[Janet Ryan]

Research Question:
Do pollinator-friendly flowers encourage more bees and butterflies to visit our school garden?

Our prediction:
We think more bees and butterflies will visit after we plant pollinator friendly flowers because they provide food for insects.

I teach in 1st class so I think it is important that any research question is something the children can see and investigate for themselves. This question is simple, meaningful and links well with SESE, STEM and our commitment to Green Schools.

I would begin by taking the children on a walk around the school yard and garden to look for bees, butterflies and other insects. We could talk about where we spotted them and why they might like certain areas more than others. We could decide on a place to plant some pollinator friendly flowers and make predictions about what we think might happen.
Over the following weeks, the children could visit the area regularly, recording what they observe using drawings, tally marks or photographs. We could compare our observations over time and decide whether our predictions were correct. This would naturally develop their observation, recording and mathematical skills while encouraging them to think like young scientists. It also links well with the Curious Minds approach of giving children meaningful, hands-on STEM experiences that are connected to their own environment.
This investigation will have no right or wrong answer. The children would simply be learning how to observe carefully, ask questions and discuss their findings with each other. I also think they would enjoy comparing their predictions with what actually happened.

Most importantly, it would help the children see that even at a young age they can play a role in looking after the environment. Rather than just learning about climate issues, they would be taking positive action in their own school.

[Janet Ryan]

This is a great lesson Michael, I like how it builds step by step, from discussing why rainfall is important to making a rain gauge and collecting real data. I think giving the children a purpose for measuring the rainfall makes the activity much more meaningful than simply recording numbers.

I teach 1^st Class so I would simplify some parts of the lesson. I could see my class really enjoying making their own rain gauge and checking it each day. Instead of creating graphs independently, I’d create a whole class graph on the interactive whiteboard. We could add the daily rainfall together and talk about whether there was more or less rain than the previous day. This would still develop their understanding of data in a way that is age appropriate.

I also liked your idea of comparing rainfall in another part of the country. Rather than asking the children to research independently, I would use photographs and maps to encourage discussion about why some places might get more rain than others. I think that would spark lots of curiosity and link really well with other SESE topics.

[Janet Ryan]

I really enjoyed reading your post Evelyn. I didn’t spend a lot of time exploring the EO Browser or the satellite tracking apps because I was more drawn to the practical classroom activities that would work with my 1st class children. We have limited access to technology in our school so I tend to focus on resources that the children can use.

That said, I have to admit I was fascinated by learning about the satellites themselves and the amount of information they can collect. It’s amazing to think that they can monitor changes on Earth from space and provide images that help scientists understand what’s happening to our planet. Your explanation has definitely made me more interested in exploring the EO Browser.

I also like your idea of using before and after images. Even with younger children, I think comparing two pictures and encouraging them to spot differences would generate lots of discussion and curiosity. It’s a lovely way of making such a big topic more accessible for junior classes.

[Janet Ryan]

I enjoyed working through the Nose Up High in the Sky resource because it reminded me that weather is something children are naturally curious about. They don’t need to be convinced to learn about it because they’re already asking questions like, “Will it rain today?” or “Why is it so windy?” I think that’s what makes this resource so engaging.
One activity that stood out to me was making and using simple weather instruments. I know the children in my class would love the opportunity to make a windsock or a rain gauge and then test whether it actually works. I could imagine them comparing whose design worked best and discussing why. Those conversations are often where the real learning happens.
I also liked that the activities encourage children to spend time outdoors. With so much learning taking place inside the classroom, it’s a good reminder that the school yard can be just as valuable. Even a short walk around the local area to look for signs of the weather would generate plenty of discussion.
If I was adapting the resource for First Class, I wouldn’t try to complete every activity exactly as written. I’d choose one or two and revisit them over a few weeks. I find younger children benefit more from returning to an idea several times than trying to cover too much in one go.
Overall I came away with a few practical ideas that I could fit into my existing SESE plans without needing extra equipment or lots of preparation. What I value most in a resource is it’s something I can see myself using.

[Janet Ryan]

I completely agree Fiona, using short clips is a much more appropriate way to introduce climate change to younger children. It gives them a chance to ask questions and make sense of what they have seen without overwhelming them. I also like how you followed the videos with practical activities. A follow up that gets the children involved where they can have a hands-on experience is always beneficial.

The ideas of planting seeds, going on a nature walk and making recycling posters are all activities that the children can relate to and enjoy. They also help children see that looking after the environment starts close to home.

Your post also reminded me of the Picker Pals programme, which works really well for younger classes. It encourages children to collect litter with their families and helps them understand that everyone can play a part in protecting the environment. I like that it involves parents as well, as it reinforces the message beyond the classroom. Activities like these help children realise that even small actions, when everyone works together, can make a real difference.

[Janet Ryan]

I thought the HOME film and the other video clips were very powerful, but I think they would need to be carefully adapted for a junior school audience. Some of the images could be upsetting or difficult for younger children to understand, particularly for children who are still developing their English. I would focus on the positive messages rather than leaving the children feeling worried about climate change.
I would introduce the topic through picture books, short video clips like Paxi, photographs and lots of discussion. Visual supports are so important in my classroom, particularly for my EAL pupils, as they help children to understand new vocabulary and concepts. I would introduce words such as weather, climate, pollution and recycle using pictures, actions and real-life examples before watching any videos.
Rather than focusing on global issues, I would start with things that are familiar to the children. We could look at our own school surroundings and talk about simple ways we can care for our environment, such as picking up litter, saving water, planting flowers for bees or turning off lights when we leave the classroom. I find that younger children respond much better when they can see how their own actions can make a difference.
The film reminded me that it is important to teach children about climate change, but it also reinforced the importance of giving them hope. I would want my pupils to leave the lesson feeling that, although they are small, the choices they make every day can have a positive impact on the world around them.

[Janet Ryan]

<p class=”PDq2pG_selectionAnchorContainer” data-start=”127″ data-end=”533″>I really enjoyed reading your post Irene. I completely agree that the Paxi video is an excellent starting point for introducing younger children to such a complex topic. I especially liked your idea of pausing the video to ask questions along the way. I think this would really help to keep the children engaged and give them time to process what they are seeing rather than trying to understand it all at once.</p>
<p data-start=”535″ data-end=”727″>I also loved the comparison of greenhouse gases to a blanket around the Earth. It’s such a simple way of explaining a difficult concept and I think it’s something the children would remember.</p>
<p data-start=”729″ data-end=”1188″ data-is-last-node=”” data-is-only-node=””>The idea of agreeing on one small action to help the environment each day is something I would definitely use in my own classroom. It gives the children a sense that they can make a difference, even through simple actions like turning off lights or looking after plants. I think this would also link really well with our Green Schools policy and help children see that caring for the environment is something we can all do every day, not just during one lesson.</p>

[Janet Ryan]

I liked how Activity encourages children to think about how our climate might change in the future. The Paxi video is a great introduction as it explains greenhouse gases in a way that younger children can understand. However, I think the climate prediction tool would be quite challenging for First Class so I would use it as a teacher demonstration rather than expecting the children to use it independently.

I would adapt the activity by focusing on simple discussions about the seasons and how weather can affect our everyday lives. We could talk about questions such as, “What happens if we have less rain?” or “How would very hot weather affect the plants and animals in our school?” The children could then plant sunflower or wildflower seeds and observe how weather conditions affect their growth over a number of weeks. I think this would make the learning much more meaningful because the children would be able to see changes happening for themselves.

The only improvement I would suggest would be to include simpler activities for younger classes. While the resource is excellent, some of the data and graphs are better suited to older children. A more visual version with picture prompts and simpler recording sheets would make it much easier to adapt for a junior classroom. Overall it is a valuable resource, but like many STEM activities, it just needs to be pitched at the right level for the children in front of you.

[Janet Ryan]

Your bird feeder project sounds like a lovely way to bring all areas of STEM together and I can imagine the children were so proud to see their finished bird feeders hanging in the school garden. I think the trial and error involved is where so much of the learning happens, as it encourages children to think, problem-solve and make improvements to their original ideas.

I also like your idea of introducing the difference between weather and climate before starting the activities. Using photographs, maps and talking about places the children have visited would make the learning much more meaningful, especially for younger classes.

Another activity I thought would work well would be asking the children to make a simple windsock or pinwheel. They could test them in different areas of the yard to see where it is the windiest and talk about why they think that is. It would be a lovely hands-on way to link weather observations with STEM and would get the children moving and exploring outside.

At a different stage the children could also build a rain gauge using a plastic bottle. They could predict how much rain we might get each week before measuring it and comparing their predictions with the results. I think 1st Class children would really enjoy checking it each day and seeing how quickly it fills after a rainy day.

[Janet Ryan]

Reading Unravelling STEM reminded me that STEM doesn’t have to be a separate subject or something that needs lots of expensive equipment. In my classroom, it’s about giving the children opportunities to explore, ask questions and learn by doing. Some of the best learning happens when the children are working together and talking about what they notice.

I enjoyed both of the ESA activities. Activity 1 is a lovely way to introduce the difference between weather and climate. For First Class, I would simplify some of the language and use more photographs and discussion before asking the children to sort the statements. I think they would really enjoy talking about today’s weather and comparing it to different times of the year.

Activity 2 was my favourite because it gets the children outside and gives them ownership of their learning. I could see us having two Weather Watchers each day who would check the temperature and record the weather using simple pictures and symbols. At the end of the week we could look back at our results together and chat about what we noticed. It would be a lovely way to bring Science and Maths together without the children even realising they’re doing STEM.

The only thing I would add is a few more ideas for younger classes. Some of the worksheets would need to be adapted for First Class, but that’s easily done. Overall, I thought the activities were practical, easy to follow and something I could genuinely see myself using in my classroom.

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