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I agree with you that 45 minutes wouldn’t be enough. There are so many opportunities for discussion and links with Geography and Science that it could easily stretch over a few lessons. I also like your idea of using the astronaut photos to start a discussion about why space exploration is important. I think this activity would definitely suit 5th and 6th class best.
I enjoy looking for satellites on a clear night with my own children so I enjoyed researching this question.
The five satellites I found were:
- <b></b>International Space Station (ISS)
- <b></b>Starlink satellite
- <b></b>NOAA-20
- <b></b>Suomi NPP
- <b></b>OCO-2 (Orbiting Carbon Observatory-2)
The ISS is a research laboratory where astronauts carry out experiments in areas like biology, medicine and space technology. Starlink satellites are part of SpaceX’s network that provides high-speed internet, especially in places where broadband is poor. NOAA-20 is a weather satellite that monitors storms, temperatures and cloud cover to improve weather forecasting. Suomi NPP collects information about the Earth’s atmosphere, oceans and land, helping scientists monitor climate change and natural disasters. OCO-2 measures carbon dioxide levels in the atmosphere, giving scientists valuable data about greenhouse gases and how they affect our climate.
I thought it was fascinating to realise that so many satellites pass over Ireland every day, quietly collecting information or providing services that we use without even noticing.
I really like this idea. The polytunnel gives pupils a chance to investigate a real climate issue in a hands-on way. I also like how you’ve linked it to food miles and sustainability. Sharing the findings with the wider school community is a great way to encourage positive environmental action.
3rd class research question:
How has planting new trees around our school affected biodiversity?I chose this research question because our school is in a rural area surrounded by farmland. We have plenty of hedgerows, ditches and mature trees, and over the past 3 years we have also planted new groves around the school. I think this gives the children a great opportunity to investigate a real climate action that has taken place in their own environment.
To encourage pupils to participate, I would make the project as hands-on as possible. The children could work in small groups to observe and record insects, birds and plants in different areas of the school grounds. They could also take photographs, keep simple tally charts and compare the wildlife they find around the new trees with other areas of the school. By collecting their own data over a number of weeks or months, they would begin to see how habitats change over time and understand the importance of trees for biodiversity.
I think pupils are much more engaged when they are investigating something that is happening in their own school rather than learning about it from a textbook. They would feel like real scientists and could share their findings with the rest of the school, as well as suggest ideas for future planting projects to support biodiversity and help tackle climate change.
I agree, I think using shorter clips would work much better in the classroom too. It gives children time to stop, ask questions and chat about what they’ve seen. I also like your idea of linking it with books like Greta and the Giants. It’s a lovely way to keep the focus on hope and positive action rather than leaving children feeling worried about climate change.
I really enjoyed watching home. The footage is amazing and it really makes you appreciate how incredible our planet is. It also gets the message across without feeling like a lecture. The other video clips were useful too as they explained some of the ideas in a simple way.
Like some previous participants mentioned, one thing I would be a little conscious of is that climate change can be quite a scary topic for 9 and 10 year olds. I wouldn’t want children leaving the lesson feeling worried or thinking there’s nothing they can do. I’d try to keep the focus on hope and on the small things we can all do to help, rather than making them feel overwhelmed.
With my own class, I’d start by getting them outside to explore nature around the school or look at local plants and animals before introducing climate change. I’d also spend a bit of time going over some of the key vocabulary first, as I think that would help them understand the videos better. I’d show the clips in short sections and stop regularly for a chat so the children could ask questions and share their thoughts. I’d finish the lesson by making a class list of simple things we can do at school and at home to look after our environment. I think that’s a much more positive message for children to take away.
I agree, especially about the vocabulary. Spending a bit of time on the key words beforehand would make a big difference. I also like your idea of pairing pupils up on the computers, as it would encourage plenty of discussion and sharing of ideas. Buddying younger classes with older pupils is a great suggestion too and would make the activity much more accessible.
I agree, especially about the vocabulary. Spending a bit of time on the key words beforehand would make a big difference. I also like your idea of pairing pupils up on the computers, as it would encourage plenty of discussion and sharing of ideas. Buddying younger classes with older pupils is a great suggestion too and would make the activity much more accessible.
I thought Activity 3 was really good and it’s definitely one I’d use with my own class. Before starting it, I’d do a short vocabulary lesson so the children understand words like climate, greenhouse gases, emissions and carbon footprint. I think that would help them get a lot more out of the lesson.
The Paxi video is a great way to introduce the topic. It explains the greenhouse effect in a simple way and I think the children would really enjoy it. I also liked the temperature prediction tool. It helps children see how the choices we make today can affect the future. The weather report for 2050 is a nice way for them to use what they’ve learned and gets them thinking.
I’d have my class work in groups, compare the different scenarios and then chat about their ideas together. It would also be a good chance to talk about simple things we can do at home and in school to help the environment.
If I was changing anything, I’d include a simpler version of the graphs for younger classes as they might find them a bit difficult. I’d also add a printable worksheet or a follow-on activity based on Ireland. Overall, I thought it was a really enjoyable activity that would get plenty of discussion going in the classroom.
After reading Liston’s paper, it really made me think about how STEM works best when the subjects are all linked together instead of being taught on their own. In my classroom (I’m currently teaching 3rd class), I try to use lots of hands-on activities where the children are investigating, working together and figuring things out for themselves rather than me just giving them the answers.
I really liked both weather activities. The first one is a nice, simple way to get the children thinking about the difference between weather and climate, and I can see it leading to some good class discussions. The Weather Detectives activity would be great too, especially if it was done over a couple of weeks so the children could spot patterns and compare their results.
One thing I’d probably add is getting the children to make a simple weather instrument, like a rain gauge or wind vane, to bring in a bit more of the engineering side of STEM. Overall though, I thought both activities were easy to use, engaging, and ones I’d definitely use with my own class.
I really like how you’ve linked the activity to your own school environment and the fantastic biodiversity resources you already have. Presenting the children’s ideas to the Green Schools Committee or Student Council gives the project a real purpose and lets them see that their voices matter which having just had a WSE is really pertinent at the moment from the inspectorate.
When I started thinking about the night sky, I was surprised by how many songs, poems and works of art have been inspired by it. Things like Twinkle, Twinkle, Little Star, The Starry Night by Vincent van Gogh, and Michael D. Higgins’ Stardust all show how people have looked up at the same sky and found different meanings in it.
Teaching 3rd class, I can already imagine the conversations this could start, it’s a great topic for this age. Children are naturally curious, and I think looking at the night sky gives them a chance to ask questions and wonder and imagine things. It could lead to art, poetry, science, storytelling or even just taking a few minutes outside to notice what’s above us.
I love the idea of a Moon Garden and using a trail camera to see what happens when everyone’s gone home. I think the children would be so excited to see what wildlife visits the school at night. It’s a really creative way of showing them that biodiversity doesn’t stop when the school day ends.
Because our school is in a rural area on the edge of the city, we’re lucky that we can still see a good night sky compared to lots of other places. I’d get the children involved in looking around the school and chatting about animals like bats, hedgehogs, moths and owls, and why they need dark skies. We’d do a simple walk around to see where lights are needed and where they probably isn’t. The children could come up with there own ideas, like turning lights off earlier, pointing them down or leaving some areas dark for wildlife. We’d also plant flowers for pollinators, put up bat and bird boxes and leave a few wild spaces around the school. I think children really enjoy when they can see their ideas making a real difference. It helps them realise that even small changes can protect local wildlife and make our school a better place for nature.