[Shannon Wilson]

Hi Mona,

Welcome to the course.

Thank you for sharing such a thoughtful reflection around Liston’s paper, and how it has prompted you to think about adapting your approach to teaching STEM in the classroom. The idea of engineering as the “glue” is a helpful way of thinking about how pupils can use science, maths and technology together to solve problems in creative and practical ways.

I agree with your point about Activity 1 being a gentle and accessible introduction to the difference between weather and climate. Using children’s birthdays is a clever starting point, as it makes the learning personal and immediately engaging. The video links are also useful supports, particularly for helping pupils grasp the distinction between short-term weather and longer-term climate patterns.

I hope that you continue to enjoy the course.

[Shannon Wilson]

Hi Anne,

Thank you for sharing such a thoughtful response to Activity 3.

Your point about pupils becoming “Climate Reporters” gives them an active role and helps them understand that climate projections are not just abstract numbers, but can relate to their own lives, school and local area. I also like how you have built in group work, as this encourages collaboration, communication and problem-solving around a real-world issue.

Using Book Creator to record their ideas and conclusions is a lovely way to integrate digital technology into the activity. Sharing their work at assembly and on the school website would also give the pupils a real audience, which can make the learning feel more meaningful and empowering.

It sounds like a very engaging way to help pupils move from understanding the science to thinking about local action and solutions.

[Shannon Wilson]

Hi Dolores,

Welcome to the course, and thank you for taking the time to share your thoughts on Module 1.

It is great to see that the key messages from Liston’s paper resonated with you, particularly the idea that STEM should be understood as an integrated approach rather than as separate subject areas. Your classroom example of designing and testing bridges using recycled materials captures this very well, as it naturally brings together the Engineering Design Process with science, maths and technology.

I also like how this activity encourages the development of important skills such as creativity, problem-solving and collaboration, all of which Liston highlights as central to meaningful STEM experiences.

I hope you continue to find the rest of the course helpful in sparking further ideas for STEM learning in your classroom.

[Shannon Wilson]

Hi Karen,

Thanks for sharing your response to “Home”. Your suggested approach of pausing after each section is very effective. Asking the class to explore what they have seen through sensory descriptions and how it made them feel gives them space to process both the facts and the emotions that can arise when learning about climate change. This is especially important with younger pupils, as the topic can feel overwhelming if it is introduced too heavily.

Your use of familiar examples, such as hotter summers or heavier rain, is also very engaging. It helps the children connect climate change to their own lived experience without making it too abstract. Bringing in stories, images of animals and plants, and simple discussion allows pupils to build empathy as well as understanding. I think this is a great way to introduce climate facts while still leaving children with a sense that caring for the planet is possible.

[Shannon Wilson]

Hi Irene,

I really like how you have adapted the Climate Detectives idea for infants in such an age-appropriate and accessible way. Trees are a lovely starting point because, as you say, they are part of children’s everyday environment.

I think your lesson gives children a very clear understanding of the many ways trees help us. The language you use, such as describing trees as “hotels for animals” or roots as “big straws,” is very effective for younger children and heps make quite complex climate ideas concrete and memorable.

The art activity is also a great way to consolidate the lesson through cross-curricular learning. You could also extend this by bringing the class outside to observe a real tree and ask questions such as: What animals might live here? How does it feel under the tree? What would our yard be like without it? This would help them participate as young climate detectives in a very hands-on way.

[Shannon Wilson]

Hi Nikita,

Welcome to the course and thanks for sharing your thoughts on the resources in module one.

I love the connection you have made here between the Engineering Design Process and Leonardo da Vinci’s drawings and inventions. He is such a rich example of someone who did not separate science, art, imagination and problem-solving, but allowed them to feed into one another. That feels very relevant to authentic STEM learning, especially when we want children to see themselves as creative thinkers, designers and problem-solvers rather than simply learners of facts.

Your point about collaboration is really important too. Giving children opportunities to discuss, test, adapt and refine their ideas mirrors the kind of thinking that happens in real-world science and engineering. In a climate and science context this could be especially relevant, as many of the challenges children are learning about require imaginative, collective solutions.

I hope you continue to enjoy the course.

[Author]

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