[Austin Gregg]

Hi Dearbhail,

Some great questions raised there! I will use these in my classroom no doubt. I agree Met Eireann have some excellent resources. Thanks, Austin

[Austin Gregg]

I think it would be worthwhile to focus on the weather and climate in our school’s local area as the children are used to hearing adults, the news, the weather forecast regularly discussing it. It would be good make the link between forecast and locality. I also like the idea of looking at the weather/climate in a ‘twin town’ in another country. This would allow them to compare conditions in the two locations and investigate the noticeable differences. They could then present their findings either on weather and climate or as part of a larger project 0n the twin town, they could use simple graphs, comparing and contrasting the data and link with the maths curriculum. We could invite local people from the area to share their experiences and stories about weather in the area.This topic would also lend itself well to integration with other subjects english, music, drama, maths, SESE, SPHE etc.

 

[Austin Gregg]

Hi Keith,

Thanks for this concise summary of the satellites. I have saved it for later use.

Austin.

[Austin Gregg]

I selected Assignment 3: Nose High Up in the Sky, which features three activies:
Talking About Weather, Sensing the Weather & Build Your Weather Station.

I found this resource to be engaging, practical, and highly interactive. It integrates a broad range of STEM skills, and the activity sheets are clear, well-structured, and easy to follow. The activities prompt children to observe, discuss, question, and interpret data—providing numerous opportunities to learn while enjoying the process.
The Sensing the Weather activity stood out for its simplicity and relatability. Children use their own senses to observe weather conditions, making the experience immediate and accessible. The Build Your Weather Station is my favourite of these activities. The activity provides limitless potential for creativity and hands-on learning. Pupils can plan, design, and construct simple weather instruments, then use them to operate a classroom weather station. The thrill of testing their own creations and recording real results would make this a particularly rewarding and memorable project.

[Austin Gregg]

Hi Caoimhe,

I like how you use short clips and connect them to everyday things like litter, making climate change relatable for children. Incorporating drawing and storytelling is an excellent way for them to engage and feel inspired. I look forward to using these ideas with my class.

[Austin Gregg]

I thought this video was excellent. I really believe children will find it interesting and engaging. I particularly like their use of the phrase, ‘The engine of life is linkage.’ It emphasizes that everything on Earth is interconnected, and for the planet and its inhabitants to thrive, we must all work together for the benefit of everyone. The video also highlights the changes over time—from the early days of Earth, when resources like water were abundant, to the present, where the growth of large cities has contributed to water shortages. The rapid rate of deforestation and its negative impact on the atmosphere was particularly alarming. The video also pointed out the effects of palm oil production on the Amazon rainforest. Another powerful area that was highlighted was deforestation. This really highlights the urgency of protecting our planet. Overall, the video is a compelling warning about the potential consequences if we fail to take action now and I feel it is important to highlight these issues to the next generation. In terms of introducing a lesson on climate, I would begin with activities from Module One on Weather and Climate, gradually building the children’s understanding of the atmosphere, its importance, and our responsibility to protect it. The ‘Paxi’ video can serve as a follow-up lesson, helping students further grasp the significance of the atmosphere and the concept of climate. This video will also act as a starting point for discussions on climate change facts. We can begin by brainstorming what the children already know about climate change and what they are curious to learn and progress through from there.

[Austin Gregg]

Hi Renee,

I love the idea of videoing short weather forecasts and showing at assembly. I will definitely give that a go. Thanks, Austin

[Austin Gregg]

I really enjoyed the Paxi video on greenhouse gases. It was engaging, visually appealing, and presented the concept in a simple and enjoyable way. I feel my class will really enjoy and engage with it. It is an excellent resource for both visual and aural learners. As this topic can sometimes be challenging to explain, the video does a great job of clearly communicating what greenhouse gases are and their effects on our planet.
I also discovered the TEAL tool, which I hadn’t come across before. I’m confident my class will enjoy using it. The temperature prediction tool, in particular, offers an effective hands-on experience that encourages pupils to think critically about human actions and their consequences. It could be used alongside the work of the Green Schools Committee, with findings displayed on the Green Schools noticeboard. This resource promotes curiosity, exploration, and practical discovery—approaches I intend to integrate more into my lessons next year.

As an extension, I would work with the children to compile a graph comparing temperatures from different countries with those in Ireland. This would provide valuable cross-curricular links between science, geography, and maths while helping students develop their data-handling skills.

[Austin Gregg]

Hi Catherine,

Great post! I agree and love your suggestions to help with integrations and for inclusion of SEN children. I will definitely use some of your ideas.

[Austin Gregg]

The activities offered engaging, hands-on approaches. I feel they will be highly valuable and inspiring for classroom use. They allow for curiosity and encourage students to take an investigative role in learning about the environment.
One initiative I wish our class could have taken part in is the ‘Climate Detectives’ project. It would have provided students with a meaningful opportunity to feel empowered and actively involved in addressing climate challenges.
I was particularly drawn to the idea of a virtual gallery, as it holds great potential for collaboration with schools in different climates. This would allow students to compare weather conditions, track trends, and develop a global perspective on climate change and would work well for our overseas children.

The second activity is equally accessible and adaptable for different age groups. Setting up a school weather station would make an excellent project. I would begin with a STEM challenge where students design simple tools to measure rainfall, temperature, or wind. After building and testing their instruments, they could present their methods and findings to the whole school in an assembly. We could also use their data for a maths project by graphing results and analysing trends. To extend the activity, the class could create weekly weather forecasts and produce short video updates for the school community.

In addition to these activities, I would love to introduce a ‘Climate Action Fair. Students would work in small teams to design and prototype solutions to local environmental issues—for example, reducing food waste in the cafeteria or creating upcycled art from classroom materials. They would pitch their ideas to classmates. This initiative would encourage problem-solving, creativity, and civic responsibility while integrating science, technology, and sustainability education.

[Austin Gregg]

I think a weather station will be an excellent addition to my classroom also.

[Austin Gregg]

STEM Education in My Classroom
STEM learning in my classroom is built on curiosity and active engagement. Students are encouraged to ask questions, test ideas, experiment, make predictions, and solve problems. Collaboration plays a central role—group work fosters teamwork, while listening and presenting skills are consistently developed. Above all, active learning and hands-on scientific investigation are key priorities in every lesson.

Activity 1: Weather or Climate?
This activity helps students clearly understand the difference between weather and climate through relatable, everyday examples. The sorting task sharpens observation, reasoning, and critical-thinking skills. The addition of a “birthday weather” prompt is especially effective, as it creates a personal and meaningful connection, helping children see how short-term weather events relate to long-term climate patterns. I would begin with a whole-class discussion, followed by small group work to deepen understanding.

Activity 2: Weather Detectives
In this activity, students step into the role of investigators, practicing essential STEM skills. They take daily temperature readings at the same time and place to learn the importance of accuracy in data collection. Recording their findings in graphs teaches them how to present information clearly, identify patterns, and calculate averages. By comparing classroom data with online sources, students also build digital literacy and develop skills for interpreting real-world information. To share their learning, we could present our findings during whole-school assemblies.

[Author]

Posts