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This is a great research question! I can see how this would really interest children, as it connects to their everyday lives.
Module 5: become a climate detective
Research question:
How is climate change affecting the number of hot days in our local area, and what impact does this have on our school environment?This is a clear and meaningful question that links directly to students’ everyday experiences. It gives them the chance to gather real data about local temperatures, compare it with past trends, and think about how heat affects things like classroom comfort, concentration, and time spent outside.
To get students engaged, I’d keep the approach practical and relevant. We’d start by discussing how hot days have affected them personally—maybe the classrooms felt stuffy or they couldn’t play outside as much. Then we’d head outdoors with thermometers to measure temperatures in different spots, track changes over time, and record observations in weather diaries. Everyone would have a role—whether it’s collecting data, taking photos, or presenting findings. By working together and sharing their results through posters or class displays, students feel ownership over the project and see how their learning connects to real-world issues.Hi Eoghan,
That sounds amazing—I totally agree! It’s incredible to actually see how many satellites are active above us and what each one does. The mix of communication, weather, research, and Earth monitoring satellites really shows how space tech impacts our daily lives. The Satellite Tracker App makes it all feel so real!
Option 2:
EO Browser is a free, easy-to-use online platform that lets you explore satellite images from multiple missions. You can view both up-to-date and historical Earth observation data, making it a great way to spot things like changes in vegetation, expanding cities, or natural events like wildfires and floods. It’s a powerful visual tool for understanding how our planet evolves over time.In the classroom, I’d use EO Browser to make geography and science lessons more interactive and real-world focused. For instance, students could track deforestation in the Amazon over several years using actual satellite images. It’s a brilliant way to build their critical thinking and raise awareness of global environmental challenges. EO Browser really helps turn abstract topics into something students can see and connect with—it brings our planet’s changes to life in a way textbooks can’t.
Hi Louise,
That sounds like a great idea! I really like how you’re thinking about using the Paxi videos first to build up their understanding in a fun way before introducing parts of HOME. Adding creative activities is a brilliant way to help younger children connect with these big ideas and feel empowered to take care of our planet.
HOME is a really creative film that shows how humans affect our planet, especially our climate and the animals and plants that live here. It helps students see what’s happening to Earth because of our actions. Yann Arthus-Bertrand shows just how amazing and beautiful our planet is, but also warns us about the damage we’re causing. The message feels urgent but still hopeful, reminding us there are things we can change if we act now. I especially liked how it used real-life examples, which will make it easier for students to connect with. It’s a very informative film, and I definitely plan to use clips from it to get my class talking about topics like carbon emissions, deforestation, and what these mean for our future.
Hi Ann, I really like your idea of how this activity encourages classroom discussion and gives students the opportunity to explore real-life climate data, which is so important for educating our little youngsters about such a relevant and topical global issue.
Activity 3 “climate reporters” is a well-structured and engaging activity for students, it offers an excellent opportunity to explore the greenhouse effect and climate change. By using the Paxi video as a visual hook, this provides an accessible entry point for all learner types. Using the C3S Climate & Energy Education Demonstrator adds a valuable real-world element, allowing students to engage with authentic data and think critically about possible futures.
In my classroom, I would use this activity over several lessons to give students time to grasp the vocabulary and confidently work with the data. Group discussions and presenting local adaptation ideas would promote teamwork and problem-solving skills. To support all learners, I would add guided examples and visual vocabulary cards to ensure they feel confident engaging with complex scientific ideas. Overall, This is a rich and engaging activity which I will definitely be using in my classroom next September.
Hi Tara, I think this is a great idea! I love the thought of sharing data with a school in a different part of the world. This would help solidify how different the weather is around the world! this would really widen students understanding of weather and climate!
Module 1: Weather and climate
This activity is a great way to introduce students to the difference between weather and climate. Understanding the difference between these is essential for grasping larger concepts especially with the growing concern over climate change.To effectively use this in the classroom, first, I would have students engage with data from local weather patterns, followed by a discussion of broader global climate data. We would use tools like weather apps / websites that display real- time data, this would make it a more interactive and hands on experience for them. To get a wider range as a class we could analyse the weather data for a week and then compare it with long-term climate patterns in our region to further their understanding of this concept.
After learning this I think it would be a nice idea for our ECO team to set up a weather station in the school.
– ECO team members would take on specific roles such as data collectors, analysts and reporters.
– Weather station would be placed outside in a safe place for members to access daily.
– The weather station would be build by the ECO team and include all weather instruments to collect weather data such as: Thermometer, Barometer, Anemometer, Wind vane.We would have a data collection plan:
A key part of any weather station is consistent data collection. The ECO Team can set up a schedule for recording weather conditions. I would divide responsibilities so that each student has specific roles, such as:
– Daily Logs: Every day, certain ECO Team members will be responsible for going to the station and recording the data (temperature, humidity, wind speed, etc.).
– Weekly Analysis: Once a week, the team should analyse the data collected and summarize trends.
– Weather Reports: Once a month or term, the ECO Team could present their findings in a short weather report for the school, highlighting interesting trends and patterns (e.g., “Our school’s average temperature this month was higher than last year, suggesting that it’s getting warmer”).Integrating a weather station into the school provides a wonderful opportunity to engage students with real-world data and foster the development of key STEM skills. Leading this initiative would require planning, collaboration, and ongoing engagement with students but it could become a cornerstone of STEM education at school.
Module 5 assignment: The past, present and future of Ireland’s dark skies.
I chose to discuss the concept – Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
1. Introduction:
– I would begin by introducing the concept of dark sky places and the importance of reducing light pollution for stargazing and nocturnal species.
– Use visual aids such as pictures or videos, to engage students and provide context for the lesson.2. Discussion and research:
– I would facilitate a discussion on existing dark sky locations and their features.
– Encourage students to research and explore different aspects of dark sky sanctuaries, such as minimal artificial lighting, stargazing spots and habitats for nocturnal animals.3. Hands – on activity:
– I would then provide students with materials like posters, art supplies, Stellarium, tactile objects, and assistive technology if needed.
– Guide students in designing their now dark sky place.
– Offer support and adaptations based on individual needs, such as verbal descriptions, tactile cues or communication boards.4. Presentation:
– Allow each child to present their design to the class, promoting self expression and communication skills.
– Encourage peer interaction and feedback to foster a supportive and inclusive learning environment.5. Reflection:
– Conclude the lesson by reflecting on the importance of dark sky spaces and the importance of light pollution on the environment.Module 4 – Dark skies and Biodiversity.
I chose to write about, “How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity”
I would start by taking my class on a nature walk to observe and document different species of plants, animals and insects in our local park.
When discussing the impacts of light pollution on local biodiversity, I would then introduce the concept of how artificial light at night can disrupt the natural behaviours of nocturnal animals, affect plant growth patterns, and alter the balance of predator – prey relationships. Through discussions, research projects and maybe a simulation showing the effects of light pollution on local wildlife, students can understand the importance of preserving dark skies for the well-being of the ecosystem. This approach can help students appreciate the interconnectedness of all living organisms and the significance of reducing light pollution to protect local biodiversity.
Module 3 – Light pollution. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution in Dublin is a significant issue that impacts our ability to observe the night sky clearly. The excessive artificial light not only obscures the stars but also disrupts ecosystems and human health.
To engage my students in exploring this concept, I would start by discussing the effects of light pollution on our environment and the importance of preserving the night sky. I would then use interactive activities like a simulation showing the difference between a light polluted sky and a dark, starry sky using Stellarium. Encouraging students to research light pollution’s impact on wildlife and human health to further deepen their understanding.
Module 2 – Looking up & SSE. Create a short teaching resource using Stellarium/ WorldWide Telescope
I have chosen to use Stellarium as I think it is an excellent resource.
I’d begin by introducing Stellurium in an exciting way, showing students how to navigate the night sky and locate stars, planets, and constellations. I would then assign each student a different celestial object to research and create a mini-presentation about, using stellarium to observe and gather information.
By encouraging them to be creative with visuals by using stellarium’s features to gather information such as screenshots, diagrams and engaging facts to educate their peers about their chosen celestial object.
From module 1 – Our Earth in space, I have chosen “ESERO 30 day and night in the world”
For this activity I have chosen for students to begin by discussing how different parts of the world experience day and night at the same time due to the Earth’s rotation. by using maps and interactive tools to show students the concept of a time zone and how they affect daylight hours globally.
I would then get students to create a “Virtual travel journal” where students would get to use their imaginations and imagine they are traveling around the world experiencing different day and night cycles. They can write about the activities they would do during night and day time in different locations. not only would they get to explore and research different day and night cycles but also how these cycles impact different cultures, wildlife, and daily activities world wide.
As I work in a school that is multi cultural this activity would work well with my students as they all come from all over the world and would help students by discussing their culture with each other and also build on social and friendship building skills.
Once students are finished with their “virtual travel journal” they will then present to their peers! I think, by incorporating discussions, hands on activities and global perspectives, students can gain a deeper understanding of day and night in the world.