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I really liked your research question, Katie, as it is a great example of connecting climate issues to pupils’ everyday lives. Your idea of collecting data on single-use plastic and comparing results before and after changes is a very effective way to make the learning meaningful. I also like how you included pupil involvement through group work, posters and sharing ideas with the wider school, as this encourages children to become active participants in creating positive change.
I found your reflection on the ESA activities really interesting, Aidan. I like how you focused on the importance of developing pupils’ skills in observing, comparing and finding evidence rather than just viewing satellite images as something interesting from space. Your idea of combining satellite imagery with OSI maps and Google Maps’ historical imagery is excellent, as it creates a strong link between STEM, geography and local history. I also agree that these resources are accessible and practical for teachers, even those who may not have a strong interest in space.
Hi Rachel,
I really liked your post, because it highlights both the visual impact of the HOME documentary and the importance of introducing climate change in an age-appropriate way. Your focus on starting with pupils’ prior knowledge and encouraging discussion is a great teaching approach, and I especially liked your idea of having students create posters, as it gives them a chance to take ownership of the learning and promote positive environmental action within the school community.
I really liked your post, Eleanor, because it shows a very practical infant-classroom approach to climate education. Your idea of using the Paxi video as a “hook” is excellent, and I especially liked the picture book log and daily environmental actions, as they make the learning hands-on, age-appropriate, and meaningful for young children.
I really liked your reflection, Ashling, especially your point about STEM being integrated across different curriculum areas rather than taught as four separate subjects. Your use of real-life, team-based problem-solving activities in the infant classroom is a great example of meaningful STEM learning, and I think your honest reflection on wanting to incorporate all elements of STEM more intentionally is very insightful.
How does the amount of tree cover around our school affect local air temperature and the comfort of outdoor learning spaces during warm weather?
I would encourage pupils to participate by making the investigation meaningful and connected to their daily experience. Pupils could identify areas of the school grounds that feel hotter or cooler, use thermometers to collect temperature data, and compare shaded and unshaded locations. This gives them ownership of the investigation and helps them see how climate issues can be explored at a local level. I would organise pupils into small research teams with roles such as data collector, photographer, map maker, and presenter so that every child has a responsibility. Digital tools such as tablets, spreadsheets, and graphs would help pupils analyse and communicate their findings. I would also involve the wider school community by displaying results in the corridor, presenting at assembly, and discussing possible actions such as planting more trees or improving shaded outdoor spaces.
Sentinel-2A – This satellite takes detailed images of Earth’s land surfaces, helping monitor agriculture, forests, water quality, and environmental changes.
Sentinel-2B – Works alongside Sentinel-2A to collect images used for mapping land, tracking vegetation growth, and studying climate impacts.
Sentinel-3A – Measures oceans and the atmosphere by monitoring sea temperatures, sea levels, and changes in marine environments.
Sentinel-3B – Collects data on ocean conditions and climate patterns, helping scientists understand changes in Earth’s systems.
International Space Station (ISS) – A space laboratory where astronauts carry out scientific experiments and observe Earth, including weather and environmental changesThe film HOME is a powerful visual resource that highlights the interconnected relationship between people, ecosystems, climate, water, food, and energy. What struck me most was how the film uses aerial imagery to show both the beauty of the Earth and the impact of human activity on forests, oceans, biodiversity, and the atmosphere. The other video clips in the module complement HOME by presenting climate science in a more focused and age-appropriate way, particularly through explanations of the greenhouse effect, weather patterns, and future climate projections.
In introducing these climate change facts to pupils, I would begin with children’s own experiences, such as unusual weather, heatwaves, storms, flooding, or changes in local wildlife. This helps make climate change relevant rather than abstract. I would use short clips from the videos, followed by discussion, questioning, and collaborative activities. Pupils could investigate school energy use, monitor weather data, compare weather and climate, and create posters or presentations on actions that reduce carbon emissions. It is important to present the facts honestly while also emphasising hope, solutions, and the role that young people can play through sustainable choices and collective action in their school and community.
Activity 3 – Climate Reporters is an engaging and age-appropriate introduction to climate science. The Paxi video explains the greenhouse effect clearly through animation and simple language, making a complex concept accessible for primary pupils. The TEAL Tool is particularly valuable because it allows children to explore future temperature predictions and see how human actions can influence climate outcomes. I could use this activity in a 5th or 6th class as part of a cross-curricular STEM unit where pupils investigate climate data, compare predictions, and create reports or presentations. Science skills are developed through inquiry and evidence-based reasoning, while mathematics is used to interpret graphs and trends. I would also integrate geography by examining local climate impacts in Ireland. One improvement would be to include a specific Irish case study and a structured worksheet for recording predictions, observations, and reflections. Adding guidance for differentiating the data analysis tasks would make the activity more accessible for pupils with varying mathematical abilities.
Liston (2018) argues that STEM should move beyond four separate subjects and become an integrated, inquiry-based approach where pupils solve real-world problems collaboratively. In my classroom, STEM is most effective when children investigate authentic questions, collect evidence, design solutions, and communicate their findings.
The ESA activities NOSE UP HIGH IN THE SKY and Weather vs Climate provide excellent opportunities for this approach. I could use them to establish a school weather station where pupils measure temperature, rainfall, wind speed, and cloud cover daily. Science skills are developed through observation and prediction; technology through digital recording tools and online weather data; engineering through designing and positioning instruments; and mathematics through graphing, averaging, and interpreting data trends. The Weather vs Climate activity helps pupils distinguish short-term weather events from long-term climate patterns using evidence-based analysis. I would lead whole-school practice by creating shared data displays, involving classes in weekly weather reports, and presenting climate findings through assemblies, newsletters, and collaborative STEM projects.