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I agree that HOME leaves a powerful emotional impact and really highlights the scale of humanity’s influence on the planet. I like how you’ve thought carefully about age-appropriateness, especially the importance of presenting a hopeful, action-focused message to younger pupils. Using short, carefully selected clips to spark visual awareness and discussion is a great way to make the content accessible without overwhelming them.
I also really like your idea of including a simple carbon footprint activity as it’s practical, relatable, and helps children feel empowered to make small changes. The suggestion to take a whole-school approach is excellent, as it promotes a sense of shared responsibility and community action. Checking in with pupils afterwards is so important too, especially for those who may be more sensitive to these topics. This is a great idea which provides a thoughtful balance between raising awareness and supporting emotional well-being.
The film HOME is a powerful and visually striking documentary that communicates the urgency of climate change by showcasing the beauty of our planet alongside the environmental damage caused by human activity. Its aerial footage and emotional tone make it a compelling resource for raising awareness about the interconnectedness of ecosystems, human development, and climate impact. The other video clips included in this module, such as the Paxi video and Met Éireann’s Kids Climate Explainer, are excellent for younger pupils as they break down complex climate concepts into accessible, age-appropriate content.
To introduce these climate change facts to my pupils, I would start with the simpler, animated videos like Paxi to lay a foundational understanding. Then, I would use short, selected clips from HOME, particularly those showing natural beauty and environmental changes, to spark curiosity and discussion. This could be followed by open-ended questions like “What do you notice?” or “Why do you think this is happening?” I would build on their responses through project work, art, and local action, encouraging pupils to make connections between global issues and their own environment.
I really like how you’ve structured this inquiry as it’s hands-on, collaborative, and rooted in both scientific observation and personal experience. I agree that starting with the Met Éireann Kids Climate Explainer is a great way to ground the learning in the Irish context and spark curiosity. Involving families through interviews and photo sharing adds a lovely intergenerational element and brings the learning beyond the classroom.
I also like how you’ve broken the class into focused groups, each tackling a different angle of the question. Using the EO Browser, local knowledge (like farmers), and tools like rain gauges creates a strong link between global climate change and its local impact. The idea of involving the Green Schools Committee and sharing findings on the school website gives pupils a real audience and sense of purpose. This project not only builds STEM skills, but also empowers pupils to think critically and take meaningful action.
The Climate Detective Research Question I would explore with my pupils is as follows:
“How has rainfall in Ireland changed over the past 10 years, and what impact could this have on our local environment?”This question links well with our work on weather, climate change, and the water cycle. I believe it encourages pupils to think critically about the effects of changing rainfall patterns on farming, biodiversity, and local areas prone to flooding. In order to help pupils develop their own research question, I would guide them through the Climate Detectives platform and explore real-world data together. We would also use the EO Browser to access satellite imagery and Earth observation data, looking at vegetation cover, water levels, and soil moisture in our area over time.
Following on from that, once we agree on a question, I would introduce the Climate Detectives Research Question Planner and help pupils evaluate whether their question meets the necessary criteria. We would plan the investigation together, identifying who will collect data, how it will be sourced (e.g. EO Browser, Met Éireann), and where local observations can be made. I feel that this hands-on, collaborative approach not only supports inquiry-based learning but also helps students understand how space technology can be used to monitor and respond to climate change at a local level.
At the end of the project, I would support the pupils in sharing their ideas and findings in a variety of meaningful and age-appropriate ways. Each group could create a visual presentation or poster summarising their research question, methods, data (including EO Browser images), and conclusions. These could be displayed around the school or shared during a whole-school assembly or Green Schools event to raise awareness of climate issues within the wider school community.
We could also host a “Climate Showcase” where parents, staff, and other classes are invited to visit and hear short presentations from the pupils. For a digital element, pupils could use tools like Book Creator, PowerPoint, or short videos to document their work and submit it to the ESA Climate Detectives platform, helping them connect their learning to a wider European audience.
Hi Brian,
I like how you’ve highlighted a variety of satellites visible over Ireland, showing both their scientific and practical purposes. I agree that using real examples like the ISS and Starlink can really inspire students and make space technology feel relevant and exciting. I think your overview offers a great way to connect classroom learning with current, real-world space activities, which can definitely spark curiosity and engagement.
I found the ESA resource ‘Nose High Up in The Sky’ to be an engaging and well-structured tool for teaching younger students about the atmosphere and weather phenomena. Completing the pupil activities helped me see how effectively the resource breaks down complex scientific concepts into simple, hands-on tasks suitable for primary pupils. I particularly liked the mix of observation, drawing, and discussion, which caters to different learning styles and keeps students actively involved. The activities encourage curiosity and critical thinking, and I appreciate how they link scientific knowledge to everyday experiences. I would definitely use this resource in my classroom because it supports inquiry-based learning and aligns well with the SESE curriculum. To enhance the lessons, I might add a follow-up outdoor observation activity where pupils can relate what they’ve learned to the sky above them. Overall, I feel this resource would make learning about the atmosphere both accessible and enjoyable for my students.
Hi Kenneth,
I like how you use the Paxi video to introduce the greenhouse effect in a way that’s accessible for children. I agree that linking the topic to their own experiences with weather and fossil fuels helps make it more relevant and engaging. I also like your idea of using the Under the Lid experiment and the David Attenborough video to deepen understanding and inspire discussions about how we can all contribute to positive climate action in school.
Activity 3 is a valuable introduction to the topic of greenhouse gases and climate change. I think the Paxi video is colourful, animated, and age-appropriate, making abstract scientific ideas, such as the greenhouse effect, accessible and engaging. It’s a great conversation starter, and I would use it as a whole-class viewing followed by a guided discussion using simple, open-ended questions (e.g. “What do you think keeps Earth warm?” or “What can we do to help the planet?”).
The temperature prediction tool is more advanced, so I would simplify it for my 2nd Class by modelling it on the interactive whiteboard. Together, we would explore how different choices (e.g. using less energy or planting more trees) might impact future temperatures. Pupils could then draw or write about what they learned and how they could help reduce climate change, connecting the learning to our Green Schools programme and local environmental efforts.
To improve the activity for this age group, I would include a simplified worksheet with visuals and sentence starters, and follow up with a hands-on art activity like creating posters about protecting the Earth. This approach would support integration across SESE, SPHE, and Visual Arts while developing early STEM awareness in a way that’s meaningful and age-appropriate for the pupils in my class.
Hi Brenda,
I really like your idea of starting Activity 1 as a class sorting task, it’s a great way to get everyone engaged and thinking critically from the start. Setting up a basic weather station is a fantastic extension of Activity 2, giving pupils a real sense of ownership and purpose. It’s also a great opportunity to build leadership and communication skills, especially with older students taking the lead.
Liston’s (2018) Unravelling STEM: Beyond the Acronym challenges the compartmentalised view of STEM subjects and encourages a more integrated, inquiry-based approach that connects learning to real-world contexts. In my classroom, I aim to reflect this by designing cross-curricular lessons that build critical thinking, collaboration, and creativity. For example, students might investigate sustainable energy solutions, collect and analyse data, and use technology to present their findings. I also emphasise collaboration, allowing students to work in teams to explore open-ended challenges.
The Weather and Climate resource supports this vision effectively.
Reflection on Activities 1 and 2:
Activities 1 and 2 from the Weather and Climate resource provide an excellent starting point for developing students’ understanding of key geographical and scientific concepts in an engaging, inquiry-based way.
Activity 1: Is it Weather or Climate? clearly distinguishes between short-term weather events and long-term climate patterns. The sorting activity allows students to apply their understanding to real-life scenarios. I would use this in a whole-class setting, encouraging discussion and justifications for each choice. It works well as a formative assessment tool, helping me gauge students’ prior knowledge and misconceptions.
Activity 2: Weather Detectives encourages students to observe and record weather patterns, supporting the development of skills in data collection and analysis. I would use this over the course of a week, allowing students to track daily weather and report back using graphs or digital tools like weather apps or on worksheets. It links well to Maths and Digital Learning.
To improve the activities, I would incorporate local weather reports or bring in guest speakers (e.g., a meteorologist) to connect learning to real-world contexts. Group work, presentations, and digital reflections could further enhance collaboration and communication skills. These activities fit naturally into an integrated STEM or SESE unit. The pupil worksheets are well-structured and accessible, though I believe the activities could benefit from digital extensions, such as integrating real-time weather apps or satellite data for comparison. Adding a collaborative group task where students present local climate findings could enhance peer learning and communication skills.
Overall, these activities align well with STEM principles and could be seamlessly integrated into science or geography lessons.
In the future, I plan to integrate AI tools such as Microsoft Co-pilot, Ari Assistant, and Gamma to enhance teaching effectiveness and student engagement. Microsoft Co-pilot will support lesson planning, content creation, and grading, allowing me to dedicate more time to individualised instruction. Ari Assistant can streamline admin tasks and provide real-time data on student progress, helping me tailor interventions and adapt my teaching methods. Gamma will be instrumental in creating dynamic, visually engaging presentations that make complex topics more accessible and interactive. These tools will enable a more personalised learning experience, supporting diverse learning styles and promoting student agency. Importantly, I aim to use AI ethically, fostering digital literacy, critical thinking, and responsible AI use among students. Rather than replacing the teacher, AI will serve as a powerful collaborator in the classroom, amplifying creativity, efficiency, and impact.
Hi Clare,
I really enjoyed the presentation on Gamma on Irish flags – it would be very engaging for pupils in this lesson. I agree, AI tools will prove very beneficial in terms of creating resources etc. for teaching in the future.
Lesson Plan: Exploring Spain for 4th class.
SESE – Geography
Strand: Human Environments
Strand Unit: People and Other Lands
Topic: Spain – Culture, Climate, and Comparison with Ireland
Learning Objectives:By the end of the lesson, pupils will be able to:
* Locate Spain on a map and identify key geographical features.
* Compare and contrast Spanish and Irish weather, traditions, and school life.
* Understand cultural elements such as food, language, and festivals in Spain.
* Use digital tools to demonstrate learning and reinforce knowledge.Resources:
* Laptop/projector
* Gamma (AI presentation tool)
* Microsoft Copilot (for summarising content and generating notes)
* Quizziz (for interactive assessment)
* Twinkl (Ari Assistant – for differentiated resources and printable worksheets)
* Internet access, atlases, and SESE books1. Introduction
* Begin with a quick interactive map activity: *“Can you find Spain?”*
* Ask prior knowledge questions: *“What do you know about Spain?”*
* Use Gamma to present a dynamic, AI-generated visual slideshow on Spain, highlighting:* Capital city, climate zones, food, culture, and landmarks like La Sagrada Familia and Alhambra.
2. Development
* Copilot will help create a simple handout comparing Ireland and Spain (weather, school day, food, language).
* Pupils read, discuss in pairs, and fill in a comparison chart.
* Group discussion: “What would you enjoy about living in Spain?”
* Pupils complete a Twinkl worksheet sourced via Ari Assistant (differentiated for reading levels).
* Video clip: A day in the life of a Spanish student (Twinkl or YouTube).Consolidation & Assessment
* Use Quizziz for an interactive quiz reviewing key learning points. Students can use tablets/Chromebooks to participate.
* Display leaderboard and discuss answers.
* Homework: Pupils use Copilot with help from the teacher to write 5 sentences about Spain using learned vocabulary.I agree Michael! The ready-made lesson plans online via Scratch.ie are a fantastic resource to both teachers and pupils, especially for those who may be new to teaching or learning coding. The step-by-step structure makes the lessons accessible and manageable, even for beginners, and helps build pupils’ confidence as they see their animations come to life.
I also appreciate how the lessons naturally lend themselves to differentiation. It’s so important in a mixed-ability classroom that every pupil feels both supported and challenged. With Scratch, more advanced learners can explore and expand on projects, while those who need more guidance can follow the structured tasks at their own pace. This flexibility not only supports inclusion but also encourages creativity and problem-solving across all ability levels.
After exploring Khan Academy Kids, I am genuinely impressed by its intuitive design, engaging content, and the way it blends learning with play. I feel this AI tool is particularly relevant to the junior end.
I would introduce this app to my pupils, by firstly starting to incorporate it into our literacy and numeracy stations. I’d begin with a whole-class demonstration using the interactive whiteboard, allowing the the class to become familiar with the main characters, activities, and how to navigate the app. The characters like Kodi and Ollo are appealing and relatable, which definitely would aid in helping to ease the children into digital interaction.
I would allow opportunities for the children to engage with this app in small groups/ The children could explore the app with tablets, with a focus on by learning goals guided by the teacher initially. I’d encourage them to reflect on their favourite parts and share with the class. I love how the adaptive nature of this app ensures each child is challenged at their level, allowing me to better differentiate instruction.
Reflecting on its potential, I believe Khan Academy Kids can be a valuable companion to traditional teaching and reinforcing concepts, building confidence, and supporting independent learning habits from an early age. It’s also helpful for home-school links, giving parents access to high-quality, free learning resources. I definitely look forward to integrating it into my future teaching practice.
