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I completely agree with your approach. Starting with the Paxi animation is a great way to ease younger pupils into the topic without causing confusion or worry. The visuals and simple language really help make complex ideas like the greenhouse effect more accessible. I also agree that HOME is much more suited to older pupils—some of the themes and imagery could definitely be overwhelming for younger children. Using carefully chosen clips with senior classes is a great way to spark meaningful discussions, especially when paired with activities like debates or group projects. It’s all about finding that balance between informing and empowering.
Research Question:
How has our school’s local temperature and rainfall changed over the past 10 years, and what can we do to raise awareness about climate change in our community?Reflection:
To encourage pupil participation, I would begin by framing the project as a real investigation where they become “climate detectives” working to understand and protect their own environment. This sense of purpose is key to engagement. We would start with a whole-class brainstorm about what they already know or have noticed about local weather changes—perhaps warmer winters or heavier rain. Then, in groups, pupils would gather data from online sources like Met Éireann or local archives, and compare it to current observations (e.g. rainfall collection, daily temperature logs).Pupils could take on different roles—data collectors, graph designers, report writers, and presenters—so that everyone is included, regardless of ability level. To deepen the impact, we could share findings with the wider school or even the Green Schools Committee. Linking the research to a tangible outcome, like a poster campaign or climate awareness day, would help pupils feel their voice and actions matter.
I really like how you’ve balanced the use of HOME with more age-appropriate resources like the Paxi video—it’s such a smart way to scaffold understanding across different levels. You’re absolutely right about the visual impact of HOME—even short clips can leave a lasting impression and really help pupils see climate change as a global issue that affects us all. I also love how you’re planning to ground it in local, hands-on learning like weather observations. That connection between the local and the global is so important in helping children feel both informed and empowered. The creative follow-up activities are a brilliant touch too—especially the idea of eco-story writing. It’s a great way to give pupils space to reflect, imagine solutions, and have their voices heard. Sounds like a really engaging and meaningful approach!
The use of aerial cinematography gives pupils a global perspective, showing both the beauty of our planet and the damage being caused by human activity. It’s a resource that not only informs but evokes a strong emotional response, making it a powerful tool for sparking curiosity and reflection in the classroom.
For use with pupils, I would select short, age-appropriate clips that match our curriculum focus—such as deforestation, melting ice caps, or urbanisation. I’d pair these with follow-up discussions using a think-pair-share approach to help pupils process what they’ve seen. Integrating visual organisers like cause-effect charts or reflective journals would support deeper understanding. To take it further, we could link the film to a class project or campaign, empowering pupils to feel like they can make a difference locally.
That’s a great reflection! I really like how you’ve structured the activity to support mixed-ability groups—assigning different emission scenarios is a clever way to make the TEAL tool more manageable and meaningful. The link with the Paxi video is a strong hook too, especially for visual learners. I agree that the ‘Climate Summary’ worksheet adds helpful scaffolding, and the presentations give pupils a real sense of ownership over their learning. It’s definitely a well-rounded activity that promotes critical thinking and encourages pupils to see the bigger picture around climate action.
Liston’s (2018) approach to STEM really aligns with how I try to teach in a real-world, meaningful way. Instead of keeping subjects like science and maths separate, I find it far more effective to combine them through practical tasks that pupils can actively explore. In my previous classes, where many children have additional learning needs, I prioritise hands-on, inclusive STEM experiences. Simple group challenges like designing a marble maze or building structures with classroom materials help pupils problem-solve while also working on teamwork and communication. Visual supports and concrete resources are key to helping everyone engage.
Activity 1 gave pupils the chance to reflect on the concepts of climate and weather through personal memories, which I found helpful for connection and discussion. However, for some pupils—especially those with SEN or EAL—remembering past weather events or interpreting climate images might be difficult. Building up key vocabulary through a class display or weather-themed word wall would definitely help to bridge this gap and support language development.
Activity 2 was the standout activity for me. It allowed pupils to work like scientists, collecting and analysing real data while learning to read patterns and use maths in a practical way. I would adapt it further by using visuals to support learners who might find the data tricky, and I’d also look at ways to integrate it into English or Art through creative follow-up tasks. I could see this working well as a class project, or even being used by groups like the Student Council to track local weather as part of a school initiative.
Thank you for sharing such thoughtful reflections. I really like how you’ve linked Liston’s holistic vision of STEM with practical, inclusive activities tailored to your 5th class. Your use of concrete materials and visuals clearly supports both SEN and EAL learners. I agree that Activity 1 could benefit from a stronger visual scaffold, like a word wall or anchor chart. Your feedback on Activity 2 is spot on—it’s a brilliant example of hands-on, inquiry-based learning that hits multiple curricular areas. Using it as a project for the Green Committee or Student Council is a great idea and adds real-world purpose.
I found both activities highly engaging and age-appropriate for the primary classroom, especially in terms of linking real-life experience with scientific concepts. Activity 1: Is it Weather or Climate? successfully helps pupils distinguish between short-term weather and long-term climate by using relatable examples like birthday memories. The use of photos and maps further reinforces visual learning and geographical awareness. I particularly liked the extension that introduces climate zones, as this connects science with geography in a very practical way. For my own class, I would expand this by asking pupils to present a short weather report from a country in a different climate zone.
Activity 2: Weather Detectives offers a brilliant hands-on opportunity for students to engage in data collection and analysis. It supports maths integration through graphing and calculating averages, while promoting teamwork and scientific inquiry. To enhance this activity, I would consider incorporating tablets or iPads for digital data logging or integrating an online weather station feed for comparison. Both activities support the development of critical thinking and would fit well within an SESE STEM-integrated scheme.
Hi Niall, I really enjoyed your post—you’ve clearly captured the strength of the ARC resources in promoting meaningful, student-centred STEM learning. I completely agree with you on how well the modules tie into the goals of the STEM Education Policy Statement. The way ARC integrates mapping, design challenges, and data analysis makes it so easy to create hands-on, inquiry-based lessons that feel relevant and engaging.
I also loved your point about the VR field trips and multimedia tools—these really do open up new opportunities for exploration, especially for schools that might be far from coastal areas. It’s a great way to make the learning immersive and accessible.
Your emphasis on using ARC as part of the SSE process at whole-school level has inspired me to think more about how we could build a shared STEM focus across classes in our own school.
Hi Lisa, I really enjoyed reading your post—your point about aquaculture preserving both employment and culture in rural areas really struck a chord with me. It’s so important to recognise that the benefits go far beyond the farms themselves. I hadn’t fully considered the wider economic ripple effect you mentioned—like how local restaurants, couriers, and packaging companies are all supported by the industry.
I also thought your mention of seaweed being used by feed suppliers was a great example of how innovative and interconnected this sector is becoming. The link to tourism through farm tours is another brilliant way of showing how aquaculture can raise awareness and appreciation for our coastal heritage.
The National Strategic Plan reference was really helpful too—I’ll definitely look into that more. It’s clear from your post how essential aquaculture is for regional development, and I agree that we have a real responsibility to support it going forward. Thanks for sharing!
Your point about media literacy really resonated with me. With so much information (and misinformation) out there, giving pupils the tools to think critically and consider multiple viewpoints is more important than ever. I’m looking forward to using some of these interactive tools in my own classroom to spark curiosity and promote meaningful discussion. Thanks for sharing such a well-rounded insight!
it’s brilliant to hear about the work being done in West Limerick, especially the partnership between the Deel Anglers and local farmers. That kind of community effort really shows pupils what sustainability looks like in action. I think your idea of linking classroom work with what’s happening in the local area is spot on. A visit to the river or a talk from someone involved would make it all so much more meaningful for the children.
Sustainability is becoming more visible in our local area, with initiatives like beach clean-ups, community gardens, and increased efforts around recycling and reducing single-use plastics. The local tidy towns group has done great work involving schools in litter-picking days and biodiversity projects, and there’s been a noticeable shift toward promoting walking or cycling to school. These are great examples of real-world sustainability that children can see in action.
To build on this in the classroom, I’d love to explore sustainability through hands-on projects—like a school garden, a plastic audit, or even creating posters or podcasts on how we can protect our local environment. Linking it to the Green Schools programme and the curriculum through SESE, SPHE, and STEM gives it real depth and relevance. Ultimately, I want the children to see themselves as active citizens with the power to make a difference, starting in their own community.
I really liked your point about linking seafood nutrition to geography and local industry—it’s such a clever way to make learning meaningful and relevant. I hadn’t thought of tying it into mapping local food sources before, but I’ll definitely be borrowing that idea. Thanks for sharing!
Learning about the nutritional value of seafood has been a real eye-opener. I was aware that fish was considered a healthy option, but I hadn’t fully appreciated the extent of its benefits—especially the role of omega-3 fatty acids, lean protein, and essential vitamins and minerals like iodine and vitamin D. It made me reflect on how limited our conversations around nutrition can be in the classroom, often focused on the traditional food pyramid rather than digging deeper into specific food groups like seafood.
In terms of application, I think there’s great potential to build this into SPHE lessons on healthy eating, or even integrate it into SESE when discussing marine life, sustainability, or local industry. A class project comparing food labels, researching recipes, or even exploring where our seafood comes from could spark a lot of learning and discussion. It’s also a great way to promote awareness of Irish food and healthy habits in an engaging way.
