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To engage children in climate education, I would begin by asking: “How does our daily life at school affect the planet?” This question encourages pupils to explore climate change through the lens of their own environment and routines.
The lesson would begin with a walk around the school grounds, where children would observe and record anything they think could harm or help the environment, such as energy use, transport, waste, or nature. Back in the classroom, they would share findings and group them into categories (e.g. energy, food, waste, water).
Next, students would take part in a hands-on energy audit of their classroom, investigating how lights, heating, and devices are used and how energy could be saved. They would then create simple action pledges, such as turning off lights or using reusable containers.
To reinforce learning creatively, pupils would write and perform short climate-themed sketches or songs to share their message with younger classes.
Finally, they would reflect on the original question, discussing how their awareness has changed and what small actions they can take every day to protect the planet.To engage children in climate education, I would begin by asking: “How does our daily life at school affect the planet?” This question encourages pupils to explore climate change through the lens of their own environment and routines.
The lesson would begin with a walk around the school grounds, where children would observe and record anything they think could harm or help the environment, such as energy use, transport, waste, or nature. Back in the classroom, they would share findings and group them into categories (e.g. energy, food, waste, water).
Next, students would take part in a hands-on energy audit of their classroom, investigating how lights, heating, and devices are used and how energy could be saved. They would then create simple action pledges, such as turning off lights or using reusable containers.
To reinforce learning creatively, pupils would write and perform short climate-themed sketches or songs to share their message with younger classes.
Finally, they would reflect on the original question, discussing how their awareness has changed and what small actions they can take every day to protect the planet.
I can really see how this research would appeal to children, it is very relevant to their world and has many child friendly and engaging aspects.
Hi Diarmuid,
I agree that the Nose High Up in the Sky is a valuable resource for the classroom. I hope to use it myself going forward.
Marie
The EO Browser is an incredible, easy-to-use tool that gives students access to real satellite imagery from around the world. With data from missions like Sentinel, Landsat, and MODIS, it allows users to explore Earth from space, track changes over time, and investigate environmental issues such as deforestation, urban expansion, flooding, and melting glaciers. Its visualization and measurement tools, along with the ability to create time-lapse videos, make it especially engaging for young learners.
In my classroom, I would use the EO Browser to bring Geography and Science lessons to life. For example, students could examine how our local area has changed over the past decade, compare satellite images from before and after natural disasters, or analyze patterns of land use and vegetation. These activities not only make learning more dynamic and interactive, but also develop critical STEM skills such as observation, analysis, and digital literacy.
Using real-world data empowers pupils to explore global and local environmental challenges in a meaningful way. They can work in groups to investigate a topic, then present their findings using maps, visuals, and data—building both knowledge and confidence. The EO Browser helps children visually understand the impact of human activity on the planet.
The documentary ‘Home’ is a visually stunning and emotionally powerful film that explores the impact of human activity on the Earth’s climate. Using aerial footage from over 50 countries, it highlights the interconnectedness of ecosystems and the fragile balance that sustains life. The narration is both informative and urgent, urging viewers to take action to protect our planet before it’s too late.
The music in Home is haunting and atmospheric, perfectly complementing the visuals. It creates an emotional tone that enhances the film’s message, making the viewer feel both awe and concern for the planet. The soundtrack helps build a sense of urgency without overwhelming the audience, making the facts even more impactful.
To teach children about climate change using this video, I would focus on the clear, visual storytelling and select specific fact, such as deforestation, melting glaciers, or fossil fuel usage. I would pair these scenes with age-appropriate discussions and hands-on activities, like creating posters or planting trees. By using the visuals and music to spark empathy and curiosity, children can better understand the importance of protecting our Earth and feel empowered to make small, meaningful changes in their own lives.Hi Shane,
I agree that the music in the film home is powerful and evocative, I like your idea of playing an audio to the children first to see what the children can expect from the film based on the music they are listening to.
Marie
Activity 3, ‘Climate Reporters’, offers a dynamic and age-appropriate way to introduce younger learners to the causes and consequences of climate change, especially the role of greenhouse gases. The Paxi video serves as a clear and engaging entry point, using child-friendly language and visuals to explain complex environmental concepts in a way that young students can easily grasp.
To extend this learning meaningfully, I would begin with a class discussion after watching the video to reinforce key messages and answer questions. Then, students would be invited to draw pictures of everyday actions we can take to reduce emissions—such as cycling instead of driving, conserving energy, or recycling. These illustrations would be combined into a vibrant class poster, creating a shared visual representation of our learning and encouraging a sense of collective responsibility. This visual and collaborative approach supports comprehension and helps make abstract ideas more concrete.
To further support engagement and understanding, I would also incorporate a simple picture book or story related to climate change. The narrative structure and illustrations in a storybook format can enhance children’s empathy and emotional connection to the topic, helping them explore climate issues in a developmentally appropriate way.
In the later stages of the activity, older or more advanced learners could be introduced to simple climate modelling tools, such as TEAL. In groups, they would select a future emissions scenario from a curated list and use the tool to collect data on projected monthly temperature and precipitation. They would then synthesize their findings into short climate reports using a format of their choice such as posters, digital slideshows, or even short news style video reports. These presentations would offer comparisons between scenarios and highlight potential local impacts, promoting both critical thinking and creativity.
By blending storytelling, creative expression, data interpretation, and collaboration, this adapted version of Activity 3 supports a wide range of learning styles while helping students develop a foundational understanding of climate change in a hopeful and empowering way.Hi Colin,
I agree, the Paxi video is an excellent way to allow younger learners to engage with what can often feel like an abstract lesson on the Earth’s atmosphere and the concept of greenhouse gases.
Marie
After reading Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Mathematics, I found it to be both informative and thought-provoking. It offered valuable insights into the practicalities of STEM education and prompted me to reflect on how I integrate STEM into my own teaching. Over time, I’ve developed a more integrated approach, aiming to make learning meaningful and connected across subjects. This paper, along with the resources and strategies I’ve gained through this module, has given me new tools and ideas to continue building on that foundation.
I was particularly drawn to the “Weather or Climate?” activity. Its simplicity and clarity make it an excellent introduction to a potentially confusing concept. It allows pupils to grasp the fundamental difference between weather and climate, encouraging thoughtful discussion from the outset. I would use this regularly as a talk-based activity to spark daily conversations and build critical thinking.
The “Weather Detectives” activity also stood out to me. I love that it gives students ownership over their learning by having them collect and interpret their own data. It naturally opens the door to cross-curricular integration — from comparing climates in different countries, to creating weather-themed poetry in literacy, or designing simple weather instruments in visual arts.
On reflection, these kinds of activities highlight just how flexible and impactful STEM learning can be when thoughtfully embedded into daily practice. By placing students at the centre of their learning and connecting STEM concepts across the curriculum, we give them opportunities to explore, question, and make sense of the world around them.Hi Elaine, thank you for all those lovely ideas, I really like the idea of creating a weather club within the school, I think there would be a lot of interest in this. I also love the idea of allowing the children the time to create their own instruments in order to measure various weather components rather than providing them with premade versions. I can see so much potential and benefits from taking the time to do this.
Marie
