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<div class=”” data-turn-id-container=”0d6f6d1a-1646-4fc3-9ae4-566821dcc26d” data-is-intersecting=”true”>I really like your idea of using the children’s own experiences to make the topic more meaningful. Linking the discussion to the trees being cut down near the school would definitely encourage engagement, as it gives them a real-life situation to think critically about rather than just learning about climate change in an abstract way. I also agree that the Paxi video would work better as part of a series of lessons, allowing time for discussion, questioning and follow-up activities rather than trying to cover everything in one session.<section class=”text-token-text-primary w-full focus:outline-none has-data-writing-block:pointer-events-none [&:has([data-writing-block])>*]:pointer-events-auto R6Vx5W_threadScrollVars scroll-mb-[calc(var(–scroll-root-safe-area-inset-bottom,0px)+var(–thread-response-height))] scroll-mt-(–sticky-padding-top)” dir=”auto” data-turn-id=”0d6f6d1a-1646-4fc3-9ae4-566821dcc26d” data-turn-id-container=”0d6f6d1a-1646-4fc3-9ae4-566821dcc26d” data-testid=”conversation-turn-3″ data-turn=”user”>
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</section></div><p class=”isSelectedEnd”>Activity 3, Climate Reporters, is an engaging and interactive way to introduce pupils to the causes and possible impacts of climate change. I found the Paxi video particularly useful as it explains greenhouse gases and the greenhouse effect in a clear and age-appropriate way. This gives pupils a good foundation before using the temperature prediction tool. The interactive tool is a strong part of the activity as pupils can explore how future temperatures may change under different scenarios. This could help make the idea of climate change more real and encourage pupils to think about how human actions can affect the planet.</p>
<p class=”isSelectedEnd”>I would use this activity with my class by working in small groups, allowing pupils to explore different parts of the world and discuss what they notice. Pupils could then share their findings with the class, developing communication, teamwork and critical-thinking skills.</p>
I think the activity could be improved by providing more guidance on how to interpret the temperature data, as some pupils may find the graphs or predictions difficult to understand. A glossary of key vocabulary and differentiated worksheets would also be useful. I would also add a follow-up activity where pupils consider practical ways they can reduce greenhouse gas emissions in their school or community. This would help connect the scientific information to their own lives and make the learning more meaningful.I really like your idea of adding an engineering challenge, particularly designing and building a weather shelter. I think this would make the STEM element even stronger and give the pupils an opportunity to apply their learning in a practical way. Comparing their own data with official weather data would also be a great way to encourage discussion and develop their understanding of how reliable their results are.
I really enjoyed completing Activities 1 and 2 from the Weather and Climate resource. Activity 1, Is it Weather or Climate?, was particularly useful as it highlighted how easily the two terms can be confused. I think this would be a good introductory activity with my class as it encourages children to think about the difference between what is happening around us today and patterns that occur over a much longer period of time.
I also liked Activity 2, Weather Detectives, as it gives children an opportunity to become more involved in observing and recording weather rather than simply talking about it. I could see myself using this as an ongoing class activity, perhaps recording the weather each morning and discussing changes throughout the week. It would also provide opportunities to incorporate Maths through recording temperatures, creating charts and comparing data.
One thing I would add is more opportunities for children to make predictions before collecting their data. It would be interesting for them to predict what they think the weather will be and then compare this with their observations. I think photographs or a simple class weather station could also make the activities more interactive and meaningful for younger pupils. Overall, I found both activities practical and easy to adapt to the classroom, while also providing opportunities for Science, Maths, discussion and data collection to be integrated naturally.I love this idea, especially using The Way Back Home as a stimulus for the lesson. It is a wonderful story to spark children’s imagination and interest in space. The activity provides great opportunities for STEM learning as the children become engineers, design and create their own rockets, test them, and reflect on how they could improve their designs. I also love the hands-on element of launching the rockets as it encourages problem-solving, teamwork and scientific thinking.
For this module, I would choose the Rockets activity because I think it would really capture children’s interest. I would begin the lesson by showing a short video of a rocket launch and asking the children what they already know about rockets and how they think they move. We could then work in small groups to design and make simple paper or balloon rockets before testing them outside.
Before launching the rockets, I would ask the children to make predictions about which rocket they think will travel the furthest and explain their reasons. After each launch, we would compare the results and talk about whether our predictions were correct. This would help children understand that science is about testing ideas and learning from the results.
I also like that this activity links with other subjects. The children could measure how far their rockets travelled, record their results in a simple chart and then improve their designs before testing them again. This would bring together science, maths, engineering and problem-solving in a fun and practical way.
I think this activity would be a great addition to Space Week. We could finish the week by holding a class rocket launch and displaying the children’s rocket designs and investigation results. I feel this activity would encourage teamwork, creativity and curiosity while helping children develop important science skills such as observing, predicting, investigating and communicating their findings.
I love this idea as it provides rich opportunities for cross-curricular learning while developing children’s oral language, creativity and social skills. Using Home as a stimulus is a great way to encourage discussion and comparison, and the hands-on construction activity would allow children to explore the concept of homes in a meaningful and engaging way. I also like how the children’s creations could be reused in Aistear, extending their learning through play and role-play.
I would choose the Investigating Children’s Coats activity because it is something that children can easily relate to. Every child wears a coat, so it would be a good way to introduce science using something from their everyday lives. I would begin by asking the children to look at different coats and discuss when they wear them and what makes a coat suitable for different types of weather. We could compare materials, thickness, waterproof features and hoods, and make predictions about which coat would keep us warm or dry.
I like that this activity encourages children to ask questions, make predictions and investigate their ideas rather than just being told the answers. As a follow-up activity, I would ask the children to design their own coat for a particular season and explain why they chose certain materials and features. This would also link well with art and oral language.
I think this lesson would keep children engaged because it is practical and based on real-life experiences. It also develops important science skills such as observing, comparing, predicting and communicating findings. I would finish the lesson by discussing what we discovered and encouraging the children to think about how weather affects the clothes we wear every day. I think this activity is a great example of how STEM learning can be simple, hands-on and enjoyable for young children.
I love this idea as it encourages children to use their imagination while developing their understanding of how animals adapt to survive in different environments.
I would use the Activity Set: Stars with a junior class. I think children are naturally interested in stars and space, so this would be a great way to introduce science in a fun and engaging way. I particularly liked the Draw Your Own Constellation activity. I would begin by showing the children pictures of well-known constellations, such as the Plough, and talk about how people long ago used the stars to tell stories and find their way. We could also read a short story or myth about a constellation to link with literacy. After that, I would let the children create their own constellations by joining dots to make a shape and then writing or telling a story about it. This would encourage creativity while also developing their observation and spatial awareness skills. We could finish by displaying the constellations around the classroom to create our own “night sky.” I like that this activity links science with art, storytelling and maths. It encourages children to ask questions, use their imagination and observe patterns in the stars. I think it would suit junior classes really well because it is practical, hands-on and gives every child the chance to take part, no matter their ability. It also shows that learning about space can be fun and creative, not just about remembering facts.
I really like this idea for Junior Infants. I think the children would really enjoy creating their own moon and having the opportunity to explore different materials. I especially like starting with the different shapes and asking the children which one they think looks most like the Moon, as it encourages them to share their ideas and make predictions. The Man in the Moon rhyme and story are lovely ways to build on their imagination while also helping them understand that the Moon is a sphere and that the shapes we see are caused by light and shadows. I think my class would really enjoy this hands-on and discussion-based activity.
I would choose the Activity Set: The Sun and Shadows for my Junior Infants class. I think this would be a great activity for them as they are naturally curious and love exploring things they can see and experience themselves. I would start by bringing the children outside and asking them what they notice about their shadows. We could talk about when shadows are big or small and what they think causes this. We could then trace our shadows with chalk and check them again later in the day to see if anything has changed. The children could share their ideas and make predictions before discussing what they discovered. I think this would be a fun, hands-on way for the children to learn about the Sun and shadows while developing their questioning, observation and communication skills. It would be a lovely activity to spark their curiosity and allow them to learn through investigation and play.
I really enjoyed reading your idea! I think my Junior Infants class would also love this activity, especially the part where they get to test different materials themselves. It’s such a fun, hands-on way to encourage inquiry and prediction. I also like how you’ve linked it to The Big Box as a stimulus, as it gives the investigation a real-life context. The teddy umbrella challenge is a lovely way to finish the lesson and would definitely keep young children engaged.
I would use an inquiry-based lesson where the children investigate the question, “Why do we have day and night?” I would begin by asking the children what they think happens when it gets dark and encourage them to share their own ideas and experiences. This would help me identify their prior knowledge and any misconceptions they may have. We would then use a torch and a globe to model how the Earth rotates and how this causes day and night in different parts of the world. The children would be encouraged to make predictions, ask questions, and discuss what they observe during the investigation. After the activity, they could draw and explain what they learned using simple pictures and sentences appropriate to their level. This inquiry-based approach allows children to actively explore scientific concepts rather than simply being given information. As my Junior Infants class already has a keen interest in space, I believe this hands-on activity would keep them engaged while developing their curiosity, communication skills, scientific thinking, and confidence in asking questions and sharing ideas with others.
