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I agree, Grace, that single-use plastic is an excellent issue for Senior Infants because it is something they can easily recognise in their daily lives. I particularly like the idea of investigating lunchtime waste, as counting wrappers and packaging gives pupils a concrete starting point for their research. The maths link through creating graphs and tracking progress is also very effective. Using reusable bottles, lunch containers and awareness posters provides practical solutions that children can understand and take ownership of.
Research Question: How can our school reduce its impact on climate change?
This research question would provide an opportunity for pupils to explore climate change through an issue that directly affects their own lives. I would begin by asking pupils what they already understand about climate change and what they think our school does that might contribute to it. Their ideas could be recorded on a class mind map.
Pupils could then work in groups to investigate different areas, such as electricity use, waste, transport, water consumption and biodiversity. They could collect simple data, for example recording how many children walk or cycle to school, how much waste is produced or whether lights and computers are left on unnecessarily.
After analysing their findings, groups could discuss which changes would have the greatest impact and which would be easiest to introduce. Pupils could then develop a simple School Climate Action Plan, suggesting realistic actions such as reducing food waste, improving recycling, conserving energy or encouraging active travel.
Reflecting on the investigation, pupils could consider: Did our research change how we think about climate change? Which action could make the biggest difference? This would encourage pupils to see themselves as capable of making positive environmental changes.
I completely agree Ailish, that the practical nature of the ‘Nose High Up in the Sky’ resource would make weather learning much more engaging for pupils. I particularly liked your idea of having groups create different weather instruments and then compare their results as a class weather station. The inclusion of traditional weather proverbs is also a great addition, as pupils can investigate whether these sayings match their own observations. This would naturally develop curiosity, discussion and critical thinking.
Assignment 3: Download the Teacher Guide & Pupil Activities for the ESA Resource ‘ Nose High Up in The Sky, carry out the pupil activities yourself and post your thoughts on the resource and if you would use it in class. (150 words)
The ESA resource Nose High up in the Sky offers an excellent opportunity to explore weather, observation and the Earth from different perspectives. I particularly like the use of photographs and satellite images, as these provide pupils with a strong visual starting point for discussion and allow them to identify similarities, differences and patterns. The images taken from the ISS would also capture pupils’ interest and could provide useful links to Geography, Science, Digital Learning and Visual Arts.
I would adapt the activities depending on the age and experience of the pupils. With younger children, I would begin with familiar photographs, a weather walk and simple vocabulary before progressing to more scientific concepts. Pupils could use tablets or cameras to record observations and contribute to a shared class weather chart. With older pupils, satellite images could be used to investigate different climates, landscapes and environmental changes.
The weather station activities could also be extended over several weeks, allowing pupils to collect data and identify patterns. For younger children, I would simplify equipment such as the anemometer and focus on recording basic weather conditions. Additional assessment ideas, extension tasks and opportunities to present findings would further strengthen an already versatile resource.
I agree, Margaret, that HOME is a visually powerful resource that could stimulate meaningful discussion about human impact on the planet. I particularly liked the idea of comparing traditional farming with modern production methods and considering their long-term effects. I also agree that teachers need to select suitable sections for different age groups. Linking the learning to the Green-Schools Programme would make the topic practical, positive and empowering for pupils.
I found the documentary HOME to be a powerful and thought-provoking resource. The aerial footage shows both the beauty of our planet, and the significant impact human activity has had on the environment. However, I feel some of the content, particularly the explanations about the origins of life and complex climate issues, may be too challenging for primary pupils. I would therefore use carefully selected sections rather than showing the entire documentary.
Before introducing facts from HOME, I would establish pupils’ prior knowledge of weather, climate and the environment. I would explain key concepts such as the greenhouse effect using simple language, visuals and age-appropriate examples before showing relevant clips. This would allow pupils to understand the information rather than simply watching it. The Paxi videos would also be useful for reinforcing difficult concepts.
I would follow the videos with discussion and practical activities, such as investigating recycling, monitoring energy use or creating a biodiversity area. Greta Thunberg’s video could also stimulate debate about climate responsibility and encourage pupils to consider different viewpoints. Overall, HOME could be an excellent resource when carefully adapted to suit primary-aged learners.
Hi Aine, I really enjoyed your feedback. I particularly like the class brainstorm to establish prior knowledge and the use of group roles during the TEAL activity. The emphasis on differentiated tasks and visual supports would also be valuable for EAL pupils.
I found Activity 3, Climate Reporters, to be an excellent introduction to climate change and a strong example of how different areas of STEM can work together. The Paxi video provides an accessible starting point for explaining the greenhouse effect, particularly as terms such as global warming and climate change can still be confusing for children. The interactive TEAL tool then allows pupils to investigate how different emission levels could influence temperatures over time. Being able to explore different countries and even compare past and future data would make the learning more personal and meaningful.
I would use the activity with a senior class, allowing pupils to work collaboratively in groups to investigate different scenarios before presenting their conclusions. This would develop communication, digital literacy, data interpretation and critical thinking. The lesson could then lead to a school-based climate action project, such as reducing waste, improving biodiversity or encouraging active travel.
I feel the resource could be strengthened by providing differentiated worksheets, simpler versions of graphs, vocabulary support and recording templates. Local examples would also help pupils understand the impact of climate change in Ireland. A short quiz or practical follow-up investigation could further reinforce learning and assess understanding.
I agree Ciara that STEM can sometimes be used too broadly, without genuinely integrating all four areas. I particularly agree with the point that Mathematics and Science sometimes need to be taught independently, especially when developing core skills such as equations. I also liked the birthday weather example, as it shows how personal experiences can make learning more meaningful and engaging.
Technology, Engineering, and Mathematics made me reflect on how STEM is currently approached in my classroom. I realised that although I regularly include STEM activities, I have tended to treat Science, Technology, Engineering and Mathematics as individual areas rather than connecting them through a shared problem-solving process. For example, during weekly maths stations, pupils often use Lego, Kapla and other construction materials, but I could develop these activities further by presenting pupils with real problems or challenges to investigate.
The article also highlighted the importance of curiosity, teamwork, creativity and learning through investigation. These are areas I already encourage, particularly by using pupils’ experiences and surroundings as a starting point for learning. The ESA resources would provide valuable opportunities for pupils to design, construct, collect information, analyse results and communicate their findings.
I would like to explore weather as a context for STEM learning by investigating the differences between weather and climate and encouraging pupils to observe and record weather patterns. A school weather station could provide an engaging, long-term project and allow pupils to share their learning with younger classes
I would have loved to have seen Chris Hadfield Donal. I thin he is such and inspiration and has really brought the beauty of space to such a wider audience. My son has his book that he wrote, The Darkest Dark” and he absolutely loves it. I think it is such a wonderful and inspiring read for young kids
I love the idea of building a model from Lego Anna, I think the children would really enjoy this and it almost brings it to life.
Describe how you could implement a version of “Design you own Dark Sky Place” in your school/classroom.
I really like the idea of this project, and I think it would be a brilliant way of connecting children back to nature and to appreciate the night sky and its marvellous wonders.
I would begin by showing real life examples of Dark Sky Places in Ireland such as Mayo and Kerry international dark sky place and what they have to offer. I would show them where they are located and why as well as their own designs and layout. What does a Dark Sky Place need…free from artificial light /advantageous viewing points that are unobstructed, while at the same time have safety in mind for access for visitors by using low level lighting and down lighting.
I would then allow the children, in groups, to map the school grounds and pick out the most suitable area for a Dark Sky Place with uninterrupted views away from natural light. The children would then build/draw their own model of what they wanted to create, identifying areas for viewing and what sort of lighting may be needed for access/safety at night.
The children could link their activity to nature, identifying what wildlife benefit from dark skies, e.g. bats/moths/barn owls. It could also be linked to SESE, identifying what constellations can be seen, their names, their importance in history, and for navigation.
Great ideas Derbhla, even such simple but effective ones such as down lighting and replacing the harsher bulbs. Everything can have an impact and I do feel nocturnal animals are often the forgotten cousins as the more common diurnal animals commonly named in classrooms.
A great idea Helen, highlighting the affects of security lights on nocturnal animals. I have heard of night cams for wildlife that record animal activity during the night using night vision so the animals are not affected. I think the children would be fascinated to see what wildlife is around the school grounds while the children are at home!