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I agree that comparing images from the ground, the ISS and satellites is a really effective way of helping pupils understand how Earth can be viewed from different perspectives. I also like your idea of using short videos alongside the activities, as I think this would make the concept of Earth observation much easier for children to understand. Your suggestion of exploring a local area using satellite imagery is a great extension activity because it makes the learning more relevant to pupils’ own lives. I think it would also be interesting to ask pupils to identify how the local area has changed over time using historical satellite images, which could lead to discussions about land use, development and caring for the environment. Overall, I think you’ve suggested some really practical ways to enhance the resource.
Module 4 – Option 3
I found the From the Ground and From the Sky resource to be engaging, interactive and very accessible for primary children. I particularly liked how the activities encourage children to compare photographs of familiar landscapes taken from the ground with images captured by astronauts on the International Space Station and Earth observation satellites. This helps pupils appreciate how the same place can look very different depending on the viewpoint, while introducing them to the concept of remote sensing and the important role satellites play in observing our planet. The matching activities would encourage discussion, teamwork and careful observation while developing geographical vocabulary and visual analysis skills. The resource also highlights how satellite imagery is used to monitor environmental change, map landscapes and support weather forecasting, making the learning relevant to everyday life.
I would definitely use this resource with my class, particularly when teaching Geography or as part of a STEM topic. I would begin by asking pupils to identify local landmarks from photographs taken at ground level before comparing them with aerial images from Google Maps or satellite images. This would help them understand how perspective changes what we see. The activities could then be extended by asking pupils to investigate how satellites help monitor flooding, wildfires or changes in vegetation, making links to climate change and environmental protection.
One improvement I would make would be to include an extension activity where pupils use tablets or digital maps to explore satellite imagery of their own local area. I also think it would be useful to provide differentiated worksheets with varying levels of challenge so that all pupils can participate successfully. Overall, I found the resource to be practical, engaging and an excellent way of developing pupils’ observation, communication and critical thinking skills while showing them how space technology supports our understanding of Earth.
I agree with your point about Greta Thunberg’s TEDx talk. While it highlights the urgency of climate change, I also think it’s important to present the topic in a way that empowers children rather than leaving them feeling worried. I like your idea of focusing on positive actions such as recycling, planting trees and reducing waste, as these are practical steps pupils can take in their everyday lives. I also think linking the topic across SESE, SPHE and Visual Arts is a great way to reinforce learning and show that caring for the environment can be explored in many different ways. Your emphasis on building a sense of responsibility while helping pupils see that their actions can make a difference is something I would definitely incorporate into my own teaching.
I found the documentary ‘HOME’ to be a powerful and engaging way of exploring climate change and our relationship with the environment. The aerial images were particularly striking and highlighted both the beauty of our planet and the impact that human activity has had on it. While the documentary presents some challenging facts, I liked that it also emphasises the importance of protecting natural resources and making sustainable choices. The other video clips throughout the module complemented the documentary well by explaining climate change concepts in a simple and accessible way, making them easier to understand.
When introducing these ideas to my pupils, I would ensure the focus remained positive and age appropriate. I would begin by discussing what pupils already know about weather, climate and caring for the environment before showing short sections of the videos. This would provide opportunities for questioning, discussion and reflection without overwhelming pupils with too much information.
To make the learning meaningful, I would link the videos to practical activities around the school. For example, pupils could carry out a biodiversity walk, plant pollinator-friendly flowers, investigate recycling practices or monitor energy use in the classroom. These hands-on activities would help pupils connect the information from the videos to their own experiences and encourage them to think about how small everyday actions can make a difference.
I would finish the topic by asking pupils to work together to create a simple climate action plan for our school. This would encourage collaboration, problem-solving and responsibility while helping pupils realise that everyone can contribute to protecting the environment. Overall, I found the documentary and accompanying videos to be engaging resources that would support meaningful discussions about climate change while inspiring pupils to become active and responsible global citizens.
I really like how you’ve structured the lesson so that it builds on pupils’ prior learning from the Under the Lid activity. Allowing the children time to explore the TEAL tool before completing the worksheet is a great idea, as it gives them the opportunity to become familiar with the data and ask questions. I also agree that group roles are important to ensure all pupils are included and have a meaningful contribution to make.
I really enjoyed Activity 3 – Climate Reporters as it encouraged pupils to think beyond daily weather and consider how climate may change in the future. The Paxi video was a great introduction because it explained the greenhouse effect in a simple, engaging way that is appropriate for primary pupils. It provided a good foundation before using the TEAL climate tool to investigate future climate scenarios. I liked that pupils were encouraged to compare different greenhouse gas emission scenarios and discuss how these could affect temperatures and rainfall in their own area. This helped make climate change feel more relevant and meaningful.
I would use this activity with a senior primary class by organising pupils into small groups, with each group exploring a different emissions scenario before presenting their findings to the class. This would promote collaboration, communication and critical thinking while also developing digital skills through the use of the TEAL tool. I would finish the lesson by asking pupils to create a climate action plan for our school, identifying practical ways we could reduce our carbon footprint, such as reducing waste, increasing biodiversity or encouraging active travel.
One improvement I would make would be to provide a simplified version of the climate data for younger pupils, as some of the graphs and terminology may be difficult to interpret independently. I also think it would be beneficial to include a follow-up practical investigation, such as planting trees or monitoring biodiversity in the school grounds, so that pupils can connect the climate data with positive actions they can take themselves. Overall, I found the activity engaging, relevant and an excellent way of integrating science, mathematics, technology and environmental awareness into a meaningful STEM lesson.
Ciara, I really like your idea of making Activity 2 an ongoing investigation rather than a once-off lesson. Collecting data over several weeks would help pupils see how weather changes over time and make the distinction between weather and climate much clearer. I also agree that comparing their findings with official weather records would add another layer of learning and help develop data analysis skills. Your suggestion of differentiated recording sheets is a great idea too, as it would make the activities more accessible for all learners while still providing challenge for those who need it.
Having read Unravelling STEM (Liston, 2018), I understand that effective STEM education is not about teaching Science, Technology, Engineering and Mathematics as separate subjects, but about creating meaningful learning experiences where pupils solve real-world problems through investigation, collaboration and critical thinking. I can see this approach reflected in my own classroom, where pupils are encouraged to ask questions, make predictions and work together to find solutions. I really enjoyed both the Is it Weather or Climate? and Weather Detectives activities.
Activity 1 was an excellent way to challenge common misconceptions about weather and climate. I particularly liked how pupils had to categorise statements and justify their thinking, as this encourages discussion rather than simply identifying the correct answer. Activity 2 was very practical and gave pupils ownership of their learning by collecting and analysing their own weather data. Recording daily temperatures, calculating averages and creating graphs integrates science with mathematics in a meaningful way.
I would use these activities with my class by setting up a simple weather station in a shaded area of the school grounds using a thermometer, rain gauge and wind sock. Pupils could take turns recording the weather each day, before displaying the results on a classroom or whole-school weather board. This would provide opportunities to develop scientific enquiry skills, mathematical skills through measuring and graphing data, technology by comparing our findings with online weather data, and engineering through designing or improving simple weather instruments.
One improvement I would make would be to extend the activities by including additional weather measurements such as rainfall, wind speed or cloud cover, allowing pupils to investigate a wider range of weather patterns. I would also encourage pupils to compare their findings with data from Met Éireann and discuss reasons for any differences. Overall, I found these resources engaging, practical and easy to implement, and I think they provide an excellent example of how STEM can be integrated across the primary curriculum through hands-on, inquiry-based learning.
Module 5: Post a reflective piece to the forum (150 words min). You may include digital records of the activities.
I really like the hands-on activities introduced in this module. The rocket making would be perfect for my first class students this coming year. I am also very interested in signing up for Space Week as this is not something we have done in my school. I am interested in trying out the activities set out for Junior classes on the website. The song, book and poem suggestions are fantastic and will be a great guide to my lessons. Activities such as creating aliens with pupils’ handprints and googly eyes to each finger is so lovely and age appropriate for my class. I have used many of Shel Silverstein’s poetry in my classroom in the past but now I have gained many more ideas on how to integrate these poems with activities, songs, books, etc. I have also used the Literacy Shed resource as recommended on spaceweek.ie and plan to use it in conjunction with more resources based on the topic of Space.
I also teach first class, Sinéad. Thanks for the recommendation of Chris Hadfield’s ‘The Darkest Dark’. Looking forward to trying this in September!
Module 5: Assignment
Choose one of the activities or activity sets outlined in this module – How would you use the activity in your classroom?
I would conduct a lesson with first class students on designing a balloon rocket. Students will understand the basic principles of rocket propulsion and how air pressure can propel an object forward. They will design and launch their own rocket.
I would begin by showing the Marvin & Mile cartoon on balloon rockets. Discuss what the characters are doing and how rockets work. I would explain that rockets move by pushing air out, which makes them go forward. I would demonstrate this for the pupils. Rockets would be designed using string through a straw. Stretch the string across the classroom and tape each end to a wall. Inflate the balloon, but don’t tie it and tape it to the straw.
Student launch their balloon rockets by letting go of the inflated balloon. I would encourage them to observce how the air coming out of the balloon makes the rocket move along the string. Use measuring tape to measure how far each rocket travels. Question the students on what they observces about how the balloons move, what made the balloon rocket fo forward?, how far did your balloon rocket travel?
To conclude, we would create a classroom chart to record the distances travelled by different balloon rockets and analyse the data together.
Great ideas for the use of Stellarium, Elaine. I have planned to use this resource also but hadn’t thought of some of the ideas that you have, so thank you!
I have gained a wealth of information and knowledge about how to teach the topic of Space. This course has made me aware of so many fantastic resources and sample lessons to do with younger pupils. Prior to beginning this course, I wouldn’t have known where to begin when teaching a lesson about Space to younger classes. I have been shy to conduct experiments with younger classes due to behavioural issues in the classroom and being apprehensive of how successful a Science lesson could be, but having learned how simple these lessons can be, I am excited to do many more experiments in the coming academic year. The same can be said for projects, I associate projects with senior classes, given that they are more independent and have more experience doing such tasks. However, I now understand that it is not as difficult as I thought and perhaps I need to release the responsibility on to the pupils to be free in their investigations and explorations. I am particularly keep to use resources such as ESA Kids, Stellarium Web, Marvin and Milo, ESERO activities, Curious Minds.
Module 4: Assignment –
Choose one of the activities or activity sets outlined in this module. How would you use the activity in your classroom?
I am keen to used Stellarium-web.org in my classroom in the upcoming academic year. I would use it to do a virtual tour of the night sky, fostering an interest in astronomy and enhancing their understanding of celestial objects and constellations.
I would begin by gathering the students on the carpet and asking them if they have every looked up at the night sky. We would briefly discuss what stars, planets, and the Moon are. I would then introduce Stellarium Web on the interactive whiteboard as a tool to help us explore the night sky. I would show students how to navigate the interface: how to move the sky view, zoom in and out, and identify objects. Then, demonstrate how to find the Moon, a few bright stars, and planets visible at the current time. Highlight a few constellations and explain that constellations are patterns of stars.
Students would then use tablets to explore Stellarium web on their own. I would provide them with a simple scavenger hunt list of objects of find, such as the Moon, a bright star (like Sirius), and a visible planet (like Jupiter or Saturn).
After then interactive use with tablets, students would be provided with printable star charts of a few simple constellations (e.g. the Big Dipper, Orion). Students draw and colour the constellations that they learned about.
