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Hi Niall,
This sounds like a great idea. The children really enjoy being given the daily task of recording the weather. I have done this a few times with different class levels and have often forgotten to record it in the mornings so have actually assigned one day of the month to each child and they either remind me or record the rainfall themselves which keeps us up to date.
I used the Climate Detectives research question planner to develop my own research question in relation to a climate issue. The question I chose was as follows: How can planting more trees around our school help reduce the effects of climate change in our community?
The children could be divided into five groups. Each group could be given a heading to research. The five headings we could focus on could be: Absorption of carbon dioxide, Provision of shade, improving air quality, enhancing biodiversity & preventing soil erosion. The children could then develop and present projects based on their findings to the rest of the class. This could be extended and the children could then present their projects to other classes in the school.
The children could then be involved in the planting of trees in the area which would help them to learn further about the different benefits that trees provide. This could also give them a sense of ownership over taking action against climate change in their own area and over looking after the trees themselves.Hi Manus,
This sounds like a really great resource. I especially like the activity you suggested whereby the children would compare the ground and satellite photos. I think the children would be really interested in this and that it would definitely lead to further exploration.
I chose to download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky’. The resource has three lovely activities in it.
The first activity is based on weather proverbs. The children would really enjoy listening to the different weather proverbs and drawing their own conclusions on whether there is any truth to each of the proverbs from their own experience. They would also enjoy making the comparison between how weather is predicted now and how forecasting had to rely on human experience before the development of the technology that we use now.
The second activity follows on from the first by showing how meteorologists rely on Science now to predict the weather. It also includes the fact that we can use our senses to describe the weather. This activity could be extended to include research on how animals use their senses to predict the weather and other signs in nature that show us a certain type of weather is on its way.
The children would really enjoy the hands on learning in activity three where they can make their own anemometer to measure wind speed. This would be a lovely activity to do in small groups. The children could include the temperature, wind speed and rainfall amounts in a weekly weather diary.Hi Caitriona, I love the idea of creating posters with your class, based on how they can help the environment. I always find it a really effective way of consolidating the children’s knowledge in a fun and creative way.
I found *HOME* really interesting because it showed just how connected everything on our planet is. It was surprising to see how much people have changed the environment in such a short time. The images in the film were beautiful, but they also showed the effects of pollution, deforestation, and climate change in a way that was easy to understand. The other videos in the module helped explain why these changes are happening and why it is important to take action.
If I was teaching this topic, I would keep it simple and make it relevant to the children’s everyday lives. I would use short videos, class discussions, and fun activities like recycling projects, planting seeds, or going on nature walks. I think it is important not to frighten children but to show them that even small actions can help. My goal would be to help them care about the environment and understand that everyone has a part to play in protecting it.
i Irene,
I agree with your comment on the lesson being more relevant if it included the affects of climate change on Ireland. This would have been particu;ary topical this May and June in our classrooms with the weather reaching almost record temperatures.
As a teacher in a senior school, I think it would be great to begin this lesson by playing the PAXI video. The video could be used as a trigger for a discussion by the children in small groups about greenhouse gases. The children could then be given a mini whiteboard or sheet of paper to record any knowledge they might have about greenhouse gases. These could then be shared with the class by one chosen member of the group. Following that, we would have a whole-class discussion on how the temperatures are changing and the groups could be asked to predict future temperatures. I would then introduce the children to the TEAL tool and show them the function for showing temperature changes around the world in the last 70+ years. In their groups, the children could use the class iPads to research temperature change in a country or countries of their choice.
Adding more Irish or local examples of climate action would help make the learning feel more relevant to pupils.Hi Katie,
I love the idea of your class comparing their weather findings with children in other parts of Ireland and around the world. One thing I found fascinating as a child was how the weather could be so different, even between one town and the next so I’m sure doing this comparison would really spark the childrens’ interest.
Space & Climate – Module 1
When I read the Unravelling STEM: Beyond the acronym of Science, Technology, Engineering and Maths paper, I thought back to my days in Montessori College where I trained before completing the Post Grad. Everything Maria Montessori’s method advocated for has now become a central point for teachers in the new curriculum framework.. All of the materials developed for the Montessori method were hands on, practical and involved the concept of active learning.
The two resources mentioned; Nose up High in the Sky and Weather vs Climate follow this theory too and allow for an active approach to learning about the weather and climate.
Like the other teachers in the course, I have taught the “topic” of weather every year in a different manner of ways but bar setting up a rain gauge one year, I have never explored it in a hands on way. We have a perfect area in our school to set one up and I have 6th class this coming September so it will be an ideal class to try it out with. The area is a sensory garden which includes a little outdoor classroom. The children are supervised at all times in this area and it is used across all of the classes in our senior school. The children would love to make their own rain gauges but we could also make anemometers and we have some thermometers already in the school which could be hung in the outdoor classroom.Hi Shaun,
I love the idea of inviting speakers into the classroom. It really brings learning to life. When pupils hear directly from someone with real-world experience, it makes the subject more engaging and meaningful. It also helps children see the links between what they’re learning and the world around them.
To get my pupils involved in a creative project around our local natural or scientific heritage, I’d start by taking them for a walk in the area. We’d take time to notice the details: plants, animals, landscapes, or anything with a story, taking photos, writing notes and making sketches. Back at school, we’d chat about what stood out and start brainstorming on the interactive whiteboard. Pupils could then choose how they want to respond—some might write a story or poem, others might paint, create music inspired by nature sounds, or put together a short drama piece about a local scientist or discovery. I’d make it fun, flexible, and hands-on, giving them space to explore their own interests while connecting with the place they live. We’d finish with a mini exhibition in our classroom where they can share their work with different classes in our school.
Hi Natasha, I can only imagine the excitement in the junior classes as they carry out tests to see what their bridges can hold. This will really bring their learning to life for them.
How you would use a local engineering feature as inspiration for a classroom or outdoor design and make project:
There’s a big wind turbine just outside my village that I’d use as inspiration for a design and make project. It’s a great example of engineering that helps produce clean energy, so I think it would be a great starting point for learning about renewable power. For the project, we could design and build our own small wind turbines using simple materials like paper, cardboard, and wooden sticks.We could test different blade shapes and sizes to see which ones spin the fastest when placed in front of a fan or out in the wind. It would be a fun way to learn about energy, design, and how engineering works in real life. It also ties into what’s happening in our local area, so it would feel more relevant and interesting. It would also be a great group activity that mixes creativity and problem-solving.
Hi Dolores,
Bringing some of what the kids find back into the classroom for a nature table is a great idea. It woud keep the excitement going and give everyone a chance to share and talk about what they’ve seen. It’s a brilliant way to make the learning more engaging and to connect the kids with the world around them.