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I really like this research question as it is very relevant to the children and their own local environment. I think the practical element of collecting and categorising litter would make the activity engaging, while also helping pupils understand how their actions can have a positive impact.
What impact would adding more green spaces have on our school and the local environment?
As our school is based in the city and has very little green space, I think this would be a meaningful research question for the children. It connects the pupils with their own school and local community. Although Ireland generally has a mild climate, the children could investigate how surfaces such as concrete and tarmac can become warmer than shaded or planted areas. This would help them understand how green spaces can reduce temperatures, support biodiversity, improve air quality and create a more pleasant school environment.
For older classes, I would divide the children into small groups and give each pupil a role, such as taking temperature readings, recording results, taking photographs or presenting their findings. This would encourage teamwork and ensure everyone is involved.
Once the investigation is complete, the children could suggest simple ways to add more greenery to the school, such as planters, insect hotels or planting small trees in our sensory garden. We have a really large concrete area and we could talk about the possibilty of creating a grass area also. They could present their ideas at assembly. As an extension, they could write to the local council or explore possible funding for plants and trees, helping them see how they can make a positive difference.
I agree that The Nose High Up in the Sky would be a very useful resource for older classes. I particularly like the combination of discussion, research and practical activities, as it gives pupils an opportunity to work collaboratively while developing their understanding of weather. The link between home and school through researching weather proverbs would also be a great way to involve families.
There are many different satellites orbiting above Ireland. Here are five examples:
• International Space Station (ISS) – The ISS allows scientists to carry out research and helps us learn more about what it is like for humans to live and work in space.
• Starlink satellites – These satellites provide high-speed internet to people, including those living in rural or remote areas where it can be difficult to get good broadband.
• Sentinel-3 – This European satellite observes the Earth and collects information about the oceans, land and atmosphere.
• NOAA-19 – This weather satellite gathers information about clouds, storms, temperatures and other conditions in the atmosphere, helping scientists monitor and predict weather.
• Terra – Terra is a NASA satellite that observes the Earth and helps scientists study the environment and changes happening on our planet.
It is interesting to see how different satellites have different purposes, from communication and weather forecasting to scientific research and monitoring our planet.I agree that the aerial footage in <em data-start=”35″ data-end=”41″>Home makes it a powerful resource for showing children the beauty of our planet and the impact humans can have on it. I also think using shorter clips alongside resources such as Paxi would work well, as the children could discuss what they have seen without the content becoming too difficult or overwhelming.
I think the HOME video would be a useful resource for teaching children about climate change, sustainability and looking after the environment. The visuals are very powerful and show both the beauty of the Earth and some of the damage caused by human activity. It also shows the connection between people and nature and why it is important to protect both.
In my classroom, I would use short sections of the documentary rather than showing the full film, as it is quite long and younger children may lose interest. I would choose clips that are suitable for the different class levels. Before watching, I would ask the children what they notice about the different environments and what they think might be happening. We could then discuss their ideas again after watching the clips.
For older classes, I think this could be followed up with practical projects such as recycling or planting. This would give the children an opportunity to put what they have learned into practice.
I agree that linking the activity to the children’s own rural environment would make the topic much more meaningful. I especially like the idea of discussing the impact of climate change on farming, crops and animals, as these are things the children can relate to from their everyday lives. I also think recording and comparing their predictions would encourage them to think more critically about the results.
I found the Paxi video on greenhouse gases a very engaging resource for introducing climate change to children. It explains a difficult scientific concept in a simple and age-appropriate way, while the animation and visuals help to keep pupils interested. I also liked that it introduces important scientific vocabulary without making the content too complicated. The clear guidance around actions we can take to help reduce the greenhouse effect is suitable for different age groups.
The future temperature prediction tool would be particularly useful with older pupils. It allows them to explore how different levels of greenhouse gas emissions can affect future temperatures and encourages them to think about the consequences of human choices. I could use it as part of a Science or Geography lesson, with pupils working in pairs or groups to compare different scenarios and countries. This could also lead to discussions about sustainability and what we can do to reduce our impact on the environment.I agree that Activity 1 is a very accessible way of helping children understand the difference between weather and climate, particularly as these terms can easily be confused. I like your idea of using familiar Irish examples, as this would make the learning more relevant to the children. I also think Activity 2 is particularly effective because the children are collecting their own data rather than simply working with information provided to them. Linking this with Maths through graphs and averages would make the learning more meaningful and give the children a clear purpose for collecting the data.
Liston argues that authentic STEM involves more than combining Science and Maths, with engineering and real-world problem-solving being central.
After completing Activities 1 and 2 from the Weather and Climate resource, I found both useful and practical for the classroom. They encourage children to learn through discussion, observation and practical activities.
Activity 1 – “Is it weather or climate?”
I thought this was a good introduction to the difference between weather and climate. The sorting activity encourages children to discuss their ideas and explain their thinking. I would link it to local weather reports and examples they are familiar with, helping them understand the difference between daily weather and longer-term climate patterns.
Activity 2 – “Weather Detectives”
I liked the practical nature of this activity, as children record and observe different weather conditions. I would adapt it into a class project where groups record temperature, rainfall, wind and cloud cover. They could then create graphs and discuss patterns in the data.
Both activities also provide opportunities to develop Maths, ICT and scientific skills through recording, analysing and presenting information.