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This is a great question Marie and links it directly to the local area where children may have been directly impacted by this so can share their own experiences. Thank you for sharing this.
Are there more storms in Ireland now than there was 50 years ago?
To engage students with this research question, I’d design a hands-on, inquiry-based project. We’d begin by assessing their prior knowledge, then explore data from Met Éireann’s climate reports and World Weather Attribution studies. We’d discuss the recent storms of Eowyn and Darragh where some of the class were without electricity for 2 weeks.
In small groups, students would analyse data—such as annual heavy rainfall and named storm counts—and present their findings. We’d explore the local effects of extreme weather, discuss current measures in place, and brainstorm innovative solutions. Students could design their own inventions to address these issues and present them to the class.
To deepen the local connection, they could also interview community members or farmers about changes in flooding patterns. By linking real-life experiences with scientific evidence, students take on the role of climate detectives. A collaborative approach would support idea-sharing and creative problem-solving.
I really like the idea of introducing weather and climate change with the old proverbs. I think its a fun and enagaging way to learn. I hope to use these activities in my class next year.
I used the Satellite Tracker 3D website to view satellites passing over Ireland. It’s fascinating to see how many satellites are orbiting Earth—most of which we’re unaware of. The children in my class would really enjoy this activity and I think it would be a fantastic resource for exploring this topic.
The examples I found include:
Object H 16/20 – Launched by China in 2017. Its purpose is unclear, and some sources report it has decayed.
Lemur 2 Rochinate – Launched by the US in 2024. Used for global shipping and weather monitoring.
Sentry – Launched by the US in 2024. Monitors airfields and ports.
I agree about the Climate Aid video being very powerful. I think the chidren would be impacted by the message here and the voice of David Attenbourgh.
The film Home is a powerful and eye-opening documentary that highlights the deep interconnectivity of life on Earth and the significant impact of human activity on the planet. It powerfully conveys the reality of climate change.
Given the length of the film and the intensity of some scenes, I would show selected segments that are most suitable and impactful for 5th and 6th class. These clips would be particularly effective as stimuli for older students. For younger classes, the Paxi video provides a more age-appropriate introduction to environmental issues.
I particularly like the idea of using short clips or still images from Home to prompt reflective discussions. Questions such as, “What do you think this image is trying to tell us?” or “How does this clip make you feel about the environment?” could encourage critical thinking and emotional engagement with the topic. I would also discuss Greta Thumberg as a lot of the children are aware of her in my class and discuss why she is doing this and the impact she has had.
Following this introductory activity, using a carbon footprint tool would be a valuable way to help students understand their personal or collective impact on the environment. Whether explored individually or as a class, it encourages awareness and accountability.
To consolidate their learning, I would assign a paired task where students create informative posters on the theme of climate change.The posters would then be displayed around the school to raise awareness and share learning with the wider school community.
Thanks Laura, some great points to consider for my classroom. I really like the idea of creating a poster campaign about reducing our carbon footprint. I think the children would really enjoy this.
Activity 3 offers a well-structured lesson that introduces children to future climate scenarios and deepens their understanding of how rising temperatures may affect the planet. It also raises awareness of actions that can mitigate the impact of climate change.
The Paxi video serves as an excellent introductory stimulus, presenting the concept of greenhouse gases in an engaging and age-appropriate way. The lesson is visually rich and encourages meaningful classroom discussions around climate-related issues.
Pupils could then explore the temperature prediction tool using school ICT resources. The interactive and visual aspects of this tool would support critical thinking about the global impact of human actions. It also lends itself well to collaborative learning, as students could collect and analyse data in pairs or small groups.
As a follow-up, the class could develop ideas on how to reduce climate change impacts and then observe real-world initiatives within their community. A local trip could be arranged to visit projects such as the Mens/ Womens Shed, local wind farm, tidy towns, a community gardeb etc. This would help children connect classroom learning with real-world environmental action.
The document Nose High Up in the Sky offered excellent and practical ideas. It clearly explains how to teach the difference between weather and climate—starting with simple observations like looking out the window and using all our senses. The combination of video clips, visuals, and especially hands-on activities to explore weather and climate is invaluable. These methods support STEM learning by encouraging creativity, problem-solving, communication, measurement, prediction, and data gathering, including using tools such as thermometers and rain gauges, and even leveraging resources like net.ie to record the weather.
For instance, students could make their own weather instruments—a weather vane or rain gauge—and record daily temperature data. This hands-on experience is likely to spark curiosity and help them notice patterns, potentially leading to setting up a mini weather station at school, in partnership with parents and the wider school community.
To expand learning further, the children could compare Ireland’s weather and climate with those of a different country. This comparison would enrich their understanding of climate variability and enhance STEM skills through research, analysis, and contrast.
I completely agree with your Clare. I cannot believe the many opportunities AI offers to us as teachers and for the pupils. I think it is time for me to step out of my comfort zone of google search and books and start incorporating AI into my teaching.
Children seem to love Kahoot and like you Ross, I’ve often overused it. I will definitely use Quiziz to add variation and for assessment. Thanks for this insight.
5th & 6th Class
English Lesson – Creative writing using AI
Begin with a short discussion:
Ask: “What do you think AI is?”
Show a simple 2–3 minute animated video explaining AI (e.g., Khan Academy)
Lead a discussion about how AI can help writers, just like spellcheck or ideaActivity Part 1 – Create a Hero!
Hand out a Character Creation Worksheet with prompts:
Name:
Superpower or special skill:
What is their mission?
What is their weakness?
Describe their best friend or sidekick.
Let students fill it out creatively.Activity Part 2 – Use AI to Build a Story :
Introduce ChatGPT (or another kid-friendly AI assistant). Show how it can help build story ideas.
In pairs or individually, students type something like:
“Help me write a short story about a hero named Luna who can talk to animals.”
“Can you write an exciting opening paragraph for a story about [insert character]?”
Students use AI to:
Generate an opening paragraph.
Get suggestions for conflict or a twist.
Ask for help with descriptive words.
Students write down their favorite ideas in their copies.Share & Reflect :
Invite a few students to share their AI-enhanced story intros.
Class discussion:
“What did you like about using AI?”
“Did it give you ideas you hadn’t thought of?”
“Why is it important to still use our own creativity?”I am excited to use AI in my classroom from September. I have a multigrade 5th and 6th Class and we do a lot of project work using the ipads, drafting Powerpoints, voice to text etc.
With our digital technology time, we have rules around how we use the iPads and working collaboratively etc. I would introduce AI in a similiar way. I particularly like Gemini and Gamma.
The pupils would need a lot of modelling of AI, which I would see as a whole class instruction via the whiteboard. Then I would give small tasks that they would complete in a group. My end goal would be for each child to be able to work with the two AI applications independently. I think this would be a lovely end of day activity or Friday afternoon.