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Hi Caitriona, I love the idea that students will come to appreciate how student voices can bring about real world change.
“How can we save energy in our school to help the planet?”
This question is clear, manageable, and connects climate change to students’ daily lives. It encourages children to think about energy use and how reducing it helps fight climate change—an abstract issue made concrete through real-life action.
To involve pupils, I would start with a fun classroom energy audit. We’d explore how lights, heating, devices, and appliances use energy and when they are used unnecessarily. Students would collect data (e.g. how often lights are left on or computers are running without use) and suggest improvements like turning things off, using natural light, or creating “energy monitors” for each class.
To make it engaging, we could design posters, run a “Power-Off Day,” and compare energy use before and after changes. Pupils would feel like their actions matter and see that even small efforts in school can contribute to protecting the planet. Their involvement would be hands-on, collaborative, and solution-focused—ideal for young learners.
This project could be a stepping stone to a second project in which the students could then explore “How can we save energy in our home to help the planet?”
Hi John,
Isn’t it wonderful that people in rural areas now have access to reliable internet without the need for terrestrial infrastructure. Starlink satellites are creating a network that covers most of the planet to provide internet access.
I want to list 5 satellites that passed Ireland recently. These satellites have recently passed overhead at visible brightness levels. They represent a mix of scientific research, environmental monitoring, communications infrastructure, and national space innovation—highlighting the variety of missions we can spot right over Ireland.
1. International Space Station (ISS)
A large, habitable research station in low Earth orbit. It conducts micro‑gravity experiments in biology, physics, astronomy, and Earth science Vito Technology+6Satellite Tracker 3D+6EOS Data Analytics+6.2. Starlink satellites
Part of Elon Musk’s SpaceX internet constellation; often seen as bright “trains” soon after launch astronomy.ie+1Irish Examiner+1.3. EIRSAT‑1
Ireland’s first satellite (a 2U CubeSat launched Dec 1, 2023), currently in sun‑synchronous orbit, testing gamma‑ray detection, surface coatings, and magnetic attitude control Wikipedia.4. Sentinel‑1A
An ESA radar‑imaging satellite in polar orbit, monitoring land, ice, and ocean surface changes over Ireland EOS Data Analytics.5. Terra
A NASA Earth‑observation satellite that tracks global environmental changes, including vegetation and climate data Satellite Tracker 3D.I think the idea of carbon foot tracking is excellent. School children would require considerable scaffolding to carbon foot track.
The film HOME, directed by Yann Arthus-Bertrand, is a powerful visual documentary that highlights the beauty of Earth and the serious impact of human activity on the environment. With breathtaking aerial footage from over 50 countries, the film explains how deforestation, pollution, and overconsumption are harming our planet. It’s an emotional call to protect the Earth before it’s too late.
For 9-year-olds, I would introduce these climate change facts gently and positively. I’d begin by showing pictures of beautiful places on Earth—forests, oceans, animals—and ask them what they love most about nature. Then, I’d explain how some of our actions, like wasting electricity or throwing away plastic, can hurt those places. Using simple language and short videos or stories, I’d emphasize how small changes—like recycling, planting trees, or turning off lights—can help protect our planet. The focus would be on hope, responsibility, and how they can be Earth’s helpers.
You have so many wonderful ideas presented here. I really like the ideas of using the TEAL tool to help predict future temperatures.
In Activity 3, I watched the Paxi video on greenhouse gases, which offers a simple and engaging explanation of how greenhouse gases contribute to global warming. The Paxi video is visually appealing and effectively communicates complex ideas in a way that’s understandable for primary-aged students. It uses animation and storytelling to maintain attention, making it ideal for younger learners who are just beginning to understand climate science.
In my classroom, I would use this activity as a springboard for project-based learning, where students brainstorm actions they can take to reduce greenhouse gas emissions. It also ties in well with math (interpreting graphs), literacy (writing reflections or persuasive pieces), and geography (understanding human-environment interaction). Extension activities such as a short quiz based on the Paxi video could be added. A real life connection could be made by including a short case study of a community already seriously impacted by climate change.
I really like the ideas you have presented here for use in class. I would like to use the same ideas in school myself.
Lisbon stresses the importance of using authentic integrated STEM experiences which engage students in the real-word questions and the Engineering Design Process as opposed to the simple checklist style of STEM lesson which simply mentions the acronym. Meaningful STEM lessons involve applying knowledge, skills and practices from science, technology, engineering and mathematics to everyday situations. Students are active, classrooms are student-centred. Diverse learning styles are evident in real world problems. Problem-solving and logical thinking are present. So STEM is not a buzzword but a mindset.
In my classroom, I start with an open-ended question which is firstly defined, then brainstormed. Testing and analysing data will take place using the principles of EDP. The project is connected to real life issues. Discussions include social context, resource access, and ethical dimensions, ensuring STEM learning is relevant and empowering for all students. Students choose their approach, using the kits and digital tools they believe are relevant. I facilitate inquiry. instead of prescribing it, fostering divergent thinking and ownership—just as Liston advocates. Students are highly engaged, discussion is is richer and skills are transferable to other questions.