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I completely agree with your approach—it’s such a thoughtful and engaging way to introduce young children to the concept of climate change and deforestation. Framing the question around trees and asking “What happens if lots of trees are cut down?” is simple yet powerful, and perfect for sparking curiosity in younger pupils.
I also love how you’re incorporating local context by linking it to an area near your school. This makes the learning more meaningful and helps the children make real-world connections. Using pictures, videos, and a park visit is a great way to appeal to their senses and keep them actively involved. Young children learn best through doing and seeing, so this hands-on, observational approach is really effective.
To engage pupils in this project, I would begin by sparking their curiosity through a nature walk around the school grounds. Pupils would observe the local environment and take note of any litter, bugs, birds, or plants they spot. We’d have an open class discussion about what they noticed, leading naturally to the research question. Using age-appropriate language, I’d explain how waste and pollution can harm animals and plants—and how their actions can make a difference.
To build ownership, the class would act as “Climate Detectives,” working in small teams with magnifying glasses, litter-pickers, clipboards, and notebooks. They would record the types of rubbish they find and where it collects most. We’d create graphs from the data, then brainstorm solutions together—like making posters to educate others, setting up classroom recycling stations, or starting a “clean-up crew” rota. Throughout, I’d celebrate their efforts, link the learning to real-world change, and show that even small actions help protect our planet.
I completely agree with your experience using Satellite Tracker 3D—it’s fascinating to see how fast satellites move and learn about their different purposes. I was also surprised by the variety, from old Cosmos satellites to the new Starlink constellation aimed at global internet coverage. The fact that CubeSats like Flock 4g7 can travel so far so quickly really highlights how dynamic space technology is. I think your idea to combine satellite tracking with quick research is excellent and would definitely capture the curiosity of students. It makes the learning real and interactive, showing them how space technology directly connects to our everyday lives.
The ESA resource “Nose High Up in the Sky” offers excellent pupil activities that fuse maths and astronomy through hands-on observation. When I viewed the lessons—measuring sun angles, plotting them seasonally, and applying geometry to shadows—I found the tasks well-structured and engaging. The guided worksheets and diagrams support clear understanding, while the outdoor components encourage active learning. Pupils measure and record real data, create graphs, and discuss concepts like Earth’s tilt and changing daylight—connecting curriculum objectives in science and maths. The resource adapts easily to different age groups: simpler for younger children, with more complex data tasks for older ones. In my classroom, I’d start with a demonstration, then let pupils work in pairs outdoors, before returning to analyze results. This promotes collaboration, observational skills, and scientific reasoning. Overall, it’s a versatile, curriculum-aligned tool I’d confidently integrate into lessons.
I completely agree with your approach to using HOME and the supporting video clips to introduce environmental issues to young learners. The film’s powerful visuals and clear message are ideal for capturing children’s attention and sparking important conversations. I particularly like how you plan to start with age-appropriate discussions and encourage reflection on personal actions—this makes the learning both accessible and meaningful. Your inclusion of interactive projects and local investigations is an excellent way to deepen understanding and keep pupils engaged. Overall, your strategy effectively combines emotional impact with practical learning, which is essential for inspiring long-term awareness and change.
To introduce climate change facts from HOME, I would start by showing short, visually engaging clips from the documentary that highlight the beauty of nature—forests, oceans, animals. I’d then explain in simple terms that our Earth is like a big home we all share, and just like we take care of our rooms, we need to take care of our planet. I would use stories and pictures to explain how things like cutting too many trees or using too many cars can hurt nature. After watching, we would have a class discussion with questions like, “What did you notice?” or “How can we help the Earth?” I’d finish with a creative activity—drawing a happy Earth and a sad Earth—so they can show what they learned. This approach helps children understand the message in a gentle, age-appropriate way while making them feel they can help.
I really agree with your suggestions. The Paxi video and the “Earth under the lid” experiments are excellent ways to introduce climate science in a manageable and engaging way. The TEAL tool adds a digital element that supports curiosity and independent thinking. Including opportunities for creative expression and whole-school collaboration makes the learning more dynamic and inclusive.
This activity is a great starting point for helping young students explore the basics of climate change and the role greenhouse gases play. The animated Paxi video delivers key ideas in a playful and easy-to-follow way, making it perfect for early learners. To build on this, the TEAL climate tool adds a hands-on element, allowing students to experiment with data and see how human actions shape future climate patterns. I would use the video as a springboard for conversation, encouraging students to share what stood out to them and ask questions. Afterward, they could express their ideas creatively—by drawing, writing, or both—showing simple ways we can care for the planet. We could then gather their work into a colorful classroom display or film a fun segment with students acting as environmental reporters, giving tips on how to reduce emissions. To make the learning even richer, I’d add a climate-themed storybook or a simple science activity, helping students connect with the topic in multiple ways and reinforcing their understanding through both play and exploration.
I completely agree with your reflections—Dr. Liston’s emphasis on hands-on, integrated STEM learning really stood out to me as well. I think the use of songs and weather logs are such effective ways to engage younger children and develop key observational skills. I also love the idea of using traditional weather proverbs—it’s a great way to bring in family involvement and compare past and present approaches to understanding weather.
What stood out to me in ESA Activity 1 was how it begins by clearly distinguishing between weather and climate. This initial focus helps set the stage for deeper exploration of both concepts later on. I thought the idea of linking the activity to the children’s birthdays was a really engaging way to draw them in—especially effective with younger students. Encouraging pupils to define weather and climate in their own words is also a great strategy, as it allows them to actively process and demonstrate their understanding. I also think the Climate Zone video is a valuable tool—it provides a strong introduction to the topic and helps bring the concepts to life in an accessible way.
Incorporating ARC-Online Lessons and Resources into my teaching will enhance STEM education in accordance with the STEM Education Policy Statement and the School Self-Evaluation (SSE) process. These resources are designed to boost student engagement through interactive, hands-on activities and tangible materials, making STEM subjects more relatable and accessible to my students. I plan to collaborate with colleagues to share best practices and integrate STEM education into my teaching plans. Using ARC’s assessment tools during the SSE process will be ideal for gathering and analyzing data on student performance and engagement, helping to set SMART targets. The tracking tool can then be used to continuously monitor these targets and update school improvement plans as needed.
Stories:
“Roaring Rockets” by Tony Mitton
“If You Decide to Go to the Moon” by Faith McNulty
Procedural Writing:
How to create a space-themed sensory bottle.
Making “Space Craters” using clay and foil.
Art:
Designing a rocket ship collage using colored paper and foil.
Painting a night sky with sponge brushes and adding star stickers.
Junk Art: Create moon buggies using egg cartons and bottle caps.
PE:
Lunar Landing – Set up a space-themed obstacle course with balance beams and stepping stones, pretending to be astronauts landing on the moon.
Music:
Space Sounds – Explore and create “space sounds” using different instruments, like drums for rocket launches or shakers for star twinkles.
Wow that looks like a great idea, I did something similar last year and the engagement levels were through the roof!
Wow Saoirse some great ideas here, I love the second one and it relates very much to what I hope to teach in the upcoming year.
In teaching about weather and appropriate clothing for different seasons, I would use a weather activity set. We’d begin by discussing the different seasons, focusing on the variations between hot and cold weather. This would lead to a conversation about what types of clothing are best suited for each season, emphasizing why we need warm clothing during colder months. To deepen their understanding, we’d conduct a science experiment called “Waterproofing Test.” In this experiment, students would test various materials such as cotton, plastic, wool, and rubber to see which one repels water the best. They would drop water on each material and observe which stays dry. This hands-on activity would help students understand the importance of waterproof and warm clothing in wet and cold weather. The experiment would connect how different materials function in protecting us from different weather conditions, helping them choose the right clothes for various environments
