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I really liked your research question. I think giving pupils responsibility for planting and monitoring the wildflower patch would really encourage engagement, and presenting their findings to the Green Schools Committee is a great way to make the project meaningful.
How can our school reduce the amount of electricity it uses each day?
This research question would allow pupils to investigate how energy is used in school and explore simple ways to reduce electricity consumption. I would begin by asking pupils where they think electricity is used most throughout the school before carrying out an energy audit. They could observe lights, interactive whiteboards and other electrical equipment and discuss whether they are being used efficiently.
Pupils would work in groups to collect data, suggest improvements and present their findings to the class. They could also create reminder posters encouraging everyone to switch off lights and devices when they are not needed. I like this investigation because it gives children ownership of a real environmental issue within their own school. It also develops teamwork, problem-solving and critical thinking while showing pupils that their actions can have a positive impact on the environment.
I really liked your idea of comparing pupils’ observations with real satellite images and air quality maps. I think it would help make the learning more meaningful and show children how science is used in everyday life.
I really enjoyed working through the Nose Up High in the Sky resource. I thought it was very engaging and gave children plenty of opportunities to develop observation and inquiry skills through practical activities. I particularly liked how the lessons encouraged pupils to compare photographs of Earth taken from space with images taken on the ground. It helps children understand how satellites are used to monitor weather, climate and changes to our environment in a way that is easy to understand.
I would definitely use this resource in my classroom, particularly with middle and senior classes. The activities encourage discussion, prediction and teamwork while linking well with Geography, Science and STEM. I also liked that pupils are encouraged to collect and interpret information rather than simply being given the answers.
To extend the learning, I would ask pupils to research how satellites help us in everyday life, such as forecasting the weather or monitoring natural disasters. They could then present their findings to the class or create a poster explaining the importance of satellite technology. Overall, I found this to be a well-structured and engaging resource that promotes curiosity, critical thinking and real-world learning.
I really liked your point about ending the lesson on a positive note. I think it’s so important that pupils understand they can make a difference. I also liked your ideas like tree planting and an energy-saving challenge are great ways to turn learning into action.
I found HOME to be a really powerful documentary. The aerial footage is stunning and really shows both the beauty of our planet and the impact human activity has had on it. I also liked how the other videos in the module highlighted topics such as climate change, carbon footprints and the positive actions being taken around the world. They help explain a complex topic in a way that is engaging and thought-provoking.
If I were teaching this topic, I would begin by discussing what pupils already know about climate change and what they notice in their own environment. I would then use short clips from HOME to encourage discussion before introducing practical activities. For example, pupils could investigate ways to reduce waste in school, plant flowers or trees, or carry out a class recycling project. I think it is important to finish the lesson by focusing on positive actions that pupils can take, helping them understand that even small changes can make a difference.
I really liked your idea of graphing the temperature changes over time. I think it would give pupils a clear visual understanding of how climate has changed and encourage some great discussions about the actions we can take to protect our environment.
really enjoyed Activity 3: Climate Reporters. The Paxi video explained the greenhouse effect in a clear and engaging way, making a complex topic much easier for children to understand. I would begin the lesson by discussing what pupils already know about greenhouse gases and climate change before introducing some key vocabulary. This would help prepare them for the lesson.
I thought the TEAL temperature prediction tool was a great resource, particularly for senior classes. It encourages pupils to explore how different levels of greenhouse gas emissions can affect future temperatures and helps them understand the impact our actions have on the environment. I would guide the class through the tool and encourage discussion about what the different predictions could mean for people, wildlife and the planet.
To extend the lesson, I would have pupils research examples of extreme weather events and discuss simple ways we can reduce our carbon footprint at home and at school. They could then create posters or presentations to share their learning with other classes. One improvement I would suggest is providing a simplified version of the TEAL tool for younger pupils, as some of the graphs may require additional teacher support. Overall, I found this activity engaging, relevant and a great way to develop STEM skills through real-world learning.
Hi Rebecca, I really enjoyed reading your post. I like your idea of extending the activities by having pupils design their own weather instruments and create weather graphs. I also agree that differentiated activities would help ensure all learners can engage meaningfully with the lessons.
I enjoyed reading Liston’s paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Mathematics. It made me reflect on how STEM should be taught as an integrated approach rather than as separate subjects. I particularly liked the idea of engineering being the “glue” that brings science, technology and maths together through problem-solving. I think children learn best when they are actively involved in hands-on, real-life learning experiences.
I found both ESA activities engaging and easy to follow. ‘Is it Weather or Climate?’ is a great introduction to help pupils understand the difference between weather and climate, while ‘Weather Detectives’ encourages children to observe, record and discuss real weather conditions. I think these activities would work particularly well in middle and senior classes.
I would like to set up a simple weather station in the school grounds where pupils could build rain gauges or wind vanes, collect daily weather data and compare it with online weather forecasts. This would develop science through observation, maths through measuring and graphing data, technology by using weather apps or digital devices, and engineering by designing and improving weather instruments.
To develop this further, I would make it a whole-school project where different classes take turns recording the weather and sharing their findings during assemblies or on a school weather board. Overall, I think these activities are practical, engaging and provide an excellent way to promote STEM learning in the classroom.