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I really enjoyed reading your post. I like how your research question is linked to your own school, as I think it makes the investigation much more meaningful for pupils. I also think assigning different roles within each group is a great idea because it ensures everyone is involved while developing a range of skills. Finishing with a real action, such as creating a hydration poster or changing the planting schedule, is a great way to show pupils that their research can have a positive impact.
Research Question: How can we reduce plastic waste in our school?
I chose this research question because it is something pupils can relate to and investigate in their own environment. I think the Climate Detectives project is a great way to encourage children to take ownership of their learning by asking questions, collecting evidence and working together to find solutions. To encourage participation, I would allow pupils to work in small groups and give them different roles, such as recording data, carrying out surveys or presenting their findings. I would also encourage them to investigate different areas of the school to identify where plastic waste is being produced and suggest realistic ways to reduce it. At the end of the project, pupils could share their findings with other classes or the Green Schools committee. I think this would help children see that their ideas can make a real difference while developing their investigation, communication and teamwork skills in a meaningful way.I really like your idea of continuing the weather observations beyond the three lessons. It would give pupils a much better understanding of the difference between weather and climate by allowing them to identify patterns over time. I also think linking the activities with the satellite images is a great idea, as it helps children connect what they observe locally with weather and climate around the world. It would make the learning even more engaging and meaningful.
Before this module, I hadn’t used EO Browser, but I was surprised by how easy it was to explore real satellite images and environmental changes from around the world. If I was describing it to a colleague, I would say it’s a great tool that brings Geography and Science to life by allowing pupils to investigate real-world issues using satellite data. I think it would work particularly well with senior classes. Pupils could compare images over time to investigate flooding, wildfires, deforestation or changes in land use and then discuss what they notice and why those changes may have happened. I would begin by modelling how to use the website before allowing pupils to explore it in pairs or small groups. I also think it would be a great resource for cross-curricular learning, linking Science, Geography and digital literacy. Overall, EO Browser is an engaging resource that encourages pupils to ask questions, investigate evidence and develop a better understanding of the world around them.
I really enjoyed reading your post. I agree that the visuals in HOME are very powerful and really highlight the importance of protecting our environment. I also like your idea of getting pupils to create posters or presentations, as it gives them the chance to explain their learning in their own words. Linking the topic to your local area in Kildare is a great way to make the learning more meaningful and relevant for the children.
I found the HOME documentary really interesting as it highlighted both the beauty of our planet and the impact that human activity is having on the environment. I thought the visuals were particularly powerful and helped to explain the effects of climate change in a way that was easy to understand. While some parts may be too advanced for younger children, I think carefully selected clips would work really well with senior classes. I would use these clips to start class discussions and encourage pupils to ask questions before exploring how climate change affects their own community. I would then follow this with practical activities, such as investigating biodiversity around the school, discussing ways to reduce waste or taking part in Green Schools initiatives. I think it is important to focus on positive actions that children can take rather than leaving them feeling worried about climate change. Overall, I found this module very engaging and full of ideas that I could use in my own classroom.
I agree with your point about the TEAL Tool needing teacher modelling before pupils use it independently. There is a lot of information available, so taking time to demonstrate the key features would definitely help build their confidence. I also like your idea of linking the climate scenarios to Ireland, as I think children engage much more when they can relate the learning to their own lives and local community.
I really enjoyed the Climate Reporters activity as it gave pupils the opportunity to investigate real climate data rather than just reading about climate change. I thought the Paxi video was a great introduction because it explained the greenhouse effect in a simple way that children could understand before moving on to the more challenging activities. I also liked using the TEAL Tool to explore future climate predictions, as it made the learning more interactive and encouraged discussion. I would use this activity with senior classes and have pupils work in small groups to compare climate data, discuss their findings and present them to the class. I think this would develop both their scientific understanding and their communication skills. One thing I would add is a local element, such as asking pupils to investigate how climate change might affect their own community or school and come up with practical actions they could take. This would help make the learning more relevant and meaningful.
I really enjoyed reading your post. I also thought the Weather Detectives activity was one of the best resources in the module because it gives children the opportunity to collect and analyse their own data. It’s great to hear that it worked so well with your 5th class. I hadn’t thought about using digital literacy to present the results in charts, so that’s definitely something I’d like to try in my own classroom.
I really enjoyed the resources in this module and thought they showed how STEM can be taught through practical, hands-on activities rather than as separate subjects. The Nose Up High in the Sky and Weather vs Climate lessons encourage children to observe, investigate and ask questions, which I think is the best way for them to learn. I especially liked the idea of setting up a weather station in the school grounds where pupils could record the daily weather, measure temperature and rainfall, and use the data to create graphs and identify patterns over time. This would develop a range of STEM skills, including scientific investigation, data handling, problem-solving and teamwork. I would also encourage pupils to share their findings with other classes through displays, assemblies or the school website so that weather and climate learning becomes a whole-school project. Overall, I think these activities are engaging, easy to adapt and would really encourage children’s curiosity about the world around them.