believe that elements of STEM are already present, although there are opportunities to strengthen integration and that is something I need to harness and work on in the coming years. I have been guilty of still teaching STEM as stand alone activities and subjects. My pupils do regularly use technology to research information and collaborate on learning tasks.
However, after reading this article, I recognise that many of these experiences are still taught as separate learning activities rather than as fully integrated STEM experiences. While students engage in inquiry and hands-on learning, there are fewer opportunities for them to participate in extended design challenges where they apply scientific and mathematical concepts to engineer solutions to authentic problems.
Moving forward, I would like to design more inquiry-based units that begin with a real-world problem and require students to integrate knowledge from multiple STEM disciplines. For example, students could investigate environmental sustainability by designing a water filtration system, creating energy-efficient model homes or even develop solutions to reduce waste within the school. These projects would allow students to work collaboratively, apply mathematical reasoning, use digital technologies effectively and engage in the engineering design process while deepening their scientific understanding.
As a teacher I know I have to move away from providing the children with all of the answers and instead pose questions and inspire them think critically and to undertake their own research. I aim to create more authentic STEM learning experiences that foster curiosity, resilience, innovation and collaboration while making learning engaging and relevant for all students with real life connections.
With regards to the two activities we were asked to engage with;
Activity one: is it weather or climate?
I found this activity more suited to the younger classes. I enjoyed it and feel it is a wonderful introduction for children to both of the above terms. The activities also promote a lot of discussion and children could use their birthdays or holidays as a base to discuss both and reflect.
Activity two: weather detectives is also very enjoyable and easily adapted depending of age or ability of children. This activity could be used any time of the year but I think it would work best as a year long project incorporating technology and maximising results and learning opportunities for the children. The graph at the end is very visual which is a nice summary to end on.
Both teacher guide and student worksheets are excellent resources to have for future with new ideas to try in my classroom – thank you!
Hi Seán,
I agree that activity two seems more for older classes – I plan on giving it a try with my 5th class this coming year. I have taught in the junior end too and I love the sound of your lesson for activity one. Children do enjoy displaying their work and this activity suits itself to that perfectly. The children could also type their sentences out if they’re able to bring in some ICT skills too.