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I really like your research question as it focuses on an issue that pupils can see and experience within their own school. I think collecting data over a week would be a great way to get pupils actively involved and help them understand the amount of waste that is produced.
Research Question: How does the amount of green space around our school affect the temperature of the school grounds?
I chose this question because it focuses on a local climate issue that pupils can observe and investigate themselves. The Climate Detectives guide encourages pupils to identify problems in their local environment and use both ground-based and Earth Observation data to investigate them.
To encourage pupils to participate, I would begin with a class discussion about climate change and ask pupils what they notice about temperatures in different areas around the school. I would then organise a brainstorming activity where pupils suggest their own questions and investigate.
I would divide pupils into small groups and give each group a role. This would ensure everyone has an active role. I would also encourage pupils to use the school grounds as their investigation area, making the project meaningful and relevant to their everyday lives. Finally, pupils could present their findings through graphs, posters or a digital presentation and suggest ways the school could increase green spaces.I agree that the fact boxes and high-quality images make the material very accessible and engaging for pupils. I also think the group work is a great way of encouraging collaboration while allowing pupils to learn from each other.
After working through the pupil activities in ESA’s Nose Up High in the Sky, I found the resource engaging, practical and very suitable for primary pupils aged 8–10. The activities encourage pupils to use their senses to observe weather and then develop this understanding by taking measurements of temperature, wind speed and rainfall. I particularly liked the practical element of building a simple weather station, as it allows pupils to become actively involved in collecting and recording real data rather than simply learning about weather from a textbook. The activities also provide opportunities to develop skills in Science, Geography and Mathematics, including observation, measurement, data recording and interpretation.
I would definitely use this resource in my classroom. It is easy to follow and encourages collaboration and discussion. I would adapt the worksheets where necessary to meet different abilities and extend the activities by keeping a class weather diary over several weeks.I really like with your approach to introducing climate change through age-appropriate resources before showing clips from HOME. I particularly like the idea of using Window by Jeannie Baker, as it gives children a visual way of understanding how environments can change over time.
After watching Home by Yann Arthus Bertrand I would introduce climate change by beginning by asking pupils what they already know about climate change and what they think happens when we do not look after our planet. I would then show a short, suitable clip from, focusing on the beautiful images of Earth and how human activities can affect the environment. After watching the clip, I would have a class discussion about what pupils noticed and encourage them to ask questions. This could be through a think, peer, share approach. Children discuss with a partner first and then share with the class. I would introduce key facts using simple language and relate them to the Irish context, such as changes in weather, protecting our beaches and countryside, saving energy and reducing waste. Pupils could work in small groups to create posters showing practical ways they can help protect the environment. This would make climate change meaningful and help pupils understand that small actions can make a positive difference.
Activity 3:
I think using the Paxi video as an introduction to the activity is valuable as it engages children and gets them interested. I particularly like that it begins by assessing pupils’ existing knowledge before introducing new information. The use of different climate scenarios also allows pupils to see how human activity can influence future temperatures in a practical way. If I was to use this lesson with my class, I would divide pupils into small groups and give each group a different emissions scenario to investigate. They could record their temperature data, compare their findings with other groups and discuss how the different scenarios could affect their local area and their lives in the future. One area that could be improved is the amount of information provided to younger pupils. Some of the scientific vocabulary, such as “anthropogenic” and “climate scenarios”, may be difficult for them to understand, so I would introduce these terms using simple explanations, pictures and examples.
I agree that the Paxi video is a great resource for introducing climate change to children. I especially like how it makes the topic easy to understand while still introducing important scientific vocabulary.
I agree that both activities are practical and engaging ways to introduce weather and climate. I like the idea of using local weather reports and allowing children to collect their own data, as this makes the learning more meaningful.
Liston argues that authentic STEM learning should remove the barriers between the four disciplines and provide pupils with meaningful, real world problems that require creativity, critical thinking, problem solving and collaboration. The weather and climate activities provide opportunities for this type of learning to occur as they make connections to children’s everyday lives and ensure they are active in their learning. Activity 1 is a helpful introduction to the distinction between weather and climate. Children learn that one unusual day does not tell us what the climate of a place is. Climate is based on patterns observed over a much longer period.The use of relatable examples in this activity is meaningful to children because children regularly talk about the weather. This provides an immediate connection between classroom learning and their everyday lives. I found Activity 2 was valuable as it enabled children become active participants rather than simply learning about weather from a book. They take measurements, record and analyse data.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Songs:
- A Sky full of Stars
- Mr. Sandman
- Fly Me to the Moon
- Moon River
- Space Oddity
- The Whole of the Moon
- Rocket Man
Poems:
The Star – Jane Taylor
The Moon – Robert Louis Stevenson
Silver – Walter de la Mare
The Owl and the Pussy-cat – Edward Lear
The Star – Ann and Jane Taylor
Art:
- Van Gogh – The Starry Night: Look at how Vincent van Gogh used swirling lines, movement and colour to make the sky feel alive. Children could create their own night sky.
- Constellation pictures: Give children black/dark-blue paper and white or silver dots. They can invent their own constellations and give them names.
- Moon phases: Create a sequence showing new moon, crescent, half moon, gibbous, full moon, using paint, chalk or collage.
- Night-sky silhouettes: Paint a colourful sunset/night background and add black silhouettes of trees, houses, mountains or children looking upwards.
- Celtic spiral and the moon cycle: Create a large spiral beginning with the new moon in the centre and moving outward through the lunar cycle. This also gives you a lovely opportunity to discuss how Irish people observed the Sun, Moon, seasons and cycles of nature.
The use of photographs, drawings and checklists would make the activity engaging and accessible for all learners. I also think introducing light pollution through nocturnal animals such as bats, moths and hedgehogs is a great way to help children understand how human activity can affect wildlife.
We could learn about how nocturnal animals depend on darkness to feed, navigate and avoid predators. The school could create a “dark sky” area by reducing unnecessary outdoor lighting, using lights only when needed and ensuring they do not shine into trees or hedgerows. We could plant flowers that attract moths and other insects, providing food for nocturnal wildlife. Hedgerows, trees and quiet corners should be protected as habitats and wildlife corridors. Children could carry out evening observations such as listening for bats or recording moths with an adult. We could also make posters encouraging the school community to switch off unnecessary lights at night. These activities would help children understand that protecting darkness is an important part of protecting biodiversity.
<span style=”font-weight: 400;”>Light pollution is impacting the local area I teach in in Dublin. The area is an urban area with many sources of artificial light, which can make the night sky appear brighter and make it difficult to see stars. Light pollution can also affect animals that are active at night, such as bats, birds and insects, because artificial light can interfere with their natural routines. It can also mean that energy is being used when lighting is not necessary.</span>
<span style=”font-weight: 400;”>I would engage my learners by beginning with a class discussion about what they notice when travelling around Ballyfermot after dark. I would ask questions such as, “Can you see many stars from your home?” and “Where do you notice the most lights?” We could then look at photographs of Ballyfermot at night and identify different sources of artificial light.</span>
<span style=”font-weight: 400;”>As a class, learners could carry out a light pollution investigation around the school grounds, ensuring that any outdoor activity is supervised and carried out safely during daylight hours. They could identify and count different types of lights and record whether they are very bright, bright or dim. The children could create a simple map of the school and surrounding area showing where the most lights are located.</span>
<span style=”font-weight: 400;”>Learners could also investigate how light pollution affects nocturnal animals and discuss why darkness is important. They could work in groups to suggest ways that Ballyfermot could reduce unnecessary lighting, such as switching off lights when they are not needed or directing lights towards the ground.</span>