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ASSIGNMENT
Use the Climate Detectives research question planner to develop your own research question in relation to a climate issue.
Post your research question as a reply to this post and reflect (150 words minimum) on how you would encourage pupils to participate.
Please also comment on at least one other participant’s post.
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Research Question:
Is it raining more or less in our local area now than when our parents were in school?To get pupils involved, I would start by asking them if they think the weather has changed since their parents were young. We could talk about rainy days, floods, or very dry summers they might remember. I would explain that we are going to be climate detectives and find out more about our local weather. We could look at pictures, ask questions at home, and talk to older people in the community.
We would check simple weather data from online charts or local news, and keep a class weather diary. The children could draw what they see, make posters, or act out a weather report to link with drama. We would work in groups so everyone could help, some could draw, others could write, and some could present. Making the topic fun, real, and local will help the children feel like they are doing something important for their school and the planet.
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This is a great question that gets children thinking about their local weather. It is an engaging way for the children to include talking to family and using weather diaries to make it real for them. The mix of drawing, writing, and drama means everyone can join in and enjoy learning about climate in a fun way.
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Your research questions is a brilliant question. There is a lot of scope for learning, researching and collaborating. Integrating art, drama, and writing is clever as it creates a fun element to the topic. I love the idea of weather diaries. It’ll help pupils see weather patterns and changes over the days and weeks they record.
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Hi Lauren
That is a great question as it is based on a local climate issue and relates to the children’s everyday lives. I like the way you have framed the question to include the children’s parents. As climate change is measured over a period of 30 years or more, it is good to have a longer reference period that just the children’s own limited experience. They will of course have personal experience of extreme weather events such as storm Eowyn, which have become much more common. Doing their own weather collection and keeping weather diaries is a great way to help them understand how weather and climate data are collected and some comparisons between their own short term data and long term online data would really help with their understanding of the differences between weather and climate and the effects of climate change.
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What a brilliant research question! I love how you’re making it personal and local—it’s such a great way to get children thinking critically about change over time. Becoming “climate detectives” will definitely capture their imagination, and involving family and community adds a meaningful connection. The mix of activities like drawing, drama, and group work makes the learning inclusive and fun. I also think keeping a weather diary is a fantastic way to build observation and data skills. This is a really engaging way to build climate awareness while linking with multiple areas of the curriculum!
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Research question: Does car idling add to the noise pollution around the school gates?
How I would encourage pupils to participate and research this:
A s a group , we would brainstorm all the different types of noise pollution and define car idlying and it’s impact on our school community and the wider world.
We would identify the problem, which is the car idling at the school gates, the car engines running.
A small group of children would be tasked with doing a car idling survey.
WE would then investigate the problem and what we can do as a school and school community to reduce the car idling and hence reduce the noise pollution. We would do a ‘NO Idling’ campaign where the children would do posters to encourage this and they would send this message home by doing a ‘no idling’ rap which would be communicate to the parents via the school website and email.
After a few weeks, the same group group again will undertake a follow up survey on how many cars are idling in the morning , and compare this with the previous results.
Results would be communicate to the entire school community and we would see if we had made a difference.
As a teacher I would also refer to the Curious minds and ESERO framework while undertaking this investigative plan.
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Hi Catherine
Taking on a campaign to reduce car idling at the school is a great idea. I visit a lot of schools, both in the morning and for after school CPD and it is something I notice in almost every school I visit as well as every shop or business carpark. It is a big contributor not just to noise pollution as in your question, but also to greenhouse gas emissions. It also causes a concentration of air pollution around the school where children are going in and out, which has an impact on children’s health. Cars burn more fuel and produce more emissions when they are idling than when they are driving so this is a way to tie it in to climate change and greenhouse gas emissions. Idling surveys are a great idea, and I love your ideas for poster campaigns and a rap to encourage parents to be more responsible. Surveys would need to be done at the time parents are arriving for drop off and pick-up to get the most accurate data, so having a group of children ready to take this on early in the morning and another group to go out a few minutes before school ends would be ideal.
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Nice idea. Your research question is very appropriate for a school-based investigation. It connects well with pupils’ everyday experiences and provides a meaningful context for exploring issues such as air and noise pollution. Car idling is a very relatable issue that we see first-hand every day. This helps make the learning experience authentic and engaging for pupils and involving them in brainstorming, conducting surveys, designing campaigns, and evaluating results promotes active learning.
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Hi Catherine, I really like your focus on car idling. Your idea of surveys and creative campaigns is a great way for children to feel they can make a real difference. By combining this with discussion about local planning , like a new Tesco(Plans have been lodged to built a large Tesco beside my current school), would make the learning even more relevant.
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I love this idea Catherine. I think the proactive approach of a ‘No Idlying’ campaign and making posters really gets the children involved and the rap is also a fantastic and fun way to raise awareness about this issue.
I also agree on your point to carry out a follow up survey after a few weeks to compare with previous results.
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Your research question is really engaging and accessible for younger pupils – it strikes a great balance between being local, relevant, and manageable. I love the idea of using intergenerational inquiry (asking parents and older people in the community) as a way to spark curiosity and help children see climate as something that affects everyone.
Your approach to making the investigation hands-on and creative is excellent. Including drama, art, and group work gives every pupil a way to connect and contribute, regardless of their strengths. Keeping a weather diary and checking local data introduces them to basic scientific methods in a simple and age-appropriate way.
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I think your research question is excellent because it connects climate change to children’s real lives and their local community. Starting with their own ideas about how the weather might have changed is a great way to spark curiosity. I really like how you involve families and older people, as it makes the investigation meaningful and personal. Using weather diaries, posters, and even drama performances makes the learning accessible for different strengths and learning styles. The “climate detective” idea is very engaging and gives pupils a real sense of purpose. This approach will definitely make the topic memorable.
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Research Question: How is air quality affected by traffic in our local area, and what can we do to improve it?
To encourage pupils to participate in this investigation, I would begin by connecting the issue directly to their own lives. Children often notice traffic near their homes or school, so asking them if they have ever seen exhaust fumes or smelled car emissions can spark curiosity. I would guide them to make observations of busy and quiet areas, using simple tools such as air quality apps, homemade particle collectors, or by recording traffic levels at different times of the day.
Participation could be strengthened through group work, where pupils collect data, draw graphs, and compare results. Linking the project to action is also important—pupils could design posters to promote walking, cycling, or carpooling as positive solutions. By combining real-world observations, data collection, and creative outputs, pupils would feel a sense of ownership and responsibility, helping them see how science can empower them to make a difference in their community.
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Your idea sounds great. It effectively connects a real-world issue—traffic and air pollution—to students’ daily lives, making the investigation personal and engaging. The mix of hands-on activities, like using apps and collecting data, with creative action like designing posters, will give students a strong sense of ownership. This approach not only teaches them about science but also empowers them to be part of the solution in their community. It’s a great model for a meaningful and impactful project.
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Getting them to compare today’s weather with what their parents remember makes it real and personal. The mix of activities you’ve planned sounds great too! Keeping a weather diary, talking to older people, and even acting out weather reports will really bring the topic to life. I think the group work is a smart approach, since it lets every child play to their strengths. It’s a lovely way to help them see that even small investigations can connect to bigger issues like climate change.
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question:
How does the increase in urban heat islands in major cities across Ireland contribute to rising energy consumption and public health issues, and what local actions can mitigate these effects Reflection on Encouraging Pupils’ Participation:To engage pupils in this research, I’d start by introducing the concept of urban heat islands (UHIs) and their impact on local climate, energy, and health. We would break the question down into smaller, manageable sub-questions, such as:
What are urban heat islands and how do they form?
How do urban heat islands affect energy use, especially in the summer?
What health risks (e.g., heat stroke, respiratory problems) are associated with increased heat in cities?
What local solutions (e.g., green roofs, reflective materials, tree planting) could help lower temperatures?Next, I’d encourage hands-on activities, such as data collection. Pupils could use temperature sensors or smartphones to measure the urban heat effect in their own neighbourhoods and present their findings. This would make the issue personal and tangible.
I’d also incorporate discussions on local policies and solutions. Students could analyze case studies, debate on the effectiveness of specific actions, and develop solutions tailored to their area. By doing so, they would not only grasp the scientific aspects but also understand the importance of their role in combating climate change.
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I think it would be worthwhile to focus on the weather and climate in our school’s local area as the children are used to hearing adults, the news, the weather forecast regularly discussing it. It would be good make the link between forecast and locality. I also like the idea of looking at the weather/climate in a ‘twin town’ in another country. This would allow them to compare conditions in the two locations and investigate the noticeable differences. They could then present their findings either on weather and climate or as part of a larger project 0n the twin town, they could use simple graphs, comparing and contrasting the data and link with the maths curriculum. We could invite local people from the area to share their experiences and stories about weather in the area.This topic would also lend itself well to integration with other subjects english, music, drama, maths, SESE, SPHE etc.
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Research Question:
How is our local climate changing, and what evidence can we find in our school environment to show this?To engage the children in this Climate Detectives project, I would begin by encouraging curiosity through discussion and observation. I would start with questions like ‘Have you noticed any changes in the weather?’ or ‘Do you think our seasons seem different than they used to?’ This could lead and has led to the discussion/debate of the months in each season! It happened in my class two years ago. We had to ask the principal for her advice and she went with the old way, not the metrological calendar. Following on from the weather questions, this could lead to outdoor exploration and looking at changes in plant growth, unusual weather patterns, or flooding after rain. We could discuss the different storms that have happened over the year – Storm Éowyn, for example as this seems to have had a lasting impact and memory on the children that I taught last year. The children would be invited to gather evidence through photographs, drawings, and simple measurements (like rainfall or temperature), which would build a sense of purpose and involvement. I would use the Climate Detectives Research Planner to help guide their thinking step-by-step, from making observations to forming a question and deciding how to investigate it. I would encourage the children to work in small groups to collect and compare data, discuss their findings, and share them with the wider school community. This hands-on, pupil-led approach encourages ownership, critical thinking, and real-world connections to climate awareness.
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Hi Sharon
That sounds like a lovely local investigation. I like the way you have started with a general question and then aim to define the focus of the question through discussion and debate and local exploration. Using the children’s own experiences is a good start but as their personal frame of reference is so narrow, it would be good to include discussions with parents and grandparents and comparing their recollections with actual past weather data. I didn’t know until quite recently that there was such a thing as meteorological seasons and it was even later when I learned that astronomical seasons are defined by the equinoxes and solstices. We only ever learned about the traditional Irish seasons when I was in school and it never made sense to me as a child that February was in spring and August was autumn. Meterological seasons make much more sense to me in terms of the weather, and reflect what I always thought the seasons should be, although I do now have more of an understanding and an appreciation for the old Celtic Calendar which I never heard much about in school. It would be a fascinating cross curricular study to delve a bit further into this topic as it would combine history, geography and science. This is Met Eireann’s description of the seasons https://www.met.ie/meteorological-spring-begins-wednesday-1st-march-2023 https://www.met.ie/meteorological-spring-begins-wednesday-1st-march-2023
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This is a thoughtful and engaging response that clearly demonstrates how to make climate change meaningful and accessible for pupils. Starting with familiar, observational questions is a great way to spark curiosity and personal connection. The anecdote about the class debate over the seasons adds a lovely, relatable touch—it shows how climate topics can lead to lively discussion and deeper inquiry. Using real-life events like Storm Éowyn also helps anchor the project in pupils’ lived experiences. The hands-on approach with photos, drawings, and simple measurements makes data collection age-appropriate, while the use of the Climate Detectives Planner provides valuable structure. Encouraging collaboration and sharing findings with the wider school community reinforces the idea that pupils’ voices matter in addressing climate issues. A great blend of curiosity, structure, and active learning.
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This is such a thoughtful and well-rounded approach! I love how you’re tapping into the pupils’ natural curiosity and starting with questions that are rooted in their own lived experiences. The example about debating the seasons really highlights how engaging these discussions can become when pupils feel their opinions are valued—it’s a brilliant way to build investment in the topic. Bringing in specific memories like Storm Éowyn is also a clever way to anchor learning in real events they remember.
The idea of using simple tools—like drawings, photos, and basic weather measurements—to collect evidence makes the project accessible to all learners. It’s also great that you’re using the Climate Detectives planner to structure the process; this gives pupils a clear sense of progression and helps them see how their work fits into a bigger picture. Sharing findings with the wider school community is such a valuable step—it gives their learning purpose and raises awareness beyond the classroom.
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Why are Irish winters getting wetter?
Prior to this we would have already used Nose high in the Sky, Earth Under a Lid and The Ice is melting. I might start by showing them a short video about climate change in Ireland (Met Éireann’s Kids Climate Explainer). Then we would discuss if they noticed anything different about the weather in winter? I would get the children to ask their parents about winters in the past and share these ideas with the class. Children could also gather photos, personal or online to chart changes, i.e.: if there was snow or the temperatures were high/low. I could then break students into small groups. Each group investigates one of the following:
How rainfall patterns in Ireland have changed in recent years. They could use the EO Browser and chart their findings.
What causes increased rainfall and floods (e.g. warming atmosphere, jet stream).
How wetter winters affect farming, homes, and nature. The children could interview a farmer (every year I would have one or two children with a grandparent or relative who is involved with farming). They could also ask about storms that occurred in the past (Met Eireann website or parents).
What we can do to help reduce climate change. They could also create posters for this and get the Green School Committee involved.
The children would have access to tablets/laptops with child-friendly websites for this research.
One group could explore how the school could investigate this for future observations, i.e.: set up a simple rain gauge outside and track rainfall over a month or continue to measure varying temperatures.
Children would share and reflect findings. What surprised you? Why does this matter? They could brainstorm one small action the class or school could take. Their findings could also be recorded and shared on the school website.
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I really like how you’ve structured this inquiry as it’s hands-on, collaborative, and rooted in both scientific observation and personal experience. I agree that starting with the Met Éireann Kids Climate Explainer is a great way to ground the learning in the Irish context and spark curiosity. Involving families through interviews and photo sharing adds a lovely intergenerational element and brings the learning beyond the classroom.
I also like how you’ve broken the class into focused groups, each tackling a different angle of the question. Using the EO Browser, local knowledge (like farmers), and tools like rain gauges creates a strong link between global climate change and its local impact. The idea of involving the Green Schools Committee and sharing findings on the school website gives pupils a real audience and sense of purpose. This project not only builds STEM skills, but also empowers pupils to think critically and take meaningful action.
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The Climate Detective Research Question I think would interest the pupils is ‘Has the temperature increased in Ireland during the summer?’
This questions consolidates the work we would have completed in the class on the atmosphere and how human activity has an impact on the atmosphere. To help the children to decide together on a question I would visit the sharing platform climatedetectives.esa.int, research recent climate reports, contact our local council, identify geographical features and habitats. When the children have a climate question in mind, I would show them the climate detective, research question resource and ask them does their question meet the criteria. When the question has been decided on, I would guide the students on how to plan their Earth observation data that they will need to investigate and answer the question. I would discuss the following with the children: what equipment and materials will be required?, Who is going to carry out the investigation?, How will the data be accessed, collected and referenced? And where will the research be carried out?. -
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Research Question:
Is Ireland getting hotter? Have Ireland’s temperatures increased over the past 10 years?
The question is specific, time conscious and allows for directed, specific research.
Our ground data would be collected in our school weather station where we would use our thermometer to record the daily temperature. We would use this data to create graphs to illustrate our findings.
We would then use the TEAL tool and EO browser to research temperature for Ireland over the last ten year. We would graph these findings also.
Once collected and analysed, we would determine our answer to our research question, prepare the project for presentation (posters, slideshows, models, songs) and present the findings to our school at assembly.
As an extension of the project, we would research the reasons behind the increased temperature and explore ways in which we could help to reduce our impact on the earth and slow down the global warming effect. Videos from the course would be useful here- The Paxi video on the greenhouse gas effect and Greta Thunberg’s speeches.
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Research Question:
How is the changing weather in our local area affecting the plants and animals in our school garden?To encourage pupils in my class to participate in this climate-related investigation, I would begin by making the project relevant and exciting. By linking the research to their immediate environment—their own school garden—we create a tangible connection to the topic of climate change. Pupils would be encouraged to become “Climate Detectives” by observing changes in the garden over time, such as unusual blooming times, increased rainfall, or a lack of insects or birds.
I would incorporate hands-on learning by organising outdoor activities like planting, measuring rainfall, and recording temperature. Students could keep weather diaries, take photos, and make drawings of what they observe. I would also include storytelling and role-play, allowing them to take on the role of scientists, nature reporters, or gardeners. Sharing findings through displays or presentations would boost their confidence and sense of ownership. Most importantly, I would emphasise teamwork and curiosity, creating an inclusive, fun, and supportive learning environment.-
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I like this idea Brian, especially because we would have a lot of materials already in school to do the bug hunt. We could use google lense to identify some of the bugs if we were unsure. They could also do it at home and it would be interesting to see if there was a difference between those who live on farms and those who live in urban areas. Thank you for sharing your ideas.
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Research Question: How climate change is affecting Polar Bears and their habitats
The junior classes love stories about animals. A lovely story to use is “Polar Bears” by Gail Gibbons; a beautifully illustrated book that introduces young readers to polar bears, their habitats, and the challenges they face due to climate change.
This would be a great resource to create discussion about Polar Bears.
We would investigate the life of a polar bear, environment , food etc. The children would watch short videos about polar bears and how climate change is changing their habitats and feeding habits.
The WWF also has fabulous resources for the Climate Detective question being researched.
The children would become familiar with temperature and how we as humans have changed the temperature for the polar cap which the bear depends on. We would also use the satellite tracker for polar bears on the WWF Website
https://www.arcticwwf.org/wildlife/polar-bear/polar-bear-tracker/
We would create a climate change environment within the classroom to show how reducing energy would help with the temperature of our planet.The children would create posters to using pictures to show how climate change is affecting the polar bear and other groups would show how we could help reverse climate change for our polar bears. -
Why Are Irish Winters Getting Wetter – And What Does It Mean for Us?
Lately, Irish winters have been feeling wetter than ever, with more rain and more floods. But why is this happening, and how is it affecting our local area and even our school?
To find out, we could explore how rainfall patterns in Ireland have changed over the last few years. Using cool tools like the EO Browser, we could even create our own charts and maps to see how things have changed over time.
So, what’s causing all this extra rain?
Well, it mostly comes down to climate change. As the Earth gets warmer, the air can hold more moisture, which means more rain. The jet stream—a fast-moving ribbon of air high above us—also plays a big part. When it shifts, it can lead to longer, wetter winters here in Ireland.What’s the impact?
Wetter winters don’t just mean soggy socks—they affect:Farming: Fields get waterlogged, crops can rot, and animals might have to stay indoors more.
Homes: Flooding can damage buildings, roads, and gardens.
Nature: Too much rain can mess with wildlife. Birds and insects might not show up when they’re supposed to, and plants might bloom at the wrong time.
We could interview a local farmer (maybe even a grandparent or family friend!) to ask about how the weather has changed and what it’s like to deal with floods or storms. We could also check out the Met Éireann website or talk to our parents about big storms they remember.What can we do?
Even small actions can help fight climate change. One great idea is to connect what we’re learning to our own school garden. We can become “Climate Detectives” by:Watching for changes, like unusual blooming times, puddles that don’t go away, or fewer insects or birds.
Keeping weather diaries where we record rainfall and temperatures.
Taking photos and drawing what we see outside.
Doing fun outdoor activities like planting, measuring rainfall, and tracking temperatures with simple tools.
By doing this, we’re not just learning about climate change—we’re seeing it for ourselves and thinking about how we can make a difference, starting right here at school.-
Hi Brenda
That’s a great question and one that relates directly to the children and you have a very comprehensive plan for investigating it. Using the online data from the EO Browser and Met Eireann to see has the weather actually got wetter is a good start and by discussing with others and looking up old newspaper articles online, you can gather the dates for large storms and flooding events and check the rainfall amounts for those dates. Linking in with local farmers or family members who were badly affected by flooding events is a good idea as it links the wetter weather to the consequences of excess rainfall. Finally I love the idea of using the school garden to not just record the weather but looking at things like wetter soil and effects on plants and animals. It would be great to note everything that the children notice and have those notes available for comparison in future years.
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Research Question:
How does increased rainfall affect local river levels and flooding risk in our community?To encourage pupils to participate in this Climate Detectives project, I would start by connecting the research question to their everyday experiences. Many children may have noticed heavy rain or flooding near their homes or school, so I would ask them to share stories about weather events they’ve seen or heard about locally. This personal connection helps make the topic relevant and motivates curiosity.
Next, I’d guide pupils in formulating simple hypotheses, such as “If rainfall increases, then river levels will rise, increasing flood risk.” Then, we would plan how to collect data, including checking local weather reports, measuring rainfall (using rain gauges or online data), and observing nearby rivers or streams.
To keep students engaged, I’d encourage teamwork, hands-on investigation, and use of technology (e.g., apps or websites with real-time weather data). Regular class discussions would allow pupils to share findings and reflect on the impact of climate change locally. Finally, I’d support creative presentations like posters or digital reports to help them communicate their conclusions confidently. This approach fosters ownership, scientific thinking, and awareness of climate issues right in their community.
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That’s a great research question Diarmuid! I think it’s really meaningful that your pupils have witnessed flooding themselves, it makes the topic so much more relevant and engaging for them as it adds a real sense of purpose to the investigation. Great idea to choose something so current with the effects of climate change becoming more visible.
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Research Question
“What are some ways we can reduce our carbon footprint at school?”
Firstly I would initiate the discussion by ‘What is carbon footprint?’. Allow the children to enter into a discussion about what the children already know about carbon footprint and why it is important and what are benefits/consequences of it being being sustainable/not being sustainable.
I would then compile a short quiz of both achievable and non achievable targets on carbon footprint.Discuss how we got on any surprises etc.Identify sources of carbon emissions in their school environment.I would then, as a class go on a carbon footprint walk to see if we notice any more e.g. lights left on, computers on. Return to class and split class in group give each group one area to come up with suggestions ideas on how to do this.Each group will have a laptop/iPads to research the topic.
Group 1 -Reduce energy consumption – lights etc.
Group 2 – Reduce, Reuse, Recycle
Group 3 – Greener School Grounds
Brainstorm and propose actionable steps to reduce their carbon footprint.
Learning about their carbon footprint and taking action, even small actions, can empower children to feel like they are part of the solution and can make a difference.
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Research Question: Has there been an increase in rainfall in Ireland compared to 20 years ago?
I would encourage children to investigate this question by analysing rainfall trends in the past 20 years, using EO browser or Met Éireann. The children could work in groups to find the mean of the national annual rainfall and I would integrate this with maths where they would create a bar graph to illustrate findings. There would facilitate opportunities to discuss the reasons for the increase in rainfall as well as the impacts, such as flooding in urban and agricultural areas. The children would develop skills such as questioning, observing, predicting and investigating. In younger classes, I would encourage the children to be ‘Climate Detectives’ by observing rainfall and puddles and making a rain gauge. I would also encourage children to share their findings with the school and brainstorm ways they can help reduce the effects of global warming in the locality.
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How has climate change influenced the frequency and intensity of storms and flooding in Ireland over the last 10 years
To engage the kids with this research question, I would design a classroom project around hands‑on, inquiry‑based learning. First, I’d assess the prior knowledge and then I’d introduce them to data from Met Éireann’s climate reports and the World Weather Attribution studies. We would talk about the storms children might remember and the impact it had on them. Working in small groups, kids could analyze the data and share their findings e.g. comparing annual counts of heavy rainfall and named storms.
We’d talk about effects in the community and how long-lasting they are. We would talk about what is already in place to deal with these weather patterns. i would have the kid s come up with an invention to help with the circumstances and present them to the class. The kids could also interview local community members or farmers about how flooding patterns have shifted in their areas. I think by connecting local experiences with scientific data, pupils become active climate detectives. I think a collaborative approach is very important to share ideas and work together on solutions.
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That sounds like a fantastic way to get kids genuinely interested in climate science. I really like how you’re mixing real-world data from Met Eireann with the pupils’ own memories and experiences of storms. The interviews with community members and farmers is a great idea and will also give them a sense of how climate change is affecting people where they live. I agree that a collaborative approach is so important and beneficial for the children across all areas of the curriculum.
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The Climate Detective Research Question I would explore with my pupils is as follows:
“How has rainfall in Ireland changed over the past 10 years, and what impact could this have on our local environment?”This question links well with our work on weather, climate change, and the water cycle. I believe it encourages pupils to think critically about the effects of changing rainfall patterns on farming, biodiversity, and local areas prone to flooding. In order to help pupils develop their own research question, I would guide them through the Climate Detectives platform and explore real-world data together. We would also use the EO Browser to access satellite imagery and Earth observation data, looking at vegetation cover, water levels, and soil moisture in our area over time.
Following on from that, once we agree on a question, I would introduce the Climate Detectives Research Question Planner and help pupils evaluate whether their question meets the necessary criteria. We would plan the investigation together, identifying who will collect data, how it will be sourced (e.g. EO Browser, Met Éireann), and where local observations can be made. I feel that this hands-on, collaborative approach not only supports inquiry-based learning but also helps students understand how space technology can be used to monitor and respond to climate change at a local level.
At the end of the project, I would support the pupils in sharing their ideas and findings in a variety of meaningful and age-appropriate ways. Each group could create a visual presentation or poster summarising their research question, methods, data (including EO Browser images), and conclusions. These could be displayed around the school or shared during a whole-school assembly or Green Schools event to raise awareness of climate issues within the wider school community.
We could also host a “Climate Showcase” where parents, staff, and other classes are invited to visit and hear short presentations from the pupils. For a digital element, pupils could use tools like Book Creator, PowerPoint, or short videos to document their work and submit it to the ESA Climate Detectives platform, helping them connect their learning to a wider European audience.
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Hi Rhonda
This is a good question, which is rooted in the children’s own experience and addresses a local issue. To make it suitable for a Climate Detectives project and to reinforce the difference between weather and climate, you would need to expand your research to cover rainfall over a 30 year period as Climate is measured over a period of 30 years or more. I love the idea of different groups using different methods to share their findings as it would be a great way to incorporate technology not only in researching and gathering data but also in representing ideas.
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Research Question:
How has the temperature and rainfall in our local area changed over the past 10 years, and what impact could this have on local biodiversity?Reflection:
To encourage pupils to participate in this investigation, I would start by connecting the topic to their own environment—local parks, gardens, or areas they walk through daily. By making it personal, students are more likely to engage emotionally and intellectually. We would begin with a nature walk to observe local plant and animal life, followed by a discussion about recent weather patterns they’ve noticed.Using tools like the Copernicus Climate Data Store or the C3S Edu Demo, pupils would explore real data on temperature and rainfall trends. We would also gather anecdotal evidence from older family or community members to compare perceived changes. Pupils could work in groups to research specific species and present their findings creatively—posters, digital presentations, or even short documentaries.
The project would culminate in proposing small actions to support local biodiversity, fostering a sense of ownership, environmental responsibility, and active citizenship.
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Hi Karl
Linking climate change to local biodiversity is a great idea for a project topic. as I have said to others suggesting a 10 year time period for investigation, you will should broaden your timeframe to reinforce the difference between weather and climate. As yearly weather fluctuations are common, it is only possible to measure changes in climate when weather data is analysed over a period of 30 years or more. Using some of the tools and resources mentioned in the course, you should be able to look at weather trends over a longer time period. I love the idea of looking at actual versus perceived change as different people often have very different ideas of what the weather was like over the same time period in the same location. To make a connection between Biodiversity and Climate Change, it might be nice to focus in on species that are particularly susceptible to changing climate or extreme weather events, such as migratory birds or butterflies. Butterflies would hopefully be easily seen in parks and gardens from April to June and are relatively easily identified and while long term data from Ireland is scarce, data on Butterfly numbers is available from 2019 from the Irish Butterfly Monitoring Scheme and other butterfly monitoring schemes. https://biodiversityireland.ie/monitoring/. Last year was disastrous for butterflies throughout Ireland and the UK, partly because of a cold wet spring, whereas lots or warm, dry weather through spring and summer this year has been good for butterfly numbers.
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I found your research question and approach really engaging and well thought out. Looking at changes in local temperature and rainfall over a 10-year period is such a meaningful way to connect pupils with the climate issue in a tangible, real-world context. I especially liked how you plan to ground the investigation in familiar places—local parks and gardens—as that personal connection will definitely spark curiosity and deeper engagement.
Using both scientific tools like the Copernicus Climate Data Store and anecdotal evidence from the community is a brilliant idea. It gives pupils a more well-rounded understanding of the issue and shows how science and lived experience can complement one another.
The idea of ending the project with actions to support local biodiversity is so empowering. It not only encourages active citizenship but helps children see that they can make a real difference in their own community.
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Research Question: How has the increase in extreme rainfall in Phibsboro affected flooding along the Royal Canal and surrounding streets, and what local actions could help reduce the risk?
In the classroom, I would start by linking the project to places they know well. We would discuss the canal in Phibsboro and how there has been flooding here in the past. We could begin by walking to local spots that have flooded in the past, taking notes and photos. Pupils could collect rainfall measurements using a simple rain gauge at school and compare them with Met Éireann data. They could also use the EO Browser to view satellite images of the area and see how water levels and land use have changed over time. Talking to local residents and businesses about their experiences with flooding would make the investigation feel even more real. The children could engage in group work and pupils could design solutions like planting more greenery or improving drainage. Sharing their findings with the community would help them see how science can have a direct impact in their own neighbourhood.
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Research Project: “Are Wildfires Increasing?”
As an introduction I would tell the children/show video about the FLARES project. The FLARES project was a research study funded by the Irish Environmental Protection Agency. Its goal was to better understand where and when fires happen in Ireland’s wildlands and farmlands, and what effect they have on nature and the air we breathe. Normally, fires are reported by fire departments or in the news, but these reports miss some important details – especially smaller fires in remote places. Some fires are also spotted by satellites, but only while they’re burning and only if the weather is clear.
FLARES used special satellite pictures to look for signs of fire damage on the ground, even weeks after a fire had happened. The team looked at Ireland from space between 2015 and 2021 using two types of satellites – Landsat-8 and Sentinel-2 – which can spot areas where green plants were burned and turned black.
This helped scientists see which types of land were burned and estimate how much pollution was released into the air. The project created maps to show fire locations and burned areas, helping protect habitats, track air pollution, and improve Ireland’s understanding of fire impacts.
For our project, pupils will investigate whether wildfires are becoming more frequent or severe, both globally and in specific regions like North America or southern Europe. They will explore causes such as climate change, drought, land use, and human activity, using real-world data from sources like NASA, the EPA, and the World in Data
The internet provides a wealth of engaging and age-appropriate resources to support the project: interactive wildfire maps, time-lapse satellite imagery, explainer videos from NASA and National Geographic, and up-to-date graphs showing trends in fire frequency, size, and emissions. Websites like Our World in Data offer downloadable charts and visualisations. There are also many news features and video clips covering recent wildfires in Canada, Europe, and Australia, making the issue relatable and current.
Aligned with the SESE strands, this project encourages active exploration of global environmental issues while also building digital literacy, collaboration, and communication skills.
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I think engaging the children’s curiosity is the most important aspect to initiating a scientific question. It has often fascinated me how interested children are in when you were young or just in something personal. I would lead with a remark from my own mother who maintains that summers were sunnier and less wet when she was young. Taking this point i’d ask the children to prove or disprove that the weather has become wetter and less sunny in summertime than in the young days of their parents or grandparents.
We could begin by predicting what amount of sun and rain is present in the month of June. Children could predict then observe, logging hours of sunshine, measuring rain fall in their homemade rain gauges and graphing the results. Lots of STEM skills involved already from observing to measuring and estimating. After analysing their own data we could refer to the Teal Tool and have a look at the data from previous years back to the 1950s, this should cover the age range that we set in the question. This scientific question could be bookended by the children talking to their parents and grandparents before and after their investigation. They could present their results in graph form or introduce their parents to the Teal tool and also have a look at what the tool predicts for the future.
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Marie had a good idea of linking her project to a local canal to look at flooding, this could also work for my own idea. I like Karl’s idea of looking at local biodiversity. The idea of even speaking to older residents of an area to see if anedotally some plants are more or less prevalent is a great way to connect the investigation between school and home.
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Research Question:
How is the increase in local rainfall affecting soil quality and plant growth in our school garden?Reflection:
To encourage pupil participation in this climate investigation, I would begin by connecting the topic to something meaningful and visible—their school garden. Many children already enjoy being outdoors and observing nature, so linking climate change to their own environment makes it more real and relevant.We would start by brainstorming what they already know about rainfall, soil, and plant health, followed by a walk to observe the garden and collect initial thoughts. Pupils would then help set up simple tools like rain gauges and soil testers, giving them ownership over the project.
Working in groups, pupils could take turns recording data, photographing changes, and researching how too much or too little rainfall affects plant life. This hands-on involvement would not only develop scientific and collaborative skills but also empower them to feel like active climate detectives. The project could culminate in presenting their findings at a school assembly or eco event.
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Hi Alan
That is a nice Climate Detectives question that is focuses on a local issue and relevant to the children’s own experience. School gardens can be a great place to create scientific investigations by measuring different parameters, changing variables and gathering data and it seems that they are not often used in this way. Using your school, garden for a climate detectives question and investigating things like waterlogging of soil due to excess rain is a good idea if you can set up areas that are partly sheltered from rain or compare rainfall amounts over different days or weeks and compare them to the amount of growth on a fast growing plant. The one things your question lacks is a link to Climate Change. You first need to ask have rainfall amounts increased over the past 30 years as climate data is measured over a period of 30 years or more. You can access online data to see if rainfall amounts have increased (using yearly or monthly data) and then investigate the impact of that rainfall on the school garden.
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Research Question: Module 5
Has Climate Change led to an increase in sea levels? Has this been a contributory factor in causing coastal erosion to the Copper Coast in Co. Waterford?
To answer this question, 5th class pupils could follow the steps in the Climate Detectives Research Planner. First, they would observe the issue by visiting the Copper Coast (Bonmahon) or looking at photos/videos to see signs of coastal erosion. Next, they would define their research question, as stated above.
They would then gather data by:
· Interviewing local people or experts about changes they’ve seen over time.
· Looking at old and current maps or photos of the Copper Coast.
· Checking sea level rise data online or using climate data provided by their teacher and/or Waterford County Council
· Measuring cliff or beach changes using simple tools like rulers or GPS (if available) and/or from data from Waterford County Council.
Next, they would analyse this information to look for patterns and connections between rising sea levels and coastal erosion. Finally, they would present their findings using posters, reports, or a class presentation.
This project would help pupils understand how climate change affects local environments and encourage action to protect their coastline, plants, and animals.
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Research Question: How is climate change affecting the lives of polar bears?
I would explore this topic with children in the junior classes as part of an integrated theme on the Polar Regions. We would begin by exploring where polar bears live using maps and globes, then move on to studying their habitat, diet, and how they have adapted to the cold, using images and books. I would show short, age-appropriate videos that explain climate change and how melting ice is making life much more difficult for the polar bears. To spark discussion, we would talk about how we can help in different ways such as saving energy or recycling.
Through Aistear, the children could role-play as explorers, scientists, or polar animals in the role-play area, build icy habitats in the construction area, and create polar bear art in the creative corner. This integrated approach supports inquiry, empathy and problem-solving. Pupils would be encouraged to ask questions; share ideas, and document their learning in simple class displays, fostering engagement with the topic in a meaningful, hands-on way.
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I think it would be nice to focus on the weather and climate in our school’s local area. It is often a topic of discussion as our school is a mile up quite a steep hill looking across at the mountains and Carlingford Lough. Down in the village you often find the weather is different to up at our school. Yard duty teachers always need to be prepared with their layers! I think getting the children to make the weather equipment for both the school yard and down the village community centre could be fun and engaging way for them to compare the weather is both local areas to see if there is indeed a difference particularly in wind speed and rainfall. They could use simple graphs to compare and contrast their findings and display to the school. We could bring in local historians to talk about their experiences of the weather in the locality.
This topic would easily integrate into other subjects in the curriculum.
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I really like this idea as it reminds me of when there are snow days near our school…the school is pretty much at sea level but you can instantly spot the cars of teachers who live at higher altitude as, if they make it to school, they have the couple of inches of snow on their roof and the children are tempted all day to make snowballs out of it! Great example of altitude affecting weather and climate!
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Research Question
How have water levels at the pier on the River Shannon changed over the last 30 years due to climate change?
As our school is very close to the River Shannon, I would like to make it personal to the students to foster interest and a high level of engagement, I would initiate this by starting with an open discussion about the river and the uses of it to our town.
The investigation will involve observation and measurement of current water levels and noting weather conditions. We will have to dig into the historical records, interview older members of our community and look at photos, news articles to make a comparison. The pupils will graph weekly water levels and compare to any available in historical records to see if there is any notable pattern/difference. We will explore how climate change can lead to more rainfall, higher river levels and increased flooding. Once we have completed the investigation, we will present our findings to the wider school community.
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I think the vast majority of children would love to take part and become climate detectives
I think it would be good to keep it local and personal for our first venture into this. I like the idea of a whole school approach getting all pupils staff parents and members of the community if possible. We could take the question ,Has Climate Change impacted our school environment? If so can we show how and why this has happened.I work in a country school that has grown steadily over the past 20-30 years. To engage the pupils we could invite the previous principals of the school back to talk to the children about what school was like in their time. It was a 2 teacher school small building few students very low carbon footprint. We could have some past pupils involved too or parents of present pupils telling us about what school was like and the changes they can see. The school has seen many changes over the past number of years going from a staff of 2 to 22 and pupil numbers in the 30’s to nearly 150.The carbon footprint has certainly increased. Photos showing the original building and the developments since would be very benefical…..trees cut down school 6 times as big as original build….car park…..etc. Impact that cutting trees down and clearing hedgerows have had. The increase in cars school buses traffic have all had an impact where children were able to walk or cycle years ago its too dangerous now and obviously not good for the environment.
There are lots of avenues to be explored here by different classes. What can we do as a whole school to make our environment a better place to make up for the increase in carbon footprint and contribution to climate change.We would look at the increase in rainfall over the last number of years .We have a field at the back of school which is waterlogged for many weeks over the course of the year affecting the childrens access at yard time.Research can we done using Nose up high in the Sky and the children using their own equipment like rain gauges to keep track of rainfall …find out about previous years and make predictions about the future.
Once data has been collected logged documented by children in project form videos films posters etc We could have a day in school where parents and grandparents can come in to see the childrens findings.
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Hi Brid.
This would be a very interesting topic to explore as they also explore the history of their school. I think getting some past pupils or past principals back to talk to the pupils would be really engaging as can learn about what the school was like with 30 pupils rather than the 150 you have today.
Unfortunately as the school grows so too does the building area and as you have mentioned the loss of trees, grass areas and hedgerows and the impact that can have on biodiversity in the area along with the carbon footprint. There are lots the pupils can learn and explore about in this project.
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My research question would be ‘How could we as a school contribute to the community’s ‘Marino Energy Master Plan’ to meet Climate Action Plan targets?’
Explanation: The school I teach in is in a town in Dublin, Marino and upon researching this question I found out that the community has a ‘Marino Energy Master Plan’. This is relevant to our local area and allows for links with the community when participating in the Climate Detectives Project.
I would encourage my pupils to participate by peaking their interest in the topic first of all, I would use the videos, resources and sample lessons provided in thai course to develop the children’s understanding of space and climate change aswell as showing them the role they can play in it. These prior lessons and learning will act as a stimulus to the ‘Climate Dectives Project’ where I would introduce the question/ aid them in creating their own research question depending on their age level/ ability. Based specifically on my question I may contact the Marino Institute of Education and see if children in my class could interview them on the climate change initiatives they already have in place and how we could implement them at a primary school llevel. If possible I would arrange a trip up to the institute for the children to see their initiatives in real life and develop their interest further through a ‘field trip’.I would also link in with other community groups involved to make the project hands-on and active for the children.
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A research question I would use is how has the number of heavy rain days in Clonakilty changed over the last ten years and how this has affected local flooding. This is something the children can relate to because it is about their own community.
I would start by explaining the difference between weather and climate in a way they understand using examples from around them. Then we could set up a simple weather station at school to measure rainfall. This hands-on work makes it more real and interesting for the children.
I would also show them satellite images from the Climate Detectives project to help them see the bigger picture. We could visit local places where flooding happens so they can see the effects for themselves. Working in groups would help them share ideas and present their findings to the rest of the school.
At the end I would ask the children to think about what we could do as a school or community to help reduce flooding or protect the environment. This helps them feel they can do something about the problem and not just learn facts.
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Are there more storms in Ireland now than there was 50 years ago?
To engage students with this research question, I’d design a hands-on, inquiry-based project. We’d begin by assessing their prior knowledge, then explore data from Met Éireann’s climate reports and World Weather Attribution studies. We’d discuss the recent storms of Eowyn and Darragh where some of the class were without electricity for 2 weeks.
In small groups, students would analyse data—such as annual heavy rainfall and named storm counts—and present their findings. We’d explore the local effects of extreme weather, discuss current measures in place, and brainstorm innovative solutions. Students could design their own inventions to address these issues and present them to the class.
To deepen the local connection, they could also interview community members or farmers about changes in flooding patterns. By linking real-life experiences with scientific evidence, students take on the role of climate detectives. A collaborative approach would support idea-sharing and creative problem-solving.
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Research Question:
How do extreme weather events affect outdoor sports participation rates among children aged 6–12 in Ireland?
To begin this topic with my class, I would survey all of the children to find out how many of them are active in outdoor sports. We would then spend time discussing how being a member of a sports team affects them and benefits them in their daily lives. We would also discuss the factors needed to ensure games and matches go ahead. This would then lead us into the area of pitches and facilities and how weather dependent this is. This research would likely take place over the course of the year. We would discuss how children are feeling about an upcoming match throughout the week, make a word wall to note their feelings. If and when matches are cancelled, we would then discuss feelings and knock on effects such as , what was done as an alternative etc. I accept that this would be a difficult topic to get concrete answers for but I do think that by the end of the year, there would be some data to show how often children’s weekend games are disrupted and what type of feelings this gives them.
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I think this is a fantastic idea because it connects climate impacts directly to something children care about, sports and play. Linking weather changes to real-life activities will keep pupils engaged, and tracking their feelings adds a valuable personal dimension to the research, making it both relatable and meaningful.
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Using the Climate Detective Research Question Planner, my research question could be:
“How can we reduce traffic and car use in our town to improve air quality and make our streets safer?”
For a primary school context, I would engage students by connecting the topic to their daily experiences—such as walking or cycling to school, noticing traffic outside the gates, or talking about how cleaner air benefits their health. We could start with a simple traffic count activity outside the school to gather real data. Students could then interview family members about travel habits and brainstorm alternatives, like carpooling, walking buses, or cycling.To encourage participation, I would make it fun and hands-on: creating posters, holding “Walk to School” challenges, and tracking class participation on a big display board. Storytelling could also help—imagining the “life of a street” with fewer cars, more birds, and safe play areas. Linking the activity to real-world impact, such as sharing results with the town council, would help students feel their ideas matter.
By involving them in data collection, creative solutions, and community sharing, students would feel ownership of the project and see themselves as active “climate detectives” making their town a healthier, friendlier place.
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Hi Leanne
This looks like a very practical project for the learners in your school. As you have said you can begin with data collection allowing the learners responsibility of gathering the data. Then promote events in the school to reduce carbon footprint.
There is also an investigation from Green Schools that you could consider to further support the data in your project to conduct an Air Quality Survey https://greenschoolsireland.org/wp-content/uploads/2024/01/GS-Air-Quality-Survey.pdf
This could also be conducted at the beginning and during the Walk to School Challenge.
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Question: How has the average temperature in our town changed over the last 30 years, and what might this mean for our local wildlife?
To get pupils engaged, I would start by showing them photos of local wildlife from years ago compared to today, asking if they notice differences, and maybe animals they see less often, or plants that bloom earlier. I’d frame it as a mystery to solve: “Are the changes in our weather affecting the animals and plants around us?”
We would collect temperature data from local records and compare it to historic figures. Pupils could interview grandparents or long-time residents about past seasons, and then link this to changes in wildlife sightings. Activities could include making observation charts, drawing animals, or creating a “Then and Now” display. Group projects would allow different talents to shine, some could research, others illustrate, and others present findings. By connecting the science to their own community, pupils would feel their detective work has real value. -
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My question is :
How is climate change affecting the weather and wildlife in Ireland
I would start this topic by showing the children old and new photographs of wildlife in Ireland. I woudl get them to compare the old and new photographs. this would raise their curiosity around the topic.
I would then ask the children to share their own stories and experiences around major weather events in Ireland.
I would then use some of the resources in this course such as the Paxi Video or HOME to highlight how our earth is getting warmer. We would discuss the differences bewtween climate and weather for example.
We would then look at how these weather events affected local wildlife and that would lead us to our question.
I think this would be a very interesting topic for the children to work on. It allows them to discuss the worldwide issue of climate change while relating it to their own experiences.
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Question: How is peatland restoration in Co. Longford helping to reduce carbon emissions and improve local biodiversity?
To encourage pupils to participate, I would connect the project to Longford’s well-known boglands, such as Corlea Bog and Lough Ree’s surrounding wetlands. Many pupils will already be familiar with the sight of turf cutting or restored bogs, so this is a relatable starting point. We could arrange a visit to an active peatland restoration site, where students could speak with local conservationists or Bord na Móna staff about rewetting projects and their impact on climate change. Pupils could collect simple field data, such as water levels, plant species presence, and photographic records, and compare these to older images or reports. In the classroom, we’d explore how peatlands store carbon and why their restoration matters globally. To give pupils ownership, they could design awareness campaigns, create 3D models of healthy vs. degraded bogs, or host a “Peatland Protection” day at school. By tying climate science to Longford’s cultural and natural heritage, students would see that they are researching—and protecting—something uniquely theirs.
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Research Question: Can our school reduce it’s carbon footprint?
Brainstorm the question as a whole class. Identify the various issues which need to be investigated.
Split the class into groups. Each group will find out information about a different topic. For example, one group could look at how much rubbish and recycling the school is creating. Another group could check how much energy is being used in the school, like heating and lights. Other groups can choose different areas to investigate based on what the class discussed.
Each group will think of ways to improve the school’s carbon footprint based on the topic they studied. For example, they might suggest ways to reduce waste, increase recycling, or use less heating and electricity in the school.
The targets will be shared with each class, and the plan will be put into action. All targets will be tracked and checked over a period of 3 to 4 months to see how well they are working.
The information will be gathered and the results will be graphed on bar and line graphs which integrates nicely with the maths curriculum. Results will be analysed. Conclusions will be drawn from the analysis of the data and a final report will be drafted.
The children could present their research project at a whole school assembly. Hopefully, the plan will lead to positive results and help the school become more environmentally friendly.-
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Hi Michelle,
I think this question is a great way in introduce being a climate detective to a class. It is basing their enquiry directly within the school and this will help to keep them interested and motivated. It also touches their every day lives and is a great way to get the class and whole school aware of their responsibility when it comes to reducing waste and being more conscious of the impact we all have on our environment.
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Research Question: Are there less bees now than when your parents were children?
We could first begin with an elicitation task where the children must brainstorm in pairs everything they know about bees. This could then be displayed on a class mind map on the whiteboard. Children could draw pictures and look at pictures of bees.
They could talk to parents about whether bee population are the same or declining. Children can read about bees in books or find out information on the internet.Children could keep a journal log during the month of June of the number of bees they have seen. They could take drawings, note the date, the location and the number of bees they saw. They could use the internet to research why bees are so important.
Data could be displayed for whole school observation and discussion, along with drawings and field notes. Save-the-Bees-Classroom-Guide-Eng.pdf (provided by Supervalu).-
Hi Aimee,
Thanks for sharing your ideas for this activity.There is so much online to support this activity as your learners conduct research! I’d highly recommend https://www.ibcp.ie/kidszone/, which includes a range of child-friendly information and great visuals too!
It’s wonderful to source information on this topic from the broader community, getting first-hand insights from parents and grandparents of the shifting baselines that can also easily go unnoticed. The IUCN red list will also connect the dots between species decline and its underlying causes.
It would be lovely to add a flower insect timed count as part of this project, contributing to citizen science.
I really like your plan to display this for the wider school community to learn about and discuss this important topic. It may lead to reflections on current school grounds and how they could improve to support bee conservation with these new insights.
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Research Question: How is melting land ice in the polar regions contributing to sea level rise, and what can we learn from tracking glaciers over time?
I’d start by getting pupils curious through simple, hands-on activities from The Ice is Melting. The land ice vs. sea ice melting experiment is a great hook, it’s visual, easy to set up, and really makes the difference clear. I’d follow it with the temperature experiment to show how the loss of ice speeds up warming. Using real satellite images of glaciers, pupils could see for themselves how much they’ve shrunk over the years.
We’d work like real climate detectives, collecting data, spotting patterns, and thinking about what these changes mean. Finally, pupils could come up with actions they could take, like awareness posters, assemblies, or linking with another school to share findings. I think this is a great way for pupils to see that small everyday changes can make a big impact.
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Hi Sarah,
Thanks for sharing. You have come up with a great research question. I like your plan to use the ice is melting resource and include technology to look at satellite images of glaciers.
By making climate-related topics as local and personal as possible, it can really become meaningful. It could be of interest to hone in specifically on how this is going to impact Ireland’s coastline.
I really like your idea to amplify this message of findings-getting the message out there is key! Lots of lovely ideas to share information with posters, assemblies, and even linking in with another school. This is a wonderfully novel peer learning opportunity-and I am sure one that would create great excitement for your class, too.
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Research Question: How is the weather changing and what can that tell us about climate change?
To explore the question, I would start by discussing the difference between weather and climate with the children and discuss what climate change is. I would encourage the children to participate in the research through the following activities:
Observing weather- children could keep a daily weather journal for a few weeks and record temperature, sunshine, rain and wind.
Comparing Data- we could look at old photos, the children could ask family members about past weather.
Asking Questions- the children could discuss other questions about the weather e.g. are summers hotter than they used to be?
Sharing Ideas- the children could come up with ideas on how to slow down climate change.
Online Research- the children could research the question using chrome books.
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Research Question:
How has the number of stormy days in our local area changed over the past 10 years, and what impact might this have on our community?I would start by showing the class photos and short video clips of recent local storms, encouraging them to share their own memories of these events. This would lead into a group discussion about how weather affects our daily lives, building a mind map of ther ideas on the board. We would then talk about the difference between weather and climate, and introduce simple terms like climate change and extreme weather.
To make the project feel theirs, I would give pupils a choice about which sources to use for collecting data like local weather records, satellite images, or interviews with community members. We could take a walk to a nearby area to see how storms affect the environment. Working in small groups, pupils would collect and organise the data, then share their findings through posters or a school presentation. This way, they can see their work making a real difference in raising awareness.
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My research question is- has the temperature in our local area during summer changed over the last 10 years? If so, how?
To get started I would ask the children to reflect on how much sunshine we had during the summer and if they noticed an increase in the temperature on sunny days. To get the children engaged in this investigation I would get them to reflect on the different activities they did during the summer and what the weather was like during their summer holidays. I would then get them to think back about past summers and compare. Did they notice any change/ patterns? I would also encourage them to conduct interviews with relatives to find out about the temperature during the last few summers. We could then present this information on a graph and use this to predict how we think the temperature will be in future summers. We could make use of the Teal tool to do this. -
Research Question: How can we make our school roads less busy and safer?
Easing Congestion at Our School. A few activities we could come up with along with the green schools committee.
Watch and Count
Count how many cars, bikes, scooters and walkers come to school in the morning drop-off at the school gatesTalk about ways to have fewer cars at the school gates — walking, cycling, carpooling, parking further away and walking from the church or safe parking area or joining a group walk – for example our walk on Wednesdays
Start “Walk on Wednesdays” from the school church — meet there and walk together – maybe extend it to other days
Encourage families to park further away and walk the last part to school every day.
Make posters to promote these ideas and show how they help clear the avenue.Discussion at the end of a certain period – what worked well? What didn’t work well? Possible findings: Has anyone noticed less cars on the avenue. It can be quite sociable for children and parents to walk in groups. Children might feel more energized having exercised on the way to school. Also the climate might affect travel. On rainy days people prefer to drive.
The groups might like to retake the survey to see if things have improved
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Research Question:
Were summers really better in Ireland in the 90s?This question was prompted by my own childhood experiences and I think the children will be able to relate to their own parents talking about Summer when they were younger. It was also inspired by another participant’s research question which involved the parents, which I thought was a fantastic idea.
To inspire the children, I would start this as an oral language activity. I would encourage the children to interview their parents/grandparents about summers in the 90s. These questions might include what type of clothing they wore, what activities they undertook, beaches they visited etc. They would also contain more specific questions regarding the weather such as how often it rained, whether they remember any snow in the Summer. The children could record the interview with their parents and we could watch them back in class through seesaw, or they can record them on paper/using a word document etc. We would have a class discussion about the results.
We would then begin to gather our evidence. We would do this by accessing weather data from the 1990s on Met Eireann. We would also use the website https://weatherspark.com/h/y/32637/1990/Historical-Weather-during-1990-in-Cork-Ireland as this is specific to Cork, which would be relevant to us. We would look at the data, talk about finding an average temp/rainfall/wind speed etc. we would then do the same for this year and discuss the differences.
We could follow up our research with a fun interview again with the parent/grandparent where the child presents the results and they decide whether Summers really were better in the 90s.
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Does the amount of litter collected in our school change across different months?
This question was chosen in order to make the issue of climate change and human impact on the environment relatable and visible to the children. As part of Green Schools, the children are actively engaged in initiatives to combat litter and waste issues. The children could begin with a school-based litter survey. Following this, they would collect, sort and record types of waste at different times of the year- for example before school holidays etc. This activity would provide the children with an opportunity to engage as researchers while developing their skills of linking data to environmental issues. Within groups, the children could be given roles including recorder, data collector, analyst and reporter. Following completion of their projects, the children could share their findings within the classroom and the school community. Their findings could inform Green School initiatives within the school, allowing them to see how their research can lead to real world changes.
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My research question would be ‘Has there been an increase in the number of vehicles on the road in the past 10 years and what effect could this be having on our climate’.
I would begin by using the ESA lessons such as ‘Nose High up in the Sky’ ‘The ice is melting’ and ‘Earth under the Lid’ to teach about weather and climate. This set of lessons also teaches about the greenhouse effect. We would with questioning and discussion around the topic of human involvement in green house gases and I would elicit what the know by questioning and asking them to draw a mind map. I would then explain that we will be doing a study where we will all become climate detectives. I would put the children in groups and we would each have a job for the purpose of the project. We would start by doing a survey within class to see how many households have a car. I would ask the children to survey their parents and find out if they had a car growing up. We would use this as a starting point to show that there are more cars on the road than when our parents were growing up. Next we would take a survey of the vehicles passing by our school over a 5 day period. The children would count each vehicle that passes by in a certain time frame. We would record this data and create bar charts and graphs to present this. The children could then go online and do research to find evidence of increased car sales, purchase of cars and other vehicles and use this to compare to numbers today. We would then use the c3s edu demo to look at emissions in Ireland historically, today and into the future. We would discuss the possible outcome if our emissions continue to rise and the children can think of ways to we could contribute to lessening this number, paying particular attention to the emissions from vehicles. From here we will analyse our data, organise our data and draw our conclusions. We would make a presentation to the school at an assembly and try to raise awareness of how we can help. Hopefully, the children will come up with ideas like walk to school, take the bus, cycle, car pool etc. We could create a campaign where we encourage the children to walk to school on Wednesdays.
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Research Question:
How would a potential Tesco superstore near our school impact traffic, air quality, and noise levels, considering our school is in a decarbonisation zone according to the County Development Plan?Why AND how I would engage students:
To involve pupils, I would start by asking them what changes they notice in traffic near the school and whether they think a new store would make it busier. We could map the local area, noting traffic hotspots and safe crossings. Small groups could record the number of cars, buses, and deliveries at different times, and even measure noise or air quality using simple apps. Pupils could then discuss how this might affect health, the environment, and daily routines. To make it engaging, they could create posters, drawings, or a short video presenting solutions like walking buses or safer drop-off zones. Linking this to a real local issue and the decarbonisation plan makes the project meaningful and encourages them to think about planning, climate, and community impact. -
Do plants bloom earlier or later than they used to ?
Scientists have found that in many parts of the world, plants are blooming earlier than they did in the past.
For example, cherry blossoms in Japan and Washington, D.C. are now opening several days (sometimes even weeks) earlier than they did a century ago.
This change is closely linked to rising temperatures and shifting seasons caused by climate change.What does this tell us?
Evidence of Climate ChangePlants are very sensitive to temperature and daylight.
Earlier blooming suggests that winters are shorter and springs are warmer.
Impact on EcosystemsIf flowers bloom too early, they may miss their pollinators (like bees and butterflies).
Animals that depend on those plants for food may struggle.
Long-term ChangesThese shifts show us how climate change affects living things, not just weather.
Tracking bloom times helps scientists predict future environmental changes.-
Hi John
Thanks for sharing your research question. However, this assignment is to outline a plan of how you would explore this research question with the class and plan for activities to engage your class in this research project. Perhaps you could revisit your post and ensure it aligns with the assignment for this module.
While there are lots of examples of plants blooming earlier each year, you could consider how to explore this with your pupils relevant to their local area. The Climate Detective Project runs over a short time frame, so you should also ensure your research question is achievable. The Climate Detective Research question planner may help with this.
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It’s powerful to see how something as seemingly simple as a flower blooming can be a clear indicator of climate change. It does a good job of connecting the dots—from the simple observation of earlier blooms to the more complex impacts on entire ecosystems and the vital relationship between plants and their pollinators. It highlights how climate change affects all living things and provides an example that is easy for children to understand.
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How are storms impacting farmers in our local community?
We are a rural based school and so many students in our school have a huge interest in farming and agriculture, many students are from farming backgrounds. Therefore I feel linking our investigation with an area many kids already have an interest may spark more enthusiasm for the project.
I would work with a focus group of 5th/6th Class students that have an interest in the topic, working closely with the guidelines laid out in the Climate Detectives planner.
Linking in with local farmers we would invite some guest speakers to the school to discuss how storms in recent years have impacted their own farms directly. From this we would organise a farm visit to explore first hand how farms have been/could be impacted, fallen trees on fencing and buildings, loss of electricity for dairy farmers, flooding of land for tillage farmers, animal safety etc.
We would gather photographic evidence of damage caused by storms to the land, animals and farming areas. The students would include this evidence and guest speaker information to create digital presentations on their findings.
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Research question: Has increased rainfall affected our local flora and fauna?
I would pose this question to the children in relation to North Bull Island nature reserve, which is local to our school, and an UNESCO Biosphere reserve. The children would have worked on researching Bull Island beforehand and identified the local wildlife and have become familiar with the different types of fauna and flora, i.e. wild orchids through internet research, pictures and videos of the reserve. The children would then be brought on a field trip to the reserve to gather information and identify the plant and animal life they have been investigating. Afterwards, the children could compile a list of questions to be researched and presented as part of their group project, i.e. can increased rainfall affect the growth of orchids. I would model some ‘good’ questions to help them with this. Their projects could be presented to the school to inform the other students of the significance of climate change and raise awareness on what we can do to help. -
Research Question: How has the green space around our school changed over the past 10 years?
To investigate this research question for the Climate Detectives project, the children could use EO Browser or Google Earth to look at satellite pictures of the school from different years and see how things have changed. They might also ask parents or grandparents if they have old photos or memories of what the school grounds used to look like. Working together, the class could spot areas where grass, trees, or playing fields have been added or taken away, maybe because of new buildings, extra car parks, or other changes. They could keep track of their discoveries by drawing on maps, saving screenshots, or taking photos of the school grounds as they are today. Afterwards, we would talk about what we’ve found and decide if the green space has grown, shrunk, or stayed about the same. Finally, the children could come up with ideas to protect or improve our green areas, like planting trees or making pollinator-friendly spaces. -
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As there are a lot of trees in our school I have chosen the research question and having come across deforestation in a previous lesson my research question is “How do trees help fight climate change?”
We would start with brainstorming sessions as to what are the some of the things that help to fight climate change. We would hopefully come up with trees and dig a little deeper into how they actually do this. Pupils would be given time to rr esearch in groups how they aid climate change using books and ipads. Pupils could record their finding in writing or in a picture.
Having giving them adequate time we would discuss and research question. We would lool how trees breath out oxygen which is vital for humans, animals and plan growth and how if they didn’t breathe in carbon dioxide the Earth would be a lot hotter. We could also delve into how they prevent soil creep, provide shelter etc. -
My research question would be: What are the consequences of ice cap melting in the Arctic and Antarctica on Arctic wildlife?
To begin with we’d complete lessons regarding Climate Change and weather to help pupils have a solid understanding of weather, climate and climate change, before our research.
To start our research project we would complete mind maps in groups to brainstorm what the children may know about the consequences. All answers would compile a class brainstorm poster of prior knowledge on the research question. Pupils would then watch the Global warming video from National Geographic to link global warming with the acceleration of polar ice melting and rising sea levels. I would then explain that we are all now climate detectives and we are going to make an investigation plan to answer our research question on the consequences of polar ice melting on Artic wildlife.
Pupils in groups would then use iPads to collect data on the consequences of the melting polar ice. Experiments on melting ice and rising sea levels would be conducted to highlight rising sea levels and what happens to the animals with no ice to use. If possible we would source a speaker on climate change to ask questions regarding melting polar ice. All these activities along with their research would be used to create group posters on our research question. Pupils could do their research project on Artic wildlife as a whole or focus on one particular animal (Polar bear, Artic Fox, Seal etc);
All projects would be presented and discussed whole class to make a class list of the consequences of melting polar ice on the artic wildlife. To extend this, we would discuss if the wildlife would survive in the Artic and Antarctica if the polar ice fully melted, and how this might effect the world’s climate in the next 50 years.
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Research Question: How can our school become more eco-friendly and lower its carbon footprint?
As a starting point, the class will brainstorm ideas together, listing the main areas that could have an impact on the school’s carbon footprint. These might include transport, food waste, water use, school supplies, and energy consumption.
The class will then be divided into small groups, with each group investigating a different area. For example:
One group might examine how students and teachers travel to school (walking, cycling, bus, or car).
Another group could track how much food waste is left from lunches each week.
A third group might measure water use, such as taps left running or toilets that could be more efficient.
Other groups could research paper and stationery use, or even look into the potential for planting trees around the school grounds.
Each group will suggest improvements. For instance, the transport group might propose a “Walk to School Wednesday,” while the food waste group could recommend a composting system or smaller portion sizes in the cafeteria. The water group might encourage fitting tap timers, and the stationery group could suggest reusing scrap paper for rough work.All suggestions will be combined into a school-wide action plan, and targets will be monitored over a 3–4 month period. Progress will be recorded and presented in tables, bar charts, and line graphs, linking directly to the maths curriculum. Students will then analyse the results, draw conclusions, and compile a final written report.
The project will end with a whole-school assembly where students present their findings, celebrate successes, and share ideas for future steps. Ideally, this project will not only reduce the school’s carbon footprint but also inspire a long-term culture of sustainability within the school community.
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Question: Are we having below, on, or above average rainfall this month?
For this question the class could choose a particular month of the year and measure the rainfall each day using a gauge they have designed themselves. It would good to have this tried and tested in advance to be confident of its accuracy.
That data could then be compared with the data provided here by Met Éireann: https://www.met.ie/climate/available-data/monthly-data
Comparisons could be drawn between 2025 and 2024… an average could be calculated for the last 3 years and this year comparatively. The children could present this information on a graph.
As part of engaging the children in the project we could document how many days they had to stay in from the yard as a result of rain. We could also look at how it impacts our choice of transport (eg. do more of us drive when it is raining?). The children could come up with ideas to adapt to the wetter climate that do not negatively impact it…eg. better bus shelters.
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Research Question: Can our school reduce its carbon footprint?*
I would begin with a whole-class brainstorming session to explore the question and identify key issues to investigate. I would then divide the class into small groups, each focusing on a different area. For example:
* One group could measure how much rubbish and recycling the school produces.
* Another could assess energy use, such as heating and lighting etc.Each group will research their topic, analyse the findings, and suggest practical ways to reduce the school’s carbon footprint. For example, proposals might include reducing waste or increasing recycling.
The class will then compile these suggestions into a school-wide action plan. Targets will be shared with all classes, and progress will be monitored over a term.
Data will be collected, tracked, and represented using bar and line graphs—integrating the maths curriculum. Students will analyse the results, draw conclusions, and compile a final report.
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Hi Nicola,
I really enjoyed reading about your project! I liked how practical and hands-on it is, giving pupils the chance to actively measure and understand the school’s carbon footprint. I also really liked how you integrated the maths curriculum by having students track and analyse data using graphs, making the learning both meaningful and cross-curricular.
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Research question – How does plastic pollution affect animals in the ocean?
To encourage third-class pupils to participate in learning about ‘How does plastic pollution affect animals in the ocean?’, I will try to make the topic engaging, relatable, and interactive. We would make use of a KWL chart to record their previous knowledge if a class discussion were to arise from the questioning. I would then get the class to write their answers on their whiteboards and discuss them with their partners, groups, and the class. I would make use of visual aids (PowerPoint, photos for groups for example) to encourage a conversation.
Next up we would have a hands-on exploration/investigation. We would do this by undertaking an art project where they create sea animals using recycled materials or they could illustrate clean and polluted oceans. We would also undertake a science experiment where the class would create a mini ‘ocean in a bottle’ with and without plastic in it to the see the difference between the two.
After a few days of undertaking this research question with different hands-on activities, we could have a mini ‘Ocean Day’ and share our findings with other classes to encourage others to use less plastic and to dispose of it properly.
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I teach in the junior end of the school so I wanted to pick a question that I feel would be suitable and relatable for this class level.
Is our local playground getting wetter or drier compared to when our parents were young?
To get the children involved I would first ask them what they notice when they play outside today. Do they think there are more puddles now or less? I would also ask if their parents or grandparents remember the same playground being wetter or drier when they were little. I would ask them to ask at home about memories of rainy days at school for their parents. Talking about the school yard makes it real for the children because it is about a place they know well and see every day. We could collect data by checking rainfall charts online and keeping our own weather diary. The pupils could draw puddles and make tally marks on rainy days. They could use their drawn puddles and fill a 3D bucket to show their results of all the rain. By making it fun and personal the children will feel like real climate detectives and will see how their work matters.
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“How is climate change affecting the natural environment and human life in our local area, and what actions can we take to reduce its impact?”
I would start with a chat about what climate change is and ask students what they already know about it. I might show a short video or some pictures (like flooding, heatwaves, wildfires, or changes in nature). I would also probably do a KWL chart.
I would encourage students to come up with their own questions to explore, such as: Has the weather changed here over the years? Are local plants or animals being affected?How are people in our town or school dealing with these changes?
Write the questions down as a class and choose a few to explore in small groups.
Let students explore in different ways: Look around your area – go on a walk near the school and observe signs of change (like dried-out grass, less wildlife, or flood damage). Ask people questions – students could interview teachers, parents, or local people about changes they’ve noticed. Check the weather – compare past and present weather or temperature data (this could be from websites or news articles). Use books, videos, or websites to find out more about how climate change affects your region.
In groups, students can then share what they found out. They can make posters, mind maps, or slide shows to explain how climate change is showing up locally.
I would then have the class brainstorm ways we could help the environment. Could we reduce waste? Start a tree-planting project?Create awareness posters? We would choose a simple project and get started.
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Hi Aaron,
Thanks for sharing this research project. What really stands out to me on this is how you are making this a local project, connecting with people and their experiences to get a better understanding of shifting baselines. It is so important to get not just the facts but also the human impact of climate change, and by making it local, it encourages connection and action.
I have no doubt farmers who are on the frontlines of dealing with consequences will have a lot to say about its impact on their crops, and even their ability to feed their livestock.
I love the idea of native tree planting, and its many wins. It can create a nice barrier from air pollution just within the school boundaries, provide a habitat, climbing frame for students, and will serve as shade for the warmer summers to come-mitigation and adaptation in action! Councils occasionally offer trees, along with some social enterprises, or this could also serve as a biology lesson by taking cuttings from willow for free.
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Has climate change affected sea levels in the past 50 years? Has there been any resulting impact on our local beach?
After starting with Nose high up in the Air resource and using the PAXI video about climate change, we would use EO tools such as the TEAL tool to help us chart the changes in global and Irish temperature over time. We would then use ICT to research and locate data that would perhaps indicate a corresponding rise in sea levels. We could then watch educational videos about coastal erosion and how it works and the forces involved. We could then research and locate photos of our local beach from many years ago and compare old photos with how it looks today. The children could speak to grandparents or neighbours who remember what the beach looked like when they were younger and what they remember it was like during/after storms etc. Coastal defenses were introduced at the local seafront around the year 2000 and the images before/after would spark discussion about why they were necessary, how they actually work, where the stones came from (off the seabed off the coast and were pumped onto the shore!) and what the children think the beach/seafront area might look like today if defenses were not constructed. Comparing satellite images over time will be a stark visual of the power of the sea and the need for defenses to protect the built environment, especially in today’s Climate Crisis. We could also visit the beach on a few occasions, particularly after any storm, as the power of the waves in changing the contour of the beach would be evident and would be very interesting to observe over the year. We could then create a class project and put it on display in the school for others to learn about local changes that have happened as a result of climate change.
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How has the increase in local average temperatures over the past 20 years affected the frequency of heatwaves in our region, and what impact might this have on human health and the environment?
To encourage pupils to participate in this research, I would begin by linking the issue to their everyday experiences—such as hotter summers, difficulty sleeping during heatwaves, or changes in local wildlife. I would guide pupils to collect data from reliable sources like ESA’s Climate from Space or national meteorological records, and compare this with their own observations. Small group discussions and inquiry-based tasks would help them feel ownership of the project. Using hands-on activities—like creating temperature charts, interviewing family members, or mapping shaded areas around the school—would engage pupils actively. Encouraging them to present findings through posters, short videos, or digital storytelling would help them see the value of their contributions and connect local actions to global climate challenges.
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We are a small 2 teacher rural school located on the beautiful coast of West Cork. All of our school community have a close connection and a deep respect for the sea. It is a wonderful location to investigate a climate change topic.
Research Question:
“How has the sea level changed near our coast, and what clues can we find to show this?”
Activities/Focus of project:
We would definitely be in a position to reach out to older family members and neighbours to gather evidence and oral reports of coastal life ‘long ago’. The children are familiar also with a local historian and fisherman who has plenty of knowledge to willingly share with the children. This would be our first steps to engage the class and get some interest also from the wider school community.
Find old photographs or postcards of our local beach and bay. Compare them to recent ones (from Google Earth, local archives, or personal photos). Spot differences in the coastline — is the water closer to buildings, paths, or the road now? Is there evidence of changes on the landscape?
Measure High Tide Mark -Visit the coast and record where the high tide reaches now (mark with a stick, chalk, or GPS). Repeat this over weeks or compare with past records, if available, to observe any patterns. This would have to be managed at a time when the tide times align with the school day. If not, the activity could be carried out with the help of parents and family members.
Use Maps and Satellite Images
Compare historical and current maps/satellite images of your coastal area. Observe if the coastline has moved inland over time.
Keep a log of tide levels, rainfall, or storm events over a month/season to identify patterns that might affect sea levels short-term.
These activities help children observe, collect evidence, and reflect on real-world environmental changes right on their door step. I know it would spark interest from the local community also and it would present many learning opportunities outside of the classroom.
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I like your ideas for sharing your findings. The digital story telling, posters and short videos are very engaging methods to help the children deliver and share their project. I completely agree that seeing their findings presented in such a professional manner will help them realise the importance of their work and the value of their contribution, at local level, to global issues. What a great sense of achievement they would experience.
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Hi Claire,
I really enjoyed reading about your project! I really liked how you’re connecting the pupils’ learning to the local environment, using the coastline and community knowledge to make climate change tangible. I also loved how you’re involving older family members, local historians, and fishermen, it’s such a great way to make learning collaborative and give the children a real sense of the history and changes in their own community.
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Hi Claire
I really like the way you are connecting the children with their local environment. The use of local people in the area is another great way for the children to be connected with the community. The recording of tide levels would be interesting to learn about too. You also highlighted the need for parent support, which is a great way for children to feel that their question is valuable to all generations. Its great question for the climate detectives.
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For this task I decided to focus my research question on senior primary pupils in 5th and 6th class. At this stage, pupils are ready to engage with data, observation, and inquiry in a meaningful way.
Research Question
How has the average annual temperature in our local area changed over the past 30 years, and what effects might these changes have on local plant life or gardens?To encourage pupil participation, I would start with a class discussion about changes they have noticed in local weather and plants. Pupils could then use simple temperature data alongside observations from the school garden. Working in groups, they would analyse patterns and present findings through posters/presentations. This makes climate change local, practical, and engaging while developing observation, teamwork, and data analysis skills.
Using the Climate Detectives planner, this question is relevant, measurable, and engaging. Pupils can connect data to real-world effects in their school yard or garden. The 30-year timespan shows climate trends without being overwhelming. Accessible temperature data and observable plant changes make the activity tangible.
Participation would be encouraged through brainstorming, gathering data from simplified temperature records or a classroom weather station, and observing plant growth. Pupils could then compare trends with plant observations, looking for links such as earlier blooms in warmer years or plant stress during hotter periods.
Groups would present findings visually through charts, posters, or slides and suggest practical school actions, like planting native species or planning watering schedules. Peer feedback and reflection help pupils see themselves as young researchers, developing scientific reasoning, data literacy, and a deeper awareness of how climate change affects their environment.
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Hello Renee,
Thanks for sharing your research plan. This looks like a really interesting plan to engage your learners in the topic of climate change. I like how you are focusing on exploring the phenological shift over a 30-year period-it’s a real concern in terms of biodiversity populations.
There is a lot of great information online on this topic and several gardens here in Ireland that record this data, see here for more information: Plant Phenology – CSO – Central Statistics Office. It’s a terrific opportunity for learners to learn much more about the natural world and connect to nature. It can be interesting to discuss what the future will bring as a result and its impact on native and invasive species too.
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I really like your research question – it’s such a clever way to connect climate data with something pupils can actually see in their own environment. Linking the temperature trends to the school garden makes it so much more meaningful, and I think pupils would get excited about spotting real changes in the plants they know. I like how you’d use group work and presentations too, as it gives everyone a role and makes the project more collaborative.
Your idea about comparing bloom times or plant stress with warmer years is brilliant – it would really show pupils how climate change isn’t just a global issue, but something that affects their own community. I also think the practical actions, like planting native species, make it feel positive and solutions-focused. This sounds like an activity that would not only teach science and data skills, but also inspire pupils to care for their local environment.
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Research Question: How is the amount of litter around our school affecting local wildlife and the environment, and what can we do to reduce it?
I think this would be a great project for pupils because it’s something they can actually see and measure in their own environment. To get them involved, I’d start with a walk around the school grounds so they could spot the problem for themselves. From there, we could collect and record data, maybe by mapping where litter builds up most or counting different types of waste. This would make the issue real and relevant.
I’d encourage teamwork by giving pupils different roles, like data collectors, photographers, or record keepers, so everyone can contribute in their own way. Once they’ve gathered evidence, the class could come up with solutions together, like posters, litter campaigns, or even presenting ideas to the school council. By linking science investigation with action, pupils would see that their work can make a real difference.
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The Climate Detective question – child generated
The area around climate that I think could generate a lot of interest among pupils is the effect of greenhouse gases. By looking at the experiment ‘Under the lid’ would be a great starting point to help the children to gain an understanding of greenhouse gases and how they affect our climate. The children could then consider our actions in the local community. In order for this to be successful, I believe it is important to allow the children to create the question and direct their research towards an area they feel they can achieve and make a change. The framework for creating a question on slide 12 – Climate detectives – research question is an excellent focus planner for the children. Obviously I could help and guide the children, but it is important that the children have ownership over the question.
Areas that children may look at, maybe our school car park. Can we reduce the number of cars entering and exiting. Our use of electricity within our classrooms and school environment. Areas or means to reducing our individual carbon footprint.
The climate detectives program is a great means to children solving real life problems that they observe and want to change. The phases are clear and I really like phase 3 where children present their findings. It makes their work valued and shows how they have positively contributed to climate change
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Research Question “How is our school helping the planet and what could we improve on? “
This question is simple and relatable and will (hopefully) encourage children to enjoy investigating their own environment in the following areas – energy use, recycling, school garden, litter, food waste, transport etc.
I would present the children a short video of children making small changes eg turning off lights/planting trees/reusing materials etc and ask the children if they can list what we do already in the school environment and if they can make any other suggestions.
From this we would set up small investigation groups based on what they suggest – Litter Detectives (Check Bins/grounds for rubbish), Energy Detectives (Look for lights/appliances left on), Travel Detectives (Survey how they get to school)
Collect Data – Use both Ground Data gathering, satellite data if suitable and engage in surveys/tallies/graph drawing etc as required.
Each group will analyse the Data and report back on changes they could recommend. They can present their findings in fun formats – posters/songs/news report etc.
Be centring the children’s investigations in the school environment it will become more meaningful for them and hopefully they will see a real impact from their efforts.
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Research question: How does rainfall in our local area affect the growth of plants in the school grounds
I would encourage pupils to take ownership of this investigation by linking it to their everyday surroundings. Pupils could measure rainfall using simple rain gauges that they build themselves and then record plant growth over several weeks. By making observations directly in the school garden or playground, the research becomes real and meaningful rather than an abstract concept.
I would divide the class into small groups with each responsible for monitoring a particular plant bed or type of vegetation. This would give everyone a role and promote collaboration. I would also introduce digital tools such as spreadsheets or simple apps to record and visualise the data, helping pupils to see patterns more clearly. Reflection sessions would be built in so pupils could share their findings, compare results and think about what the data tells us about changing weather and its impact on the local environment.
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To engage students as Climate Detectives, I would focus their research on the question, -Has the temperature changed in Ireland during our lifetime and has it had an affect on our local environment?- This inquiry would build on our classroom studies of the atmosphere and the impact of human activity.
To help the class formulate this question, we would collaboratively explore resources like the ESA Climate Detectives platform and recent climate reports. We would also consider consulting our local council and examining local geographical features and habitats. Once the students have a potential question, I would have them use the Climate Detectives research question criteria to ensure it’s a suitable topic.
After finalising the question, I would guide them in planning their investigation. We would discuss the essential steps: identifying necessary equipment and materials, assigning roles for the investigation, determining how to access and collect Earth observation data, and pinpointing the research location. This process would empower the students to take ownership of their scientific inquiry.
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Research Question
“How does the weather affect the plants and animals in our school environment?”
How I would involve Pupils:
I would begin with a class discussion about what “climate” and “weather” mean in simple terms.
I would ask questions such as
“Have you noticed how plants or animals change when it’s hot, rainy, or frosty?”I would then split pupils into small groups.
Each group chooses something to observe (e.g., a tree, a patch of grass, birds, or insects).
They record changes over time: number of leaves, colour, animal activity, or even puddles forming after rain.
I would provide simple observation sheets or a class climate diary and child-friendly tools: thermometers, rain gauges
The children could measure rainfall and temperature daily and compare what they find to how plants and animals behave that week. They could use iPads to take photos as evidence.
I would guide pupils to spot patterns: “When it rained a lot, did we see more snails?” and help them link weather changes to living things in their environment.
Finally , we could share the results by creating a wall display or a big poster showing their findings.-
I really like the question you’ve chosen! It’s a great way to help students think about how weather affects the world around them. The activities you’ve planned are perfect—they’ll get to observe real changes in plants and animals, which makes learning fun and hands-on. Using tools like thermometers and rain gauges is a great idea too, and I love that they’ll get to share their findings with a class display. It’s a great way to make science feel exciting and relevant!
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An question/ activity I would do with the children would be to monitor the noise and car pollution surrounding our school and how we might improve it, or encourage better habits. Here are some of the way we could/ would engage the task.
1. Sound Mapping
This activity helps kids visualize sounds. Give each child paper and a pencil. Have them draw a small circle for themselves. While sitting quietly near a busy street, they’ll draw symbols or pictures on the paper to represent the sounds they hear. Louder sounds can be bigger symbols. This helps them identify where sounds are coming from and how they vary in intensity.2. Noise Level Scavenger Hunt
Using a simple decibel meter app on a phone or tablet, kids can quantify noise levels. Divide them into groups to measure noise in different locations: near the road, on the playground, and inside the classroom. They can record their findings and create a bar graph to compare the data. This teaches them to collect and analyze information.3. Noise Reduction Challenge
This activity encourages creative problem-solving. Have the kids work in small groups to design and build something that could reduce noise from a hypothetical car pickup zone. They could use everyday materials like cardboard, cotton balls, or egg cartons to represent sound barriers, greenery, or sound-absorbing walls. This hands-on challenge helps them understand the principles of sound insulation and think of practical solutions to a real-world problem.
Im sure there are a few people with similar ideas, as it is a big issue around most schools -
Using the Climate Detectives research question planner, I created this question for my incoming 3rd class in Dublin:
“Is the weather in our school area getting wetter or warmer, and how might this be changing the plants and animals we see around us?”This question links closely to the SESE curriculum and gives pupils a real-world focus they can explore in a hands-on way.
To get them involved, I would start with a nature walk around the school grounds or nearby green spaces. Pupils would look for signs of the seasons, observe plants and insects, and share what they’ve noticed changing—like seeing more slugs or earlier flowers.To connect with their love of sport, we could track how different weather affects when and where we can play sports, like if rain cancels football or the yard is too wet for P.E. We’d also talk about how changing weather might affect sports pitches and training in the future for local teams around Dublin.
We would then record local weather data, keep a class weather and sport journal, and share our findings through posters or a short presentation. This encourages teamwork, curiosity, and climate awareness—while linking learning to something they already care about.
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Research question: Are there fewer rainy days now than when our parents were kids?
I would begin by asking pupils how rain affects their day, like walking to school in boots, playing football on muddy grass or seeing puddles for jumping. We would collect clues by marking rainy days on a class calendar, then ask parents or grandparents what the weather was like when they were young. Pupils could draw pictures of rainy day fun now compared to the past. I would tell them they are climate detectives finding out if the weather is changing in a way we can feel in everyday life. Small groups could share their ideas and stories, then we would put it all together to see what we have learned. Finally, we would share it with another class or in assembly to help everyone see how weather changes are connected to our own playgrounds, clothes and games. This makes climate science feel real and easy to understand.
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Research Question:
How is climate change affecting plants, trees, and wildlife, especially bees, along the Rathkeale Greenway?To get my 3rd class pupils involved, I would start with a nature walk along the Greenway, encouraging them to observe plants, flowers, insects, and birds. We could discuss how changes in temperature, rainfall, and seasons affect local wildlife, linking this to climate change in a simple, age-appropriate way. My SNA is a beekeeper, so we could also learn about how bees rely on flowers and how climate change can impact their food sources and habitats.
For literacy, we could read picturebooks about bees and the natural world, such as Bee and Me by Alison Jay or The Bee Book by Charlotte Milner. Pupils could then create their own mini field guides, drawing local plants and insects and writing short descriptions or poems.
For hands-on learning id combine young engineers projects children could design small projects to support biodiversity, like planting wildflowers, building bug hotels, or creating simple pollinator gardens. Documenting observations, drawings, and solutions would make learning creative, local, and action-focused, helping pupils understand climate change and how they can make a positive difference.
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