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The film Home is a powerful resource that can be used to teach children about the devastating impact that humans can have on the environment. By outlining how over 0 different countries are affected, it gives students the opportunity to view the issue on a global scale and understand the impact. The visuals are powerful and gives students an understanding of the many complex environmental issues our planet faces. I would use this resource with older students and assign different snippets to groups, to have them summarize and present their learning.
The video clip detailing the Climate Action Plan will allow students to link their learning on a more local level, allowing them to make more real-life connections to the topic. Learning about the energy ratings of homes in Ireland, labelling on the packaging that they can find in their homes and plans for reducing single- use plastics here in Ireland really allow students to connect with the steps they can take to reduce climate impact. I would use this video when discussing how students can help the climate within Ireland.
Hi Sharon,
I like the ideas you have shared for linking the resources to sustainability, such as WOW days or cycling to school, really allowing the children to feel like they can take ownership over their learning and make a difference.
The climate reporter’s activity is another useful resource that I would use with an older primary class after a thorough study of climate and weather patterns. With this foundational knowledge, they would have a deeper understanding of how climate crisis may present over the coming years, and a better understanding of human impact on climate patterns.
I would use the Paxi video to ensure the students had an in-depth understanding of greenhouse gases and their effect on climate. I would again plan a STEM activity around the ESA Weather and Climate resource for activity. I think to focus the students, I would either assign them a country or ensure that all groups choose various countries so that in the end presentation, the students are seeing the impacts of climate change across the globe. In completing the data and using the prediction tool, students are collecting data and citing data sources. In order to build on their analysis skills, I would then ask my students to create a digital action plan, outlining how they can use their findings to teach people about the climate crisis and the need for change. The students would present these projects to classes across the school and use it to promote events such as ‘Sustainability Week’, creating posters that share their most important findings.
Hi John,
I love the idea of grouping students by their birthdays and having them track weather patterns in this way. It’s always more effective to give the students real-world links that they can connect their learning to, so this is a great idea.
The activities provided in the Nose Up High resource provide lovely opportunities for students to begin their study of weather and lots of opportunities to use the language associated with weather. Linking the starter activities to proverbs they may have previously heard used by relatives is a lovely hook to get them engaged and curious about the topic. The Weather V Climate resource is an excellent way for older students to begin to look at differentiating between both topics. As an extension activity, I would ask students who have clearly grasped the topic to now create their own weather or climate topic cards, and try them out on their relatives at home, to really allow them to build on this knowledge.
When this knowledge is embedded, I would build on activity to really focus on STEM across the board with my students. Having already studied the science behind the topic, they could work on building a weather station at the school, collaborating with younger students, hosting masterclasses to build a rain gauge, anemometer etc., creating digital projects that track their data and finally presenting their analysis and findings to their parents, to show learning across the topic.