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I really enjoyed this activity and thought it explained the greenhouse effect in a simple and child-friendly way. The Paxi video was engaging and helped to make a difficult topic easier to understand. I also liked the future temperature prediction tool because it showed how climate change can affect our world over time.
Next year I will be teaching Second Class, and I think this activity would work well with my class. I would use the video as an introduction and then have a class discussion about simple ways we can help the environment. The children could create posters, sort pictures into actions that help or harm the Earth, and keep a class recycling chart. We could also go on a nature walk around the school to look for ways we can care for our environment.
Overall, I think this is a very useful activity. I would include more hands-on and outdoor learning opportunities as these help younger children stay engaged and make the learning more meaningful.
I found Activity 3 to be interesting and easy to follow. The Paxi video explained greenhouse gases in a simple way and introduced the topic using language that children can understand. The future temperature prediction tool was also useful because it showed how temperatures may change over time and helped explain the effects of climate change in a visual way.
Next year I will be teaching Second Class, and I think this activity would work well as part of our SESE lessons on weather and the environment. I would watch the Paxi video with the class and then have a discussion about what greenhouse gases are and how we can help to protect the environment. We could make a class poster with simple ideas such as walking to school, recycling, saving electricity and planting flowers or trees. The children could also draw pictures or write a few sentences about one thing they can do to help the planet. This would also link well with English through oral language and writing, and with Art through poster making.
One thing I would improve is adding more hands-on activities. For example, children could sort pictures into actions that help or harm the environment or complete a simple experiment about keeping heat in. Overall, I thought this was a useful activity that introduced climate change in an age-appropriate way. I would be happy to use it with my Second Class next year because it encourages discussion, teamwork and caring for the environment.
I really enjoyed reading your reflection. I agree that using visual supports, songs and picture books would make these activities more engaging for younger children. I also like the idea of including weather observations as part of the daily routine, as it helps children make real-life connections
After reading Liston , I realised that STEM is about much more than teaching Science, Technology, Engineering and Maths as separate subjects. It is about helping children to solve problems, work together, ask questions and make links between different areas of learning. It made me think about my own teaching and how I can include more hands-on STEM activities in my classroom.
I completed Activities 1 and 2 from the Weather and Climate resource and really enjoyed them. Activity 1, Is it Weather or Climate?, clearly explained the difference between weather and climate in a way that children can understand. Activity 2, Weather Detectives, gave children the chance to observe, record and talk about the weather. These activities encourage discussion and help children develop their observation and thinking skills.
Next year I will be teaching Second Class, and I think these activities will work really well with my class. I plan to use them as part of our weather topic. The children could keep a weather diary each day, record the temperature and rainfall, and compare their results with the weather forecast. This would also link well with Maths when recording data and with English through discussion and writing. I would also like the children to work in groups to make a simple rain gauge or windsock and investigate how they work.
One thing I would add is an extra activity where children compare the weather in Ireland with the weather in another country. I also think it would be useful to include more extension ideas for different class levels. Overall, I found these activities easy to follow, enjoyable and practical. I will definitely use them with my Second Class next year because they are hands-on, encourage teamwork and help children learn through real-life experiences.
Your “Design Your Own Dark Sky Place” project is a fantastic, hands-on way to help pupils understand light pollution while fostering creativity and problem-solving skills. I love how you start by introducing real examples like the Mayo and Kerry Dark Sky Parks — this makes the concept tangible for pupils who may never have experienced a truly dark sky. Linking the learning back to your local urban environment is powerful, as it helps children see that positive environmental changes are possible even in cities.
The idea of designing their own Dark Sky Place, whether through maps or models, gives pupils ownership and encourages teamwork, critical thinking, and community awareness. Displaying the projects and involving the Green Schools committee is a brilliant way to extend the impact beyond the classroom, empowering pupils as young environmental advocates who can inspire real conversations about light pollution in your school and community.
Your plan for engaging pupils with local biodiversity and the impacts of light pollution is excellent as it combines hands-on learning, research, and real-world application. Introducing biodiversity through discussion, linking with the Green Schools’ committee, and visiting the local park will give pupils valuable first-hand experiences. Mapping species and creating group projects promotes teamwork and deeper understanding. Transitioning into light pollution with videos, discussions, and night sky observations provides a strong practical link between human activity and wildlife impacts. The idea of focusing on species such as bats is especially powerful, as it makes the learning local and meaningful. Encouraging pupils to share their findings with the wider community empowers them as active citizens who can influence environmental change. Overall, your sequence effectively integrates science, geography, and environmental stewardship, helping pupils connect learning with real-life action and fostering a sense of responsibility for the environment.
Teaching resource for ‘Globe at Night ‘
Discuss light pollution at beginning of lesson and its global impact.
-Participate in Globe at Night campaign: observe, measure and submit night brightness data.
– Analyse and interpret both local and global data on sky brightness using maps and trends.
-Critically evaluate citizen science data – its strengths, limitations and role in scientific research
Propose community actions or policy recommendations to reduce light pollution.
I agree -Skyview and Stellarium are fantastic tools ! i.ve found that children are instantly engaged when they can explore the night sky interactively . Stellarium in particular is great for showing real -time constellations and planets and it can be tailored to your exact location , which makes it feel really personal for students. Skyview is brilliant too because it’s intuitive – students love pointing a device at the sky and seeing what’s ‘out there’. i think these apps not only make astronomy more accessible but also help build curiosity that might encourage students to do some star gazing at home.
That’s such a great point! I love hoe making a sundial brings so many subjects together in a hands on way. It gives children something tangible to connect with the abstract idea of time and shows them hoe people in the past relied on the sun to measure their day. I also think its a wonderful way to get students outside, noticing patterns and asking their own questions . Activities like this really spark curiosity and give children ownership of their learning. plus, linking science with art and maths make the experience richer and more memorable.