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I like how you’re encouraging curiosity through real-life observation and discussion, especially how something as simple as the seasons sparked debate and led to wider learning.
I agree, Nose High Up in the Sky is a fantastic resource. The hands-on activities really help bring weather and environmental topics to life for the children.
Research Question:
Is it raining more or less in our local area now than when our parents were in school?To get pupils involved, I would start by asking them if they think the weather has changed since their parents were young. We could talk about rainy days, floods, or very dry summers they might remember. I would explain that we are going to be climate detectives and find out more about our local weather. We could look at pictures, ask questions at home, and talk to older people in the community.
We would check simple weather data from online charts or local news, and keep a class weather diary. The children could draw what they see, make posters, or act out a weather report to link with drama. We would work in groups so everyone could help, some could draw, others could write, and some could present. Making the topic fun, real, and local will help the children feel like they are doing something important for their school and the planet.
I used the Satellite Tracker app to find five satellites that recently passed over Ireland.
1. International Space Station – orbits Earth every 90 minutes and is often the brightest object in the sky.
2. Starlink satellites – part of SpaceX’s internet project, often seen in groups moving like a train across the sky.
3. TERRA – an Earth observation satellite that collects climate and environmental data.
4. Hubble Space Telescope – studies space and galaxies. It can sometimes be seen shortly after sunset or before sunrise.
5. NOSS – U.S. satellites used for naval and signal tracking, sometimes seen in groups.
It was interesting to learn what each satellite does and to watch them pass over Ireland in real-time. I think students would really enjoy this kind of activity. It connects space science, geography, and technology in a fun and visual way.
Using the score from Home for a ‘listen and draw’ activity sounds like a creative way to spark connection with the film, and highlighting Greta Thunberg’s perspective is a great way to foster climate awareness!
The film HOME shows how everything on Earth is connected and how people are changing the planet. It uses beautiful pictures to help explain why we need to take care of the Earth. The other videos in the module also help to explain climate change in a simple way for children.
To teach these ideas, I would start with a short video like the Paxi one to get children interested. Then, we would talk about what they saw and how it makes them feel. We could use our class weather station to collect data like temperature and rain, and link it to what we’ve learned about climate. The children could work in groups to make posters or reports, and share ideas about how to help the planet. By doing this, they understand the facts and feel they can make a positive difference.
Activity 3 is a good introduction to the concept of the greenhouse effect and its impact on rising global temperatures. The Paxi video is engaging, age-appropriate, and simplifies a complex process in a way younger pupils can easily understand it. It’s a great visual aid that supports learning and could be revisited during other lessons on climate.
The temperature prediction tool is an effective hands-on element that encourages pupils to think critically about human actions and their consequences. By manipulating variables like emissions, children can see how choices today may influence future climate activity. This fosters a strong connection between science and decision making.
In my classroom, I would use this activity as a platform for a project on reducing carbon footprints. Pupils could create posters or campaigns advocating for sustainable choices and their importance.
To improve the activity, I’d suggest including a follow-up reflection sheet or discussion prompts to help pupils connect the simulation results to everyday life and possible climate solutions. Children could then discuss their posters in groups and share ideas with their peers.
Activities 1 and 2 from the ESERO Weather and Climate resource are engaging and well-structured, offering children a clear idea of the the differences between weather and climate. Activity 1: “Is it Weather or Climate?” uses real-life examples that encourage discussion and simplify difficult concepts. The pupil worksheet encourages critical thinking as pupils decide whether each scenario describes short-term weather or long-term climate patterns. I would use this as a class sorting activity, followed by pair work/group work to explain their reasoning.
Activity 2: “Weather Detectives” promotes inquiry-based learning, with pupils observing and recording daily weather. This is great for fostering STEM skills—data collection and analysis, understanding instruments, and even building simple tools like rain gauges. I would extend this by setting up a basic weather station somewhere on school grounds and having groups report weekly updates. Older children could do this independently and report back to the whole class.
A suggested improvement is to include more visual aids or ICT such as linking with real-time weather apps or satellite imagery for broader context.
Research Question: How has urban expansion in our local area impacted temperature changes and air quality over the past decade?
Reflection: To encourage pupils to participate in this research project, I would start by connecting the topic to their everyday lives, making the issue tangible and relevant. I would begin with an engaging presentation using tools like the EO Browser to visualise how our town has changed over the years.
Next, I would divide the class into small groups and assign different aspects of the research question, such as temperature trends, air quality measurements, and the correlation between urban expansion and these factors. Each group would use online databases and local resources to gather data. Incorporating hands-on activities like local field trips to observe urban areas and air quality sensors would further enhance their learning experience.
By making the research interactive and relatable, I aim to foster a sense of ownership and curiosity. This project teaches climate science, critical thinking, data analysis, and the importance of environmental stewardship.
This is a really good research question. I think the senior classes would enjoy digging their way through it.
I am new to using the satellite tracker app but I found it was user-friendly and maybe suited more to the senior classes.
Using the Satellite Tracker app, I identified five satellites that have recently passed over Ireland:
1. International Space Station: The ISS orbits Earth and serves as a space environment research laboratory. It conducts scientific research in astrobiology, astronomy, meteorology, and other fields.
2. Sentinel-2A: Sentinel- 2A captures high-resolution optical images for land monitoring. It’s used for agricultural monitoring, forest management, and disaster control.
3. Aqua: Operated by NASA, Aqua studies the Earth’s water cycle. It gathers data on cloud cover, water vapor, ocean temperatures, and surface water, contributing to climate research and weather prediction.
4. NOAA-20: This satellite provides essential data for weather forecasting, climate monitoring, and environmental observations.
5. Terra: Terra monitors Earth’s environment and climate changes. It collects data on the atmosphere, land, and oceans, aiding in climate research and environmental policy-making.These satellites contribute to various scientific and practical applications, from climate research and weather forecasting to environmental monitoring and disaster management. Using real-time satellite data in class can help students understand the importance of these missions in addressing global challenges.
