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I really like your idea of repeating the investigation after implementing student’s suggestions. This gives them an opportunity to see whether their actions have made a real difference, rather than the project ending once the data has been collected.
I particularly like the idea of getting the whole school community involved through assemblies and messages. I know in our school parents weren’t necessarily aware that their students weren’t eating the lunches that they had chosen for them so this would be a great way to work together as a whole-school community to avoid food waste.
Research Question: How much energy is wasted in our school on average in a week, and what could we do to reduce our carbon footprint as a school community?
I am teaching 4th class and I would start by introducing the research question as a problem we must solve as a class. I would explain that we as a class have been given the role as “Energy Detectives” in a whole-school investigation to ensure we keep our Green Flag at school. Students would be assigned roles including survey designers, energy observers, data collectors, researchers and presenters. They would create and distrubute a short survey to each class from 3rd- 6th (senior school) to identify energy saving and energy wasting behaviours. Energy observers would conduct classroom inspections at different times of the day, recording whether lights are left on in empty rooms, windows are open while heating is on in the winter, or devices remain switched on when not in use. Students would collate the survey and inspection data and use tables and barcharts to identify patterns, such as which times or days have the greatest energy waste. After collecting our data students would then spend some time researching how reducing energy consumption can help lower our school’s carbon footprint and develop a whole-school Energy-Saving Action plan, including classroome nergy monitors and daily checklists that they would provide to each class. This links naturally with maths, through collecting, calculating and graphing data and English through designing surveys and presenting their findings to the school comminity.
This project would develop key STEM skills including critical thinking, problem-solving, active learning and collaboration whole giving students the opportunity to use evidence to make decisions and take ownership of a real environmental issue within our school.
I really agree with your point about the importance of prior knowledge before introducing the greenhouse effect. Building pupils’ understanding of the Sun and how energy reaches the Earth provides a solid foundation, making it much easier for them to develop meaningful understanding of greenhouse gases rather than simply memorising new vocabulary. I also like how you connect the lesson to the children’s local environment by discussing the trees being removed for cycle lanes. Using real-life examples that pupils can relate to encourages critical thinking and helps them see that environmental issues can be complex, with both positive and negative impacts. Your suggestion of teaching this topic over a series of lessons also makes a lot of sense. It gives pupils time to ask questions, revisit key concepts and build on their learning gradually. This approach would support deeper understanding and allow opportunities for more inquiry-based activities and meaningful classroom discussions.
I found Activity 3 – Climate Reporters to be an engaging and thought-provoking activity that encourages pupils to explore the evidence behind climate change rather than simply learning facts. The Paxi video explains the greenhouse effect in a clear, age-appropriate way and provides a strong foundation before pupils investigate climate data. I particularly liked using the TEAL Tool to predict future temperatures, as it introduces pupils to authentic scientific data and helps develop digital literacy alongside critical thinking skills. I could use this activity with my class by having pupils work in groups to analyse the data and create short weather or climate news reports, integrating Science, Geography and Oral Language. One improvement would be to include differentiated worksheets or guiding questions for younger pupils, as interpreting graphs may be challenging. It would also be beneficial to provide opportunities for pupils to compare climate predictions for different countries and discuss local actions that could reduce greenhouse gas emissions.
I really like your suggestion of incorporating an engineering design challenge alonside the weather activities. Asking pupils to design and build a simple rain guage or weather shelter using recycled materials would make the learning even more hands on while encouraging creativity and problem-solving. I also agree with your point about using differentiated recording sheets and visual supports to ensure every pupil can participate meaninfully.
The ESA resources “Nose Up High in the Sky” and “Weather vs Climate” provide engaging, inquiry-based activities that would be highly valuable in the primary classroom. I particularly liked how the resources encourage pupils to observe, measure and analyse real-world weather data rather than simply learning concepts from a textbook. I could use these activities to establish a weather station in the school grounds, allowing pupils to record temperature, rainfall, wind speed and cloud cover over time. This would help them explore the difference between daily weather patterns and long-term climate trends.
The activity would foster STEM skills through scientific observation, the use of technology and measuring instruments, engineering through designing and improving the weather station, and mathematical skills through data collection, graphs and analysis. I would encourage whole-school involvement by creating a weather and climate team, sharing findings through assemblies, displays and digital platforms. This would support collaborative practice by allowing students and staff to communicate their learning and develop greater awareness of climate and environmental issues.
I agree with your point that the ESA resource is a practical and engaging way to introduce pupils to topics such as the atmosphere and weather. I particularly liked your observation that the activities encourage children to ask questions, make observations and test their ideas, as this helps develop important scientific investigation skills. I also agree that using simple materials makes the resource realistic and easy to adapt for the classroom.
<p class=”isSelectedEnd”> Before this course I had never heard of the EO Browser. If i was pitching this to a collegue I would state that it is an online tool that allows students to explore real images of Earth taken by satellites. It helps students understand how our planet changes overtime by allowing them to compare images from different dates and investigate areas around the world. Students can explore topics such as climate change, flooding, wildfires, deforestation through a visual and interactive resource providing real evidence from space.</p>
<p class=”isSelectedEnd”>I would use EO Browser to make Science and Geography more interacrive and encourage students to become investigators. Instead of only learning about environmental issues from books, pupils can observe real changes, ask questions and use evidence to explain what is happening.</p>
A possible series of lessons could begin with introducing satellites and exploring how the EO Browser workds. Students could then investigate environmental changes, such as flooding or changes in vegetation, before exploring a local area in Ireland. They could record their findings and finish by presenting possible solutions or actions to protect the environment.
<p class=”isSelectedEnd”>Overall the EO Browser is a valuable tool for developing digital skills, scientific thinking and environmental awareness in students.</p>
I really liked your point about HOME being visually engaging but potentially too advanced for younger primary pupils. I agree that introducing key concepts and vocaulary such as the greenhouse effect, before showing the video would help children undestand the message better. I also liked your idea of using Greta Thunberg’s speech to encourage debate, as it would give pupils an opportunity to think critically, express their opinions and listen to different viewpoints, encouraging learning from one another.
I found the documentary HOME to be both interesting and thought-provoking. It clearly shows how closely people and nature are connected and how our everyday actions can affect the environment. The beautiful aerial images help to show what is at risk if we do not take better care of the planet. Greta Thunberg’s speech and the other videos reinforced the importance of taking climate change seriously and highlighted that everyone has a role to play in creating a more sustainable future.
To introduce these ideas to pupils, I would begin by asking them what they already know about climate change and encourage them to share examples they have noticed in their local area. I would use short video clips, photographs, and simple class discussions to explain key concepts. Pupils could then complete practical activities such as creating posters about protecting the environment, carrying out a litter survey around the school, or keeping a weekly energy-saving diary. I would finish by encouraging pupils to set one personal goal to help the environment, helping them understand that even small actions can make a positive difference.