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How Has Climate Change Affected Irish Coastlines Over the Past 50 Years?
I chose this topic because my school is situated by the sea in north county Dublin so it is something that is relevant to the pupils’ everyday lives. Many of them visit the beach regularly and are familiar with the local coastline. Exploring how climate change has affected Irish coastlines helps make the topic more meaningful and allows pupils to see that climate change is not just a global issue but one that can also impact their own community.
In this lesson, I would begin by asking pupils what changes they have noticed at the beach or along the coast. Using the EO Browser, we would compare satellite images of an Irish coastal area (Rush and Loughshinny) from different years and identify any visible changes, such as coastal erosion, flooding or changes in vegetation. Pupils would discuss what might have caused these changes and how rising sea levels and stronger storms have affected coastlines. To finish the lesson, pupils would work in groups to suggest ways communities can help protect coastal environments and share their ideas with the class. I could also do an extension hands on lesson about acid rain and how it erodes rocks.The EO Browser is a free online tool that allows you to research and study satellite images of the Earth. It provides up-to-date and historical images from satellites, making it easy to see how different places have changed over time. For example, you can compare images of forests, cities, coastlines or rivers and investigate the effects of climate change, natural disasters or human activity. I think it is a wonderful and informative resource because it brings real-world science into the classroom and helps pupils connect what they are learning to places they know.
In a 5th class (my current class level) I would use the EO Browser as part of a geography or STEM lesson. I would demonstrate how to search for our local area and compare satellite images from different years, encouraging pupils to identify any changes they notice. We could also explore areas affected by flooding, wildfires or deforestation and discuss the reasons for these changes and how we can prevent them from happening. Pupils could work in pairs to investigate a location and share their findings with the class. This would help develop observation, questioning and critical thinking skills while making learning interactive and engaging.The film HOME and Greta Thunberg’s TED Talk both highlight the importance of protecting our planet but they do so in different ways. HOME uses powerful images to show the beauty of the Earth while also explaining how human activities are affecting the environment. Greta’s talk is more personal and passionate, encouraging people to take climate change seriously and act before it is too late. I think both are thought-provoking and appeal to younger audiences.
With a 5th class, I would focus on helping pupils understand climate change in a positive and age-appropriate way. I would begin by asking what they already know about climate change and discussing the weather, pollution and ways people look after the environment. Rather than showing the full film or TED Talk, I would use short clips and pause regularly to explain key points and answer questions. This will give the children ownership over their learning.
I would encourage pupils to think about the actions they can take themselves, such as walking or cycling when possible, reducing waste, recycling and saving energy. We could work together to create a class “Climate Action Promise” where each child chooses one small change they will make to help the environment. This helps pupils see that, while climate change is a serious issue, everyone can make a positive difference through everyday actions.Climate Reporters was my preferred activity because I feel as though it introduced the topic of climate change in an engaging and age appropriate way that would be easy for children to understand. The Paxi video explained the greenhouse effect clearly and contained lots of information. I would begin the lesson by asking pupils what they already know about climate change and greenhouse gases. I would then introduce key vocabulary to build their confidence before watching the video. In my opinion, the TEAL temperature prediction tool is an excellent resource and I would use it in my own classroom. It allows children to investigate how different greenhouse gas emission scenarios can influence future global temperatures while encouraging critical thinking and discussion about the effects on people, wildlife and the environment. As an extension, I would ask pupils to work in groups to design a “Green School Action Plan” with practical ideas for reducing energy use, recycling more effectively and encouraging sustainable habits within the school community. Each group could present their plan to the class and explain how their suggestions could make a positive environmental impact. This could be brought to assembly to educate other classes.
After downloading the Weather and Climate resource and completing pupil worksheet for activities ‘Is it weather or climate?’ and ‘Weather Detectives’, I have feedback to give on each.
In activity one, I like how there is a connection made with weather and climate with the child’s life (birthdays for example). This is beneficial as it allows children to draw from personal knowledge and experience to gain a deeper understanding.
In the second activity, I like how there are more hands on materials in this investigation. There is also a strong link to maths (number – positive and negative numbers, addition etc) that supports integration. I also like the idea of displaying the chart in the classroom so that the children can monitor and compare results.
Something I feel that could be added onto activities could be use of ICT for example making a spread sheet on excel to display results or using mentimeter as a stimulus to the first activity to note some buzz words to do with weather and climate.
Counting Stars is a song that children of all age groups know so this would be a wonderful song-singing lesson!
President Michael D. Higgins’ poem “Stardust” beautifully captures how stars are made and reflecting on how humans are “forged from vapours and particles.” The night sky has always inspired artists, offering brilliant ways to connect human creativity with space.
In literature, Gerard Manley Hopkins’ poem “The Starlight Night” vividly describes the dark sky as a glittering citadel filled with “diamond delvings.” For a simpler piece, the lesser-known, original 1806 verses of Jane Taylor’s “Twinkle, Twinkle, Little Star” celebrate the stars as comforting guides for travellers walking through the dark.
In visual arts, Vincent van Gogh’s masterpiece “The Starry Night” uses swirling, vibrant brushstrokes to capture the emotional power of the night sky, while Paul Klee’s abstract painting “The Great Bear” re imagines the Ursa Major constellation using bold geometric shapes. In music, Claude Debussy’s piano piece “Clair de Lune” captures the soft glow of moonlight, while David Bowie’s “Starman” is a fun song with uplifting lyrics.
To explore local biodiversity in Rush, I would take my fifth class to the South Beach and nearby sand dunes for a daytime habitat safari. Using nature journals, the children will record local plants, birds, and insects, discovering just how alive our coastline is.
Back in class, we will discuss the hidden half of Rush’s wildlife: nocturnal animals like bats and moths. To understand the impact of light pollution, students will research how the bright LED streetlights along our coast confuse these creatures. We will explore how artificial light disrupts moths from pollinating plants and throws off the navigation of migrating birds traveling over the Irish Sea.
Finally, the learners will design and build cardboard prototypes of “wildlife-friendly” shielded lights for our schoolyard. This hands-on project shows them that protecting the dark sky is essential for safeguarding our local ecosystem.