Forum Replies Created
-
Posts
-
I like this research question as it is something the children can easily relate to and investigate within their own school. I also think the practical element of collecting and sorting the rubbish would make them more aware of how their everyday choices can affect the environment.
Research question: Has the weather in our local area changed over the last 10 years?
I think this would be an interesting question to research as it would allow the children to investigate something that affects them every day. We could begin by discussing what they think the weather is usually like in our area and whether they think it has changed over time. I would then use resources such as Met Éireann to find historical weather information and compare this with more recent data.
The children could work in groups to look at different types of information, such as temperature and rainfall, and record their findings in tables or graphs. I would encourage them to make predictions before looking at the data and then discuss whether the evidence supports their ideas. We could also compare the children’s findings with their own weather observations over a number of weeks. I think this would be a good way to encourage children to ask questions, work with real data and understand that climate change is about patterns over time rather than individual days of unusual weather.I like the idea of extending the resource with the rocket activity, as it would add another practical STEM element. I also think comparing rural and urban areas using Google Maps would be a great way to make the learning relevant to the children’s own experiences.
I really enjoyed working through the “Nose High Up in the Sky” activities and I can see myself using this resource with my class. I particularly liked the practical activities, such as making a rain gauge and anemometer, as they give children the opportunity to investigate weather for themselves rather than just learning about it from a book. I think the children would enjoy making the equipment and then using it to collect and record their own weather data. I also liked how the activities show how scientists gather and use data to understand weather and make predictions. This would give the children a better understanding of why we record weather and how the information can be useful. I think the resource would work well with my class and could also link with Maths through recording, measuring and comparing data. I am looking forward to using some of these activities in my classroom as I think the hands-on element would really appeal to the children.
When I watched Yann Arthus-Bertrand’s ‘Home’, I was struck by the stunning aerial images of forests, oceans, animals and people around the world. The film explains how all life is connected and how human actions, such as burning fuels, cutting down too many trees, and polluting, are damaging our planet. It also shows the effects of climate change, such as melting ice and droughts, while ending with the hopeful message that people are working together to protect nature. In my classroom, I can see ‘Home’ being a useful tool to start a conversation about caring for the Earth. However, I think the full film would be too difficult for a lot of children and instead I might choose short clips to share with the class and then guide discussion in an age-appropriate way. Depending on the class level, videos such as the Paxi ones might be more effective at helping the children to understand climate change and our role in protecting our environment.
I completely agree that children need to have a good understanding of the Sun and solar energy before moving on to topics such as greenhouse gases and climate change. I also think linking this learning to their own local environment will help make it more meaningful and relevant to them.
Weather and Climate activity 3 has some great resources for helping children understand climate change and the greenhouse effect in a way that feels engaging and fun. The Paxi video is a brilliant starting point and it explains greenhouse gases in simple terms that the children can easily understand. I can definitely see myself using it with my class next year and it sparking some interesting discussions. I also really like the TEAL tool. It gives the children the chance to explore different scenarios and see the effect each one has on the climate. The strong visual element makes the concepts easier to follow, and it works well for group work where pupils can compare ideas, share observations, and discuss the wider impacts of climate change together. It clearly shows how the choices we make today can influence the future, encouraging children to think about the bigger picture and see themselves as active participants in tackling climate change.
I love the idea of interviewing grandparents about traditional weather predictions and testing their reliability. I’m sure the children would find it fascinating.
After reading Liston (2018), I was reminded that STEM is not just about teaching Science, Technology, Engineering and Maths separately. It is about giving children opportunities to investigate, solve problems, work together and make connections between subjects. This is something I try to do in my classroom through hands-on and inquiry-based activities.
I found both Weather and Climate activities useful, particularly because they are straightforward and would be easy to use with my class. Activity 1, “Is it Weather or Climate?”, would be a good starting point for discussing the difference between the two terms, as I think children can easily confuse them. Activity 2, “Weather Detectives”, would allow the children to investigate weather in a more practical way and could link well with Maths through recording and comparing data. I think I would add some local elements to the activities, such as keeping a weather record for our school over a number of weeks and comparing our findings with weather forecasts. I would also give the children more opportunities to work in groups and discuss their predictions. Overall, I think these activities would fit well with the hands-on STEM approach I am trying to develop in my classroom.Songs/Music/Art connected to the night sky.
I like the idea of using songs, poems and artwork as a trigger to engage the children’s interest. Here are some examples I’ve come up with:
Songs/Music:
Vincent by Don McLean
Space Oddity – David Bowie (and Chris Hadfield version on ISS)
Rocket Man – Elton John
Galaxies – Owl City
Starman – David Bowie
The Big Sky – Kate Bush
A Sky full of Stars – Coldplay
Midnight Sky – Miley Cyrus
When you wish upon a star
Fly me to the moon – Frank SinatraArtwork:
Starry Night – Vincent Van Gogh
Starry Night over the Rhone – Vincent Van Gogh
Starry Night – Georgia O’Keeffe
The Starry Night – Edvard Munch (Might be a nice idea to compare all the Starry Night paintings)
Boulevard Montmartre – Camille Pissarro
Nocturne in Black and Gold – James McNeill Whistler
The Meteor of 1860 – Frederic Edwin ChurchPoems/Rhymes:
Twinkle Twinkle Little Star
The Moon by Robert Louis Stevenson
Silver by Walter de la Mare
Stars by Sara Teasdale
The Night Sky by Val HarrisThese are some great ideas! I especially like the idea of creating dark zones in the school and using wildlife friendly lighting.
To begin, I would ask the children to name some Irish nocturnal animals and discuss their behaviours and roles within local ecosystems. This could lead to small group research projects on species such as bats, owls, or hedgehogs, with a focus on how they rely on dark skies for survival. We would then consider the impact of light pollution, both globally and locally, and a light pollution survey of the school grounds could help pupils see the issue first-hand. To make the learning more engaging, we might identify nocturnal species that live around the school, perhaps even using trail cameras to capture their activity. The class could then discuss practical measures to support these animals, such as ensuring outdoor lights are turned off after certain times or creating sheltered spaces. Finally, students could design a biodiversity map of the school grounds, highlighting areas that already support nocturnal life and suggesting improvements.