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Hi Leanne,
I really like how practical and relevant this investigation is. Linking it to the recent hot weather would definitely help pupils connect with the topic. The idea of comparing tarmac, grass and shaded areas is simple but very effective, and presenting the findings to the eco-committee gives the project a real purpose.
Research question: Does the amount of rainfall in our local area affect how wet or flooded the school grounds become?
I think this would be a suitable research question for my First Class pupils because it focuses on something they can actually see and experience around the school. The Climate Detectives approach encourages pupils to investigate a local climate problem, collect information and then decide what actions could help.
To encourage participation, I would begin with a class discussion about rainy days and ask the children what they notice in the yard after heavy rain. We could take photographs of puddles, choose a few areas of the school grounds to observe and record rainfall using a simple rain gauge. The pupils could help make a pictorial chart showing dry, damp or very wet days.
As the children are in First Class, I would keep the investigation very visual and practical. I would use questioning, videos and simple mind maps to activate their prior knowledge, which are all suggested ways of engaging pupils in the resource. The class could then discuss possible solutions, such as better drainage, planting more grass or avoiding areas where water regularly gathers.
Hi Áine,
I really like how you adapted the activity for Junior Infants and made it much more practical. The daily weather chart and sensory weather walk are simple ideas but would work really well at that age. I also think linking it with your Space Station role-play is a great way of introducing satellites and inquiry learning without making the topic too complicated.
Using a satellite tracking website, I found a number of satellites that have recently passed over or close to Ireland. Five examples were Sentinel-2C, Sentinel-1D, MetOp-C, Terra and Aqua. I was surprised by how many satellites are travelling overhead at any given time. The module explains that satellites allow us to observe the Earth remotely and collect information about the surface and atmosphere.
Sentinel-2C takes high-resolution images of the Earth and is used to monitor vegetation, agriculture, land use, water and natural disasters.
Sentinel-1D uses radar to observe the Earth’s surface during the day or night and in all weather conditions, including monitoring floods, sea ice and deforestation.
MetOp-C is mainly used for weather forecasting and climate monitoring.
NASA’s Terra satellite observes the atmosphere, land, oceans, snow and ice and helps scientists understand changes in Earth’s climate.
Aqua focuses particularly on Earth’s water cycle, including clouds, rainfall, oceans, snow and ice.
I think using a live satellite tracker with pupils would be a great way of showing them that space technology is something that is being used above us every day.
Hi Áine,
I really like the idea of using short clips from HOME as a starting point rather than showing too much at once. The word cloud idea would also be a great way to get everyone involved. I agree that finishing with simple actions children can take at home and in school makes the topic feel much more positive and achievable.
I thought HOME was a very effective way of showing how our planet has changed and how human actions can have an impact on the environment. The scenery and aerial footage would definitely catch children’s attention, although for First Class I would only use short sections of the film rather than showing it in full. The module also includes other useful clips and topics such as climate justice, carbon footprints and the role young people can play in tackling climate change.
With my First Class pupils, I would begin with a simple discussion about ways we look after our classroom, school and local environment. I would then show a short clip or a few images and ask the children what they notice and how they think people might be affecting the planet.
At this age, I think the focus should be on simple actions they can understand and actually do. We could talk about recycling, using less plastic, switching off lights, saving water and walking when possible. I would also use drawing, sorting activities and simple group discussions to make the topic more accessible. I think this would help introduce climate change without making it too complicated or worrying for younger children.
Hi Shonagh,
I agree that the Paxi video is a great starting point, especially when it is paused for discussion rather than just watched straight through. I also really like the idea of linking it to children’s everyday experiences and interviewing grandparents, as this would make climate change feel much more real and relevant to them.
I found Activity 3 very interesting as it gives children a chance to look at climate change in a more practical and meaningful way. The Paxi video would be a good introduction, particularly for younger pupils, as it helps explain the greenhouse effect visually before moving on to the more difficult ideas. The resource explains that increased greenhouse gases from human activities are contributing to global warming and climate change.
I also liked the idea of using the temperature prediction tool. It allows pupils to compare historical temperatures with predicted future temperatures and makes climate change feel more relevant to their own area. In my class, I would use the tool mainly as a whole-class activity on the interactive whiteboard, as some of the data and calculations would be too difficult for younger pupils.
I would simplify the activity by asking pupils to compare just a few months rather than a full year and discuss whether they are predicted to become warmer or colder. I would also add a practical follow-up where children suggest simple actions we can take in school, such as saving electricity, reducing waste and walking where possible. The activity could also be improved with a simpler pupil-friendly graph or visual showing predicted temperature changes, which would make the information easier for younger children to understand.
Hi Niamh,
I really like the idea of integrating weather across different subjects rather than treating science on its own. The weather journal and weather station would be great practical ways to keep the children involved and make the learning more meaningful.
After reading Liston (2018), I was struck by the idea that STEM should be more than simply teaching Science, Technology, Engineering and Mathematics as separate subjects. Authentic STEM should encourage pupils to make connections between subjects, solve meaningful problems, think critically, work collaboratively and apply their learning to real-life situations. Liston particularly highlights the importance of integrating the different STEM areas rather than simply labelling a science or technology lesson as STEM.
In my First Class classroom, I try to make STEM practical and discussion-based, with opportunities for pupils to observe, predict, investigate and explain their thinking. The Weather and Climate activities would work well with this approach.
Activity 1 was a useful way of distinguishing weather from climate. The answers classify A, B, E and G as weather, while C, D, F, H and I relate to climate. I particularly liked the suggestion of discussing the weather on pupils’ birthdays, as this makes the topic personal and helps children understand that weather changes from day to day.
Activity 2, Weather Detectives, would be very engaging because pupils become active investigators. They measure temperature in the same shaded, well-ventilated location at approximately the same time each day before graphing and analysing their results. This develops mathematical skills through recording, graphing and calculating averages as well as scientific skills such as observing and measuring.
For First Class, I would simplify the worksheet and complete the graph and calculations collaboratively rather than expecting pupils to calculate averages independently. I would also expand the investigation by recording rainfall, wind and cloud cover, as the course resource identifies these as additional ways of recording weather. I would possibly let groups create simple rain gauges or wind-measuring devices, which would add more designing and making and make the lesson an even stronger example of integrated STEM.
Hi Fiona,
This is a lovely whole-school approach. I especially like the mix of art, stories, peer teaching and the family Star Watch, as it would make the project accessible to all age groups. Linking it with the Green Schools Committee is also a great way to turn learning about light pollution into meaningful action across the school.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”.
Songs:
Twinkle, Twinkle, Little Star
Hey Diddle Diddle
Zoom, Zoom, Zoom, We’re Going to the Moon
Five Little Men in a Flying Saucer
The Man in the Moon
Star Light, Star Bright, the first star I see tonight
I See the Moon
Mr. Sun
The Moon Song from Bear in the Big Blue HouseArt:
Van Gogh-inspired swirling night skies
Chalk-and-pastel moon pictures
Foil-star constellations on black card
Sponge-painted galaxies
Paper-plate Moon phases
Salt-painted stars
Scratch-art night skies
Glow-in-the-dark constellation pictures
Collage rockets and planets
Silhouette landscapes under a starry skyBooks:
How to Catch a Star – Oliver Jeffers
The Way Back Home – Oliver Jeffers
Papa, Please Get the Moon for Me – Eric Carle
Draw Me a Star – Eric Carle
Owl Moon – Jane Yolen
Goodnight Moon – Margaret Wise Brown
The Moon Keeper – Zosienka
The Smeds and the Smoos – Julia Donaldson
The Dinosaur That Pooped a Planet – Tom Fletcher and Dougie Poynter
Man on the Moon: A Day in the Life of Bob – Simon Bartram
Here We Are – Oliver JeffersI struggled to think of poems that’s why I did books instead.
Hi Mikey,
This is a very practical and meaningful approach. I like how the children would investigate both biodiversity and light sources in places they already know. The group suggestions would also give them a real sense of responsibility, while showing that simple changes to lighting and planting can help protect local wildlife.
I would engage my First Class pupils in a Monaghan Day and Night Nature Hunt. During the day, we would explore the school grounds and our nearby green area and look for trees, wildflowers, birds, insects and signs of animal life. The children would record what they find using drawings, tally marks and photographs. We would then discuss which local animals are active at night, such as bats, moths, owls and hedgehogs. The module highlights that artificial light can affect nocturnal animals, including their feeding, movement and ability to navigate.
To make this practical, we would create a simple map of the school grounds showing bright and dark areas. Children could place star stickers on darker spaces and light-bulb stickers near lamps. At home, with an adult, they could observe whether insects gather near outdoor lights. Back in class, we would compare findings and design a Dark Corner for Wildlife plan, suggesting shielded lights, lights turned off when unnecessary and planting areas that support moths and bats. This would help the children connect Monaghan’s local biodiversity with simple actions that protect wildlife.