[Shannon Wilson]

Hi Ciara,

Welcome to the course.

Thanks for sharing such a clear, well-structured lesson idea. I really like that you would begin by exploring pupils’ existing ideas about why we have seasons, especially common misconceptions such as the Earth being closer to the Sun in summer. This aids with the prediction part of the investigation, and will also make the learning much more meaningful.

Using the ESA interactive resource alongside prediction, observation and discussion would help pupils engage more actively with the concept of axial tilt and orbit. The practical role-play with a lamp or torch and globe is a great idea – such a hands-on way to make this abstract idea more visual and accessible!

I particularly like the extension comparing Ireland’s seasons with countries in the Southern Hemisphere, as this would deepen understanding and link nicely with geography. Creating posters or short videos would also support creativity, digital learning and communication skills.

Thanks for sharing, and hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Jessica,

Welcome to the course. Thanks for sharing such a clear and practical plan for observing the Sun with your students. I really like that you would begin with a KWL grid, as this gives pupils the chance to share their prior knowledge, ask any questions and make predictions before beginning the investigation.

Choosing one consistent location in the school yard or garden is a great idea, as it will help pupils make fairer observations across the day. The use of compasses would also support geography skills and help children connect the Sun’s apparent movement with direction.

I also like that you are giving pupils agency in the investigation by offering different recording options, including drawing, worksheets and iPad photographs. Recording at 9am, 12pm and 2pm is realistic within the school day, and encouraging home observations would extend the learning nicely. Thanks for sharing.

[Shannon Wilson]

Hi Rachel,

Thank you for sharing your research question. It is a very relevant and meaningful topic, especially as pupils can connect it to wildlife, plants and habitats they may notice in their own local area.

I really like your idea of beginning with a discussion about local wildlife and plant life. This would help activate pupils’ prior knowledge and make predictions before moving into research. Using reliable sources such as Met Éireann, the EPA and the National Biodiversity Data Centre is also a strong approach, as it encourages pupils to work with real data and evidence.

The nature walks would be a lovely way to make the learning more hands-on. To strengthen the STEM element further, pupils could carry out a simple biodiversity survey in the school grounds, record species observed, compare areas, graph their findings and design an action to support biodiversity, such as planting native wildflowers or creating habitats.

I hope that you enjoyed the course.

[Shannon Wilson]

Hi Janet,

I really like how you have considered the needs of your First Class pupils and adapted the activity accordingly. Using the climate prediction tool as a teacher demonstration is a very sensible approach, as it would still allow pupils to engage with the idea of future climate change without being overwhelmed by the data or graphs.

Your suggestion of focusing on seasons, rainfall, heat, plants and animals is very age-appropriate. Planting sunflower or wildflower seeds and observing their growth over time would make the learning hands-on and meaningful, while also helping children see how weather conditions can affect living things.

I also agree with your point about simpler supports for younger classes. Picture prompts, visual recording sheets and more concrete examples would make the activity much easier to adapt for younger pupils.

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

[Shannon Wilson]

Hi Ronan,

Thank you for sharing your ideas. I really like the point you made in your response to another participant that integrated STEM learning often happens more naturally and more often than we realise. Sometimes we can all feel a fear in regards to juggling so many aspects, but as you pointed out, it is actually about recognising those moments and leaning into them more intentionally.

Your idea of connecting with another class in a different part of Ireland is also excellent. Comparing weather data between two schools would create a real sense of shared investigation and would give pupils a meaningful reason to practise measuring, averaging, graphing and communicating their findings.

I also like how you have thought through the practicalities of setting up a weather station, including location, access, safety and what could be made or purchased. Using the existing school screen to display weather data is a great way to make the learning visible across the school.

I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Steven,

Welcome to the course.

I really like your idea of beginning with a short vocabulary lesson. Words such as climate, greenhouse gases, emissions and carbon footprint can be challenging, so pre-teaching them would help pupils engage more confidently with the Paxi video and the wider activity. You could have a ‘New Words’ chart specifically for this, and return to it throughout the week to check in with the students.

I also like your suggestion of group work, comparing scenarios and discussing practical actions at home, and in school, to take the learning beyond the classroom. This would help empower your students with positivity about their potential impact. Your idea of simpler graphs and an Ireland-based follow-on activity would make the resource even more accessible and locally relevant for pupils.

Hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Naomi,

Thank you for sharing such a thoughtful reflection. It is great to hear how well the hands-on nature of STEM works in your autism class, especially when lessons are linked to real-life experiences that are meaningful for the pupils. Your point about autonomy is very important too, as giving pupils opportunities to make choices, test ideas and follow their own interests can make learning much more engaging and accessible.

STEM also seems like a very strong fit for differentiation in your setting, as pupils can respond in different ways through building, drawing, talking, testing, recording or using digital tools – and as you mentioned it is great for peer learning!

I hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Laura,

Welcome to the course.

I really like that you would begin by gathering the children’s prior knowledge before introducing resources such as the Five Principles for Responsible Outdoor Lighting and the Kelvin colour temperature scale. This would give pupils a strong foundation before they begin their own research, and could open up opportunity for predictions about the repercussions of light pollution which they could then test.

The investigation work using Chromebooks, along with home observations carried out with a parent, would help children connect classroom learning to their own locality. Researching the effects of light pollution on people, wildlife, energy use and the night sky also gives the project a strong STEM focus.

I especially like the idea of pupils presenting their findings to the local County Council, as this gives their work a real-world purpose and encourages active citizenship. Thanks for sharing.

[Shannon Wilson]

Hi Evelyn,

Welcome to the course.

I really like how you would explain EO Browser to a colleague as a way of seeing real-life changes. Your examples of deforestation, flooding, climate change and urban development show its potential to make environmental learning much more visual and engaging for pupils.

Linking this with outdoor activities in the school grounds is a great idea, as it helps strengthen their observational skills while giving them some agency in data collection.

I hope you enjoyed the course.

[Shannon Wilson]

Hi Robyn,

Thank you for sharing your reflection on Module 1.

I appreciate your honesty in saying that STEM lessons have sometimes felt difficult to engage with in the past. I think Liston’s paper is helpful in showing that STEM does not need to be treated as something separate or overly complicated, but can be integrated naturally through inquiry, problem-solving and real-world classroom activities.

It is great to hear that you found Activity 1 useful. The distinction between weather and climate can be tricky for children to grasp, so having a clear, straightforward starting point is very valuable. The videos and links also seem like strong supports for introducing the topic in an engaging way. It would be interesting to think about how you might build on this resource further, perhaps by linking it to weather observations in your own school, simple data recording, or a class weather chart over time.

[Shannon Wilson]

Hi Paula,

Welcome to the course.

I really like how you have highlighted the “Climate Reporters” role as a way of giving pupils a clear purpose. Asking them to research, interpret data and report their findings makes the learning active and meaningful.

Your links to STEM are very strong, particularly the way pupils can use science to explore climate systems, maths to interpret graphs and trends, and technology to research or create presentations and news reports. There is also great potential here to strengthen the engineering design element by asking pupils to use their findings to design, test and improve a practical school-based solution, such as a campaign to reduce energy use, improve recycling, or create more shaded/green areas.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Allessandra,

Welcome to the course.

Thanks for sharing such a thoughtful reflection on the resources. I really like that you have considered the importance of balancing serious environmental issues with hope and positive action. The Ireland’s Climate Action Plan video would help pupils see that collective change is possible, while age-appropriate extracts from Greta Thunberg’s speech could encourage them to think about their own role in protecting the planet.

Your suggested follow-up activities, such as a recycling audit, planting for biodiversity and creating posters, would help pupils connect climate change to practical actions at home and in school, and see that they can make a difference. This is a lovely way to build environmental awareness and a sense of responsibility.

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

[Shannon Wilson]

Hi Claire,

Welcome to the course.

Your idea to combine a hands-on Sun–Earth model with real satellite imagery and data from the Climate from Space app would make for a very intereting investigation. I also like how you would ask pupils to compare digital data with observations from the school or local community. This supports inquiry-based learning and helps children see how science, geography, technology and environmental awareness can work together.

To strengthen this further, pupils could begin by making predictions about why seasons happen, including common misconceptions such as whether summer is caused by the Earth being closer to the Sun. They could then revisit these ideas after using the model and satellite data to reflect on how their understanding has changed.

Thanks for sharing, and hope you enjoy the course.

[Shannon Wilson]

Hi Fionnuala,

Welcome to the course. Thanks for sharing your reflection.

I really like that you would begin by asking children to share their own ideas about where the Sun rises and sets before carrying out observations. This would encourage prediction, discussion and curiosity from the beginning.

Your plan to observe the Sun at different times of the school day and record findings through drawings, notes or photographs is a very practical way to support inquiry-based learning. Using a compass would also help develop pupils’ understanding of direction and link nicely with geography and maths.

You have also made a very realistic point about the Irish weather. Spreading the activity over a longer period, or using photographs and online resources on cloudy days, is a sensible way to keep the learning going.

Hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Ciara,

Thanks for sharing. This sounds like a wonderful project that prioritises inquiry-based and cross-curricular learning.

Introducing the Dúchas Schools’ Folklore Collection is a lovely way to connect the project to Irish history and show your pupils that children play an important role in preserving local stories and customs. Interviewing older family members would also create lovely home-school links. I especially like the idea of a night folklore exhibition where pupils can choose how to present their findings. This would be a wonderful way to give your class agency in the final shape of the project, while also celebrating oral history, creativity and local heritage.

Hope that you enjoyed the course.

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