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Hi Catherine,
our school did research on this a few years ago and as a school we made a big push on reducing ‘car idling’ definitely something worth drawing attention to as often parents don’t realise they are doing it or the effect it has.
Research Question: Can our school reduce its carbon footprint?*
I would begin with a whole-class brainstorming session to explore the question and identify key issues to investigate. I would then divide the class into small groups, each focusing on a different area. For example:
* One group could measure how much rubbish and recycling the school produces.
* Another could assess energy use, such as heating and lighting etc.Each group will research their topic, analyse the findings, and suggest practical ways to reduce the school’s carbon footprint. For example, proposals might include reducing waste or increasing recycling.
The class will then compile these suggestions into a school-wide action plan. Targets will be shared with all classes, and progress will be monitored over a term.
Data will be collected, tracked, and represented using bar and line graphs—integrating the maths curriculum. Students will analyse the results, draw conclusions, and compile a final report.
Hi Clodagh,
I also really like the Nose Up High in the Sky resources, they are both engaging and enjoyable for children. I can easily see pupils getting involved and having fun with the activities.
I chose Assignment 3, Nose High Up in the Sky, which includes three activities:
-Talking About Weather
-Sensing the Weather
-Build Your Weather Station
I found this to be a highly engaging, hands-on, and practical resource. It incorporates a wide range of STEM skills, while the activity sheets are well-presented and easy to follow. I think they will be very suitable for my 4th class. The activities encourage children to observe, discuss, ask questions, and interpret data, offering plenty of opportunities to learn while having fun.I particularly liked the use of weather proverbs. This is a clever and memorable way to teach children about weather patterns. In Ireland, where the weather is such a frequent topic of conversation, this approach feels especially relevant and enjoyable. It also highlights that we don’t always need technology to understand weather, nature provides many clues. I enjoyed exploring the proverbs and their meanings, and I think children would too.
The Sensing the Weather activity was great for its simplicity and relevance. Children use their own senses to observe weather conditions, making the activity easy and very relatable.
The Build Your Weather Station activity offers endless opportunities for creativity and hands-on exploration. Pupils can plan, design, and construct simple weather instruments, then use them in their own classroom weather station. The excitement of testing instruments they have built themselves and recording results would make this a particularly rewarding experience.
Hi Lorraine,
I agree that using shorter clips from the film Home is an excellent approach for teaching and highlighting key aspects of climate change. Focusing on specific theme, such as melting ice caps makes the content more accessible and impactful for children.The documentary ‘Home’, directed by Yann Arthus-Bertrand, is a powerful and visually striking resource that highlights how human activities are damaging the planet. The aerial footage captured across different countries allows the film to contrast the beauty of Earth with the environmental destruction caused by human impact. It conveys a very strong message about the urgency of taking action against climate change.
This was my first time seeing *Home*, and I found it very impressive. I can see its value in the classroom, though I would use it with care. While the film is highly effective, some of its content may feel overwhelming for my fourth class.
To introduce the topic, I would begin with a short discussion: *“What do you already know about Earth’s beauty? How do human actions affect it?”* After this, I would select key segments of the film—such as the disappearing ice caps to spark visual awareness and guide meaningful conversation. Together, we would reflect on humanity’s impact on the planet and consider ways to reduce or improve it.
Following the discussion, students could work in small groups to create posters, carry out mini-research projects, or write short reports on how to help the environment. This not only deepens their understanding but also empowers them to see that their actions matter. As an extension, groups could collaborate on a whole-school presentation, focusing on a specific issue highlighted in the film, such as water usage, farming practices, or deforestation in a whole school assemblyI also think comparing climate/weather in different countries to Ireland would be a great way of including children from overseas.
I would begin with showing the Paxi video, an excellent introduction to the concept of greenhouse gases for children, I feel my 4th class would really engage with it. Its simple language, engaging visuals, and friendly character make a complex topic both accessible and memorable for primary school students. By presenting the science through storytelling, it captures children’s attention while helping them understand how greenhouse gases work and why they matter. This is an ideal springboard for sparking curiosity and initiating meaningful discussions about climate change and our role in protecting the planet.
In Activity 3, Climate Reporters, we would explore possible future climate scenarios and consider their effects on temperature. Together, we would discuss actions that can reduce or raise awareness of these impacts, encouraging children to think about how climate change might affect their own lives. Working in groups, pupils would brainstorm practical ideas for lessening climate change effects in their local area. They would then present their ideas and conclusions to the class, building confidence in communication and collaboration either on paper or digitally.
The temperature prediction tool adds a valuable, hands-on element. By adjusting variables such as emissions, students can see how today’s choices influence the climate of tomorrow. This activity provides a direct link between science and real-life decision-making, reinforcing the message that individual actions truly matter.
To extend the learning, children could present their findings not only to their classmates but also at a whole-school assembly. They might design posters or create projects to display around the school, spreading awareness to the wider community.
Hi Donna,
I did this last year and with the fine summer we just had it will be interesting to see if the children have a better concept of temperature and guessing before you check is a great way of getting them to think hard about it.
The resource Nose High Up in the Sky presents both engaging and practical strategies for teaching and I look forward to using it with my class in September. It offers a clear explanation of how to distinguish between weather and climate, beginning with simple sensory observations—like looking out the window and noticing what we see, hear, and feel. The integration of video clips, visuals, and especially hands-on activities makes the exploration of weather and climate particularly effective. These approaches foster STEM learning by encouraging creativity, problem-solving, communication, measurement, prediction, and data collection. Students are guided to use tools such as thermometers and rain gauges, and even digital platforms like net.ie, to track and record weather conditions.
For example, pupils might construct their own weather instruments—a rain gauge or weather vane—and chart daily temperature data. Such active participation not only nurtures curiosity but also helps them recognize patterns, which could evolve into establishing a small-scale weather station at school, supported by parents and the wider community.
To deepen their learning, students could also compare Ireland’s weather and climate with those of another country. This extension would provide valuable insights into climate variation while further strengthening STEM skills through research, critical analysis, and comparative study.