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I really like this research question because it is so relevant to the children’s own surroundings. Using an area they know well makes the learning much more meaningful and gives them a real purpose for their investigation. I think the fact that your school has already planted new groves creates a fantastic opportunity for pupils to see the impact of positive climate action rather than just learning about it in theory.
I also like your idea of comparing different areas of the school grounds. This would allow children to collect real data and look for patterns in the biodiversity they observe. Recording insects, birds and plants through photographs, tally charts and observations would be a lovely way to develop their scientific skills while encouraging curiosity about the natural world.
I agree that children become much more engaged when they feel like they are carrying out a real investigation. It would be a great project for linking Science, Geography and Green Schools, and I think the pupils would take great pride in sharing their findings and seeing how their school environment continues to develop over time.
Research Question: “Does the type of plant we grow affect the number of insects visiting our school garden?”
I would introduce this investigation by bringing the pupils outside and asking them to think about the different types of plants and wildlife they can see around the school. We would discuss the important role insects play in our environment, particularly pollinators such as bees, butterflies and other small insects. I would encourage the children to think about why some plants might attract more insects than others and how the choices we make when planting can have an impact on local biodiversity.
The pupils would then work in small groups to investigate different areas around the school, such as flower beds, planters, the polytunnel or wild areas. Each group could choose an area to observe and record the types of plants present, the number and variety of insects they see, and any patterns they notice. They could use tally charts, photographs, drawings and simple identification guides to collect their data.
Once the information has been gathered, the groups could compare their findings and discuss which plants appeared to attract the most insects and why. The class could then research pollinator-friendly plants and design a plan for improving biodiversity in the school grounds. This could include planting wildflowers, creating more insect-friendly spaces or adding habitats such as bug hotels.
To extend the learning, pupils could continue monitoring the area over several weeks to see if changes in planting lead to an increase in insect activity. This would allow them to experience the full process of a scientific investigation by making predictions, collecting evidence, analysing results and drawing conclusions. It would also link beautifully with Green Schools and help pupils understand that even small actions in their own environment can make a positive difference to biodiversity and the wider planet.
I really liked reading your ideas about using the EO Browser. It seems like such a valuable resource for bringing geography and science to life in the classroom. I agree that being able to compare satellite images from different years would really help pupils understand that our environment is constantly changing. Looking at familiar places would make the learning even more meaningful for them. I also like your idea of exploring places affected by flooding, wildfires or deforestation, as it encourages pupils to think about the reasons behind these changes rather than just observing them. Pair work would work really well too, giving children the opportunity to discuss their observations and learn from each other. It would also be a great way to develop oral language, teamwork and critical thinking skills. I think this resource could easily be linked with Green Schools, geography and STEM lessons, while also helping pupils appreciate the importance of protecting our environment and recognising that their own actions can make a difference.
I was amazed by how many satellites are currently orbiting the Earth! Here are the ten satellites I explored and what they are used for:
* International Space Station (ISS) – Orbits the Earth every 90 minutes. It is used for scientific research, observing Earth’s atmosphere and natural disasters, and carrying out experiments on how living organisms and materials behave in space.
* Cosmos 1844 – An inactive Russian satellite launched in 1987 as part of the Tselina-2 programme. It was designed to intercept and analyse military and civilian radio transmissions and is now monitored as space debris.
* SpaceMobile-002 – Part of the AST SpaceMobile satellite constellation, designed to provide direct-to-device cellular broadband without requiring specialised equipment.
* Intercosmos 25 – An inactive scientific satellite launched in 1991 to study electron beams, charged particles and their interaction with Earth’s ionosphere and magnetosphere.
* Okean-O – An Earth observation satellite used to monitor sea surface temperatures, Arctic ice conditions, weather systems, marine ecology, phytoplankton and geological features.
* STARLINK-35185 – One of the Starlink satellites providing high-speed broadband internet to users in over 70 countries.
* GLOBALSTAR M053 – A communications satellite that supports services such as the Emergency SOS feature available on iPhones.
* KUIPER-00493 – Part of Amazon’s Project Kuiper, a growing network of satellites designed to provide broadband internet coverage worldwide.
* DRISHTI – An Indian satellite used for weather monitoring and environmental observations, helping scientists track weather patterns and climate data.
* COSMOS 1257 – A Russian Defence Ministry satellite associated with military and government space operations.I found this activity fascinating because I had no idea there were so many satellites carrying out such a wide variety of jobs. From internet services and emergency communications to weather forecasting, environmental monitoring and scientific research, satellites play a much bigger role in our everyday lives than I had realised.
I really liked your idea of introducing the documentary in an age-appropriate way. While the images are very powerful, I agree that using short clips would make it much more manageable for younger children and give plenty of opportunities to stop and discuss what they are seeing. I also really like starting a lesson by finding out what the pupils already know is and I love the idea of ending the lesson with positive actions rather than leaving children feeling worried about climate change. The poster activity is a great idea, as it gives pupils a chance to share their learning and encourage others to make small changes too. I will definitely do this with a class. I think it would be lovely to display the posters around the school or during Green Schools events so the children’s messages could reach a wider audience.
The HOME video immediately caught my attention and I think it would have the same effect on children. The stunning photography creates a real sense of awe while also highlighting the impact humans have had on our planet. Seeing deforestation, melting ice caps and polluted waterways makes climate change feel much more real than simply reading about it, helping children understand how connected everything on Earth is. It also shows how quickly human activity has changed the environment compared to the time nature has taken to develop. I think the visuals create an emotional connection that encourages children to care about the topic before exploring the science behind it. However, I would be careful to balance this with positive examples of communities making a difference so pupils leave feeling empowered rather than overwhelmed. In the classroom, I would use short clips to spark discussion about changes children have noticed in their own environment before following up with practical activities such as planting, recycling projects, litter picks or energy-saving challenges, helping them see that even small actions can have a meaningful impact.
I really liked the ideas shared around the PAX video. I agree that it would need a good bit of pre-teaching, especially with younger classes, as some of the vocabulary would be completely new to them. I also thought the suggestion of using a greenhouse or polytunnel to help children experience the greenhouse effect was a brilliant way of making the learning more meaningful. We don’t have either in our school, but it did make me wonder if something as simple as sitting under the play parachute could create a similar experience and help the children understand how heat can become trapped.
I also liked the ideas around the Climate Reporter activity. The TEAL tool looks like a great way to introduce climate data, and the time slider would really help children see how temperatures have changed over the years. Working in pairs on iPads, with teacher support and a simple worksheet to guide their thinking, would make the activity much more manageable. The follow-up discussion about how climate change could affect their own lives, from holidays to wildlife, is a lovely way to encourage problem-solving and help children think about positive actions they can take for the future.
The PAX video was one of the resources that stood out to me because it showed how environmental topics can be explored in a way that is engaging and practical for younger children. I know I would need to spend time introducing and revisiting some of the vocabulary, as terms such as biodiversity and greenhouse gases would be new to many of the children. Using picture cards, real-life examples and class discussions beforehand would help to build their confidence and understanding. I would also get them to draw what they understand to help them to consolidate their learning.
As a Green School, we try to make meaningful links across different areas of learning rather than teaching topics in isolation. Since we are working towards our Biodiversity flag this year, I could connect these lessons with our bug hotel, planting beds and polytunnel. The children could observe living things around the school, record what they find and discuss why different habitats are important. It would also tie in well with our planting activities by investigating what plants need to survive. For example, the children could predict whether seeds would grow better in the polytunnel or outside in raised beds, then carry out the investigation and compare the results. This would encourage observation, prediction and critical thinking while making the learning more meaningful.
I liked the TEAL tool, I think it would be nice to for older classes and even a buddy system with a younger class. This would benefit both age groups, encouraging teamwork and communication while making the technology more accessible. I also felt the visual nature of the tool was one of its biggest strengths, as it helps children see the impact greenhouse gases can have on our planet in a way that is much easier to understand than simply reading about it.I really enjoyed reading your reflection. I agree that both activities are very easy to implement and naturally encourage a cross-curricular approach. I particularly liked your idea of having the children create their own weather and climate statements for the class to sort. It’s a simple extension, but it would encourage discussion, critical thinking and give the pupils more ownership of their learning.
I also think your suggestion of making homemade rain gauges is a great way to bring the engineering element into the project. It would make the learning even more hands-on while showing children how STEM can be applied in everyday life.
Your point about differentiation is also really important. Every class has a range of abilities, so adapting the worksheets and providing different levels of support would help ensure that all pupils can participate successfully in the activities.
Before reading Liston (2018), I tended to think of STEM as teaching Science, Technology, Engineering and Maths alongside one another. The reading helped me realise that authentic STEM is really about combining these subjects through meaningful tasks that encourage children to think creatively, work together and solve real-life problems.
As a 3rd class teacher, I know that my pupils learn best when they are actively involved, so the weather activities really appealed to me. The first activity introduces the difference between weather and climate in a way that is easy for children to understand. Using familiar examples and class discussion would help them build a solid understanding before moving on to more practical work.
The second activity was my favourite because it gets the children investigating their own environment. Recording daily weather observations would give them ownership of their learning, while also developing their Maths skills as they measure, organise information and create simple graphs to spot patterns over time.
I would use these activities as part of an integrated topic across Science, Geography and Maths. To make it even more engaging, I would have the class compare our weather findings with another school in a different part of Ireland or perhaps another country. I think this would spark lots of interesting discussions about why weather conditions vary from place to place.
One idea I would add is a design-and-make challenge where the children create their own rain gauge using recycled materials. This would introduce a stronger engineering focus and give them another opportunity to test, improve and evaluate their designs, making the learning even more hands-on and reflective of the kind of authentic STEM approach that Liston (2018) promotes