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I think this would be a really interesting project for the children to get involved in, especially because they would be investigating something that is happening in their own local area. I really like that they would be collecting their own data and not just researching the topic from books or online.
I also think it could lead to some great opportunities beyond the classroom. The pupils could write a letter or email to their local councillors or the local authority, sharing what they have discovered about light pollution and asking what is being done to reduce unnecessary lighting. This would bring in a strong literacy element, as they would need to work on writing a clear, persuasive letter and explain their findings. It would be brilliant if they received a response and could see that their research had actually reached people in the local community. They could even share their findings with the wider school or community through a presentation or display. I think this would give the children a real sense of purpose and show them that their voices can make a difference.
Research Question: How can our school community reduce the carbon footprint of travelling to school?
I would make this a whole-school project rather than just focusing on my own class. As most of our pupils live locally, I think it would be interesting to get the Green-Schools Committee involved and ask them to find out how everyone travels to school. They could create a simple survey and share the results at assembly so the whole school can see the bigger picture.
Rather than expecting families to completely change how they travel, I would focus on small, realistic changes. For example, we could have a “Walk, Wheel or Share” day once a week, where children who live close enough could walk or cycle, and families who are travelling by car could car-share where possible. We could also have a friendly competition between classes to see who can record the most sustainable journeys.
I really like the Irish Schools Sustainability Network’s “5 Minutes of Sustainability” videos for this. They are short, student-led videos designed to encourage whole-school conversations and practical actions, and there is a specific section on walking, cycling and carpooling. 5 Minutes of Sustainability (Irish Schools Sustainability Network) These could be helpful to show to engage students.
Another resource I came across was RTÉ’s ‘What’s Next? – Greener Ways to Get from A to B’. It has videos and classroom activities around sustainable transport, greenhouse gases and air pollution, which could be a great way to get the children thinking. RTÉ – Greener Transport and Travel (RTÉ). Another helpful resource I came across was ‘The NTA School Travel Toolkit’. It could also help with the initial survey and investigating how pupils travel to school. NTA School Travel Toolkit
I would try to keep the message positive and not make children feel guilty about travelling by car, especially as we are a rural school. The main message could be “What small change can our school make together?” This would make it feel achievable and give the children a real sense that they can make a difference.
Hi Fidelma,
Thank you for sharing. I found reading about what the trackers are doing really interesting so I think the children would be fascinated by it as well. I also found it interesting that some of the trackers are no longer in use and I think it would be interesting for the class to inquire into why. There are so many opportunities to link this topic with STEM, History and Geography, and I think tracking satellites would be a great way to make these subjects more engaging and relevant for the children. I often find children aren’t excited about SESE topics if using the books as they are quite text heavy so finding new interactive and relevant ways should capture their attention!
I explored the activities in the ‘Nose High Up in the Sky’ resource and found it to be very well structured and engaging. I think it would be a resource that children would really enjoy, as the activities are accessible to a wide range of learners and encourage active participation. I particularly like the opportunities for cross-curricular learning, which would work well with thematic planning.
The accompanying ‘Nose High Up in the Sky’ video would be a good introduction to weather. Before watching, I would ask pupils what they already know about different types of weather and what signs they look for when predicting the weather. After watching, the class could go on a weather walk around the school grounds, using their senses to observe what they can see, hear and feel. They could then record their findings using drawings, pictures or simple sentences. Over the following weeks, the class could keep a daily weather chart, recording whether it is sunny, cloudy, windy or rainy and looking for patterns. They could also make simple weather instruments, such as a rain gauge or wind vane, and use these to take measurements.
The activities allow children to develop important skills such as observation, prediction and recording, while also giving them opportunities to share their ideas and discuss their thinking with the rest of the class. I especially like the hands-on approach, as it allows children to explore the topic in a practical way and become more involved in their learning. The resource also provides a good starting point for further activities and could easily be built on once the initial activities have been completed.
I really like the idea of focusing on realistic actions rather than giving pupils a whole list of things they could do. It makes it feel more manageable and gives them a better chance of actually making a difference. I also like the idea of focusing on one cause, one effect and one action, as it keeps things simple and helps pupils clearly understand the issue without giving them too much information at once.
I found the documentary ‘HOME’ to be an informative resource for teachers to develop their own knowledge and understanding of climate change. However, with younger pupils, I would use short, age-appropriate snippets alongside the other videos, including the Greta Thunberg video, rather than showing the full documentary.
Before watching, I would begin by asking pupils if they have noticed changes in the weather, such as hotter summers, heavier rain or stronger storms. It would be important to introduce key vocabulary such as weather, climate, biodiversity, sustainability and climate change. Pupils could create a simple weather and climate dictionary, using pictures and child-friendly definitions to support their understanding.
This topic would also provide a great opportunity for our Green-Schools Committee to become involved. For example, pupils could run a poster competition to raise awareness and encourage involvement across the whole school. Classes could also focus on making one simple environmental change each month and encourage their families to do the same, helping pupils see the ripple effect that small actions can have.
I would link this learning to our experiences through the Creative Cluster programme last year. Our 5th Class created vertical gardens, while other classes grew native flowers and observed biodiversity. These practical activities helped pupils develop a greater appreciation for nature and understand how their actions can make a difference.
Finally, pupils could work together to create a simple climate action plan for the school. This would promote collaboration, responsibility and active citizenship while showing pupils that everyone has a role to play in protecting our planet.
Hi Niamh,
I agree that the Paxi video is a great way to introduce greenhouse gases in a way that is engaging and accessible for children.
I particularly like your idea of using the prediction tool with older classes and having pupils investigate changes over time.
The suggestion of comparing the consequences of human interference in different countries is especially interesting. It would help children see that climate and environmental issues can affect communities in very different ways and encourage discussion around responsibility and what we can do to help. It allows the children to think outside the box (or Ireland) and if there are pupils of different nationalities in your class it allows them to make explore and make connections to their home countries.
I found the Paxi video on greenhouse gases to be a really useful resource for introducing the topic in an engaging way. I think it would work particularly well with 3rd Class and up, as Paxi provides a familiar and engaging character while introducing what can be quite a complex topic.
Before moving into greenhouse gases, I think it is essential that pupils have some prior learning about the Sun and the Sun’s energy. This would provide a useful foundation and allow pupils to make connections between their previous learning and the new topic, rather than introducing greenhouse gases as an isolated concept.
I would use the video as a starting point for discussion rather than simply showing it from beginning to end. I would pause at different points to ask questions, encourage predictions and allow pupils to discuss what they notice. This would make the video more interactive and support the inquiry-based approach that Liston promotes.
I would also try to follow the video with some hands-on activities. For example, pupils could investigate the effect of sunlight by comparing the temperature of objects or containers placed in different conditions and recording their observations. Another option would be to create a simple model or demonstration of the greenhouse effect and then discuss its limitations as a model.
I think linking the learning to pupils’ everyday experiences would also be important. Discussions around energy use, transport, heating and changes they notice in the environment could make the topic more relevant. it could also be linked to literacy lessons-explanation and report writing. Children could watch the news and read newspaper articules that connect with this topic. Children could interview their grandparents/older neighbour and ask how climate has changed since they were kids and ask their knowledge of greenhouse gases. Overall, I think the Paxi video is a great starting point, but it would be most effective when combined with discussion, practical investigation and opportunities for pupils to make connections with their prior learning.
Eimear, I really like your ideas! Especially the suggestion of interviewing grandparents about traditional weather sayings. I think this would be a great way to connect the children’s learning with their own families and experiences, while also getting them to think critically about whether these predictions are actually reliable.
I also really like the hands-on idea of making a homemade rain gauge and then comparing it with a shop-bought one. I think the children would really enjoy this, and it would give them a chance to investigate which one works best and why. It makes the learning much more practical and meaningful while developing their observation and problem-solving skills.
Activity 1:
I think this is an effective introductory activity as it simplifies the difference between weather and climate and helps pupils develop a clear understanding of both concepts. I would begin by discussing the definitions before asking pupils to work in pairs to classify statements as weather or climate. This encourages collaboration and discussion, linking with Liston’s emphasis on inquiry-based learning.
Having previously worked in an IB school in Dubai, where integration across subjects was strongly encouraged, I particularly value activities that can connect science with geography, literacy and mathematics. Last year, our school also participated in the Creative Clusters programme, which focused on weather and climate, so this activity would provide a useful opportunity to revisit that learning.
Activity 2:
I really like the practical and investigative nature of this activity. Pupils could observe signs of rain, such as dark clouds, puddles and wet ground, and relate these to their own experiences, particularly how rain affects outdoor play.I would extend the activity by having pupils record the weather over four consecutive Mondays, including temperature, cloud cover and rainfall. They could then compare their findings and identify patterns. This would develop prediction, data collection, mathematical skills and critical thinking. Another idea could be to pair up with another school in a different part of the country eg. Clare and Dublin. The classes could zoom and discuss the results and question why there might be more rainfall in one part of the country than the other etc. You could also watch the weather daily and try spot weather patterns and make it relevant to the students and the area they are living in.
I would also encourage pupils to consider whether their observations relate to weather or climate, reinforcing the learning from Activity 1. Overall, these activities provide a simple but engaging way to integrate STEM through pupils’ everyday experiences.