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These are great infant ideas that would naturally link in with many other areas of the junior infants curriculum.
Research Question:
Are the paved parts of our school grounds warmer than the grass and shaded areas?
I picked this question because it is easy for children to understand and we could investigate it without needing a lot of equipment. I would start by taking the class outside for a walk around the school grounds. I would ask them wich places feel warmest and coolest and why they think this might be.
The children could work in small groups and measure the temperature on the tarmac, grass and in the shade. We would try to do this at the same time each day so that the results are fair. Different children could measure, write down the results, take photographs or put the information into a spreadsheet. We could then make a graph together and see if there is a clear difference between the areas.
Giving the children different jobs would make it easier for everyone to take part. We could also look at a satellite image of the school and see how much of the grounds is grass, tarmac or covered by trees.
The Irish weather might make it hard to get enough warm days, so I would carry this out over a few weeks. If we find that the paved areas are warmer, the children could suggest planting more trees or making extra shaded areas. I think my 3rd class children that I had las t year would have enjoyed this as some loved soccer and others loved relaxing in quiet areas of the yard, so I think this would have interested them.I choose option 1 of this assignment. List 5 satellites that have passed Ireland recently. I was surprised by how many are travelling above us all the time. Five that I found were
The International Space Station (ISS) – Astronauts live and work here and carry out experiments that would not be possible on Earth.
Sentinel-2C – This satellite takes detailed pictures of Earth. It can be used to monitor farming, forests, rivers, flooding and changes to the land.
Landsat 9 – This also photographs the Earth and helps scientists study changes in towns, farmland, coastlines and natural habitats.
NOAA-20 – This is a weather satellite. It collects information about clouds, temperature, oceans, storms and the atmosphere to help with weather forecasting.
MetOp-C – This European satellite gathers information about weather and climate, including temperature, wind and humidity.
I think children would really enjoy using a satellite tracker in class. We could display it on the interactive whiteboard, choose one satellite and follow its path. The children could then research its job and create a short fact file or poster about it.I thought the film HOME was very interesting. The views of Earth from above were amazing, but it was also upsetting to see the damage being done to the planet. It showed how farming, industry, transport and the burning of fossil fuels are adding to climate change. The Climate Aid video and the clips of Greta Thunberg also showed how worried young people are about the future.
I was surprised by the difference between Ireland’s carbon emissions and those of poorer countries such as Kenya, Ethiopia and Malawi. I think this would lead to a good discussion with older primary school children about whether this is fair.
I would not show the full HOME film to my class, as it is quite long and some parts might worry younger children. I would choose a few sutable clips and stop regularly to talk about them. I would explain the Paris Agreement simply by saying that countries have agreed to work together to slow down climate change.
The children could look at their own carbon footprint and discuss travel, electricity, food and waste. I would finish by asking them to choose simple changes we could make in school, such as saving electricity, reducing waste and walking or cycling more often.THe mixed groups to support differentiation and oral feedback are both great ideas to support all children
I liked Activity 3 as it helped to explain climate change in a way that children could understand. The Paxi video was short, colourful and easy to follow. I think it would be a good way to introduce greenhouse gases and start a class discussion. I would pause the video at different points to check the children’s understanding and explain any difficult words.
The temperature prediction tool was interesting, as it allowed me to compare past temperatures with possible future temperatures. I think oldar primary school children would enjoy looking at the information for Ireland and seeing how temperatures might change. They could work in pairs, record the figures and make a simple graph. They could then present their findings as weather reporters or create a climate report for the year 2050.
The online tool and worksheet might be difficult for younger children, as there is a lot of information and some of the language is quite technical. I would simplify the table and demonstrate the tool to the whole class first. I would also add a local link by discussing how climate change could affect Waterford through floding, storms, farming or warmer summers. The children could finish by suggesting small actions our school and families could take.
I agree I am also guilty of this & am now much more aware of the need to weave science, tech, engineering, and maths together through hands-on learning.
I now understand that STEM is not just doing a science experiment or using a computer. A good STEM activity should involve different subjects and give children a chance to work together, solve problems and learn through doing.
I liked Activity 1 as it explained the difference betwaen weather and climate in a simple way. Sorting the statements would create plenty of discussion. I also liked the idea of asking children about the weather on their birthdays, as this is something they could relate to. The pictures of the different climate zones would also be useful. Activity 2 was my favourite because the children get to collect real weather information. My class could measure the temperature at the same time and place each day. They could record the results, work out the avrage and make a graph.I would add to this activity by getting the children to make a rain gauge or anemometer in groups. We could also compare our results with Met Éireann. I would make the worksheets a little simpler for younger classes and carry out the activity for a month, as a week might not provide enough information.