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Edwina, I really like your research question because it focuses on something pupils can relate to in their everyday lives. Investigating how we travel to school makes climate action feel achievable, and I like how the project combines science, maths and technology through data collection and analysis. The idea of carrying out a whole-school survey and then repeating it after introducing an active travel campaign is particularly effective as it allows pupils to see whether their actions have made a measurable difference. This inquiry also promotes collaboration and encourages pupils to become active participants in improving their school community. Overall, it is an engaging and meaningful investigation that helps children understand that small, everyday choices can collectively make a significant impact on reducing carbon emissions.
How does reducing single-use plastic in our school affect the amount of waste produced over one school term?
This research question allows pupils to investigate a climate-related issue that they can influence through their everyday actions. To encourage participation, I would begin with a discussion about where plastic waste comes from, how it affects the environment and why reducing waste is important in tackling climate change. Pupils could then carry out a waste audit to identify the types and quantities of single-use plastics used within the school before introducing strategies such as reusable water bottles, lunch containers, and recycling initiatives.
To keep pupils engaged, I would encourage them to work collaboratively in small groups, assigning roles such as data collector, photographer, recorder and presenter. Giving pupils ownership of the investigation by allowing them to suggest solutions and monitor progress would help develop their confidence and motivation. Throughout the project, pupils could collect and analyse data, create graphs and compare results over time, linking the investigation to Science, Geography, Mathematics, and SPHE.
Sharing the findings with the wider school community through displays, assemblies or a Green Schools campaign would give pupils a sense of achievement and demonstrate that their actions can make a meaningful difference. This inquiry-based approach promotes critical thinking, teamwork, environmental responsibility and active citizenship while helping pupils understand how individual and collective actions contribute to climate action.
Niamh, I really enjoyed reading your reflection. Like you, I had previously thought of satellites mainly as tools for taking images, but this module highlighted how valuable they are for monitoring environmental changes, supporting disaster management, and helping us better understand our planet.
I also agree that the ESA Higher Up activity is very well suited to the senior primary classroom. Comparing ground-level photographs with satellite imagery is an engaging way to develop pupils’ geographical awareness while strengthening observation and critical thinking skills. I particularly liked your connection to School Self-Evaluation and active learning. Using authentic satellite images encourages pupils to investigate, ask questions, and justify their conclusions using evidence rather than simply learning facts. It also creates excellent opportunities for integrating Geography, Science, and Digital Learning in a meaningful and engaging way.
The EO Browser is a free online tool developed by the European Space Agency and Sentinel Hub that allows users to explore satellite imagery of the Earth. It provides access to data from the Copernicus Sentinel satellites as well as other satellite missions making it easy to view environmental changes over time. If I were giving an elevator pitch to a colleague, I would describe it as “Google Maps with live and historical satellite data that helps us investigate real-world environmental issues.”
Some of the satellites that have passed over Ireland recently are;
1. International Space Station: Scientific research and technology demonstrations
2. Starlink satellite SpaceX :Global satellite internet service
3. 239ALFEROV (RS61S) – Russian 3U CubeSat nanosatellite.
4. NOAA-2 NOAA / NASA : Weather forecasting and environmental monitoring
5. Sentinel-2A European Union / ESA:Land imaging and environmental monitoringFinally, In the classroom, I would use EO Browser to support inquiry-based learning in Geography and Science. Students could investigate topics such as deforestation, flooding, urban growth, wildfires, or climate change by comparing satellite images from different dates. It encourages observation, critical thinking, and the interpretation of real scientific data. The platform is user-friendly, visually engaging, and provides an excellent way to connect classroom learning with current environmental issues, making abstract concepts much more meaningful for students.
Nikita, I really enjoyed reading your post. I agree that HOME is probably more suited to older pupils, as some of the language and images could be overwhelming for younger children. I like your idea of using short sections or still images to focus on the beauty of our planet before introducing the topic of climate change in an age-appropriate way. Building children’s appreciation of nature first is a great foundation for later discussions about protecting the environment. I also agree that Greta Thunberg is an excellent example of how one person’s voice can make a difference. A project on her work would encourage collaboration, discussion and help pupils see that even small actions can contribute to positive environmental change
I found HOME to be a very powerful and thought-provoking film. The aerial footage wonderfully illustrates both the beauty of our planet and the impact that human activity has had on the environment. It highlights the importance of protecting Earth’s natural resources while showing how interconnected people, wildlife and ecosystems are. The other video clips in the module complemented the film well by breaking down climate change into concepts that are easier for children to understand and providing practical examples of how our actions affect the planet.
When introducing climate change to my pupils, I would focus on creating hope and encouraging positive action rather than fear. I would begin by exploring what they already know about weather, nature and caring for the environment before introducing simple explanations of climate change using age-appropriate videos such as Paxi. We would discuss everyday actions that help the environment, including recycling, reducing waste, saving energy and walking or cycling where possible. I would also include practical activities such as planting flowers for pollinators, carrying out a classroom energy audit or creating posters promoting sustainable habits. By making the learning interactive and focusing on solutions, pupils can develop an understanding of climate change while recognising that their individual actions can make a positive difference.
I really enjoyed reading your reflection, Mollie. I agree that the Paxi video is an excellent introduction because it explains the greenhouse effect in a way that’s easy for children to understand. I also like your idea of introducing key vocabulary beforehand, as it would help pupils engage more confidently with the lesson. Your suggestion to research extreme weather events and create posters or presentations is a great way to extend the learning and encourage students to think about practical actions they can take. I also agree that a simplified version of the TEAL tool for younger pupils would make the activity more accessible. You have highlighted some excellent ways to make the lesson engaging, interactive and meaningful.
Activity 3 was engaging, informative and appropriate for primary school learners. The Paxi video explained the greenhouse effect in a simple and visual way making a complex scientific concept easier for children to understand. The use of animation and age appropriate language helped to maintain interest while clearly showing how greenhouse gases affect the Earth’s temperature.
The future temperature prediction tool was also very effective. It allowed learners to explore how changes in greenhouse gas emissions can influence future global temperatures. This interactive element encourages students to think critically about the impact of human actions on climate change and promotes discussion about environmental responsibility.
I could use this activity with my class as part of a science or geography lesson on climate and sustainability. I would first show the Paxi video then guide the class through the temperature prediction tool. Afterward, students could work in small groups to discuss what they observed and suggest practical ways to reduce greenhouse gas emissions in their homes and school. As a follow-up activity, pupils could create posters or presentations promoting environmentally friendly actions.
One improvement would be to include more opportunities for students to record their predictions and compare different scenarios. A printable worksheet or quiz linked to the activity would also help reinforce key learning points and provide a useful assessment tool. In addition, adding more examples of local climate impacts would make the learning more relevant to students’ everyday lives.
Overall, I found Activity 3 to be an excellent educational resource. It combines clear explanations with interactive learning and encourages students to develop scientific understanding while fostering awareness of environmental issues and the importance of taking action to protect the planet.
Marese, I really enjoyed reading your reflection. I agree with your point about previously viewing individual activities, such as coding as standalone STEM lessons. Maeve Liston definitely highlights the importance of integrating the different STEM disciplines so that pupils can make meaningful connections through real-world learning.
I also liked your observation that teachers do not need to reinvent the wheel. The weather and climate activities are a great example of how existing resources can be adapted into authentic STEM experiences by encouraging investigation, discussion, data collection, and problem-solving. I think they also provide excellent opportunities to integrate maths through recording and analysing weather data, as well as technology by using digital weather forecasts or weather apps. Your reflection reinforces that small changes to our planning can make STEM learning much more purposeful and engaging for our pupils.
Reading Liston prompted me to think more critically about what STEM education looks like in my classroom. One of the key messages I took from the paper is that STEM should not be viewed as four separate subjects taught alongside one another, but as an integrated approach that encourages problem-solving, inquiry, creativity and real world application. Reflecting on my own practice, I can see that I already use elements of STEM through hands on investigations and collaborative learning, but I would like to strengthen the links between the different disciplines so that pupils experience STEM as a connected way of learning.
I completed Activities 1 and 2 from the Weather and Climate resource and found them to be engaging and age-appropriate. Activity 1, Is it Weather or Climate? clearly helped distinguish between two concepts that pupils often confuse. The scenarios encouraged discussion and required pupils to justify their thinking rather than simply choose an answer, supporting the development of scientific reasoning and communication skills.
Activity 2, Weather Detectives, provided an excellent opportunity for pupils to observe, record, and interpret weather data. It encourages pupils to think like scientists by gathering evidence and identifying patterns. The activity also creates opportunities to integrate maths through measuring, recording and graphing data, while technology could be incorporated by using digital weather forecasts or online weather stations to compare local observations with official data.
I would use these activities with my 3rd class as part of a cross-curricular unit on weather, climate and sustainability. They could be extended by asking pupils to keep a weather diary over several weeks and compare their findings with long term climate averages. This would deepen their understanding of the difference between short-term weather and long-term climate. Another useful addition would be a simple engineering challenge, such as designing a shelter or rain gauge to strengthen the engineering aspect of STEM. Including more opportunities for differentiation such as extension questions for higher-achieving pupils and additional visual supports for pupils who need them, would also improve accessibility.
Overall, these activities effectively promote inquiry-based learning and reflect the integrated STEM approach described by Liston. They encourage pupils to observe, question, analyse evidence, and apply their learning to real-world contexts, making science both meaningful and engaging.
