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I agree with your point about the facts at the end of the film may be a great starting point and trigger for an initial discussion about climate change and a stimulus to engage pupils in the topic.
Research question – ‘How can our school community make a positive difference to slow down climate change’
First, I would encourgae the pupils to engage in a discussion about climate change, specifically the causes of climate change in relation to human behaviours and greenhouse gases to ensure a good foundational knowledge. Leading on from this, pupils could brainstorm in groups potential solutions and initiatives to raise awareness about climate change, both the effects and solutions.
After completing a whole-class and group activity, students would then work in pairs to identify what behaviours we do that contribute to climate change. Pupils can then feedback to the whole class and they could make a poster to outline and map out all the different ways our school community can address these issues in a positive fashion. The class could also see what ideas the Green Schools Committee have and try to link with their goals and plans for the year. We could also re-emphasise initiatives that have started to be taken for granted in the school such as daily litter-picking, collecting batteries, and composting food waste which can be pupil-led.
Finally, after designing and enacting their plan, pupils should reflect on and evaluate the effectiveness of their proposed solutions in tackling the initial research question while continuing to review their progress throughout the year and give recommendations for future years.
Hi Catherine, I really like the idea of involving the community and also recognising the demographics of your school. Pitching the lessons to something that directly affects the children and their parents’ lives as farmers or agricultural workers would be very engaging and could result in some very important and interesting real-life learning.
Assignment 1 – List 5 satellites that have passed Ireland recently and talk about what these satellites are doing. I found this very interesting and informative and used the Satellite Tracker app.
1. Sentinel-1A: Part of the Copernicus Program, this satellite provides radar imagery for environmental monitoring and disaster management. It frequently passes over Ireland to monitor soil moisture, forest cover, and flood events.
2. NOAA-20: This satellite, operated by the National Oceanic and Atmospheric Administration, collects data on weather, climate, and environmental conditions. Passing over Ireland, it assists in weather forecasting, sea surface temperature measurement, and atmospheric composition analysis.
3. Terra: A NASA satellite part of the Earth Observing System, Terra captures multi-spectral data for studying Earth’s climate and environmental changes. It monitors Ireland’s land use, vegetation health, and air pollution levels.
4. Aqua: Also part of NASA’s Earth Observing System, Aqua focuses on the water cycle, including evaporation, clouds, and precipitation. Its data is crucial for understanding weather patterns, including those affecting Ireland.
5. MetOp-B: A European meteorological satellite providing data for weather forecasting. It monitors atmospheric temperature, humidity, and trace gases over Ireland, contributing to accurate weather predictions and climate research.
The film “Home” and other related video clips in this module are truly striking and provide an intriguing visual representation of the climate emergency. When teaching about climate change in the future, when introducing the facts, I would show excerpts from ‘Home’ and allow a class discussion to explore its impact and the urgency for action. We would then analyse additional clips, such as Greta Thunberg’s TED Talk or the Climate Aid 2020 video, to delve deeper into topics such as youth activism.
Following on from that, pupils could research various climate change topics like climate justice, effects of climate change and attempts to slow climate change like the Paris Agreement which they could then present on. I would incorporate practical activities like measuring carbon footprints which I did myself and was surprised to see how much over average I was compared to a typical UK citizen and may be really thought-provoking for the children, especially those in senior classes who are becoming more aware of issues in the world around them. A combination of methodologies such as videos, oral discussions, ICT, and practical tasks, should allow my pupils to develop a comprehensive understanding of climate change and their role in addressing it. This approach would foster critical thinking and empower students to make a positive difference in their community and in the world. I would also be inclined to emphasise the fact that change is possible rather than focusing excessively on the negative effects when learning about climate change to prevent pupils from developing climate anxiety.
Activity 3 on weather and climate is a brilliant resource for helping pupils understand future climate scenarios and various impacts on temperatures. The activity is well-structured and engages students in critical thinking and group collaboration. Before starting the activity, I would ensure my students have a solid understanding of greenhouse gases, and similar related terms as sometimes the higher-tier vocabulary can exclude students with weaker literacy skills. Pupils could watch the Paxi video on the greenhouse effect, which is a fantastic stimulus to engage pupils in the lesson introduction. I would then assess prior knowledge by discussing the differences between natural and human-caused greenhouse effects.
The online Teal Climate Tool is great as it allows students to analyse projections for low, medium, and high greenhouse gas emissions so they can construct their own understanding of changes to the climate. After interpreting the data, the class could brainstorm in groups different ways to reduce the effects of climate change on a local, national, and international level, and feedback their ideas to the class. This will hopefully develop critical thinking and public speaking skills.
Based on Liston’s (2018) paper, STEM education in my classroom focuses on integration where possible, completing science, technology, engineering, and mathematics through active learning and hands-on activities. From teaching senior classes, I believe my future pupils would really enjoy and engage in building weather stations which develops their understanding of the scientific method.
The Module 1 resources were excellent and worthwhile, such as the “Nose Up High in the Sky” resource. The activities provide the opportunity for skill development and conceptual understanding and could be adapted for all class levels by simplifying or adding extension activities. The weather detective activity is suitable for all classes, helping them gain important skills like using weather instruments and weather recording. I will definitely be seeking to set up a weather station at my school using instruments like homemade rain gauges and anemometers. Overall, I foresee these resources will definitely enhance my students’ understanding of weather and climate in future school years.
Hi Catherine,
Thanks for sharing your ideas. It must be some change coming back into the classroom after a number of years in SET as STEM teaching has developed so much. I love the Become a Scientist for a Day activities and they are so suited to the senior classes I teach in and really engage children in the scientific method.
Songs/Poems/Art that connect to the Night Sky
The night sky has long been a source of inspiration for songs, poems, and art. Songs like “Space Oddity” by David Bowie, “Yellow” by Coldplay, and “Starlight” by Muse capture the wonder of the cosmos.
Poems such as “When I Heard the Learn’d Astronomer” and a “Clear Midnight” by Walt Whitman and “Stars” by Robert Frost reflect on the night sky’s beauty and mystery. John Keats’ “Bright Star” expresses eternal love and admiration for a star.
In art, Vincent van Gogh’s “Starry Night” vividly portrays the swirling night sky over a quiet town. Similarly, “The Starry Night” by Edvard Munch explores the emotional impact of the night sky and “The Persistence of Memory” by Salvador Dalí, while primarily about time, the surreal nightscape plays a significant role.
Additionally, the modern digital art of Vija Celmins and the cosmic themes in the works of Yayoi Kusama further connect us to the celestial wonders.
The night sky’s vastness and mystery have a timeless allure, sparking creativity across various mediums. Whether through music, poetry, or visual art, these works invite us to ponder our place in the universe and the beauty of the stars above.
To engage primary school children in exploring local biodiversity and the impacts of light pollution, you could start with an engaging nature walk, firstly around the school and in our wooded area near the school, followed by the park about 15 minutes away by foot. They could be provided with magnifying glasses, binoculars, and simple field guides to help identify plants, insects, birds, and other animals in the vicinity. They can document their findings through drawings, notes, or photos, making the experience both interactive and educational.
After the nature walk, I would introduce the concept of light pollution with a classroom activity that explains how artificial light affects the natural world. I would use some of the videos from the previous module or stories that highlight the impact on nocturnal animals or even local plant life. We could discuss how plants and animals rely on natural light cycles to survive and thrive.
To illustrate these concepts practically, you could try organize a stargazing event in the evening. Some children could observe the night sky in an area with minimal light pollution and contrast it with observations in a brightly lit area using the light pollution map to find suitable areas. They could use a guide to notice differences in visible stars and the behavior of nocturnal animals. Finally, the next day pupils can discuss how artificial light affects these observations and the broader environment.
For me, light pollution is becoming a bigger issue in the urban area I live in due to changes in visibility in the night sky. This has resulted in it being more difficult to view stars and planets at night and affecting the local natural environment. I have learned a lot about light pollution from this module so I would start any lessons on this topic with new information that I found interesting such as the causes of light pollution and the different types of light pollution.
Possible classroom activities to engage learners could involve integration with the strand unit of Light in Science where pupils can conduct experiments showing how light scatters and its effects on visibility. Pupils can also explore the light pollution map during computer time to see the areas which are being most damaged by light pollution and the possible reasons for this. Lastly, pupils will hopefully have gained the necessary knowledge and skills to identify possible ideas to reduce light pollution.
Observing the Evening Sky: Autumn Planets
Autumn Plan:Introduction to the Solar System:
Start with a fun discussion about our solar system. Show pictures of the planets and ask if the children can name them. Explain that some planets are visible from Earth without a telescope, especially in the evening during autumn.
Planets Visible in Autumn: Introduce the specific planets that can be seen in the evening sky during autumn. For example, Jupiter, Saturn, and Mars.
Explain where and when to look for these planets.Observation Preparation: Discuss the best times for observing planets (just after sunset). Talk about the importance of finding a dark spot away from bright lights. Explain how to use binoculars or a small telescope, but also emphasize that the planets can often be seen with the naked eye.
Observation Activity: Plan an evening for stargazing. Encourage parents to co-operate with students. When outside, help the children find the planets. Use a star chart that has previously been made in class for guidance. Have the children draw what they see and write notes about their observations.
Discussion and Sharing: The next day in class, have students share their drawings and notes. Discuss what everyone saw and compare the experiences. Talk about the differences in appearance between the planets. Encourage students to ask questions and express their curiosity.
Wrap up with a creative activity like making a model of the solar system or writing a short story about a journey to one of the planets observed.
Assignment 3 – Observing and recording positions of the sun when rising and setting and at different times of the day.
Start by introducing the concept of the sun’s movement across the sky using simple, relatable language. Begin the lesson with a brief discussion on why the sun’s position changes, linking it to the Earth’s rotation and orbit. Use visuals like globes, diagrams, and animations to illustrate these concepts.
Take the students outside to observe the sun’s position at a set time each day, emphasizing the importance of never looking directly at the sun for safety reasons.
Give students simple tools like compasses and notebooks. Have them record the sun’s position by drawing where it is in the sky relative to fixed points like trees or buildings. Encourage them to note the time and date of each observation.
Improve engagement by incorporating creative activities such as drawing sun paths on paper or creating a classroom sun journal. Use interactive discussions to let students share their observations and predictions about future sun positions. Integrate technology by utilizing apps or online tools that simulate the sun’s movement.
Hi Shona, I like the fundraising events as they always bring a positive spirit to the school and a nice way to raise money for important organisations and can include the children.
In my locality, climate change is already impacting us with more regular extreme weather events, in particular high rainfall and flash flooding which is resulting in increased levels of damage to local homes and businesses each year. An opportunity to engage pupils to explore this further would be to visit local rivers and estuaries and see where and how rivers burst their banks which can lead to flooding.
Three actions my class and school could to do make the world a better place and slow down climate change are –
– Encourage students and staff to recycle paper, plastic, and metal by placing clearly marked recycling bins in the classroom, on the yard and throughout the school. Educate the school community about the importance of recycling and reducing waste. We could organise fun and interactive activities, such as recycling competitions or art projects using recycled materials, to reinforce these habits.
– Continue developing our school garden where students can learn about growing their own food, the importance of plants, and sustainable growing practices. We could implement a composting program for organic waste from lunches and garden trimmings, teaching students about the benefits of composting for reducing landfill waste and enriching soil.
– Educate the children about the importance of conserving energy by turning off lights and electronics when not in use. We could try host energy-saving challenges to engage students in finding creative ways to reduce energy consumption.
