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Irene, this is a really simple concept but the younger children would love it. You have planned it out so well in step by step instructions. My sister teaches infants and I will be sharing this idea with her.
My class took part in Dreamspace coding project this year and really enjoyed it and enjoyed coming up with ideas for their project. One idea that they had contemplated but found it very difficult to create a code for was-How does the amount of vegetation around our school affect local temperatures?
So this is what I thought would be a good question to base our research on.
The aim of this investigation is to find out whether areas with more trees and grass are cooler than areas covered with concrete or tarmac.
Pupils will work in small groups to identify different locations around the school, such as the playground, grassy areas, the car park, and areas with trees. Over two weeks, they will measure and record the air temperature at the same time each day using digital thermometers. They will also take photographs, sketch maps of the locations, and note weather conditions such as sunshine, cloud cover, and wind. If available, pupils can compare their findings with satellite images or land cover maps from the ESA Climate Detectives resources.
To maximise participation, pupils will be assigned different roles within each group, including recorder, thermometer operator, photographer, map maker, and presenter. This ensures that every pupil contributes to the investigation. The activity will include outdoor fieldwork, making it engaging and hands-on. Pupils will use digital technology to create graphs and presentations, encouraging the development of STEM and digital skills. At the end of the project, each group will present its findings to the class and suggest practical ways the school could become more environmentally friendly. A class discussion and peer feedback session will encourage all pupils to share ideas and reflect on what they have learned about climate change and the importance of green spaces.
I like your idea of using satellite to look at rivers and coastlines and discussing how it can change the environment. Although I love all things space, I’m sorry to say I hadn’t known about a lot of mentioned websites in this module. I can’t wait to show my class a satellite tracker to show them all that pass over Ireland and the rest of Europe. EO browser I look forward to showing them too and as a senior class I think they will get a lot from it.
I used the OrbitTrack satellite tracking app to see which satellites had recently passed over Ireland. These are some of the satellites that showed up for me- International Space Station (ISS), Tiangong Space Station, Hubble Space Telescope, NOAA-20, and Starlink satellites. The ISS is a permanently crewed laboratory where astronauts perform scientific experiments in space. Tiangong is China’s space station, supporting research in biology, physics, and technology. The Hubble Space Telescope studies distant galaxies, stars, and planets, providing incredible images that help scientists understand the universe. NOAA-20 is an Earth observation satellite that collects weather and environmental data, improving weather forecasts and monitoring climate change. The Starlink satellites are part of SpaceX’s satellite internet network, providing broadband coverage to people in remote areas. It was interesting to see how many different types of satellites regularly pass over Ireland and how each one has an important role in communication, research, weather forecasting, or space exploration. OrbitTrack made it easy to identify these satellites and learn about their missions.
The film Home s well as Greta Thunberg’s UN COP25 speech, and the WWF “How Big Is Your Environmental Footprint?” activity are valuable resources for teaching pupils about climate change and environmental responsibility that I will be definitely be using in my 4th, 5th and 6th class. Home uses powerful visuals to show the beauty of Earth and the impact of human activity on the environment. Greta Thunberg’s speech highlights the importance of climate action and demonstrates how young people can raise awareness and inspire change. The WWF activity encourages pupils to reflect on their own lifestyles and identify practical ways to reduce their environmental impact.
When introducing these resources, as they can be quite daunting, I would ensure the content is age-appropriate and focus on positive actions rather than creating anxiety. I would begin with discussions about caring for the environment before using selected clips and activities to encourage questions and reflection. Pupils could complete the WWF footprint activity, create posters, carry out a classroom recycling audit, or develop a class sustainability pledge. These activities would help pupils understand that although climate change is a global issue, their everyday choices can make a meaningful difference in protecting the environment.
yes I agree. older classes would find this film more engaging as some of the language could be little difficult for younger classes.
<p style=”text-align: left;”>some great ideas here Dolores. I like your adaptations to teach the activity in the junior classes. The future temp prediction is a great way for the children to get an idea for their future!! I will definitely be using this.</p>
I really enjoyed the PAX video and I think it would be a great resource to teach both younger and older classes the effects of green house gases. it’s explained in a very safe appropriate way. Activity 3 , Climate Reporters is an engaging activity that encourages pupils to think about future climate scenarios and how climate change may affect people’s lives. Presenting information through the role of a weather or climate reporter is creative and allows pupils to develop their communication, oral language, and presentation skills while exploring an important environmental issue. The activity also encourages critical thinking as pupils consider how climate changes could impact different regions and communities.
I would use this activity with my class after pupils have developed a clear understanding of the difference between weather and climate. Working in small groups, pupils could research a future climate scenario and prepare a short weather report or news broadcast, using maps, images, or digital presentation tools. This would provide valuable opportunities to integrate Science, Geography, English, and ICT while promoting teamwork and creativity.
Great ideas here Sharon, the teaching of climate zones I think, the class would really enjoy. The added video links included in the slides are great resources to help teach the climate zones.
The Nose High Up in the Sky activity is an engaging and imaginative way to introduce young children to weather concepts. The story captures pupils’ interest and encourages discussion about different types of weather in a meaningful and enjoyable context. I would use this activity as a whole-class read-aloud to introduce a weather topic before completing practical follow-up activities such as keeping a daily weather chart, drawing different weather conditions, or discussing how weather affects our daily lives. It also supports the development of oral language, listening skills, prediction, and weather-related vocabulary.
As a 4th 5th and 6th class teacher myself Weather v Climate can be easily differentiated. The Weather vs Climate activity clearly explains the difference between weather and climate using simple, age-appropriate examples. I would use this activity after pupils have explored daily weather patterns so they can better understand that weather changes from day to day, while climate refers to the typical weather experienced over many years. It would also provide a useful link to geography by comparing Ireland’s climate with the climates of other countries. I particularly liked the climate detective part and teaching the children about climate change, the effects of it on weather as this is really important for our children to understand.
One improvement that could be made to both activities is the inclusion of more interactive and hands-on learning opportunities. For example, pupils could sort picture cards into weather or climate categories, complete simple weather investigations, or work in groups to create posters showing different climates around the world. Including additional visual supports, digital resources, or short videos would also make the activities more accessible and engaging for a wider range of learners.
Overall, both activities are enjoyable, educational, and appropriate for use in the primary classroom. They encourage active participation, develop scientific understanding, and provide excellent opportunities for cross-curricular learning. All in all, I look forward to using these resources in my classroom in the coming school year.