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Research Question: How can reusing and recycling our school clothes help protect the environment and reduce pollution?
I chose this research question because it focuses on an issue that is relevant to pupils and encourages them to think about how their everyday choices can help the environment. Many school uniforms and clothes are still in good condition when they are no longer needed. Reusing and recycling these clothes can reduce waste, save resources, and lower pollution caused by making new clothing. To encourage pupils to participate, I would begin by discussing where our clothes come from and what happens when they are thrown away. We could watch a short video about clothing waste and then brainstorm ways to give clothes a second life. Pupils could carry out a simple survey to find out how many families already pass on school uniforms or donate unwanted clothes. As part of the project, pupils could organise a school uniform swap or collection for local charities. They could also design posters and presentations to encourage other classes to reuse and recycle clothing. Working in groups would help pupils share ideas, collect information, and develop teamwork and communication skills. Old clothes that cannot be re worn could be used as materials for art projects or upcycled into a new product. This investigation would show pupils that small actions can make a big difference.
I used the satellite tracking app Satellite Tracker to see which satellites had recently passed over Ireland. It was interesting to learn how many satellites are orbiting the Earth and the different jobs they do. Five satellites that passed over Ireland were the International Space Station (ISS), Starlink-3124, NOAA-19, Sentinel-2A, and Terra. The International Space Station (ISS) is a space laboratory where astronauts live and carry out scientific experiments. Starlink-3124 is part of the Starlink network, which helps provide internet access around the world. NOAA-19 is a weather satellite that collects information about clouds, storms, and temperatures to improve weather forecasts. Sentinel-2A is an Earth observation satellite that takes detailed images of land, forests, rivers, and coastlines. It is used to monitor the environment and support farming and disaster response. Terra is a NASA satellite that studies the Earth’s climate, land, oceans, and atmosphere. This activity would be great to do in the classroom as it could be used as a launching activity to help children understand that satellites are important in our everyday lives.
Hi Alyson, I agree that it is a great resource and it has great ideas to continue learning with a group.
I like the use of story books and using a current figure like Greta Thumburg as part of the lessons.
<p class=”isselectedend”>The film HOME and the other video clips in this module was thought-provoking. The aerial images highlighted the beauty of our planet while also showing the impact that human activities have had on the environment through deforestation, pollution, overconsumption, and climate change. The film was both a celebration of the earth and a warning sign to humanity, as it clearly demonstrated how interconnected people, nature, and the climate are. Rather than focusing only on problems, it also encouraged viewers to recognise that positive action is possible if we work together to protect our planet. When introducing climate change to the children in my class, I would ensure the topic is presented in an age-appropriate and hopeful way. I would begin by discussing weather and seasons before explaining the difference between weather and climate. Using short video clips, images, and class discussions would help pupils understand the causes and effects of climate change without overwhelming them. I would also include practical, hands-on activities such as recycling projects, planting flowers or vegetables, monitoring the weather, and exploring ways to reduce energy use in school and at home. I feel it is important that pupils leave these lessons feeling empowered rather than worried. I would emphasise that even small actions, such as saving energy, reducing waste, walking or cycling where possible, and caring for local wildlife, can make a positive difference.</p>
<p class=”isselectedend”>Activity 3 was an engaging and interactive way to explore the topic of greenhouse gases and climate change. It is a great lesson to encourage student collaboration and use of scientific language. The Paxi video explained the greenhouse effect in a simple, child-friendly manner. The future temperature prediction tool was particularly effective because it allowed users to see how different actions can influence future climate outcomes. This interactive element encourages critical thinking and helps pupils understand that individual and collective choices can have a positive impact on the environment. I could use this activity with my class as part of a science or geography lesson on weather, climate, or sustainability. It would promote discussion, inquiry-based learning, and environmental awareness. Pupils could also work in groups to compare predictions, discuss possible solutions, and create posters or presentations about reducing greenhouse gas emissions. One improvement would be to include more classroom extension activities, such as hands-on experiments related to the greenhouse effect.</p>
Hi Ornaith, I like the use of group work with different scenarios, would lead to a lot of buy in from the children.
Having read Liston’s article, it has reinforced the importance of student lead learning, where they are actively investigating, discussing, questioning, and solving real-world problems. It also highlighted that STEM should be integrated rather than taught as four separate subjects and encourage curiosity, collaboration, and critical thinking. The Is it Weather or Climate? activity encourages children to distinguish between weather and climate and supports the use of scientific vocabulary. It allows children to collaborate with each other. I also liked how it progressed naturally to other lessons such as building a meteorological station and measuring the weather. The Weather Detectives was engaging because it involved observing, collecting, and interpreting information. Pupils could work collaboratively to analyse weather data and draw conclusions. It also provides opportunities to integrate geography and digital technology if pupils use weather apps or online forecasts to compare local conditions. These activities would work well with my class because they are practical, discussion-based, and easily differentiated.
Hi Avril, I like the idea of focusing on shopping for local produce as a simple action to fight climate change.
Coastal erosion is a growing challenge along the Wexford coastline, where strong waves, storms, rising sea levels, and changing weather patterns are gradually wearing away beaches, sand dunes, and cliffs. This has changed the natural landscape of Wexford’s coastline in recent years and is threatening wildlife habitats, homes, and local communities. Children could learn about coastal erosion through beach walks in their locality. They identify signs of erosion. They could participate in practical activities such as building sand dunes and testing them with water to demonstrate how natural barriers protect the coast. Children could take part in beach clean-ups, planting dune grasses, and creating posters or models about protecting the coastline to teach other children in their school. These are simple actions that tie in with Green School principles. The Development Education modules in this course would contribute to the SSE process by encouraging the school to review how effectively it promotes inclusion, equality and intercultural awareness. Setting SSE targets around celebrating diversity, making links between the local and global community and fostering respectful relationships would help create a school environment where every child feels safe and included.
One local organisation that works with refugees is the Civil Defence. It is a voluntary organisation that organises emergency accommodation and catering for those newly arrived in Ireland. They played a large role in helping refugees arriving from Ukraine in 2022. We could prepare our school community to welcome new students from other countries by learning simple phrases in the children’s native language for students and teachers to use. A display in the children’s native language could also be placed in the school. Teachers could use books, art and music to teach children about new countries. They could learn a common song such as Happy Birthday in the new student’s language so as to make connections between their local and global communities. Students could take part in lessons about kindness, empathy and human rights can help students understand the reasons why families may be forced to leave their homes due to war and conflict. As part of the SSE process our school could look at how it promotes inclusion and intercultural awareness.
One SDG I would focus on is <strong data-start=”133″ data-end=”161″>SDG 4: Quality Education, which aims to ensure inclusive, equitable, and quality education for all. While children in Ireland generally have access to education, some still face barriers due to poverty, additional learning needs, language differences or limited access to digital technology. On a global scale, millions of children are unable to attend school because of conflict, poverty or displacement. Girls also face a disproportionate amount of barriers when it comes to education often limiting their opportunities and future life chances. To encourage children in my class to take action, I would use a variety of child- led, inquiry-based learning activities to help them understand that education is a fundamental human right. Children could investigate and identify what makes a school inclusive and identify ways to ensure everyone in their own school community feels welcome, supported, and able to participate. The children could organise a take part in fundraising activities to support organisations that provide education to children affected by conflict or poverty. Students could also explore children’s experiences of education in different countries through stories, videos, and virtual exchanges with schools abroad. This would help develop empathy, respect for diversity, and an appreciation of the privileges they have. They could present their learning through assemblies, posters or a school-wide awareness campaign, encouraging the wider school community to value education as a shared responsibility.