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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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To encourage pupils to participate, I would start by engaging them with thought-provoking questions about the importance of forests and the impacts of human activities on the environment. I would incorporate visuals like maps, photos, and videos to illustrate deforestation and climate change effects. Group discussions and brainstorming sessions would help pupils develop curiosity and critical thinking skills. I would also assign simple research tasks, such as examining local tree planting initiatives or investigating how deforestation affects weather patterns. Hands-on activities, like creating models or simulations, could make the learning process more interactive. I believe fostering a supportive environment where pupils feel their ideas are valued will motivate them to actively participate. Additionally, linking the topic to their everyday lives—such as how climate change impacts their community—can make the issue more relevant and inspiring action.
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I really like your approach Diarmaid —it’s so well-rounded and student-focused. Starting with thought-provoking questions is a great way to spark curiosity and give pupils ownership of their learning from the beginning. Using visuals like maps and videos will definitely help bring the issue of deforestation and climate change to life, especially for visual learners.
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I really like the angle you are taking Diarmaid in using thought-provoking questions to enquire about how humans impact on forests and the environment. The use of technology and ICT to empower the students in their investigations and discovery provides autonomy for students while also ensuring a differentiated approach can be maintained at all times. Providing students with positive feedback about their research aligns nicely to the Wellbeing focus in schools at present also. I also feel the direct links to their own lives is an excellent method of garnering and maintaining personal interest for children. If they can identify with how their own lives/community is affected the learning develops new and lasting impressions on them. Thanks for sharing the great ideas.
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Diarmaid I like your suggestions for using thought-provoking questions, visuals, and real-world examples. I find in 6th class the lesson becomes not only informative but also relatable, which is key to fostering curiosity and critical thinking. Yes I also feel group discussions and research tasks encourage collaborative learning, while hands-on activities make abstract concepts tangible. This approach not only enhances students’ understanding but also motivates them to think about how they can impact their environment, instilling a sense of responsibility and empowerment.
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Module 5
Research Question:
How is the melting of polar ice caps contributing to rising sea levels, and what local impacts could this have on coastal communities.To encourage pupils to participate actively in exploring climate change and melting ice caps, I would begin by making the issue relevant and tangible. First, I’d introduce real-world examples through videos, satellite imagery, and data showing the rapid changes in ice coverage in the Arctic and Antarctic regions. Then, I’d connect those global changes to local consequences—rising sea levels, flooding risks, and impacts on wildlife or infrastructure.
Inquiry-based learning would be central to the project. I’d encourage students to become “climate detectives” by collecting data, analysing maps, conducting surveys in their communities, or even modelling sea level rise using interactive simulations. I’d foster group discussions and let students select specific areas of interest, such as biodiversity loss or human displacement.
By giving students agency, providing them with digital tools, and inviting them to propose solutions, I’d create an environment where they feel empowered, not overwhelmed, by the topic. A final presentation or action project could further boost engagement and responsibility. -
I like your ideas on how you would get the pupils to participate. I agree with your comment that providing them with digital tools and inviting them to propose solutions that they would feel empowered by the topic in question. They would have more ownership of their work and this would encourage them to reach their full potential in their investigations.
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Your approach is both thoughtful and engaging! I love how you combine visual resources, hands-on activities, and real-world connections to deepen understanding. Encouraging critical thinking through group discussions and linking deforestation to local initiatives is a great way to foster curiosity. Creating a supportive space where pupils feel heard will definitely inspire meaningful participation and action.
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Your approach effectively combines engagement, visual aids, and hands-on learning to spark curiosity and critical thinking. Linking deforestation to students’ lives makes the topic relatable and meaningful. Encouraging group discussions and valuing pupil ideas creates a supportive environment, which is key to motivating active participation and deeper understanding.
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The question I have developed using the Climate Detectives planning support is: “How Does Climate Change Affect the Crops We Grow?”. I chose this question as I thought it would be a good stimulus to motivate children to learn about a new/challenging topic.
I will be teaching 1st class this September and even though climate change is a big topic, 1st Class children are naturally curious so with the right approach, they can definitely begin exploring this question in their own way.
I’d start by talking about something familiar: plants and food. Many children already know that plants need sun, water, and the right temperature to grow. From there, we can begin to wonder together: “What happens if it gets too hot?” or “What if it doesn’t rain enough?” These simple questions could help them start thinking about how changes in weather can affect the food we grow.
To make it hands-on and fun, we could:
Grow plants in class, maybe experimenting with giving some more or less water or sunlight, and seeing what happens.
Look at pictures or maps of farms from around the world—maybe even use the EO Browser with teacher support to see what crops look like from space!
Read stories or watch short videos about farmers, food, and weather to help them connect emotionally to the topic.Most importantly, exploring this question helps them become little scientists and thinkers—observing, predicting, wondering, and making real-life connections. It also gives them a chance to see that they can be part of taking care of the Earth, even in small ways.
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To engage children in climate education, I would begin by asking: “How does our daily life at school affect the planet?” This question encourages pupils to explore climate change through the lens of their own environment and routines.
The lesson would begin with a walk around the school grounds, where children would observe and record anything they think could harm or help the environment, such as energy use, transport, waste, or nature. Back in the classroom, they would share findings and group them into categories (e.g. energy, food, waste, water).
Next, students would take part in a hands-on energy audit of their classroom, investigating how lights, heating, and devices are used and how energy could be saved. They would then create simple action pledges, such as turning off lights or using reusable containers.
To reinforce learning creatively, pupils would write and perform short climate-themed sketches or songs to share their message with younger classes.
Finally, they would reflect on the original question, discussing how their awareness has changed and what small actions they can take every day to protect the planet.
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That sounds like a really engaging Diarmuid! I love how you’re using visuals to make the topic more accessible. The idea of linking local research—like tree planting initiatives—is a brilliant way to help pupils see the real-world impact of their learning. I also think your use of group discussions and hands-on activities will really help children feel involved and confident in sharing their ideas. The cross-curricular links you’ve suggested open up so many creative possibilities too—especially the models and simulations, which could be a fun way to visualise forest loss or climate effects.
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Module 5
My research question:
Has increasing traffic had an impact on the air quality in our area?
As a starting point, we would watch some of the excellent video clips available on the atmosphere and on greenhouse gases. We would look at traffic patterns in our area. We would conduct lots of surveys and collate , graph and analyse our findings.
I would introduce some satellite images form the EO Browser, focussing on air quality, currently, and with the archived data available , historically.
This work unit lends itself to creativity. I envisage working on iPads and chromebooks as well as creation of powerpoints, oral texts, posters to showcase the work being done. In the past I have used Lego We-Do , kinex and Lego Spike as well as various other programs to build models and create simulations Conclusions can be drawn, and ideas formulated as to what steps our pupils and their families can take. Children are so creative. All of the suggestions and all of the resources highlighted in this module are so valuable.
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Hi Treasa
That sounds like a great project. I love that it is focussing on a particular local issue that is relevant to the children. You have a clear plan for collecting primary data through traffic surveys and using secondary data such as satellite imagery and air pollution data. There is a great link with maths through collecting, collating and representing the data and I love the idea of creating computer simulations and models. Using the data to generate ideas on taking action to reduce air pollution and greenhouse gases from transport is a great way to conclude the project. You might find the Climate Detectives Mini Case Study on Air Pollution useful https://esero.ie/wp-content/uploads/2022/09/Air-Pollution-Mini-Case-Study-ESERO-Ireland-final.pdf
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I really like Diarmaid how you aim to spark your pupils’ curiosity by beginning with thought-provoking questions—this is such an effective and get pupils brainstorming and thinking critically right from the beginning.
Your use of visuals like maps and videos is also a great way to support different learning styles and bring global issues like deforestation and climate change closer to home and in particular their own locality. The idea of incorporating group discussions and hands-on tasks, such as creating models or simulations, will definitely make the learning experience more interactive and effective.
I really liked your focus on creating a supportive learning environment where every child feels heard. Linking the topic to local initiatives and pupils’ own communities is a powerful way to help them see the relevance of their learning and how deforestation can impact on their own locality in lots of different ways.
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How does the increase in local urban temperatures over the past decade affect nearby plant growth and biodiversity?
To encourage pupils to participate in investigating this question, I would first engage them by exploring the concept of urban heat islands and their visible impact on their own school or community. This real-world connection makes the issue relatable and sparks curiosity. I’d then guide students through collecting temperature data using simple tools like thermometers or accessing local weather station records, fostering hands-on involvement. Next, we would observe and document changes in local plant life through fieldwork and photographs, helping pupils connect climate data with ecological effects. Collaborative group work would encourage discussion and sharing of ideas, promoting critical thinking and problem-solving. Finally, I would facilitate presentations or creative projects to communicate their findings, emphasizing the importance of teamwork and active citizenship in tackling climate issues.
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I agree Colin, exploring the visual impact of urban heat islands with the children and how it affects their own school or local community is very important. They will become more aware of how cities can get hotter than the nearby countryside, for example, buildings, roads, and footpaths soak up and hold heat from the sun. They might notice that the playground or yard feels much hotter than grassy or shady areas. They may also observe that some rooms in the school feel warmer than others. Seeing this helps the children understand how towns and cities can change the temperature and why it matters for people’s comfort.
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Climate Detectives Research Question Planner
1. Research Question
How has increased rainfall over the past decade affected the frequency of flooding in low-lying areas, for example, Cork City?2. What is the climate issue?
Cork City is experiencing more frequent and intense rainfall events, contributing to urban flooding, especially in low-lying areas near the River Lee. Climate change is believed to be intensifying these weather patterns.3. Why is it important?
Flooding in Cork causes significant disruption, damaging homes, businesses, and transport routes. It also places stress on emergency services and city infrastructure. Understanding the link between rainfall and flood frequency is crucial for improving flood defences, city planning, and climate adaptation strategies.4. Who is affected and how?
• Residents and business owners in the city experience property damage and economic losses.
• Local government and emergency services face increased pressure to respond to frequent flood events.
• Commuters and students are affected by road closures and service delays.5. What data could you use or collect to investigate it?
• Rainfall data from Met Éireann or Cork City Council over the past 10 years.
• Flood incident reports and response logs from local authorities.
• Elevation maps of Cork showing flood-prone zones, eg, River Lee catchment area.
• Land use and drainage maps showing surface types and water absorption capacity.
• Tide and river level data, as tidal flooding also plays a role in Cork.-
Hi Sinéad,
Thanks for sharing all these ideas. Cork is an excellent example of a city that has suffered greatly from flooding. I recall recently a GAA club being flooded. It showed the impact flooding has on a community but also how a community can rally together to do everything in its power to help residents and build the club up again.
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Hi Sinead, thanks for sharing this research question. This is a brilliant question to engage discussion around climate change with children from Cork. You have come up with a real life problem that effects them, their families and the place where they live. Great data collection ideas too. Thank you for sharing.
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I think investigating the effect of flooding on low lying areas would be a really interesting project for our children. Every winter they hear and see the devastating effects that flooding has on areas on the news. By investigating the reasons why this is happening and looking at the affect it has had, we hopefully will encourage them to be proactive in taking steps to prevent floods from occuring so frequently in the future.
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Hi Sinéad, thank you for sharing such a great research plan. I really liked how you connected increased rainfall and flooding specifically to a local location like Cork City which makes the project very relevant for the children. The inclusion of local data sources like Met Éireann and Cork City Council is a great way to help children learn how to use real scientific information in their research. Your ideas encourage critical thinking and data analysis which are great skills for them to develop.
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This is a really interesting and engaging project idea. It is also very relevant to the children and I noticed that you had a section on how it effects the local community. This is very important with many peoples attitude to climate change being if it doesn’t effect me then its not my problem. This will help them realise that climate change is effecting all of us.
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To actively engage pupils in this research, I would begin by making the topic relevant to their everyday lives. Air quality is something that directly affects their health, especially if they or someone they know suffers from asthma or allergies for example last year I had two to three pupils who suffered from this condition last year. Starting with a classroom discussion about what they already know like traffic congestion, or even how they feel after walking near a busy road—helps build personal connections to the topic.
Next, I would involve them in data collection through hands-on activities such as measuring air quality using portable sensors or tracking traffic patterns near school. We could compare results from different locations and times, and analyse the impact of things like school runs or public transport. We could easily utilise the School’s Green Team to collect and collate data from all classes.
By allowing pupils to present findings and suggest solutions to other classes they would be empowered to become more sustainable.-
I like the idea of connecting their research to their everyday lives. I hadn’t thought I linking my research topic of how car dependency and urban sprawl is increasing green house emissions and how this could be connected to those who suffer from asthma or allergies. This would be another interesting aspect to add to our investigation. Thanks!
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When reading the brief for the module assignment, I immediately thought of air quality and traffic congestion in our school area. The idea to discuss how children feel when walking on or near a busy road is inspired. I love the ideas for data collection. This is a topic which lends itself to collection of both data on the ground and data from satellites.
Colloboration with the school Green Team is a great idea. Thank you for sharing the wonderful ideas.
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I really like your approach to making air quality a relatable topic for pupils. Linking it to their own experiences with asthma or noticing fumes near busy roads will grab their interest from the start. The idea of using portable sensors and tracking traffic patterns is practical and hands on, which I think always helps to deepen understanding.
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The research question I would investigate with my class would relate to transportation and Emissions. The climate issue would be regarding how car dependency and urban sprawl in Co. Kildare may be increasing greenhouse gas emissions, contributing to climate change. I would have a whole class discussion with the children regarding what our main research focus will be. I would have the children break into smaller groups to brainstorm how we are going to pose our question in their own words and then come back as a class to agree on our main research question i.e. “How does using lots of cars and building more houses in Kildare affect the air and the climate?” Again, we will break into small groups and brainstorm and define the scope and focus of our investigation i.e. Local relevance: Such as will we focus on one town only or nearby towns like Naas, Celbridge, or Newbridge where many people drive to school or work. Climate link: More cars = more greenhouse gases = warmer planet. Observable aspects: Number of cars at school, traffic at drop-off/pick-up times, green space vs. new housing areas. We will again break into groups and agree what data each group will be responsible for collecting bearing in mind differentiation and ability. Some pupil-friendly data collection ideas could include:
-Traffic tallies: Count how many cars arrive at school each morning.
-Travel survey: Ask classmates how they get to school (walk, bike, car, bus).
-Map activity: Draw or mark on a map where everyone lives and how far they travel.
-Photo diary: Take pictures of green areas vs. built-up areas (with permission).
-CO₂ comparison chart: Show how much CO₂ cars make compared to walking or cycling (simple visual aids).
-Utilise information from the EO browser for more tech competent children.
We will then analyse our collected data through a variety of methods such as:
-Bar charts or pictograms to show how many students use each type of transport.
-Compare car use to the number of students who walk or cycle.
-Look for patterns: “Do children who live nearby still come by car?”
-Use simple math to estimate CO₂ based on number of cars (with teacher guidance).
We will then share our findings with parents, other classes, or in assembly. We could create a display wall in a prominent area in our school, create a podcast on our findings or create a report for the school newsletter or create.
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Hi Elaine, I think this is a fantastic and well-thought-out approach. I completely agree with your focus on transportation and emissions, especially as it makes the climate issue very real and relevant for children in Co. Kildare. I really like how you’re involving the class in framing the research question themselves and using simple, hands-on data collection methods that are accessible to all learners. Sharing findings with the wider school community is a great way to raise awareness and extend the learning beyond the classroom.
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As I work with young kids in the infant end I think I would frame the question “Trees help keep our Earth cool and provide us with air. What happens if lots of trees are cut down?’ I would also relate it to an area near our school.
I would explain to them that we are going to be detectives and look at some pictures and videos to see what happens when trees are removed.We would then use a mind map to brainstorm questions like ‘why do people cut down trees?’ and ‘what happens to animals whn the trees are cut down?’ ‘Does it make the earth warmer?’ I would visit a local park and record what they see. We would then record if it is cooler when in a tree flooded area in comparison to an area with fewer trees. We would then discuss what to are results tell us. What would happen if lots of trees were cut down. We could then compare google images and maps that show areas where lots of trees have been cut down and what has happened as a result.-
I think your idea on looking at trees is great.There is a lovely poem’Where is the Forest’ that could be used as a stimulus for a number of lessons as we could discuss urbanization and its effects on animal habitats.We could then use your ideas of video etc to create a mind map and look at google images of our rural area in both past and present
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I completely agree with your approach—it’s such a thoughtful and engaging way to introduce young children to the concept of climate change and deforestation. Framing the question around trees and asking “What happens if lots of trees are cut down?” is simple yet powerful, and perfect for sparking curiosity in younger pupils.
I also love how you’re incorporating local context by linking it to an area near your school. This makes the learning more meaningful and helps the children make real-world connections. Using pictures, videos, and a park visit is a great way to appeal to their senses and keep them actively involved. Young children learn best through doing and seeing, so this hands-on, observational approach is really effective.
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Climate Detectives Research Question Planner
1. Research Question
How has increased rainfall over the past five years affected the frequency of flooding problems we have seen recently in Roscommon.
2. What is the climate issue?
It has become much wetter in the region in recent years and climate change is probably playing a part in this.
3. Why is it important?
Flooding is affecting farming in the area and farmer’s lives have become much more difficult. Even our school transport system has been affected with buses not able to get through.4. Who is affected and how?
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Residents and business owners in the town experience economic losses.
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Local government and emergency services face increased pressure to respond to frequent flood events.
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Commuters and students are affected by road closures and service delays.
• Farmers are challenged getting feed to livestock and also accessing main roads etc.5. What data could you use or collect to investigate it?
• Rainfall data from Met Éireann over the past 5 years.
• Flood incident reports in the County including local newspaper reports -
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I am working with junior infants this year so I feel a basic pitch like the importance of trees is also a good idea, tress are all around us and all children are exposed to them daily.
Climate Detective Lesson: How Trees Help Us!
Today we’re going to learn about something very special that helps keep our Earth happy – TREES!What do trees do for us?
Trees help us breathe!Trees take in dirty air (like smoke and carbon dioxide) and give us back clean air (called oxygen).
So when we breathe in and out… thank a tree
Trees give shade and keep us coolOn a hot day, standing under a tree feels nice, right? That’s because trees help cool the Earth!
Trees are homes for animals!Birds, squirrels, bugs, and even bees live in trees.
Trees are like a big hotel for animals!
Trees help stop floods.When it rains, trees drink up the water through their roots, like a big straw.
That helps keep the ground from getting too wet or muddy.
Trees give us food!Some trees grow apples, oranges, nuts, and more
What would happen if there were no trees?
The air would be dirty and hard to breathe
It would get too hot in some places
Animals would have no place to live
There might be more floods and mudslides
We wouldn’t have as much fruit or woodWhat can WE do to help trees?
Plant new trees
Take care of parks and forests
Don’t break branches or pull off leavesTell others why trees are amazing!
After the children have discussed all the above i would finish with an art activity.
Draw a picture of a happy tree and the animals that live in it! -
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My own research question in relation to a climate issue:
1. Research Question:
What is the impact of rising sea levels of the lives of humans and animals and how does it affect their living conditions?
The rise in sea levels can have profound effects on the lives of so many people locally, regionally, nationally and on a wider scale worldwide.2. What is the climate issue?
The issue is a rise in temperatures across the planet resulting in polar ice caps melting at an increasingly rapid rate and therein a knock-on effect having an impact on sea levels rising.
3. Why is it important?
It is incredibly important. Economically the Maldives is a tourist destination that relies on income from visiting tourists. These islands are in danger of disappearing due to rising sea levels.
4. Who is affected and how?
Human beings are affected as the rise in sea levels can impact on land e.g. Polders in Netherlands, low lying counties/regions such as Cork city, Clonmel, Blackwater village in Co. Wexford.
5. What data could you use or collect to investigate it?
Students could investigate mm of rainfall that are reported by Met Éireann each week. Further to this, analysis can be conducted using Google Earth of before and after aerial and satellite photographs. -
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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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.
1.Temperature Observation:
How does temperature feel in the shade of a tree compared to areas without trees?
Can students measure temperature differences using simple tools like thermometers?
2.Tree Characteristics:
What types of trees are found on the playground?
How do the leaves and branches of these trees provide shade?
3. Cooling Effect of Trees.
How do trees help cool the air?
Whys is it more comfortable to play under a tree on a hot day
4. Other Benefits.
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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The research question that I would use with regard to this specific module would be the following: How has deforestation contributed to the desertification of the Sahel region in Northern Africa? Children in senior classes could examine the impact that the destruction of forests is having on habitats, farming and therefore the spread of the Sahara desert beyond its previous outer limits. I believe students would be really enthused by looking at how there is a significant consequence when human activity removes vital forest habitats on the lives of animals and indeed humans too. As the Sahara desert is such a famous desert, students could learn how specific animals have been affected by the spread of a barren landscape. Children could use chromebooks or ipads in a mini-project to examine how the desert has spread through time and the changes this has made to the landscape of Northern Africa.
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Hi Niamh
That is an interesting research question and one that the children could research through the use of online maps and satellite data. It also highlights one of the many consequences of climate change in the wider world. To tie it in with the main objective of Climate Detectives which is to investigate the local affects of Climate Change, you could also pick an aspect of your local area and use similar techniques to investigate land use changes in your county or local area that could have an impact on climate, such as increased urbanisation leading to the heat island effect, or building leading to biodiversity loss and loss of habitat for carbon sequestering. It is important for children to realise that Climate Change is not something that simply affects other countries but that it is a local issue and can have local solutions.
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Using the ‘Climate Detectives’ Research Question Planner, it would be my goal to guide children to explore real-world issues relevant to their environment. We might focus on “How does plastic waste in our local area affect the climate and wildlife?” This question encourages investigation, observation, and meaningful action.
To engage children, I would start with a nature walk or litter survey around the school, helping them see the issue first hand. Discussions, storybooks, and videos about climate change would build their curiosity and understanding. I would create opportunities for hands-on activities like recycling projects, creating posters, or writing letters to local representatives.
Giving children a sense of responsibility and voice makes the topic real and empowering. They become young scientists and problem-solvers, developing teamwork, empathy, and environmental awareness. By connecting learning to their world, we foster not only participation but a lifelong commitment to climate action.
Ask ChatGPT
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Hi Dolores
I like that your question focusses on a local issue that the children are able to explore first hand. You question has 2 parts and both can be investigated in separate ways but the litter survey is a great start for both. After the litter survey, the children can brainstorm ideas on how litter can affect local wildlife with issues such as plastic being eaten by local wildlife or making its way into rives and eventually the sea and affecting marine wildlife. To understand the impact on climate, they would need to think about where the waste comes from, the energy that is used to produce that plastic and the energy that can be saved by reducing, reusing and recycling plastic waste.
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Using the ‘Climate Detectives’ Research Question Planner, it would be my goal to guide children to explore real-world issues relevant to their environment. We might focus on “How does plastic waste in our local area affect the climate and wildlife?” This question encourages investigation, observation, and meaningful action.
To engage children, I would start with a nature walk or litter survey around the school, helping them see the issue first hand. Discussions, storybooks, and videos about climate change would build their curiosity and understanding. I would create opportunities for hands-on activities like recycling projects, creating posters, or writing letters to local representatives.
Giving children a sense of responsibility and voice makes the topic real and empowering. They become young scientists and problem-solvers, developing teamwork, empathy, and environmental awareness. By connecting learning to their world, we foster not only participation but a lifelong commitment to climate action.
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Your research question is clear, relevant, and something that pupils can easily connect with in their daily lives. I love how you plan to start with a nature walk or litter survey—it’s such an effective way to ground the topic in real-world observation and give pupils a personal connection to the issue. Your inclusion of storybooks and videos is a great way to scaffold understanding, especially for those who may be new to climate topics.
The hands-on activities you’ve mentioned, like recycling projects and writing to local representatives, are powerful tools for encouraging active citizenship and giving students a sense of agency. I also appreciate how you highlighted the development of empathy and teamwork—it’s so important that these projects support not only knowledge-building but also values. Your approach really captures what Climate Detectives is all about.
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Research Question: How have rainfall patterns in Leitrim Village changed since 1950, and what effects has this had on the local landscape near the River Shannon?
To begin the investigation, I would start with a class discussion about typical weather in Leitrim Village and encourage pupils to share any visible signs of weather-related changes they’ve noticed, especially areas known to flood. As part of the project, pupils will make simple rain gauges and place them in different locations around the school and close to the river. Over time, they will record and analyse rainfall data and compare it to historical records from the 1950s.
Using tools like the EO Browser and archived images, students will examine satellite photos of Leitrim Village across different seasons. They will also gather personal accounts of past flooding from family members and neighbours. Finally, pupils could contact Leitrim County Council to learn more about any local flood management efforts. This information will help them draw conclusions about how rainfall trends have evolved and their impact on the surrounding environment.
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Research Question: How does the amount of litter in our school playground and Longford town affect our environment, and what actions can we take to reduce it?
I think this climate issue is relatable and it also in the children’s everyday experiences. Litter is something pupils see daily, and they often make comments about it to me during the school day. By using the Climate Detectives Research Question Planner, I would guide the class in breaking the question down into smaller parts such as:
The types of litter we find in the yard.
What areas of the yard/town we see the most litter?
Who could be responsible for it?
Why is the litter being thrown/dumped?
To encourage participation, I would take a whole class and inquiry-based approach. Pupils would work in groups and collaboration would be a key approach in the research. Before the research would begin, I would bring the class out litter picking around the school grounds one afternoon, after the activity we would discuss and look at the amount of litter we picked. During the research the children could take on roles, data collectors, photographers, mappers, and interviewers. I have found this very beneficial in previous class projects, the children have a sense of purpose within their group and clear expectations. We could explore litter in our yard/town, conduct surveys with the school/local community, and write a letter to the local county council/tidy towns, interview members of the green school committee in school, and watch educational videos. I would also integrate the project across the curriculum using graphs in Maths, reports in English, and map work in Geography.
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You’ve developed a really thoughtful and engaging plan around a topic that’s both relevant and visible to your students. Litter is something they can observe and act on directly, which makes this research question so powerful. I love how you’re using the Climate Detectives Planner to break the question down—it gives structure while still allowing for student inquiry.
Your idea of assigning group roles like data collectors and photographers is great for encouraging participation and giving students ownership of the project. It also promotes key skills like collaboration, communication, and responsibility. Bringing in cross-curricular links—like using graphs in Maths and reports in English—really helps reinforce learning in a meaningful context. Reaching out to the local council or Tidy Towns adds an authentic civic dimension that could inspire real change. Overall, this is an excellent way to empower students to see themselves as active contributors to both their school and wider community.
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Hi Tara, That’s a brilliant idea! It’s so relevant to the children’s everyday lives, and it gives them a real sense of purpose. Getting them involved in hands-on activities like litter picking and taking on different roles makes the learning so much more meaningful. It’s a great way to build awareness and show them that they can make a difference in their school and local community.
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Research Question:
How does the amount of litter around our school impact local wildlife and contribute to climate change?Using the Climate Detectives research question planner helped me focus on a climate-related issue that feels local and meaningful for pupils. I chose litter because it’s something children see every day, and it’s directly linked to pollution, biodiversity loss, and carbon emissions from waste processing. To encourage pupil participation, I would begin by taking a walk around the school grounds or in our local area to observe and record the types of litter we find. This real-world connection would spark curiosity and a sense of ownership.
In small groups, pupils could collect data, make maps, and present findings. We’d discuss how waste contributes to greenhouse gases and harms habitats. Linking it to Science, Geography, and SPHE, pupils could explore solutions, such as reducing waste or designing awareness campaigns. Giving the 6th class pupils a voice and responsibility in the process would help them feel empowered to make a difference.
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Hi Michael
I agree that using litter in the locality as a basis for your Climate Detectives research is a good idea. You have highlighted some of the main links between waste and climate change by focusing on the greenhouse gases emitted in the manufacture of these products that eventually become waste. Collecting data on the different types of waste found will allow for further research on these materials. Waste is also an area where the children can easily implement changes such as reduce, reuse and recycle and can calculate the impact of these measures
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I would pose the question ‘What can our school do to help prevent climate change?’ to the class to discuss how we are contributing to the greenhouse effect and brainstorm ideas, initiatives and solutions to overcome this problem and raise awareness of climate change.
Our school is a Green School and works hard to fight against pollution, yet there is plenty of room for improvement.
Firstly, the children would think-pair-share about the main causes of climate change. In groups they would then draw a concept map to brainstorm ways in which our school community can overcome some of these problems. The class would then bring forward their ideas to the Green Schools Committee. A poster competition could be carried out in the school to raise awareness and teach the other classes about climate change and the causes. A timetable for litter picking could be introduced whereby each week a different class picks up the litter from around the school grounds/local area. Battery collections and recycle bin checks could also be undertaken.
The detectives will then reflect, review and evaluate the question posed and how effective their solutions were.-
I think starting at looking what we can do in the classroom, school and home is a great place to begin. The children can make such small important changes to their own routines and bring them out into their homes and wider communities. We looked at ways we could save energy in the classrooms and school and came up with slogans and small tasks that the whole school could tackle every week e.g. lights off, board off when leaving the class room, last one out shut the door, open the door to let heat out, don’t be a drip-turn tap off fully.
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The following is my proposed research with a 2nd class. I have chosen this as our school js situated next to a beautiful walkway. Lots of pupils use this coming in and out of school. There is a river flowing through the walkway that floods quite frequently. We can see first hand the problems it poses for us as a school community.
Question: what has contributed to flash flooding of our local walk way? When does this occur? How do we know it has occurred ?
Climate issue: climate change has contributed to more flash floods and increased rainfall in our local area. In recent years, we are seeing much more localised flooding on one hand, and much hotter weather on the other. There has been a bug change in weather trends in Ireland.
Importance: this flash flooding affects the whole community in particular our school community. The walk way is used for general daily walks by many members of the community. It is used by students and parents on their way in and out of school. When flooded, people cannot pass through. They need to take alternate routes.
Those affected: students, parents, teachers, the wider community.
Data collection proposal:
Make a rain gauge and choose two different months at random
Collect rain water from those two months and compare findings
Look at any research done by local authorities and see if there are any strategies inputted already to prevent flash flooding
Take a walk through the area on a dry day
Look at areas affected when heavy rain occurs
Are there any other measures that could be put in place to help alleviate the issue-
Hi Alyson
That’s a great research question as it is specific and it relates to a local climate issue that affects the children and the local community. Your plan to combine real life weather data collection with recorded data is a great idea. You might be interested in the website https://waterlevel.ie/ which allows you to check water levels on rivers around the country. You might also use https://www.geohive.ie/ to look at land use changes in your local area in recent years as an increase in hard surfaces such as concrete and a reduction in trees and green spaces contributes to flash flooding events.
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Hi Alyson, I think using the immediate environment is a great way to spark the interest of the pupils in the class but also the wider school population. Local authority representatives may be willing to visit and discuss some of the issues they are facing and maybe solutions that are in the pipeline. A question such as this provides multiple opportunities and hands on learning making and measuring. Best wishes with the research.
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Hi Alyson,
Flooding and flash flooding would be an interesting topic to explore, especially as we live in a country with no shortage of rain. It would be interesting to explore the difference between ‘normal’ flooding and flash flooding. This is especially topical at the moment with the disaster in Texas. Some of the videos online showing how quickly the water levels rose is truly amazing and would be amazing to the children too. I might just not the tell the children, especially young children, that so many people lost their lives.
I like the reference also the waterlevel.ie website which would be a nice way to monitor water levels in our locality, especially on wet days.
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For the research question, I would hope to examine the effects of climate change and coastal erosion, as this has a huge impact on the local area. We would use the Climate Detectives planner to identify our target research. There are many beaches in our local area where coastal erosion is clearly visible and children will be able to explore this. Children can involve parents and grandparents by investigating changes on a given beach over time and analysing responses. They can also communicate with Wexford Co. Council re existing strategies to address coastal erosion.
This project will allow for single-class exploration but could also be extended to involve the whole school as part of SSE for example. The skills developed including questioning, predicting, investigating, analysing, reporting will be beneficial for all classes and there are so many opportunities for cross-curricular integration also.
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To engage pupils in this project, I would begin by sparking their curiosity through a nature walk around the school grounds. Pupils would observe the local environment and take note of any litter, bugs, birds, or plants they spot. We’d have an open class discussion about what they noticed, leading naturally to the research question. Using age-appropriate language, I’d explain how waste and pollution can harm animals and plants—and how their actions can make a difference.
To build ownership, the class would act as “Climate Detectives,” working in small teams with magnifying glasses, litter-pickers, clipboards, and notebooks. They would record the types of rubbish they find and where it collects most. We’d create graphs from the data, then brainstorm solutions together—like making posters to educate others, setting up classroom recycling stations, or starting a “clean-up crew” rota. Throughout, I’d celebrate their efforts, link the learning to real-world change, and show that even small actions help protect our planet.
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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!-
Hi John,
I agree with you that the question posed should be simple- this would allow the children take ownership over the investigation and they can pursue different avenues of enquiry as they see fit, based on interest and access to information.
I also think that the work involved would be very beneficial if the information can be collected and analysed over the course of a year for it to be most effective.
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Research Question:How does the amount of litter in our local parks affect the animals and plants that live there?
To encourage children to participate in this investigation, I would start by taking them on a nature walk to the park so they could see the issue firsthand. We would bring clipboards to jot down observations and take photos of any litter or damage to plants. This real life connection makes the project meaningful and helps pupils understand why it matters. In class, we would brainstorm what animals might be affected and why. I’d use short videos and storybooks about pollution and climate change to build their background knowledge.
Children would work in small groups. They could tally different types of rubbish, create simple bar charts and map where most of the litter was found. We would discuss how litter can harm wildlife and talk about ways to prevent it, like recycling and picking up rubbish. To make the learning visible, pupils could design posters or a slideshow to share with other classes. Involving everyone in collecting data and sharing results helps build teamwork, critical thinking and a sense of ownership over protecting their local environment.
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Research Question: How does the amount of plastic waste in our local community affect the health of the environment and wildlife?
To engage 6th class pupils in the research, it’s important to begin by making the topic relevant to their daily lives. The focus on plastic waste is something they can easily observe in their surroundings, whether at school, in their locality, or at the local park. I would start with a class discussion to raise awareness about the dangers of plastic pollution, and use visuals like photos or videos of wildlife affected by plastic. I would also encourage pupils to take ownership of the research process , so I would introduce simple, hands-on activities like organizing a “plastic audit” in their school or local area. Students can collect and categorize different types of plastic waste, measuring how much they find over a set period.
Additionally, interactive research activities like creating a “plastic waste timeline” could help pupils track how long it takes for various plastics to decompose. Pupils could also engage in interviews with local businesses or community leaders about how they manage waste. By connecting these activities to the wider environmental impact, students will better understand the issue and feel empowered to make positive changes in their communities.
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Hi Maura
Plastic waste is a great topic for a local research project as it is something that all of the children will be familiar with and they will all see litter in their local area. Your ideas for plastic audits and the plastic waste timeline are really great as are the plans for interviewing local businesses. It is also a great idea to link plastic waste with the harm to wildlife, such as the huge harm done by balloon releases. To tie in your ideas with climate change, you might also encourage the pupils to do some research on the greenhouse gases released in the manufacture of plastic and the impact of reduce, reuse and recycle.
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· What are the projected effects of changing rainfall patterns and temperature on freshwater ecosystems in County Clare?
· As the school is ideally placed alongside a main river there is great opportunity to explore this question and link in with local departments to research the topic further.
· Pupils can make their own rain gauge and track rainfall over a period and compare this to historic date to see what trends they can identify.
· Pupils can track daily temperatures over the seem period and again use historic data to compare and identify trends .
· The online tool to check future temperatures could also be used and alongside researching the current species in the river and find out if the changes continue what would survive etc.
· The water supply capacity register can also be researched.
· While a question can be suggested to the pupils, I would focus on a bank of lessons linked to the question before presenting the question so they can get readily involved and have interest to pursue the research.
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Hi Deirdre
That is a great climate detectives question as it is very specific and relates to a local climate issue. I love that you have mentioned the need for preparatory lessons. While Catherine has asked you for the purposes of this assignment to suggest a research question yourself, in the classroom you would, as you said, want to first introduce the children to the concept of climate change, assess their understanding of the impacts on their own local area and then guide them towards coming up with a suitable question as a class.
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Research Question (using the ESERO Climate Detectives Planner):
“How has the number of local extreme weather events (such as floods or heatwaves) changed in our area over the last 10 years, and what could this tell us about climate change?”
To inspire pupil participation in this Climate Detectives project, I would begin by connecting the topic to their real-world experiences. For example, I might ask if they remember storms that closed schools or heatwaves that made learning uncomfortable. By anchoring the discussion in their lived reality, I can help them see climate change not as a distant problem but as something affecting their own communities.
Next, I would introduce the research question using images, news headlines, and weather data from local sources (such as Met Éireann and local newpaper). This would foster curiosity and a sense of relevance. I’d then guide pupils in designing investigations—such as comparing data, interviewing local residents, or mapping flood-prone areas—giving them real responsibility and voice.
Throughout, I would encourage creativity in presenting findings: posters, mindmaps, graphs and photos. Most importantly, I’d frame them as “climate detectives,” empowering them to explore, question, and suggest solutions that matter.
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Hi Helen
That is a great question. It is clear and concise and relates to a specific local climate issue. You have outlined some great ways for the children to get involved in gathering data and I like the focus on a variety of ways to represent their findings and a discussion on solutions. One thing that I would suggest is a longer timeframe. Although this may make it more difficult to gather data, it may help to make the topic more real. Climate is generally measured over a period of 30 years or more, because changes only become apparent over a longer time period. As adults, we can see that the number of extreme weather events is increasing because we have lived longer, but some primary school children may have already experienced several extreme storms or flood events in their lifetime so for them it is almost normal. It is part of a phenomenon known as Shifting Baselines Syndrome.
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Research Question
How clean is the water in the rivers and lakes around Gort, Co. Galway, and what can we do to help protect it?
Overview
This project explores water quality and environmental protection in the Gort area. Gort is surrounded by rivers, lakes, and seasonal turloughs, making this a highly relevant and local topic. Flooding is also an issue of local importance and in particular in the area close to our school. Pupils often visit these areas with their families and are familiar with flooding, changing landscapes, and local wildlife. This project aims to build on their curiosity while linking to the SESE curriculum, especially science, geography, and environmental awareness.
Other Questions we will use to explore the topic:
• What rivers, lakes, or turloughs are near our school or homes?
• What animals and plants live near these waters?
• Is there litter or pollution?
• How does the water look or smell throughout the year?
• What do locals notice about the changes in water quality?
• When does flooding occur and the impact it has on the locals?
Activities
Pupils will take on active roles such as data collectors, photographers, and interviewers. Activities include:
• Testing water quality using observation and simple pH kits
• Mapping local water features and noting seasonal changes
• Interviewing local farmers or environmental groups
• Creating awareness campaigns through posters or videos
• Writing to Galway County Council, Burren Low Lands or Tidy Towns with their findingsEncouraging Participation
The project is hands-on and pupil-led. Pupils help design surveys, choose locations, and take responsibility for group tasks. Getting outdoors, connecting learning to real places, and using tools like magnifying glasses or cameras make the learning active and fun. Their voice matters, and they’ll see how their research can contribute to real change in their community. The project will finish with a display or mini-exhibition to celebrate their work and share findings with the wider school and local community. -
How does climate change affect the local river water?
I would preface this investigation by eliciting prior knowledge about climate vs weather from the children. I would encourage a discussion about the different negative impacts mankind has on climate and how the overall climate change has impacted us. I would show images of the local river high tide of old and in recent times. I would also discuss local flooding and the negative impacts we have witnessed in recent years. Through Local Ground Level observations and Satellite observations (EO Browser) the children can compare the high tide/ low tide level, water quality/colour, wildlife presence, etc. using research sites like: RTE archives, Cork Beo, Duchas, The Examiner, Ordinal Survey archives accessed in local library. Also collecting data through observation, graphs, tallies, and photographs.
From there I would like for the children to see the correlation between green house gas levels rising, continued rise in ice melts, global temperature changes, etc. From there I would like to make the issue of climate change relevant to their everyday lives, and an action plan to be suggested to make the change for the better, including students, parents, teachers, local business, councillors, TD’s and companies in the locality. Brainstorm ideas and suggestions from the children.
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Question- How have rising sea levels and erosion impacted the coastal towns and villages of our county? What effect will rising sea level have in the future?What can we do to lessen the imapct?
A report in the local paper predicted that 94 metres of land will be lost to the sea in the next 100 years.
I will use this newspaper heading as a trigger. As we live in a coastal county with many beaches and small towns and villages closeby, the children spend many days at the beaches or visiting the restaurants and ice cream shops. They are aware of some of the changes that have taken place to these places over the last couple of years as a result of storms, flooding and erosion, driven by climate change, which threatens to damage homes, ecosystems, and infrastructure.
We could use access a satellite image to see the coast as it is presently. The children could interview local officials, business owners and residents to find out what changes they have noticed and how they have impacted their lives over the years. We could look at reports in the archives of the local paper to see the impact of storms and flooding have caused over the years. We could compare photographs from past and present.
The children could predict how rise in sea levels, floods and erosion will impact the local beaches, businesses and amenities. We could build a 3d model of how a rise in sea levels would affect these villages.
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As I work with young children in the infant end, I would frame the inquiry with a simple and engaging question such as: “Trees help keep our Earth cool so what do you think might happen if lots of trees were cut down?” To make it meaningful and relevant, I would link the discussion to a local area in Donegal—perhaps a woodland near our school or a nearby park they are familiar with.
I would tell the children that we are going to become detectives and investigate this question by looking at pictures and videos showing what happens when trees are removed. Together, we would create a mind map to explore questions like: “Why do people cut down trees?”, “Do animals miss the trees?”, and “Does cutting down trees make the Earth warmer?”
We would visit a local park or forested area in Donegal to observe and record what we see. The children could compare how it feels in a tree-filled space versus an open area with few or no trees—especially focusing on temperature and shade. Back in the classroom, we could discuss our findings and reflect on what they tell us about the importance of trees.
To extend the investigation, we could use Google Earth or online maps to compare aerial views of places in Donegal or other regions where large numbers of trees have been removed. This would help the children visually understand the impact of deforestation and support their critical thinking about environmental changes in both their local area and beyond. I would then finish with an art activity or story focusing on the importance of trees.
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Research Question: How has the increase in local rainfall over the past 10 years affected the biodiversity of our school grounds?
This question was developed using the Climate Detectives planner, focusing on a climate-related issue that is relevant and observable in our own environment. It links well with the SESE (Science and Geography) curriculum and allows pupils to connect global climate change to local impacts.
To encourage pupil participation, I would begin with a walk around the school grounds, prompting students to observe changes they’ve noticed over time—such as waterlogged areas, plant growth, or fewer insects. We would examine historical weather data from Met Éireann and pair this with current observations through a simple biodiversity survey. Pupils could use tablets or notebooks to record their findings, take photographs, and map changes.
Group work and inquiry-based learning would help foster engagement, with roles such as data collector, photographer, or presenter. Finally, pupils would share their conclusions through posters, digital presentations, or a school “climate awareness” day.
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Hi Padraig
This is a really interesting research question. It is clear and precise and related to a local climate issue. I feel, however that it would be difficult to assess the changes on a scientific level unless you have previously gathered data on biodiversity in your school grounds. This is actually one of the reasons that the National Biodiversity Data Centre was https://biodiversityireland.ie/ was set up. We know that Biodiversity in Ireland is suffering great losses due to Climate Change and many other reasons, but without sufficient data it is difficult to quantify those changes. Your idea for recoding biodiversity in your school and also noting things like waterlogged soil etc is a great one, but you might consider making this your year one of the project or baseline survey. You could set out a number of parameters such as the time of flowering of a few plants in your school, the timing of bud burst on trees, the appearance of a few insect species (butterflies are a good indicator species and relatively easy to identify) or the type of birds found in the school grounds. I don’t know what class you are teaching but lets say 4th class were to take on this survey then each year, the new 4th class could survey using the same parameters and gradually build up the data over a number of years. Also if you got the children involved in submitting some of their finds to the National Biodiversity Data Centre, or the Birdwatch Ireland Garden Bird Survey, the children could also contribute to national databases as Citizen Scientists
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Hi Padraig,
I think your question it’s an easy way for kids to see how rain affects the plants and animals at school. Giving students roles like photographer or data collector is a great way to keep everyone involved. Sharing their work with posters or a school climate day sounds fun and helps others learn too.
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Research Question:
How does the amount of litter around our area affect local wildlife and contribute to climate change?Using the Climate Detectives research question planner helped me identify a climate-related issue that is both local and meaningful for pupils. I selected litter because it’s something children encounter daily and is directly connected to pollution, loss of biodiversity, and carbon emissions from waste management.
To engage the pupils, I would start with a walk around the school grounds or nearby area to observe and document the litter present. This hands-on experience would ignite their curiosity and foster a sense of responsibility.
Working in small groups, students could gather data, create maps, and share their results. We would explore how litter leads to greenhouse gas emissions and damages wildlife habitats. Integrating Science, Geography, and SPHE, pupils could investigate solutions like waste reduction or awareness campaigns. Empowering them with a voice and responsibility throughout the project would encourage them to take meaningful action.
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We have been working on a creative clusters project in our school it is a local history and art project. A huge part of local history where I work is coal mining. So the question I would pose is
Did the closure of the local mines have an effect on the local environment ? Positive or negative.
I would open this to discussion with the children.
In what ways did the closure of the mines effect the local environment.
I would ask them to consider things like air quality, traffic, local farming businesses, land use, plant life, birds and animals found locally.Is there a way we could find out and measure these things. I would get the children to use the earth observer tool too look at the locality over a period of the last 50 years. Has the landscape of our locality changed as a result of the mine closure.
I would get them to research , collect any data they can.If the closure has had a positive impact on the local environment how long has it taken for the the recovery? Is it fully recovered? Can we predict if it will fully recover? How long will it take. I really feel this would make for a very interesting and engaging project for the children
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I think looking at the closure of mines is very relevant to Ireland as we have witnessed recent closure of some silver mines in counties. Looking at the environmental effects on the local region and asking some locals on their perspective might give some interesting contrasting between the environmental affect on rivers, air quality etc and economic effects such as job losses.
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As I work with infants I would be looking at a simple enough research area that we could discuss and look at. For me a good research question would be ‘What are some simple things that we can do to reduce our Carbon Footprint?’. To begin with we would look at what is meant by the term Carbon Footprint and how this can affect the environment. I would put the children into small groups to think of different things we can do to reduce our Carbon Footprint. We would then come back together and discuss the different ideas that the children have come up with. I would further question then and encourage them to consider other ways if needed. The children would then go back into their groups and work together to make posters to put up in the school of ways we could encourage people to be more Climate aware and to reduce our Carbon Footprint as a school. Following on from this I would tell the children that they are Climate Detectives and they need to ensure that we as a school are working to reduce our carbon footprint so it’s up to them to remind other pupils and teachers around the school of ways to conserve energy and to reduce our carbon footprint.
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I would lead this Climate Detective Programme based on our local river. It flows alongside the site of our school and there is a small waterfall visible and audible from one of our play areas.
Our research question would be:
How healthy is the Owendore river?The children would be involved in studying the health of the river, focusing on water quality and its ecosystem. We would investigate factors such as:
1. the ph levels (acidic or alkaline)
2. temperature ( impacting species living in it)
3. pollution (plastics, chemicals, waste)
4. loving things(water bugs as indicators)We would form predictions and then collect data using tools like ph strips, thermometers and nets from various sites along the river.
Then we will look at the data collected and analyse it, using their maths and recording skills to present their findings.After this, they would create a report to summarise their findings, maybe using posters, slideshows or an interactive display to share the results with the school community.
As a future action in the area, we could organise river clean-up and awareness campaigns.
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Research Question:
Has our local area become hotter in the summer because there are now fewer trees and green spaces?To get pupils involved and excited about this project, I’d start by making it personal, looking at their own town or school area and how it has changed over time. Using satellite images and easy-to-use tools from the ESA Climate Detectives site, pupils can spot places where trees and parks might have been replaced by buildings or roads. Then we’d check if those changes could be making our area hotter in the summer by looking at real temperature data.
I’d encourage pupils to work in small groups and think of their own questions based on what they notice. We could even go outside with thermometers to compare temperatures in sunny concrete areas versus shaded, green areas.
To share our findings, we could post pictures, videos, and results on Seesaw. This way, other classes and parents can see what we’ve learned, and it might inspire more pupils in school to start their own climate projects too.
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That’s a great research question, and I really like how you’re making it personal and hands-on for the pupils. Using satellite images and going outside to explore the local area will definitely keep them engaged. The idea of comparing temperatures in different spots is really clever and helps make the learning real. Sharing the results on Seesaw is a lovely way to involve the wider school community too. It sounds like a project that the children will really enjoy.
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Research question
How does the increase in temperatures affect cities and how can cities combat rising temperatures?
To get pupils engaged in the lesson I will show the class a picture of a woman using an umbrella to shield herself from the suns rays. The students will be asked why this is unusual (Umbrellas primary purpose is used when it is raining).
I will then ask the students how they have coped with unusual weather days in their city/town. Using the ESA climate detectives site the students will then look at the city of Singapore and its changes using satellite imagery. The forest and scrublands will have been replaced by a concrete jungle of buildings. Working in small groups the students will research how the city is addressing the issue of rising temperatures (planting trees, gardens in city areas, white reflective paints on buildings).
The students will engage with a school from Singapore to discuss steps in preventing rising temperatures in schools and cities for example: limiting water consumption and electrical consumption with air conditioning.
The students will then create a mind map using mindmup with visual emojis to share their findings with the other school classes.
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I think that getting the children to come up with a research question as a class would make it more interesting and engaging for them. After learning about climate change, we could brainstorm as a class different questions we have about the impact of climate change, especially the impact it could have/is having in our area. For example, we live by the sea so we could look at rising sea levels and pose the question, “how is climate change affecting sea levels and coastal areas?”
As a class we would explore how global warming causes ice to melt and oceans to expand, leading to sea level rise. Then, using satellite we would investigate how our local coastline has changed over time. Pupils could compare satellite images from different years to look for signs of erosion, flooding, or land loss. To make the project engaging, I’d have pupils work in groups to research specific aspects—like how sea level rise could affect homes, biodiversity, or businesses in our town. We could also look at the immediate impact rising sea levels are having on countries such as Kiribati. We could take inspiration from the Wadden Tide project in Denmark and show where rising sea levels could rise due if the ice caps melted and have an interactive display in school. Pupils could present their findings through posters, digitally, or on our school podcast, helping to raise awareness in the wider community.-
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Hi Emer
I agree that brainstorming with the children and getting them to come up with the question is the best policy for a Climate Detectives project. It is also good to have considered the question beforehand so that you can give them guidance if they come up with questions that are too broad, not well defined or not based on a local problem. Your question is a good one that meets all the criteria and would be fun and engaging for the children. Extending the learning by comparing their own local area with other countries to look at flooding problems and solutions is a fantastic idea.
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Emer, I really like the idea of encouraging children to come up with their own research question as a class. You could split the children into groups with each group coming up with their own question. There could then be a class vote on which question would be used and this would also give the teacher time to consider what and how best to guide on that question.
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I would use a simple research question relating to the children’s local area: “How is climate change affecting the weather in my local area/ town?”I think this question is clear, focused, and allows you to explore real-world effects of climate change, such as changes in temperature, rainfall, storms, or seasons.
To get my 4th class pupils involved, I would make the topic fun and easy to understand. We could start by talking about the weather and asking, “Have you noticed anything different lately?” This helps the children think about their own weather changes and locality. I would use pictures, videos, and short stories to explain climate change in a simple way. We could also make a weather chart in class and record the weather each day and any significant changes. To keep it fun, the children could draw posters, write stories, or talk about how weather changes affect things they care about—like animals or outdoor play. This way, they can learn by doing and sharing their ideas
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The question I would choose would be ‘What can we do in our class and school to help prevent climate change?’
We would begin with a brainstorming exercise where we discuss what we understand by ‘climate’ and what does ‘climate change’ mean. I would use some of the videos from earlier modules to aid their understanding and to spark their interest.
The children would work in groups and come up with ideas how to involve the whole school. They would present these ideas at school assembly. Suggestions for the school might include Introduction of WOW (Walk on Wednesday), a litter picking timetable so every class takes their turn, an energy chief appointed in every class to ensure lights and whiteboards are turned off when leaving, a poster competition to promote awareness of climate change, everyone in the school completes the carbon footprint calculator and a climate change suggestion box in every class which the green schools could monitor.
We would run this for a period of time and then review, reflect and evaluate how successful it was and what changes we might make. -
Research Question:
‘How has the weather in our school area changed over the last 10 years, and what can we do to help the planet?’
Class: 3rd class
We would start with a class discussion about the weather—what they have noticed, any unusual patterns (like more rainy days, very hot summers, or unexpected snow), and how this makes them feel. Using local weather data (from Met Éireann), we would look for simple patterns and changes over time.
I would include activities that are hands-on and collaborative. The pupils would work in small groups to create weather charts, conduct surveys at home, or interview older family members about what the weather was like when they were younger. We would also include art and writing tasks—such as drawing “weather in the future” or writing a letter to the Earth.
By linking the research to real life and allowing the class to explore through play, talk, and creativity, they will hopefully stay engaged and feel their input matters. -
To engage children in climate education, I would begin by asking: “How does our daily life at school affect the planet?” This question encourages pupils to explore climate change through the lens of their own environment and routines.
The lesson would begin with a walk around the school grounds, where children would observe and record anything they think could harm or help the environment, such as energy use, transport, waste, or nature. Back in the classroom, they would share findings and group them into categories (e.g. energy, food, waste, water).
Next, students would take part in a hands-on energy audit of their classroom, investigating how lights, heating, and devices are used and how energy could be saved. They would then create simple action pledges, such as turning off lights or using reusable containers.
To reinforce learning creatively, pupils would write and perform short climate-themed sketches or songs to share their message with younger classes.
Finally, they would reflect on the original question, discussing how their awareness has changed and what small actions they can take every day to protect the planet. -
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Question: What impact do trees have on our climate and why we need them?
As my class are Junior 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. We will then 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. 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 trunk 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 and count them as you can tell a lot about the conditions during the years by looking at them. The children can do leaf and bark rubbings. If we have the space in our new school, the children can choose a suitable location to plant some native trees as a next step while we wait for the new build they could plant some pollinator friendly herbs or flowers in pots and observe their growth everyday.
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 is a lovely idea for a project for junior infants which really captures the spirit of Climate Detectives as you are investigating trees in your local area, gathering some data and also making a link with Climate Change. I love the idea of using The Lorax as a prompt, as it has a really strong message about looking after our planet. There is a huge amount of learning in a seasonal project about trees and the children will develop many valuable STEM skills such as observation, questioning, recording and communicating.
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The research question I would discuss and look at with my infant class is methods we can use to reduce our carbon footprint.
To begin the lesson I would ensure the children are aware of what a carbon footprint is and how every little thing we do can reduce the carbon footprint in our planet. I We would have a circle time to discuss the carbon footprints and would tell the children they are climate detectives and to brainstorm ways to reduce it.
We can walk/ cycle/ scoot to school and to the shops.
We can plant trees in school every year on national tree day
We can ensure everyone in school recycles
We can conserve water in school- brush our teeth and not run the water when it is not needed.
We can plant plants in our school grounds that produce oxygen.
We can turn lights and technology things off when we are not using them in school.Then the class will create posters to remind everyone in school to work together for our planet.
Children can ue voice typing technology or canva or photostory to inform others in the school community of their work as climate detectives -
Research Question:
As my school run a WOW day and a cycle to school initiative, I would focus my research question around transport use and emissions affect on the environment. This would hopefully encourage the students to make meaningful links to the research question and more engaged with the outcome. A question such as “How does travelling to school by car everyday affect the air we breath and the world around us?”. To engage with the research phase, the students could complete a whole school survey on transport and travel to school. They could analyse the results and go into greater detail such as by asking, who travelling by bus, is your car electric, do you ever carpool etc. Students would then collate this information in a way that it is easily presented and analysed, such as using the digital chart or graph maker, incorporating STEM activities. Students would then begin research into the effects of CO2 emissions on the environment, calculating the footprint for their school based on the collected data. This gives them a goal at the end, for when they share their findings with students and parents, and begin an initiative to lower emissions, they can track their progress and compare their new school footprint at the end of the project.
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Hi Jessica
This is a great plan for a Climate Detectives project as it is based on a local Climate problem that is directly related to the children’s lives, it is focussed on a single issue and you have a clear plan for collection of data to answer the question. You might want to take a look at the Mini Case study on Air Pollution which might give you some ideas. https://esero.ie/wp-content/uploads/2022/09/Air-Pollution-Mini-Case-Study-ESERO-Ireland-final.pdf. If you want to measure the impact of travel to school, you will need to link the average carbon emissions from cars to the distances travelled to school. This link will give you transport statistics for Ireland https://www.seai.ie/data-and-insights/seai-statistics/transport and if you scroll down slightly you will find the graph on Carbon Intensity of New Cars
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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 Eco Team 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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Climate Detectives Project: Does Rainfall Affect Our School Garden?
This whole-school project investigates how rainfall impacts plant growth in our Active School Greens Garden. Sixth class pupils will mentor younger classes as they explore two garden areas — one shaded and dry, the other exposed and wetter. Pupils will measure rainfall using rain gauges, monitor weather forecasts, record plant growth, and present their findings using bar charts.
This project offers rich cross-curricular links:
• Geography: local weather, world climates, and plant origins
• Science: plant life cycles and environmental factors
• History: the Irish Famine and food production
• Maths: data collection and graphing
• SPHE & Wellbeing: teamwork, sustainability, and healthy eatingThe project culminates in a harvest, where pupils prepare and taste the food they’ve grown, celebrating their learning. This hands-on, collaborative approach fosters climate awareness, scientific inquiry, and pride in producing local food from seed to plate.
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Hi Niamh
That’s a great idea for an investigation on rainfall considering that you have two distinct areas that are affected differently by rainfall. You have a clear plan for gathering scientific data and links with many different curricular areas. One thing I would suggest, which you have probably already considered is setting aside a small reference area in each of the two zones where you plant the same types of plants in each. This way, you would be comparing the growth rates of the same type of plants in the different situations. While your main focus is rainfall, you might also want to consider other factors that might affect plant growth such as slight levels. You could measure light levels at various times during the day in both areas using a free light meter app installed on a phone or tablet.
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Using the Climate Detectives Research Question Planner, I developed the following question for my 4th class pupils: “Do green areas in our school yard help keep the temperature cooler than paved or built-up areas?” This investigation encourages pupils to explore how local environments can influence temperature, linking directly to climate and sustainability themes. Pupils would measure and compare temperatures in different parts of the school grounds such as under trees, on grassy areas, and on tarmac using simple thermometers.
To promote engagement, I would involve the pupils in choosing the locations and deciding on how and when we collect data. We would assign roles such as data recorders, weather observers, and map drawers to ensure everyone has an active part. Over time, we would chart our results on a classroom display and reflect on what patterns emerge. By making the project hands-on, collaborative, and directly linked to their everyday surroundings, I believe pupils would develop a strong sense of curiosity, responsibility, and climate awareness.
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Hi Isobel
That is a really great Climate detectives question. It is clear and concise, is relevant to the children’s everyday lives and is easy to collect data. It can also lead to discussions on the importance of green spaces in general and especially the importance of urban trees and green space for controlling the urban heat island effect. I recently did something like this on a small scale with a class where they chose a number of locations around the school yard on a sunny day to measure temperature. I’m sure that doing it over a longer period of time in a variety of weather conditions would give some interesting data.
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Research Question: How could our school reduce its carbon footprint?
This is relevant to the lives of the children so I feel they would love participating in an activity like this. In this activity they are not just learning they are leading positive change. I would discuss the topic with the children to see if they have prior knowledge on the topic. We would then research, gather data and analyse and propose solutions. (implement one or two realistic ideas and track the progress over the weeks) The children could launch real initiatives like energy saving campaigns. They could celebrate with posters, assemblies or school newsletters to show that pupil voices can drive real world change. By framing the question around their own school environment, you can make the global issue of climate change personal, local and empowering. Students not only learn, they act, speak out and feel part of the solution.
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My research question is: Why is the ice melting in the Arctic, and how does this affect polar bears? Even though we live far away, the Earth is getting warmer, and the ice where polar bears live is melting. This means polar bears have less space to hunt and sleep. To explore this, we can watch videos and pictures of melting ice, do simple experiments with ice cubes melting in warm and cool places, and track polar bear stories on a map. I would introduce this with a story about polar bears and a video about climate change, then set up a sensory table with ice and toys. Pupils could draw pictures of polar bears now and in the future, and we could talk about ways to help, like saving energy or planting trees. Sharing our work with other classes would help everyone learn how we can care for the planet together.
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Hi Katriona
Although the melting ice caps and the plight of the polar bears have become symbols of climate change, and we can acknowledge that this is one of the many consequences of climate change, it is important for us all to realise that climate change is not simply something that happens far away, but something that has impacts on out local environment and our everyday lives. This is why the focus of Climate Detectives is on local climate issues and the question should be one that relates to the children’s own lives and their local area. This not only makes the problem of climate change more real and relevant but also demonstrates to the children that they have agency and can be empowered to help make a difference. Melting ice caps are a problem that they can’t connect with in any real way and they can’t do anything directly to help polar bears, but by focusing on a single local climate issue, they can take action to help tackle it
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Research Question: How has the increase in average temperature over the past 10 years affected the local biodiversity in our locality?
To encourage students to actively engage in this climate investigation, I would begin by connecting the question to their everyday experiences, asking them to think about any changes they’ve may have noticed in local weather, the growth of flowers or plants, or animal sightings. Making it personal helps them see that climate change isn’t just a far away issue, it’s something that touches their own locality.
I would introduce hands on activities such as participating in nature walks or observing local green spaces such as forests, woods or farm areas. The students could then record their results or observations. Getting the students involved in collecting real data is a great way to build their Science skills, but more importantly, it helps them feel like they’re actually doing something that matters, not just learning about it in a book.
I’d also make it a team effort by giving everyone different roles based on their interests. Some could be in charge of gathering information, others could write reports, design posters or presentations, or even speak on behalf of the group. This way, everyone has something to contribute and it keeps things fun and varied.
To keep the students motivated, I’d highlight how their findings could be actually useful, maybe for the Green Schools Committee, town or county council or an environmental group. When they consider their work could make difference beyond the classroom, it gives the whole project more meaning and shows them that their voices count.
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Reducing Waste at School
How can we reduce waste at school to help protect the environment, and what simple actions can everyone take?Start with a class discussion about waste. Ask the students:
What kinds of waste do we make every day at school?
What happens to this waste after we throw it away? Does it just disappear?
How does waste affect the planet (animals, air, water)?Introduce the concepts of reduce, reuse, and recycle:
Reduce: Use fewer single-use items like paper towels, plastic cups, and straws. For example, bring a reusable water bottle or lunch box instead of using disposable plastic ones.
Reuse: Encourage students to use items like notebooks, pens, and backpacks that can be used multiple times. Also, make sure to find ways to reuse paper (like turning over sheets to write on the back) before recycling it.
Recycle: Set up a recycling station at school for paper, cardboard, plastic bottles, and cans. Teach everyone to separate their recyclables properly!
For future lessons, students can track the amount of waste their class generates over a week and calculate how much could be reduced with better recycling and composting practices.
They can also work on a school-wide campaign to encourage other students to reduce waste, using the posters they’ve created -
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Climate Detectives – Our Big Question!
1. What is something we’ve noticed changing in our area?
We’ve seen more buildings and roads in our town—trees and green spaces are disappearing.2. Why do we think this is important?
Trees help keep the air clean and cool us down. If we lose too many trees, it could make our town hotter and affect animals and people.3. What tools or ideas can help us find out more?
We can use satellite pictures from EO Browser to look at our town from above. We can see what it looked like before and what it looks like now!4. What’s our big question?
How has our town changed in the last 10 years, and what has happened to the trees and temperature?Reflection – How will we get everyone excited to join?
To get the class involved, I would start with a fun story or video showing how satellites take pictures of Earth. Then we’d look at our town on EO Browser—students love spotting their school or their neighborhood from space! I’d ask them to be “climate detectives” and help solve a mystery: Where did the green go?We’d split into small groups, and each team would have a special job—like map readers, question askers, or nature spotters. We could also go outside and look for changes near our school to compare with what we see on the screen.
Finally, we’d create posters, stories, or videos to share what we found with parents or the school. This makes them feel proud of helping the planet and shows them their voices matter in protecting nature.
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Using the Climate detectives research question planner and following lots of class discussion using the prompts provided, I would pose the following question to the children in my class – ‘How does increased rainfall affect the growth of algae in the lakes of Killarney?’ This is a very relevant environmental and climate related topic in our area.
Once the question has been set, we would set about planning how we are going to investigate it. What materials will we need? Where and when will we carry out the investigation? How will the data be recorded, analysed and presented?
Following the planning stage we would move onto the actual investigation. We would need to record the weather over a period of time. We would need to visit the site on a few occasions – before and after rain to take samples of the water which we would analyse back at school for colour, smell and obvious presence of algae. We would check satellite images of the location and discuss what can be seen.
Analysed data would be recorded, conclusions drawn and future actions explored.
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“How can we save energy in our school to help the planet?”
This question is clear, manageable, and connects climate change to students’ daily lives. It encourages children to think about energy use and how reducing it helps fight climate change—an abstract issue made concrete through real-life action.
To involve pupils, I would start with a fun classroom energy audit. We’d explore how lights, heating, devices, and appliances use energy and when they are used unnecessarily. Students would collect data (e.g. how often lights are left on or computers are running without use) and suggest improvements like turning things off, using natural light, or creating “energy monitors” for each class.
To make it engaging, we could design posters, run a “Power-Off Day,” and compare energy use before and after changes. Pupils would feel like their actions matter and see that even small efforts in school can contribute to protecting the planet. Their involvement would be hands-on, collaborative, and solution-focused—ideal for young learners.
This project could be a stepping stone to a second project in which the students could then explore “How can we save energy in our home to help the planet?”
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What happens when the Earth gets warmer, and how can we help protect animals and people who live near the sea?
Classroom Activities:
To explore this question, children can begin by watching short videos that explain global warming in simple terms. They can then investigate how rising temperatures cause polar ice to melt, using hands-on experiments like placing ice cubes on different surfaces and measuring how fast they melt.Next, pupils can look at maps to identify coastal areas and discuss what might happen if sea levels rise. They could create dioramas or drawings showing how homes, animals, and habitats might be affected. Children could research local Irish coastal towns and imagine how changes in sea level might impact them.
In groups, they can make posters suggesting ways to help—like planting trees, saving energy, or reducing plastic use. Role-playing as scientists or reporters can help them share their findings with the class. These activities build empathy, critical thinking, and teamwork while deepening their understanding of climate change and its local impact.
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Hi Hannah
Studying the effect of rising sea levels on Ireland’s coastal communities is a good idea. I like the way you have structured the project, starting with videos to explain the problem and moving on to simple hands-on experiments with melting ice. The ESERO activity The Ice is Melting is a nice one for this. Looking at maps of Ireland to see where coastal flooding has occurred in the past and predict where it might occur in the future is a good idea and there are online maps on sites such as https://www.floodinfo.ie/map/floodmaps/ and https://www.climateireland.ie/impact-on-ireland/climate-hazards/coastal-flooding/ which could be of help. The addition of role playing when discussing solutions would help to increase pupils’ understanding of the issues.
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Hi Hannah
Studying the effect of rising sea levels on Ireland’s coastal communities is a good idea. I like the way you have structured the project, starting with videos to explain the problem and moving on to simple hands-on experiments with melting ice. The ESERO activity The Ice is Melting is a nice one for this. Looking at maps of Ireland to see where coastal flooding has occurred in the past and predict where it might occur in the future is a good idea and there are online maps on sites such as https://www.floodinfo.ie/map/floodmaps/ and https://www.climateireland.ie/impact-on-ireland/climate-hazards/coastal-flooding/ which could be of help. The addition of role playing when discussing solutions would help to increase pupils’ understanding of the issues.
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This is a brilliant approach to exploring climate change with children. Using ice cube experiments to show melting, mapping coastal areas, and researching Irish towns makes the topic both tangible and local. I especially love the idea of dioramas and role-play; these creative tasks really help build empathy and engagement.
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The research question I would ask is how has the temperature and vegetation cover in our local area changed over the past 10 years, and what might this tell us about the impact of climate change at a local level?
To engage pupils in this research question, I would take an inquiry-based, student-led approach that makes the topic feel relevant and empowering. We would begin by discussing what climate change means globally, then narrow the focus to our own community. Using tools like the EO Browser, pupils would examine satellite imagery to observe local environmental changes over time — such as shifts in vegetation cover, water bodies, or land use.
I would encourage teamwork, allowing pupils to work in small research groups with specific roles (e.g., data collector, analyst, presenter). This promotes collaboration and responsibility. To further engagement, pupils would be invited to share personal observations (e.g., changes in weather patterns or local greenery) and conduct surveys with family or community members about their climate perceptions.
Throughout the project, we’d emphasize that their work contributes to real-world understanding. Celebrating their findings through a school display, assembly presentation, or submission to a larger citizen science project would reinforce the value of their participation .
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Your research question is really thoughtful and makes climate change feel real and local for pupils. I love how you’re using satellite imagery with the EO Browser—it’s a brilliant way to bring technology into geography learning. The mix of teamwork, personal reflection, and community surveys adds great depth and engagement to the project.
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Hi Rachael
That is a great question as it is focussed on a single issue and relates to the children’s local area and everyday lives. The 10 year timeframe is good in one way as it possibly relates to the children’s own lives and the changes they may have witnessed in the local area through their lifetime. When using Satellite imagery, it might be a good idea to widen your timeframe and look at changes over a 30 year period to emphasise that climate data is gathered over a period of 30 years or more
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How is our school contributing to climate change, and what actions can we take to reduce our carbon footprint?
To encourage pupil participation, I would begin with a whole-class brainstorm on what climate change means and how human activities contribute to it. We would then look at examples from the Climate Detectives project to see how other schools have tackled local climate issues. Pupils would work in small groups to observe and record daily school activities—such as energy use, transport methods, food waste, and recycling habits—to gather real data. This gives them ownership of the research and shows how their findings can lead to action.
I would integrate the project across subjects—using maths for data analysis, English for report writing, and art for creating awareness posters. Pupils could design and present their own “climate action plans” for the school. Celebrating their ideas in assemblies, newsletters, or even through a green schools committee would give them a voice and foster a strong sense of purpose.
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Hi Andrew
It is a great idea to focus on your own school and see what actions you can take in different areas to reduce your carbon emissions. Starting with the Climate Detectives website to see what other schools have done is a great idea as it will give the children an idea of what the project is about. Having the children work on different projects in groups can work well if they are familiar with these types of projects, but they will need to be very clear on what question they are answering and if they are not sure, separate projects will require a lot of input from the teacher. Perhaps focussing on one specific area such as electricity or transport and having different groups collect different data or work on different aspects of the project could be a good idea if the students require a bit more guidance.
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My Research Question would be “How has the amount of green space in our local area changed over the last 10 years, and what might this tell us about the effects of urban development on the local climate?”
To encourage pupils to fully engage with this Climate Detectives investigation, I would start by helping them connect the topic to their own lives. We’d begin by discussing what green spaces (like parks, trees, fields) mean to them—places to play, walk dogs, or relax—and explore how these areas help keep our environment healthy by cooling urban spaces, absorbing carbon dioxide, and supporting biodiversity.
Pupils would work in small groups, using a mix of satellite imagery from tools like the EO Browser, old photographs, and local maps to compare changes over time. I would give each group a role (researcher, mapper, presenter, etc.) to encourage collaboration and responsibility.
We’d also explore ways to gather additional data—such as taking photos of local green areas, interviewing family members, or using a class survey. By making the project local, visual, and student-led, pupils become active participants, not just learners—developing both digital skills and environmental awareness in a meaningful way.
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The question I would explore would be: How does littering in our school playground affect the local environment and contribute to climate change?
I’d encourage pupils to get involved by making the research feel fun, relevant, and important. I’d start by chatting with them about climate change in a way they can relate to like how rubbish on the playground could hurt animals or end up in the ocean. Then I’d explain that they get to be the scientists, asking real questions and looking for real answers. We’d work together to come up with ideas, like checking how much litter is found each day, categorise types of litter or making posters to raise awareness. Chatting about ways to reduce the litter or deter litter throwers.
To keep it exciting, I’d give them roles, maybe a litter detective, a note taker, or a photographer. They’d feel like part of a team, with each person’s contribution valued. Sharing our findings with the school, or even parents, would give them a sense of purpose. Most importantly, I’d celebrate effort over perfection. When kids feel their voice matters and that their actions can help the planet, they’re more likely to jump in and stay involved.
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HI Katie,
I think this is a really worthwhile question to ask. Children need to be reminded and taught about the effect of litter in the environment. This is such a real world problem that children need to be equipped with the appropriate language to be able to encourage and challenge people/family who litter in the sider environment. Their projects would act as a reminder to our local community that it is not someone else’s job to pick up after you.
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Hi Katie,
I really like your approach to making the research fun and meaningful for the pupils. Giving them specific roles like litter detective is a great way to build teamwork and keep everyone engaged. I also think involving the whole school and parents in sharing the findings will definitely help the children see the bigger impact of their work. Celebrating effort over perfection is so important it helps create a positive and encouraging learning environment.
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Weather Detectives would look at which area has the most rainfall.
• Children would identify a friend or relative of a similar age that lives in a different part of Ireland to them or in another country.
• Explain about having a rain gauge jar to collect the rain that falls.
• The children would collect the results each month and compare and contrast with their classmates.
• These results would be graphed and they can compare and contrast which county or countries had the most rainfall.
• A zoom call could possible be arranged with a class from another school to discuss what type of weather they are experiencing.
• They could discuss if they have a Weather Station in their school and demonstrate the various ways they have to measure heat, wind spend and rainfall.-
Hi Sarah
This sounds like a lovely project which has direct relevance the the children’s lives. I like the idea of collaborating with another school to take rainfall measurements or even having the children individually link up with friends or relatives in another part of Ireland as you said. This would be a great exercise in planning an investigation as the class would have to have a discussion on fair testing, come up with criteria for collecting the data and a common model of rain gauge that everyone would make and use and co-ordinate collection of results through a shared template. You should get some great data that could be analysed and graphed. Comparing your daily results to the Met Eireann weather bulletins would be a great way to correlate with actual recorded weather data and looking at long term weather datasets for Ireland would help to make the Climate connection.
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The research question I would pose to my class would be ‘How does the weather affect the plants and animals in our school garden’. On trying to come up with a research question our school recently installed an outdoor classroom and enclosed garden area. This would be the perfect question for younger children to take full advantage of our new space.
I would start by reading the story Sunshine by Cassie Mayer. This will introduce the idea that weather changes in a simple informative way. There are also plenty of pictures for the children to engage with and ask questions. In the first week, I would set up a simple chart we can fill in as a class, we would observe the weather in the morning and afternoon for five days and see if we notice any changes. This will help them get a sense that the weather changes often.
After spending a week discussing the weather indoors through stories, songs and observations I would then introduce the idea of the outdoor garden. I would pose the question of what things we would hope to find in the outdoor garden. Using these responses I would then pose the question what effect would the weather have on the different plants and animals in our garden. I would put them in groups with a tablet for taking pictures, a magnifying glass and a chart for ticking off any animals and plants the might find.
After investigating the outdoors on a dry day I would wait for a wet day to go out and explore the garden again. Can the children see any changes to the plants and animals. With this research I would make a big poster for display where children can write/draw their findings.
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My research question is: How does urban heat affect the growth of plants and biodiversity in our local area?
To encourage pupils to get involved, I would start by introducing the idea of urban heat islands explaining how cities and towns can become warmer than the countryside because of buildings, roads and less green space. I would relate this to the pupils’ own experience by asking them to think about how their school or neighbourhood feels on hot days compared to parks or rural areas. This helps make the topic relevant and interesting right away.
Next, I would guide the pupils in collecting data. We could use simple tools like thermometers to measure temperature in different places around the school or local area. We could also access online weather data from nearby stations to get a bigger picture. Alongside this, pupils would observe and record the types of plants they see, noting which ones look healthy or struggling in hotter spots. Taking photos and notes would help them see changes clearly.
Working in small groups, pupils would discuss their findings and think about what urban heat means for plants and animals living nearby. This group work would develop their critical thinking and encourage them to ask questions like “Why are some plants doing better than others?” and “What can we do to help?”
To wrap up the project, I would have pupils present what they’ve learned to the class or create posters or short videos. This would give them a chance to share their ideas and feel proud of their work. Throughout the process, I would emphasize how even small actions, like planting more trees or saving water, can make a difference in reducing the heat effect and protecting biodiversity.
Overall, this approach combines hands-on science with real-world connections, teamwork, and creativity, which I believe will motivate pupils to take an active interest in climate issues right in their own community. -
As the children I teach are animal mad, I would focus our Climate Detective project around this. The research question I would elicit from the pupils is:
As the temperature on planet earth is rising, what happens to animals when the weather gets too hot?
This question will spark their interest, curiosity and empathy as they all love animals. It also has a direct link to climate change and its effects on animals which is a great starting point for understanding the broader issues.
To begin with, we will focus on animals that live in very cold places, and brainstorm how hotter temperatures would affect them, their homes and their way of life. I would provide lots of visuals of their homes now, and videos of the effects of climate change on those places.
To make the lesson hands on, we will conduct experiments with melting ice to emulate how sea levels are rising and how these polar animals’ homes are shrinking.
We would collect data by looking at maps of planet earth from 20 years ago, ten years ago and today to show the shrinking of polar ice caps. Using the tablets, I would allow the children time to research by how many mm or cm the sea levels have risen in the last 20 years.
We would have a class discussion on the knock on effects of these rising sea levels for these animals, but also for us humans, and our beautiful planet.
Children would break into groups and come up with ways in which we could help in our school. They will report back to the class all of the ideas they have.-
Hello Cathy,
Thanks for your post. I am delighted to read that you have a good understanding of where your learners’ passions lie and are making plans accordingly! You have created a comprehensive plan to explore this topic in depth.
I quite like this article from a few years ago that touches on some of the native and global species impacts. Wildlife under threat from climate change – WWF
By connecting the climate change issue with animals that your learners clearly love, it will further their interest in this topic and its solutions. This IUCN Red List is a great source of information on specific species and the causes of their decline, including climate change:IUCN Red List of Threatened Species
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Module 5: become a climate detective
Research question:
How is climate change affecting the number of hot days in our local area, and what impact does this have on our school environment?This is a clear and meaningful question that links directly to students’ everyday experiences. It gives them the chance to gather real data about local temperatures, compare it with past trends, and think about how heat affects things like classroom comfort, concentration, and time spent outside.
To get students engaged, I’d keep the approach practical and relevant. We’d start by discussing how hot days have affected them personally—maybe the classrooms felt stuffy or they couldn’t play outside as much. Then we’d head outdoors with thermometers to measure temperatures in different spots, track changes over time, and record observations in weather diaries. Everyone would have a role—whether it’s collecting data, taking photos, or presenting findings. By working together and sharing their results through posters or class displays, students feel ownership over the project and see how their learning connects to real-world issues.-
I really like this question Nicole!
We often give out about not getting hot days but the reality of having to work/study in buildings that aren’t equipped for them soon has us giving out more!
I think looking at the issues we face with eg a hot, stuffy classroom might help the young people to draw comparisons to the problems the rise in temperature might have for our planet, oceans and wildlife and the disasters it can cause such as forest fires.
There is so much scope with this question.
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Research Question:
How is our local weather affecting the plants and animals in our school grounds over time?
To get pupils fully involved in this research project, I would start by engaging their curiosity. We’d begin with nature walks around the school, encouraging them to notice changes in plants, insect activity, or bird sightings. Then we’d start tracking simple weather data (temperature, rainfall, wind) and begin linking this to our observations.
To keep pupils engaged, I’d let them choose roles that match their interests: some could be data collectors, others could focus on research or creating visuals like graphs, charts, or posters. We’d also connect with digital tools to enhance our analysis, like online weather records or satellite images.
Sharing the project at school assemblies or through a classroom display would give the pupils a real sense of ownership. They’d be contributing to the school’s understanding of climate change in a hands-on, meaningful way.-
Hi Denis! I love how hands-on and engaging your approach is! Starting with nature walks is such a great way to spark curiosity and help pupils connect with their local environment. Giving children the chance to take on different roles based on their interests is a fantastic idea. It really supports collaboration and keeps everyone involved. Using digital tools alongside their own observations will definitely deepen their understanding. Sharing the project at assemblies or through displays is a lovely way to celebrate their work and show its real-world value. This sounds like a really meaningful and inspiring project.
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I’ve decided to explore the question: What impact might climate change have on tourism in Ireland? After browsing some of the projects on the Climate Detectives website, I was inspired to look into this topic. It’s a question that allows for investigation from a few different perspectives and gives pupils a chance to build and apply a wide range of STEM skills. I used the research question planner to help shape my focus, and I feel it really helped me stay on track.
To start the project, I would lead a class discussion on tourism in Ireland today—what attracts people here? (such as our landscapes, traditions, and historical sites). Then we’d look at a different country, like Spain, and ask why tourists go there (sunshine, beaches, warm weather). Comparing the two would help pupils begin to understand how climate might influence tourism trends, both now and in the future.
To make it more personal and meaningful, children would be encouraged to talk to their parents or grandparents about what tourism in Ireland was like in the past and how it has changed. We’d also draft an email together to send to Tourism Ireland asking for visitor statistics from the last decade. Once we’ve gathered the data, we could analyse it as a class and display the results using graphs or charts to help visualise any trends. -
Our research question: What impact does our weather have on local tourism?
The children could research why and when tourists typically visit our town by contacting local heritage sites, the castle and tourist office. They can create a questionnaire for these sites to answer questions on changing trends in visitors over the past few years.
Class can discuss the weather that tourists typically enjoy and the range of activities available locally. They can also discuss unseasonable weather and activities tourists can enjoy locally that do not depend on weather or can be adapted. Discussion can be led towards recent weather events locally eg town park flood, river overflow, road damage following flooding, business damage etc. Class can discuss how these events may have impacted tourists at the time.
The class can then use picture prompts from local newspaper clippings that highlight unseasonable weather and elicit a discussion around changing weather. They can come up with their own newspaper headlines to match the pictures.
Pupils will move on to brainstorm ways to prevent further damage in key areas e.g town park flooding. Pupils in groups will present their ideas and suggestions to the class and these could be forwarded to our local council offices and to local politicians to really display the strong feelings of the class and school on the matter.
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Research Question:
“How does plastic waste affect our local environment, and what can we do to reduce it?”
To encourage pupils to participate in this climate issue, I would introduce it by making it relatable to them by beginning with a story about an animal that is affected by plastic waste. I would also use real-life examples to try and relate to the students, using prompt questions like “Have you ever seen plastic waste at the local park or at the beach?”
I would have the pupils engage in interactive activities such as keeping a ‘Plastic Diary’, getting each child to record how much plastic they use at home in a day or a week, or carry out a local litter hunt around the area where pupils can record the different types of plastic waste they find. At the end of the week the pupils would discuss and share their results with the class. In small groups, children could explore solutions to plastic waste, and what they can do to reduce the problem, such as using reusable water bottles, saying no to plastic straws etc.
By relating the research question to the pupils everyday lives and giving them a role in solving the problem, pupils will become more engaged with and aware of climate issues around them.
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I really like how you’ve made the topic so relatable by starting with a story about an animal affected by plastic waste—that’s a powerful way to capture students’ attention. The idea of a ‘Plastic Diary’ is fantastic for helping pupils become more aware of their own habits, and a local litter hunt gets them actively involved in their environment. I also appreciate how you encourage group work around solutions, empowering students to take action. Connecting the issue to their daily lives like this definitely makes climate change feel more real and manageable for them. It sounds like a great way to foster both awareness and responsibility.
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Hi Aoife. I love your research question idea investigating plastic waste in our local environment. It is such a big issue and one that is easy for children to see first hand in their daily lives. This is a particularly good concept to explore for younger age groups who would struggle to understand some of the more complex problems associated with climate change. I really like how you focus on relating the problem to the children’s’ own lives, and the idea of the children keeping a ‘Plastic Diary’ – this is a great way for children to develop their STEM skills by investigating and analysing how much plastic they are using at home and how much plastic is found in the form of litter. It would be very interesting to compare the results from different children.
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For my research question I would explore weather patterns in different parts of Ireland through the question ‘How do the weather patterns in Kilkenny compare to those in other parts of Ireland and what impact do these weather patterns have on our school lives?’
I would have my class connect with other fourth classes in different parts of Ireland- one on the west coast, one in an area of Cork that has experienced a lot of recent flooding and one in the northern part of the country (I have friends and family teaching 4th class in these areas so it will be easy to make class connections.)
To engage the pupils I would first of all start by showing them pictures of the different areas and their landscapes and asking the class questions such as ‘What do you think the weather is like in these places?’ and ‘What in the images makes you think that?”. I would then use newspaper clipping and news reels showing weather reports and incidents from those areas. I would get the group to compare the predictions they made based on the photographs with the news reports.
I would then have the class make their own weather station which we would set up in the school garden. I would have the children collect and record the data from the weather station. They would present the data using different types of graphs and charts. As our research project involves looking at weather patterns in other areas I would have the class connect to the other classrooms via Zoom when making the weather stations and have the different classes making them at the same time. We would also connect via Zoom at the end of each month to compare data from each area. Any issues with the collection of data could be discussed.
Part of the research question was about the impact of weather patterns on our school lives. The children could look at additional information that is relevant to their school lives such as did any of the schools have to close due to weather, how many days out of the month were any of the classes unable to go out on yard, were any schools matches cancelled due to weather conditions etc.
I think the opportunity to engage with children in other areas of Ireland and learn not just about the weather in their areas but also their school lives in both urban and rural areas and in small and very large schools would be highly engaging for the pupils.
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Hi Nicola
I really love the idea of working with 3 other schools in different parts of the country on your weather stations. The zoom calls between schools are a great idea especially when it comes to designing and making their weather instruments and coming up with a common system for collecting and displaying data as well as monthly meet ups to discuss their results. Adding in factors such as weather related school closures really makes it relevant to their lives. To add to it and connect to the wider climate issue, you could compare your collected weather data to some of the long term recorded climate data.
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How is climate change affecting extreme weather in our country, and what can we do to prepare for it?
To get pupils engaged, I’d begin by discussing different types of extreme weather—storms, floods, heatwaves—and asking if they’ve ever experienced any of these events. Using news clips, photos, and maps, we’d explore recent extreme weather events in Ireland and link them to changing climate patterns. I’d encourage pupils to ask questions like “Why are heatwaves becoming more common?” or “How does heavy rainfall affect our town?”
In groups, pupils could research different types of extreme weather and create fact files or presentations. We’d use simple graphs, timelines, or even EO Browser images to help them visualise patterns and changes over time.
To make it hands-on, pupils could design “climate safety kits” or awareness posters for younger classes, focusing on how to stay safe during extreme weather. Through this project, they’d develop critical thinking, communication, and problem-solving skills, all while feeling empowered to respond to real-world challenges.
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Hi Roisin
I love this project idea. One of the main climate impacts we are seeing in Ireland is the increase in frequency of these extreme weather events so using this as the basis for your project is a good idea. I like the idea of using the children’s own experiences and then broadening out to look at newspaper articles. Tools like the EO Browser even the Teal Tool could be used here along with long term weather data. I really like the idea of getting the children involved with designing the Climate Safety kits. As power cuts become more frequent, due to extreme weather events, I am always amazed by the amount of people who are not prepared and do not have the basics in their houses like charged torches, gas camping stoves and a few days worth of food.
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My question would be
What impact has all of the building in the area had on the number of trees and green spaces?There has been a huge change in the number of houses and apartments in the area in the time I have been teaching there. The young people could look at satelite images from today and from the past and compare the two, looking at the difference in the amount of trees and things like air quality. They could interview or survey staff, parents/grandparents who live in the area to see if they have information or photographs of the area and do a field study by visiting local green spaces and counting the numbers of trees in their housing estates.
I think this could be a feasible and interesting research topic for a group to do.
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Hi Amelia,
I enjoyed reading about your research topic. I think urban development significantly impacts the local environment through habitat loss, changing natural landscapes and pollution. Your question is practical and engages children in researching their local environment. The EO browser and Google Maps could be used for recent images as well as field trips. I like the idea of surveying and interviewing people who have lived in the area for a long time. Children could collate information and gathering evidence and then hold a presentation of findings or a photographic exhibition in the school. Pupils might then suggest ways to improve green spaces in their local community.
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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 and 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 share the results and draw up strategies to reduce water pollution. Some suggestions that could be put forward by pupils are –
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. -
My research question would be: ‘To what extent has Ireland contributed to the climate crisis through deforestation?’ First of all I would make sure to have introduced the topic of climate change to the pupils by doing a KWL chart, showing them some relevant videos, and engaging them in whole-class discussion. I would then put them into groups and get them researching some articles and videos on their iPads to learn about the concept of deforestation. This could be done by creating a Padlet with a variety of resources for them to investigate. They would then either write or type a summary of what they learned, before sharing their new-found knowledge with the class. I would then get the children to use their investigative skills to research websites such as ‘global forest watch’ in order to quantify tree loss cover in Ireland by county over the last 25 years. Perhaps local experts could be invited in to speak to the class and the children could have prepared interview questions in advance to ask the guest speaker. The children could also be brought to a local park to take photos of different tree species, and to see first hand the impact that trees have on the biodiversity in an area. The children could come up with some ideas as to how we can combat the problem of deforestation, for example by planting more trees in our school and local area, creating posters to display in the local town, etc.
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Research Question: How can we improve biodiversity in our school?
I think it is vital that students (particularly those in the senior classes) have ownership of the questions and the investigation. This would ensure that students are engaged and eager to work on the project as they have a sense of ownership. To spark pupil engagement, I would begin with thought-provoking questions and use visuals—such as maps, photos, and videos. I would then switch from the global perspective to a more localised view to make the project more meaningful to them. Looking at biodiversity in the school would be very interesting. The students would explore what is causing the decline in their local area, ways to foster greater biodiversity. These could be applied in the school. If successful, the class could then forward their ideas to the local county council and try to make meaningful change in their locality. The could also create home link to encourage families to be more eco-friendly and create greater awareness around biodiversity and the impact their actions has on local wildlife.
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Research question:
What is the impact of plastic waste on the health of our local stream, and how can our school community reduce litter entering the water system.
I would make this a hands on activity and a pupil lead investigation. We have a water stream about a 3 minute walk from our school. We would begin by visiting the stream. Record the types of litter found in the stream and categorise them eg. Plastic, glass, metal. We would return on a few occasions to track if anything increases or decreases litter levels eg. rainfall. We would look at how long it takes these materials found to break down. Finally we would then look at what action we could take to reduce the litter entering the water system eg posters, no litter week, plastic free lunches, bins with educational labels. I would allow the students to decide the best way forward with the investigation.
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Hi Carolann
That sounds like a lovely investigation rooted in a local environmental issue. I love that there is a clear path for investigation in recording the types of litter and the amount of each. You also have a plan for taking action and relating the litter found to people’s actions. You could also relate the local litter problem to the wider global problem of plastic pollution. Many people are very concerned about ocean plastic without considering the source of that plastic so it would be nice to emphasis to your pupils that by taking action at a local level with the nearby stream, they are helping to reduce ocean plastic. It might be nice to show the children the story of Boyan Slat who started investigating solutions to ocean plastic when he was just 16 years old and soon after, started his company The Ocean Clean-Up https://theoceancleanup.com/boyan-slat/. You could also look into how plastic is made and make the link between climate change and plastic waste, to show the children that every effort they can make to reduce plastic waste will decrease greenhouse gas emissions.
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