[Helen Stafford]

This is a great research plan and one we can all adapt in our locality. It is also particularly good now with all the electric and hybrid vehicles and this would really grasp the pupils’ interest and make it a real-life investigation.

[Helen Stafford]

Research Question (using the ESERO Climate Detectives Planner):

“How has the number of local extreme weather events (such as floods or heatwaves) changed in our area over the last 10 years, and what could this tell us about climate change?”

To inspire pupil participation in this Climate Detectives project, I would begin by connecting the topic to their real-world experiences. For example, I might ask if they remember storms that closed schools or heatwaves that made learning uncomfortable. By anchoring the discussion in their lived reality, I can help them see climate change not as a distant problem but as something affecting their own communities.

Next, I would introduce the research question using images, news headlines, and weather data from local sources (such as Met Éireann and local newpaper). This would foster curiosity and a sense of relevance. I’d then guide pupils in designing investigations—such as comparing data, interviewing local residents, or mapping flood-prone areas—giving them real responsibility and voice.

Throughout, I would encourage creativity in presenting findings: posters, mindmaps, graphs and photos. Most importantly, I’d frame them as “climate detectives,” empowering them to explore, question, and suggest solutions that matter.

[Helen Stafford]

Satellites-

1. International Space Station (ISS)
A crewed research outpost orbiting ~420 km above Earth. Conducts microgravity experiments, Earth observations, and public education outreach.

2. Starlink Constellation Satellites
SpaceX’s LEO internet satellites provide global broadband services. Newly launched batches appear as floating “trains” of lights before dispersing into their operational orbital shell.

3. Landsat 9 (Re‑entry Debris)
Launched in 2021, Landsat 9 observes Earth’s land cover and resource changes. Recently, its path overlapped with Ireland’s skies—but more notably, its eventual re‑entry created a brief spectacular light as space debris

4. EIRSAT‑1 (Educational Irish Research Satellite‑1)
Ireland’s first CubeSat, launched on December 1, 2023. Its mission: test gamma‑ray detection (GMOD), surface coatings (EMOD), and wave‑based attitude control (WBC).

5. Argos IoT Constellation (Kinéis Satellites)
Launched in June/September 2024 to revive the Argos environmental data system. These CubeSats relay tracking data from wildlife tags, buoys, and remote sensors worldwide.

[Helen Stafford]

Such a powerful resource and one that I will certainluy use in the next school year.

[Helen Stafford]

I agree also- I think after watching the film HOME in order to not overwhelm them with the problems our earth faces I would end on a positive and create a small class project on how we can make a change in our classroom- little steps etc.

[Helen Stafford]

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.

[Helen Stafford]

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.

[Helen Stafford]

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.

[Helen Stafford]

The bulletin board is a fantastic idea for including the whole school and realing extending this STEM topic throughout the school.

[Helen Stafford]

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.

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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.

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