Forum Replies Created
-
Posts
-
Hi Paula, I really enjoyed reading your post. I think your research question is very relevant and gives pupils a real-life way to explore sustainability. It’s fantastic that your school has a polytunnel!!
Research Question: How can we reduce litter in our school grounds to help protect local wildlife and the environment?
I chose this research question because it is something that is relevant to every child and is easy for younger pupils to investigate. Rather than focusing on a large global issue, I think it is important for children to see that they can make a difference in their own school and community. I would begin by taking the class on a walk around the school grounds to observe and record areas where litter is most common. The children could work in small groups to count the different types of litter they find, record their observations using simple tally charts and photographs, and discuss why litter can be harmful to animals, plants and people.
To encourage participation, Id would ensure that every child had a role within their group, such as photographer, recorder or observer, so everyone could contribute. We could then discuss our findings together and decide on simple actions we could take as a class, such as creating posters, organising a litter pick or reminding others to recycle correctly. I think giving children ownership of the investigation would make the learning much more meaningful and would help them realise that even small actions can have a positive impact. This project would also provide opportunities to develop observation, communication, teamwork and problem-solving skills while linking Science, Geography, Maths and SPHE in a practical and engaging way.Hi, I really enjoyed reading your post. I like how you’ve described the EO Browser as a way of connecting classroom learning to real places and real events. Your idea of having pupils investigate locations in pairs and share their findings is a great way to encourage group wrk.
The EO Browser is a fantastic free resource that gives teachers and pupils access to real satellite images from around the world. Before this module, I wasn’t aware of how easy it was to access this type of data, but I found the step-by-step guide and tutorial very user-friendly. I would describe it to a colleague as “Google Maps with a scientific twist.” Instead of simply viewing places, you can explore how they have changed over time using real satellite imagery. It provides a brilliant opportunity to make geography, science and climate change much more meaningful for children.
As I teach Senior Infants and also work as a SET, I would use the EO Browser in a simple and visual way. I could display satellite images of our local area or places that the children are familiar with and encourage them to compare what they see from above with photographs taken on the ground. This would develop observation, oral language and questioning skills while introducing children to the idea that satellites help us understand and care for our planet. I also think it would be an excellent resource for comparing landscapes, identifying rivers, forests and towns, or observing changes to an area over time. Although some of the features are more suited to older classes, the visual nature of the resource means it can easily be adapted for younger pupils with teacher support. Overall, I can definitely see myself using the EO Browser as part of integrated STEM lessons, as it encourages curiosity, inquiry and meaningful discussion using real-world data.I really like your idea of using short clips instead of showing the full documentary. I think that would keep the children engaged and give them time to process what they’ve seen.
I found HOME to be a really powerful documentary. The aerial footage is absolutely stunning and really highlights both the beauty of our planet and the impact that human activity is having on it. I think the visuals make a much greater impression than simply reading facts, as they encourage viewers to stop and reflect on how connected we all are to the environment. I also found the other video clips, particularly those relating to climate action and young people making a difference, to be inspiring as they balanced the seriousness of the issue with a sense of hope and responsibility.
As I teach Senior Infants and also work as a SET, I would introduce these ideas in a simple, positive and age-appropriate way. Rather than focusing on the more worrying aspects of climate change, I would encourage children to think about the small actions they can take every day to care for our planet. We could discuss ways to reduce waste, recycle, save energy and look after the plants and animals in our local environment. I think practical activities are the best way for young children to learn, so I would link the videos with outdoor learning, litter picks, planting flowers or vegetables, and simple investigations about caring for nature. This would help children understand that although climate change is a global challenge, everyone has a role to play and even small actions can make a positive difference. I think finishing the lesson on this hopeful message is really important, as it empowers children rather than leaving them feeling worried about the future.
hi Patrice, I really enjoyed reading your post. I love how you’ve linked the activities to your Green School and Biodiversity Flag work. The bug hotel, planting beds and polytunnel provide such meaningful, real-life opportunities for children to investigate and make connections. I also think your idea of using a buddy system with older pupils is brilliant. It would build confidence for the younger children while giving the older classes a chance to develop leadership and communication skills.
I really enjoyed Activity 3 and found it to be a great way of introducing what greenhouse gases are in a child-friendly and engaging way. The Paxi video explained a complex topic using simple language and visuals, making it much more accessible for primary pupils. I also liked the future temperature prediction tool as it helped to make climate change feel more real by allowing children to see how temperatures may change over time. Rather than simply telling pupils that the climate is changing, it encourages them to interpret data and discuss what the information might mean.
As I teach Senior Infants and also work as a SET, I would simplify some of the content and focus on helping children understand that looking after our environment starts with small everyday actions. I could see us watching the Paxi video together before discussing ways we can care for our school and local community, such as recycling, reducing waste, saving electricity and walking to school where possible. This would link well with SPHE and Geography as well as Science.
One improvement I would make would be to include more differentiated activities for younger classes. The prediction tool is excellent for older pupils, but a simplified version with more visual supports would make it more accessible for infants. I also think a follow-up practical activity, such as planting seeds or carrying out an energy-saving challenge in the classroom, would help children see that everyone can make a positive difference, no matter how small.
Hi, I really enjoyed reading your post. I agree that the <em data-start=”156″ data-end=”176″>Weather Detectives activity is probably the strongest one because it gives children ownership of their learning. I also like your idea of comparing weather data with another school. That would make the activity much more meaningful and would help children understand that weather can vary across different locations. I think it would also be a great opportunity to develop digital skills by sharing results online or through email. Like you, I think adding a design-and-make element, such as creating a rain gauge or anemometer, would strengthen the engineering aspect of the lesson. These activities are so easy to adapt and I think younger and older classes alike would really enjoy the practical, hands-on approach.
Reading Dr. Maeve Liston’s article made me think differently about what STEM actually looks like in my classroom. Like many teachers, I would often have described a science lesson using iPads or a practical investigation as STEM, but the article made me realise that authentic STEM is much more than that. It involves children using science, maths, technology and engineering together to solve real-life problems rather than learning each subject in isolation.
I really enjoyed the Weather Detectives activities. As I teach Senior Infants, I could see my class really engaging with them. We already chat about the weather every morning, so it would be easy to build on this by recording daily observations and comparing them with the weather forecast. The children would love taking on the role of “weather detectives” and using simple equipment to investigate what is happening outside. I also think it would encourage lots of oral language as they explain their observations and make predictions.
If I was adapting the activities, I would extend them over a few weeks so the children could begin to notice patterns rather than just recording the weather on one day. I also think a simple design challenge, such as making a rain gauge or an anemometer, would strengthen the engineering element that the article highlights as such an important part of STEM. Overall, these are activities I could see myself using, as they are practical, engaging and easy to adapt for younger classes
I really enjoyed reading your post. I hadn’t thought of some of those songs, especially <em data-start=”176″ data-end=”185″>Vincent and <em data-start=”190″ data-end=”211″>A Sky Full of Stars. I love how you’ve included music, poetry and art, as it really shows how the night sky has inspired people in so many different ways.
I would choose the Design Your Own Dark Sky Place activity as I think it would be a really engaging way to bring together everything the children have learned about dark skies throughout the topic. I like that it encourages teamwork, creativity and problem-solving while helping children think about how we can better protect our environment.
I would begin by discussing what makes a good dark sky area and why these places are important for both people and wildlife. We would then look at examples of Dark Sky Parks before working in small groups to design our own dark sky space for the school or local community. The children could decide where lighting should be placed, how it could be made more wildlife friendly and what features could encourage people to enjoy the night sky.
At the end of the lesson, each group would present their design and explain the choices they made. I think this activity would work really well because it links Science, Geography, Art and SPHE while encouraging children to think about sustainability and caring for the environment. It also gives them an opportunity to work together and realise that even small changes can make a positive difference.
Hi Paula, I really enjoyed reading your post. I like how you’ve focused on practical changes that the children could actually be involved in. Designing a biodiversity map of the school is a great idea and would really help them take ownership of the project. I also like the idea of carrying out a lighting audit, as it’s something I hadn’t really thought about before this module. It sounds like a really meaningful way to encourage children to care for their local environment while learning about biodiversity.
I would choose to engage my class in exploring biodiversity around our school while investigating how light pollution might affect the animals that live there. I think this would be a really meaningful way for children to make connections between what they learn in the classroom and the environment around them.
To begin, we would go on a biodiversity walk around the school grounds and record the different plants, insects and birds that we could find. I’d ask the children questions such as, “Who do you think comes out at night?” and “How might bright lights affect these animals?” This would encourage them to think about nocturnal wildlife such as bats, moths and hedgehogs and the important role they play in our ecosystem.
Back in the classroom, we would watch a short video about nocturnal animals before carrying out some of the investigation activities from the module, such as exploring night vision or learning about echolocation. We could then work in small groups to design simple ways of making our school grounds more wildlife friendly, for example by planting more wildflowers for pollinators, reducing unnecessary lighting or creating quiet areas for wildlife.
I really like this activity because it encourages children to observe, question and problem-solve while developing an appreciation for biodiversity in their own local area. It also links naturally with Science, Geography and SPHE and helps children to understand that small changes can make a positive difference to the environment. I think it would be a lovely way to encourage children to become more aware of the wildlife around them and how they can help to protect it.
Hi Dympna, I really enjoyed reading your post. I love how you’ve linked the lesson with <em data-start=”183″ data-end=”197″>Starry Night to get the children thinking before introducing light pollution. The streetscape diorama is such a creative idea too and I think it would really help the children to visualise how artificial light affects what we can see in the night sky. I also like that you’ve included simple solutions the children could actually apply in their own homes. It sounds like a really engaging and meaningful project.