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I really like how you’ve made the topic so relatable by starting with a story about an animal affected by plastic waste—that’s a powerful way to capture students’ attention. The idea of a ‘Plastic Diary’ is fantastic for helping pupils become more aware of their own habits, and a local litter hunt gets them actively involved in their environment. I also appreciate how you encourage group work around solutions, empowering students to take action. Connecting the issue to their daily lives like this definitely makes climate change feel more real and manageable for them. It sounds like a great way to foster both awareness and responsibility.
How is climate change affecting extreme weather in our country, and what can we do to prepare for it?
To get pupils engaged, I’d begin by discussing different types of extreme weather—storms, floods, heatwaves—and asking if they’ve ever experienced any of these events. Using news clips, photos, and maps, we’d explore recent extreme weather events in Ireland and link them to changing climate patterns. I’d encourage pupils to ask questions like “Why are heatwaves becoming more common?” or “How does heavy rainfall affect our town?”
In groups, pupils could research different types of extreme weather and create fact files or presentations. We’d use simple graphs, timelines, or even EO Browser images to help them visualise patterns and changes over time.
To make it hands-on, pupils could design “climate safety kits” or awareness posters for younger classes, focusing on how to stay safe during extreme weather. Through this project, they’d develop critical thinking, communication, and problem-solving skills, all while feeling empowered to respond to real-world challenges.
I really like how you’ve described the EO Browser—it truly is a powerful tool for making environmental changes visible and relatable. Using it to explore familiar places like the school or local area is a great idea and makes the learning more personal for students. I agree that it fits perfectly into senior class projects and works well across subjects. It’s such a great way to bring STEM and digital learning to life through real-world data. I’m definitely inspired to try it out more with my own class!
Elevator Pitch-
The EO Browser is a free, user-friendly online tool that gives instant access to real satellite imagery from missions like the European Space Agency’s Sentinel series. With just a few clicks, users can explore current and historical images of the Earth’s surface, making it possible to track environmental changes such as deforestation, wildfires, urban development, or glacier melt. It’s an incredibly powerful way to visualise the impact of climate change and human activity on a global and local scale—all without needing advanced technical skills.I would incorporate the EO Browser into my STEM and geography lessons to make learning more interactive and grounded in real-world examples. By analysing satellite imagery from different time periods, students could explore environmental changes—such as how our local area has developed or how natural disasters have affected certain regions. This hands-on approach encourages students to think critically, interpret data, and draw meaningful conclusions. It also opens up valuable discussions on topics like climate change, human impact on the environment, and global sustainability challenges.
Hi Denis,
I really like your approach—breaking the content into smaller parts is such a smart way to keep it accessible and engaging for pupils. HOME definitely lends itself to powerful discussion, and I agree it works especially well with older classes who can think critically about the issues. Including Greta Thunberg’s story is a great way to show the impact young people can have—it’s relatable and empowering. I also love your idea of using creative responses like posters or artwork to help students process what they’ve learned. Focusing on local actions is a great way to keep things hopeful and motivating.
The film HOME is a visually stunning and emotionally powerful documentary that presents the story of Earth’s natural beauty alongside the stark impact of human activity. Through breathtaking aerial footage and thoughtful narration, it captures the urgency of climate issues such as deforestation, biodiversity loss, pollution, and climate change in a way that is accessible and impactful for students. The other video clips included in the module also break down complex environmental topics into simple, relatable ideas, making them ideal for primary classrooms.
To introduce these climate change facts to my pupils, I would begin by showing short, age-appropriate clips from HOME to spark curiosity and emotional connection. These would act as conversation starters, leading to discussions, fact-finding activities, and critical thinking tasks. I’d also incorporate cross-curricular links—writing reflective pieces in literacy, analyzing data in maths, or creating artwork inspired by nature. Group projects, such as school eco-audits or Green Schools initiatives, could further empower students to take action in their own community.
I completely agree—Activity 3 offers a great balance of clear explanation and interactive learning. The video really does support visual learners, and TEAL is such an effective way to make abstract climate concepts feel real and relevant. I love your idea of group investigations at different levels—it’s a great way to build research, collaboration, and presentation skills. The potential for differentiation is definitely a strength too, making it accessible for a range of abilities. It’s inspiring to see how the activity can lead into real-world action and reflection!
Activity 3 is a well-designed, engaging lesson that effectively introduces students to greenhouse gases, climate change, and the impact of human actions on future climate scenarios. The use of the Paxi video simplifies complex concepts, making them accessible for younger learners, while the temperature prediction tool provides an interactive way to visualize climate outcomes. I would use this activity as part of a cross-curricular project on climate change, beginning with a discussion or quiz to assess prior knowledge, followed by guided exploration of the tool in small groups. Incorporating real-world or local weather data would deepen students’ connection to the material, and using our classroom weather station could offer a hands-on link between weather and climate. To enhance the activity further, I would add a collaborative element—such as students presenting regional climate “news reports”—and integrate basic digital tools for graphing and analysis. A hands-on experiment or simulation could also enrich the learning experience.
I really like your take on the two activities—especially how you highlight the development of key STEM skills. Using iPads for researching definitions is a great way to bring in digital literacy, and I agree that the collaborative aspect of Activity 1 helps with communication and teamwork. Your idea to extend Activity 2 by including wind speed and having students design their own anemometers is fantastic—it adds an extra layer of hands-on learning and creativity. That kind of extension really deepens engagement and makes the learning more meaningful.
The ESA Climate Detectives and SFI’s Weather vs Climate resources provide practical and engaging activities that work well in the classroom. Setting up a weather station in the school grounds helps students learn how to observe and record weather, and understand how it’s different from climate, which is based on long-term patterns.
These activities support important STEM skills like collecting data, working as a team, asking questions, and solving problems. I would use these resources by involving students in regular weather monitoring and encouraging them to compare their results over time. To lead the school, I would set up a student group to help share findings during class presentations, school assemblies, or on a school website or noticeboard. This would help build a shared understanding of weather and climate and allow students and teachers to work together to explore the topic, encouraging everyone to think about environmental issues in a hands-on way.
