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This is a lovely idea to involve the whole school community and it would be effective in highlighting the carbon impact of the school community.
Research Question: How is climate change affecting the population and distribution of native tree species in Ireland?
For my research question I have chosen to investigate the population and distribution of native tree species in Ireland. In our local environment we are fortunate to be situated close to woodlands and it would be an excellent opportunity to involve the class in local studies. To engage the children in the project, I would start by connecting the topic to our immediate woodland environment and their own experiences. Many pupils may have observed changes in local parks, forests, or even their own backyards, making this issue relevant and accessible for research. We would begin with a discussion about the importance of trees and forests, not only for the environment but also for the community.Field trips would be a key component of the project. Visiting local forests and woodlands, the children could observe and document the health and distribution of various tree species. They could also collect data on tree growth, leaf health, and any visible signs of disease. Collaborating with local forestry organisations such as Coillte could provide additional insights.
Incorporating technology, such as GIS mapping tools and climate data analysis, would allow pupils to track changes over time and understand broader patterns. Group projects and presentations would encourage teamwork and help pupils develop communication skills. By making the project interactive, locally relevant, and scientifically rigorous, pupils would be more engaged and motivated to participate, gaining a deeper understanding of climate change and its impact on their natural surroundings.
I downloaded the Teacher Guide and Pupil Activities for the ESA Resource, “Nose High Up in the Sky”. I went through the lessons and activities myself, I found them to be well pitched for senior classes in primary school, however I do think the lesson content would be easy to adapt for younger pupils for example Activity One “Talking about the weather” and Activity Two “Sensing the Weather”. The corresponding worksheets would need to be differentiated for the younger pupils. There is lots of scope to further the pupil’s learning by incorporating some of the videos as outlined in the course content so far.
I teach Third class and I would definitely use these lessons and worksheets with my class. I especially liked Activity Three “Building your own Weather Station”. It gives clear and concise instructions for measuring and making your own weather instruments e.g. Measuring Wind Speed. The activities are engaging and interactive, while also integrating with other curricular areas such as Literacy, Maths, Geography and Science.
Great ideas for integration across the curriculum, displaying the projects in a school exhibition is a great idea to introduce the topic of climate change to other class levels.
“HOME,” by Yann Arthur-Bertrand, is a visually striking documentary that captures the Earth’s beauty while highlighting the urgent need for environmental conservation. The film illustrates the impact of human activity on our planet, emphasising the connections of all life and the stark realities and consequences of climate change. The film is visually stunning with beautiful clips of the power and beauty of nature, also including stark facts of the human impact on the environment.
To introduce these climate change facts to my class, I would start with a brief discussion , dumping, pollution etc. Then, I would screen select segments of “HOME,” particularly those showcasing the dramatic changes in landscapes due to global warming, deforestation, and pollution. Following the screening, we would engage in a guided discussion to help them articulate their thoughts and feelings about the film. To deepen their understanding, I’d incorporate interactive activities like creating environmental impact maps or participating in local conservation projects, making the global message of “HOME” relevant to their immediate world.
Hi Pat,
Great idea to add a Kahoot Quiz to consolidate the learning in an interesting and engaging way. My class love them too!
I would introduce the topic of greenhouse effects by first eliciting prior knowledge from the children, the greenhouse effect and climate change are terms the class may be familiar with. I would complete a KWL chart with the class. Using the Paxi video as a stimulus for our learning – the video is child friendly and easy to follow. The facts are portrayed in clear and concise language, with suitable visuals to support the facts. It also gives ways in which we can help to reduce the human impact on climate change and greenhouse gas emissions.
Dividing the class into groups working on a different scenario (a low emissions scenario and
a high emissions scenario) is very effective for the children to engage with the lesson topic and participate in a hands-on activity. Calculating monthly average temperatures based on the respective scenario is engaging and valuable work – this lesson is a great example of drawing on skills from many curricular areas.
An iPad set up with a green screen could be a nice addition to the role play area, the children could tell the weather in front of the green screen.
Maeve Liston’s paper provides an examination of STEM (Science, Technology, Engineering, and Mathematics), It emphasises the need for a more integrated and holistic approach rather than treating each subject in isolation. Teachers should design lessons and activities that require students to draw on knowledge and skills from cross curricular subjects to solve problems. Real world learning can make the lessons more enjoyable and engaging. Creating opportunities for students to work collaboratively enhances engagement and learning.
In my classroom I try to use real world STEM challenges for project based learning, where the students work collaboratively in small groups using skills and procedures from across the curriculum e.g. building a house using lollipop sticks with specific criteria.
Feedback on ESA Weather and climate resources:
Activities are age appropriate for primary school students, they are well laid out and easy to follow.
I would build on their knowledge by organising a weather station to measure weather over a period of time. I like the idea that the children can make their own weather instruments – it may be interesting to test their own handmade instruments with the shop bought equivalent to compare their results.