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I really like this idea because it connects climate change to something the children already notice and are excited about, making the investigation meaningful, engaging and relevant to their everyday lives. Squirrels make for an interesting watch too!
Question: How can we make our classroom more energy efficient, and what difference could this make to the environment?
I chose this research question because it encourages pupils to investigate something they experience every day. Children can easily observe how electricity is used in their classroom through lighting, interactive whiteboards, computers and heating. As energy use is closely linked to climate change, this investigation would help pupils understand that small changes in everyday habits can have a positive impact.
To encourage participation, I would introduce the topic with an “energy detective” challenge. In small groups, pupils would investigate how energy is used throughout the school day by recording when lights, devices and other electrical equipment are switched on or off. They could create tally charts, conduct simple surveys and compare results over a week. After analysing their findings, each group would suggest practical ways to reduce unnecessary energy use and design a class action plan. Pupils could also create reminder posters, present their ideas at assembly or carry out an energy-saving campaign across the school. This enquiry-based project integrates Science, Geography and Maths while giving children a meaningful role in improving their school environment. By investigating a real-life issue and seeing the impact of their own actions, pupils are more likely to stay engaged and develop lifelong sustainable habits.
I completely agree that this is a fantastic hands-on resource that encourages children to learn through investigation and discovery. I also liked how it combines science with creativity, giving pupils the opportunity to work collaboratively while developing observation and recording skills. It’s definitely a resource I could see myself using in the classroom!
While researching satellites that have recently passed over Ireland, I was amazed at the variety of satellites orbiting above us every day. Five that stood out to me were the International Space Station (ISS), Sentinel-2A, Sentinel-1A, Landsat 9 and the Starlink satellites. Prior to today, I had only heard of the ISS so enjoyed learning about the others.
The ISS is probably the most familiar because it can often be seen from Earth on a clear night. It regularly passes over Ireland while astronauts on board carry out scientific research and experiments.
Sentinel-2A is part of Europe’s Copernicus programme and captures detailed images of the Earth’s surface. These images help scientists monitor forests, farmland, flooding and the impacts of climate change.
Sentinel-1A is different because it uses radar instead of cameras, meaning it can collect data even through cloud cover, which is particularly useful given Ireland’s often cloudy weather.
Landsat 9 also photographs the Earth’s land and water, allowing scientists to track environmental changes over long periods.
The Starlink satellites have a different purpose, providing internet access to communities, particularly in rural and remote areas.
I think this would be a really engaging topic to explore with children in the classroom. Most pupils are naturally interested in space, and discovering that satellites regularly fly over Ireland makes the learning feel more relevant. It also provides a great opportunity to link Science, Geography and STEM while encouraging children’s curiosity about the world around them.
I agree with keeping hope as a focus of these lessons on climate change to avoid climate-anxiety. Focusing what we can do at school, home and in our community.
The documentary Home by Yann Arthus-Bertrand is a powerful and engaging film that highlights both the beauty of our planet and the effects that human activity has on the environment. Through its stunning aerial photography, it shows how ecosystems, wildlife, water and forests are all connected. It also explores important environmental issues such as climate change, pollution, deforestation and the overuse of Earth’s natural resources.
In my classroom, I would use short sections of the documentary rather than showing the entire film, as some topics are quite complex for younger children.I would also use screenshots of some of the images as discussion prompts. After each clip, I would encourage discussion by asking questions about what they noticed and how people can help care for the environment. It could be linked to both the Science and Geography curriculum by focusing on local examples, such as recycling, reducing energy use, protecting wildlife and keeping our local parks, rivers and beaches clean. Follow-up activities could include creating environmental posters, planting flowers for pollinators or completing simple recycling tasks. It would help children develop a better understanding of climate change while encouraging them to take positive action in their own community and reminds them that we can make a difference.
Activity 3, Climate Reporters, is an engaging way to introduce pupils to climate change by combining scientific knowledge with real-world data. Watching the Paxi video provides a clear, age-appropriate explanation of the greenhouse effect and helps pupils understand the difference between natural and human-caused greenhouse gases before beginning the activity. The TEAL tool is particularly valuable because it allows children to explore future temperature projections under different greenhouse gas emission scenarios, making climate change more meaningful through interactive data analysis. I’d imagine pupils’ curious minds enjoying looking around the world at these temperature projections fascinating.
I would use this activity with my class by organising pupils into small groups to investigate different climate scenarios before sharing their findings. This would encourage discussion, teamwork and critical thinking while also developing digital literacy and data-handling skills.
To extend the lesson, I would ask pupils to create graphs, compare projected temperatures with current local weather data and discuss practical actions they could take to reduce greenhouse gas emissions in their community.
I think the activity could be improved by including more differentiated worksheets, a glossary of key vocabulary and a template to help pupils interpret the climate graphs. These additions would make the activity more accessible and support learners with different abilities as the concept of greenhouse gases may be too abstract for some.
I fully agree that a step back to teach/revise the role of the sun and solar system would be beneficial to all pupils to further their understanding of climate change and greenhouse gases.
Adding in a STEM station as a station is a lovely simple yet effective idea that I’m sure the children love. Learning in a group and problem solving and the discussions needed would be highly beneficial and lots of maths talk too!
After reading Liston’s paper, I gained a better understanding of how STEM subjects are most effective when taught in an integrated way through real-world, inquiry-based learning. I often separated them and maybe even over complicated them. This aligns closely with the new Primary Curriculum Framework, which encourages collaboration, investigation and hands-on experiences. It also made me reflect on the importance of making stronger links between science, technology, engineering and mathematics in my own teaching.
I found both weather activities engaging and suitable for the primary classroom. “Is it Weather or Climate?” helps pupils distinguish between the two concepts by sorting statements, encouraging discussion and reinforcing scientific vocabulary. Asking pupils to explain their reasoning would further assess their understanding. “Weather Detectives” provides a practical opportunity for children to observe, record and analyse weather data while developing scientific inquiry and mathematical skills through measuring and graphing results. To extend the learning, I would have pupils keep a weather diary over several weeks, compare their findings with local weather forecasts, and identify patterns over time. Pupils could also choose countries around the world also and compare and contrast the weather and seasons etc. Link in with data in maths and allow autonomy as to how they represent their data. Differentiated supports, such as word banks and extension tasks, would also ensure the activities meet the needs of all learners.