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Research Question:
How is climate change affecting plants, trees, and wildlife, especially bees, along the Rathkeale Greenway?To get my 3rd class pupils involved, I would start with a nature walk along the Greenway, encouraging them to observe plants, flowers, insects, and birds. We could discuss how changes in temperature, rainfall, and seasons affect local wildlife, linking this to climate change in a simple, age-appropriate way. My SNA is a beekeeper, so we could also learn about how bees rely on flowers and how climate change can impact their food sources and habitats.
For literacy, we could read picturebooks about bees and the natural world, such as Bee and Me by Alison Jay or The Bee Book by Charlotte Milner. Pupils could then create their own mini field guides, drawing local plants and insects and writing short descriptions or poems.
For hands-on learning id combine young engineers projects children could design small projects to support biodiversity, like planting wildflowers, building bug hotels, or creating simple pollinator gardens. Documenting observations, drawings, and solutions would make learning creative, local, and action-focused, helping pupils understand climate change and how they can make a positive difference.
I really enjoyed the Paxi video because it explains things in such a fun and engaging way that both students and I can easily understand. Sometimes I find it tricky to avoid either oversimplifying or overcomplicating information, so having a video as a hook is always a fantastic starting point. It captures attention right away and makes the topic more approachable. I also think it is really valuable to compare climates in other countries, as this builds on children’s natural curiosity and helps them make meaningful connections with the world around them. Pairing each activity with a picture book is something I always try to do, since stories add warmth and creativity to learning. Children’s Books Ireland recommend Climate Action by Georgina Stevens, which I have already ordered, and I am excited to use it. I also came across a beautiful story called You’re Snug With Me by Chitra Soundar, which looks perfect to complement the lesson.
Hi Michelle,
I haven’t actually heard of it, It sounds wonderful, looking it up now. Thanks, I totally agree too, picture books are invaluable in older classes and are great lesson starting points. I know lots of people think they are just for infants, which is so sad.
Hi Sharon,
I really like nose high up in the sky, its practical and i think my 3rd class will love using some of it. sometimes some programmes give worksheets just for the sake of it and they can be laborious but this has a nice selection
Hi Paddy,
I also teach 3rd class and I really love these ideas and I will be stealing them if you don’t mind! I really liked your connection to SESE and including their interests. I might extend this idea and have a whole school weather diary and present at assembly.
Home is a thought-provoking and beautifully filmed video that highlights the urgency of addressing climate change. It delivers a powerful message about the impact our choices have on the planet and the responsibility we share to take action. While the video is visually stunning and informative, I do feel that some of its imagery and tone could be a little overwhelming for younger children, especially those in 3rd class. Because of this, I would consider showing only selected sections that are age-appropriate, rather than the entire film.
To support the same ideas in a way that feels more accessible, I would also integrate picture books into my lessons ( you can probably see from my posts that im obsessed with picture books for supporting stem and sese). There are many excellent titles that explain the concept of climate change and caring for the Earth in a child-friendly and engaging way. Books such as The Lorax by Dr. Seuss, Somebody Swallowed Stanley by Sarah Roberts, and Here We Are by Oliver Jeffers encourage children to think about the environment in ways they can understand and relate to. This approach makes the message both meaningful and memorable. It is an important and timely topic, and one I intend to explore more deeply with my 3rd class this year.
Home is a captivating video which really reinforces the importance of us being actionable against climate change. I do feel the video might be a little scary for 9 year olds. I’d play parts of it and use picturebooks to scaffold the same message.
There a fab picturebooks that explain it in a child friendly way. It is a very important and relevant topic and something I hope to teach more of this year.
I totally agree. I feel they loose interest if it’s too long but breaking it up is a good idea. Using a picture book is also something I do to build background knowledge before introducing a video
I totally agree. Sometimes I would have seen weather on the curriculum and thought it was a wee bit boring but actually its not at all! Like you said there is so much fun and engaging activities that can scaffold all levels.
I absolutely love the Paxi video, it explains it in a fun and coherent way that both students and myself can understand! Sometimes I can find it hard to not over simplify or over complicate things so a video is always a great hook! I really like comparing the climates in other countries also, that is building on their curiosity. I always love to pair every activity with a picturebook, Childrens books Ireland recommend Climate Action by Georgina Stevens so I have ordered this. I also saw a lovely one called you’re snug with me by Chitra Soundar.
Hi Dearbhail,
A weather station is so lovely. Im not sure what class you teach but I teach 3rd and they do young engineers and absolutley love it! I think doing something like this would inspire children to push their stem thinking further. The weather station is a lovely starting point for that kind of thinking! I love how you said upload the videos for the school to see so that the learning is shared with the school community.
In my 3rd class, I have a real mix of ability levels, so I think a lovely way to start would be to use this alongside an aimsir lesson in Gaeilge. The children are already used to talking about the weather and pretending to be weather presenters, so it’s a nice lead-in to exploring the difference between weather and climate (which, honestly, I nearly struggle with myself—and I’m almost 40!).
I love that the teacher’s guide asks why meteorologists use the term weather and not climate. It’s such a simple but clever question. I also really like how it encourages group work and discussion, especially with the reading activity where they decide if something is describing weather or climate, and then put the definitions into their own words. That’s such great reinforcement.
I’m always a fan of combining SESE and literacy, and I can’t resist a good picture book. Thundercake is a gorgeous story about storms, and it worked really well with my class last year. For this lesson, I think I’ll use The Great Irish Weather Book. I might also look at the class novel we’re reading to see if the children could rewrite a small section, adding in different types of weather or climate.
There are so many lovely ideas that could grow from this
Hi Katie,
Wow, what a fantastic collection of songs, poems, and art! Your ideas are incredibly inspiring. I’m definitely going to borrow some of these for my third-class boys. I think they’ll love exploring the night sky through music and art as much as I do. Thanks for sharing such a rich array of resources—I’ll be sure to incorporate them into our lessons!
In our all-boys third class, implementing a “Design Your Own Dark Sky Place” project could be both educational and fun. I’d start by explaining the importance of dark skies for night-time creatures and how light pollution affects their natural behavior. We’d discuss different elements that make a “dark sky place,” like minimizing artificial lights and creating habitats for nocturnal animals.
Next, I’d give each student a large sheet of paper and art supplies to design their ideal dark sky environment. They could draw their dream night sky with minimal light pollution, including features like bat houses, owl perches, and native plants that attract insects. To make it interactive, students could also create 3D models using cardboard, paint, and recycled materials.
To connect with the night sky through art and storytelling, we’d explore songs, poems, and stories about the stars and moon. For instance, we might read Michael D. Higgins’ poem “Stardust” and discuss its themes. Additionally, students could share local legends and folklore about the night sky, drawing inspiration from resources like the Dúchas Folklore Commission.
This project not only helps students understand the impact of light pollution but also encourages creativity and personal connection with the night sky through art and storytelling. It’s a fun way to blend science with the arts while fostering a deeper appreciation for our natural world.
Hi Louise,
Absolutely, incorporating nocturnal species’ needs into our school biodiversity plans is a fantastic approach! Educating students about the importance of dark skies and the impact of artificial light on wildlife, like bats and owls, will truly enhance their understanding and appreciation of our local ecosystem. Implementing motion sensors and creating native plant habitats are excellent steps towards reducing light pollution and supporting nocturnal species. The bug hotel is a great start, and adding bat boxes and owl nesting sites will provide additional support for these animals. Engaging students in these initiatives not only helps them connect with nature but also encourages them to apply these practices at home, fostering a broader environmental consciousness. It’s inspiring to see how these actions can make a real difference in preserving local wildlife and promoting a healthier ecosystem! I love your ideas so much
