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This is a great, hands-on research question and plan, Chloe. From my experience, pupils love plant growing science experiments and it affords opportunity for endless discussions, predictions, data collection.
My Research question: How can we reduce the amount of food waste produced in our school and what impact could this have on the environment?
I think this would be a suitable research question for my 4th class pupils because it is a climate issue that they can directly relate to. It is particularly relevant in our school as hot lunches were introduced last year, meaning pupils now have an opportunity to observe and investigate the amount of food waste being produced on a daily basis. They have already made passing comments on how much is wasted, so this is a real issue and it could afford an opportunity for pupils to collect real data from their own school environment.
To encourage pupils to participate, I would begin by allowing them to investigate the issue themselves. They could monitor and record the amount of food waste produced over a set period of time, identify which foods are most commonly wasted and discuss possible reasons why this happens. This would help pupils feel like real researchers and give them ownership of the project. My 4th class last year were in charge of taking away hot lunch boxes and bins from the other classes, so they could also draw comparisons between classes and discuss any prominent trends or patterns.
I would encourage group work, with pupils taking on different roles such as data collectors, survey designers or presenters. Following their investigation, pupils could suggest practical solutions, such as ways to reduce waste during lunchtime or encourage pupils to make better choices. Having a focus on solutions would help pupils understand that small changes can have a positive impact on the environment. This project would allow pupils to develop awareness of climate issues while seeing how their own actions can contribute to meaningful change.
Completely agree, this lesson progresses naturally from explicitly teaching towards facilitating the children to implement their new learning practically, using real-world examples.
I have really enjoyed tracking satellites using the ‘Satellite Tracker by Star Walk’ app. 5 satellites I found that are projected to have visible passes over Ireland soon are:
1. SPACEMOBILE-010 (at 9:38pm tonight)
This is part of a satellite network designed to provide mobile communication services from space. It helps connect devices in areas where traditional phone networks may not be available, including remote locations.2. International Space Station (at 10:04pm tonight)
The International Space Station is a large research laboratory orbiting Earth where astronauts live and carry out scientific experiments. It currently has seven astronauts on board according to the app.3. SL-16 R/B (at 9:56pm tonight)
This is a rocket body left over from a previous satellite launch. It is no longer an active satellite but continues to orbit Earth as part of the space debris that scientists track to help keep space operations safe. For me, this was the most interesting “satellite” I tracked, as I never thought of this being a thing that happens!4. Starlink-3395 (at 10:41pm tonight)
Part of the Starlink satellite network, which provides high-speed internet coverage from space. These satellites work together to bring internet access to areas where traditional connections are limited.5. Sentinel-2B (at 11:08pm tonight)
An Earth observation satellite that takes detailed images of the planet’s land and coastal areas. It is used to monitor changes in the environment, such as agriculture, forests, water quality and the effects of climate change… very appropriate for this course!Having a green schools library is a lovely idea! We have books with environmental messages scattered around our library and our school, but having a designated spot for them could be a great message for pupils. I agree that this topic can absolutely be anxiety -inducing, so incorporating activities that show what positive impacts we can make is crucial.
I found ‘HOME’ to be a very powerful and thought-provoking film. The aerial footage is visually stunning and clearly shows both the beauty of our planet and the impact that human activity has had on it. While the message is serious, I think it would be effective in encouraging young viewers to reflect on the importance of protecting the environment. The other video clips in the module complement HOME well by presenting climate change in shorter, more focused sections. The video on Ireland’s climate action plan could be a good prompt for further discussion, predictions etc.
I would be mindful of presenting climate change in a balanced way for 4th class. Rather than focusing on worst case scenarios, I would emphasise that while climate change is a significant challenge that must take a worldwide effort, there are many positive actions that individuals and smaller communities can take to make a difference. I would pause the videos at key points to encourage discussion, ask questions and allow pupils to share their ideas. Follow up activities could include creating posters about protecting the environment, investigating ways to reduce waste in school, or comping up with an energy saving challenge in the classroom. I believe using these videos alongside practical activities would help pupils develop an understanding of climate change while also empowering them to feel that their actions can have a positive impact.
I think your adaption to this activity is very age appropriate. It is amazing how the same premise for a lesson/activity can be altered to suit any class group!
I find the Climate Reporters to be a useful activity because it encourages students to take an active role in their learning. Rather than simply learning facts about climate change, the children are being asked to investigate, interpret information and communicate their ideas, which makes the topic feel more relevant and meaningful and offers scope for creativity.
I could see this activity being an effective group task.Before beginning the activity I would use the Paxi video, and perhaps even pre teach key vocabulary before the video. I would have students work in groups to use the predicted future temperatures tool and to then plan and present their reports.
One area I think could be improved is the inclusion of more local examples and real climate data. Students are more likely to engage with the topic if they can see how climate change may affect places they are familiar with. This is a high ceiling task, so high achievers /early finishers may explore this line of thinking and present their findings.I like the idea of comparing their collected data with Met Éireann’s forecast. Definitely a good extension for the older classes.
I would agree with Maeve Liston’s paper that STEM is most effective when learning is integrated, inquiry-based and connected to real-world contexts. Across all subject areas in my 4th class, I aim to create opportunities where pupils can work collaboratively to investigate problems, design solutions and reflect on their learning. Hands-on STEM experiences can allow children to develop creativity, critical thinking, resilience and confidence while making meaningful links across other subjects.
I really like these two weather vs. climate activities. Activity 1 offers scope for think, pair, share activities, which are engaging and enjoyable for pupils and provide valuable opportunities to develop communication skills and build understanding through peer discussion. The written activity at the bottom of the page offers me an opportunity to assess pupils’ understandings of the difference between weather and climate.
Activity 2 applies the learning from Activity 1 into a real life context which the children will relate to. I like how it also links to Maths as the children work with and present their data.
Younger classes may need Activity 2 to be adapted. Perhaps infant classes may focus on observing rather than measuring. Younger pupils could look outside each morning and record the weather using pictures or symbols (sunny, cloudy, rainy, windy). At the other end of the school, 5th/6th classes could extend the investigation by having pupils collect data over several weeks and compare it with weather forecasts or historical data from MET Éireann.
Hilary, The build-up activities and stimuli before the big rocket mice experiment are very engaging, and would certainly add to the fantasy and wonder of the experiment. As you said, the ketchup bottle example is a very relatable way for them to understand pressure. Getting them to try out different containers and mice, rather than just getting one go at it, is definitely a window of opportunity for them to construct their own learning
I have chosen to focus on the Alien Chemistry activity set. The fizzing and foaming activity could be adapted to work in any class level in the junior end of the school. For 1st or 2nd class, I would tie this to a previous ART/STEM lesson where children collaborated in building a rocket ship from recycled materials. This lesson our rockets will be blasting off and it is our job to create the rocket fuel. I would provide a range of acids (Lemon juice, orange juice, vinegar, cola), carbonates (eggshells, chalk, baking soda, washing powder) and maybe even some red-herrings, such as flour, sugar, water and milk. The children will roll a dice twice to randomly select a pairing of an acid (or milk/water) and a carbonate (or flour/sugar). The children will observe the effectiveness of their rocket fuel. After discussion and conferencing with the teacher, the group could choose to substitute their original carbonate or acid for another, in the aim to improve their rocket fuel’s fizziness. This could be a fun, discrete form of assessment for the teacher to gauge the children’s learning.
Rohana, these are very nice hands-on activities that ensure the learning is meaningful to the children, kids in younger years definitely enjoy following a theme like weather as it can help them to draw ideas and make links across subjects and strands
The website ESA- Space for Kids is a very practical online tool that can be used in the younger years of primary school. With games, news, activity ideas and even competitions, there is great scope for new STEM- focused learning opportunities in SSE that can also tie into other subjects such as literacy, music, drama and Visual Arts. I could utilise the tools from this website for a lesson’s stimulus, main activity or for an extension activity. For example, the multimedia tab could be a good source of a picture or video to prompt discussion on prior knowledge. The Things to do tab offers age-appropriate activity ideas that could be child-lead. The games tab has a range of engaging end-of-lesson activities that could reinforce new learning, such as the Milkyway matchup game or the space cleanup. One additional tool that this website offers is the language tab- I think this could be a very nice way to promote and celebrate any EAL students’ home languages, an important means of integration.
Whilst using websites such as ESA can be a helpful tool in the classroom, it is important to be cognisant that these lessons should also allow for some child-lead learning and discussion.
