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The film HOME is a powerful and thought-provoking resource that highlights the relationship between human activity, the natural environment, and climate change. I found the combination of interesting visuals and factual information particularly effective in showing how human actions eg. deforestation, pollution and overconsumption, are affecting the planet.
I would introduce these climate change facts to my pupils through short sections of HOME and the other clips, rather than showing the entire film at once. This would allow me to pause and discuss important points, check understanding, and encourage pupils to ask questions. I would use age-appropriate language and connect the information to situations they can relate to, such as energy use, transport, food waste and recycling.
I would also encourage pupils to discuss what they noticed in the videos and identify actions they could take in school and at home. Follow-up activities, such as creating posters, researching local environmental issues, or comparing carbon footprints, could help turn the information into meaningful learning. Overall, the videos provide an engaging starting point for developing pupils’ understanding of climate change and environmental responsibility.
Hi David, you make some very good, interesting points in your response. I particularly liked the idea of differentiated tasks for different ability levels and the practical engineering task would be something different and enjoyable too
Activity 3 is a useful, engaging way to introduce students to greenhouse gases and climate change. The Paxi video provides a clear, age-appropriate explanation of how greenhouse gases affect Earth’s temperature. I also think the future temperature prediction tool is valuable because it allows students to explore possible climate outcomes and understand how changes in greenhouse gas emissions can affect our temperatures.
I could use this activity with my class as a starting point/ introduction for discussion and investigation. Students could work in pairs to make predictions, use the tool, and then compare their results. This would encourage critical thinking and help students connect scientific concepts to real-world climate issues.
One improvement would be to include more guidance on interpreting the prediction tool and explaining why different scenarios produce different results. It could also include follow-up questions or a short group activity where students discuss possible actions to reduce greenhouse gas emissions. Overall, Activity 3 is interactive, informative, and suitable for encouraging students to think about climate change and their role in protecting the environment.
Ciara, I think your idea of using Activity 2 as an ongoing investigation would be very useful! I also like the idea of using charts and graphs as that would link in nicely with Maths.
The ideas presented in Liston, 2018, support the idea that STEM education is most effective when the four disciplines are integrated through meaningful, real-world contexts rather than taught as isolated subjects. I have found in my classroom that STEM has been most successful when pupils investigate problems, collaborate, ask questions, and apply their learning across different curriculum areas.
I completed Activities 1 and 2, Is it Weather or Climate? and Weather Detectives, and found them engaging and age appropriate. The activities encourage observation, discussion, and evidence-based thinking while developing scientific vocabulary and data interpretation skills. I could absolutely use these lessons as part of a cross-curricular unit linking Science, Geography, Maths, and Digital Technologies by having pupils collect and analyse local weather data over several weeks and compare it with long-term climate patterns.
One improvement would be to include differentiated tasks or extension activities for pupils requiring an additional challenge, such as creating graphs using digital tools or investigating the impact of climate change on local weather patterns. Including opportunities for outdoor observations and links to local weather forecasts would also make the learning more authentic and strengthen pupils’ understanding of the difference between weather and climate.
Hi Rachel, I love how you have included a list of books here! These would be lovely for the Junior classes!
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The night sky has inspired countless works of art, music, and poetry, reflecting its mystery, beauty, and vastness. President Michael D. Higgins’ poem “Stardust” explores the human connection to the cosmos, emphasizing our shared origins with the stars. Similarly, Vincent van Gogh’s “Starry Night” captures the swirling, luminous beauty of the night sky and is a very useful resource for an art lesson, students enjoy creating their own versions.
Songs such as Coldplay ‘Sky Full of Stars’, Myles Smith’s ‘Stargazing’, David Bowie’s ‘Space Oddity’, Muse’s ‘Starlight’ and Madonna’s ‘Lucky Star’ are all inspired in some way by the stars and the night sky. Poems such as ‘The Light of Stars’ by Henry Longfellow, ‘Bright Star’ by John Keats and ‘A Night-Piece’ by William Wordsworth were similarly inspired by the night sky and its vastness and beauty.
There are also rhymes passed down through the generations that are inspired by the night sky, such as ‘red sky at night, shepherd’s delight, red sky in the morning, shepherd’s warning’.
These examples, among many others, highlight how the night sky connects us to something larger, stirring emotions ranging from awe to introspection, and reminding us of our place in the universe
Hi Aisling, there are some lovely ideas there! I really like the idea of relating their learning back to what they already know about animals form their pets etc.
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
To engage 4th class learners in exploring biodiversity in Kilcloon and Maynooth, I would start with a nature walk around our grounds, down to the local church and to Carton House, on each outing encouraging students to observe and record different plants, insects, and animals. We’d create a simple scavenger hunt to identify common species, making learning interactive and fun.
To explore light pollution’s impact, we’d compare observations between areas with varying light levels. The night-time sky observation from the previous assignment would help them see how artificial light affects visibility and discuss how this might impact nocturnal animals.
Back in the classroom, students would build bug hotels and bird feeders for our school garden, supporting local biodiversity hands-on. We’d also conduct a simple experiment by placing light near plants to observe any changes, connecting it to real-world effects.
Finally, students would reflect on their findings through discussions, drawings, or storytelling, and create awareness posters to share with the school community, highlighting the importance of protecting local biodiversity from light pollution. This blend of outdoor exploration, practical activities, and creative reflection makes learning about biodiversity engaging and meaningful.
Hi Catherine,
It is awful to hear of the impact on the animals! These are the things that most people just don’t consider! I’m glad of this course as it will enable me to bring awareness to young people in the hopes of making a change!
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution in the Maynooth area affects both the environment and the local community by obscuring the night sky, disrupting ecosystems, and impacting human health. Excessive artificial lighting reduces the visibility of stars and planets, making it difficult for students, and residents in general, to appreciate natural celestial events. Wildlife, particularly nocturnal species, can suffer from disorientation and behavioral changes due to the unnatural brightness, which also contributes to energy waste.
To engage my 4th class students, I would start with a night-time stargazing activity, I would ask students living in Maynooth (local built-up area) and Kilcloon (local rural area) to observe how many stars they can see and compare their findings with each other to see what the night sky looks like with more/less light pollution. I would incorporate a hands-on experiment where they create simple “sky quality meters” to measure light levels around Maynooth and Kilcloon. Students can then map light pollution from Maynooth to Kilcloon using their observations to discuss its causes and effects. Finally, I would have them brainstorm solutions to reduce light pollution, such as advocating for shielded streetlights or participating in a local “lights-out” event. This approach combines scientific exploration with civic responsibility, making the topic relevant and engaging.
Hi Sarah, you have put forward some lovely ideas. I love all of the ideas you have for subject integration and use of multimedia.
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
I would plan to have my 4th class students observe the Moon in the morning, the best phase is the waning crescent. During this phase, the Moon is visible in the early morning hours before sunrise, offering a clear and beautiful view. The thin crescent shape provides excellent opportunities to observe lunar features, such as craters. Each student will be given an ESERO moon observation log.
For the 2024-2025 school year, ideal dates for observing the waning crescent in the morning include:
September 5-7, 2024
October 5-7, 2024
November 3-5, 2024
December 3-5, 2024
January 2-4, 2025
February 1-3, 2025
March 2-4, 2025
April 1-3, 2025
Some of this work will be done as a home activity and select students will be asked to do some early morning observation sessions on each set of dates. Before the observation, I will explain the lunar cycle and why the waning crescent is visible in the morning. During these sessions, students would use binoculars or telescopes to focus on the Moon’s surface, sketch what they see, and discuss the changes in appearance compared to other phases. This hands-on experience would enhance their understanding of the lunar cycle and the Moon’s movement in the sky.