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The Climate Detectives framework is really good because the children are fully engaged as scientists investigating climate change which is motivating and educational.
I think I would I start the lesson by revisiting what is climate change and get the children thinking about climate related issues in our area and try to get them to pose the research question.
A research question I might pose would be how the weather affects our day to day lives. I would start by looking at weather over time in Ireland and then focus in on the longer periods of heat that we have been experiencing this past few Summers, what the advantages and disadvantages of this are.
We can conclude with the how we can play our part in looking after our environment to protect it from climate change.
Great post Irene. Having the children engaged in a project that they are able to relate to is brilliant. It will give them a sense of ownership of climate related issues in their own environment.
1. International Space Station: Scientific research and technology demonstrations
2. Sentinel-2A European Union / ESA:Land imaging and environmental monitoring
3. Sentinel-3A European Union / ESA Ocean: land and atmospheric monitoring
4. NOAA-2 NOAA / NASA:Weather forecasting and environmental monitoring
5. Starlink satellite SpaceX :Global satellite internet serviceI was the same Seán! I found this very interesting and could see how the children would feel the same!! I never knew that so many satellites were passing over our country!
The videos showed how everything on Earth is connected and highlighted the impact of human activities such as deforestation, pollution, and overuse of natural resources. I think they are an effective way to introduce climate change because the visuals make the message easy to understand and remember. However, it is important to include positive examples so pupils feel empowered to make a difference. In the classroom, I would combine discussion, short video clips, and practical activities such as recycling, planting, and energy-saving projects to help pupils understand that their everyday actions can positively affect the environment.
The Home video whilst it is very informative, I would be apprehensive about how much of it I would be appropriate for younger classes. It is important to focus on the positive changes that we have made and will continue to make to ensure that our earth is a safe place in the future.
I agree Michelle! Begin with gathering prior knowledge and introduce the vocabulary but I do feel that the Paxi Video is very useful and helpful at explaining the greenhouse gases.
I found the PAX video to be a very useful resource and very child centred. It would be a great introduction to teaching a young class about the greenhouse effect. As I teach First Class, I would need to pre-teach some of the vocabulary, as much of the terminology would be unfamiliar to the children. As a Green School, we always look for opportunities to link new learning with the Green Flags we have achieved. Since we will be working towards the Biodiversity Flag this year, the PAX activities could be integrated with our school’s biodiversity initiatives, such as the bug hotel and polytunnel. This would also connect well with learning about plant growth and the conditions plants need to thrive. Pupils could use their critical thinking skills to compare and discuss whether plants would grow better in a polytunnel or in outdoor planters.
After exploring the TEAL tool, I felt it would be too advanced for First Class pupils to use independently but a simplified version could be used or even have a buddy system where you could pair them with Fifth or Sixth Class pupils, allowing the older children to model how to use the tool. I believe this would be an effective way to demonstrate greenhouse gases, as the visual representation helps pupils understand their impact and encourages discussions about the importance of protecting our environment.Lovely to read yourthoughts Seán. I have younger class also and could see myself doing activity one with my group, 2 would be for an older group I feel. Also it would be helpful to show the children some of the video clips from this module that explain weather and climate in a very engaging way. I showed them to my daughter who is in fourth class and she really enjoyed them,
Liston’s article argues that authentic STEM education goes beyond teaching Science, Technology, Engineering and Mathematics as separate subjects. Instead, these subjects should be integrated through meaningful, real-world challenges that encourage creativity, collaboration, communication and critical thinking. I completly agrees with this and try to focus on this with my first class. In a first-class classroom, learning is active, engaging and student-centred. Children are encouraged to ask questions, investigate problems, test ideas and learn from mistakes. Rather than simply memorising facts, they apply their knowledge to solve authentic problems using the Engineering Design Process. This develops not only subject knowledge but also important life skills such as resilience, teamwork and decision-making. They really enjoy working as a team.Liston’s emphasis on real-world learning also supports effective classroom practice. A first-class teacher creates opportunities for pupils to make connections between what they learn in school and everyday life. For example, instead of completing isolated science experiments, children might work together to design and build a bridge, create a water filter or develop a solution to an environmental issue. These activities naturally combine science, mathematics, technology and engineering in meaningful ways. Planning is key when approaching these lesson and encouraging the childen to inquire, problem-solve and reflect must be . This ensures that pupils develop a deep understanding of concepts rather than completing disconnected activities.
Overall, Liston’s article demonstrates that STEM learning is purposeful and relevant to children’s lives. By providing authentic challenges and encouraging collaboration, creativity and critical thinking, we can help children develop the knowledge, skills and confidence needed for success both in school and in the wider world.
