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Liston’s paper reminds me that STEM isn’t just a group of subjects but it’s about students thinking and acting like engineers and scientists. By designing classroom experiences around inquiry, hands-on design challenges, and reflection, I strive to bring her vision to life: nurturing young thinkers who are curious, creative, and capable of tackling real-world problems through STEM.
As a 4th class teacher, I thought that the SFI and ESA resources would be extremely useful for helping my pupils understand the difference between weather and climate. The SFI “Weather vs Climate” PDF offers clear, age-appropriate explanations that I can easily adapt for classroom discussions. It helped me clarify that weather refers to daily conditions, while climate refers to long-term patterns.
The ESA “Nose up High in the Sky” guide gave me practical ideas for setting up a simple school weather station. Using household items, we can make a rain gauge, wind vane, and thermometer station. I’ll have the pupils collect weather data daily for a few weeks, and we’ll chart the results together. This will give them a real sense of how weather changes regularly, while also opening up a discussion about how climate is measured over time.
