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I really enjoyed reading your post. I agree that the resource could be easily adapted for younger classes, especially through outdoor learning and using the children’s senses to explore the weather. I also liked your idea of linking the activities with songs and stories, as this would make the learning even more engaging for infants. A simple daily weather chart would be a lovely way to build a routine while developing weather vocabulary and observation skills. I think these activities would fit in really well with themes of weather and seasons too.
I really enjoyed working through the Nose Up High in the Sky resource and found it gave me lots of ideas that I could adapt for a Junior Infants class. Although some of the activities, such as building weather instruments and recording measurements, would be too advanced for this age group, the ideas behind them are very suitable. I would take my class outside each day to observe the weather using their senses and encourage them to talk about what they can see, hear and feel. We could record our observations using pictures, symbols or a simple class weather chart. I also liked how the resource introduces children to the idea that scientists and satellites help us understand and predict the weather. I would explain this using photographs and simple discussions. Overall, I think this resource encourages curiosity, observation and language development while supporting the hands-on, play-based approach we use in Junior Infants. I would definitely use parts of it during our weather theme.
I really enjoyed reading your post. I think your research question is very relevant and gives pupils the opportunity to explore the importance of trees in a practical way. I liked how you included outdoor learning, as it encourages children to investigate their own surroundings and make meaningful observations. Comparing temperatures in sunny and shaded areas is a great way to help pupils see the benefits of trees firsthand. I also like how the project finishes by encouraging pupils to suggest ways to make the school greener, as it helps them understand that even small actions can make a positive difference to the environment.
The research question I have chosen is: How can we help the birds, bees and butterflies in our school garden?
I chose this research question because it is something that Junior Infants can easily relate to and explore in their own school environment. To encourage participation, I would begin by reading a story about minibeasts or pollinators and discussing why they are important for plants and flowers. We would then go on short nature walks around the school grounds to look for birds, bees, butterflies and other insects, encouraging the children to talk about what they see and hear. They could record their observations through drawings, photographs or by creating a simple class pictogram.
Throughout the investigation, I would encourage lots of questioning and discussion, allowing the children to share their ideas about how we can help wildlife. Together, we could plant flowers that attract pollinators, make simple bug hotels or ensure that our outdoor area is kept free from litter. By involving the children in practical, hands-on activities, they would begin to understand that even small actions can help protect nature. I think this type of investigation would be engaging, meaningful and well suited to my class, while also encouraging a sense of responsibility for the environment.I completely agree- ‘Home’ strikes such a lovely balance by leaving children inspired rather than overwhelmed, which is so important for anxious pupils. Your point about Greta Thunberg is fantastic too, showing young people that their voices matter gives them real agency to make a positive impact.
HOME gives such a breathtaking look at our planet, though the full film would be a little too long and complex for my Junior Infant class. To bring these climate facts down to an infant level, I’d pull out just a few short, colourful clips, focusing on the footage of animals, forests, and oceans. Infants respond so well to visuals, so I’d use these clips as a gentle conversation starter about how special our Earth is and why we need to look after it.
We could discuss simple everyday actions, like turning off taps and putting rubbish in the bin, to make it feel relevant to them. To tie it all together, we’d follow up with a fun hands-on activity, like planting seeds or doing a nature scavenger hunt in the school garden. I feel this would bring about increased awareness and appreciation of nature.
Hi Janet, I agree that teacher modelling is the best approach for First Class with the prediction tool. Planting seeds is a fantastic, hands-on way to make climate concepts tangible for younger children. Your suggestion for simplified visual recording sheets for junior classes is a great idea too.
The Paxi video is a lovely, visual way to introduce climate topics to Junior Infants, though I’d definitely pause it throughout to unpack the bigger words in child-friendly language. At this age, keeping things hands-on is key, so the “Earth Under the Lid” experiment would work brilliantly as a whole-class demonstration. The children would love watching the temperature change under the clingfilm, making an abstract concept much more real for them.
Since the TEAL tool would be far too complex for 4- and 5-year-olds to navigate independently, I’d adapt this by pairing my infants with our 6th class buddies. The older pupils could model how the tool works and help guide the discussion, which build fantastic cross-school links.
It also aligns perfectly with our Green School’s Biodiversity theme—we could follow up with a nature walk around the school grounds to spot local plants and habitats!I really like your focus on authentic STEM Katie and making meaningful links across the curriculum. Comparing weather data from different locations is a brilliant idea and would really broaden pupils’ understanding. I also agree that adding a simple engineering challenge, such as building a rain gauge, would make the learning even more engaging.
I really enjoyed exploring these activities and could see many ways of adapting them for a Junior Infants classroom. Activity 1 provides an excellent introduction to weather and climate through simple discussion and visual prompts. While some of the concepts would need to be simplified for younger pupils, I would use photographs, picture cards and lots of oral language to help develop their understanding. Activity 2 encourages children to observe and record the weather, which fits in very well with play-based and hands-on learning. I think the class would really enjoy taking turns as the daily “Weather Detective” and recording the temperature or weather conditions on a classroom chart. To make the activities even more accessible for younger children, I would add more visual supports, symbols and matching tasks.