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I like how your question connects climate change to farming in Kildare, as this will make it familiar to many pupils. The use of local farmers or family members is a strong idea because it brings real experiences into the classroom. The group presentations would also give pupils ownership of their findings.
my questuon would be : How much electricity is used by lights and screens left on when classrooms are empty, and how could reducing this help our school’s carbon footprint?
I would begin by asking pupils to think about the lights, iwb’s and devices they use each day. We would discuss whether these are always needed and what happens when electricity is generated. This would make the issue practical and close to their own experience.
In groups, pupils could carry out a simple survey of classrooms during break time and after school. They would record how many lights, screens and other devices have been left on. We could repeat the survey over two weeks and present the results in tables or bar charts.
Each group could suggest one realistic action, such as an “energy monitor” rota, reminder signs beside switches, or a class checklist before leaving the room. Pupils would then repeat the survey to see whether the changes made a difference. I would give each child a role so that everyone can contribute. The project would link Science, Maths, SPHE and Digital Learning, while showing pupils that small actions in school can have a real impact.
I agree that EO Browser would be useful with older classes. Seeing real images of floods or wildfires would make topics that can seem distant much more real for children. I like the idea of letting them work in pairs after a demonstration, as they could discuss what they notice.
I chose EO Browser because it gives children a chance to see real places and changes on Earth rather than only reading about them in a book. I would describe it to a colleague as an easy website that uses satellite images to show what is happening across the world. You can look at the same place at different times and compare the images.
I would use it with senior classes during Geography and Science. We could look at areas affected by flooding, wildfires, drought or deforestation. I would first show the class how to search for a location and move between dates. Then, pupils could work in pairs and choose an area to investigate. They could record what they notice and discuss possible reasons for the changes.
It would also support digital learning, as pupils would be using real data and images. I think it would encourage good discussion and help children understand that environmental changes affect real people and places.
Hi Ornaith, I really like your idea of finishing the topic with a climate action plan for the school. It gives pupils an opportunity to put their learning into practice and shows them that even small actions can make a difference. I also agree that linking the videos with practical activities such as biodiversity walks and recycling makes the learning much more meaningful and memorable.
I found the documentary HOME to be both inspiring and thought-provoking. The aerial footage of different parts of the world highlights the beauty of our planet while also showing the impact that human activity has had on the environment. Although some sections are quite advanced for primary pupils, I think carefully selected clips would be very effective in encouraging discussion about climate change. The other videos in the module, particularly the Paxi clips, explain complex ideas in a much more child-friendly way and would be useful for introducing key concepts before showing excerpts from HOME.
When teaching climate change, I would begin by exploring pupils’ prior knowledge and discussing simple questions such as “What do we already do to help the environment?” and “Why is it important to look after our planet?” I would then use short video clips followed by group discussions and practical activities rather than relying on the videos alone.
To make the learning meaningful, I would involve pupils in a classroom sustainability project, such as monitoring recycling, reducing energy use or creating a biodiversity area in the school grounds. These activities would help children see that they can make a positive contribution rather than feeling overwhelmed by the scale of climate change. I would also link the topic across Science, Geography, SPHE and Visual Arts by encouraging pupils to create posters, presentations or pledges promoting environmental responsibility.
Overall, I thought the resources were engaging and informative. My only suggestion would be to include more age-specific guidance for teachers, highlighting which sections of HOME are most suitable for different class levels and providing additional follow-up activities that focus on positive actions pupils can take.
Hi Alyson, I really like your idea of introducing the Sun and solar energy before teaching the greenhouse effect. Building pupils’ background knowledge first would make the Paxi video much easier for them to understand. Your link to the trees being removed near your school is also an excellent way of connecting the lesson to children’s own experiences and encouraging balanced discussion about environmental decisions.
After completing Activity 3, I felt that it was an engaging way to introduce the topic of climate change to primary pupils. The Paxi video explains the greenhouse effect in a simple and age-appropriate way using clear visuals and language that children can understand. It provides a good starting point before pupils explore the future temperature prediction tool. I particularly liked how the prediction tool encourages pupils to investigate different greenhouse gas emission scenarios and compare the outcomes. Rather than simply being told about climate change, children are actively exploring data, making predictions and discussing the possible effects on the environment. This supports the inquiry-based approach to STEM that Liston (2018) promotes.
In my own classroom, I would use this activity with a senior class and organise pupils into pairs to explore different scenarios before sharing their findings with the class. I would then link the lesson to Geography by discussing how climate change might affect Ireland, including flooding, biodiversity and agriculture. As a follow-up activity, pupils could work together to design a “Climate Action” campaign for the school, suggesting practical ways to reduce waste, save energy and encourage active travel.
One improvement I would make would be to provide a glossary explaining some of the scientific vocabulary, such as emissions, carbon dioxide and greenhouse gases, before pupils begin using the prediction tool. I would also include a simple reflection sheet where pupils could record one new fact they learned, one question they still have and one action they could take to help the environment.
Hi Enya, I really liked your idea of extending the Weather Detectives activity over a number of weeks. Collecting data over a longer period would help pupils recognise patterns more clearly and would provide excellent opportunities to link with Maths through graphing and averages. I also agree that using local weather reports makes the learning more relevant and engaging for children.
After reading Liston (2018), I gained a better understanding of STEM as an integrated approach to learning rather than four separate subjects. The paper highlights the importance of encouraging children to investigate, problem-solve and make connections across different curriculum areas. In my classroom, I try to provide opportunities for hands-on learning where pupils work together to explore real-life problems, and these weather activities fit well with that approach.
I found Activity 1, Is it Weather or Climate?, to be an excellent introduction to the topic. The sorting activity encourages discussion and helps pupils understand the difference between weather, which changes from day to day, and climate, which describes patterns over a much longer period. Using examples from the children’s own experiences, such as discussing the weather during a recent school event or holiday, would make the lesson even more meaningful.
I also enjoyed Activity 2, Weather Detectives. It gives pupils the opportunity to observe, measure and record weather conditions, while developing important scientific enquiry skills. I would extend this activity by collecting weather data over several weeks and then using the information to create graphs and compare findings. This would strengthen links with Maths through data handling and with Geography by exploring seasonal weather patterns.
One improvement I would make would be to include extension activities for pupils who need an extra challenge, such as comparing Irish weather with weather in another country or investigating how weather affects plants, animals and people. Overall, I found both activities practical, engaging and easy to adapt for different class levels while supporting an integrated STEM approach.
I agree with your point about how many foods children do not recognise. A tasting activity could make seafood less unfamiliar, especially if pupils first look at, smell and describe each food without any pressure to eat it. It would also allow children to learn from classmates whose families regularly eat different types of seafood.
Before completing this module, I mainly thought of seafood as a good source of protein. I now have a better understanding of the wider nutritional benefits. Oily fish can provide omega-3 fats, while different types of seafood also contain nutrients such as vitamin D, iodine and selenium. I was also interested in the differences between oily fish, white fish and shellfish. This showed me that seafood is not one single food group with the same nutritional value.
I could use this topic across several subjects. In SPHE, pupils could plan a balanced meal containing seafood. In Maths, they could compare the price, protein content or salt levels shown on food labels. Geography could explore Ireland’s coastline, fishing communities and where our seafood comes from. Pupils could also discuss sustainable fishing and why the way food is produced matters.
A simple classroom activity could involve examining packaging from tuna, salmon, prawns and fish fingers. Pupils could compare the ingredients, nutritional information and country of origin. This would help them make more informed choices rather than assuming that all seafood products are equally healthy.
I would be careful with tasting activities because of allergies, food preferences and family dietary choices. No pupil should feel pressured to taste something. Children could still take part by examining labels, completing research or designing a healthy seafood meal.Your post shows how local activities can make sustainability meaningful for children. The litter-picking project is a particularly strong example because pupils can see the results of their efforts. I also like the idea of interviewing shop owners, as it connects classroom learning with everyday practices in the wider community.
Sustainability is practised in several ways in my local area in Cavan. Recycling, community clean-ups and efforts to protect local lakes and green spaces all help people care for the environment. Many families also reuse items, avoid wasting food and try to reduce their electricity and heating use. Walking or cycling is possible for some journeys. However, the rural nature of the area means that many people still depend on cars. This shows pupils that sustainable choices are not always straightforward. People often have to consider cost, distance and convenience.
I would help pupils explore this through a local sustainability project. We could begin with a walk around the school area to identify good practices and problems, such as litter, traffic, damage to habitats or unnecessary energy use. Pupils could take photographs, map their findings and interview family members or local community groups. They could also carry out a waste or energy audit in the school and present practical suggestions to the principal and other classes.
A visit to a recycling centre, lake, farm or local environmental project would make the learning more meaningful. The pupils could then choose one realistic action, such as reducing food waste, planting flowers for pollinators or organising a clean-up. This would show them that small local actions can make a difference. It would also develop their teamwork, enquiry and problem-solving skills.
I agree that students learn more when they get the chance to investigate ideas for themselves instead of simply memorising facts. Your point about working with colleagues is important too. Sharing practical ideas through the SSE process could help make STEM teaching more engaging and consistent across the whole school.