[Carmel Wright]

Hello Ciara,

Thanks for your post and reflections on this module. Climate change certainly is a hot topic at present, and while the focus on the press is often on it being the hottest month/summer/year, which is a symptom of the problem, more spotlight needs to be given to the solutions and the positive changes underway, that needs to be both celebrated and accelerated.
I see you have experience using Paxi’s resources in the classroom before, and I am glad they are a hit with your learners! Your idea to tie in with the Green Schools Committee is a great way to get the whole school engaged in this activity and demonstrate to learners the power of a committed group in prompting positive changes, like walking to school week, etc.

I am glad to see that this module gave you pause to reflect on the age at which you should introduce this topic. With careful consideration, teachers can gently introduce this with the help of accessible resources like the Paxi video.

[Carmel Wright]

Hi Niamh,

Thanks for your post. I am delighted to see that you found this module interesting. You have prepared a comprehensive plan on how to deliver a meaningful activity with your class, and it is great to see that you have incorporated tools to aid understanding and frame the activity, with the KWL chart, Kahoot quiz, and reflections after using TEAL.

By taking time to demonstrate how to use TEAL and giving learners a chance to find specific predictions using iPads, learners will quickly become familiar with this tool and develop their skills and confidence in its use.

[Carmel Wright]

Hi Tina,

Thanks for your post. You make important points, and I agree that it is important to balance the content delivery. It’s a challenging balancing act that each teacher must consider in their selection of resources. The Earth song is a powerful intro to the topic and a good choice with contrasting images of life with and without forests and biodiversity, and a dramatic yet accurate depiction of our impact.

Greta is a wonderful role model, and her no-nonsense, clear-cut viewpoint on the issue and courage in taking a stand at such a young age is a powerful reminder of our ability and power to demand change. Closer to home, we have a lot of inspirational young influencers, too, such as Saoirse Exton, who is the Western European representative on the seven-member UN Secretary-General’s Youth Advisory Group (YAG) on Climate Change.

The following article highlights sher work and those of other young activists here in Ireland: ‘A world with climate justice is a better world’: Meet the young Irish people fighting for the environment (msn.com)

[Carmel Wright]

Hi Evan,

Thanks for your post, and welcome to the course.

The Save the Planet video, narrated by David Attenborough, is a wonderful introduction to the topic. With its accessible language, vibrant imagery, and David’s positive can-do attitude, it is ideal for young learners, focusing on the solutions.

I am delighted to see you enjoyed the Curious Minds video and took something from it. Creating a narrative/prompt with someone stealing the jellies really creates a sense of fun and engages learners. The video shows well how any activity can be adapted to a class’s abilities. I hope you get a chance to carry out these activities in the coming year!

[Carmel Wright]

Hi Fiona,

Thanks for your post and welcome to the course. Dr Liston’s paper provides a lot of food for thought on creating meaningful STEM lessons and STEM’s true meaning.

I am delighted to see that you plan on making use of the resources provided in this module. Your senior learners will develop both their STEM skills and understanding through engaging with this activity; creating their own instruments will provide them with a welcome hands-on opportunity to create and learn.

It’s a wonderful opportunity to deep-dive into this topic by monitoring and analysing results over time, with plenty of opportunities for cross-curricular links, too.

[Carmel Wright]

Hi Orla,

Thank you for your post. I am delighted to see you are now looking forward to the next full Moon, armed with information about when it will happen next. Heres hoping for clear skies! The website is very helpful for planning.

A moon observation log is a great way to make learners aware of the constant changes to how the Moon looks throughout the month and consolidate learning of new terms. It also affords ample opportunity for cross-curricular links, including art. Young learners may enjoy using play dough to create the various moon phases.

[Carmel Wright]

Hi Alyson,
Thanks for your post, and welcome to the course.
I am delighted to see this module’s positive impact on how you plan to deliver STEM in the classroom. You make a good point- sometimes the terms are used in an intertwined way, so getting a firm understanding of the differences between climate and weather may take a couple of exercises for learners to grasp both concepts, and the videos are a most helpful starting point for this.

The climate in different countries activity is a lovely way to learn more in a global context, and you may be fortunate to have a learner from another part of the world who can share how different the climate is and how it impacts day-to-day living.

[Carmel Wright]

Hi Serena,

Thanks for your post. It sounds like you have a lot of potential on your doorstep, with a school garden underway and land nearby for exploration. There are some great resources in this module to support your activities and great potential for cross-curricular links, too. Dale’s book is an accessible option for younger classes. The Curious Minds site has a birdfeeder activity resource available in Irish and English here: sci_at_home_bird_feeder.pdf (sfi.ie)

It’s a great idea to monitor the feed level on an ongoing basis, and it is an easy way to incorporate some maths. It will also generate data that can help answer questions over the course of the year, such as, Is there a link between the level of feed consumed and how cold it is, etc?

[Carmel Wright]

Hi Katie,
Thanks for your comprehensive post and detailed plans on how you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.

It sounds like your school already has some great initiatives to support native wildlife, and some just need a revisit and revamp, like the bug hotel. Even the simple act of leaving fallen leaves from trees in designated areas or on the grass provides bugs with much-needed shelter during the winter. Thanks for sharing the links; they are great sources for further information.

I couldn’t agree more with your concluding sentences; well said! Learners will grow holistically in response to these challenges and responsibilities, sowing the seeds for an environmentally aware generation.

[Carmel Wright]

Hi Brendan,

Thanks for your post, and welcome to the course!
It’s great to read a post from someone who has already completed this activity so well with SEN pupils. I really like how you used this as an opportunity to develop time reading skills, integrating with maths and literacy.

It’s wonderful to see how you let the learners discover what the sundials do and create their predictions, using tech to record the dial, create notes and do a book creator project.

I liked how you extended the project further through research opportunities and asking questions, and learners creatively sourced materials to make their own dials, before finally presenting to others. So many STEM skills developed on this journey of discovery!

Here’s hoping for more sunshine for any future sundial projects!

[Carmel Wright]

Hi Laura,

Thanks for your post. It’s great to see that your school already has a firm grasp of the fundamentals of biodiversity and can focus on specific topics of interest.

I really like the idea of linking Christmas, robins, and light, creating meaningful connections with a common and much-loved bird and time of year! The robin is a great example to use, as they are adapted to hunting insects in dim light and are thought to be particularly sensitive to the effects of artificial lighting, now reported to be singing at night in cities.

The article is a great read; thanks for sharing, and best of luck with this interesting project for the coming academic year!

[Carmel Wright]

Hi Simon,

Thanks for your post. I see you have been busy observing what satellites have passed overhead, with some interesting discoveries. This app is a great tool for showing learners how our skies are home to a diverse range of satellites orbiting us.

Space junk is a growing problem, as you mention the Chinese satellite being a form of space debris. It could make for an interesting space research project for Space Week. Here’s an interesting site with some numbers on existing space debris etc: What is space junk and why is it a problem? | Natural History Museum (nhm.ac.uk)

[Carmel Wright]

Hi Clare,
Thanks for your post.
This is a topic that is quite broad and, as such, can take as much or as little time as you can accommodate for it, depending on how deep you want to dive into it. You are very fortunate to have a parent who works for Met Eireann; they could make for a great and insightful speaker on this topic and give local insights. Alternatively, there is often an environmentalist group in a locality that I am sure would be delighted to give a talk on the actions underway.

I like how the focus is on the positive and on what we can do. Another poster on this forum mentioned how learners can benefit from discussing the circle of control during this topic to alleviate any eco-anxiety. You have some lovely ideas about saving energy, creating posters and working with the Green Schools committee.

[Carmel Wright]

Hi Odhran,

Thanks for your post, and welcome to the course.

The EO Browser certainly is a great tool – we have come a long way to have satellite imagery only a few clicks away accessible to everyone. Through this tool, learners can explore the world. It is a great way to get a bird’s eye view of the various landscapes of our world, from cityscapes to flooding and deforestation, some changed by people, others at the mercy of nature, and can be tied into a news story prompt from a specific region, like bush fires in Australia.

With some guidance from the teacher at the start, learners will quickly grow in confidence using this. As you said, it is straightforward and engaging. It can also be something the learners continue to practice at home as homework.

[Carmel Wright]

Hi Bronagh,

Thanks for your post, and welcome to the course. It sounds like you have a deep understanding of STEM education and how to create meaningful learning opportunities for your learners, with a strong focus on fostering critical thinking among the students through inclusive student-led and inquiry-based activities.

I am delighted to see you plan to use these resources with your class in the coming academic year. I think the plan to let the learners create their own definitions is a great way to make STEM vocabulary accessible, understandable, and memorable.

With access to the instruments already at hand, it will be relatively easy to get this project underway-and I agree that with regular use/readings, there are greater opportunities for learning with more data points to create graphs and averages, more potential for something to go wrong with the equipment, and for the class to problem solve by creating a solution, etc.

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