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ASSIGNMENT
Use the Climate Detectives research question planner to develop your own research question in relation to a climate issue.
Post your research question as a reply to this post and reflect (150 words minimum) on how you would encourage pupils to participate.
Please also comment on at least one other participant’s post.
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Research Question: How does deforestation impact local weather patterns in our community? This research question looks at the relationship between deforestation and changes in local weather conditions. By using the Climate Detectives research question planner, students can explore the effects of deforestation on temperature, precipitation, and humidity levels in our community. They can analyse satellite imagery, collect weather data, and conduct interviews with experts to understand the link between deforestation activities and alterations in the microclimate. Through this research project, students can develop critical thinking skills, enhance their understanding of environmental science, and raise awareness about the importance of preserving forests for climate stability. By engaging in hands-on research, students can become climate detectives, uncovering the impact of deforestation on local weather patterns and advocating for sustainable land management practices.
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Question – How does sea pollution affect marine life?
Sea Pollution Demonstration
Ages – This would suit children between 5 to 8.
Materials Needed
A clear bowl or vase
Plastic fish
Black food colouring
Litter
Shells or sand
Water
How to set up a sea pollution demonstration
Use a clear vase or a large jar and pour water into the jar. This will be the ‘Ocean’. Talk with your students what they see in the jar. Is it clear? Could fish live in this ocean?
Add some rubbish(empty sweet/crisp packets) and black food colouring (to represent oil/sewage).
How different does your mini ocean look after the pollution has been added? Could fish/marine life swim in the ocean without harm? What would happen if they tried to eat this litter/rubbish?
Whilst doing this activity you can talk about how litter and pollution might impact fish and other marine life and where we had seen litter recently.
What can we do about pollution?
Buying local products reduces the need for items to be shipped around the world.
Buy cleaning products that use natural/biodegradable ingredients.
Recycle as much as you can and never drop litter. Things like plastic bottle tops or balloons can be fatal to animals who may mistake them for food.
Can you think of anything else you can do to help save our planet from the enormous amount of rubbish and pollution humans create?
At the end of the lesson the children can take a ‘Plastic Pledge’. This can be as simple as I will recycle my rubbish or I will turn off the lights at home.
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Question: How has climate change effected the mini-beasts or species present in our community?
I would start by doing a mind map with the class to see what knowledge we already have about mini-beasts in our area. Using the Climate detective research model we would investigate mini-beasts present in our school garden and community. We would log and record the species and mini-beasts present. Using the planner the class can explore the effects that climate has had on species in our area over a period of time. Students can use their research to compare against past research and recordings. They can then draw from this the effect climate change has had on mini-beasts and species in a specific area. It might be easier to first research a more well known mini-beast/species that has had massive decline and then apply this to our own community. Some children may even have memories of more mini-beasts being present when they wee younger, or being able to find them easier in our garden.
Children could then make some posters and leaflets to show their research and with action points as how we can make a positive change and make a difference.
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Hello Aine, it would be a good idea to contact Paddy Madden in Marino Institute of Education about this. He has such a vast knowledge about the environment and always uses a very hands-on practical approach. The study of mini-beasts is always a popular topic, especially with younger classes as they love getting out and digging in the soil. It can motivate outdoor lessons where the children have to explore their school environment in a practical way.
I love the step by step approach you took in investigating this climate issue; Mind mapping, practical investigation, logging and recording, checking past recordings, posters and leaflets showing actions points. This has inspired me in my tackling of this module question.
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Hi Aine
What a very interesting question that would engage the children immediately . Climate change is causing a complex reshuffling of mini beast populations, which in turn affects pollination, soil health, and the broader ecological networks that these small but crucial creatures support. The children could then present their findings at a school assembly.
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The research question that I would focus on is about temperatures in urban areas. (topic)
Issue : Urban areas are significantly warmer than their rural surroundings due to human activities, leading to health problems, higher energy consumption and exacerbated climate change.
I would give my class the following questions to focus on :
Main question : How do urban areas affect local climate and human health in our city.
From this I would elicit other questions such as: What are the temperatures between urban and rural areas in our region?
How does vegetation cover influence these temperature differences?
What are the health impacts of higher urban temperatures on the local population.
I would have children use a chard to record the temperature differences. We would then further create posters to create awareness about this t odisplay around the school.
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This is a very interesting question. I feel deforestation isn’t fully explored within the Irish SESE curriculum however, when exploring it gives such a clear insight into the cause and effect on our climate. Sometimes I feel when teaching about the ozone layer etc. children can struggle to imagine and grasp the concept where as I feel deforestation, the effect on animals etc. is a very concrete example and one that possibly pupils have seen happen or be able to relate more to.
I think maps showing forests in ireland etc. in different years woudl really clearly demonstrate how land has been cleared of trees for various uses
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Research Question: The ice caps melting and it’s effects on the wildlife- polar bears and penguins.
Most schools have a theme of winter in their school plans during the cold months. I also find children love to learn about the harsh environment of cold parts of the world.
Children always love to learn about animals that live in cold environments. Children also complete report writing on penguins and polar bears so I would like to incorporate an important climate detective question when I complete my report writing.
We would investigate through videos, documentaries and images taken from satellites and airplanes that show the effects of ice caps melting on the environment. We will look at measurement taken by thermometer to show the change in temperature. The children would also be allowed to explore and research the topic on line. There they will explore key words and terminologies regarding the causes and effects. The children will start the investigation by learning one of the causes of this situation is green house gases. The class will create a mind map together so we can write about what they know about the climate,
The children will learn that penguins are having to leap from higher points off ice to reach the sea when they are babies. They will also learn the effects of the ice caps are having on polar bears who need ice caps to hunt. The children will watch a documentary on Mickey the polar bear and his struggle to survive with his mam and sibling in the wild.
The children will share their results of their findings and record simple ways they can help by reducing green house gases in their daily lives- walk, cycle, recycle.
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Yes, I love this research question too. Incorporating animals into the lesson is always a winner with children. I know myself that bringing animals, especially penguins into any class activity/discussion engages the kids straight away and the lesson tends to flow a little more naturally and fluid.
I think I might try this research question with my own class!
Thank you.
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Sharon I really like your idea for investigation. I think using animals in the question is a great way of grasping the children’s attention and encouraging investigation. It is a question that allows for integration across many subjects. I love the documentary idea also as it triggers a response and also provides more information and facts for learning.
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Use the Climate Detectives research question planner to develop your own research question in relation to a climate issue.
Research question: The effect of climate change in our own local forest and how this is effecting the animals who live there.
I think this question could be used with younger children as is it is relevant their own lives and worlds. I would start by teaching the children about local animals that live in the forest near our school. I would ask lots of open ended questions like why do you think it is a good place for them to live, what do they eat, where do they sleep, how do they mind their babies etc. We would then look at the effects of leaving food behind and rubbish in the forest. How would this effect the animals? Recently we have seen more animals like foxes leaving the forest to search for food. Why is this? What is happening to the animals that they hunt for in forest? This would introduce the topic of trees being cut down and the importance of “Leave no trace”. We could then go to the forest for a school trip. I would bring some ipads for the children to record their findings of anything the consider harmful to the eco system of the forest.
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Title: Investigating the Impact of Deforestation on Local Climate and Wildlife
Step 1: Identify a Climate Issue
Issue: Deforestation and its impact on local climate and wildlife.
How does cutting down trees in our local area affect the weather and the animals that live here?
Background Information
Trees help keep the air clean and provide homes for many animals.
Trees play a role in controlling the weather by providing shade and releasing water vapor.
Which animals are affected when trees are cut down, and how are they affected?
What can we do to help reduce the impact of deforestation?
Plan the Investigation
Materials….
Thermometers
Notebooks and pencils
Cameras or tablets for taking pictures
Access to a local area with trees and a deforested area
Visit a local forested area and measure the temperature.Take notes and pictures of the animals and plants you see.
Visit a nearby deforested area and measure the temperature.
Take notes and pictures of the animals and plants you see.
Compare the temperatures of the two areas.
Note any differences in the number and types of animals seen in each area..
Summarize the findings: Did the deforested area have higher temperatures? Were there fewer animals?
Discuss how deforestation affects the local climate and wildlife.
Create a poster or presentation to share findings with classmates and the community.
Discuss ways to protect local trees and wildlife, such as planting new trees or creating awareness campaigns.
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Module 5 answer
Research Question: How climate change is impacting on human health
The objective of this research project would be to encourage students to think and learn about the consequences of human actions on our planet and how that impacts on human health and wellbeing.
I would begin by initiating a discussion on our contribution to the greenhouse effect Children would work in small groups and brainstorm on individual and collective actions which can have an affect on our environment. Following on from this we would record findings as a class and subsequently begin research on the topic using I-pads.
It is likely that students would focus first on this question in terms of their immediate environment but my objective would be to get them to think on a more global scale as the people whose health is being harmed first and worst by the climate crisis are the people who contribute least to its causes, and who are least able to protect themselves and their families against it: people in low-income and disadvantaged countries and communities. With this in mind I would use the word map, in conjunction with videos and data from the WHO to raise children’s awareness of suffering due to climate change in badly affected areas. Main areas to focus on would be nutrition due to poor crops, mental health issues arising from trauma following floods, droughts etc, power outages and lack of water and hazards such as heat stroke and other diseases.
There is huge potential for investigative and project work based on this theme which I look forward to planning with my 6th class next year.
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Hi Anne
Your question is a good one. The World Health Organisation has said that climate change is having an impact on human health but it is hard to quantify. Most of your examples relate to developing countries where the effects of climate change on human health is easier to quantify but the brief for a Climate Detectives project is to investigate a local climate problem so you would need to look at health effects closer to home. For example, a group from Castleisland Community School looked at the incidences of Asthma in their local community and correlated this with air pollution from the burning of fossil fuels.
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Research Question: How does planting trees at our school help keep our playground cooler during hot days?
This question is simple and relatable for primary age children, focusing on the direct impact of an action (planting trees) on their immediate environment (the playground) in the context of climate change.
First I would Start by discussing with the children how they feel on the playground during different times of the day and in different weather conditions. Ask them to hypothesize whether planting more trees might make the playground cooler.
Next I would Organise a tree-planting event where the children can help plant trees around the playground. This hands-on activity will engage them directly in the research process.
The children will learn how to use simple tools like thermometers to measure the temperature in different areas of the playground. Have them take readings at various times of the day, both in sunny and shaded areas, before and after planting the trees. Then we could Create a chart or journal where the children can record their temperature readings over time. They can also draw pictures or take photos of the playground before and after the trees are planted.
After a few weeks or months, in groups the children could compare the temperature data they’ve collected. Discuss whether the playground has become cooler and how the trees might have contributed to this change. -
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My research Question; How does air quality in Shannon town compare to air quality in the seaside town of Kilkee? (I teach in Shannon) 5th Class
I would start off with a class discussion on Shannon and how the airport , the industrial estate and the amount of cars coming into Shannon each day might affect the air quality and then what impact has that on the health of people living in Shannon. I would let the children make their own predictions . We would the discuss the seaside town of Kilkee where there is no airport, no factories and much less population and less cars and let the children come up with their own reasons why the air quality might be cleaner in Kilkee. I would get some of the children to write to the Environmental Protection Agency to get information on Air Quality and how they measure atmospheric pollutants and how they measure same. I would get other children to write to Clare Co. Council for information. We would invite a member of the Environmental Protection Agency and the CO. Council to come to our school and talk to the children about air quality. We would study the Air Quality Map on http://www.airquality.ie to look at the most recent information on air quality.We would also look at various websites and the EU directives rules and standards on air quality and how they affect our health. We will look at the different air quality instruments used to monitor air quality and decide on which would be the best to use . We would look on the ground sensors, satellite sensors. This project will be ongoing for about 6 months and it will involve 2 trips at least to Kilkee. We would then put air quality instruments in place and monitor and assess, record , compare and discuss information over a 6month period and constantly compare the air quality in Shannon Town to rural sea side town of Kilkee to see if there actually is a difference in air quality in Shannon because of the airport, the industrial estate and the number of cars driving in each day. We would present our findings to the school at our annual science fair.
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Hi Anita
Well Done. That is an excellent research question. It is related to a local climate issue, is relevant ti the children’s lives, is neither too broad nor too narrow and you have a clear path for gathering and presenting information, for reaching out to the relevant agencies and the local authority and for sharing it with the school as a whole.
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Hi Conor
It is easy to point the finger at other countries and say they should do better, but Ireland has widescale air and water pollution, destruction of habitats such as our bogs which should be our biggest carbon sinks, and very high per capita greenhouse gas emissions so we need to look at our own country and see what we can do better.
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Module 5: Developing a research question relating to a climate issue.
If I were to do this in the coming year with 4th Class, I would begin with asking the children to discuss the weather this summer.
I would initially begin with a ‘Word Wall’, and ask the children to call out words that come to mind when we think of a traditional summer. I would expect words like the beach, sun burn, ice-cream, holidays etc… After making a list I would ask them to think of how many of their words applied to this summer versus summers past.
I would hope that they would see that this summer was not a ‘traditional summer’ in terms of the weather.
Then I would get the children to check previous statistics of summers past and compare the data. Ideally they would be able to access information recorded by the satellite like temperatures, wind speeds, humidity and precipitation.
Upon comparing the data, I would then get the children to investigate possible causes for climate change like deforestation, burning of fossil fuels and pollution of our seas and their destructive effects.
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This is an excellent question and one that students would really enjoy researching I think. Last year I did a month long project on the rainforest and the effects of deforestation. You could begin your lesson on the importance of the rainforest and how it effects our climate. Then move on to the impact of clearing large areas of rainforest on our planet and how it effects the weather in Ireland.
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Research Q – How has urban development in our local area affected temperature and precipitation patterns over the last 30 years, and what measures can be taken to mitigate any negative impacts?
To encourage pupils to participate in this research project, I would begin by connecting the topic to their everyday experiences. We would start with discussions about noticeable changes in local weather patterns and urban development they’ve observed, making the issue relatable and sparking curiosity. I’d then introduce the Climate Detectives framework, explaining how they will become ‘climate detectives’ to investigate these changes scientifically. To make the research process engaging, I’d divide the class into teams, each focusing on different aspects of the question. One team could analyse historical temperature data, another could study precipitation patterns, and a third could assess urban development using tools like the EO Browser. Hands-on activities, such as collecting local temperature data or interviewing community members about their observations, would also be integral. Regular check-ins and collaborative sessions would be held to share findings and refine our research. Guest speakers from local environmental organizations or urban planners could provide expert insights and further motivate students. Finally, we’d culminate the project with a presentation of our findings to the school community, proposing actionable measures to mitigate negative impacts of urban development. By giving students ownership of their research and emphasizing the real-world impact of their work, I aim to foster a deep, lasting engagement with climate science and activism.
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I really like the idea of exploring urban development. The area I teach in, like many, is experiencing a huge surge in housing development and influx of people. It is changing from a a quiet coastal town to a much more urbanised area, so looking at uban development would be very topical and relatable in my school
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Research Question: How does the amount of rainfall in our local area affect the growth of plants in our school garden?
Reflection: To encourage 4th class pupils to participate in the Climate Detectives project, I would start by sparking their curiosity about the environment. We would begin with a fun and interactive discussion about weather and climate, using videos and hands-on activities to illustrate concepts. I would then guide them to observe our school garden and notice how different weather conditions, especially rainfall, impact plant growth. By involving them in setting up simple experiments, such as measuring rainfall and tracking plant growth, they would feel like real scientists. Regularly sharing their findings and discussing them in class would keep their interest alive. Additionally, organising a local councillor or TD to come look at their investigations would provide them with a sense of importance and excitement about their project. I would celebrating their efforts and findings through presentations.
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Love this idea Colm. Observing the school garden and setting up simple experiments to measure rainfall and track plant growth will make them feel like real scientists and really engage them in the project, as would inviting a local TD to see their work. Will be using some of these ideas in my own classroom!
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Research Question: How is climate change affecting the weather in our local area, and what can we do to help the environment?
Strategies to Explore the Research Question
1. Class Discussions and Brainstorming: Start with a simple discussion about weather and climate. Ask students what they know about climate change and how they think it might be affecting their local area.
Brainstorm ideas and questions they have about the topic to gauge their understanding and curiosity.
2.Observation and Data Collection: Engage students in observing and recording daily weather conditions. Compare this data with historical weather data (simplified for their understanding) to notice any changes or patterns.
Take a walk around the school or local community to observe and document signs of climate change, such as unusual weather patterns, plant growth, or erosion.
3.Guest Speakers and Experts: Invite local environmentalists, meteorologists, or community members who have observed changes in the environment to speak to the class. This helps students hear real-life experiences and understand the local impact of climate change.
4.Interactive Activities: Use hands-on activities like building simple weather instruments (rain gauges, thermometers) to help students understand how weather data is collected.
Create a climate change model using everyday materials to show how global warming affects the planet (e.g., ice melting demonstrations). -
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Research question: “What can our school do to help prevent climate change?”
Reflection: I would firstly prompt a discussion on our contribution to the greenhouse effect and brainstorm potential solutions and initiatives to raise awareness about climate change. Our school used to get green flags every year but recently it has not been a priority so that could be used as a motivator to explore this question.
Students would engage in a think-pair-share activity to identify the main causes of climate change. In groups, they would then create a concept map to brainstorm ways our school community can address these issues. The class would present their ideas to the Green Schools Committee. To raise awareness and educate other classes about climate change, we could organize a poster competition. Additionally, we could establish a weekly litter-picking schedule for different classes to clean the school grounds and local area. Other initiatives might include battery collections and regular audits of recycle bins, all pupil led.
Finally, students would reflect on and evaluate the effectiveness of their proposed solutions in addressing the initial question and review their progress throughout the year.
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Hi Padraic. I really like the practical “can do” aspect to your question. Your focus seems to be on the solution to the problem of climate change. This should encourage your students to take an interest in, and some responsibility for their actions to help prevent climate change in any way they can. I also like the opportunities you list for your class to present their findings to the Green Schools Committee and to other classes. Lots of practical ideas for getting all involved!
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Research Q: How has climate change impacted the frequency and intensity of extreme weather events in Ireland ?
Student Participation:
1. Brainstorm weather events that children already know.
2. Talk about what events are classed as extreme and allow a discussion about this to see if children can work out for themselves what an extreme weather is.
3. Recap on the issue of climate change.
4. Begin research using a variety of sources to determine weather patterns over a specified period of time .
5. Invite local environmentalists, meteorologists, or community members who have observed changes in the frequency and intensity of extreme weather events to speak to the class. This helps students hear real-life experiences and understand the local impact of climate change.
6. Finish off with a group research activity where the children will pick a specific weather event and find as much data on this event in Ireland. This will help to show if the frequency and intensity of the event has increased.
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Research Question: Is climate change having a direct impact on our local beach environment?
In our junior school we often take our students to the local beach. We arrange beach safaris, litter picking on the beach, beach art and observation of local marine plant and animal life. This environment would be an ideal area in which to try and answer our research question.
After brainstorming together, some of the areas in which we may take an interest could be:
Is our beach changing in any way (more/less sand, more/fewer stones, movement of stones, more/less seaweed, more/fewer different types of plants, seaweeds, crabs, small fish, shells)? (use EO Browser or Google Maps to help identify geographical features and habitats)
Is there any change of tides in recent years? (consult local tide tables)
Are the species of plants, fish, seaweeds etc. changing? (consult with Galway Atlantaquaria and ATU for information regarding marine biodiversity)
Is there any change in the amount or types of litter being washed ashore or in the water? (collect, sort, record in pictures/photos/charts)
Decide on practical solutions to keep our local beach as clean as we can.This project is likely to involve multiple trips to the beach, hopefully in different seasons. As we track changes on our beach, we also will hope to monitor local weather and to keep learning about climate, climate change, and our part in reducing the impact of climate change in our locality.
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Hi Jane, your approach to studying climate change’s impact on our local beach environment through activities like beach safaris and marine life observation is excellent. It’s wonderful to see hands-on learning opportunities for junior school students. Monitoring changes in sand, stones, seaweed, and biodiversity alongside analyzing local tides and litter trends will provide valuable insights.
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I think that this would be a fantastic research question Jane especially when the children are so connected with the local beach already. It will spark interest with them immediately. I like your idea of tracking the amount of litter showing up on the shoreline and this is something the younger children will be able to monitor and track easily.
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My question will be related to our local beaches, whether climate has an impact on the beach, specifically erosion.
There is widespread erosion along the Co. Wexford coastline. Many of our pupils will know of farms which have been affected and in some cases, even houses which were lived in once but are now deemed unsafe due to erosion. I would start with what the pupils know already and what they have observed in their daily lives in their area.
For the EO part of the investigation, we could select 2 beaches to visit and record findings in relation to erosion. I would love to see parents and grandparents involved here also as they will have witnessed changes in the local environment first hand. Having extended family members come to the school as guest speakers would be invaluable. Satellite imagery could also be used in this instance.
Groups would be arranged so that the pupils can decide themselves what equipment, materials, etc they will need to investigate, whether they will need to source anything outside the school, how they will record their information. Collection, organisation, management and analysis of their data can take place in a number of locations – at the beach, in the classroom, on the yard depending on what they have gathered. Photographs, satellite images, screenshots etc can all be used to create a picture of climate change and its impact on erosion on local beaches in the past 30-40 years.
I think a very useful resource for the pupils would be our own Co. Council. County engineers have produced a coastal erosion plan which the pupils could study and invite a speaker from the council to discuss the findings of the pupils and solutions/steps that could be taken at local level and in their homes to try to address the impact of climate on the erosion of local beaches.
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Hi Valerie, this is a very interesting question and one I think children would be very interested in exploring more. They would love visiting the beaches and making their own observations. I also like the way you would bring in the satellite imagery also. A guest speaker would be very informative also.
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Your focus on local beach erosion is an excellent choice, as it directly relates to the students’ experiences and community. Starting with what the pupils already know and have observed is a great way to engage them and make the project more meaningful. Involving parents and grandparents is a fantastic idea, as their firsthand accounts can provide valuable historical context.
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It’s fantastic to see your approach to engaging students in studying climate impact on local beaches, specifically erosion along the Co. Wexford coastline. Involving students’ personal observations and experiences is a great way to start, connecting their daily lives to broader environmental issues.
Using the EO (Earth Observation) tools to compare satellite images of beaches over time is a brilliant idea. This visual evidence will help students understand changes in coastline erosion and its relation to climate change. Involving parents and grandparents as guest speakers adds valuable local knowledge and community engagement to the project.
Organizing students into groups to plan and conduct their investigations empowers them to take ownership of their learning. This hands-on approach, using various data collection methods like photographs and satellite imagery, will deepen their understanding of environmental science and the impact of climate change.
Lastly, involving the County Council and local engineers is a practical step to explore solutions and actions to address beach erosion. This collaboration not only enriches students’ learning but also encourages them to take active roles in environmental stewardship in their community.
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Research Question: How does deforestation affect local temperature patterns in our community?
Introduction: Discuss the importance of forests and pose the research question: “How does deforestation affect local temperature patterns?”
Field Trip and Data Collection: Visit a deforested area and collect temperature data using sensors.
Research and Analysis: Interview local experts, analyze collected data, and identify patterns or correlations.
Data Sharing and Comparison: Share and compare data with other participating schools.
Presentation and Action: Present findings to the school community, local authorities, or at environmental events. Discuss actions to address deforestation.
Conclusion: Reflect on the research and emphasize the role of students as climate detectives. Emphasize the importance of taking action to protect forests and combat climate change.
Collaborative group work and discussions would promote peer learning and idea exchange.
By incorporating technology, such as online platforms for data sharing, students can compare their findings with other schools participating in the Climate Detectives project.
By highlighting the significance of their contribution and the potential for real-world change, students would be motivated to actively engage in the research process and make a positive impact on their environment. -
How can as a school community reduce our carbon footprint?
I will direct pupils to the How Big Is Your Environmental Footprint Questionnaire online and ask pupils to complete the questionnaire as honestly as they can. We will discuss findings. There are many ways and areas we can focus on to try and reduce our carbon footprint but we will pick one to focus on for the year. We will focus on reducing the amount of plastic in lunchboxes. We have found in our school that we have a problem with the amount of plastic that is in our bins at the end of the day, majority being from lunches, fruit juice cartons, yogurt pots, lunches wrapped in cling film. We will appoint some students as monitors who can visit each class and count the amount of plastic in lunchboxes. Figures will be recorded and we will run a campaign around school to try and encourage pupils to reduce amounts. Pupils could run a poster competition, prizes for most improved class, etc. Ideas will be given to pupils and an ‘idea sheet’ could be sent home to parents. Reusable bottles, reuse cling film or else use paper, buy big yogurt pots and send in small class jars, etc.
After a month, monitors will visit classes, record figures again and see are there improvements. Continue the campaign and hopefully it was also encourage changes at home also which in turn will have a positive effect on reducing our carbon footprint not only in school but at home.-
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That is a good climate question. most kids only think of carbon footprint as being how many times they have travelled on a plane, car, train etc. The simplest of reductions in the classroom can help them understand how they can help. Lights turned off when not needed and with the introduction of hot food in schools it has been very interesting to find that not all companies offered compostable containers. We had the school council help decide what company we would use.
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I think this is a very interesting research question and one that can be tailored to any age group. I think at the moment with the hot meals being provided it has provoked us to think about the amount of food waste being produced and also to ask questions about how this concept can be made more environmentally friendly.
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Research Question: How has the frequency and severity of flooding in Cork changed over the past 20 years, and what can we do to reduce the impact on our community?
Encouraging Pupil Participation:
Real-Life Relevance: Explain to pupils that flooding is a real issue in Cork that affects homes, schools, and businesses. Show them pictures and videos of past floods to make the problem tangible.
Hands-On Activities: Engage pupils in activities like building simple rain gauges to measure rainfall, or creating flood models to understand how water flows and accumulates. This makes learning interactive and fun.
Data Collection: Involve pupils in gathering data. They can interview family members or neighbors about their experiences with flooding, and collect information on local flood events from newspapers and online sources.
Field Trips: Organize trips to local flood-prone areas. This helps pupils see the problem firsthand and understand its impact on the environment and community.
Problem Solving: Encourage pupils to think of solutions. They can brainstorm and design small projects like planting trees to absorb water, or creating awareness campaigns to educate the community about flood preparedness.
Collaborative Learning: Promote teamwork by having pupils work in groups. This fosters collaboration and communication skills, making the learning process more engaging and effective.
Guest Speakers: Invite local experts, like meteorologists or city planners, to talk to the pupils. This provides professional insights and inspires pupils to learn more about climate issues.
By making the issue relevant and the activities engaging, pupils will be motivated to participate and contribute to understanding and addressing flooding in Cork.-
I think this is a great idea to research as it is local so the children will be familiar with this. It is also good as it is encouraging the children to identify what they can do to reduce this. There is so much you can do within this question which you have laid out clearly. This will make for an excellent research project.
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Do you think climate change is having an impact in your local area?
This sparks a discussion around how the weather patterns are changing and shifting in the last 20 years.
I always begin with a class discussion to find out what they already know. This is a great opportunity for the students to help and teach each other. This will lead us into the discussion of what causes the climate to change.
Prediction/Data Collection: Students can predict what weather they expect to see based on the time of the year. They could record this data and compare it to data collected over previous 10 years. They could observe weather on a daily basis and record it in a daily log too. It would be beneficial for the children to take a walk around their local area to see if there is any signs of weather damage.
Guest Speakers: I always look to the parents first to see if there is anyone suitable to come in and speak about certain topics. This is really important for the children to see and another voice always works.
To make it more interesting, I always try to incorporate interactive activities and group work I find that children learn way more when there is structured group work. Building weather instruments such as rain gauges out of recycled plastic is always good. It demonstrates that it is really easy to reuse goods from their houses to things that are really useful.
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Hi Tom, thank you for your thoughtful suggestions. I particularly appreciate the ideas of starting with a class discussion and incorporating prediction/data collection. I think engaging pupils in predicting weather patterns and comparing their data to historical records would be very enlightening. Also, having pupils observe and record daily weather in a log, along with taking walks to identify signs of weather damage, can make the learning process interactive and tangible. I’m excited to try these activities next year. Thanks again for the great ideas!
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I agree, Tom, through discussion of local weather and associated events, and then collecting data, children can see first-hand the impact of climate change in their own area. This will bring home how climate change is not just about far-away events like melting icebergs, hurricanes and dried-up lakes and rivers.
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Our school is situated just a short distance from Lough Derg and I wanted to base a question around the locality and make it relevant for the children. My Research question for Climate Detectives is based around this: “What is the climate and environmental impact of water activities including luxury boating, transport, jet skiing, run off from farms/homes or pollution on Lough Derg?”
I ran the question through the Climate Detectives Research Question Template and it seems to fit. I would have the children brainstorm possible pollutants initially and come up with all the questions to answer in relation to this topic. What effects they think these have on the water? We may divide it into a few different focuses and have each group research a part of the question.
I would have the children collect water samples from the lake edge, near the harbour in Mountshannon & Whitegate and then at Killaloe and at quieter points on the lake and have them carry out experiments on water quality e.g. pH tests and repeat these. We would contact Clare County council environmental officer and ask of any concerns for the area. Perhaps we could help with cleanups if there are dump grounds identified. Monitor traffic on the lake at different points speak to Harbour Manager for details of numbers of boats etc. And look then at what we could do to raise awareness of protecting water quality for the area.
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Research question:
How do we as a class reduce our carbon footprint to contribute to climate change?
I think the above question would be most suited to my autism classroom as the children can work together collaboratively. The children can begin by using the carbon footprint calculator tool that is available on the slides in this course to calculate their carbon footprint. The children can also ask questions to the SNA’s and teacher present in the class to calculate their carbon footprint too. This information will be a baseline data that the children can work off. The children can then identify what elements of their lives are contributing to their carbon footprint. Once this information has been identified, the children can then come up with a list of strategies for them to engage with to help reduce their carbon footprint collectively.
I think this is the most suitable question and data collection method for the children in my class and a project that they will enjoy engaging with.
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Great question and investigation Sarah. I too loved and tried out the carbon footprint calculator from a previous module. It was very interesting so this would be great for parents, SNA’s, teachers, kids etc. to use.
The more practical and positive side to it is trying to agree to taking on small steps or changes that would reduce our carbon footprint. Children would love to take on small challenges such as recycling more, picking up litter, turning taps off etc. A home school link document could be sent to parents with encouraging ways they too could help the environment.
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Question: How does urban development in Carrickmines, Dublin, affect local temperature and air quality compared to surrounding rural areas?
To encourage pupils to participate in this research project, I would start by explaining the significance of understanding climate issues at a local level. We would begin with a discussion on the differences between urban and rural environments and how urban development can impact climate factors such as temperature and air quality.
To make the project engaging, I would organize hands-on activities where students collect data from various locations in Carrickmines and nearby rural areas. We could use tools like thermometers and air quality sensors to measure temperature and pollutant levels. By involving students in data collection, analysis, and comparison, they would gain practical experience in scientific research.
Additionally, I would integrate technology by using apps to visualize data and create presentations. Encouraging collaboration and group discussions would help students feel more invested in the project. Finally, sharing our findings with the school community through presentations or a school newsletter would highlight the importance of their work and motivate them to continue exploring climate issues.
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I really like your classroom activity focused on exploring the impact of urban development in Carrickmines, Dublin, on local temperature and air quality compared to surrounding rural areas. It is very topical and brings a real-life element to the children’s learning Understanding climate issues at a local level is crucial as it allows students to see the direct effects of human activities on their immediate environment. By starting with a discussion on the differences between urban and rural environments, students are provided with foundational knowledge that sets the stage for deeper exploration. The children will love the hands-on activities of collecting data from various locations in Carrickmines and nearby rural areas. Using tools like thermometers and air quality sensors not only engages students actively in scientific research but also empowers them with practical skills in data collection and analysis. This experiential learning will deepen their understanding of climate science but will also cultivate critical thinking and problem-solving skills as they interpret their findings.
It is a great way to get the wider school and local community involved and aware of your project by sharing the findings with the school community through presentations or a school newsletter. The project will certainly empower your students to make meaningful contributions towards sustainability and environmental awareness.
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My research question is “how climate change is effecting our local temperature over a specific period”.
As I am teaching Junior Infants I was trying to think of a question that is applicable to my class and that they will be able to engage with. During this course we learned about how thermometers work and I think this is something that the children will be able to engage with. The numbers might be too high for the children but if we are looking at comparisons they will be able to count the difference between the numbers using dots or concrete materials. The children can also recall climate change and identify the local factors that are contributing to this. By identifying these factors, they can then work in small groups to decide which of these they think have an effect on the temperature. They can combine their findings and this should help the children to identify how the climate change is effecting temperatures locally and what they can do to try and help combat this.
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I like Declans idea of measuring how climate change is affecting our local environment over a specific period and making it applicable to Junior Infants and I too will be teaching Junior Infants this coming school year. I like the way he has considered that the numbers will be too high for infants but by using concrete materials they will be able to count the difference between the numbers. I like the way he has made it applicable to them as it is about where they live and not some broad topic that they might struggle to understand.
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My research question is “How have our farming methods changed and what impact is it having on our local environment”
As my school is based in a rural area, I thought it would be interesting and engaging for the whole school to investigate. Children could begin by researching how their grandparents / parents farmed long ago. They could investigate the introduction of the internal combustion engine, tractors and subsequent air pollution using data from the EO browser. Research could be carried out into the different types of animals being kept, fertilizers and how this all affects water quality. Water testing could be done for nitrates etc. This would be a wide and varied research piece allowing all classes to become involved and would lead to some critical thinking into how we do things currently. This inquiry-based learning and investigation would be hugely beneficial to all.
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Research Question: How is air pollution impacting the health and daily lives of children in Dublin?
This research question would be very relevant and understandable for 5th and 6th class children I work with. It engages them in exploring a real-world issue that they can observe in their surroundings. Pupils could investigate sources of air pollution, such as traffic and industrial emissions, and its effects on health, like respiratory issues and reduced outdoor activities, which are common complaints among both children and staff in my school. The children could collect data through observations, surveys, and available air quality monitoring resources, and propose actions to raise awareness and improve air quality in their community.
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Hi Susan, I think your research question is highly relevant and engaging for 5th and 6th class students. It connects them to a real-world issue that directly affects their community, making the learning process more meaningful. Investigating sources of air pollution and its health impacts will help students understand the science behind the problem while also developing critical thinking and research skills.
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The research question that I have come up with using the Climate Detectives research question planner is ‘How is climate change affecting the weather and beaches/ shoreline in our local area?’ To begin exploring the research question, we will start with a class discussion and brainstorming session on the weather, how the weather has changed, any severe weather events we can remember etc. I will gather all prior knowledge on climate change. We will then move onto observation and data collections. To do this we will go on a walk to the beach and take photos of the shoreline. We will also create a weather station and record daily. We will compare our photos and data gathered with photos from the past and local weather data from previous years. A home/ school/ community link is important so I will encourage the children to speak with parents, grandparents etc. to collect further data. Where possible I will invite in guest speakers from the community to talk about the impact climate change and weather changes have had on the locality.
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The research question that I have come up with is ‘How can we as a group reduce our carbon footprint to help our local climate’. As a class group I will have set up a weather station to continuously record the weather in our local area. We would compare the results with online resources to see how much it has changed from long ago. The children would make note of the various times they use resources that burn fossil fuels. We would conduct a class and school survey on how children get to school. We would continue to do this once a week and present our results to the whole school to hopefully raise awareness about our situation and make children aware that the damage they are doing can be prevented with simple changes. I would invite local environmentalist guest speakers also to speak to the children about the important role they have in saving our environment.
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The research question that I propose is ‘How has climate change had an impact on weather conditions and temperatures in Ireland?
Activities:
1. Discuss climate change – what is understood by the term? Record information on whiteboard.
2. Discuss and think about Ireland’s weather. Design vocabulary maps to best describe our weather?
3. Talk about extreme/unusual weather conditions witnessed in Ireland over the last 10 years. Ask parents/grandparents/research local media/check for reports on climate events. Make links with local environmental authority. Begin researching.
4. At this point it would be a nice idea to invite a guest speaker to the classroom e.g. local environmentalists, meteorologists, or community members who have observed changes in the frequency and intensity of extreme weather events to speak to the class.
6. Collect data – ground. Children may begin a 2 week observation of weather and record it on a daily log Children could build their own weather station and have it on the school grounds. After their investigation, children could present their research and findings to other classes throughout the school. A plan of action to reduce climate change could then be undertaken throughout the school. Everyone could make a pact to try to reduce their own carbon footprint in some small way. -
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The climate detectives project is aimed at children from 8 -12 years old and my children are younger than this so I have chosen a research topic that I feel I can adapt to reach their needs.
I have chosen to look at the effect of light pollution on the night sky, the consumption of CO2 through the use of electricity, the effect on wildlife and also the safety aspect to having lighting.
Phase 1: I would read the story Owl Babies, the owl who was afraid of the dark and talk about nocturnal animals that the children may be familiar with. We would then look at Vincent Van Gogh ‘Starry night’. The children would paint pictures of starry night skies.We would list some key words and terms for the children to consider.
Look at pictures of street light, houses lit up at night time and discuss why we have so many lights. Discuss how these lights are powered and the effect that has on our environment. Talk about nocturnal animals and how they may be affected by light pollution.
Children send in pictures of night lighting from around their houses to display in class.Question: Does light pollution have an effect on wildlife?
Make up an action plan to look how wildlife may be affected by light pollution and how they will investigate and measure this.Phase 2: Investigate using documentaries, photographs of wildlife in the local area and record animals that can be seen.
Children research and photograph animals in their garden at night using a tally chart. Watch videos on hedgehogs in country gardens and discuss why this is rarely seen in the town.
Phase 3: Share results and discuss if light pollution has an effect on wildlife. How can we reduce light pollution in our houses to promote climate change. -
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The research question I would ask would be ‘Studying the temperature, rainfall and water resources of our local environment’.
I feel it is important to keep the question posed simple and easy to understand. I would select a timeframe also so the boys can see the changes that are happening to the climate due to the behaviour of humans. I would perhaps try to get a picture of these changes to temperature and rainfall over the last 50 years, if possible, as this would clearly demonstrate to the boys the difference.
To engage the pupils I would question them about climate change and explain its meaning clearly so that everyone understands what they are investigating. I would then allow a class discussion to take place to ascertain the pupil’s knowledge of the topic. I would show them videos about the topic also like the one we saw in this course in an earlier module, which really would attract their attention,.
After that we would start some web research to find some data and explore how we could find the relevant data. I would divide the class into various mixed ability groups also so that everyone has a chance to be actively involved. Luckily in our area there is a national park which could be a valuable source of information.
Overall I feel that getting the boys engaged would be straightforward but trying to get all the information analysed and presented properly would be a greater challenge but might be worth doing in the year ahead! -
Research question
What are some ways we could help the environment by reducing our carbon footprint when traveling to school?Firstly, we could brainstorm some ideas together, such as walking or cycling to school, taking public transportation, or carpooling with friends.
The children could create a chart or graph to compare the carbon footprint of different modes of transportation. The children could have the research the average amount of emissions produced by cars, buses, trains, and planes per passenger mile, and then create a visual representation of the data. This could be a fun and interactive way to learn about the environmental impact of different modes of transportation.
The children could do a survey of how all the families in the school currently to school. They could deliver their research finding of the emissions from all the different modes of travelling to school. There could be a whole school approach whereby walking to school and cycling and carpooling are promoted. The children could then repeat the survey several week later and see if there has been a reduction in the overall carbon footprint of the school.
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I agree with your approach! Brainstorming ideas like walking, cycling, using public transportation, or carpooling is a great start to reducing our carbon footprint when traveling to school. Creating a chart or graph to compare emissions from cars, buses, trains, and planes per passenger mile will help visualize the environmental impact of different transport modes. Conducting a survey among families to gather data on current travel habits and then promoting eco-friendly options like walking and carpooling can actively involve the whole school community in reducing our collective carbon footprint. Tracking changes over time through repeated surveys will show the effectiveness of these efforts.
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Research Question:
How does urbanisation impact the temperature in different parts of our city, and what can we do to make our city cooler?
This research question examines the relationship between urbanisation and local temperature variations, aiming to explore the urban heat island (UHI) effect in our community. The UHI effect occurs when urban areas experience higher temperatures than their rural surroundings due to human activities. This is mainly caused by the concentration of buildings, roads, and other infrastructure that absorb and re-radiate heat more than natural landscapes. By utilising the Climate Detectives research question planner, students can investigate how urban development influences temperature differences across the city. They can gather temperature data, analyse patterns, and understand the factors contributing to higher temperatures in urban areas.
To encourage participation, I would start by discussing noticeable differences in temperature they have experienced around the city, making the topic relatable and interesting. Using the Climate Detectives framework, students will become ‘climate detectives’ to investigate these changes scientifically. The class will be divided into small teams, each focusing on different aspects of the research. One team could collect temperature data from various locations using thermometers or mobile apps, another could analyse the data to identify patterns, and a third could study the impact of urban materials and green spaces on temperature.
We would also incorporate hands-on activities such as field trips to different parts of the city, where students can measure and compare temperatures in urban centres of dense high-rise buildings, parks, and residential areas. Regular discussions and collaborative sessions will be held to share findings and refine our research. Inviting guest speakers like local climate experts or urban planners can provide valuable insights and further motivate the students in my class.
Finally, students will present their findings to the school community, proposing actionable measures such as planting more trees, creating green spaces, or using reflective building materials to mitigate the UHI effect. By involving students in every step of the research process and emphasising the real-world impact of their work, I aim to foster a deep and lasting engagement with climate science and environmental activism.
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Hi Veronica
That sounds like a lovely study to make children aware of the effect of urban heat islands and I love the fact that you are proposing to visit some of these locations with the children. Taking temperatures in different parts of the city is a great idea but it may be difficult to visit on multiple occasions so another nice addition might be to do a more in depth study within the school grounds if you have a variety of areas such as tarmac yard, beds or planters and shaded areas under trees. Temperatures in these areas could be taken on a daily basis over a few weeks to build up a better picture. Looking at pictures and studies of European cities where efforts have been made to green urban spaces would also be a good addition. Slightly off topic but maybe of interest is this initiative in Carlow Town https://www.carlowlive.ie/news/ecolive/1546922/carlow-concrete-spaces-given-over-to-rain-gardens.html
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Question? How Does Climate Change Affect Our Weather in Ireland and What Impact It May Have on Our School Garden?
We are going to learn about how climate change can affect the weather here in Ireland and what that might mean for our school garden. Let’s discover how we can take care of our plants and help our garden thrive despite these changes.
What is Climate Change?
Climate change means the Earth’s weather is changing in ways that can last a long time.
It’s mostly caused by people burning fuels like coal and oil, which put extra gases in the air. These gases trap heat and make the planet warmer.How Does It Affect the Weather?
Climate change can make the weather hotter, colder, wetter, or drier than usual.
It can lead to more storms, heavy rains, and sometimes longer dry periods.Climate Change and Weather Changes in Ireland:
Warmer Temperatures: Ireland is getting warmer overall. Summers might be hotter than usual.
More Rain: There can be more heavy rainfalls, especially in the winter.
Storms: We might see stronger and more frequent storms.Impact on Our School Garden
Effects of Warmer Temperatures:
Plants might need more water because the soil can dry out faster in the heat.
Some plants might grow better with the extra warmth, but others might struggle.
Effects of More Rain:Too much rain can cause our garden to flood, which can harm the plants.
It can also wash away important nutrients in the soil.Conclusion:
Climate change can bring new challenges to our garden, but with a little care and attention, we can help our plants thrive. Remember, by taking care of our environment, like recycling and saving water, we can also help slow down climate change. Let’s work together to keep our school garden healthy and beautiful!-
Hi Irene
That sounds like a lovely question to investigate in your schools garden. The children could gather their own weather data and then compare it to the recorded weather data for each day and use a tool such as the Teal Tool to look at weather data for the same period in previous years. They could then record their observations of how well different plants grow in the school garden and discuss if the weather might have had an impact on plant growth. If this information was kept from year to year it would be a great long term project with each class being able to compare their observations with data from previous years.
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To craft a research question related to a climate concern using the Climate Detectives research question planner, follow these steps:
Identify the Climate Concern: Choose a specific climate-related issue that interests you, such as deforestation, greenhouse gas emissions, ocean acidification, etc.
Define the Scope: Clearly define the scope of your research. For example, are you focusing on a local, regional, or global impact? Narrow down your question to a manageable scope.
Research Question Components:Topic: State the climate issue you are investigating (e.g., deforestation).
Impact: Describe the specific aspect of climate change or environmental impact you are studying (e.g., impact on local biodiversity and climate patterns).
Variables: Identify the key variables or factors you will investigate (e.g., species diversity, carbon storage, temperature changes).
Formulate the Question: Combine these components into a clear and concise research question. For example:“How does deforestation in [specific region] impact local biodiversity and climate patterns, specifically in terms of [mention variables such as species diversity, carbon storage, temperature changes]?”
Refine and Clarify: Review your question to ensure it is specific, measurable, and aligned with the goals of the Climate Detectives project. Consider whether it is feasible to gather data and conduct analysis within your available resources.
Submit and Discuss: Share your research question with peers or instructors for feedback and discussion. This collaborative process can help refine your question further and ensure it addresses relevant climate concerns effectively.
By following these steps, you can effectively use the Climate Detectives research question planner to craft a research question that contributes meaningfully to understanding and addressing climate issues through scientific investigation. -
Research Question: How does urbanization affect local temperatures in our city?
Reflection: To engage students in investigating this question, I would first introduce the concept of urbanization and its potential impacts on the environment, particularly on local temperatures. We would discuss how cities with more buildings, roads, and vehicles can create “urban heat islands” where temperatures are higher than in surrounding rural areas.
Next, I would encourage students to use the Climate Detectives research question planner to outline their investigation. They would gather data by measuring temperatures in different parts of our city, both urban and rural, over a period of time. This hands-on approach would allow them to see firsthand how urban areas can be warmer due to factors like concrete absorbing heat during the day and releasing it at night.
Students could present their findings through posters or presentations, sharing insights into how urbanization impacts local climates and discussing potential solutions to mitigate urban heat islands. This project not only develops their scientific inquiry skills but also fosters a sense of environmental responsibility by understanding the human impact on climate.
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How could conserving and restoring natural spaces, and the biodiversity that they contain, in our local community, be essential for limiting emissions and adapting to climate impacts?
Strategies to explore the research question.
Class discussions and brainstorming about our own natural spaces surrounding our school building and the natural spaces that we have around our own homes. Ask students about how they think the huge increase in infrastructure and buildings in the last 10 years might have on biodiversity and climate change in our local area.
From here, the children would work in groups of 3 to study satellite photographs of their community before and after the amount of housing estates and roads were built. (Observation and data) They would also use tools like the EO browser to assess urban development in the area. A map of the local community would then be divided up into separate areas and numbered. Each group would be assigned an area to study, observe and document. Field trip: each group would walk to their assigned area using their maps, providing a real-life experience to document the proportions of natural spaces/ wild meadows present in this specific area.
I would invite local environmentalists and community members to speak to the children about the changes that they have observed in the community and to hear the local impact of reduced natural spaces have had on our community.
After researching and analysing their data, each group would share their results with the class and reflect on their findings as climate detectives. The children could then invite a local politician into the school to present their solutions to their research question and to show him/her the potential that we have to make a real change in our community and local environment.-
Hi Michelle
That sounds like a great project. I love the combination of using the EO Browser to look at change over time and then having the children walk to their chosen areas to assess them for themselves. Involving local people to speak to the children is also a lovely addition. There are 2 other resources that you may find useful in your study. Geohive.ie from the Ordnance Survey includes some older maps and aerial photos that are great for studying changes in land use especially when compared to up to date views from Google Maps. Also the mapping portal from Biodiversity Ireland https://maps.biodiversityireland.ie/ can help you generate plant and animal species records from a chosen area.
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Research Question: How does increased rain in Ireland affect the playground at our school?
Encouraging Pupil Participation:
Begin by taking the children to the playground and discussing how it looks and feels on both sunny and rainy days. Let them share their own experiences of playing in different weather conditions.
Provide simple tools like rain gauges and waterproof notebooks for the children to measure and record rainfall. They can check the playground daily and note changes.
Use pictures and videos to show how playgrounds can look after heavy rain, such as puddles, mud, and wet equipment. This makes the concept more relatable.
Create a small, supervised experiment area in the playground where children can observe how water collects and drains. Use different surfaces (sand, grass, concrete) to show varied effects.
Hold regular sharing sessions where children discuss what they observed in the playground. Ask questions like, “How did the playground change after the rain?” to stimulate critical thinking.
By making the research question directly relevant to their everyday experiences and incorporating interactive, hands-on activities, young students can actively engage with the concept of increased rainfall and its effects. This approach fosters curiosity, critical thinking, and a sense of involvement in their immediate environment. -
How could we as a class reduce our carbon footprint to help reduce climate change?
1. Decide on title/ give class title.
2. Brainstorm: we have previously covered climate change in the class. Recap as a class on what we already know about climate change. Brainstorm any ideas how we as a class reduce our carbon footprint to help reduce climate change.
3. Research: with what we have come up with from brainstorming, get the children into small groups and get each group to research one way in which we as a class reduce our carbon footprint to help reduce climate change. Carry out research using iPads, newspapers, questionnaires, etc. Use hands on activities as part of the research process.
4. Guest speaker: Invite local environmentalists, meteorologists, or community members who have a knowledge of climate change to speak to the class. This will help the students as they get to hear real-life experiences and so understand the local impact of climate change.
5. Present the findings of their research project to other classes in the school to spread awareness. -
Research Question: How does planting more trees in our school affect the local temperature and air quality?
To encourage pupils to participate in this research project, I would start by discussing the importance of trees in combating climate change and improving air quality. I would use engaging, age-appropriate materials such as videos and interactive activities to explain how trees help cool the environment and clean the air.
We would then brainstorm as a class why this project is important and how it could benefit our school community. I would organize students into small groups, each responsible for different aspects of the project, such as researching the types of trees to plant, measuring temperature and air quality before and after planting, and documenting the process with photos and drawings.
To make the project fun and interactive, we could have a tree-planting day where students actively participate in planting the trees. Regular monitoring and data collection would involve hands-on activities, keeping students engaged and invested in the project’s outcomes.
We could present our findings through a school assembly or a science fair, allowing students to showcase their work and understand the impact of their efforts. This project not only teaches scientific principles but also fosters a sense of responsibility and teamwork.
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I really like the idea of this and reinforcing the importance of tree with the children. All to often we see people wanting to cut trees down to get light in their gardens are saying that they will damage buildings around them. Showing the benefits of the trees in temperature and offering nice shady areas in the school is so important. The children could write reports on their findings for the BOM or the school newsletter too. There is also something very calming about the sound of trees rustling!
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Research question: How has monthly rainfall in Carrick-on-Shannon changed since 1941and how has this impacted the land surrounding the river Shannon?
I would start with a brainstorm on general weather in Carrick-on-Shannon and guide this to visible evidence of weather events. Without doubt, children will highlight certain areas around the town that are prone to flooding. To start, we will create rain gauges and place them in different areas in the school, and also close to the river. We will keep monitor these for monthly rainfall and compare with records for the town from the 1940s.
They will research and examine satellite photos of the Carrick-on-Shannon area from different seasons using tools like the EO browser and photos from local and national archives. Pupils can also work on getting local anecdotes on recent flooding from their extended families, neighbours, friends etc.
In comparing photos from different times, pupils could contact Leitrim County Council and request information on the Carrick-on-Shannon Flood Relief Scheme.After several months, data can be compared and some conclusions extracted, to compare rainfall amounts from 80+ years ago and potentially to see if the flood relief scheme has been effective thus far.
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Research Question: What can changes can we make in our class to help reduce our carbon footprint?
Brainstorming:
Focus on small changes we can make quickly and easily. Inform the parents of these efforts so that they can also join in and try to support the changes that are decided upon in the class.
Our journey to school- Suggestions- walking groups to school instead of driving, taking the bus, etc.
Our school lunches-How can we reduce the food waste that is happening (food leftover daily when students are absent)? Why is food waste happening everyday? What way can we make sure that more rubbish is being recycled properly?
Our school day- What way can we use less one-use products in our class? what kinds of materials should we try not to use? What kinds of materials are reusable?
For each topic, a survey could be completed both in our class and other classes in the school, to observe common patterns of behaviour and problems surrounding travel to the School, food waste, recycling and the use of single use plastics around the school.
For each problem that is identified, the children will brainstorm some solutions- for example initiatives that we could do within the class to improve these issues such as- Walking Wednesdays where everyone that is close enough to each others houses tries to walk to school together at least one day a week to begin with.
Free food Fridays- To reduce food waste, any food (from absent children’s lunches that are provided and not used during the week) (provided that is not out of date but has been left over) can be collected in the front of the school so that it does not go to waste.
For Walking Wednesdays, track how many children would have come to school in a car had they not completed walking Wednesday (if possible for them)
For Free food Friday- Track how much food would have gone to waste should the children not have collected all the spare food.
The children will discuss findings and act as climate detectives to also to problem solve further how these problems and other similar issues could be addressed first within our own class but then on a larger scale. (within the whole school context and also at home)
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Research Question 2:How can we make our outdoor area in our school more biodiverse and eco-friendly?
Activity- Children in the class can conduct a survey of each yard (there are 3 in the school) and note down how much greenery they see, if they see any plants, flowers etc and if they observe and mini-beasts.
The children will also look up aerial photography of each yard area and its surroundings and mark any areas they think should be improved.
The children will do some lessons about why some insects in particular are very important for our environment, particularly bees. We will try to make some changes to increase the amount of plants and greenery on the yards where the least amount of minibeasts have been seen. This could include patches of grass where the grass is allowed to grow without being cut, flowers being planted in designated places, etc. Some fundraising could take place and some plant pots etc could also be made or collected if children have spare ones at home.
After a final discussion of the results and some before and after photos, The children can assess the changes that have occurred and investigate how these have made the school environment more eco-friendly? Are there any challenges with this? Have there been any other positive affects besides making the school more biodiverse? What changes could you make in your own gardens to have a similar improvement?
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I like the idea of the whole school being able to participate in this activity. We recently decide to create a wild garden space within our school and the children are really enjoying the process. The children have an input as to what should be included and it is a great way for all classes to become involved.
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Question: How do trees help keep our school playground cool on hot days?
Seven-year-olds are naturally curious and enjoy learning about the world around them. They can easily observe their surroundings and notice how weather changes affect their daily lives. This research question is designed to help young students understand the role of trees in moderating temperatures and making outdoor environments more comfortable, even on hot days. By focusing on a familiar setting like their school playground, the topic becomes more relatable and engaging.
Temperature Observation:
How does the temperature feel in the shade of a tree compared to areas without trees?
Can students measure temperature differences using simple tools like thermometers?
Tree Characteristics:
What types of trees are found on the playground?
How do the leaves and branches of these trees provide shade?
Cooling Effect of Trees:
How do trees help cool the air? (Introduce the concept of shade and transpiration in simple terms.)
Why is it more comfortable to play under a tree on a hot day?
Other Benefits of Trees:
Discuss additional benefits of trees, such as providing oxygen, homes for animals, and beauty.
Discuss the characteristics of each tree, such as leaf shape and size.
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Research question: How can we reduce the carbon footprint of our school?
The children will integrate this question with the Data Strand in maths and they will survey the whole school on the various methods of transport used to travel to and from school.
This information can be analysed and presented in a variety of ways using different types of graphs ( on paper and digitally)
The student’s council could run an initiative/campaign to encourage the parents and children to try out methods of transport that may be less destructive to their environment (air quality etc).
The initial surveys will have to be repeated termly to elicit whether there has been a change in mindset and behaviours. -
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Being a teacher in a strong agricultural area the research question I would pose is:
Has climate change had an impact on how farmers work?
I would encourage the children to look at ways that changes in our weather have impacted local farmers and how they work.
Students can collect weather data focusing on rainfall levels and temperature levels. The student scan also look at storm frequency and if this has changed. How could this affect farming?
The school has strong links with the local community so the students could visit a local farm and interview the farmer about any changes they have had to make due to climate change.
The children can discuss crop choices, crop yields, animal welfare such as feed and shelter, animal birthing times.
Finally the children could conduct a weather comparison study on a chosen season. They can look at weather data from a number of past years and then collect their own data for the chosen season and compare their results, draw conclusions and present their results. The children could make their own weather apparatus for this study.-
Hi Catherine, I really like the idea of involving the community and also recognising the demographics of your school. Pitching the lessons to something that directly affects the children and their parents’ lives as farmers or agricultural workers would be very engaging and could result in some very important and interesting real-life learning.
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Research question – ‘How can our school community make a positive difference to slow down climate change’
First, I would encourgae the pupils to engage in a discussion about climate change, specifically the causes of climate change in relation to human behaviours and greenhouse gases to ensure a good foundational knowledge. Leading on from this, pupils could brainstorm in groups potential solutions and initiatives to raise awareness about climate change, both the effects and solutions.
After completing a whole-class and group activity, students would then work in pairs to identify what behaviours we do that contribute to climate change. Pupils can then feedback to the whole class and they could make a poster to outline and map out all the different ways our school community can address these issues in a positive fashion. The class could also see what ideas the Green Schools Committee have and try to link with their goals and plans for the year. We could also re-emphasise initiatives that have started to be taken for granted in the school such as daily litter-picking, collecting batteries, and composting food waste which can be pupil-led.
Finally, after designing and enacting their plan, pupils should reflect on and evaluate the effectiveness of their proposed solutions in tackling the initial research question while continuing to review their progress throughout the year and give recommendations for future years.
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Research Question: If I can’t see immediate and damaging effects of climate change in front of me, is climate change really happening?
I believe one of the most important things about climate change is the amount that has changed in such a small period of time. Some people believe that we will not see the effects of climate change in our life time and that it will take years and years before the effects are more tangible. The problem with this idea is that the way climate change has rapidly increased in a short space of time, meaning yes we are already seeing the effects but more severe effects and consequences are on the way much sooner than we think. In many ways people believe that that small impact they are making towards climate change is so small, it’s irrelevant. However, if each people did something small, the impact and how we slow down the process would be very influential.
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How does deforestation impact local climate patterns in North Cork over the past decade?
To encourage pupils to participate in investigating this research question, I would begin by introducing the importance of understanding climate issues and their local impacts. Engaging students in discussions about deforestation’s broader environmental consequences, such as changes in rainfall patterns or temperature fluctuations, would set the stage. Next, I would guide them through the Climate Detectives research question planner, emphasizing the steps of formulating hypotheses, collecting data, and analyzing findings. Providing access to resources like satellite imagery through tools such as EO Browser would enable students to observe changes in land cover over time and correlate these with climate data.
In the classroom, I would foster collaboration by forming small research teams, each responsible for different aspects of the investigation, such as data collection, analysis, and presentation. Encouraging creativity in how they communicate their findings — whether through presentations, reports, or visual displays — would motivate students to take ownership of their research. Finally, celebrating their discoveries and discussing potential implications for local communities would underscore the real-world relevance of their work, inspiring a deeper understanding of environmental stewardship.
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What is coastal erosion, why is it happening, how is it affecting us in Mayo and what can we do to help?.
A local beach, Bertra Strand has been greatly affected. Class could brainstorm the beaches that children know and invite visitors in to talk about what Bertra was like when they were a child and discuss the changes that have happened.We could find pictures of Bertra from years ago and then visit the beach. Do you see any changes? Why are there rock walls ? Are they making a difference in protecting the coast and are they long term solutions? We could read about how storms and rising sea levels are connected to climate change. The children need to understand how climate change affects our coastlines and help us find better ways to protect our beautiful beaches and cliffs. Older classes could gather historical data on coastal erosion rates from geological surveys and satellite imagery, collect information on weather patterns, sea levels, and storm frequency from meteorological data and use GIS tools to map changes in the coastline over time. They could then assess the potential future impact on coastal erosion and infrastructure if we don’t act now and come up with their own solutions.
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Hi Pat
Coastal erosion is one of the most easily visible effects of climate change and investigating it on your local beach is a fantastic idea for a Climate Detectives project. A visit to the beach combined with research on the causes, effects and solutions to coastal erosion and examining data from satellite imagery is a great way to go about the project. The Geohive map viewer from the Ordnance Survey https://www.geohive.ie/ might be a useful tool for you.
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Research question: Has our unseasonable low temperatures during the summer effected growth in the school garden.
I have noticed in my own garden this summer some of the flowers haven’t bloomed and one pear tree has produced no fruit while another has produced some but nowhere near as much as it usually does. While I could blame some of this on our poor gardening skills I have noticed the same in my neighbours garden. I would use this as a starting point with the children. I would then go and get them to make observations in different parts of the school where we have plants growing. We could record using photographs and making our own drawings. We would then need to see what the plants should be doing at that time of year, probably sept/oct and compare that to our findings, are the apple trees baring fruit etc. E could look at factors that might have an effect such as the amount of light in the areas of the plants or the temperatures over the previous months, did the plants get watered over the break etc. I would then get the children to research how to care for the plants we have identified and over the course of the year I would get them to mind, prune, water etc them etc and see if it makes a difference to them, keeping a record of late frosts. I would hope that the following years teacher would take a look and see if there was any improvement in the plants. Over the year the children could report to the school during assemblies or write a short report for the school newsletter. I like the idea of having a project we work on over the year and can touch in with once a week or once every 2 weeks.-
Hi Gina
That is a great question and is something that the children can directly observe in their school garden. It would help if you had some photos from previous years of plants that were harvested from the school garden but if not it would be a great idea to start a small database in school. You could record what was planted each year, along with the dates and the weather and some photographs and the same with harvesting whatever was planted. You could even keep a simple daily log of the weather, especially if you got other classes involved or could simply refer to past weather data. That way you would be able to track the changes from year to year and identify which were good growing years and which were bad.
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Research Question:
How does urbanization impact local climate patterns in [Your City/Town]?Reflection:
Encouraging pupils to participate in this research involves making the investigation relatable and engaging. Start by connecting the topic to their everyday experiences—ask them if they’ve noticed changes in temperature, unusual weather patterns, or differences between urban and rural areas. Use interactive activities like local field trips to urban and green spaces to collect temperature data. Incorporate technology by using apps and sensors for real-time data collection and analysis. Engage them in discussions on the importance of urban planning and green spaces in mitigating climate impacts. Encourage critical thinking by having them compare their findings with historical data and predict future trends. Use collaborative projects and presentations to foster teamwork and communication skills. By making the research hands-on and directly connected to their environment, students will feel more invested and enthusiastic about exploring climate issues.-
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This is a great idea given the amount of development in areas at the moment and the issues residents are having in protecting green spaces in their areas. I like the idea of researching historical data and the children making predictions then about what it might be like in their area in years to come.
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Research Question: Coming up with ways to lessen our carbon footprint in school and monitoring these changes over the course of a school year. I think this investigation would tie in nicely to the work that the green schools committee is doing in the school at the moment also. I also think this is a question where the whole school could get involved in as each class could be given a different topic to work on and to monitor throughout the year. This project could start with the older classes coming up with ways in which the school could lessen its carbon footprint such as monitoring the ways in which children travel to school and promoting more environmentally friendly ways and doing a survey each month in every class to see if there are any changes in behaviours. Another investigation could be to monitor how much printing each teacher is doing in the school and coming up with ways they could improve their numbers and monitoring this over the year. Another investigation could be to encourage all teachers to plug out devices at the end of the day and ensure lights are always turned off when we leave the classroom. Another investigation could be to harvest rainwater in the school and use it for different purposes around the school.
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Research Question: Investigating the human impact on the lives of the Polar Bear
For my research topic, I’d like to look at how human behaviour is impacting the lives of Polar Bears. Having an interested in this topic, I know there are a lot of stimuli I can use to introduce this project to the students. From cute videos of the polar bear, Knut, raised in Berlin Zoo, to the Polar bears that invaded a Russian village. With so much news coverage over the last few years, resources are easy to come by.
Next I would introduce the students to the Climate Detectives Program saying we would be using this to investigate why the bears may be wandering into villages or why Zoo’s feel that can play a part in saving them. Students would work in groups examining different aspects of the impact of our actions on polar bears.
Finally, students would present their findings and see how we as a school can do our part to help.
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Hi Brendan
While Polar Bears have become the symbol of Climate change and are no doubt affected by it, a focus on animals who live far away can make it seem to children that Climate Change is something that happens far away and therefore it isn’t directly relevant to their own lives. This is why the Climate Detectives Programme asks children to investigate a local climate issue. By investigating one of the many local affects of climate change children can see the relevance to their own lives and can also focus on awareness campaigns and local actions that can help to reduce its effects
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Research question, “How has climate change affected climate change in Ireland and how is it predicted to do so in future?”
Student Participation:
I would begin with a KWL chart about weather and climate in Ireland followed by estimates for storm numbers and rainfall. It would be key here to clarify weather, climate, extreme weather and what was expected of them in using the scientific method.
I would show the students the climate aid 2020 video for interest and context building
The students would then be asked to formulate their own hypotheses based on extreme weather events in Ireland and how they can be measured.
The class could then avail of the tools the tealtool, the Copernicus project and the EO website to chart the changes in climate and weather events in Ireland and abroad trying to recognise patterns and predict outcomes. They would be expected to analyse the data and determine its value.
The students then collect and compile suitable data and analyse their findings, comparing metrics, data and tools.
Students would then ask questions and give feedback on each others projects before completing their projects.
The class would then finish off with a group project presenting their findings and sharing the research with a wider audience, either through showing to other classes, a green-schools assembly or publishing on the school website.
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Research Question: How does deforestation effect the climate?
I would begin my lesson by showing the students images of the Amazon Rainforest 50 years ago and showing them a contrasting image of it today. Through these images I would encourage students to give their views and opinions on why and how come there is such a change in the forest. What factors have influenced it? How does this impact on the world’s climate? What can we do to help? I would gather the points on the white board.
After the class discussion I would show the students a video on the greenhouse effect, so they have a better understanding of how forests play a major role in protecting the worlds atmosphere.
I would follow this video with a brief discussion on anything the children may have learnt about the greenhouse effect and its relationship with deforestation.
Students would be split up into groups of 4. All students would brainstorm different locations throughout the world where that they could investigate climate change. Each group would be allocated one specific location to research and given subheadings to research.
By using the Climate Detectives research question planner, students can explore the effects of deforestation on temperature, precipitation, and humidity levels in the world.
They can use online tools such as the EO browser to analyse satellite data from up to 30 years ago. They watch a range of videos that have been recommended through this course. They can carry out interviews with older people who have lived through the changing times. Students would present their findings to the class after extensive research.
Through the Climate Detectives approach to research students are using the skills encouraged in through STEM which are inquiry based learning and experimenting in classrooms to aid creativity, problem solving, critical thinking, and communication skills.
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Hi Emer
Looking at the effects of deforestation on Climate is a nice idea but remember that the main objective of the Climate Detectives programme is for the pupils to investigate a local climate problem. Researching the role of forests in absorbing CO2 and then using satellite imagery to look at changes in forest cover in Ireland might be a nice way to make this a local climate issue. You could also compare forest cover in Ireland to other European countries to see how low our rates of forest cover are and to research the efforts of Irish people who are hoping to expand out forest cover especially native forests. I like your idea of interviewing older people about changes that they have experienced which would be a nice addition to your research.
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I used the Climate Detectives research question planner to develop my own research question in relation to a climate issue. The question I chose was as follows: How can planting more trees around our school help reduce the effects of climate change in our community?
The children could be divided into five groups. Each group could be given a heading to research. The five headings we could focus on could be: Absorption of carbon dioxide, Provision of shade, improving air quality, enhancing biodiversity & preventing soil erosion. The children could then develop and present projects based on their findings to the rest of the class. This could be extended and the children could then present their projects to other classes in the school.
The children could then be involved in the planting of trees in the area which would help them to learn further about the different benefits that trees provide. This could also give them a sense of ownership over taking action against climate change in their own area and over looking after the trees themselves.
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Hi Jacqui
That sounds like a great project based on trees with a very practical purpose. I love the way that you have structured the research projects with each group focussing on a different benefit of trees. It would be lovely if you could incorporate a local walk or field trip after the children have presented their findings so they could look for examples of where trees are helping to prevent soil erosion on a slope or providing shade and improving air quality on a town or city street or spending time investigating the minibeasts that live in or around a particular tree. They could use what they have learned in their research projects when choosing what trees to plant and where to locate them and then enjoy the satisfaction of planting their trees and watching how they grow over the years. We have planted many trees in our garden and I love to walk around the garden and watch their progress. You might be interested in this resource from the Tree council https://www.treecouncil.ie/the-right-tree-in-the-right-place to help with choosing trees. The resource names both native and non native trees but native trees will often grow better in the space and will always provide the best benefits for climate and biodiversity,
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Research Question: How is climate change affecting the population and distribution of native tree species in Ireland?
For my research question I have chosen to investigate the population and distribution of native tree species in Ireland. In our local environment we are fortunate to be situated close to woodlands and it would be an excellent opportunity to involve the class in local studies. To engage the children in the project, I would start by connecting the topic to our immediate woodland environment and their own experiences. Many pupils may have observed changes in local parks, forests, or even their own backyards, making this issue relevant and accessible for research. We would begin with a discussion about the importance of trees and forests, not only for the environment but also for the community.Field trips would be a key component of the project. Visiting local forests and woodlands, the children could observe and document the health and distribution of various tree species. They could also collect data on tree growth, leaf health, and any visible signs of disease. Collaborating with local forestry organisations such as Coillte could provide additional insights.
Incorporating technology, such as GIS mapping tools and climate data analysis, would allow pupils to track changes over time and understand broader patterns. Group projects and presentations would encourage teamwork and help pupils develop communication skills. By making the project interactive, locally relevant, and scientifically rigorous, pupils would be more engaged and motivated to participate, gaining a deeper understanding of climate change and its impact on their natural surroundings.
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My Climate Detective research question would be why is there a decrease in trout in the local river? Lots of thee children like fishing and I think that this research question would entice a lot of children to get involved. They would have to gather evidence from the ground around the river. Are there other fish which are stopping the trout? Is the temperature of the water going too warm for the trout? Is the temperature of the water causing other fish to come and eat the trout? The children could also your satellite images from space to see if the river Is widening due to erosion and is this the reason for the lack of trout? I would ask the children to interview someone who likes fishing either a family member or a member of the community to talk about the changes in fish in the local river over the years. I would bring the children down to the river and test the temperature of the water and record what fish we can see. I would also invite in a member of the local Lions Club who is passionate about the local river and ask him about the decline in the trout.The children could ask him questions. They could then compile ll their evidence and make a plan about what t do.
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Research Question: How is climate change affecting the weather in our local area, and what can we do to help the local environment?
Strategies to Explore the Research Question
1. Class Discussions and Brainstorming: Start with a simple discussion about weather and climate. Ask students what they know about climate change and how they think it might be affecting their local area. Brainstorm the topic to gauge their understanding and curiosity.
2. Observation and Data Collection: Engage students in observing and recording daily weather conditions. Compare this data with historical weather data (simplified for their understanding) to notice any changes or patterns.
3. Guest Speakers and Experts: Invite local environmentalists, meteorologists, or community members who have observed changes in the environment to speak to the class. This helps students hear real-life experiences and understand the local impact of climate change.
4. Research Activities: Begin research using a variety of sources to determine weather patterns over a specified period of time.
5. Finish off with a group research activity where the children will pick a specific weather event and find as much data on this event in Ireland. This will help to show if the frequency and intensity of the event has increased.
6. Discussion. Discuss what we could do in a school community to help reduce our carbon footprint. Turn off the lights, Recycle, walk/cycle to school if possible. Use the bus instead of travelling in cars.
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The class is invited to discuss what weather is and and how they experience different types of weather and how this affects them (extra clothing needed, sun protection in summer etc.)
Relate the questions on weather to the school garden and how different weather from day to day affects the garden along with seasonal changes in weather.
There is great potential for interactive learning and to make garden observations and record changes that are seen. A weather chart in the classroom is effective for recording daily weather conditions. They can compare the changes in weather with changes in the garden. Pupils will learn about a local ecosystem by observing birds, animals and insects in the garden and how the weather affects their presence there. Pupils can be shown videos like HOME that show how weather affects plants and animals. Pupils learn how to take responsibility for how they can behave to have a positive impact on the local environment. -
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How can we as a school community reduce our carbon footprint?
I will direct pupils to the How Big Is Your Environmental Footprint Questionnaire online and ask pupils to complete the questionnaire as honestly as they can. We will discuss findings. There are many ways and areas we can focus on to try and reduce our carbon footprint but we will pick one to focus on for the year. We will focus on reducing the amount of plastic in lunchboxes. We have found in our school that we have a problem with the amount of plastic that is in our bins at the end of the day, majority being from lunches, fruit juice cartons, yogurt pots, lunches wrapped in cling film. We will appoint some students as monitors who can visit each class and count the amount of plastic in lunchboxes. Figures will be recorded and we will run a campaign around school to try and encourage pupils to reduce amounts. Pupils could run a poster competition, prizes for most improved class, etc. Ideas will be given to pupils and an ‘idea sheet’ could be sent home to parents. Reusable bottles, reuse cling film or else use paper, buy big yogurt pots and send in small class jars, etc. After a month, monitors will visit classes, record figures again and see are there improvements. Continue the campaign and hopefully it was also encourage changes at home also which in turn will have a positive effect on reducing our carbon footprint not only in school but at home.-
Hi Michelle,
I like your idea to make children aware of their carbon footprint and also to focus on reducing plastic waste in the lunch boxes as a starting point. Making parents aware of the volume of plastic wastes is important, in my own school I ask the pupils to take home all their own lunch box waste so parents can see what they have eaten but also to increase awareness of reusable options. We also recommend the reusable water bottles which has helped to reduce the single use cartons and bottles coming in. If we encourage change in school this will hopefully encourage change at home as you have mentioned.
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Question: What impact do trees have on our climate and why we need them?
As my class are Senior Infants and too young to carry out the actual project we will start by reading the book the ‘Lorax’ by Dr. Seuss – it teaches children to treat our planet with kindness and to speak up when people are mistreating it. It is also a film that the children are familiar with. After we watch the film we will carry out a KWL chart and a mind map to ascertain their prior knowledge of what trees can do for us.
Watch videos ~ ‘Climate heroes – the importance of trees’, ‘What if everyone in the world planted trees’ and more.
Question the children as they will be able to extend their answers this way.
I feel these are the best methods to engage the children in this project as they are too young to carry out other methods.Data collection – going on field trips to Marley Park and Bushy Park ~ observing the trees and how many buds they grow in Spring and then return again before the summer holidays to see how many leaves there are. They can also use measuring tapes to measure the truck of the trees and then measure again to see if they got bigger. The children can also observe trees that have been cut down – they can look at the rings as you can tell a lot about the conditions during the years by looking at them.
The children can do earth observations by observing, measuring ~ taking pictures and using a measuring tape. The children can make a collage of their findings by using photographs and also drawing pictures of their findings.
Once the children have carried out their research and concluded their findings we will share their results by holding an assembly with the rest of our stream where my class can present them with their project and tell them about their findings and get the other children involved so they too can help us make a difference.
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Hi Niamh
That sounds like a lovely project to carry out with your senior infant class as it is practical and hands on and suitable for their level. Children love exploring trees and bringing them out to local parks to explore, observe, investigate and measure trees will be a fun learning experience for everyone and taking photographs and drawing sketches of what they find is a great way of recording. You might also consider doing leaf and bark rubbings. If you have the space in your school, it would be a lovely idea for the children to choose a suitable location to plant some native trees as a next step or if you don’t have space for trees, perhaps they could plant some pollinator friendly herbs or flowers in pots.
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Teaching how agriculture affects climate change to 10-year-olds can be both fun and educational. Here’s a detailed lesson plan with interactive activities to help them understand the concept:
How Agriculture Affects Climate Change
Objective
Students will learn how agricultural practices impact climate change and what can be done to make agriculture more sustainable.
Materials Needed:-
-Whiteboard and markers
– Pictures of different farming practices (ploughing fields, using fertilizers, raising livestock)
– Small plant pots, soil, and seeds
– Compost bin or example of compostable materials
– Printed handouts with fun facts and illustrations
– Coloring materials
Introduction
1. Start with a Story:
– Tell a short, engaging story about a small farm and its journey through the seasons.
– Highlight different farming activities such as planting, watering, fertilizing, and harvesting.
2. Discuss the Story:
– Ask questions to engage the students: “What did the farmer do to grow his plants?” “What animals did he have on his farm?”
Main Lesson
1. Explain Agriculture and Climate Change:
– Use simple terms to explain how farming activities can produce gases like carbon dioxide and methane.
– Show pictures to illustrate activities such as plowing fields (releases carbon stored in the soil), using fertilizers (produces nitrous oxide), and raising livestock (cows produce methane).
2. Interactive Demonstration
– Plant seeds in small pots with the children. Explain that plants absorb carbon dioxide and produce oxygen, helping to reduce greenhouse gases.
– Show compost materials and explain how composting helps reduce waste and enriches the soil without chemical fertilizers.
Activities (20 minutes)
1. Drawing and Colouring:
– Give students handouts with illustrations of sustainable farming practices such as crop rotation, using compost, and planting trees.
– Ask them to colour the pictures and explain why these practices are good for the environment.
2. Group Activity:
– Divide the students into small groups and give each group a farming scenario (e.g., growing vegetables, raising chickens).
– Ask them to come up with ideas on how to make their farm more environmentally friendly.
Conclusion
1. Share and Discuss
– Let each group present their ideas to the class.
– Discuss how each idea helps reduce the impact of agriculture on climate change.
2. Recap and Q&A
– Summarize the key points: Agriculture affects climate change through greenhouse gases, but we can use sustainable practices to reduce this impact.
– Allow time for questions and answers.
Homework Assignment:
Plant a Seed:
– Give each student a seed to plant at home. Ask them to keep a diary of its growth, noting how it absorbs sunlight and water to grow.
Draw Your Dream Farm
– Ask students to draw a picture of their ideal farm that helps the planet and write a few sentences about what makes it environmentally friendly.
By making the lesson interactive, visual, and relatable, 10-year-olds will have a fun and memorable learning experience about the relationship between agriculture and climate change.
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Hi Kathleen
That sounds like a lovely lesson with lots of simple practical demonstrations to illustrate both the negative and positive effects that agriculture can have and highlight how we can produce food more sustainably. The demonstration on composting will also benefit them in other ways as it will encourage them to think about what they do with their own food waste. I love the idea of planting a seed and keeping track of it as a follow up exercise and drawing their own idea of their ideal farm will help to draw all of the ideas together.
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I would start with a discussion about the tornado in Leitrim earlier this year. All the children will have had some experience of this freak weather event as many of them live in or close to the village.
Brainstorming would provide a good opportunity to organise the data already known to the children. They could differentiate between information from media sources and what the children actually observed on the day in question. Working in groups or pairs, the children could interview local people who were eye witnesses on the day in question. Perhaps a local eye witness could come to the school to talk to the children about their experience of the tornado. The children could also interview business owners and locals whose homes were severely damaged by the tornado.
Working in groups the children could analyse photos and screenshots from the tornado and they could compare them with photos and images of the village before and after the event. They could also analyse satellite imagery from before and after the tornado. The children could analyse and report their findings by writing an article for the local newspaper and showcasing their results to the wider school community.
I am confident that this would be an excellent topic for the children to explore as Climate Detectives. It would help them to develop their stem skills by giving them the opportunity to collaborate, communicate and to critically think.
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Research Question: How do changes in temperature and weather affect bees and the blooming times of flowers in Ireland? To encourage pupils to participate in investigating how changes in temperature and weather affect bees and the blooming times of flowers in Ireland, I would create an engaging and interactive project that combines outdoor activities with classroom learning.
Outdoor Activities: Observation Walks: I would organise to take students on regular walks to local parks or gardens to observe and record temperatures, bee activity, and blooming flowers. Provide them with notebooks and simple data sheets to jot down their observations.
Bee Watch: I would facilitate the class to set up a “bee watch duty” where students can count the number of bees they see in the school garden or nearby areas. with a bit of luck they can also note what flowers the bees are visiting.
Classroom Activities: Weather Stations: Create a simple weather station in the classroom where students can measure temperature and track weather patterns daily. This will help them understand how weather changes over time.
Flower and Bee Charts: Have students create charts and drawings to display their findings on flower blooming times and bee activity. They can use colors and stickers to make it fun and visually appealing.Guest Speakers: I would be a good idea to invite local gardeners or beekeepers to talk about the importance of bees and how weather affects plants and bees. This will provide real-world context to their observations.
Group Discussions: Through out the duration of the project I would organise group discussions where students can share their findings and results about how weather changes are impacting bees and flowers.
By making the project hands-on and integrating it with real-world experiences, students will be more engaged and motivated to participate actively in the research.-
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I love all of these ideas. The outdoor observations, creating weather tools and the guest speaker. All of this would add to a very enjoyable learning experience and learning how bees can have such a profound impact on climate is an excellent way to show students how a small thing can make a big difference. They often assume they themselves are too small to make a significant impact. If they see how a tiny been can make a big difference to climate change then they migh see their own potential.
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Research Question: What are the impacts climate change is having on our local weather?
Having such a young class we will begin with class discussion so as to assess the knowledge and understanding of the children in relation to climate change. Talk and discussion is key to correctly gauging the level of information on this topic and enabling active participation.
Children will engage in a hands-on approach to investigating and logging the weather we are experiencing in our locality at present eg: using a rain gauge to measure rainfall, using a thermometer to measure temperature over the course of a month and compare these results to the same month in the past so as to see the change over time.
Children will also engage the involvement of parents and grandparents by interviewing them/ answering a questionnaire/ filling out a survey that have been prepared by the children. This will give the children a meaning connection to and understanding of how weather and climate was in the past and observing the difference and change compared to todays weather and climate.
Such an interactive approach will be a more effective learning tool for the children because they are acquiring their accounts from people they know as opposed to reading the information from a book.
To further improve their research skills, children will work in pairs/small groups on the iPads to investigate the change in our local weather over the years and document and report their findings.
It would be a wonderful idea to invite local environmentalists / meteorologists in to talk to the children about weather and climate in our locality and how it has changed over time.
This would elevate the lesson to another level and the children would love the idea of such an important person coming into the school to talk to them.
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Research Question: How climate change is affecting Polar Bears and their habitats
The junior classes love stories about animals. A lovely story to use is “Polar Bears” by Gail Gibbons; a beautifully illustrated book that introduces young readers to polar bears, their habitats, and the challenges they face due to climate change.
This would be a great resource to create discussion about Polar Bears.
We would investigate the life of a polar bear, environment , food etc. The children would watch short videos about polar bears and how climate change is changing their habitats and feeding habits.
The WWF also has fabulous resources for the Climate Detective question being researched.
The children would become familiar with temperature and how we as humans have changed the temperature for the polar cap which the bear depends on. We would also use the satellite tracker for polar bears on the WWF Website
https://www.arcticwwf.org/wildlife/polar-bear/polar-bear-tracker/
We would create a climate change environment within the classroom to show how reducing energy would help with the temperature of our planet.
The children would create posters to using pictures to show how climate change is affecting the polar bear and other groups would show how we could help reverse climate change for our polar bears.
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My research question is “What is the solution to climate change?”. I think the simplicity of this question would allow the students to examine our current efforts being undertaken in the combat of climate change. They could also look back at changes that have been made over the years and critically examine what and where we have gone wrong and what is proving to be effective to date. I think Greta’s Ted talk and speeches could be a great provocation for this activity. The students could also look at the school as a point of investigation for its carbon footprint and analyse the school day in terms of energy consumption. This could be done through whole class learning and also small group research using ICT. The children could start to brainstorm action or solutions at a class level and a school level, tying into our school’s Green Schools initiative at the same time. I think it would be very engaging and great that it could be an ongoing project.
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Research Question: How does the amount of daily sunlight affect the temperature and plant growth in our school garden?
Reflection and Encouraging Participation:
To encourage pupils to participate in this research, I would begin by fostering a sense of curiosity and ownership. First, I would explain the importance of understanding climate and its direct impact on our immediate environment, such as our school garden. I would use engaging discussions and visual aids to highlight how climate change can affect plant growth and local weather patterns.
Next, I would involve students in setting up the experiment. This would include selecting the plants to monitor, setting up thermometers, and deciding on the locations within the garden for sunlight measurement. By allowing students to have a say in the planning and setup, they will feel more invested in the research.
I would also integrate technology by using simple weather apps or online tools to track sunlight and temperature data. This makes data collection more interactive and fun. Regular check-ins and group discussions about the findings would help maintain their interest. Encouraging students to hypothesise, share their observations, and draw conclusions fosters critical thinking and a collaborative learning environment. -
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How will climate change effect the tourism industry in Ireland?
I looked at some previous projects on the Climate Detectives website and they gave me inspiration for my research question. I think this question can be approached and investigated from different angles. The children will get the opportunity to use a wide range of STEM skills. I used the research question planner to keep me on track when formulating my question and I think it ticks all the boxes.
I would have a whole class brainstorm on tourism in Ireland at the moment- why do tourists travel to Ireland? (culture, greenery, history etc.) I would then ask the children to do a brainstorm on why tourists travel to Spain? (weather, beaches etc.) We would compare and contrast the two brainstorms and this would encourage the children to think about climate change in Ireland and the possible effects it could have on tourism in Ireland.
The children would be encouraged to interview their parents about their childhood in Ireland, and whether or not there were many tourists in Ireland back then in comparison to now. We would formulate an email to send to Tourism Ireland requesting facts and figures on tourism in Ireland over the last 10 years. With these figures and facts we can hopefully analyse the data and present it in the form of a bar or line graph.
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Hi Christina
Looking at the effects of Climate Change on tourism in Ireland is an interesting idea for a project. It is quite a broad question but could be narrowed down once you see what sort of data is available. Once you have looked into the reasons that people come to Ireland, you might also want to look at the main places that tourists visit and of course you will need to look at climate predictions for Ireland and other data such as predicted flood maps. You would then need to look at whether some of the main tourist destinations are likely to be affected by Climate Change and use that to formulate your research question e.g. Will Coastal Erosion impact on tourist numbers travelling the Wild Atlantic Way
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My reserch question would relate to something that we all need to think about which is – “What is our school’s carbon footprint and how might that be affecting climate change?”
To start, we would discuss energy usage in school: lights, IWBs, internet etc. We would then discuss what actions we can take day-to-day to ensure we are not wasting this the energy (such as turning off lights when we leave the room)
We would also look at the type of heating system the school may use – fossil fuel based or electric – and talk about the most efficient ways to heat buildings. This could lead to discussion about renewable energy forms such as solar and wind and the potential to use solar panels and insulation to better heat our building.
I would show the children videos and we would do lessonas about climate change before undertaking the next steps which would be do problem solve how best they could record and measure the energy use in the school, how they could represent this data and how best to interpret it. This would then be turned into a whole school project about how we could improve our schools carbon footprint.
I think students would love to take ownership and responsiblity over this type of project and I believe the idea of making a big positive change in our community’s impact on climate change would be a real source of pride for them.
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Hi Jamie
Looking at the concept of Carbon footprint can be a good way to start thinking of a project for Climate Detectives but as this is an extremely broad topic that would encompass all electricity use, heating, transport, purchasing and waste among other things, you would need to narrow it down considerably to make it a suitable research question. If you try to look into too many different aspects of energy use, you will find it difficult to gather data and measure the impact of any actions. You might want to chose either electricity or heating as your overall topic and then come up with a question that covers one aspect of that. e.g “how does our school’s computer usage contribute to greenhouse gas emissions and how could we lower our impact?”
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How could our school reduce our use of non-renewable energy and become a greener school? (5th-6th class project)
Firstly, explore non-renewable and renewable sources of energy and research where Ireland gets its energy from. Then, establish where our school gets its heating/electricity from and what uses power within our school (we have a large gas boiler room and a large fuse board and meters that the class could have a look at. Next, we can gather data and information. We could borrow energy made by Codema from our local library and explore how many kWh certain electrical items are using (e.g. the interactive board, laminator, photocopiers). We could calculate the cost by finding out how much the school are paying per kWh. We could explore lots of options for cutting down heating and electrical use such as reducing heat loss, turning off devices during break time etc. and compare to see have we saved any energy use through our interventions. Finally, we could present our research and findings to the school during assembly and create a display area focussing on green energy and energy use reduction for the school to use.
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Hi Caitriona,
Thanks for your post. That sounds like a great project choice for your 5th and 6th-class learners, with plenty of scope for exploration and energy usage improvements.I like how you plan on exploring the national context of energy generation and then bringing it to your school and your supplier, looking at alternatives and finally, how we can take action on a personal level to move the dial in the right direction.
Presenting findings is a wonderful way to consolidate learning and provides learners with an opportunity to develop their communication skills. I have no doubt that both your school’s electricity bills and learners will benefit from this project!
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Hi Catriona,
I think this would be a great theme of work for the children. They would be active in their learning and would find this work engaging and fun. Their environment would provide so many exciting triggers for learning and extension of this work. The Green School Work would integrate wonderfully with this too.
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Research question “How does our school garden help reduce pollution in our neighborhood?” This question can be a great way for the kids to explore how their school’s garden contributes to the local environment.
To explore how the school garden helps reduce pollution, children can engage in various activities:
1. **Observation Walks:** Take walks around the school garden to observe the plants and wildlife. Encourage children to notice how the garden looks and what animals or insects they see.
2. **Plant Identification:** Teach children to identify different plants in the garden. Discuss how plants help clean the air and reduce pollution.
3. **Watering and Gardening:** Involve children in watering plants, weeding, and caring for the garden. Explain how plants absorb pollutants from the air and soil.
4. **Composting:** Teach children about composting and how it helps reduce waste and pollution. Start a compost bin in the school garden.
5. **Air Quality Monitoring:** Use simple tools like air quality monitors or DIY methods to measure air quality in and around the school garden. Discuss the impact of plants on air purification.
6. **Research and Presentations:** Encourage children to research the benefits of plants on air quality and pollution reduction. Have them create presentations to share their findings with classmates.
These activities can make learning about the school garden and its impact on reducing pollution engaging and interactive for the children.
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The first step in this series of lessons would be to brainstorm with the class possible research questions. You would need to use the climate detectives guide to rule some of the potential questions out and identify a solid research question to fit the criteria. The climate detective template will guide you using the following questions: What makes a good research question? Does the questions fit the theme of climate? Is the question focused on a certain issue? Is the problem too broad or too narrow? Is the question clear and concise? Is the answer to the question readily available? Is the question feasible?
Having spent some time considering this I have settled on the following question: What are the sources of renewable energy in East Cork and how do they help reduce carbon emissions?
Suggestions: Visit local renewal energy sites like wind farms (e.g. Cork Harbour) and solar panel installations – there has been a huge solar farm open locally in the past year. Interview experts or workers at these sites and use online resources to understand how renewable energy reduces carbon emissions. -
I really enjoyed this Module especially learning about the ‘Climate Detectives Project’. It sounds like a fantastic project to raise awareness of climate issues and to give ownership to the younger generation to try and collaborate to solve them.
As I teach in a Junior School I would choose and will have Senior Infants in September, I think the research question I would choose is ‘How can we reduce our Carbon Footprint?’
To begin we would discuss the meaning of carbon footprint and I would show a short video of children making small changes in school and at home to do this.
We will list all the ways we can make changes as a class- turning off the lights in the class when we go to the PE hall, trying to eat more fruit and veg for our school lunch and walking to school.
We will then take note of the changes we are making on a weekly basis. There will be incentives for children who meet their targets. This could also be expanded to the whole school. We have a green school committee in 2nd class and perhaps they could take on this initiative as a whole school approach to reducing our carbon footprints.
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Hi Aoife
It is a lovely idea to introduce your senior infants to the idea of a Carbon Footprint and what it means for their daily lives. Younger children will enjoy taking little steps to cut out energy waste and keeping track of what they achieve. If they can influence other classes to take part that would be fantastic and it would give them a real sense of achievement to be leading the school on something like this. For an older class who wanted to actually complete a Climate Detectives project, a question on Carbon Footprint would be way too broad and they would need to use the research question planner to come up with a specific question starting with a broad topic like transport, electricity or heating and then refine it down to something specific they could measure and gather data on.
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The Climate Detectives Project is fantastic and it is something which would really engage the children. It would allow them to work both independently and collaboratively in a very purposeful and productive manner, as mentioned in the LAOS document.
Research Question: How does climate change affect the plants and animals in our local area?
I would brainstorm with the children what kinds of plants would grow in our local area as well as which animals we would expect to find in the area. We would go on our walk around our locality and we would take note of the different plants and animals spotted along the way. Next we would talk about how climate change may have affected the plants and animals over time e.g. daffodils appearing at Christmas rather than spring, the increase in wind and rainfall and how this can harm plants, the loss of habitats of animals due to deforestation, changes in timing of events such as migration. I would introduce EO Browser to the children, so that they could examine plants in the area and any changes that may have taken place over the years. Children could interview a grandparent or parent about changes they have noticed in plants and animals over the years. The children could come up with a plan to try to combat climate change possibly by reducing their carbon footprint. The children could present their findings to the school and raise awareness of taking action to save the plants and animals in our area.
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Research question: Climate change – what can we do?
As this is such a broad topic this lesson could span several weeks.
Brainstorm weather events and see what children already know. Discussion around climate, what change we can see and the effects of climate change.
Watch a small clip of gretta Thunberg discussing climate change.
In groups children would work collaboratively to investigate the effects of climate change at a more local level.
Working together they will research and come up with ways that our school community can help in the fight against climate change.
Guest speaker – invite relevant people in. We have a parent who works in met Eireann so would be a worthwhile person to invite in to speak with the children.
Present findings and ideas to class – litter picking, batteries, lights, bins etc. children could create posters to distribute around the school. Green school committee could be involved and new ideas brought to them.-
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.
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To be very honest I found it harder to develop a good research question, than I thought! I can see how students would have to be encouraged to draft, edit and redraft their question and to think ahead to the second phase (investigation) while amending the question. Therefore, I think it would be beneficial to look at the 3 phases of The Climate Detective Project first. It may work well to look at and consider a sample project together as a class first.
I wanted to have a question around the impact of electric cars. I heard in the media recently that the purchase of these has slowed down and consumers are concerned about the battery life. Thus, this prompts the question about how/if these batteries are recycled and the potential impact on the environment? I realized quickly that many of the questions I have were far too broad for a more specific research project.
My question is ‘How is the use of electric cars reducing emissions in the Dublin 6W area?’
Students would have to take a sample of cars. So, they would need ground data. Perhaps counting vehicles passing the school at the same time over a given period. What percentage are EV? What contribution would this make to the national effort of reducing harmful emissions?
Guess who is thinking of going electric?!!!-
Hi Breeda
You have highlighted the issue that a lot of students and teachers have with Climate Detectives, that of choosing a research question. You have really embraced the process of starting with an idea and narrowing it down to find a question that you can gather data for. Using a sample project is a good idea to explain the process of choosing a question and there are Mini Case Studies in the resources section on the website that show sample questions and demonstrate how they can be investigated. Once you have the right question it points the way to yoru investigation by showing what data you need to gather. Your own question is a good one that meets the criteria of being a local climate issue that is not too broad but yet provides scope for investigation. Counting the cars passing the school is a good way to gather data and this can be combined with emissions data on vehicles. The Data and Insights section on the SEAI website https://www.seai.ie/ has data on average vehicle emissions in Ireland or if you record makes and models of cars you could look up specific emissions data for vehicle types. Good research for yourself too.
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Question? How Does Climate Change Affect Our Weather in Ireland and what effect does it have on our lives
I carried out a similar lesson involving the above research question in my second class this year. We discussed the differences in Weather and how it is much more humid and also how we have more flooding in Ireland than ever before. Using our school iPads, we researched into changing weather patterns in Ireland and particularly focused on our county of Cork for flooding. This was a lesson the children were really engaged in. We also made a lot of connections to our life experiences- when do we wear coats? how come it rains more? There was also an at home activity where the children interviewed a parent or grandparent about weather patterns when they were children. Our findings highlighted that as a result of climate change weather and its impact on our enviornment are changing.
A student mentioned about a sibling they have in Austrlia. This question sparked up further debate and questioning about forest fires in Austrlia and their impact on the environement. We then explored this more in a follow on lesson!-
Hi Alison
That’s a good question and it sounds like you did a great investigation on it with your class this year. Connecting Climate Change to the children’s own lived experiences and seeing how it affects their local area is very important. This is why the main purpose of the Climate Detectives project is for teams to investigate a local climate problem to demonstrate that Climate Change isn’t just something far away that affects other people. Your question about local weather makes it relevant to the children and by making it relevant to them, they can then start to think about positive actions they can take.
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How can the school community reduce plastic intake and carbon footprint in the school?
We will choose one topic to concentrate on for the year out of the various ways and areas we might strive to lessen our carbon impact. Our goal will be to use less plastic in lunchboxes. Our school has discovered that there is an issue with the quantity of plastic that ends up in our trash cans at the end of the day. The bulk of the plastic comes from lunches, yogurt pots, and cling film-wrapped meals. We will designate a few children to serve as monitors, going from class to class to tally the quantity of plastic in lunchboxes. The children can be encouraged to lessen the amount of plastic in their lunchboxes. Students might hold a poster challenge, award awards for the class that improves the most, etc. Pupils will receive ideas, and parents may receive a “idea sheet” at home. Reusable bottles, large yogurt pots that may be sent in small glass jars, reusable cling film or paper, etc. Proceed with the initiative; ideally, it will inspire improvements at home as well, which will help us lessen our carbon footprint both at home and at school.
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Research question ‘What action can we take to reduce our carbon footprint at a school community level to combat the issue of climate change?’ . The aim of this research question is to enable the children to see themselves as change makers in our community and to identify the small actions each individual can take to make a difference.
This research question would be conducted following a series of work on climate change and the effects of it on our local community. This will ensure that the children have a solid understanding of climate change and the causes of it. Once adequate work has been completed on the causes and effects of climate change, we can begin to look at solutions at an individual/school community level.
To begin, the children would calculate their carbon footprint on the WWF website. As a class, we would agree on one particular area to focus on in order to reduce our carbon footprints eg. how we get to school. They children could conduct a whole school survey on the ways in which students & teachers get to school each day. This could link with data in maths and the results could be displayed in graph form for all school members to see. There are also opportunities to investigate the type of pollution caused by cars/ buses and how this issue is being addressed (electric cars/scooters).
The children could then think of initiatives to reduce the amount of people driving to school eg. WOW day, Walking bus, COW day, carpooling. These initiatives would be presented to the school community by the children and implemented accordingly.
The children could conduct a follow-up survey after a few weeks of the initiative. The new results would be compared to the old results as a means of showcasing the improvements at a whole school level. The children may also recalculate their carbon footprints to see if any changes are evident.
Following this initiative, the children could go on to address another area such as recycling or biodiversity in the school community to continue their action against climate change.
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How does the use of Solar Energy Benefit Planet Earth, in addressing Climate Change, looking at our own school?
The children would complete a mind map regarding sources of energy, what we use to heat our homes, how we power our school, our towns, cities, places of work. Where do we find energy sources? Considering the benefits or harm that these different sources of energy have with regard to Planet Earth and Climate Change.
We would make use of digital videos to support our learning, resources from SFI, National Geographic, Scoilnet Weather Satellites and our local county council environmental office, with visitors from relevant agencies.
Our school has recently installed solar panels. We could gather, collate and present data from the panels and consider our research question, regarding savings, or not, to our current school year, comparing this to costs of prior academic years. These findings could help support how Solar Energy benefits our school financially, along with the environmental gains, that the pupils would consider.
Pupils would be encouraged through their research to look at the benefits of using solar energy for our planet, whilst considering the environmental impact of other forms of energy, on both our planet, our climate, animals and humans.
Pupils can make use of digital technology to research and to present their research work, sharing this with each other and with the school community.-
Hi Fiona
Looking at the impact of your new solar panels on your school’s energy performance is a great idea for a Climate Detectives project. I would make your title a little more specific as benefitting planet Earth is a vague concept. Perhaps something like “How will our new solar panels reduce greenhouse gas emissions from our school?”. A comparison of your electricity bills from year to year will show the number of units of electricity used and should, also show you the resulting Carbon Dioxide emissions. SEAI also have data on Carbon emissions from electricity generation in Ireland in the Data and Insights section on their website https://www.seai.ie. You can also see your school’s energy performance data at https://psmr.seai.ie/Public although if the solar panels are new, you may not see the energy reduction reflected on your report yet.
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I would give the class a homework exercise of asking a grown up at home what climate change they have noticed over time in our community. This may help as some families will have lived in the area for generations. The next day, I would follow up on the homework activity and discuss what changes have happened in the area. We would then take a tally vote on what change to pick as ours for the Climate Detectives project. After choosing the topic, we would then break into think, pair, square and suggest a question to put forward. The class can then discuss which question would be best suited. The adults in the class can vote for this too.
Question: How has climate change effected the birds around the area?
Children would research the native birds to the area. They then would research non-native birds and discuss why these non-native birds have chosen our community to make their new home.
Children could go bird spotting with a partner and tick off the birds they see and how many times.
The children could make a profile on the native birds and on what they like to eat and where they sleep so that the other children around the school would recognise these birds. -
My Research Question: How is the greater global change in climate impacting our local weather in our community?
I will probably start this lesson using the ‘Weather versus Climate’ resource, which was made known to us on this course. I think it’s a great starting point for the children.
We can look at some of the temperature rises globally and then use our new school weather station to start recording our local weather including the temperature ranges that we see on a daily/weekly basis. Again, this will be a good stimulus for discussion.
We will examine our immediate environment and how the temperature impacts plant growth around the school and in the local parks.
I think videos are very engaging and impactful for children so I will certainly use something from David Attenborough to emphasise the impact of the rise in global temperatures.
Finally, we can provide feedback to the school community on why our immediate environment might be experiencing certain growth patterns and share our findings in terms of local weather having recorded it over a sustained period.
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Module 5
Research Question: How can we reduce our carbon footprint as a school community.
As a school community we have started to look at this research question over the last few months. The question was fuelled by our Green Schools Committee. Our committee is made up of class representatives from 1st to 6th class.
We researched how many bins the school filled every week with waste from our used paper hand towels. We were shocked to discover how much refuse we were creating and how much the school was spending on both the hand towels and the refuse collections.
We researched and problem solved alternatives to using the paper hand towels. We investigated other options such as hand dryers and the impact they have on the environment. We decided to trial the idea of pupils bringing in their own hand towels in two different class levels as this would have a more positive impact on our carbon footprint. We surveyed the children and teachers in those classes to get their feedback.
The feedback was very positive and it was decided to trial the use of hand towels across the whole school for the month of June. The amount of refuse was monitored by the caretaker for the month of June as was the reduced cost of the paper towels.
Our plan in September is to review the impact this change has had on our carbon footprint, the impact it has made on our refuse and the cost savings to our school. We will then survey the whole school community to get their feedback with the view of making this a permanent change in our school.
It is great that the children have been the ones who have started the process and they will take great pride in seeing the impact they have made. -
Research question in relation to Climate action.
Rainfall: Climate change predicts an increase in rainfall each year in Ireland.We will research current rainfall in the winter months and compare them to recorded rainfall over the last 5 years. I believe this is a focused question. There is enough for students to use various tools, look up recorded data, use weather recording devices, look at the past, look at ways in which climate action might prevent this, look at ways in which a continued destructive outlook would look.
I would carry out research once the students have determined their research question. This would include looking at data in relation to flooding in Ireland and extreme weather conditions.
Students will then go about recording their own data. This will include making tools to record rainfall. Students will take data at an agreed time and keep records of this data over the winter months. Students will then split into teams and go about looking at the data and comparing it to previous winters.
The students will determine if the prediction is correct and if our rainfall has increased.
Students will look at forecasts of climate change and how that might impact their local area. This will work on many STEM skills such as questioning, observing, predicting, analysing.
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Research Question: What effect does melting Ice Caps have on our planet?
To start I would do an ice melt experiment where kids place equal numbers of ice cubes in two bowls, one with water and one empty, and time how long it takes for the ice to melt in each bowl, simulating the impact of ocean water around polar ice. The second thing we would do is track the temperature over a period of time. We would track daily temperatures for a month using a thermometer and create a graph to visualize temperature changes, discussing how rising temperatures impact polar regions. This would also lead into discussions on differences between weather and climate and the changing temperatures of the Seasons. Research polar animals such as polar bears and penguins, creating posters that show how these animals are affected by melting ice and changing climates, and present findings to the group. The final aspect would be a group art project to design a polar Ice Cap artwork that represented the effects of the melting ice caps on humans, animals or other areas of the planet.
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My climate research question is what effect does climate change have to our local environment?
The school I work in is in Shannon, Co. Clare. There is so much scope for research and learning in our area. Our local environment is so accessible for research. I could split the class and give each group more specific research to do. They could investigate the nearby water ways, rising water levels, rainfall, coastal erosion.They could research and investigate using weather instruments. We have opportunities to walk to the river Shannon and do regular tests in the water and of water rising. We could also check on habitats and local ecosystem.
I would teach the children to research by introducing them to the Climate detectives project. I would enter the class for this project.They would use the three phases: Identify climate problem, investigate (EO collection of data) and finally Share the results to make a difference. I would definitely use the film “Home” to get the children engaged in climate change. I would teach new words, terms and concepts that they may come across in their research. I would also complete some of the ESA activities such as “Earth under the lid” and “The ice is melting”. Before any of this would take place I would ensure children would have been familiar with STEM skills so they could apply these skills to their research.-
Hi Lorna
I agree with your approach in using video clips from Home and investigations such as “Earth Under the Lid” and “The Ice is Melting” to ensure that your pupils understand what Climate Change is before investigating their local problem. I think your research question is too broad. You have lots of examples of different aspects of the local environment to be investigated but I think you will find that by splitting the class into different groups to investigate different aspects you will have too many fieldtrip to organise and too many projects to supervise. I would suggest narrowing your question to one thing such as rainfall or coastal erosion. The project can them be completed as a whole class with different groups responsible for aspects such as accessing satellite data, taking local measurements, graphing results etc.
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My research question would be how extreme weather events linked to climate change are contributing to soil erosion and can plants help stop this ?
I would begin by explaining to the children what soil erosion is.It is what happens when the Earth is saturated with water and cannot absorb anymore. I would show pictures of soil erosion and explain – it cost the world billions of dollars every year. It Causes pollutants in our water supply and it is a big problem in the world at the moment. I would ask the children do they think the extreme weather events that are linked to climate change that are occurring around the world ..flooding etc. may be contributing to this?I would then explain to the children that we are going to do an experiment, to see can plants help stop soil erosion. I would divide the class into four groups and show them the step-by-step experiment that we are going to do. This is an experiment that I came across on a website called science buddies.The children will have some foil trays . In three of the trays we will plant seeds in the other three trays there will be no seeds just earth. They will follow the step-by-step experiment where they will water carefully all of the trays over a couple of weeks and then at the end of the experiment they will open the tray and simulate a hill by just placing it gently on a container and then see do the plants help stop soil erosion . They will compare the data from the trays with no plants to the trays that do have plants. I will get the children to measure and analyse the data and record it and see how this could be applied in real world situations. I found this research question and experiment quite a nice and easy one to do within the classroom setting. It does not require a lot of materials and highlights the fact that soil erosion is such a huge problem globally that is being affected by climate change.
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Research question: What is the impact of climate change on bird species in Ireland?
Climate change is affecting the migration patterns of birds in Ireland and climate change globally means that new types of birds are flocking to Ireland. I would ask the children what they know about birds and what birds they expect to see in Ireland. I would then challenge them to think about how climate affects bird species. We would use websites to research the new migration patterns of birds, we could invite a speaker in to talk about the change in bird habits and I would also go on a nature walk to see what bird species we could see. The nature walk could be repeated at different times of the year to see if we notice any difference in bird activity. I would use video clips and pictures and the BirdWatch Ireland website has great ideas to explore with the class. We could then take action by creating bird boxes to feed the birds in our school or at home. There are great opportunities to integrate this with maths, art, geography and history.
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Hi Louise
This is a lovely question that has a nice local link. You will want to pick a bird species whose numbers have been well documented over a number of years so part of your initial research could involve finding out what birds migrate to Ireland and seeing what data is available on them. If there is a particular migratory bird species that come to your local area that might be a good species to pick as getting someone local to talk about the birds and maybe planning a trip to see them would be easier. Taking action by creating bird boxes or improving the local habitat to provide food for birds would be a great plan. Don’t forget to also study historic climate data to correlate with your data on bid numbers.
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Research Question: How is climate change affecting the weather in our local area.
There are a few ways I would encourage pupils to participate in this project. I would really try to make it as engaging as possible and hopefully this would inspire them to do the best work possible. To achieve this, I would try to make the topic relatable to their lives.
1. I would start by giving some local context. We would discuss the recent weather in the local area. We would discuss if the weather is good or bad, sunny or wet etc. If we were a country school, we would discuss how the weather affects farming compared to shops.2. To make the topic more engaging I would try to do some hands-on activities and interactive learning. I would look at videos about weather data collection devices to give them an understanding of the instruments and what they do, then I would get them to make their own rain collecting devices etc.
3. I would then introduce the Climate Detectives research question planner after the class has a good interest in the topic. We would then look at some of the great videos on this course to help us with our research.
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Hi David
That is a great question. It ticks all the boxes for a Climate Detectives project in that it is a local climate problem, can be investigated and is not too broad or too narrow. It also has the added bonus of having a good practical and hands on component. Your idea of making the weather instruments and learning about weather is a good one and the Weather and Climate resource from Module 1 could be a good one here to help the children understand the difference between weather and climate and how climate change can affect our local weather. You are probably not going to go too much into the data gathering with 1st class but you could also look up past weather data from Ireland to add to your project.
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Research Question: does the amount of rainfall in an area affect our geography vegetable garden?
Sixth class pupils can do this Climate Detective project in collaboration with younger classes, whereby the sixth class pupils get paired with younger pupils and mentor the project with them.this would fit perfectly with our active school greens garden that we currently have running. Here, the pupils would compare the plants growing in a shaded dry area to that of an exposed wet one. This would include measuring rainfall, exploring local weather forecasts, recording findings and depicting such findings on charts (bar charts). This would allow for a cross curricular opportunity. Another opportunity for thematic planning would be history (Famine and potatoes) geography (different climates of origin for store bought fruits) and life cycles. This would not only take a classroom approach, but a whole school one too!
The produce collected from the gardens would then be picked and prepared for all pupils to taste! They can then be proud of the food they have sourced and know the logistics of weather and its affect on the process.
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Hi Niamh,
Great ideas for your research! I like how you plan to have the senior class mentor the juniors throughout. There is a lot that can be explored, and I’d recommend considerable class discussion to refine this in terms of how to conduct fair testing comparisons between plants, how often they assess changes, and how to measure the success of a crop. Is it height, roots, crop weight, etc.?Ideally, you want only one variable for this kind of test or may need to reframe the research question title to a broader context, as shade, in addition to rain cover, will impact plant health. I really like your ideas to bring in rainfall measuring, local forecasts, and a rich tapestry of cross-curricular links with history and geography.
What a wonderful idea to reward your learners with a taste of their produce-it will be fun to compare the taste of the crops grown in different environments, and see the impact on their senses!
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Research question : How can we as a school contribute to climate action and what changes can we make in our school? How can we reach out to the wider community to encourage change in order to make a difference ?
There are numerous questions. This is a lesson I look forward to teaching in the future.
There are numerous approaches that a teacher could take and in fact these questions could lead to a very exciting whole school project. As an AP2 post holder I have found this course invaluable . There are numerous Scientific approaches to answer the above questions, from teaching the children about Biodiversity to the ‘No Mow May’ promotion to ‘No Spray’ school garden to extending the importance of Biodiversity and linking this to climate change.
I think by carrying out the ‘Carbon Footprint’ survey this would really ignite interest in the children and encourage how important it is for us to make a change! As Whitney Heuston says in the lyrics of her song ‘The Greatest Love of All’ I believe the children are our future
Teach them well and let them lead the way
Show them all the beauty they possess inside
Give them a sense of pride to make it easier
Let the children’s laughter remind us how we used to be’Give then a sense of pride of the world we live in . Show them our beautiful earth from space, videos of David Attenborough, Earth Song by Michael Jackson . Link all this to climate change at a local level . Interview local farmers and ask them how they’ve had to adapt their farming strategies to cope with our ever changing climate . Get grandparents to explain old proverbs !
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Research Question – How has the average temperature in our local area changed over the past 50 years, and what potential impacts might this have on local ecosystems and human activities?
The children can actively participate in this project by engaging in various hands-on activities and research tasks. They can begin by collecting historical temperature data from local weather stations or online databases, learning how to analyse the data. This could include creating graphs and charts to visualize temperature trends over the past 50 years. The children could collaborate with local farmers. Community members can provide insights into how temperature changes have impacted agriculture, water resources, and daily life. Children can also participate in classroom discussions and projects to understand climate models and predict future temperature changes, as well as brainstorm and develop creative solutions for mitigation and adaptation. By presenting their findings, they contribute to raising awareness about climate change in their community.
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Research Question: How is climate change affecting the weather in Dublin, and what can we do to help the environment?
Climate change is already having noticeable effects on Dublin’s weather patterns. Some of the key impacts include:
Increased Temperatures:
Warmer Summers: Dublin has experienced higher summer temperatures, which can lead to heatwaves. This not only affects human health but also stresses water resources and infrastructure.
Milder Winters: While this might seem beneficial, milder winters can disrupt ecosystems, agriculture, and lead to increased pest and disease prevalence.
Altered Precipitation Patterns:
More Intense Rainfall: Dublin is seeing more frequent and intense rainfall events, leading to increased risk of flooding. The city’s drainage systems can become overwhelmed, causing damage to property and infrastructure.
Drier Periods: Conversely, there can be longer periods of dry weather, which can affect water supply and agricultural productivity.
Sea Level Rise:
Coastal Erosion and Flooding: Rising sea levels pose a threat to Dublin’s coastal areas, leading to increased erosion and a higher risk of coastal flooding. This can impact homes, businesses, and important infrastructure near the coast.
Extreme Weather Events:
Storms: The frequency and intensity of storms may increase, leading to more damage from wind and flooding.
Actions to Help the Environment in DublinAddressing climate change requires a combination of individual actions, community efforts, and policy changes. Here are some steps that can be taken:
Reduce Carbon Footprint:
Public Transport and Cycling: Use public transportation, cycle, or walk instead of driving. Dublin has been expanding its cycling infrastructure to support this.
Energy Efficiency: Improve energy efficiency at home by using energy-saving appliances, insulating homes, and using smart thermostats.
Renewable Energy: Install solar panels or switch to green energy providers.
Sustainable Practices:
Reduce, Reuse, Recycle: Follow the three Rs to minimize waste. Dublin has facilities and programs to support recycling and composting.
Conserve Water: Use water-saving fixtures and practice water conservation techniques, such as collecting rainwater for gardening.-
Hi Niall
That is a good question on a local climate issue. You have listed many of the ways in which Climate Change is affecting Dublin’s weather and you have also given some great examples of actions that the class can take to make a difference. For a Climate Detectives project, you need to think about how to get the children involved in gathering data. You might get them to look up data on past temperatures, wind and rainfall and see how they have changed over the past 3o years or more. A nice practical activity to go along with this might be getting the children to make their own weather instruments and record weather in the school as in module 1. This could lead to discussions on the difference between weather and climate and how climate change can cause changes in the expected weather patterns. It can also help to explain how weather and climate data are gathered.
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Assignment 5
Research Question:
How does urban green space in our community impact local temperatures and air quality compared to areas with less vegetation?
Encouraging Student Participation:
Introduction through Storytelling: I would begin with an engaging story about a “heat island” effect in cities and the role of parks and trees in cooling and cleaning the air. Using visuals and anecdotes to make the concept relatable and exciting.
Interactive Brainstorming: I would conduct a brainstorming session where I would encourage the children to share their observations about local parks, playgrounds, and streets. Facilitating the discussion by asking questions like, “Do you feel cooler when you’re near trees?” to spark curiosity and personal connection.
Hands-On Exploration: I would organize a field trip to nearby green spaces and urban areas. Providing simple tools for students to measure temperature and observe air quality, such as digital thermometers and homemade air quality sensors using cotton pads.
Small group Projects: I would split the class into small mixed ability groupings allowing them to pick roles such as data collectors, photographers, reporters. With the aim to foster teamwork and ownership. Encourage them to document their findings with photos, drawings, and notes which could be used to encourage other classes in the school to follow suit.
Data Analysis and Discussion: Back in the classroom, I would guide students in analyzing the collected data and discussing their findings. Developing charts and graphs to visualize the impact of green spaces on temperature and air quality, making it easier for students to understand.
Presentations: I would then have students present their findings creatively, such as through posters, skits, or digital presentations. This allows them to share their insights with peers and the school community, boosting confidence and communication skills.
Action Plan: Finally I would encourage students to brainstorm small actions they can take to improve urban green spaces, such as planting trees or starting a school garden, emphasizing their role as climate detectives and change-makers.
By integrating storytelling, hands-on activities, teamwork, and creative expression, students are more likely to engage with the project enthusiastically and develop a deeper understanding of climate issues.-
Hi David
That is a really great research question for Climate Detectives. It is focused on a local climate problem, offers great opportunities for data collection and is neither too broad nor too narrow. As part of your research, you could look into the work that is being done in other European cities to add more green spaces and reduce the urban heat island effect. As well as your field trips, it might be a good idea to see if you can replicate your temperature and air quality studies on a smaller scale in your school yard, if you have some suitable green spaces. The data collected from outside the school will be limited to times when you can get out and leave the school, but you could capture more data in school by simply leaving the classroom for a few minutes a day.
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Research Question: How has urban expansion in our local area impacted temperature changes and air quality over the past decade?
Reflection: To encourage pupils to participate in this research project, I would start by connecting the topic to their everyday lives, making the issue tangible and relevant. I would begin with an engaging presentation using tools like the EO Browser to visualise how our town has changed over the years.
Next, I would divide the class into small groups and assign different aspects of the research question, such as temperature trends, air quality measurements, and the correlation between urban expansion and these factors. Each group would use online databases and local resources to gather data. Incorporating hands-on activities like local field trips to observe urban areas and air quality sensors would further enhance their learning experience.
By making the research interactive and relatable, I aim to foster a sense of ownership and curiosity. This project teaches climate science, critical thinking, data analysis, and the importance of environmental stewardship.
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Hi Lauren
That’s a great research question. It is well defined and not too broad and you have a clear path for researching your question. Another tool that you might find very useful in your research and for lots of other application in the classroom is https://www.geohive.ie/ from the Ordnance Survey. It has different aerial photos from 1995 as well as more recent ones and old 6″ and 25″ maps which would be useful for seeing what your local area was like in the past.
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Research question: ‘How can we as a class, reduce our carbon footprint both at home and in school?’
Firstly, I would discuss what carbon footprint to find out if the children understand that it means. I would then ask the children to do the ‘how big is your environmental footprint’ online questionnaire, encouraging the children to answer the questions honestly to get an accurate result.
The children would discuss and compare their findings with their partner and then with a class as a whole. The class will brainstorm on the white board some ways that we can reduce our carbon footprint. We will then pick one thing to focus on for the next couple of weeks for example walk, cycle or scoot to nearby places instead of driving. The children will be asked to keep a diary to take note of how much they are using their car at the beginning of the challenge and they will revisit it and take note again at the end of the challenge to see if there is a difference.
Additionally, this could be done on a whole school level by the children in my classroom doing presentations to other classes on how they can reduce their carbon footprint and introduce the challenge of less driving. The school could introduce a ‘walk on Wednesday’ initiative where classes could get the chance to win a prize if a majority of the class walked/cycled/scooted to school. This will encourage all classes to get involved and may reduce the schools carbon footprint significantly.
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My research question is “How climate change has impacted local farmers crops ?A lot of the children in my school would have a farming background, I think the children would enjoy interviewing and gathering data from the local farmers who would also be related to them. The children could begin by researching the crops that the farmers grow, finding out how, much is produced every year and has it been affected by the weather? They could analyse the data from different farmers and compare their land if they use fertilizers or not etc . I’m sure that the children would come up with much more exciting research questions but to start it off and to keep it simple maybe we could collect data such as the amount of rainfall in each farmers field and comparison with the yield of crop they have that yearThis would be a wide and varied research piece allowing all classes to become involved and would lead to some critical thinking into how we do things currently. This inquiry-based learning and investigation would be hugely beneficial to all.
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Research question: How can we combat climate change?
As I have 3rd class I would keep the research question broad to begin with and later develop learning further by splitting the class into different groups to focus in on one way that we have discussed.
I would introduce the lesson by showing some of the clips that have been included in this course such as the HOME video and the Paxi Climate Change video. I would then do a mind map on the board to brain storm with the children on the different ideas that we could do both at home and in school to help combat climate change.
I would also have the quotes from the HOME video on display to remind the children that they have the power to combat climate change: “We have the power to change. So what are we waiting for?”
I would get the class to create a plan of 5/6 things that we could d in school to combat climate change and put groups in charge of explaining/implementing and monitoring these changes in the school environment, such as: litter monitors, energy saving monitors, recycling monitors etc….
We could do surveys on the teachers and students and create a graph of our findings and re assess these after a month/term etc.. and see how we ae improving. This would also cross over into other areas of the curriculum.
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Hi Siobhan,
Thanks for your post. I can see that you plan to give your learners the autonomy to define the research question. I think this is a great way to ensure they are passionate and engaged in the topic, making it of the most interest to them as a learner-led research project.
I would recommend brainstorming in groups and then perhaps voting on one specific topic for deeper exploration rather than several, as the project may become too broad. This way, this one area can be fully and comprehensively addressed.
It is a great idea to survey teachers and learners to measure changes. This could vary depending on what you choose to focus on; if it’s electricity, it could be usage, waste could be the weight collected, etc, and as you mention, there are plenty of opportunities for cross-curricular links, too!
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Research Question: How can we reduce our school’s carbon footprint?
This is a cross curricular project and the children will will engage in a awide variety of activities in small groups:
Conduct Surveys:
Create and distribute surveys to gather data on how students and staff travel to and from school (e.g., walking, biking, carpooling, public transport, private car).
Include questions about the reasons for their current transportation choices and possible alternative methods.Data Collection and Analysis:
Collect and compile the survey responses.
Use maths skills to analyse the data, identifying patterns and trends in transportation methods.
Calculate the carbon footprint associated with each mode of transport.Graphical Representation:
Present the data using various types of graphs (bar charts, pie charts, line graphs) to make the findings clear and accessible.
Create both paper and digital versions of these graphs.Research Alternative Transportation:
Investigate the possibility of using different modes of transportation that are more environmentally friendly, such as walking, cycling, carpooling, and public transportation.
Look into the benefits of each method, such as reduced emissions, improved air quality, and health benefits.Environmental Impact Studies:
Learn about the environmental impact of various transportation methods, including emissions, fuel consumption, and overall carbon footprint.
Use this information to understand how changes in transportation can positively affect the environment.Awareness Campaigns:
Develop and run awareness campaigns to educate the wider school community about the importance of reducing the carbon footprint.
Create posters, flyers, and digital content to promote eco-friendly transportation options.
Initiative Implementation: (Run by student’s Council?Green School Committee and Parent’s Council)
Propose and implement initiatives to encourage sustainable transportation, such as “Walk or Bike to School” days, carpool programs, or incentives for using public transport.
Share Findings:
Present the research findings to the school community through presentations, school newsletter, or assemblies.
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Hi Colette , that is a very comprehensive lesson outline you have presented there ! You have managed to incorporate Maths, Science, English, Geography, Art , Oral language , Environmental awareness and much more. It’s a great idea to present their findings in a newsletter as it is often the parents who need education in these matters. Well done.
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Module 5 Assessment. Siobhan ni hIceadha.
The Climate Detective research question planner would be a very good tool for me to use when planning a lesson in relation to a climate issue.
The issue I have chosen here to explore with my infant class is – the effect that climate change is and has had on the lives of animals living in Polar Regions and things we can do to help these animals.
We will explore how climate change is greatly impacting where these beautiful animals live with the ice melting.
In my experience children really enjoy any lessons about animals and especially animals living in North/ South Pole.
I would firstly introduce the world map to my infants and pinpoint where these areas are. I would show the children photos of certain animals that live here and learn about them (Polar bears/ penguins)
We would then explore the area of the ice melting and the impact that this is having on these animals. There are many fantastic videos on National Geographic for kids to explore this.
I would also use the Paxi animation video to explain about Greenhouse effect.
We would discuss ways in which we can help these animals in our daily lives ie- energy conservation- turn off the lights, tv etc when not in use, water conservation- don’t leave the tap running when brushing your teeth, reusing and recycling, using less plastic. Walking/ cycling where possible instead of using a car.
There is huge scope here again for cross curricular links. I would also get my class to make posters to “save the penguins/ polar bears” and draw things that we can do.
The documentary called “Mickey the polar bear “is a great resource also here for children to understand the daily struggles that climate change is impacting on the animals. -
The Climate Detectives question planner is very good. I like involving family in the child’s education, I find children work a little harder to achieve the goal and are proud of their accomplishments that they make with their family. For example, the research question could be something similar to “How does litter effect the local minibeast population?”. I taught a class a few years ago that took part in the “Litter Pickers” programme. It was good as it involved a family member to help the child to collect litter in their locality over the weekend and each child got the opportunity to take part. I think the Climate Detectives programme would be a good follow on activity for the class to take part in. They could involve the family member that helped them originally with the litter picking. Together they could come up with a question to plan the research for the Climate Detectives. They could work together with this and present their work to the class.
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I’m going to use the Climate Detectives Research Question Planner to develop my own research question in relation to Waste Management.
Does the question fit the theme of climate?–Yes– Is the question themed on a single problem or focus? –Yes (Waste Management) – Is the question too broad or narrow? –No it’s concise for Primary school children –Is the question clear and concise? –Yes – Is the answer to the question too readily available? –No the children will have to research ways to deal with effective waste management. – Is the question feasible? –Yes it is definitely achievable.
Finalise Question: The question will be ‘What steps do we take to reduce waste in our homes and in our school?’
Step 1 – Brainstorming and Mind Mapping. I would find out what my class already knows about Waste Management; How do they deal with their waste? Where do they put it? Do they separate it? Do their classmates separate it? Does their family separate it?
Step 2 – I would show my class Environmental Biology: Waste Management Strategies website https://courses.lumenlearning.com/suny-monroe-environmentalbiology/chapter/15-2-waste-management-strategies/#:~:text=The%20long%2Drecognized%20hierarchy%20of,disposal%20(see%20Figure%20below). which recommends dealing with waste in this order; prevention, minimisation, reuse, recycle, energy recovery, disposal.
Step 3 – We would discuss ways of preventing waste (bring your own shopping bag to the shop), minimising waste (using yoghurt cartons as plant pots), reusing waste (for Art projects and construction) recycling (green bins, ‘Bring It Back Scheme’), energy recovery (solar panels) and disposal (black bin)
Step 4- I would put the children into groups and each one would make a poster project about each of the ways to minimise waste and deal with waste management
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How is rising sea temperature affecting marine life in our local coastal waters, and what actions can be taken to protect these ecosystems?
Reflection:
To engage pupils with this research question, I would start by highlighting the importance of the ocean and its ecosystems, particularly focusing on marine life that is familiar or accessible to them, such as local fish species, coral reefs, or marine plants. Bringing the topic close to home helps make the issue more relevant.Incorporating field trips to the coast, where students could observe marine life and gather data on sea temperatures, would provide hands-on experience and a deeper connection to the subject matter. They could also examine case studies of how similar ecosystems have been affected by rising sea temperatures in other parts of the world, encouraging them to think globally while acting locally.
To foster engagement, I would encourage them to collaborate on creative projects, such as developing awareness campaigns or proposing conservation initiatives. Emphasizing the impact their research could have on preserving local marine environments for future generations would further motivate them to take an active role in the project.
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In this module I learned a lot more about the following areas:
1. Climate Detectives Project: I has never heard of this European project for students between the ages of 8 and 15 run by ESO & ESERO. Guided by teacher, student teams identify and investigate a climate issue in their local area. They use ground measurement data and/or data from remote sensing platforms, such as Earth observation satellites, to explore the climate problem they have chosen. By collecting and analysing this data, students can draw meaningful conclusions. Based on their findings, students are encouraged to make a difference by deciding on actions they can take to help reduce the problem. Resources include; Nose up high in the Sky, The Ice is Melting & Earth under the Lid. Visit this link to help focus on a research topic: https://climatedetectives.esa.int/ The project Gallery is brilliant as it allows the students to see what other children have worked on.
2. Appreciate the importance of developing STEM skills focuses on hands-on learning with real world applications and helps to develop a huge number of skills such as critical thinking, curiosity, creativity and communication
3. Understand how to approach STEM Education School Planning: STEM education plays a crucial role in preparing students for the future by equipping them with essential skills and knowledge. Is has been at the heart of our SSE plan and here are some of the key reasons why STEM learning is important in schools: Develops Critical Thinking and Problem-Solving Skills
Analytical Skills: Students learn to break down complex problems into manageable parts and apply logical reasoning to solve them.
Innovative Thinking: By engaging in hands-on projects and experiments, students develop creativity and innovation.
Prepares for Future Careers: Students with strong STEM skills are well-prepared for jobs in fields such as technology, engineering, healthcare, environmental science, and more.
Digital Skills: In a world increasingly driven by technology, STEM education helps students become proficient in using and understanding technology, from basic computer skills to more advanced coding and
Curiosity and Exploration: STEM subjects foster a love for learning and exploration. Students are encouraged to ask questions, seek answers, and pursue knowledge beyond the classroom.
Integration
Addresses Global Challenges
STEM skills are essential for addressing pressing global issues such as climate change, renewable energy, and sustainable development.
Fosters Teamwork and Collaboration
4. Integrate STEM Across the Curriculum: Incorporate STEM concepts into other subjects to provide a well-rounded education.
By emphasizing the importance of STEM education, schools can equip students with the skills they need to succeed in an increasingly complex and technological world.
4. Be familiar with the Curious Minds Awards
Research Question: “How does climate change affect the plants and animals in our local area?”
1. Understanding the Question:
Climate change is causing changes in weather patterns and temperatures around the world. This question asks you to explore how these changes are affecting the plants and animals that live near you.
2. What to Investigate:
Look for changes in the growing seasons of plants. Are some plants flowering earlier or later than usual? Observe any new species of plants or animals in your area. Are some animals not showing up as often as they used to? Investigate whether there are any changes in the habitats or environments where these plants and animals live.
3. How to Gather Information:
Field Observations: Spend time outside observing the plants and animals in the Rathfarnham area, schoolyard, or local park. Take notes on what you see and compare it to past observations if available. Interviews: Talk to family members, teachers, or local gardeners and ask if they’ve noticed any changes in local plants or animals over the years. Research: Use books or the internet to learn about how climate change affects plants and animals in general and see if any of this information matches what you observe locally.
4. Sharing Your Findings: Create a poster or presentation to share your observations and research with your classmates. Include pictures, drawings, or charts that illustrate the changes you’ve found.
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Hi Dawn
It is fantastic that you have gained so much from this module that you can apply in your STEM teaching from resources to teach the curriculum strands to ideas for encouraging STEM skills. Your question for Climate Detectives is a good one but it might be difficult to find enough information on past records of plants and animals in your area. The National Biodiversity Data Centre that coordinates all of the biodiversity records relies very much on citizen science, so while we know that Climate Change is affecting the timing of flowering plants, the emergence of insect species and the migration of birds, most animals and plants are not recorded, so it is difficult to get enough data. Perhaps narrowing down your focus would help. Many of the bird species around Dublin Bay have been recorded over a number of years and migratory birds can be particularly susceptible to climate change so maybe restricting your project to migratory birds might be a good idea.
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Like one of the posters ahead of me, I actually found it quite difficult to decide on a research question for this module. Conscious that I had to keep it local, I have decided on Climate Change and the River Shannon as we can see the river from our classrooms.
Firstly all our pupils will be familiar with the yearly flooding problem we have in our town and environs, so that will be one of our first topics to research. We could collect photos, newspaper articles and videos of flooding over the last 10 or 15 years. The pupils could also interview parents and grandparents about their experiences with flooding in the locality. Over the course of the year we could observe and measure water levels at the nearby bridge. This data could be analysed and presented graphically.
Pupils would be shown the measures some businesses have taken to protect their premises from high water levels. They could also be encouraged to come up with solutions of their own. I would organise a visit from someone in the local council environment office to come to speak to the class about the issues.
A second topic that we could look into would be the birds and animals that live in the immediate vicinity of the Shannon. This is something we look at each year anyway but next year we could possibly look into how these species are declining in recent years as a direct result of climate change/ habitat destruction. -
Research Question:
How do rising temperatures and changing precipitation patterns impact the availability of water resources in our local area?Reflection:
To engage pupils in this research, I would start by discussing the fundamentals of how climate change impacts water resources. We’d explore concepts like temperature changes, precipitation patterns, and their effects on local water supplies.
To involve students actively, I would organise hands-on activities such as monitoring local water levels in rivers, lakes, and reservoirs over time. Students could also track rainfall data using weather stations and analyse its impact on water availability. We could partner with local water management agencies to provide real-world data and expertise. Students would present their findings through visual displays or presentations, highlighting how climate change is affecting their community’s water resources. Incorporating discussions on potential solutions and conservation efforts would deepen their understanding and encourage proactive thinking about climate issues.-
Hi Fiona
That is a really good question that is based on a local climate problem, is not too broad and makes use of readily available data. Because your question is well defined, you have a clear idea of what data you need to gather to answer your question. The website https://waterlevel.ie/ can give you recent water levels on any local rivers that have a monitor installed and for older water level data going back as far as 1972 you can use https://waterlevel.ie/hydro-data/#/overview/Waterlevel
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How can we help the environment by reducing our carbon footprint when traveling to school?
To begin, we can come up with ideas like walking or biking to school, using public transportation, or carpooling with friends.
The children can make a chart or graph to compare the carbon footprints of different ways to get to school. They can research the average emissions produced by cars, buses, trains, and planes per passenger mile and then create a visual representation of the data. This can be a fun and interactive way to learn about the environmental impact of different transportation modes.
The children can also survey how families currently travel to school. They can present their findings on the emissions from different modes of travel. The whole school can then promote walking, biking, and carpooling. After a few weeks, the children can repeat the survey to see if there has been a reduction in the school’s overall carbon footprint.
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Hi Adam
A project based on transport to school is a great idea. It is focussed on a local climate problem and makes use of readily available data on the average emissions from cars and other forms of transport. You also have a clear plan for how to carry out your project. I would however rephrase your question slightly. For a Climate Detectives project you should remove vague terms like “help the environment” and don’t use very broad terms like “Carbon footprint” as it would be extremely difficult to calculate your school’s carbon footprint. A question that fits your project better would be “How can we reduce the Carbon emissions resulting from our travel to school?” You can find average emissions data for cars in the Data and Insights section on https://www.seai.ie/. You will also find some basic transport statistics on https://www.gov.ie/en/publication/004a9-your-journey-counts/. You would then need to conduct surveys on the ways children travel to school and the average length of their journey.
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Research question: How do we as a class reduce our carbon footprint to contribute to climate change?
I teach sixth class and this investigation would be suitable to my class as the children in my classroom love collaborating and working together in groups. I believe the aforementioned question would be best appropriate for my class. The kids can start by figuring out their carbon footprint using the carbon footprint calculator that is included on the course slides. In order to determine their own carbon footprint, the kids can also pose questions to the teacher in the class The students will be able to work off this knowledge as a baseline. After that, the kids can determine which aspects of their lives add to their carbon footprint. Following the identification of this data, the kids can develop a list of actions that they can take as a group to lessen their carbon impact.For the kids in my class, I believe this is the best question to ask, the best way to gather data, and a project they will be interested in working on.
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Does Climate change mean we have to change our summer holidays?
This is the research question we came up with in my class in the previous academic year and I felt it fitted this module activity perfectly. We researched as a class the changes in Temperature and Rainfall over the moths of MAY, June, July, August and September using Data from Met Eireann over the past 5 years. We then surveyed children to see which weather conditions they preferred over their holidays. (Sunny/hot/cold/Raining). From this we picked which months would be suited best to accommodate this. We also investigated climate change and its affects as another element of this project. Our findings were that our current holidays are still best suited to our needs of warm, dry weather. I plan to build on this with lessons and information from this course in the upcoming academic year.
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Hi Padraig
This is a very good question based on a local climate issue that is directly related to the children’s own experience. It would be a good to ask the children about their own experience of the weather over the summer holidays compared to previous years before checking up the actual rainfall and temperature data to see if their perception actually matches the reality. Another nice addition to this activity would be making the weather station from module 1 and encouraging the children to gather their own weather data to compare to the published data. I’m glad that you enjoyed the resources in this course and feel that they can add to the work you have done in previous years when teaching children about climate change.
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Research question: What is the evidence to show that climate is changing?
I would begin by asking the children to contribute to a mind map up on the whiteboard by engaging in a class discussion. As this is a broad question there should be a number of contributions. I would then display the Climate detective research model to the children. I would go through the layout and we would use it to investigate the evidence to show that climate change is happening. Children can work alongside their chrome books to further research the topic and use the model to guide their research. As I mentioned previously, this is a broad topic, so children’s research will differ and numerous aspects will come to light. Children can present their findings through projects, posters and leaflets. Whatever they see fit to present their findings will suffice. Sharing their research will allow for co-operative learning. I believe this model is very beneficial.
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RESEARCH QUESTION: What are the impacts of extreme weather and climate events across the planet?
Phase 1: Identify a climate problem
Here, I would encourage the pupils to think about and discuss climate and guide them towards identifying a local climate problem that they would like to investigate as ‘Climate Detectives’.
The steps involved in this phase are as follows:
1. Engage the students
2. Identify the research question
3. Plan the Earth observation data to be investigated
4. Submit the investigation plan
I would engage the pupils by introducing key words, terms, and concepts. Then, I would activate their prior knowledge through questioning, videos and mind maps.
The pupils will then choose a research question. To help the pupils decide and focus on a topic they would like to research they could:
– Visit the sharing platform climatedetectives.esa.int
– Check for any reports on recent climate events
– Identify geographical features and habitatsOnce the research question is decided, pupils will plan what Earth observation data they need to answer the question.
I would then guide the pupils through planning their investigations. Guiding questions include:
What equipment and materials will be required?
Who is going to carry out the investigation?
How will the data be accessed, collected?
Where will the research / investigation be carried out?Phase 2: Investigate the climate problem
The Earth observation data may be ground measurements or satellite data.
Methods of documenting evidence include:
• Photographs of location where data is being collected
• Videos
• Photographs of team members at work
• Screenshots of the data being collected
• Labelled sketches of experiments in the field or laboratory/classroom
The pupils would then analyse data and draw conclusions.Phase 3: Share results and make a difference
In this phase, the pupils will follow the below steps:
1. Decide on any actions to be taken
2. Showcase the project
3. Share the project with a wider audience/ Climate Detectives community -
One of the issues around climate change that I would have the class investigate would be around the topic of fast fashion. The question I would pose would be ‘Explore the carbon footprint of the clothes you purchase/online stores you purchase from’. I would ask the children to list any clothes shops they buy from in person or online. We would do further investigation on where those stores source their clothes from, where our clothes go when we dump them etc. From this I would have the children list ways in which we could reduce our clothing carbon footprint, for example rewearing, thinking before we buy (or asking their parents to buy!), donating clothes, buying second hand etc. This lesson would be aimed at 5th or 6th class and the children would be reminded throughout that there is no shame or nothing wrong with the clothes they wear or where they are purchased in order for them to feel comfortable throughout.
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How does the amount of plastic waste in our local area affect the health of nearby rivers and streams, and what steps can we take to reduce it?
Reflection:
So let’s get the students excited about this by starting with a simple question: Have they ever noticed rubbish, like plastic bottles or bags, around their neighborhood or by a stream? Most of them probably have, and that’s a great starting point to hook them in. We can talk about how that plastic waste doesn’t just disappear but ends up affecting our local water sources and the animals that live there.I’d suggest we turn this into a bit of a scavenger hunt, where students go out in small groups to identify and record the types of plastic waste they see in different areas around the school or their homes. We could even do a little clean-up, which not only helps the environment but gives them a sense of immediate accomplishment.
Once we’ve got some data, we’d bring it back to the classroom and discuss how all this plastic waste might be impacting our local rivers and streams. We could look at how it breaks down (or doesn’t) and what kind of pollutants it releases. And then, here’s where it gets fun—we brainstorm solutions. Maybe they come up with ideas like starting a recycling program at school, creating posters to raise awareness, or even designing their own reusable bags.
By giving them ownership of both the problem and the solution, they’re more likely to be engaged and motivated. Plus, sharing their ideas with the school or local community could really make them feel like they’re making a difference. It’s all about making the learning process interactive, relatable, and most importantly, fun!
4o
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Thank you for sharing this lesson plan. It’s a fantastic way to introduce primary students to the important topic of climate change in a way that’s both engaging and empowering. The activities you’ve outlined, like group discussions, recycling sorting, and planting, are excellent for helping children grasp the concept of climate change and understand their role in protecting the planet.
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Using the Climate detectives research question planner I would look at an issue that is relevant and to the forefront of my students everyday life to try and bring this topic closer to home. Our school is situated near a lake and we regularly do habitat studies with all classes looking at different elements of the local habitat. There has recently been lots of construction in the area surrounding the lake so I would query: What impact does urbanization have on freshwater habitats/ mini-beast habitats/ local flora and fauna.
I would begin the project here but with the children’s help we would narrow down our question. We could conduct field studies, use satellites and images and even look back on work completely in previous years to explore the topic. I think because of the close proximity to this issue, it would really garner the children’s interest in the climate detective project.
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How do different types of playground surfaces affect the temperature on a sunny day?
To encourage young pupils to participate in this research, I would start with a fun and simple experiment. First, we would talk about how different playground surfaces, like grass, sand, and concrete, might feel different under the sun. To make this more relatable, we could use a story or picture book about a playground where different surfaces are described.
Next, we’d conduct a hands-on activity where students measure the temperature of various playground surfaces using toy thermometers. They could work in small groups to collect data and compare their findings.
To make the activity engaging, we could turn it into a game, like a treasure hunt where students find and measure different surfaces. Finally, we’d discuss their observations in a circle and use drawings to help them express what they learned. This approach ensures the research is interactive and accessible, making it fun and educational for young learners.
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Research Question: How is climate change impacting on our local river?
We have a river 200 meters from our school. It is a small river but is 10 km approximately from the sea. I feel that we do not value its importance in our village. We have often done litter picks in the village but we do not focus too much on how our actions are impacting the river. I think the opportunity to appreciate our local river has finally arrived.
This assignment would be catered to the middle- senior end of the school. One of the children’s parents is a fisherman and I feel it would be interesting to invite him into the school to see how our river has changed in the last 30 years. It would be essential for the children to brainstorm before his visit. It would also be important that we visit the river and observe it for its colour, flow, fish, plants, ecology and biodiversity.
We would also assess the amount of litter in it, litter bins near the river and how empty or full they are on different days. I would hope that this assignment would take place over 2 seasons.
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Module 5:
Research question: What is the impact of costal erosion, caused by climate change on animal and human habitats?
I thought that a research project/ question based on coastal erosion would grasp the interest of the children in my school/class as I teach in a coastal school. Use of a mind map/KWL or Mentimeter would help gauge what children already know about the topic in order to tailor teaching and learning at the correct level. I particularly like using KWL’s for the purpose of the ‘W’, using the children’s responses to the ‘W’ enables me as a teacher to facilitate learning that the children are interested in. Exploring evidence such as maps and photos from then/ now to see visible changes in the coast line would be interesting. Speaking to some local historians/ inviting some speakers in from the local area would help peak children’s interest in a topic that effects their community.
Links to coastal erosion could be then explored on a global scale, drawing comparisons between local coastal erosion and it occurring in other parts of the world. This could be a great project for the kids to do in groups/ pairs, comparing coastal erosion around the world. -
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Climate Detective Question: How has climate change impacted the water quality in our rivers?
Having watched the Olympics recently, I was concerned for the marathon swimmers and triathletes when it was announced of their inability to practice in the Seine prior to their events. A quick search revealed high levels of bacteria were found present in the river even after Paris undertook an ambitious improvement plan costing 1.4 billion to ensure that some swimming could happen in this iconic venue. Considering how water quality is closely linked to the weather I think this could be an interesting way to engage students being a climate detective and a great stimulus for a series of lessons.
We could begin with water quality tests and experiments as our school is close to a major river and samples could be taken and observed if not tested. They can then study the small living creatures in water and see them under a microscope if not visible to the naked eye. We can look at the sources of pollution in the rivers and examine what we can do to improve that and then what are the weather events that impact on rivers and lakes predominately. They could use the TEAL tool to get precipitation and sun values and predictions as heavy rains and waste water work to runoff and flow into the river resulting in elevated bacteria levels while warm temperatures and the suns ultraviolet rays can kill germs and lower bacteria levels.
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A great idea to use the example of the poor Olympic swimmers who had to compete in the River Seine. Ye are very lucky to have a river close by and I love the idea of using first hand experience to find evidence of flooding to show the impact it can have even when flood has receeded. It would be interesting to research if the river has always flooded or it it only in more recent times and investigate possible causes. A great way to link History and interviewing older generations.
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I think this question would be engaging and relevant to the children in my school as our village is built on the river Fergus a tributary of the River Shannon. The river is a focal point of the community with various festivals and events held on the banks of the river throughout the year. Also a large multinational company was located just beside the river for many years providing huge employment in the area. The children are familiar with it as we would often take a walk down along the quays particularly with the older classes during the summer months to observe the river features and wildlife. The river does however flood during times of extreme rain and in storms causing damage to the surrounding buildings, nature and wildlife. The children could begin by investigating the causes of flooding and collect anecdotal evidence from people in the community about historical flooding events in the village. Visuals, videos and written evidence could be explored. The children could then conduct some fieldwork providing it is safe to do so along the banks of the river. As a class we would discuss safety rules beforehand and ensure that everyone is aware of the rules before we embark. The children could look for flood marks on buildings, trees, or riverbanks that indicate past water levels. Discuss how high the water reached and what might have been affected. The children can document this by drawing, writing or taking pictures on a class iPad. Following on from this the children could draw up an action plan on what measures they think need to be taken to protect the local environment from future flooding events. The local county council could be involved as the children could send their findings in to them or ask a local councillor to visit the school and listen to the concerns of the children. We could then look at flooding in other parts of the country and the world. Comparisons could be made and the children could identify how the weather and climate change is affecting regions located beside rivers. I think it would be a great project to do with an older class and it would provide lots of scope for cross curricular integration.
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Research question: How is climate change affecting our local forests and the animals living there?
I think this question poses great for all class ages as it relates to their everyday lives. I’d start by discussing the animals we see on our school grounds, there is a family of foxes that live nearby and often wander around the school grounds. I’d open the discussion to what makes the forest a good habitat for foxes, what is their prey and how they care for their young. We would discuss the reasons why foxes and other animals are leaving the forest in search for food as we know the school grounds is not a typical place for foxes to be. This could lead onto explaining about deforestation and the lack of food for foxes and other animals in the forest. I would seek out via parents and the local community if there was someone who could come in and talk to the class in relation to these issues. We would then look at the ways in which we could help combat this issue.
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Research question: The effect of urbanisation on our local parks and how it impacts the wildlife and plants that call them home. Can we also see evidence of climate change of simpley the effect of weather in our parks?
I Would undertake this research after having completed the various activites in the previous modules and having watched videos such as Home and Greta’s speech to raise interest. We would begin by taking field trips to two/ three local parks close to different urban areas- a large county town( compare the town park with a more rural/wilder one) a smaller town and a village park. What makes each one a good/ bad place for these plants/ animals?
I would like to children to see are there any positives/differences for plants/ animals for parks that are maintained regularly or let grow free. We would investigate things such as the traffic close by/ bin availability/ pathways etc. I would encourage the use of the EO browser to see have many trees been cleared to make these parks and how they have changed over the years. How do you think these changes have affected the wildlife? I would also look back on photos we took of the park on last years outing before our trip and see can we see any effects of storms etc in the year- could climate change be affecting these parks too.
We would investigate the plants and animals that call the parks home and I would make it a year long project by comparing the parks in winter/ summer. We would record our findings using photos, video, drawings etc.
Part of our SSE development plan is to improve home school links so I would invite some parents who work in the parks in to speak to the children. I would also encourage the children to take a trip with their parents to these parks as a family day and write about the experience. -
Research question – How does CO2 Cause Global Warming?
Lesson Aim – To demonstrate how rising carbon dioxide (CO2) levels in the atmosphere contribute to global warming and climate change.
I would carry out this experiment to help explain the Greenhouse Effect. This lesson can be aimed towards children from 1st class to 6th class.
Initial questions
What is C02? Where does it come from? (cars, planes, burning of fossil fuels).What is climate change?
Equipment
2 x 2 Litre Plastic Bottles with Lids , markers, 2 Thermometers, scissors, ruler, sellotape vinegar, bicarbonate of Soda, measuring Jug/Spoons, funnel, scale, 1 Lamp (The Sun).
Method
Firstly, label one bottle ‘Air’ and one bottle ‘C02’. Cut off the top of plastic bottles and place and tape the thermometers in the bottles. Then pour an amount of water into the bottles and add an equal amount of ice cubes into both bottles and mark the level of water using Sellotape. Record the initial temperature of both bottles. Pour 2 teaspoons of bicarbonate soda and 150mil of vinegar into the C02 bottle. Can you make a prediction of what will happen?Results – The temperature of the ‘C02’ bottle will increase and due to this the ice will melt so the water level will rise.
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The research question I have come up with is: How has the weather changed in our town over the last 10 years and how might it change in the future? I would use this with a senior class. We would look at data from the EO browser and records on Met Éireann. We would then look at current data and also collect our own data using our own weather station. We would integrate this with the maths curriculum by making some graphs to represent our data. We would then make some predictions based off of this about how the weather might change in future years. We would write some simple reports too and integrate with the visual art curriculum to create some art based off of the weather. This question encourages students to engage with real data, think critically about environmental changes, and explore the broader impacts of climate change on their local environment.
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Research Question: How has climate change impacted the water sources in our local area?
The would be aimed at senior classes. As our school is surrounded by water sources I would pose the question to the children what is the quality in our area like? We are close to the sea, the River Liffey, the Canal and there can be huge problems such as litter in the water. As well as this, changes in weather and rainfall patterns can lead to changes in water quality. Extreme weather conditions like heavy rainfall can disrupt water supply and increase risk of flooding.
The children would make predictions about the water quality. As a class we would travel to various water sources in the area and collect water samples. We would examine these samples by appearance and test the PH of water to see how basic or acidic it is. This would really allow children to get out and see the effects in their own community. It’s important in Ireland to adapt it water management strategies to address these challenges and ensure sustainable water resources for future.
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Research Question- How does urbanization affect local temperature patterns and contribute to the urban heat island effect in our local urban area? To encourage pupils to engage with this research question, I would start by relating the topic to their daily experiences. For instance, I could ask them if they’ve noticed how certain areas of our town feel hotter than others, especially during summer. By connecting the topic to their personal observations, students are more likely to feel invested in the research. Next, I’d organize a series of interactive activities, like field trips to different urban settings in our local area. Students can measure temperatures and observe the environment. They could use simple tools like thermometers and smartphones to collect data, which makes the research hands-on. I would also encourage group discussions where students can share their findings and brainstorm ideas about why certain areas might be warmer. Integrating technology, such as using digital maps to visualize temperature variations, would also help maintain their interest. Finally, I’d emphasize the real-world impact of their research by discussing how understanding and mitigating the urban heat island effect can contribute to creating more sustainable cities.
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Research Question:
Can a WALK ON WEDNESDAY initiative reduce the air pollution in our community?
To begin this investigation I would encourage the students to complete surveys within the school to ascertain how the students travel to school each day. We would investigate the emissions level of each vehicle that is used. I would also conduct an air quality test to examine the levels of pollutants in the air or if not possible anaylse local authorities air pollution documents. I would then encourage the students to investigate countries that have lower air pollution and investigate how they travel to school and work. I would then help the students or organise a campaign encouraging students to Walk on Wednesdays. On these days we would measure the emissions of each vehicle that is used and compare it to the previous data. Air pollution could be measured again on a Wednesday and compared with original data. This Walk on Wednesday scheme could then be upgraded to a ‘Walk Week’ or Walk Fortnight to encourage students to continue.
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Question: how does the temperate affect our strawberry plant at school?
I would start by discussing with the children the necessary conditions for growth; light, heat and food. I would then tell them that we are going to investigate how heat affects our strawberry plant. I think that this investigation would be a good one to do over a two year period so that we could measure the temperature in the same weeks/months but a year apart. I would then discuss with the children how we would make it a fair investigation, by reading the temperature at the same time each day and using the same equipment etc. The children would gather the resources required for the investigation; thermometer, record sheet, calendar etc. Then my hope would be that we would see what affect the temperature has on the plant by looking at how many strawberries the plant produces each year. -
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Research question : “How the simple changes made by humans can help prevent climate change?
I would take this as a whole school approach facilitated by our Green Schools committee and as such involve all classes.
Initially we would begin our research on this by having a whole class discussion on ways that we as humans are currently contributing in a negative way to climate change. I would organise for each student to carry out the carbon footprint calculator to determine their impact on climate change. For the older children in the school, as their homework over the course of the week they would need to identify areas that they could change in their lifestyle to try and reduce their footprint. The younger classes would be tasked with creating a poster to represent ways that they could change their lifestyle to also reduce their carbon footprint.
This work would be carried out over the course of a couple of week at the beginning of a term and then again at the end of a term once children have made changes to their lifestyle, they would once again carry out the carbon footprint calculator and see how their changes have helped to reduce their footprint on the planet. -
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My research question is ” why are we seeing less butterflies and bees in our gardens this summer?” Is climate change responsible?
I would start by brainstorming ideas on board.
Dividing children in groups
Children could initially carry out some research in the school garden/yard then at home in their own gardens/playground nearby. They would collect their data.
Students could contact conservation groups responsible for butterfly and bee conservation.
I would organize a field trip to the Botanical Gardens for pupils.
Students could interview butterfly and bee conservationists there.
Finally, children could think of a solution to this problem. Perhaps we could plant some bee and butterfly friendly plants at home or in school.
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The research question that I would use is ” How is climate change impacting on coastal erosion?” As our school is on the coast of Dublin where there has been lots of coastal erosion over the past several years this is an area which is effecting the children and their families. I would introduce the topic by using a KWL chart to assess the children’s prior knowledge.We would then explore maps and satellite images over the span of the last 10-15 years to make comparisons. Following this we could take a class trip down to the cliffs and observe the changes that have been occurring and the steps that the locals have taken to protect their gardens and local areas. I would invite some residents in to speak to the class about how this has effected them.
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Hi Fiona,
I really like this idea, especially inviting local residents to speak to the class about the effects this issue has had on them. I think this will allow the children to see how fast climate change is impacting us and it brings a sense of community when trying to come up with solutions to tackle this problem.
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Question. How does the green house affect our planet?
Ages ASD Class
Experiment using two pots with compost and thermometer. One of the pots with a clear plastic lid to act as the gases and warm up the soil. Children will read out and carry out instructions independently and devise a strategy on how to record our results. From there we will map a solution and introduce it into our school and homes. AS an extension, we could monitor our carbon foot print in the school over a time period by making small changes such as turning off lights and electrical appliances when not in use. Recycle our waste, look into investing in a poly tunnel to educate the children about our food sources.
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Research Question: How has Climate Change affected local weather patterns (temperature, precipitation and weather events) over the past 30 years?
Prior to working on this research question I would complete various lessons on the topic of climate, weather and climate change with the class. Students would at this stage have a good knowledge of climate change v weather, fossil fuels, greenhouse gases, global warming etc..
I would introduce the research question by a class discussion/brainstorming on the difference between climate and weather. I would also recap the concept of climate change.
We would them discuss questions such as:
Have they noticed any changes in weather over the years? If so what are they? Have our summers gotten hotter or colder? Have our winters become wetter? Etc…Students would then be split up into mixed ability groups which would then work on a project and research data around different aspects of local weather patterns.
Group 1: would research levels of precipitation in Ireland over a period of 30 years.
Group 2: would research changes in temperature in Ireland over 30 years.
Group 3: would research weather events in Ireland over 30 yearsStudents could use the Teal tool, Met Éireann data (MÉRA) and local news reports to compile data on their topic. They could also create surveys to ask their parents, grandparents etc about changes they’ve experience with regards weather.
They would then analyse this and represent this visually (charts etc..).Following on from students completing their projects I would look to invite local experts in weather/climate change and guest speakers to meet with the students and discuss the research question and their completed projects with them.
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Research question: How does our method of transport affect the environment?
This research question would require previous lessons on climate change. The greenhouse effect would be an important lesson prior to investigating this research question.
I would introduce the question by prompting a discussion about how we all get to school every day. I would record this on the board using a tally system. The most common method is likely to be cars. We will then discuss the effects of vehicles on our environment and the emissions they produce. I would split the class into groups and get each group to research the emissions of different transportation methods and their effects. Resources such as TealTool would be useful for this investigation.
I would then follow on from this, by investigating how we could help reduce our transportation emissions and get students to come up with ideas we could present to the principal. There is great opportunities here for cross-curricular links.
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Research question, “How does the decline of biodiversity affect the health of our planet, and what can we do to help protect and restore the variety of life on Earth?” I would use a combination of hands-on activities, discussions, and multimedia resources. I would take the below steps to pre-teach and guide this lesson:
1. Introduction to Biodiversity
Interactive Presentation: Begin with an interactive presentation that explains what biodiversity is, its importance, and examples of ecosystems with high biodiversity (e.g., rainforests, coral reefs).
I would follow this with David Attenborough’s ‘A life on our planet’ video highlighting any reference to biodiversity.
2. Explore the Impact of Biodiversity Loss
Class Discussion: Think pair share or group work: Ask students to think about and discuss what would happen if certain species disappeared. How would it affect the ecosystem, food chain, and overall health of the planet?
Case Studies: Present real-world case studies where biodiversity loss has led to negative consequences, such as the impact of deforestation on local species and climate change.
Activity – Food Web Simulation: Have students create a food web with various species. Then, simulate the removal of a species to see how it affects the entire web, highlighting the interdependence of organisms.
3. Research and Investigation
Group Research Projects: Divide students into small groups and assign each group a different ecosystem to research. They should investigate how biodiversity in that ecosystem has changed over time and what factors are contributing to its decline.
EO Browser Exploration: Use tools like the EO Browser to examine satellite images and data related to deforestation, coral bleaching, or other indicators of biodiversity loss in different parts of the world.
4. Develop Solutions
Brainstorming Session: Encourage students to brainstorm ways to protect and restore biodiversity. What actions can individuals, communities, and governments take?
Guest Speaker: Invite a local environmentalist or conservationist to speak to the class about current efforts to preserve biodiversity and how students can get involved.
5. Presentation and Reflection
Present Findings: Have each group present their research and proposed solutions to the class. Encourage creativity in their presentations (e.g., posters, slideshows, or even short skits).
Reflective Discussion: Facilitate a class discussion on the common themes discovered and the importance of taking action to protect biodiversity.6. Community Engagement
Action Project: Organize a class project, such as creating a school garden with native plants, starting a local conservation campaign, or participating in a community clean-up event to help restore local biodiversity.
Public Awareness: Have students create awareness posters or social media campaigns to educate others about the importance of biodiversity and what they can do to help.7. Evaluation and Follow-Up
Reflection Journals: Ask students to keep a reflection journal throughout the project, where they can note what they’ve learned, how their views on biodiversity have changed, and what actions they plan to take.
Ongoing Projects: Encourage students to continue exploring biodiversity topics, perhaps by maintaining the garden, tracking local wildlife, or participating in citizen science projects.
This approach not only teaches students about the decline of biodiversity but also actively engages them in understanding its importance and empowers them to contribute to solutions. -
I would love to participate in the SFI Science and Maths Awards. As a beginner I would start with the cert and see where we go from there.
We have a raised bed planting area on our school grounds. It is a semi enclosed area. One part of the area gets a lot of sunlight throughout the school where as the other side gets no light till much later in the evening. The question posed :
Will the plants in the shaded area or the ‘sunny’ area grow better?
I would use the DPSM framework to shape my lessons.
We would first have a class discussion about the topic to find out the children’s prior knowledge and pre conceptions.
I would then pre teach the vocab and allow the children to do some research eg web search , speak to a keen gardener.
We would then plant various herbs (easy to grow) at the same time in both areas of the raised bed garden. We would then observe, photograph and analyse plants in both areas weekly.
Children could create various graphs etc to analyse their findings. A review and analysis of the outcomes would then be made into a video for other classes to watch,
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Research Question: How has climate change impacted agriculture in Ireland?
Pupil Participation:
Establish agriculture practices in our local area dairy & beef and elsewhere in Ireland tillage & horticulture. Define each type. Discuss what extreme weather conditions could impact on how agriculture operates. Flooding in planting season, drought causing a fodder crisis etc.
Share government climate targets & how there is very strong resistance from farmers and lobbyists to make a change to their practices. Find statistics on crop productivity & quality over a period of 5-10 years as they have been the warmest on record.
Survey local farmers on how they feel on the topic of climate change and what they have noticed in their everyday work through the years. A local farmer could be invited into the classroom to discuss the broad range of issues facing farmers in relation to climate change.
Record the research findings on the major impacts and make a conclusion. From this conclusion, how can farmers be encouraged to make the necessary changes to keep their farms financially viable as climate change will continue to create very difficult issues in the sector.
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Focusing on how climate change affects Irish farming is really important.
Your plan to study different types of farms and how weather affects them is a good start. Talking to real farmers will give your project a great boost.
It’s interesting to see how farmers feel about climate change and what they’re doing about it. Finding information on how crop yields have changed over time is also a good idea.
I think it would be interesting to look at what farmers can do to adapt to climate change and keep their farms running smoothly.
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Question: How can climate change affect animals in our local environment?
I feel like this question can engage pupils by connecting climate change to something tangible and relatable like local wildlife. It encourages them to explore the impact of climate change on animals they may be familiar with fostering a sense of responsibility and empathy towards nature. Pupils can research how changes in temperature, habitat loss or extreme weather events affect animals in their area. When bringing the question to them you can frame it as a fun exploration adventure. Incorporating hands on activities like creating posters, drawing pictures or going on a nature walk to observe the local wildlife. You can use storytelling and video to make it engaging and relatable.
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Research question: What can we do as a class to reduce our carbon foot print?
I would introduce this lesson by discussing and brainstorming with the class- what is Climate Change and what are we currently doing that is having a negative affect on our local encvironment?
Following on from that we would discuss and explore: What does Carbon Footprint mean? We would all use the carbon footprint calculator to determine our own impact on Climate change.
I would then divide the class in to groups and ask them to identify and list things that 1: We could do as a class to reduce our Carbon Foot print and 2: We could do individually to reduce our carbon foot print.
When we have decided on our targets/actions we will put our plan into action, recording everything and noting any observations along the way.
I hope that this approach will show the children how important and how easy it is to implent these changes in our daily school lives. That all our efforts will have a positive impact on our climate.
Finally I will get the children to create a simple presentation outlining what we have done. They will then present this to other classes encouaging them to do the same.
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Research Question: How is climate change affecting the migration patterns and habitat of Brent Geese in our local area?
To encourage pupils to participate in this project, I would first spark their curiosity by sharing the fascinating journey of Brent Geese, which migrate thousands of miles to our local area each year. I’d highlight how these birds are indicators of environmental health, making them an important focus for studying the impacts of climate change.
I would organise a visit to Bull Island where Brent Geese are known to gather, allowing students to observe them. This firsthand experience would make the research more engaging and relevant. We could also collaborate with local wildlife enthusiasts, who could offer insights and help guide our research.
In class, I would involve students in collecting data on Brent Geese sightings, weather conditions, and changes in habitat over time. Using digital tools, they could track and analyse patterns, fostering skills in data analysis and critical thinking. Finally, I would encourage students to present their findings to the community via the local website demonstrating how their research can contribute to protecting these migratory birds. By linking their efforts to real-world conservation, students would feel a sense of purpose and ownership in the project, motivating them to actively participate.
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Research Question: How does the amount of rain in our area change with the seasons, and what effects does this have on our local environment?
To encourage my pupils to participate in this project, I would begin by asking them to think about how weather changes throughout the year and why it matters. We would start by setting up a simple rain gauge in our school garden to measure rainfall over a few months. Each student could take turns recording the daily rainfall and note any patterns they observe.
To make it fun and engaging, we would create charts and graphs to track the changes and compare them with what we expect during each season. We could also explore how different amounts of rain affect plants, animals, and even how we use water in our daily lives. By involving students in collecting and analysing real data, they would feel more connected to the project and motivated to learn how these seasonal changes impact their surroundings.-
Hi Rachel
That sounds like a lovely project to be carried out over a full school year. It would get the children really involved in collecting weather data but also make them more aware of water and how important it is for wildlife, for growing crops and for our daily lives. There would be a great tie in there with a green schools water flag as being more aware of water would lead to discussions on how import it is to conserve water and not waste it. To make the project suitable for Climate Detectives, you would need to tie it in to Climate Change by looking at long term rainfall data using resources such as the TEAL tool to see how rainfall amounts have changed and by discussing flooding events or droughts in your local area or in Ireland as a whole over recent years.
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Building on the previous modules of this course I think my research question for climate detectives would be: Do we have healthy air quality in our area? If we do, why do you think that is? If not, what can we do about it?
To engage the students with this topic I would have them use school tablets to analyse the air quality using the EO apps and websites. They could also identify possible sources of pollution by doing a nature walk or looking at satellite imagery. Over the course of a week we could observe the statistics and make charts which display the data. While the data is being collected we could do different experiements which demonstrate how poor air quality affects organic matter . Once the results are in we could compare this to historical data and potenially demostrate a worsening trend. I think it’s important though to let the pupils follow their nose with the investigation, especially in the higher classes.
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Research Question – Has the amount of rainfall in our area changed over the past five years, and if so, how has it affected our local environment? ️
To become real Climate Detectives, we’ll use the ESA Climate Detectives research question planner.
The plan:
Problem Detectives: First, we’ll brainstorm all the changes we’ve noticed in our local weather, especially the recent heavy rainfall. ️
Question Sharpeners: We’ll use the planner to refine our research question, making sure it’s clear and focused.
Data Diggers: We’ll become data detectives, using resources like the ESA Earth Online platform to access real satellite images and weather data for our area over the past five years. ️
Analysis All-Stars: We’ll put on our thinking caps and analyse the data, looking for patterns and trends in rainfall.
Impact Investigators: Finally, we’ll dig deeper to see how these changes in rainfall might be affecting our local environment, like plant life, animal habitats, or even the risk of flooding.
Solution Squad: Based on what we discover, we can brainstorm solutions and ways to raise awareness about this issue in our community and discuss this at our assemblies etc. -
Research Question: How does the weather in our local area affect the growth of plants in our school garden?
Firstly, I would begin this project by discussing the differences between weather and climate. As previously thought the children should be reminded that weather occurs over a short period of time whereas climate is over a very long period of time. We will then discuss the ways we measure weather and decide what we will use in our own school garden.
1. Thermometer
2. Rain gauge
3. Anemometer
Secondly, we can spend a lesson making our own rain gauges and anemometers and the school can buy a thermometer. As this is taking place in the school garden it would be nice to invite the rest of the school to partake someway in this project. One way they could participate is by leaving each individual class plant a different seed (the garden is very big) and that way they will have a special interest in their own section.
Thirdly, we can then set up each weather instrument in the garden making sure they are not covered or inhibited in anyway.
This project will last over a couple of months to see any significant results. We will plant the seeds in early spring and be able to monitor the results right up until the week of the school summer holidays. Results will be collected everyday at the same time (preferably noon) and recorded in our project journal. This can be carried out each day by a different pair of students. To record the height of the plants the children can use a ruler/meter stick etc. each day, once ground has broken.
Finally, if the project was then carried out every year (a long term project) at the same time by another class in the school the results could be used to calculate climate rather than weather.
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Research Question: How does human impact accelerate climate change?
I would begin the investigation by showing the children the video ‘There’s an orangutan in my bedroom’ which demonstrates the impact of palm oil on the destruction of rain forests in Indonesia. This is a very powerful video delivered through child friendly language and imagery which makes it a perfect stimulus for talk and discussion around our research question ‘How does human impact accelerate climate change?’
Once the question has been revealed and discussed with the class I would create a large pictograph chart with the children using washy tape to create the axis and hands on materials/ pictures to represent the various every day pictures and actions that impact climate change (plastic bottles, palm oil, deforestation, aeroplanes etc.) The children in groups will then choose an object and place it on the graph to predict how much CO2 emissions (of an impact) this item has on the environment and explain their reasons. Once the graph has been completed and agreed the children would then use earth observation data to research the correct order of the graph.
After discussing the results and the need for these items in our lives we would then mindmap ways to reduce our C02 emissions and how we can still live with and use these items responsibly to ensure we are all doing our part to slow down the speed of climate change. -
Research Question:
What are the impacts of sea levels rising on small island countries?I would introduce this lesson by highlighting that we live on a small island and we will be investigating how climate change can impact the country we live in. As a class we will investigate the ways climate change and global warming is leading to sea levels rising. We will look at real life data and videos to back up this evidence. We will complete an experiment demonstrating what happens to sea levels following the ESA- The Ice is Melting guide. We will further investigate satellite images to obtain data on ice melting.Children will analyse and explain why this is happening. Following on from this in groups children will discuss what problems may arise for small island countries as a result of this. We will look at local examples of an increase in flooding as my school is based on the coast where flood patterns are increasing. After this the children will use the Climate from Space web application to explore and compare sea surface temperature and changes to sea level. After discussing our findings the children could create digital projects or videos highlighting their research and include ways of how children can tackle climate change and global warming.
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Your research question is highly relevant and thoughtfully connects the global issue of rising sea levels to your students’ local context .The hands-on activities, such as analyzing ice melt and discussing the implications for small island countries, will deepen students’ understanding and engagement.
I especially like how you’ve planned to tie in local examples of flooding, which will help students see the direct impact on their own community. The use of the Climate from the Space web app is an excellent way to incorporate technology and global perspectives.
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Research question:
Is there a greater incidence of extreme weather events in Ireland and how is climate change effecting the ordinary life of Irish children?
Throughout this course, I have become much more aware of the causes of and impacts of climate change across the world. However, children are much more interested in and aware of events in their own lives.
I would ask children to recall weather events in Ireland over the last couple of years. We have become used to warnings, flooding, football games being cancelled, etc, but I think it would be of great benefit to document these over an academic year, as well as recording the temperature and rainfall each day.
Having purchased a weather recording kit, I predict that we should be able to prove the hypothesis that Ireland now experiences warmer, wetter weather, with very little frost or snow but more rain. This measurement of data and longer term analysis will be supplemented by a diary of extreme weather events in Ireland. Ireland is a small enough country that the entire country can be considered relatively local.
Having had two years of wet and stormy winters and springs, the average child is aware of the frustration that comes from cancelled sports games and lunch breaks indoors due to bad weather. Perhaps, if we record, document, analyse and report on this issue, children will not only have taken part in a scientific project, but ultimately gain a real understanding of the impacts of climate change on their lives.
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Research Question: How is climate change affecting the health and distribution of tree species in the forests near our school, and what implications does this have for local wildlife?
To engage pupils with this question, I would start by highlighting the importance of the nearby forests and their role in the local ecosystem, such as providing habitats for wildlife, regulating the climate, and offering recreational spaces. We could discuss observable changes in the forests, such as shifts in the types of trees, the health of the forest, or changes in wildlife behavior, which could be linked to climate change.
I would encourage pupils to participate by conducting fieldwork in the nearby forests, such as measuring tree growth, identifying species, and observing signs of stress or disease in trees. We could also track changes in wildlife, looking at how shifts in tree species might affect animals that rely on certain trees for food or shelter. By involving local experts, such as forestry professionals or ecologists, pupils would gain deeper insights into how climate change is impacting their immediate environment. I would hope this hands-on approach would help them see the relevance of the issue and feel empowered to contribute to understanding and addressing climate change at a local level.
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Research Question-How do we as a school reduce our carbon footprint on a daily basis.
This seems like the most relatable for students to deal with.
Firstly I would gather data from students as to how they come to and from school.The options would be presented in a brainstorming activity and result in a pie chart or bar chart in order to showcase the results.It is very likely that cars would be the overwhelmingly answer here as we are a country school.Hi would then ask students to come up with alternative ways of coming to and from school.There is a school bus however some of these students could walk to the stop instead of being dropped off.The use of bikes and foot would be a help here however I am conscious that this may be more suitable for the older classes.Thos would also educate parents aswell.
The bigger area here is the world in general and there are many fantastic videos out there that can be used to show how we as a race are destroying .This video encapsulates everything
Also the lyrics and video to Earth Song by Micheal Jackson is also very poignant and powerful.
https://www.youtube.com/results?search_query=earth+song+michael+jackson
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Research question: How plants grow and survive in different areas- Does climate change affect plant life.
The children could research what helps plants to grow and flourish. They could research what plants would grow best in our immediate environment of the school grounds/ compare with plants that can grow in different countries and environments.
The children could also research areas where Climate change has caused damage to plant life and hampered growth.Plant some plants in different areas of the school- e.g. near the road with all the traffic/leave some rubbish on top of some plants/ shaded areas/ sunny areas/ in the field etc.
Water all plants at the same time and give a similar amount of water and observe how the plants thrive in each of the designated areas. Observe whether pollution and areas of high footfall with less minibeasts produce a different level of growth.
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Research Question: How does urbanisation affect local climates, and what sustainable practices can mitigate its impact on temperature and air quality?
To encourage pupils to participate in developing and exploring this research question, I would begin by engaging them in a discussion about their local environment, asking them to observe changes in temperature, vegetation, and air quality in different areas of their community. I’d then introduce them to the concept of microclimates and how human activities, like urbanisation, can alter local climate conditions.
I would foster curiosity by organizing field trips around the school or neighbourhood, allowing students to gather data, such as temperature readings and air quality measurements, from various locations. By linking these observations to real-world issues and encouraging students to ask their own questions, I would guide them toward formulating hypotheses and designing experiments. Collaborative projects, where students work in groups to explore different aspects of urbanisation and climate, would further enhance engagement and promote a sense of ownership in their learning.
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Research question: How has our climate changed in the last 20 years in our local area?
Phase 1: Introduce the children to the research question. Ask the children what the difference is between climate and weather. Discuss the seasons and what the weather is typically like in each season. Check to see what the current weather is like; rainfall per month, average monthly temperature. Get the children to record this on posters, in relation to rainfall and temperature. Introduce the children to met.ie. I really loved the idea of setting up weather stations in our school. We could actually measure the rainfall for the month of June and record the daily temperature with our instruments. This would really make it much more meaningful and real for each child.
Phase 2: Gather data. Children will research the temperatures and rainfall for the month of June over the past 20 years. Children can also speak with their parents and grandparents and get some personal views on our topic. Children will then record the data. They will then proceed to organise and manage the data.
Phase 3: Classroom Discussion- Children can discuss their findings and compare the results. Visitors from the local community, eg. Farmers may be invited in to talk about how the climate has changed and how it has made farming more challenging.
Phase 4: Presentation of work- Children will present their findings to other classes throughout the school.
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For module 5 the research question I have developed is ‘How does the melting of the polar ice caps and rising in sea temperatures affect marine life’. Throughout my teaching experience if I’ve learnt one thing it is that children adore the sea. They love the idea of the bottomless depths where anything could lie hidden. To put it simply children find it interesting and therefore would find this research question engaging and fun to explore.
I would start off a lesson based on this question by drawing mind maps of sketches, terminologies and key subjects involving our topic. We could discuss these explorations and watch a few news clips and informative YouTube videos on the affects of the polar ice caps melting and rising in sea temperatures on marine life in different areas of the world.We could make use of sites such as the National Geographic and more like it .
We would then discuss how these problems cause issues for marine life ?How through these issues the composition of the sea itself is being altered affecting the ,marine species that call it their home.Marine animals are losing their habitats and finding their food sources disappearing. We could create model beaches with play sand and other craft items before seeing the effects of us flooding them to test the effects of the melting of polar ice caps.
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Research Question: How does recycling in our home environments positively impact the climate?
I would start by showing the children a hook for a backpack made from recycled plastic which I recently purchased while travelling in Thailand. I would explain that people can bring old bottles/ bottle caps, etc. to this shop and request different products to be made from these. This was located on a beautiful island in which there is a limit on single-use plastic (even banned on some parts of the island!) due to their protected marine life, i.e. turtles, sharks, coral, etc. We would discuss why plastic can be harmful to animals, and hence the climate. We could explore this further using the National Geographic Kids website.
Groups would then brainstorm ways in which we can recycle/ limit plastic in our environment. Elicit responses from children, with the hope that some mention the recent Repak Recycling Scheme in Ireland. Watch a video on the official website and discuss if children have availed of the deposit scheme within their families.
Recycling is one way of dealing with single-use plastic, however, remind the children of the ‘Reduce, Reuse, Recycle’ slogan and invite students to think of items we ourselves could create using old plastic bottles. Use the children’s suggestions, or otherwise, groups make bird feeders from plastic bottles to be placed in the school garden. This could act as an introduction into another aspect of climate.
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Question’
What are some things we as primary children can do to help our planet stay healthy and protect it from climate change ?’
In this lesson, students will learn about climate change through a simple explanation and engaging visuals. They will brainstorm ideas on how to help the planet, like saving energy and recycling. Students will work in groups to discuss actions they can take at home or school and share their ideas with the class. Hands-on activities, such as sorting recyclables and creating posters, will reinforce the lesson. The class will end with a reflection where students share what they learned and commit to one positive action to help.
Extra a activites could include :Craft Project
– Provide drawing materials and ask students to create posters showing how they can help the planet.
– Encourage creativity, such as drawing a superhero saving the Earth.
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Planting Activity
– If possible, have each student plant a small seedling or take turns planting a classroom plant. Discuss how plants help the Earth.-Extension Activity:
– Encourage students to start an eco-friendly project at home or in school, such as a recycling drive or a “lights off” campaign, and share their progress in future classes.This lesson plan will help students grasp the concept of climate change, understand its impact, and feel empowered to take action in their everyday lives.
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Become a Climate Detective:
My Research Question: Why is it Important to Save Water, and How Does That Help with Climate Change?I would first of all make the students aware that saving water is crucial because water is a limited resource, and its conservation helps protect our environment. Using less water means less energy is needed to pump, heat, and treat water, which in turn reduces greenhouse gas emissions that contribute to climate change.
How would I Encouraging Pupils to Participate?
To encourage pupils to participate in saving water, I would use a combination of interactive activities, real-world examples, and positive reinforcement:
1.Interactive Activities:
Water Saving Challenges: Create a class challenge where students track their water usage at home for a week. The goal is to find ways to reduce their usage, such as turning off the tap while brushing teeth or taking shorter showers.
Experiments: Conduct simple experiments to show how much water is wasted through small actions, like leaving the tap running, and compare it to efficient water use.
Poster Making: Have students design posters about water-saving tips to display around the school, reinforcing their learning and spreading awareness.
2.Real-World Connections:
Field Trips or Virtual Tours: Organise a visit to a local water treatment plant or a virtual tour to help students understand where their water comes from and the energy involved in treating it.
Guest Speakers: Invite a local environmental expert to talk about water conservation and how it impacts the environment and climate change.
3. Positive Reinforcement:
Recognition: Acknowledge students’ efforts by awarding certificates or small rewards for those who make significant efforts to save water at home and in school.4. Incorporating Technology:
Using Educational Videos and Games: Use educational videos or online games that teach about water conservation and climate change in a fun and engaging way. -
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Research Question: What effect does increased/decreased rainfall have on plants/crops in our school garden?
I would start by revising what we have previously discussed on weather vs climate and the data collected on rainfall from our gauge over the past months. I feel like this research project would be best undertaken in spring when plants are growing again.
I think the effects of excessive rainfall and lack of rainfall would be best investigated in a controlled experiment in the classroom window where three sets of plants are watered differently, amounts recorded and effects on growth observed.
In terms of phase 3 of making a difference I would get the class to present the idea of their research, results and projected future volatility of precipitation in Ireland to other classes in the school using a google slides presentation. Working in groups, it would give the students a great opportunity to share their work and I’ve found that students enjoy the opportunity to be experts for other children.
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Hi Jack
This is a good question as it relates to a local climate problem and is not too broad. It would be nice to be able to include an outdoor element to it rather than just growing the plants in the classroom as watering the plants doesn’t accurately reflect what happens in the outdoors where there are many factors that would affect the absorption of rain and the amount of rainwater stored in the ground. Perhaps you could add in an element where a number of the same plants are grown in 3 outdoor beds or planters. One planter could be covered with an umbrella during some rain showers or when rain was forecast overnight to simulate drought, one could be given extra water to simulate heavy rainfall and one could be left as the control. The height of the plants could be measured to check on growth rates and the data could be compared to your rain gauge data. Your plan to have the children do some research on past and predicted future rainfall amounts and presenting their work to other classes would be a great Phase 3 for your project.
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Research Question: How does the amount of rainfall in our local area change throughout the year, and what impact does it have on our environment and daily lives?
To engage pupils with this climate research, I would start by discussing how Ireland’s weather is known for being unpredictable and often rainy. I’d ask them to think about how rain affects their lives—like playing outside, farming, or even just walking to school. This makes the topic personal and relatable.
Next, I’d encourage them to become “weather detectives” by tracking rainfall over several weeks using rain gauges or simple homemade devices. We could create a class chart to visualize changes in rainfall patterns and discuss what they observe.
To deepen their understanding, we could explore how different levels of rainfall affect the local environment, such as plants, rivers, and wildlife. Pupils could also interview local farmers or gardeners to learn about the real-world impacts of rainfall.
By making the project interactive and relevant to their everyday lives, pupils would feel more engaged and motivated to participate in understanding and addressing climate issues.
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Research Question: How does urbanization influence local temperatures in Dublin city?
Reflection: To involve students in exploring this inquiry, I would initially introduce the concept of urbanization and its potential effects on the environment, specifically on local temperatures. We would delve into how cities with increased buildings, roads, and vehicular activity can form “urban heat islands,” where temperatures are elevated compared to the surrounding rural areas.
I would motivate students to utilize the Climate Detectives research question planner to structure their investigation. They would collect data by measuring temperatures in various areas of our city, encompassing urban and rural settings, over a specified duration. This hands-on method would provide them with experience of how urban zones can exhibit higher temperatures due to factors such as concrete absorbing heat during the day and releasing it at night.
Students could communicate their findings through posters or presentations, offering insights into the impacts of urbanization on local climates and exploring potential solutions to alleviate urban heat islands.
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As I teach in a junior school I would try to keep the question relevant to the age group and pitched at their level. A question we might investigate is “Can farming affect the quality of our water table”
I would use a KWL chart to illicit what knowledge children know regarding the Irish water table. We would the look at the possible dangers farming in Ireland poses to the quality of Irish water ways and rivers. We would investigate some measures farmers are taking on their own farms to try eliminate polluting local waterways. Is the method of prevention better than cure i.e. what substances they use on the fields to treat/enhance certain crops. Children could interview local farmers/environments to conduct their own research on the matter. They can work collaboratively to source their data by questioning, interviewing and using data available online. They can use satellite imagery to look at waterways around the country and arrange data to show how quality of water can be linked with proximity to urban or rural areas etc. There are lots of different ways the children can decide to go acting as climate detectives.
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Research Question. How does climate affect all animals?
I would like to focus on this question because I come from a farming background and in recent years I have seen farms in my local area grow become way more modern sometimes at the expense of nature. Trees, hedge rows, natural marsh areas have been reclaimed and so on to allow for expansion, increased use of chemical fertiliser and slurry spreading are now widespread to feed often overstocked farms. This has proved costly for wildlife in the area as a result. This would be an interesting topic to explore with children, I focus on the investigation of habitat loss, simple surveys locally around the school could be carried out here, through study of old and current photographs, google earth/satellite image to determine loss of trees, forest and green areas to buildings. How rising temperatures are affecting vegetation,. How building and deforestation have force animals to change and move. The investigations of this could be completely on surveying the school locality. As extensions to the lesson, we will investigate animal life at sea and a case study of another country with a different climate.
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I think the research question, ‘How does climate affect all animals?’, is a particularly good one as it appeals to children. Most pupils in my school come from farming backgrounds or may have animals as pets. Other children have a general interest in animals, using this interest as part of the research question inspires interest before the lesson even begins.
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Research idea: How Deforestation Impacts Local Weather Patterns and Wildlife.
To encourage pupils to participate in this research project, I would start by explaining the significance of understanding climate issues at a local level. We would begin with a discussion on local weather patterns and wildlife and why or why not they think deforestation might affect these things.
To further engage children in the research I would use the EO browser mentioned in the previous module to show how areas with deforestation have changed over time. Focusing on how the landscape and possibly the weather patterns have been affected. We would then discuss the impact on wildlife, for example, loss of food and habitat through deforestation.
Finally, I would have the class brainstorm solutions using their ipads and explaining how each solution impacts the research topic.
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Question: ‘How would Climate Change affect the Flora and Fauna of our local canal?’ The local canal is a focal point of our school community. It is a short walk from the school and is very accessible. This question could be investigated at the end of a scheme of work based on climate change, weather and biodiversity, or throughout the year during the different seasons.
The local Community Council (members of the community) have created a website describing the fauna and flora of the area, as well as outlining some of the effects pollution and climate change is having in the area. I would familiarise the class with the biodiversity of the local area. We would also investigate how precipitation, air quality and temperature has changed over time using the resources this course has provided. We would analyse these criteria each month/each season and compare with previous years. A short walk would allow us to investigate these changes first hand.
The data could then be used to predict what changes could happen in the local canal and how this would affect the local fauna and flora as a result. Rising precipitation as a result of climate change would cause the canal to flood more frequently, for example. The children would present their findings to the community council.
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This hands-on approach allows students to connect theory with real-world observations, helping them predict potential changes to the canal’s ecosystem. presenting their findings to the Community Council not only reinforces their learning but also empowers them to contribute to local environmental stewardship efforts.
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I chose the question, Are climatic conditions changing dramatically in our area, as climate science would suggest?
I ran it through the Question Planner to see if it would prove suitable and considered how best to ensure high participation levels from pupils. While the immediacy of weather makes its study possible in real time, the time horizon on climate is longer and so we must draw on data, collected by ourselves and by external agencies.
The closest weather station to our school is in the Phoenix Park where the following parameters are measured:
Air Temperature
Soil Temperatures
Earth Temperatures
Grass Temperature
Rainfall
Atmospheric Pressure
Relative Humidity
Global RadiationAt this point I would ask the children to choose a feature that we could accurately measure in our school environment, using relatively rudimentary apparatus, to make a study feasible
Given the limitations of our site, I would direct them towards the Rainfall parameter, although I would retain an open mind as to what was possible.
I would make the children aware that this was a long-form project and to ensure enduring participation and interest, we would split the year into months, and assign teams to the various months, to lead data collection, analysis and reporting. -
I chose the question “How is climate change affecting the frequency of flooding in Ireland?”
To engage pupils with this research question, I would relate this issue back to our own lives. I would show clips/photographs from Midleton, Co. Cork and Newry from their recent flooding in 2023. Showing these news clips, videos, photographs from people affected by these floods would help the children have a better understanding the real life implications of climate change in Ireland. Next, I would encourage the children to look at the climate change and the recent flooding / rising sea levels are linked. I would group the children together to examine specific towns or regions. As our school is located near Portrane, Co Dublin this is a real life issue for our local area. The children can demonstrate their findings/understandings using posters/presentations/ real life models etc. Finally, I would encourage the children to share their findings with the wider school community. The children would feel empowered to make a difference, seeing their work as impactful and relevant.
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My Climate Dectective research question would be how is Climate change affecting the species of sea-life washed up on our shores here in East Meath?
We would begin by brainstorming in the classroom, discussing sea creatures we have observed on the beach. Interview parents/grandparents to ask questions about the changes they have noticed in tides/waves/water temperature and sea creatures washed up observed over the years. Use EO browser/Google Maps to help identify habitats. Invite local marine biologist/coast guard and local beach tidy group in to answer the children’s questions. Use chromebooks to identify species of sea-life from the past on our shores.
Create research charts to take on weekly beach walks to observe the creatures washed up over different seasons in groups. Take the school ipads to photograph our findings. Use google images to establish the names of the different creatures found. Discuss our findings back in the classroom.
Compare and contrast our findings with the images and information previously gathered.
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Research question. Has climate change affected local weather patterns? Are storms more frequent and hot weather more frequent?
I would frame the project as a detective mission where they are the scientists responsible for uncovering important information that could help our community better understand and prepare for climate change. This approach would give students a sense of purpose and responsibility.
I would also emphasize the skills they will develop, such as data collection, analysis, critical thinking, and teamwork. By involving them in hands-on activities, like collecting data from weather stations, interviewing local residents, or analysing satellite images, I would keep the learning process interactive and fun. Furthermore, I would highlight the real-world impact of their findings by discussing how their research could inform local policies or community initiatives. Lastly, I would provide opportunities for students to present their findings, either through presentations, reports, or creative projects, giving them a platform to share their work with the school or even the broader community. This would not only validate their efforts but also reinforce the importance of their contributions to understanding and addressing climate change. -
Research question: How does plastic pollution affect marine ecosystems and contribute to climate change?
To investigate how plastic pollution affects marine ecosystems and contributes to climate change the children could start by researching the life cycle of plastic and how it ends up in the oceans. I would encourage kids to organise their investigation using the Climate Detectives research question planner. They could examine local sources of plastic waste in their homes and in the city. This investigation can include fieldwork like collecting their litter in nearby parks or streets, categorising the types of plastics found, and discussing how they might travel to waterways.
The children would develop research skills by gather data, teamwork skills during group work and critical thinking by connecting local pollution to global issues. They can also explore how micro plastics may impact marine life using online videos or virtual aquariums. They could then become agents within their own learning by identifying changes they can make, such as reducing plastic use and consider ways that Dublin could improve their waste management. By relating this global issue to their local environment, children will develop their sense of responsibility and empowerment to make positive changes within their community. Our school is also located close to a river and the canal, these would be excellent resources we could use during this investigation which the children could visit and observe the wildlife that use the waterways.
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How does climate change influence coastal erosion on Killiney Beach and how can we promote coastal erosion prevention?
“What do you think happens to the shoreline when waves hit it repeatedly?” Discuss within small groups and share answers. Explain that coastal erosion is the process where waves, wind, and other natural forces wear away the land along the coast. Discuss why coasts are important to people and wildlife, such as providing habitats, protecting inland areas from storms, and offering recreation.
Investigate causes of coastal erosion: Natural Forces: Explain how waves, currents, tides, and wind contribute to erosion. Human Activities: Discuss how building structures, mining sand, and removing vegetation can accelerate erosion. Sea Level Rise: Touch on how climate change and rising sea levels can worsen coastal erosion.
Investigate the Effects of Coastal Erosion: Loss of land, impact on habitats, economic impact etc.
Brainstorm ideas to prevent and/or reduce coastal erosions. Natural solutions – Discuss planting vegetation to hold the soil, creating dunes, and restoring wetlands. Engineering solutions: the use of sea walls, groynes, and breakwaters to protect the coast.
Simulation to demonstrate coastal erosion: Use a shallow tray filled with sand to represent a beach. Add water to one side to represent the sea. Gently move the water to simulate waves hitting the sand. Show how the sand moves and shifts, demonstrating erosion. Ask students to observe what happens and discuss how this relates to real coastal erosion.
In small groups the children will be assigned a specific coastal erosion: causes, effects, or solutions. They will then create a poster illustrating their findings to help to promote the importance of coastal erosion prevention.
Smart Pebbles were released on Killiney Beach in 2023 to track climate change impacts. I would like to contact the researchers in UCD to perhaps discuss their project with the class.
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Hi Ailbhe
That is a great research question that is relevant to your local area. I love the focus on modelling coastal erosion and discussing solutions and asking the children to model some of these solutions with their tray of sand might be a nice extension. Getting in touch with the UCD researchers would be a fantastic idea. It would be great if they would come and talk to your class and maybe suggest some ideas that the children could use to monitor coastal erosion.
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My research question is ”How does the amount of rainfall in our local area affect the health of plants in our school garden?”.
To engage my 6th class pupils in this research project, I would begin by introducing them to the concept of climate and weather, focusing on something they encounter daily – rain. We would start with a simple discussion about why plants need water and what might happen if they get too much or too little.
Next, I’d involve the students (possibly green schools’ committee) in setting up a school garden, where they can plant a variety of flowers, vegetables, and herbs. Each week, we would measure the amount of rainfall using a rain gauge and observe how the plants are growing. The students could keep journals to track their observations, drawing pictures, and writing about what they see.
By involving them in hands-on activities, like planting, watering, and measuring rainfall, the students would feel a personal connection to the project. I’d also emphasise how their work can help us understand bigger climate issues and how changes in weather patterns can affect the world around us. This approach makes the learning process fun and meaningful, encouraging curiosity and a sense of responsibility towards the environment.-
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Hi Grainne
That is a great research question that is related to a local climate issue and you have a clear path to carrying out your hands on research and data collection. The only thing I would add would be some research on past weather data in your area to see if rainfall amounts and patterns have changed over recent years.
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Research Question : Can a cycle to school approach help reduce air pollution caused by cars in our school?
I think this is a very realistic problem and issue in many schools, including my own. It has a simple research questions and pitched appropriately. There is a lot of scope to make the research as easy or difficult as needed.
The children who arrive to school early would monitor the traffic in the morning time for 5 days before the bell. We would collect this quantitative data by counting the number of vehicles entering our school gates. These results can be displayed on a pictogram, bar chart, pie chart etc. This will link in nicely with maths. We can also do a school survey on children’s mode of transport to school
The second part of collecting data would he to analyse the air pollution. In conjunction with Globe Ireland, we could set up yep test tubes at the entrance and exit of the school yard. These tubes would monitor nitrogen dioxide levels. They can be sent away for analysis.
Once we gather and analyse our data, we should see a heavy traffic congestion in our school. Currently there are close to 1500 pupils on campus between junior and senior schools .
Our plan would be to set up a cycle initiative among the children and staff. This can be aided by the actice flag Committee and the green schools committe. Our school luckily has two bicycle huts and cycle paths leading from the town. Laois sports partnership might be in a position to bring spin bikes into the halla and allow children to cycle their distance from home to school to test their ability to do so without being on the roads first.
We could also set up a car pool initiative to reduce emissions and clear traffic. We could re test our findings in a months time and see if there is a reduction.
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For Module 5, my research question is as follows:
“How is climate change affecting the animals in the Arctic?”
Step 1: I would firstly put a lot of work into giving the children a strong understanding of the Arctic Region.
The children would research:
o Where is it located?
o What is the weather like there?
o What animals live in the Arctic?
Use books, child-friendly websites, or educational videos to explore these topics.Step 2: I would then ensure that children would have a basic grasp of the concepts of Climate Change and why it is occurring:
The children would research:
o Find out what climate change is.
o What causes it?
o How does it affect the environment?
Look for simple explanations in books or watch short videos made for kids.Step 3: I would then prompt the children to learn more about what animals inhabit the Arctic Region:
The children would research:
o Choose a few Arctic animals like polar bears, seals, or Arctic foxes.
o What do they eat?
o Where do they live?
o What do they need to survive?
Gather this information from books, online articles, or documentaries.Step 4: The children would then discover the impact of Climate Change on these animal’s natural habitats:
The children would research:
o Investigate how climate change is affecting these animals.
o Is the ice melting?
o How does that affect the animals’ homes and food sources?
Look for before-and-after pictures or stories about changes in the Arctic.Step 5. Gather visual evidence through the use of maps and pictures:
The children would research:
o Look for satellite images or maps that show the Arctic over time.
o How has the ice changed?
o How does this affect the animals?
Use these visuals to better understand the impact of climate change.Step 6: The children will create a record of their research to present and display to show what they have learnt:
The children will carry out the following:
o Create a poster or booklet showing what you discovered.
o Draw pictures of the animals and their homes before and after climate change impacts.
o Write a few sentences to explain what you learned.Step 7: The children will share their findings with their class and the school community:
The children will carry out the following:
o Present your project to your class, family, or friends.
o Explain why it’s important to protect the Arctic and its animals from the effects of climate change.This approach allows primary school children to explore a real-world issue in a manageable and engaging way, using age-appropriate resources and creative expression to reinforce their learning.
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The following is the research question relating to a climate issue:
How are coastal communities tackling rising water levels in the local area?I would encourage pupils to participate by firstly highlight the fact that
40% of Ireland’s population – 1.9 million people – reside within 5km of the coast!
Pupils prior knowledge will be activated by questioning, videos, web research and mind maps.
Relevant key words and phrases will be highlighted for understanding e.g. climate change, weather events, global warming.We will research local media, source and investigate reports on recent water level rises, contact local environmental authorities, local educational institutions, interview experts such as Geographers, identify geographical features and habitats.
Marshes and their importance were highlighted in the Home video and these can be incorporated into the project. Restoration of beaches, dunes and wetlands are also relevant.
There is great potential for ‘school – community connection’ in terms of local groups with expertise, knowledge and experience in tackling this issue. Pupils will gain awareness of efforts being made to combat rising water levels and protect coastlines and communities.Groups of pupils will use ground measurements data and data from Earth observation satellites to explore the climate issue. Various time frames can be selected to identify changes in water levels.
From the collection and analysis of the relevant data, pupils will draw conclusions. Results will be shared within the school community. Pupils can decide what actions they will take to help reduce the problem e.g. being mindful of their own potential for having a positive impact on coastlines, getting involved with local groups who are focused on caring for and protecting our coastlines.
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Research Question: What impact does food miles have on climate change? Children could research what are food miles, where do we get most of our foods products from, are they essential or non essential products. The children could then do a tour of the local shops to source where some of our stable food products are originally coming from. They could assess the amount of airmiles that were used and the amount of carbon been released over a given period of time and the impact this has on the environment. They could also examine alternatives, what can we do to reduce our food miles? As well as the positive effects this will have on the environment. This could be followed on with an awareness campaign to shop local or maybe to grow your own if possible. I think this could be followed up with a whole school presentation whether with a group or the green school committee both are very beneficial as the children are talking to their peers.
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Research question: What can children do to prevent climate change?
I think that this is an important topic within climate change to explore as it is important for children to feel empowered, rather than disheartened, when it comes to climate change. I would also spend a few weeks on this with the children.
I would firstly explore different areas of climate change and how it is effecting different environments and wildlife around the world. I would have the children researching climate change and making projects in groups. Videos, and other resources from this module would be used to support and develop the children’s understanding of this topic. Once the children are familiar with climate change and its effects on the world we would then begin the discussion of what we can do to help.. and more specifically, what we can do in our school to help! I would show the children videos, such as the Great Thumberg video from the previous module. I would have various brainstorming activities planned for the children. I would also have the children create a questionnaire that they could maybe go around to different classroom and gather information. I would then incorporate English and Art and have the children create effective posters to hang around the school. The aim of these posters would be to educate other children and promote what children can do to help prevent climate change! -
I will be teaching a younger class this year. I have decided to take a proactive approach in looking at what can we do.
Research Question: What can we do in our classroom every day to reduce waste? Often, I find in the younger classes, there can be additional waste sometimes as more worksheets, colouring sheets etc can be required.
I would start with a story to engage the children-The Story of Rubbish. We would begin with a whole class discussion about what we are getting rid of every day. We would partake in a day/week long analysis of our wase as a class, taking note on a designated board when anything is noticed and making use of the investigation plan.
At the end of the analysis, we would discuss what we can do to assist with reducing waster. When doing something similar with a past class, we realised that there was a lot of waste during art and free time, with pages/scraps of paper being discarded. This led to the implementation of a scrap paper box, where early finishers etc. could use the scraps for artwork rather than using new blank pages.
We would implement our changes and engage in analysis over another day/week period. Once completed, we would compare the findings. -
To begin the project use the climate detective research planner to develop our own research in relation to a climate issue.
Research Question: What is the effect of pollution on the river Barrow?
Firstly elicit prior knowledge using a KWL chart or mind. To engage pupils show an image, video clip or object.
Then identify the problem with the class.
Investigate with the class. View the Barrow catchment on the map. Research using websites such as Inland fisheries Ireland, Environmental Protection Agency. Read the barrow catchment report. Look at graphs showing water quality, waterbodies, fish. Research the causes of pollution such as local agriculture, industry, urban waste water. Look at the clarity of a river water sample. Invite a guest speaker. Take a field trip.
Discuss and draw up strategies to reduce water pollution. Reduce the use of poisonous sprays on driveways and ditches. Reduce the amount of pesticides, herbicides and chemicals in farming. Reduce plastic waste. Properly dispose of hazardous household waste. Share results. -
Research Question: Environmental impact of the loss of Irish bogs
class discussion on the role of bogs as a fossil fuel. Look at alternatives to using turf to heat our homes.
Research the benefits of protecting our bogs; Irreplaceable loss of biodiversity, intact bogs which are actively forming peat , play an important role in combating climate change by removing excess carbon dioxide from the air and placing it into long term storage for thousands of years, reduction or loss of key bog species, reduction of flood risk.
If the school is close to a bog it would be wonderful to take a day trip to explore the unique flora and fauna. Gather samples of peat, moss, bog cotton and work in groups to research their benefits.
Use the ‘blanket bog restoration project’ website to look at restoration techniques and how we can all play a part. The irish peatland conservation website gives lots of information on the bogs and a range of lessons on the bog covering all areas of the curriculum.
final projects; pro’s and cons of using peat as fossil fuel
impact of large companies cutting turf
Ways to protect our bog and benefits of the bog.
interview a member of the Irish peatland conservation project if possible.
use images from the bog to research wildlife and plants of the bog .
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Research question – How has rainfall changed in Ballinasloe during the summer months from 1974 to 2024?
From teaching in a small country school as well as growing up on a farm myself, I know the importance of a dry summer to people in agriculture. It is widely said that the summers were drier in the 1970′ and 1980’s. I think that this would be interesting for the whole school to take part in as the children can find out from their parents and grandparents about how summertime weather compares from then vs now.
Activity 1: Introduce the children to the research question. Familiarise the children with the new terminology. Discuss the seasons and what the weather is typically like in each season. Check to see what is the average rainfall per month in the area. The children could record this data on posters or recording sheets. The children could use met.ie to find out this data.
Activity 2: Gather data. Groups of children will be given a year or period of time that they will gather rainfall data from. Children can also speak with their parents and grandparents. This would help them relate to the data. Children will then record the data using recording sheets and graphs/charts. The children could also set up a weather station as a hands on activity to record the rainfall for the months of May and June themselves.
Activity 3: Discussion- Children can discuss their findings with eachother and form opinions as to why these trends have happened and the effects they are having on the local area. If the children have a parent or grandparent that is a farmer, they could be invited in to take part in a Q&A with the class.
Activity 4: Presentation- To wrap up the activity and pull all of the findings together, the children could use ICT to put together slides on the topic and present it if they feel comfortable doing so.
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Question: How is air pollution affecting our school’s environment, and what steps can we take to improve air quality
To get pupils involved in this project, I’d start by discussing what air pollution is and why it matters, especially in places close to where they live and learn. I’d ask them to think about times when they’ve noticed smog, smelled car exhaust, or heard about pollution in the news. This helps them understand that air quality is something that directly impacts their health and daily life.
To make it even more engaging, I’d introduce the idea of our class becoming “Air Quality Detectives.” similar to ‘climate detectives’. We’d begin by exploring the area around our school—walking outside to observe traffic, nearby factories, or even green spaces. We’d use simple tools like air quality sensors or even just our senses to gather data.
Pupils would work in teams to research different aspects of air pollution: what causes it, how it travels, and how it affects people and the environment. They could interview local experts, like an environmental scientist or a public health officer, to learn more about the issue. Using EO Browser, we could look at satellite images to identify sources of pollution and see how our area compares to others.
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Question: How does pollution effect my local river?
Firstly use think, pair, share to gain access to the children’s prior knowledge of – Is the local river polluted?
– What could pollute a river
-How could plastic effect a river
-How long could plastic remain in a river
-How could you assess the level of pollution in a river.
After talk and discussion of all of the above topics to establish prior knowledge, the children would then undergo research as part of group work. The research would involve internet research on ipads, asking parents at home, reading books, and watching videos.
Once this research has been carried out, each group can explain what they found to all of the other groups. The groups will have the opportunity to add notes to their own research, of new information that they learned from other groups.
Eventually this could lead to a class trip to the local river to carry out a river survey to assess the pollution in the river.
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We are also based close to the Shannon estuary and I’ve never thought to use this as a stimulus for lessons but after completing this course and from reading comments and suggestions of lessons based on climate change there are so many options for stimuli in our local area that I would definitely use in the future. This is a great idea and linking the river/estuary to pollution but also to preserving local wildlife would be beneficial for the pupils knowledge on the impact of climate change.
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How have rising temperatures in Northern Europe over the past two decades affected the timing and routes of European pied flycatcher migration?
This question will allow my students to explore the relationship between climate change and bird migration patterns, making it a compelling and relevant topic for study. It also provides a clear direction for data collection and analysis, focusing on both temporal (timing) and spatial (routes) aspects of migration in response to rising temperatures. The students could work on this project from a multi-faceted angle. They could do a report on a specific bird for oral language and use ICT/ Laptops for their research on both the birds and the global warming. I know children love doing research and this would a very intriguing and motivating task. Children would also get a wonderful opportunity to learn about natural habitats and migration. -
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As we are situated near Dublin Airport I think a research question could be based around this. Initially, I thought ‘How has the new run way affected air quality in our town’ but I then decided that a better one might be ‘How has the new run way at Dublin airport affected water quality in our local river’ as my school is also situated beside the river.
I think that this research question would engage the chidlren. The DAA and Fingal County Council have data that the chidlren could look at and analysis. The children could take samples from the river to investigage further. OUr school has strong links with the DAA and I think we would be able to engage with them further.
As our school is only a junior school , we could perhaps team up with a 6th class and ask them to help us further investigate this question. We could use satellite images to further help us.
I do think we are limited by the age of the children in our school but I do feel that there is lots that we can explore.
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Hi Orla
This is a really good research question that relates to a local climate issue and you have great ideas for carrying it out. As you said, children in the junior school will be limited in what research they can carry out but I love the idea of partnering with a 6th class for a trip to the river to sample the water. As you have connections with DCC perhaps someone from the water division could meet the children at the river or come into the classroom to talk to them about the type of water sampling they do and how they analyse the samples. One way that scientists measure water quality is by sampling the invertebrates that live in the water and checking the numbers of different species, as some are less tolerant of pollution than others. If there is a suitable location and someone to help you with it, this is a very enjoyable activity for children.
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How has Ireland’s Deposit Return Scheme Impacted on Climate Change?
The children could look into areas such as recycling rates, litter, prevention of waste etc. in relation to this topic and analyse data and findings as part of their study.
The climate detective research planner is a great tool in order to develop a research question relating to climate change.
Children could carry out surveys at home and in the local community recording and analysing data in groups and display it using graphs/ bar charts and share their findings with the whole class.
Predictions regarding the short, medium and long term effects could be made as part of this study.
Using their findings, the class could contact The European Comission through the means of letter writing ( persuasive writing genre) and suggest rolling out the deposit scheme to more Eu countries and the potential benefits this could have in terms of reducing global warming and climate change.-
I think this would be a great question for children to investigate. It is a very relevant topic, any young child I know is fascinated by returning the bottles – my own teenagers gather them up from grandparents to fund their treat nights. It would encourage them to see that it’s not just about getting money back but about making a positive impact on climate change.
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Hi Fiona
This is a great idea for a research question that based on a local climate issue and that is also very topical at the moment. There are a few pieces of information that will be needed to carry out your investigation. To link the project to Climate Change, you will need to find out the average Carbon emissions for production of a plastic bottle and an aluminium can and the carbon emissions produced by recycling each of them which should be readily available online. You will then need to find out the current recycling rates for plastic bottles and aluminium cans and compare them to recycling rates before the scheme was introduced. As the scheme is new this year, official figures won’t have been published yet, but I’m sure I have heard some initial estimates being quoted in the media. You have mentioned contacting the European Commission, so you should be aware that the EU legislation requiring all member states to implement a Deposit Return Scheme was enacted in 2019 https://www.irishstatutebook.ie/eli/2024/si/33/made/en/ so the work of implementing it throughout the EU is already in progress. The following table will give you past and expected dates for implementation in other countries and will also give you information on the difference in recycling rates between countries that have implemented DRS and those who haven’t. https://sensoneo.com/waste-library/deposit-return-schemes-overview-europe/. As you will see, Sweden had a DRS scheme in place since 1984, which is 5 years before we had our first can recycling bank in Ireland
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Firstly, the Climate Detectives research question planner is a clear, colourful and child-friendly tool to guide/help develop a research questions in relation to climate issues. I have 4th class again this September and I have always found working in groups of 3 or 4 for a big project is a nice idea to learning how to work co-operatively and collaboratively, instead of an independent project/study which can be difficult at times. An idea I might suggest was the question for one group could be “ What causes climate change?” which is a broad question but then continue this by giving each student in the group a topic to cover, for example:
1. Burning fossil fuels
2. Farming
3. Deforestation
By giving each student in the group their own topic to cover, they learn independent investigation and then when they have gathered their information through books/the internet they present what they have discovered to their group. This give opportunity for all the students to learn from one another. -
This was a very informative module. I particularly liked the information presented on the ESA website for Climate Detectives. It sets out a clear and structured approach to climate inquiry. The three phases are feasible and user-friendly. In Phase 1, Identifying a Climate Problem, I will approach it as set out in the Esero Framework – how do I make the learning outcomes and topics engaging for the pupils? How do I assist in exploring the topic further? What area can be investigated further? What scientific skills will be the children be developing?
Using the template shown in this module on how to identify a research question, I will teach a series of lessons on climate, using the TEAL website. We will set up a weather station in the school grounds. Therefore, the children will have engaged in activities to increase their knowledge of weather and data collection.
In order to consolidate their skills relating to scientific methodologies, we, as a team, will come up with a research question. For example: Is the weather in Leinster becoming wetter?
The children will work in groups to frame, and re-frame the research question. They will carry out background research into weather patterns in the area. They will use data from TEAL and Met Eireann. They will identify trends of weather patterns. How much rainfall has fallen in the province in recent years. They will collect data in the school weather station and record that data in their logbooks. After a period of time, they will make an analysis of their data. It would be great if another school in the province was also carrying out the same project, to see if there are correlations or differences in the data, say for example, a school in Wexford could be working with a school in Louth/Meath to determine differences in data analysis. This could develop the children’s collaboration skills.
I will definitely be embracing this project this year.
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Question: How is climate change affecting the animals and plants in our local area, and what can we do to help them?
I would begin my lesson with an introduction of diagnostic question with a KWL chart and posing to the children a question asking ‘what do we know about how our animals and plants locally are affected by climate change?’
I would then continue on with direct teaching explaining how climate change is causing our planet to warm up, which can make life harder for animals and plants. In Ireland, this means changes in weather, loss of habitats, and new challenges for our wildlife.
The main activity would be centered around the three main things that we can do e.g. protect wildlife by planning more native trees like oaks and flowers that help attract bees, birds and other minibeasts. We would also ask our careteaker to leave us a section in the garden that can be wild so homes can be created for these creatures. I would ask one group to focus on this element over a specific time frame.
Conserving water is another action that we can incorporate into our lives, at home and by sending children around to check that the taps automatically turn off in school and also collecting rain water to water our plants and vegetable garden in school is another thing that this group can do.
Reducing plastic is another action we can take on by involved in community clean ups and ensuring the children are being taught how to recycle properly and also reuse plastic for STEAM activities and Art activities, Music instrument making etc. Educating the children of the dangers of plastic to animals as they may mistake it for food is important also.
I would work on this for a term as the children could alternate activities and get a block of time doing each one, e.g. three weeks at each activity. Depending on the age group I’d like the children to bring in elements of digital literacy and project based learning into this so I’d encourage them to record/document and display their work from start to finish. They could then educate other classes on the actions we can take. By the end of the time frame I’d hope for the children to understand that the onus is on us to do our bit for our local environment and by working together we can protect Ireland’s animals and plants from the impact of climate change.
I think this project using the research planner question can be used with children of all ages except on different scales for the younger classes and further challenging the older classes.
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Climate question : how is the greenhouse effect changing the conditions for plant growth?
<p style=”text-align: left;”>As part of answering this question, I would explore the term greenhouse effect and discuss this meaning with the class. We would analyse data collected which shows the trajectory of effects on the atmosphere, growing conditions, global climate. We would then set up our own in class experiment to collect and analyse data on a small scale, by growing plants inside plastic bottle domes. We would place thermometers inside the bottles to monitor the temperature. We would set these up in different conditions, eg sunny spot, shaded spot and ascertain any differences as we collect our data over days and weeks. At the end we would analyse our data and refer back to our opening question. We would then be able to refer back to looking at this issue on a global scale.</p> -
We have been very fortunate in our school to have solar panels installed over the past year. I would get the children to investigate ‘How alternative energy sources can change the carbon footprint of our schools’
The children can look at how what our energy usage was historically and then compare it to more recently. They can also investigate if the panels are making surplus energy to our requirements and how this is benefitting the wider community. I think it would be a good idea for the children to create a visual display of just how much fossil fuels we not used – this could be put on display for the whole school to see – a physical display would make a far greater impact than a written piece.
As an additional task, I would get the class to investigate if there are alternative ways for our school community to reduce the energy usage in our school. Although we have plenty of green flags, is there a more practical way that we could be doing more.
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Hi Susan
That is a great research question that is really relevant to the school and uses data that is readily available to you. I think it is really important when energy saving measures such as insulation or alternative energy sources such as your solar panels are installed in schools, that it is used as a teaching opportunity in classes throughout the school. You may be interested to know that as public bodies, all schools are required to submit yearly energy data to SEAI. You can view your school’s energy performance on https://psmr.seai.ie/Public. Unfortunately as your solar panels are new, they won’t show up in this data yet. It should also be noted that data for ETB schools doesn’t show up in this website as the ETB would be reporting as a single body.
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Hi Susan,
We got solar panels installed in June so it will definitely be an area of focus this year, there is a panel in the office which displays all the information similar to that on the app for solar panels on your house. It will be interesting this year to compare electricity usage and how much we can generate.
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Our school is currently in the process of trying to get the funding to put solar panels on our roof so this could be really interesting for our kids to look at the importance of them and the impact that they can have. The SEAI also do really good workshops with classes on how to conserve energy in schools and at home you can apply for them to come visit your school for free.
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Question: How does population increases affect the biodiversity in an area?
Our school is located on the outskirts of west dublin where urban crawl is a very prominent in the area, land that a few years ago was farmland has seen a number of developments in the last 5-10 years. With this the population of the area has significantly increased too.
We would use satellite imagery to compare the differences in the area over the past ten years and compare them to photographs of the area similar to the landmark idea in one of the climate lessons shared.
A large biodiversity study was carried out in our area in 2016 we would use this data to compare to data that we will gather by carrying out field surveys of the flora and fauna that are found in our area.
We would then look at the census information to gather information about the population of the area at different intervals. Using this information we will make comparisons between the human population at the time and the flora and fauna present in the area at the time.
We would then generate ideas as to how we could protect the flora and fauna in the area and make posters sharing our ideas
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Research Question- How does deforestation contribute to changes in local weather patterns?
The planner was really helpful in coming up with a suitable research question.
To help my 3rd class pupils engage with the question, I would start with a fun and interactive approach.
I would begin by showing them pictures or a short video of a forest and then the same area after trees have been removed. I would ask them to think about how the change might affect the local environment. I would use simple language to explain that trees help to keep the air clean and cool. I would explain how when trees are cut down, it can make the weather warmer and less predictable.
I would also get them involved with a hands-on activity, like creating a “mini forest” using plants or drawings. I could have them compare the weather in areas with lots of trees versus areas with fewer trees. I would encourage them to share their observations and thoughts, helping them connect the dots between deforestation and local weather changes in an engaging way.
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