[Shannon Wilson]

Hi Diarmaid,

Bull Island is a fantasticly rich focus for a Climate Detectives project, as it gives pupils the opportunity to investigate a real nature reserve close to them. I really like how you would begin with field trips, binoculars and iPads, allowing pupils to observe the flora and fauna directly before shaping the research question together. This gives the children ownership and helps ensure the investigation is led by their own curiosity – building on all those important skills the new curriculum encourages.

Using EO Browser to compare water levels over time would also bring in a strong STEM element, as pupils would be working with real data and satellite imagery. I also love your idea to encourage the pupils to share the findings with the school community as well as reaching out to local authorities and action groups. It would give the project a meaningful audience and encourage positive local action.

Hope you enjoyed the course.

[Shannon Wilson]

Hi Freda,

Thank you for sharing your research question. The River Barrow is a very meaningful local focus, and I like how you would begin by eliciting pupils’ prior knowledge through a KWL chart before moving into investigation.

You have suggested a strong range of research methods. These would give pupils a real sense of working as Climate Detectives and using evidence from different sources.

One way to strengthen the climate link further might be to explore how heavier rainfall or flooding can increase run-off from farms, roads and urban areas into rivers, affecting water quality and habitats. Pupils could also investigate how pollution impacts biodiversity in and around the river.

I really like your final focus on practical strategies, as this helps pupils move from investigation to meaningful local action.

Hope you enjoyed the course!

[Shannon Wilson]

Hi Miriam,

Welcome to the course. Thanks for sharing such a lovely observing plan for second class. I really like that you would begin by asking the children about their own experiences of looking at the night sky, as this would help connect the lesson to their everyday lives.

I especially like the home sky watcher element – giving the students a moniker like that makes it sound so exciting, while also involving families and showing children that science can happen beyond the classroom. Reassuring pupils that weather or cloud cover may affect what they see is also important. To strengthen this further, you could provide a simple observation sheet or checklist with suggested evenings for viewing, which could link it to weather tracking.

Thanks for sharing.

[Shannon Wilson]

Hi Elaine,

Welcome to the course.

I really like how you would guide the children through questioning rather than simply giving answers. This would really support inquiry-based learning and help pupils develop skills in observing, predicting, investigating and communicating.

The link with Birr Castle and the Great Telescope is especially strong, as it connects the science learning to the pupils’ own local heritage. Visiting the telescope would help them see how classroom investigations link to real scientific discovery and the history of astronomy in their community.

One small extension to stregthen the engineering design process could be to get the pupils designing their own simple viewer or periscopes after exploring mirrors and lenses.

Thanks for sharing and hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Seamus,

This sounds like a really engaging way to use the ESA Climate from Space app, and I love the idea of pupils being able to zoom in on their own local area from orbit! This would make it really interesting and engaging for them. Looking at Offaly, the Shannon and the local boglands through satellite data would be a fantastic way to help pupils connect global climate science with places they know.

There are great opportunities here for inquiry-based learning too. Pupils could ask questions such as: What areas appear greenest? Where do we see signs of wetland or bogland? How might soil moisture change across the seasons? How does land use around Birr compare now with older maps?

The cross-curricular links are really strong, especially with Geography, History, Maths and Visual Arts. Graphing seasonal temperature or moisture data would also help pupils see how maths is used in real scientific contexts.

Hope you enjoy the rest of the course!

[Shannon Wilson]

Hi Eva,

Welcome to the course. Making a star constellation wheel after studying the Plough sounds like a lovely way to help children become more familiar with the night sky and develop curiosity about the world around them.

I really like the idea of pupils creating their own planetarium with an assigned constellation. Asking the other groups to work out which constellation has been represented would encourage observation, reasoning and discussion, while also building important skills such as teamwork, communication, problem-solving and justifying their thinking. These are all very relevant to the new curriculum and support pupils in learning through collaboration and active participation.

Designing their own constellation is a great creative extension. The link with storytelling and myth-making is especially strong, as it allows pupils to connect astronomy with literacy, history and imagination. To develop this further, pupils could present their constellation myth alongside a labelled star pattern or class night-sky display. Thanks for sharing.

[Shannon Wilson]

Hi Fionnghuala,

Welcome to the course. Thanks for sharing such a detailed and well-structured Moon observation plan. I really like that you would begin with a visual aid to introduce the Moon’s phases and encourage discussion around why the Moon can sometimes be seen during the day. Stories or songs about the moon could also be useful cross-curricular aids to spark interest.

Your plan to observe from a fixed point in the school yard between 9.00 and 11.00 a.m. is very practical, and recording the date, time, shape, position and compass direction would help pupils build strong observation skills. The clay models of the Moon’s eight phases would also be a lovely hands-on way to consolidate the learning through combining art and science.

Using NASA’s Daily Moon Guide and the Scoilnet Moon Learning Path adds a strong digital learning element. To strengthen this further, pupils could double-check which dates offer the clearest morning visibility, particularly around the Last Quarter Moon.

Thanks for sharing and hope you enjoy the other modules.

[Shannon Wilson]

Hi Orla,

Thank you for sharing your response to HOME.

I really like how you would use selected clips as an engaging starting point for senior pupils, particularly in connection with Step 1 of the ESERO Curious Minds framework. Pausing after each clip to ask open-ended questions is a very effective way to encourage observation, curiosity, critical thinking and discussion.

Your focus on positive action is also very important. Climate change can feel overwhelming for pupils, so linking the discussion to practical steps such as reducing waste, recycling and conserving water helps promote a solution-focused mindset.

I also appreciate your point about not relying solely on video as a teaching tool. Adding hands-on or outdoor follow-up activities would support kinaesthetic learners and help pupils connect the messages from the film to their own school environment.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Helena,

Thank you for sharing your response to the Nose High Up in the Sky activities. You make a very good point that even though the activities are a gnetle introduction, they could open up deeper investigations into how satellites help us understand land, seas, ice masses and environmental change.

Your comments on the three activities are very strong. Using weather proverbs is a lovely cross-curricular starting point, with clear links to Science, Maths, Geography, Irish, Art and even PE. I also like your point about getting outside and using the senses to observe the weather, as this supports wellbeing as well as scientific observation.

The weather journal and weather station ideas would give pupils practical ways to record data over time. Building simple instruments would also strengthen the engineering element through designing, making, testing and improving.

Thanks for sharing, and hope you enjoy the course.

[Shannon Wilson]

Hi Cliona,

Thank you for sharing such a thoughtful and detailed reflection on Module 1. You have clearly captured one of the key messages from Liston’s paper: that STEM should be integrated, inquiry-based and connected to real-world learning. I really like how you link this to curiosity, creativity, collaboration and problem-solving, as these are central to meaningful STEM experiences.

It is great to hear that you found Activities 1 and 2 useful and adaptable to your class group. I also like your idea of creating a class weather station and comparing pupils’ observations with online forecasts. This could be strengthened even further by having pupils design or build simple weather instruments, bringing in the Engineering Design Process more explicitly. As some others have suggested in this group, a fun cross-curricular element could be introduced where students act out their own weather reporting as if on TV.

Your suggestions around differentiation and extension activities are excellent and would make the resource much more inclusive and adaptable.

Thanks for taking the time to respond, hope you enjoy the course.

[Shannon Wilson]

Hi Brid,

This is a lovely seasonal biodiversity project, and I really like the simplicity and consistency of focusing on one sycamore tree across the school year. Returning to the same tree each season would help pupils develop strong observation skills and begin to understand phenology in a very concrete way, noticing changes in leaves, seeds, buds, bark, insects and visiting birds.

The seasonal photographs would create a powerful visual record of change over time. You could also strengthen the STEM links by asking pupils to measure the tree’s trunk circumference, record temperature and rainfall on observation days, count leaf fall or seed dispersal, and graph changes across the year. Pupils could compare these findings with their photographs and discuss how weather and seasonal conditions affect the tree and surrounding wildlife.

The Tree Council leaf identification challenge and BirdWatch Ireland Garden Bird Survey would extend this beautifully, helping pupils connect their school tree to the wider local habitat.

Thanks for sharing, and I hope you enjoyed the course.

[Shannon Wilson]

Hi Cristina,

This sounds like a lovely place-based project, and the Japanese Gardens in Kildare would provide such a rich setting for exploring natural, cultural and historical heritage. I really like how you would use the symbolism of the gardens, through trees, plants, water, rocks and pathways, as a starting point for children’s curiosity and investigation.

There are strong opportunities here for STEM learning too. Pupils could investigate different habitats within the gardens, compare imported and native Irish plants, observe how water and rocks are used in the landscape, and discuss why certain plants might grow better in particular conditions. This could lead to inquiry questions around soil, climate, biodiversity and plant adaptation.

I also like the idea of pupils showcasing their learning through art, maps, photographs and videos. This would allow them to communicate their findings creatively while developing observation, research and digital skills.

Thanks for sharing, and I hope you enjoyed the course.

[Shannon Wilson]

Hi Michelle,

Welcome To the course. I really like how you would begin by sparking curiosity through local walks, big books, videos and noticing activities, as this would help younger pupils connect with biodiversity in a very accessible way.

Introducing phenology is a lovely idea too, as seasonal change is something children can observe directly through things like leaves changing, flowers appearing, birds visiting and insects becoming more active. The range of free resources you mentioned, including wildflower guides, scavenger hunts, tree hunts etc. would make the project very manageable for schools while still giving pupils rich opportunities to record and compare what they notice.

I also like the balance between monthly outdoor learning and shorter noticing walks in between. Your cross-curricular links with Maths, Art, Music and STEM design tasks would help pupils respond in many different ways, which strongly supports inclusive learning.

Thanks for sharing and I hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Alyson,

Welcome to the course and thank you for sharing such an honest and thoughtful reflection. I think many teachers will relate to feeling less confident with STEM, and I really like your point about the pressure to have written evidence of learning, and how this can sometimes make practical investigations feel harder to capture.

Your STEM journal is a fantastic solution, as it allows pupils to record predictions, observations, drawings, findings and reflections – all important to scientific inquiry – while still keeping the focus on active learning.

The nature walk example is lovely too. Giving pupils ownership by asking them to choose items that sparked their interest rather than ticking off a list makes the learning much more meaningful. It is also very mindful and helps students be more in the present. Following this up with research back in the classroom creates a strong inquiry cycle, moving from observation and curiosity to investigation and reflection.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Michelle,

This is a really thoughtful and exciting project idea. The pond would be a wonderful legacy for the school, and I love how you are thinking about it not just as a habitat, but as a long term learning project involving pupils, staff, the Green Schools Committee, Tidy Towns and the wider school community.

The before-and-after biodiversity survey is an excellent idea, as it would allow pupils to gather evidence and see whether the pond is increasing biodiversity over time. Linking this to light pollution is particularly strong. Pupils could investigate whether the proposed pond location is affected by outdoor lighting and consider how darker areas might better support frogs, insects, bats and other nocturnal species.

There are lovely engineering and design opportunities here too, from choosing the best site and marking out the pond, to considering depth, planting, access, safety, signage and observation points. The pupils could also create habitat maps, species ID charts, pond diaries or assembly updates throughout the year.

Green-Schools Biodiversity resources, the National Biodiversity Data Centre’s school grounds course and DarkSky’s Five Principles for Responsible Outdoor Lighting might all be useful supports as the project develops.

Thanks for sharing such an inspiring plan, and best of luck with it.

[Author]

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