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I really like your idea of following the lesson with a drawing activity, as it gives young children a simple way to show what they have learned. Using a picture book is also a great addition because it reinforces the message in an age appropriate way. I think these activities would help make the topic more meaningful and encourage children to see that even small actions can help care for the environment.
I think using Activity 3 alongside the video works really well, as the two resources complement each other and help make a complex topic much easier to understand. It also builds nicely on the learning from Module 1 and provides a meaningful STEM lesson by combining science, technology, maths and problem-solving in a practical way. The video introduces the idea of the greenhouse effect in a simple, engaging way, while the follow-up activity encourages pupils to look at information, ask questions and begin to understand how climate change may affect the future.
In a special school setting, my main aim would be for pupils to develop a simple understanding that greenhouse gases contribute to global warming and that temperatures have changed over time. Rather than focusing on complex climate data, I would encourage pupils to observe patterns, compare information and begin to understand that our actions can have an impact on the environment.
To support this learning, I would adapt the activities using visual supports, simplified graphs, photographs and practical discussion. We could look at weather records over a number of years, compare warmer and colder temperatures using colour-coded charts, and talk about how changes in weather affect people, animals and plants. Together, we could create a simple class graph to show how temperatures have changed over time, making the information easier to understand. We would finish the lesson by discussing positive actions we can all take, such as recycling, reducing waste and saving energy, helping pupils understand that everyone can play a part in caring for the environment.I really like that you’ve chosen a local issue, as I think it makes the topic much more meaningful for pupils. The idea of using real examples from Rosslare and visiting the beach would help bring the learning to life. In a special school setting, I could see how using photographs, videos, and a local visit would make the topic more accessible and engaging. It would also give pupils the opportunity to observe changes in their own environment and ask questions about what they notice.
Research Question: How can we reduce the amount of plastic waste our school produces each week?
I think this would be a good research question for pupils in a special school because it focuses on something they can see and take part in every day. To encourage participation, I would use lots of practical, hands-on activities. For example, pupils could help sort rubbish into different categories, count how many plastic items are used during the week, and identify ways to reduce or recycle them. Visual supports, photographs, symbols, and simple recording sheets could be used to make the activities accessible for all learners.
I would also encourage pupils to work together in small groups so everyone has a chance to contribute at their own level. Some pupils could take photographs, others could help with sorting or counting, and some could share their ideas through discussion or using communication supports. At the end of the project, we could create a class display showing what we learned and agree on a few simple changes to help reduce plastic waste in our school. This would help pupils see that their actions can make a positive difference to the environment.I agree with your points, especially about how the resource encourages children to investigate and discover information for themselves rather than just being told the answers. I also like your idea of having pupils research how satellites are used in everyday life, as it helps them make real-world connections. It seems like a great way to combine Science, Geography, and STEM in an engaging and meaningful way.
I used a satellite tracking app to see what had recently passed over Ireland. Here are five satellites I found:
1. **ISS (International Space Station)** – The ISS is a space laboratory where astronauts live and carry out scientific experiments in microgravity.
2. **Starlink-3245** – This satellite is part of SpaceX’s Starlink network, which provides high-speed internet to people around the world.
3. **NOAA 19** – A weather satellite that collects information about clouds, temperatures, and storms to help improve weather forecasts.
4. **Sentinel-2A** – This Earth observation satellite takes high-resolution images of the Earth’s surface. It is used to monitor forests, agriculture, and environmental changes.
5. **COSMOS 2558** – A Russian satellite believed to be used for military observation and monitoring in orbit.I found it interesting how many different jobs satellites have. Some help us predict the weather, others provide internet access, and some are used for scientific research or Earth monitoring. Before doing this activity, I didn’t realise that so many satellites pass over Ireland every day. It really shows how important satellites have become in our everyday lives, even if we don’t usually notice them.
I agree with your point about using selected clips instead of the full documentary. I think that would work much better in a primary classroom because it would be easier to keep the children engaged and focus on one topic at a time. I also like your idea of getting pupils to share what they notice before and after watching the clips. It would encourage them to think for themselves and compare their own observations with what they learned from the video.
The recycling and planting projects are great ideas too because they give children something practical to do instead of just talking about climate change. I think when pupils can see the results of their own actions, they are more likely to understand that even small changes can make a difference. It also helps make the topic feel more positive and less overwhelming.
After watching *Home* and the other videos, I thought they really showed how connected everything on Earth is. One thing that stood out to me was how human activity has changed the environment so quickly compared to how long it took nature to develop. It was interesting but also a bit worrying to see the impact of things like deforestation, pollution, and overuse of natural resources.
I think the videos are a good way to introduce climate change because they use powerful images instead of just facts and statistics. That makes the message easier to understand and remember. At the same time, I think it is important not to leave pupils feeling hopeless. I would also include examples of positive changes that people and communities are making so they can see that everyone can make a difference.
In the classroom, I would start with simple discussions about the environment and ask pupils what changes they have noticed around where they live. We could then watch short clips from the videos and talk about them together. I would also include practical activities such as recycling projects, planting flowers or trees, reducing waste in school, or keeping a class energy-saving challenge. These kinds of activities help pupils connect what they have learned to everyday life and show them that even small actions can have a positive impact.
After watching Home and the other videos, I thought they really showed how connected everything on Earth is. One thing that stood out to me was how human activity has changed the environment so quickly compared to how long it took nature to develop. It was interesting but also a bit worrying to see the impact of things like deforestation, pollution, and overuse of natural resources.
I think the videos are a good way to introduce climate change because they use powerful images instead of just facts and statistics. That makes the message easier to understand and remember. At the same time, I think it is important not to leave pupils feeling hopeless. I would also include examples of positive changes that people and communities are making so they can see that everyone can make a difference.
In the classroom, I would start with simple discussions about the environment and ask pupils what changes they have noticed around where they live. We could then watch short clips from the videos and talk about them together. I would also include practical activities such as recycling projects, planting flowers or trees, reducing waste in school, or keeping a class energy-saving challenge. These kinds of activities help pupils connect what they have learned to everyday life and show them that even small actions can have a positive impact.
Hello everyone,
After completing Activities 1 and 2 from the weather & climate resource, I found them to be engaging, practical, and well suited to developing children’s understanding of the difference between weather and climate. Activity 1 encouraged pupils to think critically about everyday examples and classify them correctly, helping to address common misconceptions in a simple and interactive way. Activity 2 “Weather Detectives” provided an excellent opportunity for children to observe, record, and interpret weather conditions, while developing scientific inquiry skills such as observing, predicting, collecting data, and communicating findings.
These activities reflect Liston’s (2018) view of STEM as an integrated approach to learning. Children apply scientific knowledge while using mathematical skills to record and compare weather data. They could also incorporate technology by using digital weather apps or online forecasts to compare their own observations with official data, encouraging discussion about accuracy and reliability.
I am based in a Special Class and I would use these activities as part of a cross curricular theme on seasons, the environment, or climate change. They could be extended by asking pupils to create weather graphs, investigate weather patterns over several weeks, or design simple weather instruments such as rain gauges or wind vanes.
One improvement would be to include more opportunities for collaborative group investigations and openended questions that encourage children to explain their reasoning. I also think adding differentiated worksheets or extension tasks would help meet the needs of learners with varying abilities. Overall, these are engaging activities that promote curiosity, critical thinking, and real-world learning while supporting an integrated STEM approach.Hi Dolores,
I really enjoyed reading your post and agree with your point that STEM is most effective when it is taught as an integrated approach rather than as four separate subjects. Your example of children designing and building bridges using recycled materials clearly demonstrates how science, technology, engineering, and mathematics can naturally come together through meaningful, hands-on learning. It also highlights how children develop important skills such as collaboration, communication, and resilience while solving authentic problems.
Your reflection on the importance of intentional planning particularly resonated with me. While child-led exploration is essential, carefully designed activities can ensure that learning outcomes across all STEM areas are achieved without limiting children’s creativity. I believe this balance between structured guidance and open-ended exploration is key to successful STEM education. Overall, your post highlights how integrated STEM experiences can nurture curiosity, confidence, and problem solving skills that children will benefit from both inside and outside the classroom.