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Hi Linda, I love how relatable this is to the students in your class. It also shows them how doing a small action can make a big difference. If you were applying for a new Green Schools flag, this would be a great action to tie in with it.
Lesson objective: measuring rainfall over a month
My lesson will tie into Science, Geography, Literacy and Maths. This would also link in with Green Schools inf your school was applying for a new flag.
Class discussion on the weather with the constant rain. We would talk about the benefits (plants need rain, crops need rain to grow) to so much rain and the disadvantages (can’t play outside, can’t dry clothes outside). As I teach 1st class, we would team up with 5th class to create our own rainfall measuring equipment.
Main part of the lesson: tracking rainfall using homemade apparatus
After this lesson students will have been able to build their own rain gauge, read and record the data they collect, using an app of their choice each pair will present their data and comment on their findings from this month-long experiment.
As part of this we would build our own rain gauge and track the rainfall each day at the same time. We would record the amount of water each day. When the month has finished, we would draw a graph to represent the data. Once we completed this experiment in October/November, I would like to do the same experiment in April/May to see if the level of rain reduces or increases as the seasons go on.
I agree that this resources would definitely be engaging and fun for the children in the class. A lot of schools have iPad or laptops so children could do the investigating by themselves.
The satellites I discovered were as follows:
1. International Space Station: Scientific research and technology demonstrations
2. Starlink satellite SpaceX :Global an internet service
3. COSMOS 1257 is a Russian Defence Ministry satellite.
4. Okean O was a joint Ukrainian-Russian remote sensing satellite
5. Sentinel-2A European Union / ESA: This captures images of land and environmental monitoring
This module highlights the important role that space technology plays in expanding our understanding of the Earth. Prior to engaging with this module, I viewed satellites mainly as tools for weather forecasting and navigation. Throughout the module, I came to recognise that satellite data has a much broader purpose, providing valuable information that supports scientific research, environmental monitoring, disaster management, and sustainable planning. It demonstrated how advances in technology can help us better understand complex global issues and make informed decisions about the future.
One classroom resource that stood out to me was the ESA Colour Vision activity. In this lesson, pupils investigate satellite images that use different colour combinations to reveal features of the Earth’s surface that are not always visible in standard photographs. By comparing these images, children develop an understanding of how scientists use satellite technology to study forests, water systems, vegetation, and urban development. This activity naturally integrates digital technologies while promoting observation, analysis, and discussion. It encourages pupils to ask questions, identify patterns, and appreciate how technology can provide new ways of exploring our environment.
From a School Self-Evaluation (SSE) perspective, this type of learning strongly supports the development of active and inquiry-based teaching methodologies. Rather than simply receiving information, pupils are actively involved in interpreting evidence, discussing their ideas, and drawing conclusions from authentic satellite data. Working with real-world examples helps to make learning more meaningful and relevant while fostering critical thinking, collaboration, and problem-solving skills. It also provides opportunities for pupils to develop digital literacy alongside geographical understanding, reflecting many of the key principles of effective teaching and learning identified within the SSE process.
It really is mad to think these are all above our heads without us seeing or hearing them unless we have something like the satellite tracking app.
Having watched the HOME video, I feel this would not be suitable for teaching my 1st class students but rather would use it in older classes like 5th and 6th class. For me, a lot of the phrases used can be quite scary for the younger classes to hear and could end up causing more stress and anxiety about global issues which these children may not have been exposed to before. However, I know climate change is such an important issue and so aiming it at older classes would be more impactful as they are the ones most likely to make a change.
If I were to use this in an older class, I would take stills from the video and display the images showing contrasts of places like deserts vs cities and have the students discuss the visible differences and follow it up with the global consequences in those areas. Older students are a lot more clued in with what is happening in the world around them and would benefit from more opportunities to being exposed to them and having the chance to discuss their thoughts and worries.
I also really like the TED talks by Greta Thunberg. She is a visual the children have seen so many times and somewhat relatable to the children. She encourages to dream big and try be the change they wish to see in the world. This would link really nicely if your school was working towards a Green Schools flag and can be tied in with ways to reduce our carbon footprint, reducing wast and reusing things.
I also agree this video would probably be more appropriate for older classes as some aspects of the video can be quiet scary and wouldnt be helpful for children who are already anxious. It might be worth showing some of the stills from this video which would be a great talking point for the older classes.
I really liked the Pax video and found it to be a great resource. I teach 1st class myself so would definitely have to pre teach some of the language used as a lot of the children wouldn’t have come across the terminology before. As a Green School we are always trying to come up with ways of tying it in with one of the flags we already have earned. We are working towards the Biodiversity flag this coming year so it would be a great way of tying in with biodiversity around our school (bug hotel, polytunnel etc). This would also cross over nicely with planting plants and what conditions are needed to grow. Children could use their critical thinking skills to discuss and argue if a plant would grow better in a polytunnel or outside in a plant box.
On looking at the TEAL tool, I feel it might be a bit too advanced for my previous 1st class to use alone. For that, I would consider pairing up with one of the older 5th or 6th classes and have the older boys work alongside the younger boys and model how to use the tool. It definitely is a tool I feel would be beneficial in the class to demonstrate greenhouse gases. It also provides a great visual for students to see the affects of greenhouse gases and how bad it could get if we aren’t conscious of what we are doing with our planet.
Hi Aine, I really like how you plan to link this across many different subject areas which will make it more real and relevant to your students.
In my classroom, STEM is visible through active, child-centred activities that encourage play, problem-solving, and collaboration. Children apply mathematical thinking by measuring, counting, sorting, and identifying patterns, investigate scientific concepts through simple experiments, use technology such as tablets or interactive whiteboards to record and share their learning, and engage in engineering by designing and constructing models with blocks or recycled materials. For example, they might investigate which materials float and sink before recording their observations on a tablet, or design and build a shelter for a toy character, testing and improving it to withstand wind or rain. These integrated learning experiences foster curiosity, critical thinking, resilience, and communication.
I would carry out Activity 2 Weather Detectives with classes. I think it would be a great opportunity for older classes to mentor and work alongside the children in infant classes. Older classes could team up with younger classes to create some of the equipment needed to measure rainfall. After a particularly rainy day, the classes could go out and record the results. By the end of the year, it would be great to be able to compare some of the wettest days as well as seeing which equipment worked best. This would be done collaboratively amongst staff and students from the older and younger classes.