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Using the ‘Climate Detectives’ Research Question Planner, it would be my goal to guide children to explore real-world issues relevant to their environment. We might focus on “How does plastic waste in our local area affect the climate and wildlife?” This question encourages investigation, observation, and meaningful action.
To engage children, I would start with a nature walk or litter survey around the school, helping them see the issue first hand. Discussions, storybooks, and videos about climate change would build their curiosity and understanding. I would create opportunities for hands-on activities like recycling projects, creating posters, or writing letters to local representatives.
Giving children a sense of responsibility and voice makes the topic real and empowering. They become young scientists and problem-solvers, developing teamwork, empathy, and environmental awareness. By connecting learning to their world, we foster not only participation but a lifelong commitment to climate action.
Hi Niamh, I love your ideas for incorporating the spread of the Sahara Desert beyond its previous outer limits, as a topic of research, and how specific animals have been affected by the spread of a barren landscape.
Using the ‘Climate Detectives’ Research Question Planner, it would be my goal to guide children to explore real-world issues relevant to their environment. We might focus on “How does plastic waste in our local area affect the climate and wildlife?” This question encourages investigation, observation, and meaningful action.
To engage children, I would start with a nature walk or litter survey around the school, helping them see the issue first hand. Discussions, storybooks, and videos about climate change would build their curiosity and understanding. I would create opportunities for hands-on activities like recycling projects, creating posters, or writing letters to local representatives.
Giving children a sense of responsibility and voice makes the topic real and empowering. They become young scientists and problem-solvers, developing teamwork, empathy, and environmental awareness. By connecting learning to their world, we foster not only participation but a lifelong commitment to climate action.
Ask ChatGPT
Hi Avril,
I also cannot believe the amount of satellites that pass over Ireland on a regular basis! My students will be amazed by what is happening in the night sky when we return to school and investigate Climate and Space!
Here is a list of 5 satellites which have passed over Ireland recently and what they are doing:
The first satellite is EIRSAT 1 – Ireland’s first CubeSat which was launched on December the 1st, 2023. It is currently testing three Irish-developed technologies: a gamma ray sensor (GMOD), surface coating experiment (EMOD), and wave based attitude control, sending data back to UCD and amateur radio operators
The second is Copernicus Sentinel 1C. This is a sun synchronous radar satellite, and it imaged Dublin and its surroundings contributing to environmental and Earth surface monitoring.
The third satellite is Copernicus Sentinel 2. This is an optical Earth observation satellite which captured visible light imagery including recent views of cloud clearing over Wexford and Strangford Lough
The fourth satellite is Meteosat 11. This is a geostationary weather satellite and provides infrared and precipitation radar data over Ireland every 15 minutes approximately for Met Éireann forecasts..
Lastly, the Starlink Satellites is SpaceX’s internet satellite and its “trains” frequently pass over Ireland. These LEO satellites deploy then slowly spread out, reflecting sunlight and lighting up the night sky..
Hi Christina. I agree that ‘Home’ is probably too much for the younger classes and I think ‘Happy Feet’ would suit them better.
“Home” by Yann Arthus-Bertrand is a powerful documentary that presents breath taking aerial footage of Earth, highlighting the beauty of our planet while exploring the serious environmental challenges we face, especially climate change, deforestation, loss of biodiversity, and overconsumption of resources.
The film shows how industrialisation, agriculture, and fossil fuel use have altered landscapes and ecosystems—directly tying to increased greenhouse gas emissions and global warming.
It shows how developed nations use a disproportionate amount of Earth’s resources, while poorer communities suffer the worst effects of climate change
Images of deforestation and shrinking wetlands show how Earth’s ability to absorb CO₂ is diminishing.
The film encourages collective responsibility and highlights the urgent need for sustainable living and policy changes to protect the planet for future generations.
Teacher could use still images from the film to show natural wonders like forests, oceans, and deserts and then use effective questioning like
“What do you see?”, “Why is this place important?”, What makes Earth special?”, Why should we take care of it?”, “What do you think happens when trees are cut down or the air gets dirty?”.
They could follow this by participating in an art lesson or composing a poem on how to change the planet.Climate Aid 2000 highlights how climate change affects people, particularly in poorer countries—through droughts, floods, food shortages, and displacement. The organisation promotes a message of fairness and global responsibility, encouraging those in wealthier countries to help those who are most affected but least responsible for climate change.
For younger classes, the teacher could introduce Climate Aid 2000 with a simple story using puppets, visuals, or picture books to explain complex ideas.Children could be introduced to Greta Thunberg by using simple, child-friendly language:
“Greta is a girl from Sweden who loves nature and wanted to protect the planet. When she was just 15, she started sitting outside her country’s parliament to ask leaders to help stop pollution. Her small actions inspired millions of people around the world.”Hi Robert, I like your idea of using Activity 3 for a countries of the world project. They could use the tool for focusing on climate and weather and predicting future temperatures.
Paxi is a child-friendly educational video produced by the European Space Agency (ESA) featuring Paxi, a cartoon alien character who explains science topics in an engaging way for children. Paxi explains what greenhouse gases are, how they are increasing, and how they affect Earth’s temperature by trapping heat in the atmosphere.
Climate Reporters is a story-based, interactive learning tool that introduces children to the science of weather and climate using ESA’s Earth observation satellite data. Children play the role of climate reporters investigating environmental and climate-related issues around the world.The tool doesn’t necessarily predict future temperatures in the way a scientific climate model would, but it helps children understand trends in, global temperature rise, sea level changes, ice sheet melting and deforestation and land use.
In the classroom children can compare historical temperature data (e.g. 1980–2020), identify trends and patterns in temperature over time. They can then relate these trends to climate impacts, such as extreme weather or habitat change. It also helps them to understand how global datasets are used in climate prediction models.
They can explore temperature maps to describe changes. It lets them create simple graphs showing how temperatures have changed over 30+ year and it allows children the opportunity to do role play and become “Climate Reporters” and to then create a report for their local area.Hi Irene
I love your ideas for getting the children engaged in the discussion about weather v climate. I like the idea of having a ‘reporter of the day’ and letting a child check the thermometer and observing weather changes.
Nose up High in the Sky – Observing and Measuring Weather Conditions by ESA is a practical unit aimed at 8–10 year olds. Slide 26 specifically investigates the science behind local weather proverb.
Slide 26 introduces traditional weather proverbs such as Red sky at night, shepherds delight, red sky in the morning, shepherds warning.
This signifies a scattering of blue light due to atmospheric particles/high pressure systems.
A ring around Sun/Moon, means that rain will come real soon
This is caused by ice crystals in high cirrus clouds heralding shifting weather fronts
Children could use sensory observation and instruments (thermometer, rain gauge, anemometer) to test whether these local proverbs are true and reliable. These should be placed away from buildings or trees that may affect readings and set up on flat ground if possible
Children could then record real data and compare this with what the proverbs predicted by measuring daily at the same time and then record temperature, wind, precipitation, etc.
Slide 27 is part of the ESA Climate Detectives, What is the difference between weather and climate?”
Weather is short-term (minutes to days), changes quickly and describes current conditions (e.g., raining, sunny)
Climate on the other hand is long-term (typically 30 years), changes slowly and describes average conditions (e.g., temperate, tropical)The whole school could investigate climate v weather during Science Week and then showcase their investigations for the Curious Minds Award.
I love your ideas for getting the community involved in sustainability, community gardens, litter clean-ups and the use of bike lanes. I will be exploring sustainability with my class when we return to school by going on nature walks and making use of our outdoor classroom, weather permitting, which was constructed during Covid-19.
Sustainability in Ireland’s largest fishing port, Killybegs, Co. Donegal is of the upmost importance as the town balances economic activity with marine conservation.
Sustainability is practiced in Killybegs where local fisheries follow EU quotas and regulations to avoid overfishing. They also use selective fishing gear (nets with escape panels) and this helps reduce bycatch and protects juvenile fish stocks
Some Killybegs seafood products are MSC-certified, ensuring they are sourced sustainably.
Fish waste from processing is used in Killybegs to produce fishmeal and fish oil, reducing waste and supporting circular economy practices.
Killybegs Harbour is exploring the use of wind and tidal energy to reduce carbon emissions in port operations.
Local farms and research institutions support low-impact aquaculture and seaweed farming, which can have a positive environmental effect.
Some areas near Killybegs are Marine Protected Areas to allow fish stocks and ecosystems to regenerate.Students can be engaged in the teaching of sustainability by the following ideas:
Virtual Field Trip- Students could create a “Visit to Killybegs” classroom wall display or use Google Earth to explore the harbour. Their task could be to find out what happens in a fishing port, how fish are caught and processed, and how people protect the sea.
Students could make a ‘Fish to Fork’ story map where they make a comic strip or sequence drawing showing the journey of a sustainable fish from sea to plate.
They could take part in a science experiment – Clean our polluted water- using oil, plastic, and natural debris to show the effects of pollution and how we can clean water.
Reading books about sea life to younger classes on the topic of fishing villages or environmental care.
A local fisherman, marine biologist, or co-op member could be invited into to school to talk to the students about sustainability in Killybegs.
Teachers and students could become more sustainable on a day to day basis by:
having green monitors in the classroom for lights, paper/plastic recycling and compositing.
Schools can also reuse paper for drawing, rough work activities.
Where possible, double-sided printing should be encouraged within the school.
Children/staff could be encouraged to walk/cycle to school, where possible.
Children could be encouraged to do as much outdoor learning as possible and they could also be encouraged to plant seeds, flowers and check in on the progress made regularly.
All these sustainable achievements could be highlighted/celebrated during school assembly to bring awareness to the whole-school community.Hi Michaela,
I agree that the nutrition of seafood can be linked with cross-curricular lessons that incorporate science – geography – and sustainability. I like your ideas for making the teaching of seafood nutrition fun and engaging -food tasting, simple cooking lessons, or poster-making about “brain foods”.
Teaching about seafood nutrition in the primary classroom provides a rich opportunity to promote health literacy, sustainable food awareness, and cross-curricular learning. By integrating practical and engaging activities, pupils can develop a lifelong appreciation for healthy eating and the role of seafood in a balanced diet.
Children need to be taught that seafood aids their cognitive development and that Omega-3 fatty acids support concentration, memory, and learning. Seafood also maintains good bone health and that seafood is essential for their overall growth and wellbeing, both physically and mentally.
The key nutritional components in seafood include high-quality protein, Omega-3 Fatty Acids and numerous vitamins and minerals including, vitamin D, vitamin B12, iodine, selenium, and zinc.
Seafood is low in saturated fat making it a heart-healthy protein choice.Seafood nutrition can be integrated into the Primary Curriculum through:
STEM: Discuss food groups and balanced diets.
Explore the human digestive system and how nutrients support health.
Investigate how seafood is caught or farmed sustainably.Wellbeing:
Promote healthy eating habits.
Discuss food origins and cultural food practices.Geography:
Study coastal communities and their reliance on fishing and aquaculture.
Link Irish fishing ports to seafood supply chains.English:
Use seafood topics for reading comprehension or creative writing (e.g., “A Day in the Life of a Marine Biologist”).Art:
Create posters/art using a headline like ‘Vitamin Sea’
