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Sean I agree with yourself and Irene this coul make young learners conscientious learners and better citiziens in the future
<p class=”isSelectedEnd”>I was surprised by how many satellites pass over Ireland every day. Using the tracking website was really interesting, and I found myself exploring far more than I expected. I enjoyed learning where different satellites came from, how long they had been in orbit and the different jobs they perform.</p>
The activity gave me a greater appreciation of how important satellites are in everyday life. They are used for weather forecasting, climate monitoring, navigation and communication, yet most of us rarely think about them.I totally agree Sam, I also have 4th Class and I believe this would be very beneficial for the children at this age group.
The film HOME and the other videos in this module clearly show how closely connected people and the environment are. What stood out to me most was the scale of the impact human activity has had on the planet, from deforestation and pollution to rising temperatures and the loss of biodiversity. Although the message is serious, the stunning aerial footage also reminds us of how beautiful and worth protecting our world is. Rather than leaving viewers feeling hopeless, the videos encourage us to recognise that our everyday choices can make a positive difference.
In the classroom, I would introduce climate change in an age-appropriate and positive way. I would begin by exploring pupils’ own experiences, such as changes in the weather, recycling at home or caring for local wildlife. From there, we could watch short video clips, discuss what we noticed and carry out simple investigations around the school. I would focus on practical actions that pupils can take, such as reducing waste, planting flowers for pollinators or saving energy. This approach helps children feel empowered and shows them that everyone has a role to play in caring for our planet.
I totally agree, some videos out there can be misleading and frightening to young children which could lead to increased anxiety levels. The paxi video is informative but also age appropriate
I totally agree Sinead, it can be difficult to seperate these to and it often leads to misconceptions, the sooner we can clarify these misconceptions in life the clearer it will be for the next generation.
Before using the EO Browser, I had never realised how easy it was to access real satellite images of the Earth. I would describe it to a colleague as a free online tool that lets you see how places have changed over time using satellite imagery. It’s simple to use and doesn’t require any specialist knowledge, making it a great resource for both teachers and pupils.
I think the EO Browser would be a valuable addition to the classroom because it gives children the opportunity to investigate real environmental issues rather than just reading about them in a textbook. For example, pupils could compare images of their local area from different years to see changes in vegetation, land use or the effects of flooding. This would encourage them to ask questions, make observations and discuss why these changes have happened.
I like that the resource promotes curiosity and hands-on learning. It gives pupils the chance to think like scientists by exploring real data and drawing their own conclusions. I believe using the EO Browser would make lessons more engaging while helping pupils develop important STEM skills and a better understanding of the world around them.
How does the amount of green space around our school affect local temperatures and biodiversity throughout the year?
I chose this research question because it focuses on an issue that pupils can investigate in their own school environment. They can compare temperatures in different areas of the school and observe whether places with more trees and plants support a greater variety of insects and wildlife. This helps children make meaningful connections between climate change and their everyday lives.
To encourage participation, I would begin with a class discussion by asking questions such as, “Where is the warmest part of our school?” or “Where do we see the most insects and birds?” This would spark curiosity and encourage pupils to think like scientists. I would then divide the class into small groups, giving each group a different role, such as measuring temperature, recording wildlife, taking photographs or presenting findings.
Hands-on investigations make learning enjoyable and allow pupils to develop important STEM skills, including observation, teamwork and problem-solving. At the end of the project, pupils could share their results with the school community and suggest practical ways to improve the environment, such as planting more trees or creating pollinator-friendly areas. This would help pupils see that their actions, no matter how small, can have a positive impact on their local environment.
After completing Activity 3: Climate Reporters, watching the Paxi video on greenhouse gases, and using the future temperature prediction tool, I found the activity enjoyable and easy to follow. It introduced climate change in a clear, age-appropriate way and encouraged pupils to think about how the choices we make today can influence the future.
I would use this activity with my fourth class and I believe they would love it. Having previously thought this class before I know they are consciencious and thoughful. The children could examine future climate predictions, discuss the possible effects on their local area, and create a climate report or news broadcast for the year 2040. This would help develop their communication skills while encouraging curiosity and critical thinking.
To improve the activity, I would include more examples that relate specifically to Ireland so pupils can make stronger connections to their own environment. I would also finish the lesson with a simple class project, such as identifying practical ways to reduce our carbon footprint in school. Overall, I think this is a valuable and engaging activity that helps pupils understand climate change while encouraging them to become more environmentally aware.
I really enjoyed completing Activity 1: Is it Weather or Climate? It was a simple but effective way of helping pupils understand a concept that can often be confusing. The discussion around everyday examples would encourage children to share their own ideas and challenge any misconceptions they might have in a supportive way.
Activity 2: Weather Detectives was my favourite because it gave pupils the opportunity to think and work like scientists. Collecting and recording weather data makes learning meaningful, and I could imagine my class enjoying comparing their observations over time. It also naturally links with maths through measuring and graphing data, while encouraging speaking, listening, and writing skills as pupils explain their findings.
I would use these activities as part of a cross-curricular unit on weather and climate. To extend the learning, I would have pupils keep a weather diary over several weeks and compare their results with local weather forecasts. This would help them recognise patterns and better understand the difference between daily weather and long-term climate.
One thing I would improve is the level of differentiation. Adding optional support sheets or extension challenges would make the activities more accessible for all learners. I also think incorporating more digital resources, such as interactive weather maps or short weather forecast videos, would make the lessons even more engaging. An additional STEM challenge, such as designing and making a simple rain gauge or wind vane, would also strengthen the engineering element. Overall, I found these activities practical, engaging, and easy to adapt for use in the classroom, while supporting meaningful STEM learning.
Love this idea! Starting with photos and sketches really gets pupils thinking before they build. The clear brief, real-world maths, and graphing results make it purposeful and fun. The reflection at the end ties it all together — I’d happily use this in my own class!
Hi Michelle, I am familiar with Lough Boora Parklands, and I think that is a fantastic idea. The children could really be inspired to get their creative juices flowing.
I think the use of voice recordings and photos to capture observations is an excellent idea. Over the course of the year, this could develop into a really engaging project that pupils would take pride in. Concluding with a presentation that incorporates a variety of media would be a wonderful way to celebrate their work.
Patricia I couldn’t agree more, this lesson feels engaging and relatable for younger children. It starts with what they already know, builds excitement through familiar places, and uses tools like Google Maps to make learning real. The hands-on mapping and orienteering add fun and adventure, helping the children learn without even realising they’re doing geography.