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I think the paxi video would really draw a class’ attention to the topic as it is very informative and interesting. It would be a great use of oral language regarding the topic of greenhouse gases
I like the idea of the small groups as it can give the opportunity for collaboration. Groups could be of mixed ability to ensure everyone is getting a level of support in the class.
I think this is a very good research question because it connects climate and water usage to something children experience every day in school. It is practical, meaningful and allows children to collect their own data rather than simply learning facts. Revisiting the investigation across different seasons would also allow children to compare results and identify patterns over time.
The research question I chose was: How does the amount of green space in our school affect the temperature in different areas of our school? I think this research question would be suitable for my 3rd class as it allows children to investigate a climate issue within an environment that they know well. As the children attend a DEIS school in Dublin, I would like to make climate change relevant to their everyday lives rather than presenting it as something that only happens in other countries. Using our own school area would make the investigation accessible and give every child the opportunity to become a “Climate Detective”. The children would be able to relate more the the topic and find the topic more interesting. I would begin by asking children where they think the hottest and coolest areas of the school might be and why. We could discuss the differences between areas with grass, trees and plants and areas with concrete or tarmac. Children could then work in small groups to take temperature readings from different locations around the school. They could record their results and create simple tables or graphs to identify patterns. This would enable the integration of Maths into the lesson. I would encourage participation by giving children different roles within their groups, such as measuring, recording, photographing and reporting. This would allow children with different strengths and abilities to contribute. I would also use discussion, prediction and hands-on activities to maintain engagement.
At the end, children could discuss whether increasing green spaces, planting trees or creating more biodiversity in our school grounds could help. They could predict what the differences and outcomes may be when this is done. This could lead to a simple climate action plan developed by the class. I think this would help children understand that climate change is a global issue, but that they can also make positive changes within their own school and community.Here are some satellites that I found around Ireland during August:
1.International Space Station (ISS) – The ISS is one of the most well-known objects in orbit. It is a research laboratory where astronauts carry out scientific experiments and study how humans and materials behave in space. Tracking data shows recent ISS activity in August 2026.
2.Starlink-5309 – This is part of SpaceX’s Starlink satellite network. Starlink satellites provide broadband internet from low Earth orbit, helping to provide internet access in areas where traditional infrastructure can be difficult to install.
3.Starlink-5500 – Another Starlink communications satellite. It recently appeared in satellite tracking data and forms part of the large constellation of satellites used to provide internet services around the world.
4.OneWeb-0128 – This satellite is part of the OneWeb constellation, which also provides broadband internet connectivity using satellites in low Earth orbit. Tracking data recorded OneWeb-0128 in August 2026.
5.Starlink-35784 – This is another Starlink satellite that has recently been recorded in orbital tracking data. Like the other Starlink satellites, its main purpose is to contribute to a global satellite communications network.
I think this would be a really fun and interactive resource for pupils. Rather than simply learning that satellites orbit Earth, pupils could use a satellite-tracking app to find out which named satellites are actually passing over Ireland. They could research one satellite, find out what it does and present their findings to the class.
It could also become a weekly classroom activity: “Which satellites are passing over our school this week?” This would integrate Science, Geography, STEM, digital literacy and research skills, while making space feel much more real and exciting for the class.
i was also introduced to the satellite tracker app in this module and have checked it ever since finding about it. An app i used in the classroom called skyview which shows the exact location of stars and planets. Can be a helpful app to link with space too.
Yann Arthus-Bertrand’s film Home is an excellent resource for introducing pupils to climate change and the impact human activity is having on our planet. The film uses stunning aerial images to show the beauty and interconnectedness of the Earth, while also highlighting issues such as deforestation, pollution, overconsumption and the use of fossil fuels. I think the visual nature of the film would be particularly effective with primary pupils, as it could encourage them to appreciate the planet before exploring the challenges it faces. I would maybe instead of showing the entirity of the movie, show clips of relevant topics be discussed about climate change to the class as interest may be at a loss considering the longevity of the movie.
Greta Thunberg’s speech at COP25 could then provide a different perspective. Her focus on scientific evidence, carbon emissions and the responsibility of world leaders demonstrates the urgency of climate change and gives pupils an opportunity to hear a young person advocating for change. I feel that even showing a speech from Greta Thunberg can be really inspiring for children in the class as she is a young climate activist children could see as a role model.
I would introduce these resources gradually, beginning with the Paxi video to establish pupils’ understanding of the greenhouse effect. I would then use selected clips from Home to stimulate discussion and follow this with an age-appropriate section of Greta’s speech. Pupils could discuss the emotions, facts and messages presented in each resource.
I would connect the learning to the school where I teach in Dublin by exploring how we can reduce our own carbon footprint. The WWF carbon footprint resource could be a real eye-opener, allowing pupils to see how everyday choices contribute to emissions. This could lead to a class climate action plan, focusing on realistic changes such as reducing waste, saving energy, active travel and increasing biodiversity within our school. This would help pupils understand that while climate change is a global issue, positive action can begin within their own school community.
The Paxi video provides an excellent introduction to the topic of climate change, explaining the greenhouse effect in a simple and engaging way that is suitable for primary school pupils. It gives children a clear understanding of the difference between naturally occurring greenhouse gases and those produced as a result of human activity. This provides a useful foundation before the class begin to explore climate data.
The TEAL climate tool is particularly valuable as it allows pupils to investigate future temperature predictiions under different greenhouse gas emission scenarios. I think pupils would find it very interesting to explore different parts of the world and compare how climate predictions may vary from one location to another. Using real-world data makes the learning more meaningful and helps children understand that climate change is something that can be observed, measured and investigated. This activity would encourage collaboration, communication and critical thinking, while also helping to develop their digital literacy and data-handling skills. Students could explore different locations and discuss why some areas may experience greater changes in temperature than others.
I would also make the activity relevant to the students’ own lives by focusing on the school where I teach in Dublin. Rather than discussing climate change as something that only affects distant places, pupils could explore how we can reduce our carbon footprint within our own school. For example, they could investigate our school’s energy use, waste production, transport habits and biodiversity. They could then identify practical actions such as reducing waste, saving energy, encouraging walking or cycling to school, increasing biodiversity and planting more trees or pollinator-friendly plants around the school grounds.
The WWF carbon footprint resource would be particularly useful for this part of the activity. Allowing pupils to calculate or explore their own carbon footprint could be a real eye-opener, as it would help them recognise how their everyday choices can contribute to carbon emissions. This would make the topic much more personal and meaningful for students, helping them to understand that small changes in their own behaviour can contribute to a larger positive impact.
To conclude the topic, I would ask the students to develop a climate action plan specifically for our school. They could work in groups to identify realistic changes that could reduce our school’s carbon footprint and improve the environment around us. This would give pupils a sense of ownership and show them that, although climate change is a global issue, they can make positive changes within their own school community.
The ESA resources are very engaging and provide practical approaches for children wanting to explore and discover the weather. In my classroom, I feel I would like to introduce a class weather station and will incorporate the idea of a class weather log book for each of the children in my class. By doing this, the student will develop a better understanding of weather patterns by recording rainfall, clouds, and wind on a given day. This can then be linked with Maths by recording data and maybe drawing graphs to show the weather for maybe a given month. The ESA Weather vs. Climate activity will help children understand differences between short and long term climates. the nose in the sky activity would allow for a more hands on approach by learning, creating, and using weather instruments. these activities reflected on Liston’s view that STEM should be connected to real life problems that the children could then reflect on with each other through their findings and present with presentations. Learning through song could for levels such as infants would help make the topic more enjoyable and memorable.