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I found both Home and Greta Thunberg’s speech really powerful. However, I also think they highlight how important it is to think carefully about how we introduce climate change to primary pupils. A lot of people have mentioned in the forum that it can be quite overwhelming and even upsetting for children, and I completely agree. With my 6th class I would aim to building awareness without leaving them feeling helpless. I’d probably use short clips rather than showing the full documentary or speech and then encourage plenty of discussion. It’s important that pupils have a chance to ask questions and share their thoughts. I’d also make the lessons action-focused by looking at simple things they can do, like reducing waste, saving energy or taking part in projects around the school. I think giving children practical ways to make a difference helps eleviate their feelings of worry and maybe even replace them with a sense of responsibility and hope. While it’s important to make them aware of the issues and challenges, I think it’s important to stress that we really can make a positive difference.
I really enjoyed Activity 3, especially the Paxi video on greenhouse gases. I thought it explained a difficult topic in a really simple and engaging way, and I can see pupils enjoying it. The future temperature prediction tool was also a good feature because it helped show how our actions can affect the climate over time, making the learning much more meaningful.
For a 6th class, I would make the activity a bit more challenging and hands-on. After using the prediction tool, I’d have pupils work in groups to come up with practical ways our school could reduce its carbon footprint and present their ideas. It would also be a great chance to link with other subjects. As Antarctica is mentioned, I’d tie it into History by learning about Tom Crean and other Antarctic explorers. In English, pupils could engage in creative writing on what the world might look like in the future. I think it’s important to note as well that children can sometimes become overwhelmed with this topic, from my experience, and a bit frightened. It’s important that we highlight that there is hope and that there are ways we can improve our lifestyles to improve the planet and look at easy, practical ways of doing so.
Valerie, I really like your idea about thinking of what ages the children themselves would be in 2050. It could also be an interesting creative writing prompt or art piece for them to imagine what they, their lives and the world would look like. You could also discuss how they would like the world around them to be and how it could look if we take care of the environment and work to improve it compared to what could happen if greenhouse emmisions continue to rise.
Sarah, that’s a great idea to link the activity to the Green Schools initiative by collecting the data and using it to support learning with the school garden and how the climate and weather influence it. A great way to put the students learning into use with real life problems and scenarios whilst also working towards a green flag. Definitely something I will consider doing too.
I thought that it was interesting in Liston’s paper that they mentioned that often the technology and engineering side of STEM are neglected in activities and that many activities labelled as STEM are in fact science lessons. I have tried in the past to incorporate all aspects of STEM in my activities but I will definitely be more aware of this in the future to ensure that I emphasise the T and E in STEM. I think that the new curriculum will assist me with this and having clear learning outcomes that actually reflect all aspects of STEM.
I liked Activity 1: Is it Weather or Climate? because it gets pupils talking and explaining their thinking.
Activity 2: Weather Detectives was my favourite. Collecting temperature data, making graphs and working out averages is a great way to link Science and Maths. It’s similar to other data-handling activities I’ve used, where pupils were much more interested because they were working with real information.
For my 6th class, I’d probably add rainfall or wind measurements and let pupils compare their results with the Met Éireann forecast. Overall, I thought both activities were practical, engaging and easy to adapt for an upper primary classroom.