[Colette Gleeson]

Research Question: How can we reduce our school’s carbon footprint?

This is a cross curricular project and the children will  will engage in a awide variety of activities in small groups:

Conduct Surveys:

Create and distribute surveys to gather data on how students and staff travel to and from school (e.g., walking, biking, carpooling, public transport, private car).
Include questions about the reasons for their current transportation choices and possible alternative methods.

Data Collection and Analysis:

Collect and compile the survey responses.
Use maths skills to analyse the data, identifying patterns and trends in transportation methods.
Calculate the carbon footprint associated with each mode of transport.

Graphical Representation:

Present the data using various types of graphs (bar charts, pie charts, line graphs) to make the findings clear and accessible.
Create both paper and digital versions of these graphs.

Research Alternative Transportation:

Investigate the possibility of using different modes of transportation that are more environmentally friendly, such as walking, cycling, carpooling, and public transportation.
Look into the benefits of each method, such as reduced emissions, improved air quality, and health benefits.

Environmental Impact Studies:

Learn about the environmental impact of various transportation methods, including emissions, fuel consumption, and overall carbon footprint.
Use this information to understand how changes in transportation can positively affect the environment.

Awareness Campaigns:

Develop and run awareness campaigns to educate  the wider school community about the importance of reducing the carbon footprint.

Create posters, flyers, and digital content to promote eco-friendly transportation options.

Initiative Implementation: (Run by student’s Council?Green School Committee and Parent’s Council)

Propose and implement initiatives to encourage sustainable transportation, such as “Walk or Bike to School” days, carpool programs, or incentives for using public transport.

Share Findings:

Present the research findings to the school community through presentations, school newsletter, or assemblies.

[Colette Gleeson]

Hi Karen, I love using National Geographic for Kids, it’s full of brilliant information and the children are able to navigate it independently.

[Colette Gleeson]

Hi Caoimhe, I too was not familiar with the seagull saying, perhaps it’s one that’s more common for people to use in coastal areas.

[Colette Gleeson]

Activity 1: The Earth Seen from the ISS

As part of an SESE unit this year we studied the International Space Station (ISS). The activities we completed invluded watching YouTube videos posted by the astronauts. This lesson will build on the children’s existing interest by encouraging them to use their imagination to describe what they think Earth looks like from space. It could also serve as the basis for an engaging art lesson. The photographs from the ISS are incredibly fascinating and provide plenty of opportunities for questioning and discussion. Additionally, this activity offers great potential for integration with language lessons and provides a focus for many several writing genres.

Activities 2 and 3: Match the Photos and Higher Up!

These activities encourage children to use higher-order thinking skills. They also promote disciplinary literacy, as the children will need to learn and use specific vocabulary to describe what they are seeing. The questions are thought-provoking and will require careful analysis. The children might also enjoy asking an older relative if they are familiar with the sayings involved in these activities and rescording their responses.

[Colette Gleeson]

I found the film “Home”to be striking and powerful in how it  illustrates the interconnectedness of our global environmental issues. THe documanetary presents us with stunning aerial imagery and the planet’s beauty while also highlighting the extensive damage caused by everyday human activities. This clear narrative, paired with breathtaking visuals, makes “Home” an excellent tool for engaging children’s minds and allowing us as teachers to initiate classroom discussions on climate change.

I have lots of ideas for introducing this topic to my class. They enjoy creating digital KWL charts, which could be an effective starting point. I think a Kahoot or Google Forms quiz would help gauge their existing knowledge and could also be used for assessment at the end of the unit of learning. The children are already familiar with Greta Thunberg and her activism, so showing a video of her speech could be impactful. As noted by others, some children may feel anxious about these topics, so it’s important to maintain a positive and proactive approach and try to avoid any sense of overwhelm around the topic.

[Colette Gleeson]

Hi Siobhan, I also find that the children are already well informed and aware of these issues. They are the ones who really see the need for change but they need the adults around them to make this happen.

[Colette Gleeson]

Hi David, I agree with your point about real life and outdoor activities. Getting the children involved in activities that are meaningful to their environment and experiences will increase engagement levels.

[Colette Gleeson]

Activity 3, involving predicting future temperatures based on greenhouse gas emissions, is n activity which the children will like as it is a highly engaging and enjoyable activity. To carry out this activity it in my class, I would start by showing the Paxi video to introduce the concept of greenhouse gases. Next, I would guide the students through the simulation tool (they love these type of activities), allowing them to manipulate variables and observe the impact on temperature predictions. This hands-on approach will help deepen their understanding of climate change and ultimately the importance of reducing greenhouse gas emissions. To enhance this activity further, I would incorporate real-world data (integrating maths) and case studies where appropriate,  helping the children to  to analyse trends and look at possible  solutions. As a follow-up activity, I would provide opportunities for critical reflection and whole-class discussions and debate on the implications of climate change actions.

[Colette Gleeson]

Hi Mary, I think all schools should have their own weather stations as the learning opportunities this provides go right across many subject areas and regular monitoring of the station would give the children an understanding of how weather events impact their local environment.

[Colette Gleeson]

Liston’s paper, “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics,” provides a thorough exploration of the conceptual and practical aspects of STEM education. Liston investigates the underlying philosophy and educational strategies related to STEM and encourages us as teachers  to think beyond merely integrating these four disciplines. I think this paper would be useful to share with colleagues who are apprehensive about the introduction of STEM as a subject in the new curriculum.

I find the “Weather vs Climate” PDF excellent and will be saving it for use with my 4th class  next year. I believe the children will enjoy the practical nature of the Weather Detectives task as it facilitates learning across various areas, including literacy, science, and maths. This activity also allows for a lot of pair and group work, offering many opportunities to practice communication skills, such as expressing opinions and agreeing or disagreeing respectfully which is a skill we work on using accountable talk techniques.

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