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I think this is a wonderful idea and using the hot lunch initiative as a theme would incentivise and motivate pupils to engage meaningfully in the lesson. It would also offer school management and leaders some data and insight into the food waste created.
Research Question: How does the amount of vegetation around our school affect air temperature?
This investigation would explore whether green spaces around our school, such as trees and grass, are cooler than hard surfaces like concrete or tarmac. Pupils can measure the temperature in different areas of the school grounds at the same time each day and compare the results. They can also use satellite images or maps to identify where vegetation is located. By analysing the data, pupils can investigate how plants help reduce heat and improve the local environment. The findings could be used to suggest ways the school could become more environmentally friendly, such as planting more trees or creating additional green spaces. This is a practical and achievable investigation that encourages pupils to collect evidence, analyse results and understand how local actions can help address climate change. I really love this idea and I know my pupils would immerse themselves in this activity.
I found all of the activities recommended to be very useful and I will use some in my 4th class. The scope for integration across subjects is present and they allow for thematic planning also. I really like the monitor a volcano activity and could see this working well in younger classes.
Five satellites that passed over Ireland recently:
The International Space Station carries out experiments that improve our understanding of space and life on Earth.
Starlink satellites provide internet access to people around the world, particularly in areas with limited broadband.
Sentinel-2A monitors Earth’s land and vegetation, helping scientists track environmental changes and the effects of climate change.
NOAA-19 gathers weather information, such as temperatures, cloud cover and storms, which helps meteorologists make accurate forecasts.
VIZARD-ION is a research satellite that studies the ionosphere and tests new space technology.
Together, these satellites play an important role in scientific research, communication, weather forecasting and protecting the environment. They orbit the Earth continuously, making regular passes over Ireland that can be viewed using satellite tracking websites.
I agree that the Greta Thurnburg video would be useful to inspire children to express themselves passionately and to become confidently outspoken on their views, whether that be climate change or anything else. The clip also would integrate with the communicating strand in the new language curriculum ie Listening and responding, Speaking clearly and confidently.
I would use some clips from ‘Home’ as an introduction to the topic of climate change in a senior class, while using it to fulfil step 1 in the ESERO curious minds framework, that being to engage learners. After each clip, I would pause for discussion and ask open-ended questions about what the pupils noticed and how human activities can affect the environment. I have no doubt that this would encourage curiosity, critical thinking and class discussion. I would also focus on positive actions that we can take, such as reducing waste, recycling and preserving water, to promote a solution focused mindset on climate change. I would also be conscious that the video would suit visual and auditory style learners more than kinaesthetic or tactile learners so therefore wouldn’t reply on it solely to engage the class on the themes of climate change. Overall I think it is a very good resource that I would use.
I also agree that this lesson content aligns nicely with the Green Schools initiative which my school also participates in – I find that pupils are highly engaged in the activities and show that they are entirely committed to becoming eco conscious and a sustainably aware youth.
The Climate Reporters activity is a good fit for the senior classes because it gets pupils thinking about climate change in an active and engaged way using real data instead of just reading about it. It gives them a chance to practise reading graphs, identifying patterns and explaining what they find in their own words. I also like that it links science, geography, maths and literacy together in one lesson. Using local weather or climate data could also make the activity more interesting and easier to relate to. It also exposes children to the technologies that exist in the realm of weather and climate forecasting.
I would adjust the lesson in the way that I differentiate for different learners – I would group together children of varying abilities, assigning each child a different role within the lesson – child who is strong in maths: graphs; child who is artistic: construct or sketch a supercomputer. This would give each child a meaningful role according to their learning style.
I agree that the weather detectives activity is a very effective lesson that could be easily used at any level to engage pupils. I can also see it working well in a SET setting, possibly suiting some project style work for high achieving pupils where the learning outcomes could be differentiated to extend some learners.
Both resources provide great learning opportunities and inspiration for exploring weather and climate in the classroom. The activities suggested are engaging, active and inquiry based and they also allow learners to take ownership in their tasks. The ESA resource develops the childrens scientific skills through observing, measuring and recording weather using simple instruments. The opportunities for integration that exist in maths, art and literacy are plentiful. I would use it to create a class weather station where pupils collect daily weather data and compare their findings with weather forecasts, promoting teamwork and practical learning. I see so many opportunities for creating and constructing weather collecting equipment for example the anemometer would be a lovely one.
The Weather vs Climate resource helps pupils explore the differences between short-term weather and long-term climate through some fun hand on activities. I would use it after the weather investigations to further develop learners understanding.