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Hi Karen,
I really like your idea of comparing the temperature in the shade with areas in direct sunlight. It’s a simple investigation that young children can carry out themselves, and it helps them see the benefits of trees through their own observations.
Research Question:
Does planting more wildflowers around our school increase the number of pollinators?I chose this research question because it is something the children can investigate over time and it has a clear link to biodiversity, climate change and sustainability.
Pollinators such as bees and butterflies are essential for healthy ecosystems, and this project would help children understand why protecting them is so important.
I would begin by asking them what they already know about pollinators and why they think they are important. We could then decide together where to plant a small wildflower patch in the school grounds. They could regularly observe the area, count the number of bees, butterflies and other insects they see, and record their findings in tables and graphs.
This would give them the opportunity to develop scientific enquiry skills while also using Maths to analyse their data.
I think they will be more engaged if they are investigating something they can see happening in their own school. Giving them ownership of the project and involving them in making decisions would help keep them motivated.
At the end of the investigation, they could present their results to other classes or the Green Schools Committee and suggest ways the whole school could create a more pollinator-friendly environment.Hi Edwina,
I really like your point about comparing images from space with photos taken on the ground. I think it helps children understand that different viewpoints can tell us different things, and it’s a great way to develop their observation skills and curiosity.
I really enjoyed working through the Nose High Up in the Sky activities. The resource is practical, engaging and encourages pupils to think like scientists by making observations, asking questions and investigating the world around them. I liked that the activities are hands-on and easy to follow, making them suitable for a range of ages.
I would use this resource with my class, particularly as part of a Science unit on air quality, weather or the environment. The activities would also link well with Geography and SPHE by encouraging children to think about how their surroundings affect their health and wellbeing. I think they would enjoy collecting information and comparing their observations, as it gives them ownership of the learning.
One of the strengths of the resource is that it encourages discussion and curiosity rather than simply giving them the facts. It would also be easy to extend the activities by asking the children to investigate different locations around the school or local area and compare their findings.
The use of digital technology here could be very useful such as simple air quality maps or satellite images, so that the children can compare their own observations with real data. I also think a follow-up activity where they can create an action plan to improve their local environment would make the learning even more meaningful.Hi Eispeth,
I really like your idea of turning the learning into a climate action poster. It gives the children a chance to do something practical with what they’ve learned, and displaying the posters around the school is a great way to spread awareness beyond the classroom.
I found the film HOME very powerful and thought it really highlighted how connected people and nature are. The aerial footage makes a big impact and helps to show both the beauty of our planet and the effects that human activity is having on it. There are sections in the video that would be very effective in sparking discussions in the classroom.
The other video clips in the module were also useful because they explain climate change in a simple, age-appropriate way without being overwhelming. I think it’s important that children leave the lesson feeling hopeful rather than worried.
In school I would introduce climate change by first building on what they already know about weather, seasons and caring for the environment. I would use short video clips, class discussions and simple investigations. We could then explore positive actions that children can take, such as reducing waste, saving energy and protecting biodiversity around the school. Focusing on practical solutions would help pupils feel that they can make a difference rather than feeling powerless.Hi Heather,
I really like your suggestion of connecting the activity to the local community. Looking at how climate change could affect local wildlife, farming or even weather patterns in the area would make the learning much more meaningful for pupils and help them see that climate change isn’t just a global issue – that it has local impacts too.
I found Activity 3 to be a really engaging introduction to climate change. The Paxi video explained the greenhouse effect in a simple, child-friendly way and would be a great starting point for class discussion. I also liked the future temperature prediction tool as it helped make climate change feel more real by showing how temperatures could change over time. I think visual resources like these make a difficult topic much easier for pupils to understand.
I would use this activity as part of a Science and Geography unit. After watching the video, I would encourage pupils to discuss the difference between the natural greenhouse effect and the enhanced greenhouse effect caused by human activities. We could then use the prediction tool to compare future temperatures and discuss what these changes might mean for Ireland, such as more extreme weather events or impacts on wildlife and farming.
One thing I would add to the activity is a follow-up task where pupils investigate simple actions they can take to reduce their carbon footprint, either at home or in school. This would help pupils move from learning about climate change to thinking about positive actions they can take.Hi Sarah,
I really like your idea of turning Activity 2 into a year-long project. It would give pupils a much better understanding of weather patterns across the seasons instead of just looking at a short snapshot. I also think collecting and graphing their own data over time would make the Maths much more meaningful and help them see how it’s used in real life.
After reading Liston (2018), I realised that STEM is about much more than teaching Science, Technology, Engineering and Maths as separate subjects. It is about giving children opportunities to solve real problems, work together, ask questions and learn through investigation. Reading the paper made me think about the importance of giving pupils more hands-on experiences where they can explore ideas and learn by doing.
I really enjoyed Activities 1 and 2 from the Weather and Climate resource. Activity 1 was a simple but effective way to help pupils understand the difference between weather and climate. I think the discussions around the statements would help clear up common misunderstandings and encourage children to explain their thinking. Activity 2 was also very engaging. Recording and observing the weather gives pupils a chance to act like real scientists by collecting evidence, making observations and looking for patterns.
I could use these activities in school as part of a Science or Geography topic. They would also link well with Maths through recording data and creating charts or graphs. I think the activities would encourage lots of discussion and could easily be extended by comparing our class weather records with weather forecasts or looking at how the weather changes over different seasons.
One thing I would add is the use of more digital resources, such as weather apps or satellite images, as many children enjoy using technology. It might also be nice to include an extension activity where pupils compare Ireland’s climate with another country or think about how climate affects the way people live.Hi Jessica,
I really liked how you linked sustainability to the children’s own experiences and community. When learning is connected to their everyday lives, it’s much more meaningful, and simple activities like beach clean-ups and nature walks are a great way to help even young pupils understand that they can make a positive difference.
In the South Dublin area there are many examples of sustainability that pupils can relate to. Local initiatives such as community recycling, biodiversity projects, beach/park clean-ups encourage everyone to care for the environment and reduce their impact.
Local examples provide a great starting point for classroom learning – pupils could investigate the impact of litter on marine ecosystems, take part in a local clean-up, carry out a waste audit in the school or explore simple ways to reduce single-use plastics. They could also use maps to identify local green spaces and coastal habitats, or design posters promoting sustainable actions at school and at home.
What I liked most about this module was its focus on real-life action. Sustainability becomes much more meaningful when children can see it happening in their own community. By exploring local environmental projects and taking part in practical activities, they develop a sense of responsibility and understanding that even small actions can help protect the marine environment for the future.Hi Tara,
I liked your point about teaching children where their food comes from alongside its nutritional value. Making those connections between healthy eating, local seafood and coastal communities helps pupils see that food choices are linked to both their own wellbeing and the wider environment.
This module highlighted the important role seafood plays as part of a healthy, balanced diet. Seafood is a great source of high-quality protein, omega-3 fatty acids, vitamins and minerals, all of which are important for children’s growth, brain development and overall health. The module also linked healthy eating with sustainability, showing that choosing responsibly farmed Irish seafood can benefit both our health and the environment.
There are lots of ways this learning could be brought into the primary classroom. It links with SPHE through healthy eating, Science through learning about living things and nutrition, and Geography when exploring where our food comes from. Pupils could compare different food groups, investigate the nutritional value of seafood, discuss the food pyramid and even carry out simple surveys on healthy eating habits. These activities encourage children to ask questions, investigate and think critically rather than just learning facts.
I also liked that the ARC resources take an active, hands-on approach to learning. They encourage discussion and real-life connections, helping pupils understand that healthy food choices are linked to both personal wellbeing and caring for the environment.
