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I thought Activity 3 was a brilliant way to help children understand the greenhouse effect in a way that isn’t too complicated. The Paxi video was clear and child friendly. I liked how it used simple language and fun visuals to explain how greenhouse gases trap heat. I think it would be perfect for introducing the topic to younger classes who might find this a bit abstract otherwise.
The temperature prediction tool was really interesting to explore. For younger children, I’d probably keep it as a teacher led demonstration rather than asking them to use it alone, maybe by showing them a few examples and talking through the results.
I would follow up with a class discussion about what small actions we can do ourselves to help the planet, like walking to school, recycling, or planting trees. To make the lesson more hands on, it could be good to do a simple science experiment like the Earth under the Lid activity so they can see how trapped heat works. I think this activity would really get the children thinking and help them see that everyone has a role to play in protecting the environment, even small steps can make a difference.
I completely agree with you. I also felt a bit unsettled watching home and was thinking about how it could affect younger children. I think you’re right that it depends on the class group and how sensitive they are. I like your idea of ending on a positive note by sharing examples of progress and solutions. It’s so important that the children feel hopeful and realise they can do something to help. I also thought the timeline in the film was really clear and made it easier to understand how things have changed over time.
I thought the film was very powerful and moving. The images of deforestation, melting glaciers and pollution really show how serious the climate crisis is. It was also interesting to see how humans use land and resources and the damage that this causes over time. The film makes it clear that climate change is happening everywhere and affecting people and wildlife in so many ways.
I also found the video clip about Greta Thunberg very inspiring. It shows that even young people can have a big voice and push for action.
In the classroom, I would introduce these ideas slowly so they are not too overwhelming. I would start by showing short clips to spark discussion about the main problems, then link this to our local environment and what we can do ourselves. We could look at photos, create posters and think about ways to reduce our carbon footprint.
I would also use the carbon footprint calculator as a class activity. This would help the children see how small changes in their daily lives can make a difference.
I really like your ideas. I agree that discussing proverbs is a lovely way to get the children interested in weather, especially because it connects with family stories and local knowledge. I also like how you mentioned giving older classes more freedom to decide how to record and present their data. That would definitely help them feel more ownership of the project.
Comparing their results to official data is a great idea too. It would help them see how scientists work and understand why accurate measurements matter. I love your suggestion about linking up with another school. That would really show how weather can be so different depending on where you live.
I can see that real STEM learning is about more than just ticking boxes for science or maths. It is about letting children take the lead, explore, question and link ideas across subjects. In my classroom, I try to include as many hands on activities as possible where pupils can collect data, work together and share what they have learned.
I found the ‘Is it Weather or Climate?’ activity very effective. It is simple but clear and gets the children thinking about how weather is what happens in the moment while climate is long-term. Using examples from their own lives, like birthdays would really helps them understand. I think it would be good to add a visual sorting activity where they colour code statements to show if they are weather or climate.
The ‘Weather Detectives’ activity was also very engaging. My class love to take measurements themselves and seeing how temperatures can change. I would link this with maths by making graphs of the data. I might also include a section where pupils compare their results with Met Éireann data or use a weather app to see how accurate their recordings were.
Overall, both activities are well designed and easy to adapt for different ages. They really bring STEM learning to life and help children see how science and maths connect to their own world.
