Forum Replies Created
-
Posts
-
Hi Cian,
I really like that research question as it has scope for really valuable lessons. I will definitely adopt your research question with my 4th class in September.
Many thanks for sharing,
Shannon
Research Question: How does the amount of green space around our school affect local temperatures and biodiversity throughout the year?
I chose this research question because it is relevant to my pupils’ everyday environment and allows them to investigate the effects of climate change at a local level. As a 4th Class teacher in St. Colmcille’s, Knocklyon, I would encourage pupils to take ownership of the investigation by collecting data, making observations and working collaboratively in small groups. We could compare temperatures in shaded and unshaded areas of the school grounds, observe the types of plants and insects present and record our findings over several weeks.
I would encourage discussion, prediction and problem-solving throughout the project, helping pupils to think like scientists. The investigation could also link with Geography, Maths and SPHE by analysing data, creating graphs and discussing how we can care for our local environment. By focusing on an issue close to home, pupils would see that their observations and actions can contribute to a better understanding of climate change while developing important scientific and teamwork skills.Hi Laura,
That seems like a brilliant resource for satellite imagery. It’s brilliant to be able to see how a place has evolved over time. I will be definitely using this resource with my class in September when teaching local history in particular.
Many thanks,
ShannonAfter exploring the ESA resource Nose High Up in the Sky, I found it to be an engaging, practical and well-designed resource that would work very well with my 4th Class. The activities are hands-on, easy to follow and encourage pupils to investigate how our sense of smell works while making interesting links to science and space. I enjoyed completing the pupil activities myself and found that they promoted observation, prediction, discussion and critical thinking, all of which are important scientific skills.
I would definitely use this resource in my classroom because it supports the Primary Science curriculum while encouraging active, inquiry-based learning. The investigations would allow pupils to work collaboratively, record their findings and compare results with their classmates. I also like that the activities encourage children to ask questions and think like scientists rather than simply learning facts. To extend the lesson, I would ask pupils to create their own smell investigation or keep a science journal to record their observations. Overall, I found the resource enjoyable, accessible and highly suitable for a 4th Class classroom.
Hi Brenda,
That is a brilliant idea using that Ted talk for this topic. The talks are very relatable for the children. I will definitely use this Ted talk in September.
Many thanks,
Shannon
Watching HOME gave me a greater appreciation of how connected our planet is and the impact that human activity has on the environment. The stunning visuals made the message powerful and helped explain climate change in a way that was easy to understand. The other video clips in the module also presented complex ideas, such as greenhouse gases and global warming, in an engaging and accessible way.
As a 4th Class teacher, I would introduce these topics gradually and in a positive way. I would begin by discussing the difference between weather and climate before showing short video clips and encouraging class discussion. I would use practical activities such as investigating recycling, reducing energy use in school and observing nature in our local area. My aim would be to help pupils understand that while climate change is a serious issue, everyone can make small changes that have a positive impact on protecting our environment for the future.Hi Deirdre,
Thank you for sharing. The teal tool is great. I never thought to use it that way. I will definitely try it that way with my 4th class in September.
Many thanks,
Shannon Toner
As a 4th Class teacher, I found Activity 3 to be a very engaging way to introduce pupils to the greenhouse effect and climate change. The Paxi video explains greenhouse gases in a simple, child-friendly way, making a complex topic easy for children to understand. I think my class would enjoy the visual approach and it would lead to valuable discussions about caring for our environment. The future temperature prediction tool helps pupils see how temperatures may change over time, making climate change feel more relevant. I would use this activity during SESE lessons and link it with Geography and Science by exploring ways we can reduce our carbon footprint at school and at home. One improvement would be to include more examples of how climate change affects Ireland, making the learning more meaningful. A simple hands-on experiment demonstrating the greenhouse effect would also strengthen the activity. Overall, I think it is an excellent resource that encourages curiosity, critical thinking and environmental responsibility.
Hi Michelle,
Thank you for sharing. I love your idea of creating a wedding journal. Including the definitions here is a great idea.
Thanks again,
Shannon Toner
After reviewing Liston (2018), “Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics”, I reflected on how STEM education in my 4th class works best when the children are actively involved in investigating real-life situations. The article highlights the importance of integrating subjects rather than teaching them separately.
I completed Activity 1: Is it Weather or Climate? and Activity 2: Weather Detectives. I found that Activity 1 was very effective in helping pupils understand the difference between short-term weather events and long-term climate patterns. Activity 2 encouraged observation, discussion, and problem-solving as pupils examined clues and interpreted weather information.
I could use these activities during geography and science lessons on weather and climate change. They would work well in pairs or small groups and could be extended by having pupils keep a weather diary for a week. I would improve the activities by including more technology, such as using online weather forecasts or digital thermometers, and by adding a short weather forecast presentation task.Hi Triona,
Many thanks for sharing all of these creative so ngs. I will definitely adopt some of these ideas in 4th class in September.
Many thanks,
Shannon
Before completing this course, I had never really considered the impact that light pollution has on biodiversity or the importance of protecting our night skies. The fourth class, in particular, highlighted how excessive artificial lighting affects nocturnal animals such as bats, frogs and owls, and it made me reflect on how this topic could be explored meaningfully in my own classroom.
I would implement a version of “Design Your Own Dark Sky Place” as part of a cross-curricular unit on biodiversity for my class. I would begin by showing photographs of nocturnal and diurnal animals and using a Think, Pair, Share activity to encourage pupils to discuss how these animals rely on natural light and darkness. After watching short video clips explaining the effects of light pollution, pupils would identify the main challenges faced by wildlife and discuss practical ways that people can help.
The main project would involve children working in small groups to design their own Dark Sky Place. They would create maps showing where lighting should be reduced, identify habitats that need protection and include ideas such as using downward-facing lights, turning off unnecessary lights and preserving natural habitats. Each group would explain how their design supports biodiversity while also considering the needs of the local community.
To extend the learning beyond the classroom, pupils would complete a homework activity with their families, identifying ways to reduce unnecessary lighting around their homes. They could present their findings through a written report, artwork, poem or poster. These could be displayed in the classroom or used as the basis for a class presentation or debate, providing valuable links with literacy, geography, science and visual arts while encouraging environmental responsibility and community involvement.hi Triona,
That is a great idea. I will too observe the same place at the same time with my class.
Thank you for sharing,
Shannon
One of the most valuable things I gained from this module was a greater awareness of the impact that artificial light can have on wildlife. Before completing the fourth class, I had not fully considered how light pollution affects both nocturnal and diurnal animals or the wider implications for biodiversity.
I would use this learning as the starting point for a unit of work on biodiversity in our local area. To introduce the lesson, I would display images of a variety of nocturnal and diurnal animals. Using a Think, Pair, Share strategy, the children would discuss how these animals depend on natural light and darkness for activities such as feeding, hunting, navigating and resting. Their ideas would then be shared with the class and recorded.
Next, the children would watch short video clips showing how species such as frogs, bats and owls are affected by excessive artificial lighting. As they watch, they would identify and record three ways in which light pollution impacts these animals before discussing their findings in small groups and sharing them with the class.
The lesson would then progress to a discussion centred on the question, “What can we do to reduce light pollution and protect biodiversity in our community?” Pupils would work collaboratively to generate practical solutions, which would be recorded on a worksheet. This worksheet would also form the basis of a homework activity, encouraging families to consider simple changes they could make at home.
As a follow-up activity, children would investigate how their own households could contribute to protecting biodiversity by reducing unnecessary outdoor lighting. They could present their learning through a written report, a poem, an artwork or a map illustrating their ideas. These pieces could be combined into a class display or presentation and would also provide an excellent stimulus for a class debate, creating meaningful links with literacy while promoting environmental awareness and responsible citizenship.