[Renee Hoban]

Hi Nicola,

I really enjoyed reading about your project! I liked how practical and hands-on it is, giving pupils the chance to actively measure and understand the school’s carbon footprint. I also really liked how you integrated the maths curriculum by having students track and analyse data using graphs, making the learning both meaningful and cross-curricular.

[Renee Hoban]

Hi Claire,

I really enjoyed reading about your project! I really liked how you’re connecting the pupils’ learning to the local environment, using the coastline and community knowledge to make climate change tangible. I also loved how you’re involving older family members, local historians, and fishermen, it’s such a great way to make learning collaborative and give the children a real sense of the history and changes in their own community.

[Renee Hoban]

For this task I decided to focus my research question on senior primary pupils in 5th and 6th class. At this stage, pupils are ready to engage with data, observation, and inquiry in a meaningful way.

Research Question
How has the average annual temperature in our local area changed over the past 30 years, and what effects might these changes have on local plant life or gardens?

To encourage pupil participation, I would start with a class discussion about changes they have noticed in local weather and plants. Pupils could then use simple temperature data alongside observations from the school garden. Working in groups, they would analyse patterns and present findings through posters/presentations. This makes climate change local, practical, and engaging while developing observation, teamwork, and data analysis skills.

Using the Climate Detectives planner, this question is relevant, measurable, and engaging. Pupils can connect data to real-world effects in their school yard or garden. The 30-year timespan shows climate trends without being overwhelming. Accessible temperature data and observable plant changes make the activity tangible.

Participation would be encouraged through brainstorming, gathering data from simplified temperature records or a classroom weather station, and observing plant growth. Pupils could then compare trends with plant observations, looking for links such as earlier blooms in warmer years or plant stress during hotter periods.

Groups would present findings visually through charts, posters, or slides and suggest practical school actions, like planting native species or planning watering schedules. Peer feedback and reflection help pupils see themselves as young researchers, developing scientific reasoning, data literacy, and a deeper awareness of how climate change affects their environment.

[Renee Hoban]

Hi Susie,

I really like how you described the ISS as looking like a bright moving star, it makes it so easy to imagine spotting it. I also agree with you about the Starlink satellites looking like a train of lights, they really do stand out and can surprise people who haven’t seen them before.

[Renee Hoban]

Module 4 Assignment Option 1

Using a satellite tracking app like Satellite Tracker or Orbitrack is a really exciting way to see what is flying over us in space. Here are five satellites that have passed over Ireland recently:

1. International Space Station (ISS)
   This is like a big science lab in space where astronauts live and work. It goes around Earth about 16 times a day and is often the brightest object you can see moving in the night sky.
2. EIRSAT 1
   This is Ireland’s very first satellite. It was made to test new ideas in space and to help students and scientists learn more about how satellites work.
3. Starlink satellites
   These satellites are part of a large group that is being used to give people internet all over the world. Sometimes they look like a line of bright moving dots in the sky.
4. Meteosat 11
   This satellite watches the weather. It takes pictures of clouds and storms over Europe and helps scientists make better weather forecasts.
5. Copernicus Sentinel 3
   This satellite looks at Earth’s land and oceans. It helps scientists study things like sea temperatures, forests, and how the environment is changing.                                                                                                                  All of these satellites do important jobs. Some help us learn about space, some help us connect with each other, and others keep track of Earth’s weather and climate. Using a tracker to spot them can make science and geography more fun and real for pupils.

 

[Renee Hoban]

I really like your idea of breaking Home into sections for older classes. It makes such a complex topic much more manageable and gives pupils a chance to focus on each issue in depth. I also agree with you that showing Greta Thunberg’s clips is inspiring. Seeing someone close to their age speak so passionately about climate change can really motivate pupils to take action themselves.

[Renee Hoban]

The film Home is a stunning piece of work that combines breath taking imagery of our planet with a clear and urgent message about the impact of human activity on the environment. The visuals alone would capture the imagination of primary pupils, making it a great entry point into discussions about caring for the Earth. I think children respond well to stories told through powerful images, and this film gives them a chance to see both the beauty of nature and the consequences of neglecting it.

In class, I would introduce excerpts rather than showing the entire film, focusing on sections that highlight forests, oceans, and human settlements. These could link directly to SESE topics such as natural habitats, renewable energy, or climate. For Art, children could create drawings or posters inspired by scenes in the film, showing both the positive and negative sides of human impact.

To make the message more child-friendly, I would use role play activities like “climate reporters” where pupils present what they have learned to their classmates or even at assembly. I would also integrate Maths by having children record local weather data and compare it to patterns shown in the videos. Greta Thunberg’s clips would provide a great follow-up, showing that even young people can have a voice in shaping the future. This could inspire pupils to write letters, create campaigns, or suggest sustainable actions for the school, such as recycling or saving energy.

By combining film, discussion, and hands-on projects, pupils would see climate change not just as a distant problem but as something they can help tackle in small but meaningful ways.

[Renee Hoban]

I really liked your suggestion of extending the activity into practical initiatives like tree planting or creating a pollinator friendly garden. It’s such a meaningful way to connect classroom learning with real action, and I agree it would help pupils see the tangible impact they can have on their environment.

[Renee Hoban]

The Paxi Greenhouse Effect video is a charming and child friendly introduction to the greenhouse effect and global warming, ideal for primary school audiences. The TEAL Tool offers an interactive and visually engaging way to explore climate data from historical trends to future projections through different greenhouse gas scenarios.

Activity 3 works wonderfully as a springboard for students to become Climate Reporters. I would use Paxi’s approachable narrative to spark curiosity and then guide students to explore how temperatures might change under low, medium, or high emission futures. To improve the activity, adding structured prompts or worksheets that guide students through selecting a region, comparing scenarios, and creating prediction narratives would deepen their engagement.

I would also encourage my class to record short video weather forecasts using the data, which we could share at assembly. This would strengthen communication skills and allow students to see themselves as real scientists reporting to their community.

[Renee Hoban]

I really liked your idea of using the KWL chart to introduce the topic. It’s such an effective way to tap into the children’s prior knowledge and keep track of their learning as the lessons progress.

[Renee Hoban]

I really liked your idea of challenging the students to design their own ways of measuring rainfall before building the weather station. It’s such a creative way to spark curiosity and problem solving while giving them ownership of the project.

[Renee Hoban]

The ESA “Nose Up High in the Sky” activity offers a hands on way for students to build a mini weather station, collecting rain, wind speed, and temperature data to understand how scientists gather reliable measurements. Paired with the “Weather vs Climate” module, students can explore short term weather versus long term climate by collecting daily data, calculating averages, graphing results, and comparing them to historical norms.

In my class, I would coordinate setting up a basic weather station in the school grounds with secure placement, regular readings, and shared responsibilities. Measuring and graphing weather teaches science (data collection), technology (using digital sensors or apps), engineering (designing the station), and maths (averaging, graphing). Over time, students will observe how daily weather differs from climate trends, helping them distinguish the two concepts.

To lead the school, I would facilitate collaborative data logging, encourage peer led weather briefings at assemblies or newsletters, and share findings with the local community, fostering a culture of collective scientific practice and climate awareness.

[Author]

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