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Home is a thought-provoking and visually powerful documentary that provides a clear overview of how the Earth has changed over time, with a particular focus on the significant environmental changes that have occurred since the 1950s. Through striking aerial imagery and compelling narration, it highlights the impact of human activity on the planet and encourages viewers to reflect on the importance of protecting the environment.
I believe that this documentary, or selected age-appropriate excerpts from it, would be a valuable resource for use with older primary classes. It could effectively support learning in areas such as climate change, sustainability, and environmental responsibility by helping pupils to understand the scale and urgency of the issues facing our planet.
However, it would be important to balance the documentary’s message with examples of the positive actions being taken around the world to address climate change. Highlighting successful environmental initiatives, renewable energy developments, conservation projects, and local efforts within Ireland would help pupils to develop a sense of hope and empowerment rather than feeling overwhelmed. Providing practical examples of simple actions that individuals, schools, and communities can take—such as reducing waste, conserving energy, recycling, and supporting biodiversity—would encourage pupils to recognise that everyone has a role to play in protecting the environment. Overall, the documentary has the potential to inspire meaningful discussion and promote environmental awareness when used alongside solutions-focused learning.I agree with this too, it is indeed scary to think that humans are causing such destruction on planet Earth. For children who really engage and think deeply about climate change it can be very upsetting to think of the consequences.
I think the TEAL tool would be an excellent resource to use in the classroom. I like the fact that you will combine this with Biodiversity Green Schools Flag. Your idea of using the parachute is excellent.
I believe this activity (3) would be highly effective for use with a fifth-class group. Before beginning the investigation, it would be important to ensure that pupils have a clear understanding of the greenhouse effect and are familiar with the key vocabulary associated with climate change and global warming. Revisiting these concepts beforehand would provide a strong foundation and allow pupils to engage more confidently with the activity.The videos included in this module would serve as an excellent recap of the topic, reinforcing prior learning in an engaging and accessible way. Displaying vocabulary flashcards around the classroom would also provide useful visual supports, helping pupils to recall and apply subject-specific language throughout the lesson.
This activity effectively incorporates all aspects of STEM by encouraging pupils to explore scientific concepts through practical investigation while developing critical thinking, problem-solving and collaborative skills. The hands-on nature of the experiment, particularly the opportunity to use ICT in the classroom, is likely to increase pupil engagement and curiosity. Overall, it is an interactive and meaningful learning experience that promotes both scientific understanding and active participation.I believe the creation of a weather station is a brilliant idea too. It is practical advice easy enough to accomplish. There are links with language, art and maths as well as STEM. I to am looking forward to creating this station with my class this coming school year.
I think the roller coaster STEM lesson is excellent. It gives children an opportunity to use skills and develop knowledge of all the aspects of STEM and Art. I agree that there is some apprehension before encouraging children to embark on such an engaging activity but usually the love it and really do well and show their creativity.
The ESA resources’Nose Up High in the Sky’ and ‘Weather vs Climate’ are engaging, inquiry-based activities that encourage pupils to investigate the world around them through observation, measurement and data analysis. The resources are practical and age-appropriate. The Nose Up High in the Sky resource encourages pupils to observe weather conditions using their senses before progressing to building simple meteorological instruments to measure temperature, rainfall and wind speed. This helps children understand that scientists use reliable instruments, alongside satellite observations to produce accurate weather forecasts. A great activity is to set up a weather station in the school grounds. Pupils could construct a simple rain gauge, thermometer shelter and anemometer, then collect daily measurements over several weeks or months. Recording temperature, rainfall, wind direction, wind speed and cloud cover would provide authentic scientific data for analysis.The activities provide excellent opportunities to develop a wide range of STEM skills:
Science: observing, predicting, measuring, investigating, recording evidence and drawing conclusions.
Technology: using digital thermometers, weather apps, spreadsheets and comparing school observations with satellite or national weather data.
Engineering: designing, constructing and improving weather instruments such as rain gauges and anemometers.
Mathematics: measuring accurately, collecting data, calculating averages, creating graphs and identifying trends.
The investigation also promotes important scientific enquiry skills such as asking questions, identifying variables, ensuring fair testing and interpreting evidence. Pupils develop critical thinking by comparing their own observations with professional forecasts and discussing possible reasons for any differences. Overall, these ESA resources encourage active, hands-on learning that makes abstract scientific concepts accessible. By engaging pupils in collecting real data, building instruments and communicating their findings, the activities foster curiosity, collaboration and scientific literacy while developing essential STEM skills that can be applied across the primary curriculum.
