Forum Replies Created
-
Posts
-
Home is a deeply moving documentary that powerfully conveys the urgency of climate change through breathtaking imagery and a superb narrative. It presents big global issues—deforestation, melting glaciers, water scarcity, industrial agriculture, and fossil fuel dependence—in a way that is both informative and emotional.
The film’s strength lies in how it highlights the interconnectedness of life and the need for collective responsibility. It encourages viewers to reflect not only on global systems but also on their own roles within them.
Introducing These Climate Change Facts to Pupils:
Rather than showing the entire film at once, I would select short, focused clips (e.g., 3–5 minutes) that cover specific themes—such as deforestation, melting ice caps, or renewable energy. Each segment would be followed by guided questions and discussions to help students digest and reflect on the content.
The aerial shots can be used as visual prompts for writing, drawing, or discussion activities. For example:
“What do you see? What do you think is happening here? How do you think this relates to climate change?”After watching clips, I’d ask students to think about how the issues shown in the film relate to their own communities—e.g., how do we use water? Where does our food come from? Do we see signs of climate change around us?
Students could respond to the film through art, poetry, or multimedia projects, expressing their thoughts, hopes, or concerns for the planet. This encourages emotional engagement and personal expression.
Home is a powerful educational tool for raising awareness about climate change. With thoughtful scaffolding and emotional support, it can spark meaningful conversations and inspire students to become informed, compassionate warriors of the Earth.
Love the class poster idea and it could even be extended to the green schools committee creating a school poster competition to further create awareness.
Activity 3 offers a fun and educational experience by combining a Paxi video with a simple data modeling tool that helps learners explore how greenhouse gases affect Earth’s temperature. The video is engaging, age-appropriate, and does a great job of explaining complex processes like the greenhouse effect in a way that’s accessible for younger audiences.
The temperature prediction tool adds an interactive, hands-on element that helps students make the connection between human activity, greenhouse gas emissions, and long-term climate trends. This supports inquiry-based learning.
How I Would Use This in My Classroom:
I’d begin the lesson with the Paxi video to introduce the concept of greenhouse gases in a fun, friendly way that appeals to younger learners.Students could then work in pairs or small groups using the prediction tool to explore different emission scenarios and discuss the outcomes. This would promote collaboration and critical thinking.
After exploring predictions, I would lead a discussion asking: “What choices could humans make to change these outcomes?” This encourages environmental awareness and personal responsibility.
Possible Additions:
Including a follow-up task or challenge that asks students to design their own “climate action plan” could help translate learning into practical thinking.
Providing curriculum alignment or teacher guidance notes for different age levels would make the activity easier to integrate into diverse classrooms.
Subtitles or transcript options for the Paxi video in multiple languages would make it more inclusive.The bulletin board is a fantastic idea for including the whole school and realing extending this STEM topic throughout the school.
In Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, Liston (2018) encourages educators to consider the broader cultural, social, and pedagogical contexts that shape how STEM is taught and experienced in classrooms.
Liston argues that effective STEM education should not isolate the disciplines of science, technology, engineering, and mathematics- but rather embrace their interconnectedness.
The paper highlights the importance of including critical thinking in STEM education and emphasizes that STEM education must be inclusive and accessible to all students.I recognize both the strengths and areas for growth in how STEM is integrated in my own classroom. I strive to incorporate real-world projects that combine science, technology, and math. We use digital tools for simulations and collaborative work.
I encourage students to ask questions, conduct experiments, and reflect on their findings. I plan to include more hands-on engineering challenges and design thinking tasks.************************************************************************************
The ESA Kids activities on Weather vs Climate are engaging, age-appropriate, and effectively use space as a medium to explore Earth science concepts. The visual materials and interactive elements are especially helpful for making abstract ideas—like the difference between weather and climate—more concrete and understandable for young learners.
These activities offer a great opportunity to link science with geography, mathematics (graphing temperature data), and even literacy (explaining weather reports or writing climate summaries).The satellite imagerycan spark discussions on how space technology contributes to environmental monitoring and supports our understanding. Adding simplified instructions for younger or less confident learners and extension challenges for more advanced students would make the resources more versatile. Including formative assessment tools like quizzes, exit tickets, or student reflection sheets would help teachers evaluate understanding more efficiently.I love your idea of asking the pupils to pick something they could teach the aliens- endless creative opportunities!
I love parachute exploration – I did it with my class this year, and they not only adored it but it ignited their scientific thinking and questioning. They begged to repeat the lesson and brought in lots of materials from home to test!!
Enquiry-Based Activity: “What Would It Be Like to Live on the Moon?”
Class Level: 2nd ClassBig Question (Enquiry Focus):
“What would it be like to live on the Moon?”Steps of the Enquiry:
1. Ignite Curiosity
Show the class a short video clip or images of astronauts on the Moon.
Ask:”What do you see?”
“What questions do you have about the Moon?”2. Question Generation
As a class, brainstorm questions. Write them on a large “Space Wonder Wall.”
Example questions:
How do astronauts breathe on the Moon?
Can you grow food there?
Is it night or day on the Moon?
What would we eat or wear?3. Research & Investigation
Split the class into small groups. Assign each group a question to explore. Use:
Age-appropriate books
Teacher-prepared fact cards
Safe websites or videos
Models or visual aids
Each group gathers simple facts to answer their question.4. Creative Response
Each group presents their findings in a creative way:Make a Moon Habitat drawing
Role-play astronauts preparing for a Moon mission
Write a short story or journal entry: “A Day in My Life on the Moon”5. Reflection & Discussion
Revisit the Big Question: “What would it be like to live on the Moon?”
Have students reflect on what they learned.
Encourage them to ask follow-up questions.Learning Outcomes:
Students develop questioning and research skillsGain basic understanding of the Moon and space living conditions
Practice working in groups and communicating ideas
Apply imagination and scientific thinking to a real-world context
I loved the activity set on Rockets and would aim to follow the following sequence as I teach the topic.
What Is a Rocket?
Introduction to rockets and their purposeIdentify what rockets are and why we use them
Recognise basic rocket parts (engine, fuel tank, nose cone, fins)
Activities:
Read “Roaring Rockets” aloud
Watch a short video of a rocket launch
Label parts of a rocket on a diagram (cut-and-stick or drawing)
How Do Rockets Work?
Forces and motion (push, pull, gravity)Understand how rockets lift off using thrust
Identify gravity and air resistance in simple terms
Balloon/carton rocket experiment: Blow up a balloon, tape it to a straw on a string and release. Rocket Mice.
Predict, observe, and discuss what happens.
Introduce key vocabulary: thrust, force, gravity
Build Your Own Rocket
Focus: Design & Make (STEM)
Objectives:Apply understanding of rocket parts to design a simple model
Work in groups to plan and build a paper or recycled rocket
Design and build a paper rocket (either paper straw rocket or cardboard model)
Use a template for younger groups, or let them design their own
Decorate using art materials
Launch Day! Experiment and Measure
Testing and observing rocket launches
Objectives:Conduct a fair test
Measure and compare distances
Activities:
Launch paper/straw rockets using puff straws or simple stomp rockets
Measure how far they travel using metre sticks
Discuss what affects how far they go (angle, force, weight)
Launch area (school yard or corridor)
Measuring tape or metre sticks
Chart to record distances
Create a bar graph with results for Maths integration.
What’s It Like to Be an Astronaut?
Focus: Empathy and dramaExplore life in space
Reflect on what it would feel like to be an astronaut
Read Mae Among the Stars
Role play: Pretend to be astronauts on a mission – walking in zero gravity, floating, eating in space
Write a postcard from space: “Dear Earth…”
Space music or sound effects for atmosphere
Postcard template
I love this idea and the link with Art would certainly grab the children’s attention as they design their rockets- potential to integrate with so many other subjects also.
Hands on Classroom Activities.
I choose the hands on activity as they support active learning, enquiry, and cross-curricular integration, all of which are central to STEM teaching and learning.
Here’s how I would use each theme:
Theme: Where Do You Live?
Hands-On Activities:Create a class map: Each child marks their home on a large classroom map using coloured pins or post-it notes.
Build 3D models of homes using recycled materials – flats, houses, cottages, etc.
Compare homes around the world using images or videos and ask: “Why do homes look different in hot vs. cold places?”
STEM Link:
This introduces geographical awareness (Science and Geography), mapping skills (Maths), and simple engineering concepts through building structures (Technology/Engineering).Theme: Weather
Hands-On Activities:Daily weather chart: Children observe and record temperature, wind, and rainfall using simple instruments (thermometer, wind sock, rain gauge).
Make a rain gauge using plastic bottles.
Conduct an experiment on evaporation – place water in containers inside and outside the classroom and observe changes.
STEM Link:
These activities promote observation, prediction, and data recording – core STEM skills. Children learn to interpret information and see patterns over time.Theme: Animals in the Cold
Hands-On Activities:Blubber glove experiment: Place one hand in ice water and the other inside a plastic bag filled with fat/shortening to simulate how blubber keeps animals warm.
Penguin feather experiment: Drop water on cotton wool vs. plastic wrap to simulate waterproof feathers.
Design an Arctic animal using craft and label adaptations (fur, paws, colour, etc.).
STEM Link:
These experiments explore heat insulation and adaptation, and include making and testing hypotheses — key elements of scientific investigation.Theme: What Clothes to Wear / Investigating Children’s Coats
Hands-On Activities:Material testing: Compare materials (cotton, wool, plastic, nylon) for waterproofing, warmth, and flexibility.
Design a weather-proof coat for a teddy bear or paper doll using various fabrics.
Sorting and classifying coats by material, function, fasteners, etc.
Graphing results of class coat survey (e.g. how many students have zips vs. buttons).
STEM Link:
This integrates materials science (Science), data collection and interpretation (Maths), and design thinking (Engineering/Design & Make).Taking Further Steps Toward a STEM-Focused School Self-Evaluation (SSE)
To support STEM integration more formally across the school, I might consider the following:1. Link Activities to STEM SSE Domains
Map your lessons to SSE domains like:Learner Outcomes (e.g. problem-solving, collaborative learning)
Teaching & Learning (e.g. active methodologies, use of questioning)
Learner Experiences (e.g. engagement, relevance to real life)2. Gather Evidence
Use tools like:Pupil voice surveys – Ask what they enjoy about STEM activities.
Teacher reflections – Note what worked, where engagement was high, and how outcomes improved.
Samples of pupil work – Photos, journals, projects.3. Plan Collaborative STEM Weeks / Projects
Use themes like weather or materials to connect different classes or subjects across the school during a STEM week or cross-curricular project.4. Involve the School Community
Invite guest speakers (e.g. parents who work in STEM fields).
Include home investigations that involve families.5. Set a Simple STEM SSE Goal
E.g. “To increase opportunities for hands-on STEM learning in every classroom once per fortnight.”This could be supported by:
Shared planning time for STEM activities.
STEM resource box (materials and equipment).
Peer observation of STEM lessons.The “Space and Aliens” activity set offers an exciting and imaginative way to explore space, while encouraging creativity, communication, and critical thinking.
As a 2nd Class teacher, I see this theme as a rich opportunity to integrate science, literacy, art, and SPHE in a playful, meaningful way.
To begin, I would launch the topic with a “mystery message from space” – a note or recording from an alien who is curious about Earth and wants to learn more. This will instantly capture the children’s attention and give the whole activity a sense of purpose. I’d display glowing stars or dim the lights to create a space-like atmosphere in the classroom.
We would explore the central question:
“What would it be like to meet an alien or travel through space?”
From here, the children could generate their own questions such as:
• What do aliens look like?
• Could we live on another planet?
• How would we talk to aliens?
These questions would guide our class discussions and activities, supporting enquiry-based learning.Science: Exploring Planets and Space Travel
Using books, simple videos, and model-making, I’d introduce basic facts about the solar system. We’d compare Earth to other planets and imagine what it would be like to live somewhere else. Children could create fact cards or simple planet passports.Art & Design: Create Your Own Alien
Each child would invent their own alien character. They would draw it, name it, and describe its planet, language, and habits. This supports creativity and links well with SPHE (identity and imagination)Literacy: Alien Reports / Space Stories
Children would write a short narrative or report:
• “I met an alien!” or
• “My trip to Planet Zog”
This allows for genre exploration – from recounts to imaginative writing. For oral language, children could present their alien to the class like a news reporter or space explorer.Drama & Role Play: Alien School Visit
We could transform the classroom into an alien landing site. Children could act as Earth tour guides showing an alien around our school or interviewing them about life on their home planet.At the end of the activity set, we would hold a “Mission Debrief” – a circle time reflection where students share what they learned, what surprised them, and what they enjoyed most. I would assess learning informally through participation, creative outputs, and class discussions.
