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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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The research question I have chosen to work with is:
How has the average temperature in Dublin changed over the last 50 years and what does this mean for our future weather?
This research question connects with children’s everyday lives, making climate change feel real rather than distant and abstract. Beginning with something familiar like Dublin weather I feel would engage the children meaningfully.
I would start by asking children what they already know about weather and climate, to determine prior knowledge through discussion. Children would then examine simple temperature graphs showing Dublin weather patterns over decades, identifying changes and trends themselves. I would hope this would lend itself to the children having ownership over the task.
I think I would group the children into small groups to investigate different decades. They could record their work on a chart to later report to the class and display in the room. This will lead to extended communication and build on prior language while also building confidence.
Children might connect their findings to visible changes like shorter winters, more flooding or heavy rainfall. This is important so that children realise the effects of climate change on us all.
I would conclude the lesson with a focused discussion about what our class, school and families can do to help combat the results of climate change. The children can feel like they can make a difference
The Climate Detectives framework is excellent because it positions children as genuine scientists investigating real problems, which ismotivating and educational.
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Hi Sean
I really like your research question. It is relevant to the children’s local area, has a clear Climate focus and is neither too broad nor too narrow. Your chosen time period of 50 years is perfect to get across the idea that climate is measured over long periods of time and should be long enough for the children to see trends appearing and asking each group to focus on a different decade and report back is a great way of splitting it up and allows for discussion and comparison among the class. Confining it to Dublin is also a great idea as it makes it relevant to the children. I also love the way you bring it back to personal action at the end as it important to empower children and make them feel that they have the ability to take action.
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Hi Sean, I love the idea of linking the lesson with history. I think climate change is more accessible for younger children when they explore it in the context of recent history. They can see the impact of human action more clearly then. I think it’s a great question because it is relevant and meaningful for them.
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The Climate Detectives framework is really good because the children are fully engaged as scientists investigating climate change which is motivating and educational.
I think I would I start the lesson by revisiting what is climate change and get the children thinking about climate related issues in our area and try to get them to pose the research question.
A research question I might pose would be how the weather affects our day to day lives. I would start by looking at weather over time in Ireland and then focus in on the longer periods of heat that we have been experiencing this past few Summers, what the advantages and disadvantages of this are.
We can conclude with the how we can play our part in looking after our environment to protect it from climate change.
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Hi Bernie
Your approach of starting with a recap on Climate Change and a discussion on the local issues is very important. Children should understand what Climate Cahneg is and how it affects us in our daily lives if we want them to conneect with the issue. I have been to so many classes where the children can list off all the things we can do to save energy and reduce the affects of Climate Change but very few understand why we need to do this. This initial discussion about issues can then lead to specific questions and getting the children to come up with the research question is a very good idea. Different groups could come up with questions and then bring them to the class for general discusion about suitability. Looking at past weather and climate data and then tying it in to how changing patterns affect the children and their families directly is a nice idea.
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How has climate change affected biodiversity in Ireland over the last 20 years?
I chose this question because it will help young people to explore how climate change is affecting wildlife and habitats in Ireland. Children spend time outside especially in warm weather, so this topic is very relevant to them.
A discussion on local wildlife to start the topic in the class. Alongside a discussion on changes in plants. I would get the pupils in groups and on the tablets to check Met Eireann, the EPA and the national biodiversity data centre to get reliable information on the topic. In groups they could collect information and present to the class their findings. Alongside this a number of nature walks would be beneficial to aid this topic.
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Hi Rachel,
Thank you for sharing your research question. It is a very relevant and meaningful topic, especially as pupils can connect it to wildlife, plants and habitats they may notice in their own local area.
I really like your idea of beginning with a discussion about local wildlife and plant life. This would help activate pupils’ prior knowledge and make predictions before moving into research. Using reliable sources such as Met Éireann, the EPA and the National Biodiversity Data Centre is also a strong approach, as it encourages pupils to work with real data and evidence.
The nature walks would be a lovely way to make the learning more hands-on. To strengthen the STEM element further, pupils could carry out a simple biodiversity survey in the school grounds, record species observed, compare areas, graph their findings and design an action to support biodiversity, such as planting native wildflowers or creating habitats.
I hope that you enjoyed the course.
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I agree with Irene, that Sean’s conclusion to his lesson is very good. It brings it back to us as indivuals, as families and how we can get involved in combatting Climate change. That becomes engrained in the children and hopefully inspires them with their conscious effort to help the planet. We all become more responsible and accountable through this. The children could discuss their efforts at home with their classmates and this would be a good way to extend the lesson.
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How can we use nature-based solutions to reduce flooding on our school pitch and make it usable for more of the school year?
Does the question fit the theme of “climate”? Yes, as our wet climate affects the quality of the pitch surface.
Is the question focused on a single problem or issue?
Yes, it is focused on the flooding on the school pitch. There is also flooding on much of our teacher’s car park at times, pooling on the playground, flooding on some of our local roads and towns at certain times of the year.
Re-draft: How absorbent are our school grounds, and how can we use nature-based solutions to reduce local flood risks?
Is the question too broad or too narrow? No, it is based on investigations we can carry out on our own school grounds, and the information we will gather can help all locals as the soil is similar in much of the surrounding area.
Is the question clear and concise? Yes
Is the answer to the question readily available? No, it will require lots of investigation and research.
Is the question feasible? Yes, we can use rain gauges to measure and compare rainfall in different areas of the school grounds, use MET Eireann data to track historic local rainfall, research natural ways to drain land, research trees that are commonly planted to absorb water, gather rain in rain butts to alleviate flooding on the areas of our yard that commonly get flooded and re-use that water in areas of our school garden that might need extra water from time to time.
There will be lots of opportunity for scientific measuring, recording, comparing, discussion, questioning, observing, researching, testing. It will be a wonderful learning experience for the children and valuable practical knowledge for them to gain for their future lives.
There is lots of opportunity for cross-curricular links: Maths, Science, Geography, History, Literacy, visual art.
The goal of making the football pitch more usable will appeal to all children, as they love to play on the pitch whether they enjoy football or not – it is a lovely big area that they feel a sense of freedom in.
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Noelin (McKenna)
<span style=”font-weight: 400;”>I really liked how you refined your research question to make it more focused and manageable while still addressing a meaningful local climate issue. Your emphasis on pupils collecting real data and investigating practical, nature-based solutions is an excellent example of authentic STEM learning. Although our school is right beside a small stream, we have not experienced flooding to any sustained extent in recent years. However, your approach has made me think about how valuable it is to investigate environmental issues, such as this, especially ones that are directly relevant to the pupils’ own surroundings. </span>
<span style=”font-weight: 400;”>In my own teaching context, where reading and writing can be a barrier to learning, I would support this type of investigation through hands-on activities, visual recording sheets, photographs and collaborative discussions. This would enable pupils to actively participate in the inquiry while developing their scientific thinking</span>
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Noelin (McKenna),
I really liked how you refined your research question to make it more focused and manageable while still addressing a meaningful local climate issue. Your emphasis on pupils collecting real data and investigating practical, nature-based solutions is an excellent example of authentic STEM learning. Although our school is right beside a small stream, and has not experienced flooding to the same extent,in recent years, your approach has made me think about how valuable it is to investigate environmental issues that are directly relevant to the pupils’ own surroundings. In my own teaching context, where reading and writing can be a barrier to learning, I would support this type of investigation through hands-on activities, visual recording sheets, photographs and collaborative discussions. This would enable pupils to actively participate in the inquiry while developing their scientific thinking
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Hi Noelin,
I thought your research question very relatable for students in your school. A great idea to get them fully engaged and involved. The whole school could be part of this research question and they would enjoy finding ways to reduce flooding to allow for more play time and less disruptions.
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A climate issue that could be explored is energy consumption and how everyday choices contribute to climate change. My research question would be: *“How can our school reduce energy waste and become more climate-friendly?”* This question is meaningful for pupils as it connects a global issue to their own daily experiences within the school environment.
To encourage pupil participation, I would begin by discussing what energy is, where we use it in school, and how wasting energy can impact the planet. Pupils could carry out an energy audit by investigating areas such as lights being left on, heating use, and electronic devices. Working in groups, they could collect data, record their findings, and suggest solutions. They could then create posters, presentations, or an awareness campaign to encourage positive changes within the school community. This inquiry-based approach would allow pupils to develop problem-solving, teamwork, and environmental responsibility while seeing how their actions can make a difference.
possible qs to also ask;
“How can our school support local biodiversity and help protect pollinators?”
“What impact does food waste in our school have on climate change, and how can we reduce it?”
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Hi Chloe
Energy use in school is a good choice for a Climate Detectives question as it is something concrete that the children have direct experience of and also something that they can have an impact on. To work out the impact of energy use on climate change, you would need to work out the CO2 emissions associated with energy use. The current emissions associated with electricity generation and fuel use are available from
https://www.seai.ie/data-and-insights/seai-statistics/conversion-factors
In Ireland, we produce 197.8g of CO2 per unit of electricity generated (kWh). If you want to gather data on energy use, before and after your energy saving campaign, I would narrow your focus to just electricity use rather than including heating and other energy uses.
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Research Question:
How can we reduce single-use plastic in our school? (Teaching fourth class).I think this is a good research question for Fourth Class because it is easy for children to understand and is something they see every day. It links well with the Curriculum, especially Geography, Science and SPHE. It also gives pupils a chance to learn about climate change in a practical way.
To encourage pupils to take part, I would start with a class discussion about plastic and where we find it in school. We would look at lunchboxes, water bottles and classroom bins. The children would work in small groups to count how much single-use plastic we use over a week. They could record their results using simple charts and graphs.
Next, we would think of ways to reduce plastic, such as using reusable bottles and lunch containers. Pupils could design posters and share their ideas with other classes. Giving them responsibility would help them feel proud of making a difference.
At the end of the project, we would repeat our plastic count to see if we had improved. We would celebrate our success and discuss how small changes can help protect the environment. This would help pupils understand that everyone can play a part in caring for our planet. -
I really liked your research question, Katie, as it is a great example of connecting climate issues to pupils’ everyday lives. Your idea of collecting data on single-use plastic and comparing results before and after changes is a very effective way to make the learning meaningful. I also like how you included pupil involvement through group work, posters and sharing ideas with the wider school, as this encourages children to become active participants in creating positive change.
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I really liked your research question Katie. It’s meaningful to the children and manageable for the teacher. I think the children would really enjoy coming up with ways to reduce plastic use, sharing their ideas with other classes and the plastic count at the end of the project would demonstrate how impactful small changes can be.
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I really like your choice of research question because it links climate change to something the children experience every day. Investigating changing temperatures is a great way to make the topic meaningful and relevant.
I also like how you’ve planned for pupils to work collaboratively and take ownership of the investigation. Finishing with a discussion about actions they can take is a positive way to empower children and show that everyone can contribute to protecting the environment.
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Our school has experienced periods of heavy rainfall, and climate change is expected to increase the frequency of intense rainstorms in Ireland.
The students investigate:
1.Which areas puddle or flood?
2. How do trees and grass help absorb water?
3.Activities to get the children interested and enthusiastic about this information gathering and the importance of learning about the floods locally.Activities: Plant native flowers or shrubs.
Design posters encouraging people to keep drains free of litter.
Map areas where water collects around the school.
To extend this lesson I would look at flooding in Co.Wicklow. I would start by showing the class photos of floods in the main towns in Wicklow Bray, Arklow, Wicklow Town, Baltinglass. In groups the children would find what the photos have in common and then I would allocate one town to each group, so they could investigate the floods and become weather detectives.-
Irene
I think getting the children involved in such a lcoal project that is close to their hearts is a great way to ensure they fully engage in the project. It really allows for ownership over their work. I love the simple idea of planting some flowers or shrubs. The children would love to monitor and care for these as they watch them grow.
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Hi Irene, I really liked how interconnected these activities are. I think developing the connection to their own area first will get the students invested and engaged, and also develop a sense of empathy and a deeper understanding of universal issues which can arise. This will also develop their compassion and make them think like global citizens as well as developing their geographical knowledge of other towns in Ireland.
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I really enjoyed reading your post and I agree with the ideas you shared. I think this is a great way to teach children about flooding and climate change because it connects to their own local area. I like the activities you suggested, especially mapping areas where water collects, as it would make the children more involved in their learning. I also think using examples from Wicklow is a great idea because it helps children understand that climate change can affect places close to them.
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Hi Irene,
Your research question is very interesting and adaptable for all class levels including the Junior end of a school. Apart from Ireland having such high volumes of rainfall per year, our school is built close to a river so we are guaranteed to be able to carry out this research question. A poly tunnel was installed in our school early last year and it has flooded numerous times as it borders a farmer’s field and they have left the soil uneven which has led to rain water running into our tunnel and flooding it.
Giving the children an opportunity to map/draw the areas which flood is a great idea also as it would cater for alot of learning abilities. Allowing children to take photographs of areas which flood is another option.
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Hi Irene, I think your question is really great because it is so relatable to the pupils in your school and it makes them more motivated to find out more and get involved. The activities you suggest are very interactive and hands on, and would be suitable for all ages to get involved. Its great then that once your investigation has been complete that you then extend it out to other parts of the county. Pupils are able to use what they have learned locally and apply that then to a much larger area.
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<p style=”background: white; vertical-align: baseline; margin: 0in 0in 19.2pt 0in;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>Irene, I think your plan is well thought out and extremely practical. It could probably be used for any school in Ireland, as we all experience heavy rainfall for much of the year! Practical activities like planting trees to help absorb water is a great idea and shows children a way of dealing with this problem that they will probably encounter as adults. Encouraging people to keep drains free from litter is also important, as it brings art and design into the project, and informs the school community how to help solve the problem, involving everyone in the practical solution. Mapping the areas where water collects will develop lots of skills, and will provide opportunities for cross-curricular links.</span></p>
<p style=”background: white; vertical-align: baseline; margin: 0in 0in 19.2pt 0in;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>Extending the lesson to look at flooding in the county would be a wonderful way to encourage the children to become active citizens, in trying to come up with solutions for flooding in their wider community.</span></p>
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climate detectives
I am working with infants this year so I feel a basic pitch like the importance of trees is also a good idea, tress are all around us and all children are exposed to them daily.
Climate Detective Lesson: How Trees Help Us!
Today we’re going to learn about something very special that helps keep our Earth happy – TREES!What do trees do for us?
Trees help us breathe!Trees take in dirty air (like smoke and carbon dioxide) and give us back clean air (called oxygen).
So when we breathe in and out… thank a tree
Trees give shade and keep us coolOn a hot day, standing under a tree feels nice, right? That’s because trees help cool the Earth!
Trees are homes for animals!Birds, squirrels, bugs, and even bees live in trees.
Trees are like a big hotel for animals!
Trees help stop floods.When it rains, trees drink up the water through their roots, like a big straw.
That helps keep the ground from getting too wet or muddy.
Trees give us food!Some trees grow apples, oranges, nuts, and more
What would happen if there were no trees?
The air would be dirty and hard to breathe
It would get too hot in some places
Animals would have no place to live
There might be more floods and mudslides
We wouldn’t have as much fruit or woodWhat can WE do to help trees?
Plant new trees
Take care of parks and forests
Don’t break branches or pull off leavesTell others why trees are amazing!
After the children have discussed all the above i would finish with an art activity.
Draw a picture of a happy tree and the animals that live in it!-
Hi Irene,
I really like how you have adapted the Climate Detectives idea for infants in such an age-appropriate and accessible way. Trees are a lovely starting point because, as you say, they are part of children’s everyday environment.
I think your lesson gives children a very clear understanding of the many ways trees help us. The language you use, such as describing trees as “hotels for animals” or roots as “big straws,” is very effective for younger children and heps make quite complex climate ideas concrete and memorable.
The art activity is also a great way to consolidate the lesson through cross-curricular learning. You could also extend this by bringing the class outside to observe a real tree and ask questions such as: What animals might live here? How does it feel under the tree? What would our yard be like without it? This would help them participate as young climate detectives in a very hands-on way.
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Irene, this is a really lovely idea to do with the infants. You have adapted the lessons to ensure a clear understanding for all children. Your questions are open-ended which will provide lots of opportunities for discussion. Finishing with an art activity is ideal to further support the children’s learning.
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Hi Irene,
I really liked your research question regarding trees and their importance to us. I think you have really pitched it at the infant pupil’s level and your suggested ideas and lesson plan would be particularly relevant to our school as we have a rich selection of trees and ample grounds from which to work with.
Thank you v much,
Mark H
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Hi Irene
I love your idea of describing trees as “hotels” or roots as “big straws,” . we have a huge sycamore in our school grounds and have built bug hotels with logs and twigs under it but I’m thinking now that the children may not infact realise that the tree itself is a huge animal hotel in itself. Thank you! My class love to do bark rubbings on the tree and also to collect fallen leaves for leaf prints in clay. This makes the learning multisensory and helps them connect tangibly with their living environment. -
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For my lesson, I will have the students track rainfall in our area for a month. I would begin by discussing why rain is important in the locality and who would have a keen interest in how much rain will fall in the area.
We would discuss what we call people that measure it and why.
We would learn that meteorologists track rain for several big reasons that affect our daily lives and kit is very important for:
Water Management: Cities need to know if reservoirs are filling up or getting too low.
Farming: Farmers rely on rain tracking to know when to plant/harvest crops or take animals in or leave them out.
Tracking Climate Change: By looking at rain data over 30 years or more, scientists can see if an area is becoming a desert or experiencing heavier, more dangerous storms than it used to.
After this then we would look at tracking the rainfall in our area.
In this lesson each student will learn how to :
1. Build a rain gauge.
2. Read a rain gauge and record data.
3. Present data on a graph.
4. Analyse and comment on their findings.
As part of this we would build our own rain gauge and track the rainfall each day at the same time. We would record the amount of water each day. When the month has finished we would draw a graph to represent the data.
What I would also like to do is look at rainfall in another part of the country and compare the rainfall there. From this I would encourage the children to research why there is less or more rainfall there.
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Hi Michael,
I think this is an excellent hands-on lesson that combines science, geography, and maths in a meaningful way. Building and using a rain gauge allows students to actively collect real-world data rather than just learning about rainfall from a textbook. I also like how you have included graphing and data analysis, as these skills help develop critical thinking and numeracy. Comparing rainfall with another part of the country is a great extension activity because it encourages students to investigate the factors that influence weather patterns. Overall, this lesson is engaging, practical, and helps students understand the importance of meteorology.
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This is a great lesson Michael, I like how it builds step by step, from discussing why rainfall is important to making a rain gauge and collecting real data. I think giving the children a purpose for measuring the rainfall makes the activity much more meaningful than simply recording numbers.
I teach 1<sup>st</sup> Class so I would simplify some parts of the lesson. I could see my class really enjoying making their own rain gauge and checking it each day. Instead of creating graphs independently, I’d create a whole class graph on the interactive whiteboard. We could add the daily rainfall together and talk about whether there was more or less rain than the previous day. This would still develop their understanding of data in a way that is age appropriate.
I also liked your idea of comparing rainfall in another part of the country. Rather than asking the children to research independently, I would use photographs and maps to encourage discussion about why some places might get more rain than others. I think that would spark lots of curiosity and link really well with other SESE topics.
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Question: How do trees help keep our school playground cool on hot days?
Seven-year-olds are naturally curious and enjoy learning about the world around them. They can easily observe their surroundings and notice how weather changes affect their daily lives. This research question is designed to help young students understand the role of trees in moderating temperatures and making outdoor environments more comfortable, even on hot days. By focusing on a familiar setting like their school playground, the topic becomes more relatable and engaging.
Temperature Observation:
How does the temperature feel in the shade of a tree compared to areas without trees?
Can students measure temperature differences using simple tools like thermometers?
Tree Characteristics:
What types of trees are found on the playground?
How do the leaves and branches of these trees provide shade?
Cooling Effect of Trees:
How do trees help cool the air? (Introduce the concept of shade and transpiration in simple terms.)
Why is it more comfortable to play under a tree on a hot day?
Other Benefits of Trees:
Discuss additional benefits of trees, such as providing oxygen, homes for animals, and beauty.
Discuss the characteristics of each tree, such as leaf shape and size.-
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I really like how this investigation uses the children’s own playground to explore a real-world STEM question. Comparing temperatures in shaded and sunny areas makes the learning practical and engaging. I also like that it extends beyond science by encouraging observation, discussion and an appreciation of the many ways trees benefit both people and the environment.
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As we are a coastal school, we often do beach cleans and our school also takes part in PickerPals a litter-picking programme designed for primary school students. So I’ve decided to do a case study on
How does plastic waste affect our local environment and what can we do to reduce it?
We would begin with photograph of our local beach and do a bit of Think. Pair, Share.
What do you notice?
Would you enjoy spending time here?
What might happen if people left their rubbish behind?Then I would show them a YouTube video. How Plastic Hurts the World, Scishow kids, https://youtu.be/VUUUxOl715s?si=CZWOKzDkR6blqv09
· Discussion on the videoWe would follow up with a Design Challenge
· Challenge: Your school wants to reduce plastic waste.
In pairs, design one idea that could make a difference.
Examples:
Refillable water bottles
Lunchboxes instead of cling film
Recycling station
Plastic-free Friday
School clean-up day
Poster campaign
End lesson with a recap on the original question:· How does plastic waste affect our local environment?
· What is one thing we can do to reduce it?
Each child completes orally/written statement:
· “One thing I will do this week to reduce plastic waste is…”
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That’s a great idea, and you’re very lucky to have your school located on the coast where pupils can regularly take part in beach cleans. Unfortunately, we are based in Mullingar, so we don’t have a beach nearby. However, we are lucky to have plenty of canals that could provide a similar opportunity for pupils to investigate the effects of litter and plastic pollution on our local environment.
I really like how your lesson begins with a photograph and a Think, Pair, Share activity, as it encourages children to observe, question and share their ideas. The SciShow Kids video is also a great way to make the topic engaging and age appropriate. I especially like the design challenge at the end because it gives pupils ownership of the learning and allows them to come up with realistic solutions that they can put into practice in school. Finishing by revisiting the research question is an excellent way to help pupils reflect on what they have learned and reinforce the key message.
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Research Question:
What are some ways we could help the environment by reducing our carbon footprint when travelling to school?
To begin the investigation, I would encourage the children to brainstorm different ways of travelling to school, such as walking, cycling, taking public transport or carpooling. This would provide an opportunity to discuss which methods are more environmentally friendly and why.
The children could then research the average carbon emissions produced by different modes of transport, including cars, buses, trains and bicycles. Using this information, they could create charts or graphs to compare the carbon footprint of each method. This would integrate science, mathematics and technology while developing pupils’ research and data-handling skills.
As a class, we could also conduct a whole-school survey to find out how families currently travel to school. After analysing the results, pupils could calculate the school’s overall carbon footprint and present their findings to the wider school community. This could lead to a whole-school initiative promoting active travel, such as walking, cycling or carpooling. A few weeks later, the survey could be repeated to evaluate whether these initiatives had reduced the school’s overall carbon footprint. This real-world investigation would help children see how small changes in everyday behaviour can have a positive impact on the environment while developing important STEM skills.-
Edwina, I really like your research question because it focuses on something pupils can relate to in their everyday lives. Investigating how we travel to school makes climate action feel achievable, and I like how the project combines science, maths and technology through data collection and analysis. The idea of carrying out a whole-school survey and then repeating it after introducing an active travel campaign is particularly effective as it allows pupils to see whether their actions have made a measurable difference. This inquiry also promotes collaboration and encourages pupils to become active participants in improving their school community. Overall, it is an engaging and meaningful investigation that helps children understand that small, everyday choices can collectively make a significant impact on reducing carbon emissions.
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Hi Edwina! I think your research question is great because it focuses on something that the children do every day, which would make it easy for them to make connections with the topic. I liked how your activity integrates many learning areas also. The idea of conducting a whole school survey and then repeating it later gives the children a real world purpose to their learning.
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My current class is a 6th class in an girls primary school. This class has a particular interest in fashion and clothes. A common trend in my classroom is purchasing from fast fashion sites so I have decided to base my research question on the topic of fast fashion and climate change to engage all learners:
How does fast fashion affect climate change, and what actions can our class take to reduce the environmental impact of clothing?
Having study the change and continuity of clothes in our history lessons, we would begin with inquiey based learning through data surveys to see how children in our school buy clothes and compare this to statistics online of the way people bought clothes in the past. This would allow me to introduce the idea of fast fashion to children. sUing images, short videos and facts about the clothing industry, we would explore the environmental impact of fast fashion, including water use, carbon emissions, textile waste and pollution. This would help pupils understand that the choices we make as consumers can have global consequences. There also could be a possibility to perhaps hold a clothes sale at school in order to introduce the children to buying second hand clothes in order to reduce the impacts of fast fashion on the climate!
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Hi Aine,
I love how relevant and engaging your idea is to the interests of your class. It allows so many opportunities for further inquiry based learning as the children could compare the sustainability of different clothing choices eg. buying second hand clothes vs fast fashion vs higher quality clothing. I love this it is so important! The idea of the school clothes sale is an excellent way to provide a real-world action linked to climate education. I think how it shows how our everyday choices can make a change is so important for children to learn.
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Question: Does wind direction increase coastal erosion?
Being a seaside school, our students have noticed our local beach being increasingly eroded over the last number of years. With my 6th class I will pose this question; Does wind direction increase coastal erosion?, to the students. We will discuss the problems associated with coastal erosion in our locality.
Study. Take photos and measurements of the land between the beach and the ditch. We will build anemometers and wind vanes and take daily measurements of wind speed and direction. We will take weekly measurement of the land between the beach and ditch and photographs, when it is safe and not stormy. We will record for at least a month over the winter and compare our results. Students will do research about ways of preventing coastal erosion e.g. plants being planted, rocks being placed. We will research the advantages and disadvantages of different forms of coastal protections.
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How can as a school community reduce our carbon footprint?
I will direct pupils to the How Big Is Your Environmental Footprint Questionnaire online and ask pupils to complete the questionnaire as honestly as they can. We will discuss findings. There are many ways and areas we can focus on to try and reduce our carbon footprint but we will pick one to focus on for the year. We will focus on reducing the amount of plastic in lunchboxes. We have found in our school that we have a problem with the amount of plastic that is in our bins at the end of the day, majority being from lunches, fruit juice cartons, yogurt pots, lunches wrapped in cling film. We will appoint some students as monitors who can visit each class and count the amount of plastic in lunchboxes. Figures will be recorded and we will run a campaign around school to try and encourage pupils to reduce amounts. Pupils could run a poster competition, prizes for most improved class, etc. Ideas will be given to pupils and an ‘idea sheet’ could be sent home to parents. Reusable bottles, reuse cling film or else use paper, buy big yogurt pots and send in small class jars, etc.
After a month, monitors will visit classes, record figures again and see are there improvements. Continue the campaign and hopefully it was also encourage changes at home also which in turn will have a positive effect on reducing our carbon footprint not only in school but at home. -
Module 5 Research Question:
How does the amount of tree cover around our school affect local air temperature and biodiversity throughout the year?
This research question is relevant because it explores how green spaces can help reduce the effects of climate change while supporting wildlife.
I would begin by discussing why climate change matters in our local community and ask pupils what environmental changes they have noticed. Allowing them to contribute ideas and make predictions would give them ownership of the investigation.
Pupils could collect temperature readings from shaded and unshaded areas, observe and record different plants and animals, and compare their findings over time.
The investigation would help them understand the relationship between vegetation, climate, and ecosystems.
To encourage pupils to participate, I would make the project as practical and collaborative as possible. Pupils could work in small groups with clearly defined roles, such as data collectors, photographers, biodiversity surveyors, or record keepers, ensuring everyone contributes according to their strengths and interests.Regular opportunities to analyse data, create graphs and share findings with classmates would help maintain motivation and demonstrate how scientific evidence can be used to answer important questions.
I would integrate the project across the curriculum. Pupils could write persuasive letters about increasing green spaces, create digital presentations of their findings, calculate averages and graph trends in maths and produce artwork inspired by local biodiversity.
Inviting parents to view the pupils’ results and projects would provide an authentic audience and reinforce that their work has value beyond the classroom.
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Research Question: How can we reduce food waste and what impact could this have on climate change?
I think this topic is interesting as it connects to everyday life. Food waste is becoming an increasing concern especially in our schools as a lot of feedback with the hot lunches in schools is that there is a lot of waste. It is something that children can see which makes it easy to investigate. There is also the ethical side of food wastage that could be explored too.
1. discuss what happens to leftover food and why it contributes to climate change. They could share their own experiences here.
2. survey the class about lunch habits and collect data about the food thrown away with the hot lunches. We could also look at how climate change affects food. Children could use their data and mathematical skills here.
3. discuss ways to reduce food waste eg. posters, encouraging composting, giving leftovers to family pets, cancel the meals if you don’t eat them, etc.
They could then present their findings to the student council and as a school overall we could explore the ways in which food waste could be minimised. We could also share our findings with parents.
Overall I think this would teach the children that our actions can encourage others to make changes too. -
How does reducing single-use plastic in our school affect the amount of waste produced over one school term?
This research question allows pupils to investigate a climate-related issue that they can influence through their everyday actions. To encourage participation, I would begin with a discussion about where plastic waste comes from, how it affects the environment and why reducing waste is important in tackling climate change. Pupils could then carry out a waste audit to identify the types and quantities of single-use plastics used within the school before introducing strategies such as reusable water bottles, lunch containers, and recycling initiatives.
To keep pupils engaged, I would encourage them to work collaboratively in small groups, assigning roles such as data collector, photographer, recorder and presenter. Giving pupils ownership of the investigation by allowing them to suggest solutions and monitor progress would help develop their confidence and motivation. Throughout the project, pupils could collect and analyse data, create graphs and compare results over time, linking the investigation to Science, Geography, Mathematics, and SPHE.
Sharing the findings with the wider school community through displays, assemblies or a Green Schools campaign would give pupils a sense of achievement and demonstrate that their actions can make a meaningful difference. This inquiry-based approach promotes critical thinking, teamwork, environmental responsibility and active citizenship while helping pupils understand how individual and collective actions contribute to climate action.
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Hi Diarmaid. Your plan is really practical and I like how clearly you show the children taking real action they can actually see and measure in their own school. Focusing on simple changes and letting them track the results over time is a great, down to earth way to make climate learning meaningful.
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Research Question:
Does planting more wildflowers around our school increase the number of pollinators?I chose this research question because it is something the children can investigate over time and it has a clear link to biodiversity, climate change and sustainability.
Pollinators such as bees and butterflies are essential for healthy ecosystems, and this project would help children understand why protecting them is so important.
I would begin by asking them what they already know about pollinators and why they think they are important. We could then decide together where to plant a small wildflower patch in the school grounds. They could regularly observe the area, count the number of bees, butterflies and other insects they see, and record their findings in tables and graphs.
This would give them the opportunity to develop scientific enquiry skills while also using Maths to analyse their data.
I think they will be more engaged if they are investigating something they can see happening in their own school. Giving them ownership of the project and involving them in making decisions would help keep them motivated.
At the end of the investigation, they could present their results to other classes or the Green Schools Committee and suggest ways the whole school could create a more pollinator-friendly environment.-
Hi Sinead,
Investigating whether planting more wildflowers around the school increases the number of pollinators is a great Climate Detectives project, as it is local, observable and meaningful for pupils. It also links well with biodiversity, sustainability and climate action in a way that children can see developing over time.
I really like how you’ve given agency to the students by leading with discussion, curiosity and exploration. Involving them in choosing where to plant the wildflower patch is a great idea, as it gives them ownership of the project from the beginning. The regular observation and recording of data also gives them real opportunity to develop their scientific enquiry and maths skills.
Thank you for sharing and hope you enjoyed the course.
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The research question I have chosen is to investigate vehicle idling and air pollution. The reason I have chosen this topic is due to the fact that my school is surrounded on three sides by busy town roads which seem to be getting busier each year. The fourth side of my school is the carpark in which parents wait with their ignitions on for twenty to thirty minutes each drop off and pick up time, so for our school community I think this is a really valuable area to study.
First and foremost we would find out how many vehicles idle outside the school. Pupils could observe the school gates and car park for 15-20 minutes during drop off and collection times in small groups.
Items that could be recorded include the number of cars, the amount of vehicles idling, estimated time each vehicle idles and other vehicles present eg. buses, bicycles.
The children could conduct a whole-school survey learning how our pupils travel to school each day. The children could then display the results as graphs.
The children could design an anti-idling campaign, creating posters, slogans, an assembly presentation to ensure the whole school understands the term and how we can do better. We could encourage local children to walk or cycle. encourage others to car-pool or even take the bus if one is available to them.
We could role-play as parents, school children, teachers etc to understand different viewpoints and we could hold a debate in the senior classes with the motion ‘cars should not be allowed to idle outside schools’ as there are young lungs at work.
We could conduct experiments for air pollution and measure noise levels. The class could undertake a plant investigation to explore how plants and trees help to improve air quality, comparing plants growing near the busy roads and in quieter areas. We could plant more plants and trees in the school grounds with the hope of improving the air quality.
To finalise the project, all data collected should be analysed and the class should decide on the action they wish to proceed with going forward. An article could be written in the school newsletter, the results could be shared with the parents and wider school community. An idle-free zone could be created with signs for the yard and carpark.
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Hi Heather,
Thank you for sharing such a practical and thoroughly developed research question. This feels like a really meaningful Climate Detectives project because it begins with something pupils can directly observe in their own environment, while also taking the learning beyond the classroom to become real world impact.
Your suggested follow-up actions are excellent too, and would all help students see how their research can lead to positive change. I particularly like the cross-curricular role-play and debate element, as this would encourage pupils to consider different viewpoints while developing critical thinking and communication skills. The plant investigation is also a lovely extension, as it connects air quality with biodiversity and practical greening of the school grounds.
I hope you enjoyed the course.
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Children in my 1st class group this year loved weather warnings. I guess they were always hoping for an extra day off! So, the research question I have chosen is: Why does a Status Red wind warning close schools?
Research:
Discuss weather warnings and the reasons for them.
Watch news and weather reports on weather warnings.
Track the weather warnings for our area.
Learn about how scientists use tools like barometers, satellites, and anemometers to measure wind.
Discuss how do recent major storms compare to historical weather events in Ireland? (Research on Kiddle etc. on iPads)
Discuss why is it safer to stay inside our house during a Status Red wind warning.
Figure out who makes the big decision to close the schools.
Design/ Group work:
Design wind barriers to protect their school. Connect this back to nature and climate change. Trees and hedges are the earth’s natural wind shields. Planning for a class / whole school planting.
Wind experiments:
A) Blowing small objects throw straws e.g. small boat on water, small vehicles or a tree make from PlayDoh to see how they move in the “wind”.
B) Blowing small objects off the tables e.g. leaves, paper (replicas of objects you would find outside) and to see how they move in the “wind”.
C) Tornado in a bottle.
D) Measure the wind (using bubbles, ribbons and documenting on a chart).
Cross curricular:
1. Link with PE – Yellow, Orange or Red wind. Think of how they would move in these weather warnings.
2. Link with Art- draw 3 images based on the 3 statuses and compare how their pictures differ.
3. Link with Drama – A Windy Day mime or drama in small groups.
4. Link with Literacy – A Windy Day Recount.
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How can our school reduce the amount of electricity it uses each day?
This research question would allow pupils to investigate how energy is used in school and explore simple ways to reduce electricity consumption. I would begin by asking pupils where they think electricity is used most throughout the school before carrying out an energy audit. They could observe lights, interactive whiteboards and other electrical equipment and discuss whether they are being used efficiently.
Pupils would work in groups to collect data, suggest improvements and present their findings to the class. They could also create reminder posters encouraging everyone to switch off lights and devices when they are not needed. I like this investigation because it gives children ownership of a real environmental issue within their own school. It also develops teamwork, problem-solving and critical thinking while showing pupils that their actions can have a positive impact on the environment.
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Research question: How does the amount of green space on our school and local environment influence the temperature and biodiversity?
The reason I chose this question is that it helps pupils understand the connection between climate change and their experience. To motivate pupils to work on the research, I would start with explaining the role of trees and green spaces in cooling an area and preserving biodiversity. Next, pupils could make hypotheses and discuss ways of obtaining information.
In groups, pupils could conduct temperature measurements at different locations of the school, study plants and insects, make observations and record them in tables, take pictures, etc. The task to plan the process of investigation and present its results would help pupils engage into the project actively.
Such approach would help develop pupils’ skills in working with each other, critical thinking and problem-solving. At the same time, pupils will learn that local actions could help address climate change.
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Using the planner, I’ll first test the draft question “Are sea levels rising and impacting upon Wexford coastal communities?” against the criteria.
Climate-related – Yes, rising sea levels are linked to climate change.
Focused on one issue – Focus on sea-level rise and its local impacts.
Feasible – Data can be collected from maps, tide records, local observations, and reports. Newspaper reports might be more accessible.
Not too readily answered – I envisage that it will not be that easy! The question pertains to a specific local impact rather than a simple fact, so it’s probably good.
Clear and concise – The question can be stated in one sentence so it’s probably okay.
Not too broad or too narrow – Focuses on a defined location but the Wexford coastline is long. Maybe could narrow that down a bit.
I’d encourage the children to look at some images like the one of Boston being inundated, and also some reports of Kelly’s Hotel in Rosslare losing parts of their buikdings to erosion and rising sea levels. The hotel manager was on tv about this and it would be good to watch that segment. We could also do a trip to the beach and look at nearby buildings, farms and homes. This will hopefully spark their interest and serve as an entry point into the question.-
I really like that you’ve chosen a local issue, as I think it makes the topic much more meaningful for pupils. The idea of using real examples from Rosslare and visiting the beach would help bring the learning to life. In a special school setting, I could see how using photographs, videos, and a local visit would make the topic more accessible and engaging. It would also give pupils the opportunity to observe changes in their own environment and ask questions about what they notice.
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I enjoyed reading your post. I like how you linked the research question to a local issue in Wexford, as it makes the learning more meaningful for children. Using news reports and a visit to the beach are great ideas because they allow pupils to see the effects of climate change in real life. Next year I will be teaching Second Class, and I think I could adapt this by using simple pictures, class discussions and observations during a local nature walk. It would help children understand that even small changes in the environment can have a big impact over time.
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Hi Mark,
I really like how you have used the planner criteria to test the question step by step. This shows clearly that the question is climate-related, locally relevant and suitable for investigation, while also not being too prescriptive and allowing space for pupils to shape the investigation through their own interests.
Your idea of using news reports and local examples to spark interest is really great. You could perhaps even invite someone local to talk to the school about how coastal erosion is impacting their business or community.
Thank you, and I hope you enjoyed the course.
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Research Question: How can we reduce the amount of plastic waste our school produces each week?
I think this would be a good research question for pupils in a special school because it focuses on something they can see and take part in every day. To encourage participation, I would use lots of practical, hands-on activities. For example, pupils could help sort rubbish into different categories, count how many plastic items are used during the week, and identify ways to reduce or recycle them. Visual supports, photographs, symbols, and simple recording sheets could be used to make the activities accessible for all learners.
I would also encourage pupils to work together in small groups so everyone has a chance to contribute at their own level. Some pupils could take photographs, others could help with sorting or counting, and some could share their ideas through discussion or using communication supports. At the end of the project, we could create a class display showing what we learned and agree on a few simple changes to help reduce plastic waste in our school. This would help pupils see that their actions can make a positive difference to the environment. -
Research Question:
How can we reduce waste in our school to help protect the environment?I chose this research question because it is something that children can understand and relate to in their everyday lives. It also gives them the chance to see how small actions can make a positive difference to the environment.
Next year I will be teaching Second Class, and I would encourage the children to take part by making the investigation fun and practical. We could begin by talking about what waste is and where it comes from. The children could then look around the classroom and school to see what types of waste we produce. Together, we could record our findings using simple charts or tally marks.
The class could work in small groups to think of ways to reduce waste, such as recycling more, using reusable lunch boxes and water bottles, and reusing materials for art activities. At the end of the project, we could create posters to remind everyone how to reduce waste and help the environment.
I think this topic would help children develop teamwork, observation and problem-solving skills while learning that everyone can play a part in protecting our planet. It is a simple investigation that links well with SESE, Maths, English and Art and encourages children to become responsible and caring citizens.
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Hi Linda,
I really like that you have chosen waste reduction as your focus, as it is something Second Class pupils can easily understand, investigate, and connect to their everyday lives. Recording their findings using simple charts or tally marks is also a lovely way to build in Maths skills while keeping the activity accessible for younger students.
I also like how you would encourage the children to work in small groups to think of solutions. This gives pupils a sense of agency and helps them see that their actions can make a difference.
Well done, and hope you enjoyed the course.
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How can we reduce our carbon footprint by looking at how we travel to and from school.
The amount of co2 being released is directly contributing to global warming and irregular weather events. This would be discussed with the pupils in advance of the lesson.
This is a particularly relevant area for our school population as we are a rural school roughly 5 km from the nearest town. We often have a congested car park and have to deal with poor access roads.
For my lesson, I will have the students track rainfall in our area for a month. I would begin by discussing why rain is important in the locality and who would have a keen interest in how much rain will fall in the area.
We would discuss what we call people that measure it and why.
We would learn that meteorologists track rain for several big reasons that affect our daily lives and kit is very important for:
Water Management: Cities need to know if reservoirs are filling up or getting too low.
Farming: Farmers rely on rain tracking to know when to plant/harvest crops or take animals in or leave them out.
Tracking Climate Change: By looking at rain data over 30 years or more, scientists can see if an area is becoming a desert or experiencing heavier, more dangerous storms than it used to.
In this lesson each student will learn how to :
1. Survey the class/ school population re modes of transport to and from school.
2. Read the data and compile multiple sources.
3. Present data on a graph.
4. Analyse and comment on their findings.
I would get the children in my room to fill in the “My Carbon Footprint” questionnaire (withe parental permission) at the start of the process and also after we have made some changes.
The question would be posed to the group.”How can we reduce our carbon footprint in relation to school transport?”
Responses may include, ” car pooling, park and walk days, cycling, walking etc..”
In conjunction with our Green School we could then organise A green travel day where we can highlight the issues further.
Afterwards we could re visit the survey and re record our answers hopefully showing improvements and reductions in our carbon footprints.
Lesson extension= We could look at and possibly survey the school population on other aspects from survey such as litter, heating, food etc…
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The research question I would pose is ‘how does increasing the number and variety of trees in our school grounds affect biodiversity, shade, and local temperature throughout the year?’
This question encourages pupils to investigate a real environmental issue within their own school grounds while developing scientific enquiry skills. To encourage participation, I would begin with a discussion about the importance of trees in tackling climate change, supporting wildlife, and improving our wellbeing. I would ask pupils what they already know about the trees around the school and what they would like to discover.
Pupils could work collaboratively in small groups to research the topic. There would be a variety of roles, such as measuring temperature in shaded and unshaded areas, identifying tree species, recording observations of insects and birds, taking photographs, and analysing the data collected. Providing opportunities for hands-on outdoor learning makes the investigation engaging and meaningful while catering to different learning styles.
As we’ve touched on in other modules it’s important that pupils have a genuine audience to present their findings to so I would ask them to present their findings and recommendations to the school community. If the evidence suggests that additional trees would benefit biodiversity or reduce heat in the playground, pupils could create an action plan or participate in a tree-planting initiative. -
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“How can we make our school more environmentally friendly?”
How I Would Teach It
I would begin with a class discussion about what the environment is and what it means to be environmentally friendly. Children could brainstorm ways the school already helps the environment and identify areas for improvement.Next, the pupils would work in small groups to investigate different aspects of the school, such as:
Recycling and waste management
Energy use (lights, heating, devices)
Water conservation
Biodiversity (plants, insects, birds, bug hotel)
Litter around the school grounds
Each group would collect evidence by taking notes, tallying observations, or photographing examples (if appropriate). They would analyse their findings and decide on one or two realistic improvements.The class could then:
Create graphs or charts to present their data (Mathematics).
Write persuasive letters to the principal suggesting changes (English).
Design posters or digital presentations to encourage environmentally friendly habits (Visual Arts/SPHE).
Plant flowers or create habitats to support biodiversity (Science/Green Schools).
The project would conclude with each group presenting its findings and recommendations to the class or the wider school community. This inquiry-based approach develops observation, teamwork, critical thinking, communication, and problem-solving skills while giving pupils a sense of responsibility for caring for their environment.-
Hi Dolores, I really like your research question because it encourages pupils to investigate their own school environment and take meaningful action. Your activities are practical, cross-curricular and promote teamwork, problem-solving and critical thinking. Giving pupils the opportunity to present their findings is a great way to develop confidence while encouraging the whole school community to become more environmentally aware.
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How can we promote more biodiversity in our school community to help our city environment?
As we are based in an inner city school and have a big school garden, getting the students to do a paired garden detective walk to identify the wildlife we already have in the school would be a hook creating a real life connection.
I would discuss the green house effect and the benefit of more organisms in our local area, encouraging the students to see the bigger picture and the positive impact we can make by promoting biodiversity.
A project for taking action which I have done with a previous 5th class was to build bird boxes and a pollinator, which we hammered and built in small groups. As well as this we planted the school garden. I think these would be a good an action to take and documenting this and perhaps getting younger year levels involved would be very beneficial. The older classes could present to the younger classes, or they could create a mini lesson to present in small groups to younger classes.
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Module 5 Assignment – Climate Detectives
Research Question: How can reducing single-use plastics in our school help protect the environment and reduce climate change?This research question is suitable because it focuses on a real environmental issue that pupils can investigate and influence. Using the ESERO Ireland Climate Detectives framework,
I would encourage children to identify sources of single-use plastic around the school, such as lunch packaging and drink bottles. They could collect and record data, create graphs, and compare results over several weeks.
Pupils would work collaboratively in small groups, sharing ideas and developing critical thinking, problem-solving and STEM skills.
They could investigate alternatives to plastic and discuss simple actions the school community could take to reduce waste.
Finally, pupils would present their findings through posters, presentations or assemblies and encourage others to make environmentally friendly choices.
This inquiry-based approach gives children ownership of their learning while helping them understand that small actions can make a positive difference in tackling climate change and protecting our planet.-
Hi Dolores
I like your focus on the impact of single use plastics in school as it is a relevant local issue and is not too broad. As you have mentioned, there are plenty of data collection opportunities and the use of digital programmes to create surveys and produce graphs would be a great opportunity for integrated STEM learning. Ideas for investigating alternatives to plastic and encouraging chance across the school community should be followed by a repeat of the surveys to measure the change. To link the project with Climate Change, pupils could research the energy used to produce plastic bottles and packaging and the amount of carbon dioxide emitted in it’s production and factor that into their calculations.
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Hi Dolores,
Your project idea stood out to me because it focuses on an issue that pupils encounter every day in school. Looking at single-use plastics gives the class a clear and manageable topic to investigate while also encouraging them to think about their own habits and choices.
The project lends itself well to collecting and analysing data. Pupils could design questionnaires, gather responses from the school community, and use digital tools to display and interpret their results. This would create meaningful links across Science, Maths and Digital Technologies.
It would also be interesting to challenge pupils to come up with realistic ways to reduce the school’s reliance on single-use plastics. After introducing these ideas, they could carry out the survey again to see whether attitudes and behaviours have changed.
A further extension could involve exploring the environmental cost of plastic production. Investigating the resources, energy and carbon emissions involved in making plastic packaging would help pupils make stronger connections between everyday actions and their impact on climate change.
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My research question would be: How can we reduce the amount of waste produced in our school to help protect the environment?
I chose this question because waste is something that children see and experience every day. I think it is a good topic for pupils to investigate because they can relate it to their own lives and the school environment. Pupils could look at how much waste is produced in their classroom, what types of waste are being thrown away, and what changes could be made to reduce it.
To encourage pupils to take part, I would involve them in carrying out a simple waste audit. They could work in groups to collect information, record their findings, and discuss ideas on how to reduce waste. We could also look at ways to improve recycling and reuse materials in the school.
I think this activity would help pupils understand how their everyday choices can affect the environment. It would also show them that small actions can make a positive difference.
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Research Question: Does the amount of rainfall in an area affect the growth of our school vegetable garden?
This Climate Detectives project would provide an excellent opportunity for sixth class pupils to collaborate with younger classes. Sixth class pupils would act as mentors, working alongside younger pupils to investigate the research question through hands-on learning.
The project would complement our existing Active School Greens garden initiative. Pupils would compare the growth of vegetables in two contrasting locations: a shaded, drier area and a more exposed, wetter area. They would measure rainfall, observe local weather forecasts, record their findings, and present the data using bar charts and other visual representations.
This investigation offers valuable cross-curricular learning opportunities. In Geography, pupils could explore weather patterns, climate, and the climates of origin of commonly purchased fruits and vegetables. In History, they could examine the Irish Famine and the significance of the potato. In Science, they would investigate plant growth, life cycles, and the conditions needed for healthy plant development. Mathematics would be integrated through measuring rainfall, collecting data, and creating charts to analyse results.
The project would extend beyond the classroom, encouraging whole-school involvement through the school garden. At the end of the growing season, pupils would harvest the produce, prepare it, and share it with the wider school community. This would give them a real sense of achievement as they enjoy food they have grown themselves while developing an understanding of how weather and climate influence food production from seed to harvest.
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Lesson objective: measuring rainfall over a month
My lesson will tie into Science, Geography, Literacy and Maths. This would also link in with Green Schools inf your school was applying for a new flag.
Class discussion on the weather with the constant rain. We would talk about the benefits (plants need rain, crops need rain to grow) to so much rain and the disadvantages (can’t play outside, can’t dry clothes outside). As I teach 1st class, we would team up with 5th class to create our own rainfall measuring equipment.
Main part of the lesson: tracking rainfall using homemade apparatus
After this lesson students will have been able to build their own rain gauge, read and record the data they collect, using an app of their choice each pair will present their data and comment on their findings from this month-long experiment.
As part of this we would build our own rain gauge and track the rainfall each day at the same time. We would record the amount of water each day. When the month has finished, we would draw a graph to represent the data. Once we completed this experiment in October/November, I would like to do the same experiment in April/May to see if the level of rain reduces or increases as the seasons go on.
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Hi Rachel, I like your research question. I agree that it makes excellent cross-curricular links while giving children a meaningful real-life investigation. As I will be teaching Junior Infants, I would adapt it by having the class observe the rain gauge each day and record the weather using simple pictures or symbols, with plenty of discussion about what they notice. I also think comparing rainfall across different seasons is a great idea, as it helps children begin to recognise weather patterns over time.
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Hi Rachel, I’ve actually done this investigation with my class in the past and they loved it. It’s a really good way to show living maths and it makes constructing and analysing grpahs much more relevant. They used to collect the rainfall data from the school weather station and it was like having a class pet going to check it every morning. It’s definitely something I’d do with future classes.
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Research Question:
How does the amount of rainfall in our local area affect the health of plants in our school garden?To engage my 6th class pupils in this research project, I would begin by introducing them to the concept of climate and weather, focusing on something they encounter daily – rain. We would start with a simple discussion about why plants need water and what might happen if they get too much or too little.
Next, I’d involve the students (possibly green schools’ committee) in setting up a school garden, where they can plant a variety of flowers, vegetables, and herbs. Each week, we would measure the amount of rainfall using a rain gauge and observe how the plants are growing. The students could keep journals to track their observations, drawing pictures, and writing about what they see.
By involving them in hands-on activities, like planting, watering, and measuring rainfall, the students would feel a personal connection to the project. I’d also emphasise how their work can help us understand bigger climate issues and how changes in weather patterns can affect the world around us. This approach makes the learning process fun and meaningful, encouraging curiosity and a sense of responsibility towards the environment.
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Hi Gráinne, I really like how your research question connects climate change to something pupils can see and experience in their own school environment. Setting up a school garden is a great hands-on way to develop scientific inquiry skills, as pupils can collect real data and observe changes over time. Keeping journals would also encourage reflection and help pupils communicate their findings. I think linking the project with the Green Schools committee would make the learning even more meaningful, as pupils can see how their research can influence positive actions within the school community.
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Using the Climate Detectives research question planner helped me think about climate issues in a way that feels real and relevant to our own school environment. The research question I developed is: “How is the weather in our local area affecting the plants and wildlife around our school grounds?” This feels meaningful for my 3rd/4th class because they already notice changes in the fields, hedgerows and garden areas around the school.
To encourage pupils to take part, I would begin with a nature walk and let them record what they see. They could work in small groups to observe plants, insects and birds over a few weeks, comparing their findings and discussing any changes. Simple tools like charts, photos and drawings would help them feel involved. I think giving them ownership of the investigation — letting them ask questions and share ideas — would make the project exciting and very hands on for this age group. -
As I work with Junior Infants in a country school, I would frame the inquiry with a simple and engaging question such as: “Trees help keep our Earth cool so what do you think might happen if lots of trees were cut down?” To make it meaningful and relevant for young children, I would link the discussion to a local area in Donegal— a forest near the school.
I would tell the children that we are going to become detectives and investigate this question by looking at pictures and videos showing what happens when trees are removed. Together, we would create a mind map to explore questions like: “Why do people cut down trees?”, “Do animals miss the trees?”, and “Does cutting down trees make the Earth warmer?”
We would visit a local park or forested area in Donegal to observe and record what we see. The children could compare how it feels in a tree-filled space versus an open area with few or no trees—especially focusing on temperature and shade. Back in the classroom, we could discuss our findings and reflect on what they tell us about the importance of trees.
To extend the investigation, we could use Google Earth or online maps to compare aerial views of places in Donegal or other regions where large numbers of trees have been removed. This would help the children visually understand the impact of deforestation and support their critical thinking about environmental changes in both their local area and beyond. I would then finish with an art activity or story focusing on the importance of trees. -
Question:
What wild animals would have been in Donaghmede before all of the houses were built? Can we do anything to encourage some of them back?I would first get children to brainstorm what wild animals are very common in the area. I’d then provide children with some open-ended questions that they could research themselves on iPads about native wild animals in Ireland and see what they come back with. I’d then choose a few of the animals that they would find interesting and could realistically be increased on population-wise in the area (raptors/bats/hares etc.). I’d then get them to research what habitats we could create/protect and what measures could be introduced to make the locality more wildlife friendly. We would then create some small ecosystems on the school grounds and also do some campaigning activities to reduce noise/light pollution/ban damaging fertilisers etc. The activities would culminate in some project work where children can present their findings and report on the work done.
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A potential research question I could pose to my students would be ‘how does the amount of green space around our school affect local air temperature and biodiversity?’ We could further expand the investigation by then asking what actions could improve our school environment in response to climate change?
The research question is relevant, and encourages pupils to investigate a climate issue that directly affects their local community. To encourage participation, I would begin by connecting the topic to pupils’ everyday experiences, such as feeling hotter on the playground during warm weather or noticing differences in the number of birds and insects in various parts of the school grounds.
As we’ve looked at in other modules I would involve pupils in planning the investigation by allowing them to generate ideas, make predictions, and decide what data they want to collect. Activities could include measuring temperatures in shaded and unshaded areas, mapping green spaces, identifying plants and pollinators, and recording observations over several weeks.
I would encourage the use of digital tools to record and analyse data would strengthen pupils’ digital literacy skills. Pupils could compare their findings with local weather data and discuss how increasing vegetation might reduce heat and support wildlife.
Finally I would also encourage pupils to share their results with the wider school community through presentations, posters, or a sustainability campaign. -
Where on the school grounds provides the best relief from the heat during warmer months?
This question fits the Climate Detectives planner because it is climate-related, focuses on a real local issue, is specific and measurable, and can be investigated using observations, temperature measurements, maps, and satellite data.
I would guide the class towards a question such as this following some exploration of local media, local environmental studies and looking at the geographical features of the area. We can decide when it is best suited to carry out this investigation. Do we include September/ October?
From here we will discuss the new vocabulary and phrases that will arise as we research further into the task.
Once the question is settled upon we will input it into the Research Planner and follow the prompts to see if it is suitable. Then we continue to plan the investigation , identifying materials and equipment needed, who will be responsible for specific tasks, how we will gather and record information and what sites our investigation will take place in.I would then focus on a STEM skill like engineering to help achieve our goal. Children will have to design and make ways to attach thermometers to specific areas and to shield them from interference, wind vanes and anemometer to identify wind direction and speed respectively.
I would discuss with the class how climate change affects Ireland, including increasing temperatures and heatwaves, and then ask pupils where they think the coolest and warmest places around the school are. Following predictions and working in small groups, pupils could use digital thermometers to measure temperatures in different locations, such as the school yard, grassy areas, under trees, and on tarmac surfaces. They could record their findings in tables, create graphs, and compare their results with satellite imagery or local weather data.
We can use anemometers made from recyclable materials to see where in the school is most sheltered from wind and see if this affects air temperature.
Children will feel very engaged in the project if they feel a sense of ownership over it and will enjoy how the project can be integrated into many aspects of their curriculum. -
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My class took part in Dreamspace coding project this year and really enjoyed it and enjoyed coming up with ideas for their project. One idea that they had contemplated but found it very difficult to create a code for was-How does the amount of vegetation around our school affect local temperatures?
So this is what I thought would be a good question to base our research on.
The aim of this investigation is to find out whether areas with more trees and grass are cooler than areas covered with concrete or tarmac.
Pupils will work in small groups to identify different locations around the school, such as the playground, grassy areas, the car park, and areas with trees. Over two weeks, they will measure and record the air temperature at the same time each day using digital thermometers. They will also take photographs, sketch maps of the locations, and note weather conditions such as sunshine, cloud cover, and wind. If available, pupils can compare their findings with satellite images or land cover maps from the ESA Climate Detectives resources.
To maximise participation, pupils will be assigned different roles within each group, including recorder, thermometer operator, photographer, map maker, and presenter. This ensures that every pupil contributes to the investigation. The activity will include outdoor fieldwork, making it engaging and hands-on. Pupils will use digital technology to create graphs and presentations, encouraging the development of STEM and digital skills. At the end of the project, each group will present its findings to the class and suggest practical ways the school could become more environmentally friendly. A class discussion and peer feedback session will encourage all pupils to share ideas and reflect on what they have learned about climate change and the importance of green spaces.
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For this Climate Detectives investigation, I would like the children to explore how planting trees for National Tree Day and creating a natural wildflower area for bees in the school can improve biodiversity in our school environment.
I chose this investigation because it gives children the opportunity to explore a real environmental issue through hands-on learning. The Climate Detectives framework is an excellent approach because it positions children as genuine scientists, investigating real-world problems through observation, questioning, and evidence gathering. This makes learning both engaging and meaningful while helping children understand that their actions can positively impact the environment.
The investigation will begin with lessons on biodiversity, the importance of trees, and the role of bees as pollinators. The children will learn about National Tree Day and discuss how planting trees and wildflowers can benefit wildlife and improve our school grounds. Every year trees can be planted to mark national tree day.
The children and I will plant trees and create a wildflower area within the school. Over the following weeks, we will explore the school grounds, observe bees, birds, and other wildlife, take photographs, record our findings in nature journals, and discuss any changes we notice. The children will make predictions, collect evidence, and reflect on how these actions improve biodiversity.
Through this investigation, the children will develop scientific enquiry skills while learning that small actions, such as planting trees and supporting pollinators, can make a positive difference to their local environment.
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As I work with infants I would be looking at a simple enough research area that we could discuss and look at. For me a good research question would be ‘What are some simple things that we can do to reduce our Carbon Footprint?’. To begin with we would look at what is meant by the term Carbon Footprint and how this can affect the environment. I would put the children into small groups to think of different things we can do to reduce our Carbon Footprint. We would then come back together and discuss the different ideas that the children have come up with. I would further question then and encourage them to consider other ways if needed. The children would then go back into their groups and work together to make posters using a variety of materials provided to put up in the school of ways we could encourage people to be more Climate aware and to reduce our Carbon Footprint as a school. This could include things like switching off appliances, recycling our rubbish, walking or cycling rather than driving and composting our food waste. Following on from this I would tell the children that they are Climate Detectives and they need to ensure that we as a school are working to reduce our carbon footprint so it’s up to them to remind other pupils and teachers around the school of ways to conserve energy and to reduce our carbon footprint. The children would also be encouraged to remind the people at home of the importance of reducing our carbon footprints and looking at what they could do as a family to reduce their carbon footprint.
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Is Listowel experiencing more flooding than it used to? (5th class in North Kerry)
Two years ago, Listowel experienced serious flooding around the River Feale, and many houses were destroyed. The damage was significant and many residents around the area of the Bridge Road had to find alternative accommodation for some time. Many families were either directly or indirectly affected. This caused a lot of upset in the town. Children in the school still talk about it, so I think this would be a good topic to cover in class.
Investigate areas near the River Feale.
Examine flood maps, local newspaper reports, and residents’ experiences.
Ask:
Why do people say winters are wetter now?
Has the River Feale always flooded like this?
Why are there more storms on the news?
We would use local photos from archives to show:the River Feale
local parks
school grounds
streets after heavy rain
farmland nearbyAsk:
What do you notice?
What might happen here during very heavy rain?
What clues can you see?We would use maps to identify:
flood-prone areas
green spaces
rivers
busy roads
school
parksHowever, I would stress, that it’s important that the pupils investigate during the lesson as Climate Investigators for knowledge, not to scare them, as some might be concerned it could happen again.
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My research question is “What is the solution to climate change?”. I think the simplicity of this question would allow the students to examine our current efforts being undertaken in the combat of climate change. They could also look back at changes that have been made over the years and critically examine what and where we have gone wrong and what is proving to be effective to date. I think Greta’s Ted talk and speeches could be a great provocation for this activity. The students could also look at the school as a point of investigation for its carbon footprint and analyse the school day in terms of energy consumption. This could be done through whole class learning and also small group research using ICT. The children could start to brainstorm action or solutions at a class level and a school level, tying into our school’s Green Schools initiative at the same time. I think it would be very engaging and great that it could be an ongoing project.
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Question:
What impact does local rainfall have on the growth and condition of plants in our local park?
I would introduce this investigation by encouraging the class to think about the different factors that plants need to survive and grow. Rather than beginning with climate, I would ask pupils what they notice about the park across the road from our school during dry spells and after periods of heavy rain. This would lead into a discussion about the role of rainfall in keeping plants healthy and how changing weather conditions can influence growth.
To investigate the question, the class, with support from the Green Schools Committee, would establish and care for a small area of the park containing a selection of vegetables, herbs and flowering plants. Throughout the project, pupils would record weekly rainfall using a rain gauge while also monitoring the condition of the plants. They could measure plant height, note changes in leaf colour, count flowers or vegetables produced, and record their findings in observation journals using written notes, tables, photographs, or labelled sketches.As the project progresses, pupils would compare the rainfall data with the changes they observe in the park to identify any patterns or trends. Regular opportunities for discussion would allow them to share ideas, make predictions, and explain their conclusions using the evidence they have collected.
This practical investigation encourages pupils to develop scientific enquiry skills while building an appreciation of the natural environment. By collecting real data and caring for living plants, they gain a deeper understanding of how weather influences ecosystems and recognise the importance of responsible environmental stewardship.-
I really liked your research question and reflection Cathal. I think this would be a very worthwhile investigation to carry out with a class because it gives children the opportunity to explore a real-life issue in a hands-on way. I particularly like how you begin by encouraging the children to observe changes in their local park before introducing the science behind rainfall and plant growth. The practical activities, such as measuring rainfall and recording plant growth, would help them develop important scientific investigation skills while working collaboratively. It also encourages children to care for their local environment and understand how weather can affect ecosystems. It is a well-planned investigation that would be both enjoyable and educational for the class.
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How can we reduce our carbon footprint by looking at how we travel to and from school.
The amount of co2 being released is directly contributing to global warming and irregular weather events. This would be discussed with the pupils in advance of the lesson.
This is a particularly relevant area for our school population as we are a rural school roughly 5 km from the nearest town. We often have a congested car park and have to deal with poor access roads.
In this lesson each student will learn how to :
1. Survey the class/ school population re modes of transport to and from school.
2. Read the data and compile multiple sources.
3. Present data on a graph.
4. Analyse and comment on their findings.
I would get the children in my room to fill in the “My Carbon Footprint” questionnaire (withe parental permission) at the start of the process and also after we have made some changes.
The question would be posed to the group.”How can we reduce our carbon footprint in relation to school transport?”
Responses may include, ” car pooling, park and walk days, cycling, walking etc..”
In conjunction with our Green School we could then organise A green travel day where we can highlight the issues further.
Afterwards we could re visit the survey and re record our answers hopefully showing improvements and reductions in our carbon footprints.
Lesson extension= We could look at and possibly survey the school population on other aspects from survey such as litter, heating, food etc in an effort to further reduce our individual , class and whole school cabon footprints.
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My project suggestion would be ‘What everyday changes can we make to reduce our impact on climate change?’
We would begin with a brainstorming exercise where we discuss what we understand by ‘climate’ and what does ‘climate change’ mean. I would use some of the videos from earlier modules to aid their understanding and to spark their interest. I think the video by David Attenborough called ‘Save Our Planet’ really delivers the message that we must all play our part.
The children would work in groups and come up with ideas how to involve the whole school community. They would present these ideas at school assembly. Suggestions for the school might include Introduction of WOW (Walk on Wednesday), a litter picking timetable so every class takes their turn, an energy chief appointed in every class to ensure lights and whiteboards are turned off when leaving, a poster competition to promote awareness of climate change, everyone in the school completes the carbon footprint calculator and a climate change suggestion box in every class which the green schools could monitor.
We would run this for a period of time and then review, reflect and evaluate how successful it was and what changes we might make.
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The research question I have chosen is one that can be used for a younger class as I am teaching a younger class. I feel the question for Senior Infants would need to be practical and simple for it to be effective.
Research Question: How much does it rain in Galway city over 2 months?
I think this would be a very practical question as children are always aware of the weather and the impact it may have on activities and outings. Also I think comparing the two months possibly in two different seasons would be interesting.
I think it would be a good research question as the children would be interested in it, it would open questions and learning about other topics such as the seasons and measurements. It is a very interactive investigation as the children could design and make a container to collect the water. Additionally, the children would have to examine and record the results everyday.
Once the children have collected all the data it could be a great way to start conversation about rainfall in the city. Which month has more/less rain rainfall. Which month would it be beneficial to organise outing and activities. -
The reasearch question I have chosen to work on with my class is:
‘What is the average rainfall in the month of January and how does this compare to previous years?’
Using the climate detectives phases I would work with my class to identify a climate problem, investigate the problem and share our results.
Firstly, I would go through key vocabulary such as climate, weather, weather events, climate change and Global warming. I would allow my class work in pairs or small groups to reaearch these phrases to gain understanding and record their findings. We would then look at the average rainfall in a given month in Dublin over the last 30 – 40 years and make predictions if we think there will be more or less rainfall now.
I would then use the ESA activity ‘nose up high in the sky’ where children can identify the weather elements, watch videos of weather events caused by rainfall such as floods, etc and learn how to take weather measurements. I will then inform students that we are going to work in groups to create our own rain gauges to measure the amount of rainfall in the school grounds for the month of January (or any month). Children will be given a range of materials and/or bring in materials from home to build their own rain gauge.
Over the month children can check the amount of rainfall collected daily and record their findings on a chart/ poster, take photographs, etc to document their work.
Once completed, students can present their findings and results to the class or to other classes at a whole school assembly.
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Hi Niall,
This sounds like a great idea. The children really enjoy being given the daily task of recording the weather. I have done this a few times with different class levels and have often forgotten to record it in the mornings so have actually assigned one day of the month to each child and they either remind me or record the rainfall themselves which keeps us up to date.
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Hi Niall
That sounds like a lovely Climate Detectives project. I love your plan to give ownership to the children by asking them to first research the vocubulary around climate change and share their findings with the class and then to make and use their own rain gauges. Asking them to predict the monthly rainfall in advance of gathering their own data and after looking at the trends for the same month in previous years adds a new dimension and really gets them thinking about the difference between weather and climate and how our climate is changing.
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The research question I have chosen for my class is:
What impact would adding more green spaces have on our school and the local environment?
As we are school based in the city with no green space I think this would be a good research question. I feel it connects the children to their own school and community. Although we generally have a mild climate, the children can still investigate how hard surfaces such as concrete and tarmac become warmer than shaded or planted areas. This helps them understand that green spaces are important not only for reducing temperatures but also for supporting biodiversity, improving air quality, and making school environments more pleasant.
I would divide the children into small groups so that everyone has a role, such as taking temperature readings, recording results, taking photographs, or sharing findings with the class. This would encourage teamwork/scaffold learning and ensure that all pupils are actively involved in the investigation.
After we have finished collecting and discussing the results they could think about simple ways to improve our school environment. This could be in a simple way such as adding planters, creating small wildlife-friendly areas (insect hotels) or planting small trees in our sensory garden. They could then present their ideas to the rest of the school during assembly. An extension to the activity for older classes could be to write to the local council with their suggestions to see if we could get some funding for plants/trees. This would help the children see that even small actions can make a positive difference to their local environment.
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Can we study the currents of 1 lake or river in Ireland?
I have chosen this question in light of water safety concerns, particularly in this hot weather.
Firstly children could be asked to speak about their own experience swimming or playing in a lake or river? Did you notice a current? Was it scary or dangerous? Was there a part of the lake/river that received the biggest current?
Children could then examine on google what causes currents in lakes or rivers.
The children could chose 1 lake or river. Is there anyway we can investigate the tides of this lake/river? Can we look at it from a satellite through the EO Browser? Can we use the EO browser or the MET Eireann website to investigate the prevailing winds of Ireland? Is there any time of day or any day when the wind is less and would mean it would be safer to swim here?
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My 2 research questions would be:
How much rain falls at our school over one month?
Does it rain the same amount every week?My class are only 9 years old so to hook the children and to build understanding I would begin with a presentation on the water cycle and follow it up with a fun art activity to create a water cycle diorama using egg cartons.
I would follow this learning with a talk and discussion session on the importance of water in our daily lives. The children would be encouraged to explore ‘What if scenarios..’ where the children compose questions for the group (or use cue cards)- what if there was no water in the local reservoir, what if there was too much water in the local river..
We would look at just one section of the local council’s climate action plan (dunlaoghaire ) and discuss the graphs comparing average rainfall for Dublin 1960 vs 2010. What do these graphs tell us? Why is it important to collect and keep records?
Next the class would conduct their own rain tracking in the school grounds
Make a rain gauge and take daily recordings over a month
They could present their findings in graphs.
The findings would be kept and recordings made during the same dates the following year(s). These could form a school data base and be used for comparison each year.Finally, The children would be asked to find ways in which the school and their families could save water and present their ideas as posters for an awareness campaign around the school.
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Hi Amanda
That’s a great question and you have covered many elements in your plan for the lesson that really fit well with the Climate Detectives approach. I love the idea of creating the model of the water cycle to start with. You should look up Water cycle in a Bag. You’ll find lots of examples of this activity online, where children create their own working model of the water cycle in a ziploc bag which can be attached to the window. The “what if” scenarios are a fantastic idea, especially the fact that they are created by the children themselves to aid class discussion and that you intend referencing the local Climate Action Plan.
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I used the Climate Detectives research question planner to develop my own research question in relation to a climate issue. The question I chose was as follows: How can planting more trees around our school help reduce the effects of climate change in our community?
The children could be divided into five groups. Each group could be given a heading to research. The five headings we could focus on could be: Absorption of carbon dioxide, Provision of shade, improving air quality, enhancing biodiversity & preventing soil erosion. The children could then develop and present projects based on their findings to the rest of the class. This could be extended and the children could then present their projects to other classes in the school.
The children could then be involved in the planting of trees in the area which would help them to learn further about the different benefits that trees provide. This could also give them a sense of ownership over taking action against climate change in their own area and over looking after the trees themselves.-
Hi Jacqui
I love that question and I really like the way you have 5 different aspects of the benefits of trees for the children to research in groups. Adding some practical investigations to each topic would be good, such as using thermometers to take surface temperatures under trees and in the open, bottle soils ersion tests or conducting simple air pollution test such as this one from ESA https://www.esa.int/SPECIALS/Eduspace_Global_EN/SEMIHL0SAKF_0.html would also add a practical dimension to the activity and add interest when the pupils present theri work to others.
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The research question I developed using the Climate Detectives research question planner is:
“How does litter and waste in our local community affect biodiversity and contribute to climate change?” This question is particularly relevant as our school is not far from a major river.
I would first make this investigation as practical and hands on to encourage participation from all learners. I would make sure the associated language and terms are well understood by pre teaching the language. I would afford the children the opportunity to brainstorm their own ideas on how to reduce the impact of litter and waste on climate change. I would encourage the children to take photographs of high litter areas in our school and in the local community. Children could map the areas or draw pictures of the areas. Children could make a display of the types of rubbish found. We could link in with local organisations such as a Tidy Towns committee and work together on a community clean up. Children could make a short video to document their observation, findings, solutions and show it at assemblies for the whole school to view and learn from.
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The question I created is: How can we reduce the number of car journeys to our school and encourage more pupils to walk or cycle?
This research question would be highly relevant to students in my school as it is focused on an issue that directly affects us currently. To encourage participation, I would begin by discussing climate change and how transport contributes to carbon emissions. Then I would ask students to investigate how they currently travel to school by carrying out surveys and collecting data. This would give them ownership of the project and help them see the connection between their actions and the wider environment. I think it would be nice to also invite members of the Green-Schools Committee to share their ideas and help with activities I would ask students to suggest and implement solutions, such as Walk on Wednesdays.-
Hi Hazel
That is a great Climate Detectives question as it has a clear focus and is very relevant to the children’s lives. It is an issue for many schools as traffic builds up leading to congestion and a decrease in air quality. You may find this information from SEAI useful. https://www.seai.ie/data-and-insights/seai-statistics/transport. If pupils calculate the length of their journey to school and take an average emissions figure from the graph Carbon Intensity of New Cars, they can actually work out the carbon emissions related to theri journey to school.
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Hi Hazel,
I really like this question and agree it is very relevant to the children’s lives. I also like how the children will collect data and complete their own surveys, this could integrate really nicely into a maths lesson on data. I also really enjoyed how you included links to the Green Schools Committee and practical solutions they can implement such as walk on Wednesday.
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A climate change question I would investigate with my class is ‘How is our local coastline changing, and could climate change be affecting it?’ As our school is in a rural area on the west coast of Ireland, this is something the children can easily relate to because many of them visit the beach or live close to the sea.
To investigate this, I would ask the pupils to compare older and newer satellite images of our local coastline using the EO Browser. They could look for changes such as coastal erosion, movement of sand dunes, flooding, or changes in vegetation. We could also take a trip to the beach to make observations, take photographs, and record what we see. Pupils could interview parents or grandparents to find out if they have noticed any changes over the years. I think this would be a really engaging investigation because it connects learning to the children’s own environment while developing observation, critical thinking, and scientific enquiry skills. -
Research Question: Which areas of our playground are hottest and why?
This question would be more than suitable for my 2nd Class because it is connected to climate, it is simple and age-appropriate and very relevant to the vast schoolyard areas and gardens that we have at both the front and rear of the school, it would be easy to investigate through observation and temperature measurements and it is relevant to pupils’ daily experiences.
I would encourage pupils to participate by making the investigation active and enjoyable. We would explore different areas of the playground, such as grassy spaces at the front of our school, tarmac areas in the playground, shaded areas in the sensory garden and places in direct sunlight. Pupils would work in small groups to observe, measure and record which areas feel or are the hottest. They could use simple thermometers, draw maps of the playground and record their findings using pictures or simple charts. I would encourage pupils to ask questions, make predictions and discuss why some areas are warmer than others. Through hands-on activities, pupils would develop curiosity and scientific thinking while learning about the effects of the sun, shade and different surfaces. At the end of the investigation, pupils would share their findings with the class and suggest ideas, such as planting trees or creating more shaded areas, to help make the playground cooler and more comfortable.-
I really like your research question because it’s something the children can relate to every day. Exploring different areas of the playground makes the investigation very hands-on and engaging. I also like how you’ve included possible solutions, such as planting trees or creating more shaded areas, as it helps pupils see that they can make a positive difference to their school environment.
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Research Question: How can we make our school grounds more biodiversity-friendly?
I chose this question because it is something the children can really relate to and have a chance to make a difference in. As I am involved with our Student Council, I think it would be a lovely project for them to lead with support from the whole-school.
We would use the Climate Detectives process throughout the investigation. First, the children would identify the issue by exploring the school grounds to see what habitats and wildlife are already there. They could take photographs, record their observations and use the EO Browser to compare our school and local area with satellite images before carrying out their own observations on the ground.
Next, they would investigate possible ways to improve biodiversity by gathering ideas from other classes and researching actions such as planting pollinator-friendly flowers, creating additional habitats or adding a bug hotel. Finally, the Student Council could present their findings and recommendations to staff and the wider school community during an assembly (for example) and help put some of these ideas into action. I think giving children a voice in projects like this makes the learning much more meaningful, as they can see that their ideas have the potential to create positive change.
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The research question I have chosen is: How can we reduce the amount of food wastage in our school and how can this help climate change and the environment?
We have a school canteen that provides hot meals and snacks at small break and lunch for the pupils. However, there is a lot of food leftover at the end of the day and goes to waste. So this question would be of interest to the pupils because they use the canteen daily and see for themselves food wastage and making sure they choose food that they will eat.
Activities that could be done to investigate the questions would include:
Surveys could be done with all the year groups to see who does and does not go to the canteen. Surveys could also be done on the most popular and least popular foods for pupils.
Short questionaries could be given to the canteen staff on food that is popular/least popular and what foods come in a lot of packaging?
Pupils could investigate what types of food are sources locally and what food comes from further afield? Could some steps be made to order food from local shops rather than coming from larger supermarkets that are further from the school?
Brainstorming the importance of not wasting food-how it impacts on rubbish, using electricity and gas to cook the food etc.
Class discussion on climate change and the environment, and how small change that we make in the canteen and the food we do and do not eat will help that.
Small group discussions using some prompt questions such as should there be a set menu in the canteen daily? Do we need so much choice every day or should there only be 2/3 options?
Findings could be brought to the student council and they could make it a school wide initiative to promote making sure pupils try to reduce the amount of food wastage in the school.Having a variety of activities that the pupils can get involved in ensures that all learners can participate to the best of their abilities and learn more about the topic in a fun and hands on way.
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Research Question: How can our school reduce waste to help protect the environment?
I would encourage pupils to investigate the amount of waste produced in our school and identify ways to reduce, reuse and recycle more effectively. The class could begin by carrying out a simple waste audit in different areas of the school, such as classrooms and the yard, and recording their findings. Pupils could then discuss which types of waste are most common and suggest practical ways to reduce them.
**Activities:**
* Carry out a classroom and school waste audit.
* Create graphs to display the results.
* Design posters promoting recycling and reducing waste.
* Set up a recycling station or litter-picking campaign.
* Monitor waste levels over several weeks to see if improvements have been made.To extend the investigation, pupils could compare their findings with national recycling initiatives and explore how reducing waste helps tackle climate change. They could present their results at assembly or during Green Schools activities, encouraging the whole school community to become more environmentally aware and take positive action.
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Hi Alessandra, I think this is a really practical and meaningful research question for pupils as it allows them to see the direct impact of their own actions. I like the idea of beginning with a waste audit because it gives children real evidence to investigate rather than simply learning about waste reduction through discussion. I would encourage pupils to become “eco detectives” by exploring the types of waste they produce in their classroom and thinking about changes they could make. Activities such as creating posters, sorting rubbish, and setting up recycling stations would make the learning active and engaging. I also think sharing their findings with the wider school community would give pupils a sense of responsibility and achievement. It would help children understand that small daily choices, such as reusing materials and reducing waste, can make a positive difference in protecting our environment.
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I really enjoyed reading your investigation idea. A waste audit is a simple and practical way to help pupils understand how their everyday actions affect the environment. I also like how you included activities that involve the whole school community. It is a great project that encourages teamwork and helps children see that small changes can make a big difference.
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Research Question:
How can we make our school grounds a better home for insects and plants?Climate Issue:
Loss of biodiversity due to changes in habitats, pollution, and the impact of human activity on the natural environment.As a 1st class teacher, I would introduce this research question by encouraging pupils to become “Climate Detectives” and explore the living things that share our school environment. I would begin with a discussion about what children already know about insects, plants, and habitats, asking questions such as “Where do insects live?”, “What plants do bees and butterflies like?” and “What could we do to help nature in our school?”
Pupils would take part in outdoor investigations around the school grounds, working in small groups to observe and record what they find. They could use simple tally charts to count insects in different areas, compare spaces with lots of plants to areas with fewer plants, and observe which flowers attract the most insects. Children could take photographs, draw observations, and record changes over time.
To encourage participation, I would give each child a role within their group, such as “bug recorder”, “plant observer”, or “nature photographer”, so everyone feels involved. I would also make the learning practical by creating a class biodiversity action plan. This could include planting pollinator-friendly flowers, improving the bug hotel, creating a wild area, or caring for plants in the school grounds. By seeing the positive impact of their actions, pupils would understand that even small changes can help protect biodiversity and support a healthier planet.
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I really like this research question, especially for 1st class. It is very practical and gives the children the opportunity to investigate the nature that is already around them in the school grounds. I also like the idea of giving each child a specific role, as this would help everyone to feel involved. The biodiversity action plan is a great idea too, as the children would be able to see the impact of their own actions over time. Creating a wild area or improving a bug hotel would be a lovely way to make the project hands-on and meaningful.
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How can increasing biodiversity in our school garden help reduce the effects of climate change and improve habitats for pollinators?
This question is relevant to my role teaching fourth class in a DEIS primary school in Dublin, where pupils can investigate a real issue within their own school environment. We have a large outdoor space, using the Climate Detectives research planner, pupils could observe the school grounds, identify areas with low biodiversity and suggest practical improvements such as planting pollinator-friendly flowers, creating bug hotels or adding raised beds. They could collect data by recording the number of insects and plants before and after changes are made, take photographs and present their findings using graphs and digital presentations.
To encourage participation, I would allow pupils to work in small groups and give them ownership of different aspects of the investigation. By connecting the project to our Green Schools programme and school garden, pupils can see the impact of their work and understand that small local actions can make a positive contribution to tackling climate change.
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I live and teach near the River Boyne which would give the children a real connection with this topic. We have previously had a lady in from Irish Fisheries for ‘Something Fishy’ and the children loved it. We went to a local stream where they were told about the fish and insects that lived in the river, they were able to collect and analyse samples and overall it was a great success.
I would begin by asking pupils what they already know about the Boyne and about the plants and animals that live there. We could take a walk to a local section of the river to observe wildlife and also discuss how rising temperatures, flooding and pollution could affect it.
Pupils could research local wildlife, investigate weather and also rainfall patterns in Meath. We could compare them with data from previous years. They could work in small groups to create posters, PowerPoint presentations or even graphs to show their findings.
We could take part in activities such as litter picking and planting flowers to attract wild life.
By investigating an area that is of interest to the children, they are more likely to feel a sense of responsibility and hopefully feel that their actions are helping to change their own local environment.-
I really like this idea as a research topic. As a keen fisherman myself its an area that I would have interest and some expertise in. I teach in an urban school where many of the pupils wouldn’t have much knowledge about rivers and their wildlife. A trip to a river, perhaps with the help of Inland fisheries Ireland would be a very enjoyable and educational trip for the pupils.
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<span style=”font-weight: 400;”>My research question is – Do you notice the grass on our school grass area dry up and turn brown faster during our summer months than it did in the past?</span>
<span style=”font-weight: 400;”>This question fits the Climate Detectives planner as it directly connects rising summer temperatures and longer dry spells to the children’ s local environment and the direct impact this has on our environment and ecosystems. I am teaching first class next year and I want it to be a question that is simple and clear and I want it to include their every day school experience- ie, the grass area.</span>
<span style=”font-weight: 400;”>As the children have only been in school for 3 years, they will have to ask older siblings,parents and grandparents about the grass area from their time at the school. It’s a community with generations coming to this school, so that should not be an issue. We could discuss the project when we go back to school in September and graph the appearance of the grass area from then until next summer and monitor the changes in colour, connnecting it with the weather and our climate. This enables us to bring weather and climate into our schoolday throughout the school year. We could also adapt the lesson to investigate certain plant life, trees or indeed various minibeasts.</span>
<span style=”font-weight: 400;”>As my question is for the younger end of the school, it looks at one specific indicator that is clearly visible for them and part of their every day in school. The language is simple and relies on language that 7 year olds can easily relate to and observe. While the answer is very clear, the children are encouraged to investigate the rate and frequency of change of colour of the grass on their school lawn. They can take weekly photos of the same spot and count green days and brown days. A simple tracking graph or chart can be used to log grass colours and they can also use some satellite images of Dublin to see how it changes colour during the hotter months. </span>
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Research question: How does the amount of plastic waste produced in our school affect the environment, and what can we do to reduce it?
I think this would be a really relevant research question for pupils as it connects to something they experience every day. I would introduce the topic by getting pupils to think about the different types of waste they see in school and where they think most of it comes from. They could then carry out a simple investigation by tracking the amount and types of plastic waste produced over a week.
I think pupils would enjoy working together to collect data, create graphs and come up with ideas for reducing waste. They could share their findings with the rest of the school and suggest practical changes, such as reducing single-use plastics or improving recycling.
This type of project would help pupils develop STEM skills while also showing them that their actions can have a positive impact on the environment. -
Research Question:
Do pollinator-friendly flowers encourage more bees and butterflies to visit our school garden?Our prediction:
We think more bees and butterflies will visit after we plant pollinator friendly flowers because they provide food for insects.I teach in 1st class so I think it is important that any research question is something the children can see and investigate for themselves. This question is simple, meaningful and links well with SESE, STEM and our commitment to Green Schools.
I would begin by taking the children on a walk around the school yard and garden to look for bees, butterflies and other insects. We could talk about where we spotted them and why they might like certain areas more than others. We could decide on a place to plant some pollinator friendly flowers and make predictions about what we think might happen.
Over the following weeks, the children could visit the area regularly, recording what they observe using drawings, tally marks or photographs. We could compare our observations over time and decide whether our predictions were correct. This would naturally develop their observation, recording and mathematical skills while encouraging them to think like young scientists. It also links well with the Curious Minds approach of giving children meaningful, hands-on STEM experiences that are connected to their own environment.
This investigation will have no right or wrong answer. The children would simply be learning how to observe carefully, ask questions and discuss their findings with each other. I also think they would enjoy comparing their predictions with what actually happened.Most importantly, it would help the children see that even at a young age they can play a role in looking after the environment. Rather than just learning about climate issues, they would be taking positive action in their own school.
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How much waste could our school reduce by introducing a composting system for lunch leftovers?
I thought the Climate Detectives research planner was really useful because it helped me narrow my ideas down to a question that pupils could realistically investigate. I chose this question because since the free fruit and hot lunches started in our school in January, I’ve noticed a huge amount of food waste every day. I think that this could be a really interesting research question for my 6th class students and it has a clear link to climate change by looking at food waste and sustainability in our school.
I’d encourage pupils to take ownership of the project by carrying out a waste audit over a week, recording how much food is being thrown away each day and discussing what could be composted instead. They could work in groups to collect data, create graphs in Maths and present their findings to the rest of the school. We could even compare our results with other schools in the area or develop a proposal for introducing compost bins or creating a better system for lunch waste. I think giving pupils a real-life problem to solve would make the project much more engaging and show them that small changes in their own school can have a positive impact on the environment.
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Research Question: Is the current heatwave in Ireland linked to climate change?
I chose this question because it is based on something pupils have recently experienced. Although we are currently on our summer holidays, I think this would be an ideal investigation to begin when we return to school in September – the children will still remember the fantastic weather we had at the start of the holidays. It would be a great way to build on their own experiences and spark their curiosity.
I would begin by asking pupils what they remember about the heatwave and whether they think it was unusual. This would naturally lead into a discussion about the difference between weather and climate, as many children mix the two up. Pupils could then work in groups to investigate temperature records, compare this summer with previous years and use reliable sources to look for evidence. The question doesn’t assume climate change is the cause but instead encourages pupils to investigate the evidence for themselves. I think this would make the learning much more meaningful while also developing their research, teamwork, and critical thinking skills.-
Hi Ellen, I love this idea! Coming from a school where many of the pupils are from farming backgrounds, I think it would be interesting to consider both the positive and negative sides of this weather. Of course many will have enjoyed the heat and the sun, but I also know that some of my pupils will have seen a negative impact on their farm with the lack of rain affecting their grass growing and overall health of the land and animals! This could open up some excellent class discussions and areas for enquiry.
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Research Question: How can we reduce single-use plastic in our school to help protect the environment?
I think this research question would be very relevant for primary pupils as it focuses on an issue they encounter every day and gives them an opportunity to make a meaningful difference within their own school community. I would begin by encouraging pupils to discuss what they already know about plastic pollution and complete a simple class survey to investigate how much single-use plastic is used in lunchboxes and around the school. This would lead naturally into collaborative group work, where pupils could research the environmental impact of plastic and explore practical alternatives using books, tablets and reliable online resources.
Each group could present their findings through posters, digital presentations or short videos, helping to develop communication and digital literacy skills. As a class, we would evaluate the proposed ideas and decide on realistic actions, such as introducing reusable water bottles, organising a plastic-free lunch day or creating awareness posters for the school. Finally, we would monitor the impact of these initiatives over several weeks by collecting data and reflecting on any changes. This would allow pupils to see that their research can lead to real, positive environmental action while developing important STEM enquiry and problem-solving skills. -
The research question that I have chosen to work with is:
How has climate change impacted on the flooding of the local area?This question comes to mind as recent weather events have led to large scale flooding in our local area. A number of streams and rivers burst their banks and homes were flooded so the children have an obvious connection to the topic.
I would divide the project into a number of areas – weather tracking and monitoring over a certain period and then comparing the results with those of ten years ago and further back. This will involve the creation of rain gauges primarily and the recording of the data on the ground.
Anecdotally, we would gather local news reports and perhaps even interview members of the public to see how they have been impacted by these weather events.
Using satellite imagery and data, we would look at overall rainfall results for the locality and following the course of local rivers back up their courses to see what changes have been made throughout the years. Incorporating historical mapping, we could examine how the course of the river may have changed over time and how floodplains may have been built on.
Experiments could be carried out to show how water permeates through different materials to show how urban areas have to incorporate run-off from mass concrete.
finally, we could look at the features associated rivers and try to identify them in the locality – rapids, meanders, waterfalls, flood plains etc.
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Research Question: How can we make our school grounds better for bees and other pollinators?
I chose this research question because bees and other pollinators are very important for plants, flowers and food production. In my junior primary school, I would encourage pupils to become Climate Detectives by exploring our school grounds and looking for places where bees and insects live. The children could observe and count the number of bees they see, record the types of flowers growing in different areas and compare their findings over several weeks. We could also use simple satellite images and maps to look at the green spaces around our school and compare them with other local areas.
The children would work together in small groups to ask questions, make observations and record their results using pictures, tally charts and simple graphs. At the end of the project, the class could decide on ways to help pollinators, such as planting more flowers, creating bug hotels or reducing litter. This project would help pupils develop science, geography and maths skills while learning that small actions can make a positive difference to the environment.-
I like your research question as it is well suited to younger pupils. It encourages the pupils to observe, count, and record pollinators while developing their scientific enquiry skills as well as teaching them to become more aware of biodiversity. The pupils are encouraged to plant flowers and create bug hotels which teaches them that they can contribute in a positive way to their local environment. They are encouraged to be curious, to work together and to become more responsible for their own environment.
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The research question I would choose is: “How have temperature, rainfall, and water resources changed in our local environment?”
I believe it is important to keep the research question simple and easy to understand. I would also select a suitable timeframe so that the boys can clearly see how climate patterns have changed over time due to human activity. If possible, I would use data from the past 50 years to illustrate changes in temperature and rainfall, as this would provide a clear and meaningful comparison.
To engage the pupils, I would begin by asking them what they already know about climate change and then explain the concept clearly so that everyone understands the focus of the investigation. This would be followed by a class discussion to assess their existing knowledge and encourage them to share their ideas. I would also show them engaging videos on climate change, such as the one we watched earlier in this course, as I believe this would capture their interest and help them understand the topic.
Next, we would carry out online research to gather relevant data and explore reliable sources of information. I would divide the class into mixed-ability groups to ensure that all pupils have the opportunity to participate actively and contribute to the investigation. Fortunately, our local national park could provide a valuable source of information and real-life examples to support our research.
Overall, I think engaging the boys in this project would be relatively straightforward. The greater challenge would be analysing and presenting the data effectively. However, I believe it would be a worthwhile project to undertake in the coming year, as it would help pupils develop both their understanding of climate change and their research skills.
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Climate Detectives is a fantastic initiative which allows children to be proactive in dealing with a climate issue in their locality.
Before beginning the project, I would recap on previous lessons which we have completed on climate; what is climate (climate vs. weather), what is climate change, what are greenhouse gases, how are humans having an impact on climate change – both positively and negatively.
Following on from this I would pose the question ‘what effect is climate change having on the biodiversity of our locality?’ (I would have previously revised biodiversity to ensure understanding before posing the question)
As a whole class, we would discuss evidence of climate change in the wider world. Following on from there, I would ask the class to work in groups to discuss the topic and identify evidence of climate change in our locality, with a particular focus on biodiversity. We would carry out a biodiversity walk in the school grounds and local area with the children being asked to identify climate change as we walk. On returning to the classroom, children would return to their groups and decide on an activity they would carry out in their group to research, record and present evidence of climate change and its affect on biodiversity and formulate a plan to reduce the impact of climate change on their chosen area.
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In the past school year, with the help of a very enthusiastic parent, there has been a lot of development with our school polytunnel. My question for this assignment, using the Climate Detectives Research Question Planner, is “How does our school polytunnel help reduce the environmental impact of growing fruit and vegetables compared with buying imported produce?”
The pupils could examine what crops we grow in our polytunnel, the temperature inside and outside the polytunnel could be recorded, the growth of the plants monitored and the effect of the weather on this growth examined. Pupils could also compare what we grow with what we buy in our local shops/supermarkets, explore where the produce comes from and examine the benefit of growing our own food. Pupils can explore food miles, sustainable food production, and carbon emissions and their effect on climate change by carrying out this work.
Seeking pupil input throughout the investigation, from the research question to gathering and examining the data collected, encourages good engagement. The pupils would contribute by asking questions, participating in discussion groups, problem-solving and base decisions made on the information and evidence they gather. In order to promote full participation I would encourage the pupils to work in small groups and to take on various roles such as gardener, researcher, recorder, photographer, and presenter.
The pupils could share their findings by presenting their work through a display, an oral presentation to the class or at our regular school assemblies. Digital photographs/videos could be uploaded to the school Seesaw platform for sharing with parents/guardians. We have a weekly school newsletter in which the pupils could share their work also to promote positive environmental action within the school community.
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I like to use the children’s own experiences and things that are topical as a starting point. Given the extended heatwave we are having at present, and the topical weather reports and local impacts (e.g. hosepipe bans), I think local temperature over time would be a good general topic for the children to investigate. We would use the Research question planner to draft and finalise our research question, making sure that it is concise, feasible etc.
I would envisage the question being something like “How has climate change affected average temperatures in Kildare (or Dublin if data is not available!) over the past 50 years?”I would start by getting the children to do illustrated mind maps to elicit prior knowledge about what they have already learned about weather vs. climate, and how the high temperatures affected them over their summer holidays.
We would use the ESA “weather vs climate” PDF activities 1-3 to help guide our lessons.Over a series of lessons, the children would be engaged with measuring daily temperatures, using the TEAL tool, and researching online about local temperatures (e.g. through a teacher-designed Padlet to ensure links are age appropriate).
While anecdotal rather than scientific, the children could also interview their grandparents about what summer temperatures like when they were younger.
The children could work in small groups and create presentations on Google Classroom of their findings, and present them to the class.
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How Has Climate Change Affected Irish Coastlines Over the Past 50 Years?
I chose this topic because my school is situated by the sea in north county Dublin so it is something that is relevant to the pupils’ everyday lives. Many of them visit the beach regularly and are familiar with the local coastline. Exploring how climate change has affected Irish coastlines helps make the topic more meaningful and allows pupils to see that climate change is not just a global issue but one that can also impact their own community.
In this lesson, I would begin by asking pupils what changes they have noticed at the beach or along the coast. Using the EO Browser, we would compare satellite images of an Irish coastal area (Rush and Loughshinny) from different years and identify any visible changes, such as coastal erosion, flooding or changes in vegetation. Pupils would discuss what might have caused these changes and how rising sea levels and stronger storms have affected coastlines. To finish the lesson, pupils would work in groups to suggest ways communities can help protect coastal environments and share their ideas with the class. I could also do an extension hands on lesson about acid rain and how it erodes rocks. -
3rd class research question:
How has planting new trees around our school affected biodiversity?I chose this research question because our school is in a rural area surrounded by farmland. We have plenty of hedgerows, ditches and mature trees, and over the past 3 years we have also planted new groves around the school. I think this gives the children a great opportunity to investigate a real climate action that has taken place in their own environment.
To encourage pupils to participate, I would make the project as hands-on as possible. The children could work in small groups to observe and record insects, birds and plants in different areas of the school grounds. They could also take photographs, keep simple tally charts and compare the wildlife they find around the new trees with other areas of the school. By collecting their own data over a number of weeks or months, they would begin to see how habitats change over time and understand the importance of trees for biodiversity.
I think pupils are much more engaged when they are investigating something that is happening in their own school rather than learning about it from a textbook. They would feel like real scientists and could share their findings with the rest of the school, as well as suggest ideas for future planting projects to support biodiversity and help tackle climate change.
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I really like this research question because it is so relevant to the children’s own surroundings. Using an area they know well makes the learning much more meaningful and gives them a real purpose for their investigation. I think the fact that your school has already planted new groves creates a fantastic opportunity for pupils to see the impact of positive climate action rather than just learning about it in theory.
I also like your idea of comparing different areas of the school grounds. This would allow children to collect real data and look for patterns in the biodiversity they observe. Recording insects, birds and plants through photographs, tally charts and observations would be a lovely way to develop their scientific skills while encouraging curiosity about the natural world.
I agree that children become much more engaged when they feel like they are carrying out a real investigation. It would be a great project for linking Science, Geography and Green Schools, and I think the pupils would take great pride in sharing their findings and seeing how their school environment continues to develop over time.
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Research Question: “Does the type of plant we grow affect the number of insects visiting our school garden?”
I would introduce this investigation by bringing the pupils outside and asking them to think about the different types of plants and wildlife they can see around the school. We would discuss the important role insects play in our environment, particularly pollinators such as bees, butterflies and other small insects. I would encourage the children to think about why some plants might attract more insects than others and how the choices we make when planting can have an impact on local biodiversity.
The pupils would then work in small groups to investigate different areas around the school, such as flower beds, planters, the polytunnel or wild areas. Each group could choose an area to observe and record the types of plants present, the number and variety of insects they see, and any patterns they notice. They could use tally charts, photographs, drawings and simple identification guides to collect their data.
Once the information has been gathered, the groups could compare their findings and discuss which plants appeared to attract the most insects and why. The class could then research pollinator-friendly plants and design a plan for improving biodiversity in the school grounds. This could include planting wildflowers, creating more insect-friendly spaces or adding habitats such as bug hotels.
To extend the learning, pupils could continue monitoring the area over several weeks to see if changes in planting lead to an increase in insect activity. This would allow them to experience the full process of a scientific investigation by making predictions, collecting evidence, analysing results and drawing conclusions. It would also link beautifully with Green Schools and help pupils understand that even small actions in their own environment can make a positive difference to biodiversity and the wider planet.
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Hi Patrice
Welcome to the course. I really like your investigation for Climate Detectives. I like how you are keeping it specific to the school grounds and allowing the learners ownership in carrying out their own observations and predicting what they can plant to entice more insects and protect the local biodiversity of their school.
I like how you are planning for multiple ways for the learners to present their observations and learning and focusing on different areas in the school such as poly tunnel, flower beds and wild areas and they could look at the observations from each area and allow for discussion on what plants are attracting insects and how to use this information in developing the specific area they are assigned to.
As you have said, this climate detectives research question allows the learners to explore the full process of a scientific investigation. Thanks for sharing.
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Research Question: How can we reduce litter in our school grounds to help protect local wildlife and the environment?
I chose this research question because it is something that is relevant to every child and is easy for younger pupils to investigate. Rather than focusing on a large global issue, I think it is important for children to see that they can make a difference in their own school and community. I would begin by taking the class on a walk around the school grounds to observe and record areas where litter is most common. The children could work in small groups to count the different types of litter they find, record their observations using simple tally charts and photographs, and discuss why litter can be harmful to animals, plants and people.
To encourage participation, Id would ensure that every child had a role within their group, such as photographer, recorder or observer, so everyone could contribute. We could then discuss our findings together and decide on simple actions we could take as a class, such as creating posters, organising a litter pick or reminding others to recycle correctly. I think giving children ownership of the investigation would make the learning much more meaningful and would help them realise that even small actions can have a positive impact. This project would also provide opportunities to develop observation, communication, teamwork and problem-solving skills while linking Science, Geography, Maths and SPHE in a practical and engaging way. -
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I would look at the theme of climate change through the subject of coastal erosion which is very topical as we live in a coastal area of Co. Wexford which has seen significant erosion in the last 50 to 60 years especially.
We would start by reviewing the children’s understanding of climate change. We would then explore what they understand by erosion and discuss how this has impacted local beaches, cliff walks, properties, roads, etc. We would include input from parents and grandparents whose first-hand knowledge and memories would be invaluable.
We would explore maps from 50 years ago and compare these with imagery from today to examine the changes. We would investigate these changes at three beaches and detail the amount of land lost to erosion. We would also include specific weather events that had dramatic impact, e.g. particular storms (Hurricane Ophelia, Storm Barra, Storm Eowyn) and the before and after results of these.
We would also examine the County Development Plan with regard to erosion so that the children are aware of steps being taken to either reduce the impact of erosion or address the impacts already taking place. Ideally, a speaker from the Co. Council would come to the school to discuss erosion with the children.
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How do heatwaves affect our local environment?
I came up with this question after being inspired by the most recent heatwave we have had in Ireland and seeing the effect it has had on the grass in my own back garden. I felt as though this being a current topic the children have had first hand experience with would also make it an engaging research question the children would be interested in.
I then used the research planner to evaluate my question, firstly it fits the theme of climate and is focused on a single problem. I feel like perhaps it may be too broad to say local environment and perhaps could be narrowed down eg: how do heatwaves affect our local park, I now feel it is clear and concise. The answer to the question I feel is readily available and feasible to acquire both through hands-on ground observations as well as satellite data (heat maps, satellite imagery, weather records).
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Apologies in my first point I didn’t include how I would encourage pupils to participate so here are some ideas I had…
Firstly class discussion: what have they noticed since the heatwave?
Compare and contrast photos from before and after a heatwave – what has changed or stayed the same – why?
Conduct a climate detective walk where the children observe and record findings.
Before each activity I may assign roles to the students eg: data collector to give them ownership. I would also encourage children to make predictions before undertaking each activity, I would ensure the children all log their findings and lastly I think it’s important to give the children space and time to share their findings as well as suggest initiatives to combat negative effects of the heatwave to give them a sense of ownership and a sense of taking action for the good of the environment
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My research topic would be What impact does low cost fashion have on our climate? Our senior class recently engaged in a project where they repurposed old clothing into something new. They showed a natural curiosity in fashion and I feel this would be a good area to move onto. They could look at fashion over time and how we now source clothing in a more furious way than ever before. As part of their mini company they could host a jersey swap shop or a costume trade stand .This could be an ongoing concept to fit in with the many different occasions such as Christmas jumpers, sports equipment, etc. The older students have also shown an interest in creating/up styling their own clothes so we could look into sourcing a group to hold a sewing workshop with them. We could also use the community bus to visit local charity shops.
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The research question I have chosen is how has the average temperature and rainfall changed over the past 50 years in Co. Wicklow? As my school is based in Co. Wicklow it is relevant to the pupils. I would engage them in recording rainfall and temperature over a period of time and have them graph their results – this would link well with Data in Maths. Looking at Met Eireann data would allow the children to research using reliable sites. From this we could begin a discussion on how the changes will impact our daily lives and the lives of those around us. This could also be used to look at the changes and adaptations of the animals, plants and insects in our locality. Using the local area for research will help to connect the children further to their environment and allow for a meaningful discussion on what they can do to make a positive difference in their own locality – litter picks, water butts, growing more trees for shelter and habitats, growing their own food, conserving water, walking to school etc. I would use aspects of the Climate Detective framework as it is a very useful document with effective resources to incorporate into lessons. Looking at the data for the temperature and rainfall over 50 years would allow for teaching of the difference between climate and weather in a very clear way.
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Barbara, I think this is a really interesting research question as it is very relevant to the pupils’ own surroundings. Using local data would definitely make the topic more meaningful and help children see how climate change can affect their own area. I like the idea of linking it with Maths through recording and graphing rainfall and temperature data, as it creates strong cross-curricular links. The activities you mentioned, such as growing food and planting trees, would also be a great way for pupils to see that they can take practical steps to help their local environment.
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How does the amount of green space around our school affect local temperatures and biodiversity throughout the year?
I chose this research question because it focuses on an issue that pupils can investigate in their own school environment. They can compare temperatures in different areas of the school and observe whether places with more trees and plants support a greater variety of insects and wildlife. This helps children make meaningful connections between climate change and their everyday lives.
To encourage participation, I would begin with a class discussion by asking questions such as, “Where is the warmest part of our school?” or “Where do we see the most insects and birds?” This would spark curiosity and encourage pupils to think like scientists. I would then divide the class into small groups, giving each group a different role, such as measuring temperature, recording wildlife, taking photographs or presenting findings.
Hands-on investigations make learning enjoyable and allow pupils to develop important STEM skills, including observation, teamwork and problem-solving. At the end of the project, pupils could share their results with the school community and suggest practical ways to improve the environment, such as planting more trees or creating pollinator-friendly areas. This would help pupils see that their actions, no matter how small, can have a positive impact on their local environment.
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Schools need to reduce their greenhouse gases emissions by 51% and they need to improve their energy efficiency by 50% by 2030 according to the School Sector Climate Action Mandate.
How much electricity does the school use? would be the research question I would you use with the class. I would start by discussing the appliances in our school that use electricity. We could also look at the energy efficiency label guide with ratings A to G. Children could look at our appliances in the school and /or online at different appliances eg fridge, kettle and search for energy efficient models and discuss the initial cost versus the running cost. They could present their model to the class, describing it and state why they chose it thus developing their language skills and raising environmental awareness.
Energy monitors could be appointed to log meter reading daily or weekly at the same time to check our electricity usage in the school. If it was measured before the campaign pupils could calculate how many kwh were saved. The sustainability energy authority of Ireland has good resources for this and for calculating the carbon footprint. An energy saving campaign could be run – with energy monitors checking rooms – close doors to keep in the heat, exclude draughts where possible, turn off lights, computers are on standby mode, turning down the temperature by 1 degree could save 10%!This lesson could be integrated across many subjects eg; History – how energy consumptions has changed, with Maths calculating energy consumption and graphs over time, Art- design a poster, SESE – light, heat and power sources.
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My research question would be: ‘How has increased rainfall affected our local environment in west Mayo, and what can we do to reduce its impact?’
I chose this research question because it relates directly to pupils’ own experiences. Children in west Mayo are familiar with periods of heavy rainfall, flooding, strong winds and storm damage, making the topic meaningful and relevant. I would begin by discussing recent weather events and asking pupils to share examples they have noticed in their local area. This would help activate prior knowledge and encourage curiosity.
Working in small groups, pupils could investigate different aspects of the question by observing the school grounds, identifying areas where water collects, recording rainfall using a simple rain gauge, and comparing their findings with local weather data. They could also interview family members about how weather patterns have changed over time and present their findings through graphs, posters or digital presentations.
To conclude the investigation, pupils could suggest practical ways our school and community can reduce the effects of heavy rainfall, such as planting more trees, protecting green spaces and keeping drains free from litter. I like the CD framework because it encourages pupils to think like scientists, work collaboratively and realise that they can make a positive difference in caring for their local environment.
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I really like your Climate Detectives research question as it is closely connected to the pupils’ own experiences and local environment. I agree that making climate issues relevant to children’s everyday lives helps to increase engagement and encourages them to become more curious about the world around them. The idea of beginning with a discussion about their own experiences of rainfall and storms is a great way to activate prior knowledge and give pupils ownership of the investigation. I also think the practical elements, such as observing the school grounds, using a rain gauge and collecting local data, would provide excellent opportunities for pupils to develop scientific enquiry skills. The link to family experiences is particularly interesting as it allows pupils to explore changes over time and connect classroom learning with the wider community. I like how your project focuses not only on identifying a problem but also on finding solutions, as this helps pupils feel empowered and recognise that they can take positive action to protect their local environment.
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Research Question: How does the amount of green space around our school affect local temperatures and biodiversity throughout the year?
I chose this research question because it is relevant to my pupils’ everyday environment and allows them to investigate the effects of climate change at a local level. As a 4th Class teacher in St. Colmcille’s, Knocklyon, I would encourage pupils to take ownership of the investigation by collecting data, making observations and working collaboratively in small groups. We could compare temperatures in shaded and unshaded areas of the school grounds, observe the types of plants and insects present and record our findings over several weeks.
I would encourage discussion, prediction and problem-solving throughout the project, helping pupils to think like scientists. The investigation could also link with Geography, Maths and SPHE by analysing data, creating graphs and discussing how we can care for our local environment. By focusing on an issue close to home, pupils would see that their observations and actions can contribute to a better understanding of climate change while developing important scientific and teamwork skills.-
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I really like your research question because it is so relevant to the children’s own surroundings. Comparing shaded and unshaded areas would be a great way for pupils to see how green spaces can affect temperatures and the environment. I also like that it encourages children to get outside, collect data and think like scientists. Linking it with Maths and SPHE makes the learning even more meaningful as they can analyse their findings and discuss ways to care for their local area. It would be a great hands on project for them!
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I think the Climate Detectives research framework is an excellent resource. It gives a very structured approach to completing a research question. Senior classes would love it.
We live in a coastal area that depends heavily on tourism during the Summer months. Our research question could be based on how the Summer weather has changed over the years and ask if this is having an effect on tourism numbers in the region. Our Summers seem to be warmer but more wet weather. We could investigate the truth or reality of this. We could then move on to look at what we could do both as individuals and at a local level to see how we could protect our environment from further climate change.
I think when using the Climate Detectives framework, keeping your research question to a local one will ensure a level of interest in improving things from the children. -
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**Research Question:**
**How can we reduce the amount of waste produced in our school and encourage more sustainable habits among pupils?**Climate change can sometimes feel like a very large and complex issue for primary pupils, so I think it is important to focus on local, achievable actions where children can see the impact they can make. I would encourage pupils to participate in this Climate Detectives project by allowing them to take ownership of the investigation from the beginning. We could begin by discussing what pupils already know about waste and sustainability before carrying out a school waste audit to investigate the types and amounts of waste produced each day.
Pupils could work in groups to collect data, record their findings and identify areas where improvements could be made. They could then research solutions, such as reducing single-use plastics, improving recycling systems or creating awareness campaigns. Digital technologies could be used to record results, create graphs and present their findings to the wider school community.
I would encourage pupil voice throughout the project by allowing children to suggest solutions and develop an action plan. This would help pupils become active participants in protecting their environment while developing skills in scientific enquiry, collaboration, problem-solving and communication.
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I really like your choice of research question because it focuses on something that pupils can see and influence in their everyday school life. Carrying out a waste audit is a great practical activity as it gives the children ownership of the investigation and allows them to collect and analyse real data. I also like your idea of encouraging pupils to come up with their own solutions, as this helps develop problem-solving and teamwork skills. Using digital technology to create graphs and present their findings is another excellent way to integrate different areas of the curriculum. I think this project would help pupils realise that even small changes can make a positive difference and would encourage them to develop sustainable habits both in school and at home.
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Hi Cliona
That sounds like a great project as it is something that is very relevant to the children’s lives and is also very achievable. A waste audit is a great way to get started as it will give real results that the children can graph and analyse and then use those results to set reduction targets. There is a lovely maths component especially with the addition of digital technologies to analyse and represent the data. The audit can be repeated once the children have decided on their actions and put them in place to measure the reduction in waste. It is great to give the children ownership of the project and let them decide on their approach. It is important when discussing the issue of waste at the start of the project to make the link between waste and climate change. So often, we put waste, water, energy etc. into boxes and don’t consider the links between them so it is good to help understand how reducing waste also reduces the amount of energy needed to extract, transport and process raw materials and so reduces greenhouse gas emissions and that much of our waste is plastic, which is made from oil. By understanding why we need to reduce waste, pupils are more likely to adapt positive behavious and continue them.
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Hi Cliodhna,
I really like your choice of research question as it focuses on an issue that pupils can directly observe and have an impact on within their everyday school environment. Completing a waste audit is a very practical and engaging activity because it gives children ownership of the investigation while allowing them to gather, record and analyse authentic data. I also think encouraging pupils to develop their own solutions is a valuable approach, as it promotes creativity, problem-solving and collaboration. Using digital tools to create graphs and share their findings is an excellent way to incorporate technology and link learning across different curriculum areas. Overall, this project would help pupils recognise that small, everyday actions can contribute to positive environmental change and encourage them to develop sustainable habits both at school and at home.
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Hi Cliona, that’s a great idea for a research question. It is very relevant and would definitely open the children’s eyes to the amount of waste that can accumulate. I brought my infant class out litter picking recently, and even that simple activity opened their eyes to the amount of litter lying around the school grounds.
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The research question I have chosen to explore is: How do the ways pupils and staff travel to school contribute to our school’s carbon footprint?
I would encourage pupils to participate by making the process engaging. Initially, as students are building knowledge in this area, students would be engaged through questioning, videos, web research and mind maps.
Once the research question has been chosen, each student would be given a role whether it’s asking classes how they travelled to school, recording the data, plotting journeys on maps, calculating averages or creating posters to encourage students to use energy efficient modes of transport. Each week, two students could take on the role of leaders of the Climate Detectives Initiative in the school.
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Research Question:
How is climate change affecting biodiversity in Killarney National Park, and what can we do to help protect native plants and wildlife?
Killarney National Park is one of Ireland’s most important natural habitats and is home to many native plants and animals. I would introduce this topic by showing pupils photographs of the park throughout the different seasons and asking them to identify any changes they notice. This would lead into a discussion about climate change and how rising temperatures and changing weather patterns can affect local wildlife and habitats.
The pupils could investigate:
Which native plants and animals are found in Killarney National Park?
How might warmer temperatures and changing rainfall affect these species?
What actions can people take to protect biodiversity in our local area?
As part of the investigation, pupils could carry out a simple biodiversity survey around the school grounds, recording insects, birds, trees and wildflowers. They could compare their findings with information about species found in Killarney National Park and discuss why biodiversity is important. To extend the project, groups could design wildlife-friendly areas for the school, such as planting pollinator-friendly flowers or creating bug hotels. This local approach would help pupils understand that climate change is not just a global issue but something that can have a real impact on the environment around them, while also encouraging them to take practical action to protect nature.
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I found the Climate Detective Framework an excellent resource as it allows the children to work as scientists investigating real life problems. It is important that the research question connects with children’s everyday lives and makes climate change more real.
First, I would brainstorm with the class their concerns in general around climate change. Then we would narrow it down to our local community and our concerns locally. Is there anything we could investigate in relation to climate change that concerns our local area?
Many of our students live near the River Shannon and they have witnessed flooding over the last few years. They know people who have been personally effected by flooding so I think a really relevant research to investigate would be:
Is the flooding of the river Shannon in recent years a result of Climate Change?As a trigger and to engage the children in the activity, we would look at video clips and paper cuttings from the time. Getting the children to interview people that they know who were affected by the flooding would be a nice activity to engage in. Investigating data available to us to see how much the river has risen over the last few years and discussing possible reasons why. Through group work and research the children would come up with possible solutions and ways that we as a community can slow the effects of climate change down.
Presenting our findings to the wider school community would be a great opportunity to spread our message and get the whole community working together. -
As a city school I feel a good research question would be How does the amount of green space around our school affect local temperatures, and how could planting more trees and plants help reduce the ‘urban heat island effect’? It would obviously be necessary to explore urban heat island effect with them beforehand. I feel this is relevant as we are experiencing increased temperatures due to climate change. I would begin by getting the children to observe different areas around the school and I would ask them where they feel hottest and why do they think that is? Children could work in small groups and measure temperatures, record observations, use maps and discuss their findings. This supports the development of scientific inquiry, critical thinking, collaboration and communication while integrating learning across Science, Geography and Maths. I would encourage the children to share their findings with the rest of the school and suggest realistic actions, such as planting trees or creating more green spaces.
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My question: How does reducing waste in our school help to protect the environment?
For this investigation, I would encourage pupils to become climate detectives by looking at a real issue that they see in their own school environment. I think choosing a topic that is connected to their everyday lives would help them feel more involved and interested in finding solutions. Pupils could begin by carrying out a waste audit in the classroom and around the school to see how much rubbish is being produced and what types of waste are most common.
They could work in groups to collect data, record their findings and discuss ways to reduce waste. This could include looking at recycling, food waste and reusable items. Pupils could then suggest changes and monitor whether these actions make a difference over time.
I would encourage participation by giving pupils different roles within their groups, allowing everyone to contribute. They could present their findings through posters, graphs or presentations. This type of project would help develop teamwork, problem-solving and critical thinking skills while showing pupils that even small actions can have a positive impact on the environment.
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I think a good research question for a class would be to study rainfall readings in our locality over the last 100 years. It fits the theme, is focused on a single issue, is not too broad or narrow, it is clear and concise, the data would need to be researched and the finding displays appropriately to make them clear, and it is feasible.
Met Eireann has a useful tool where it allows you to access all the historical data from a local weather station going back over the last 100 years. It is important to show that research like this must be taken over a long period of time to show trends.
I would engage the class by starting with a discussion, gauging what the class have already learned and know about climate change, and making a KWL or mind map to represent this. I would also embrace the design and make aspect of the STEM curriculum, and have our students become engineers, designing their own rain gauges and taking readings over the course of a week. We could discuss the readings to find out why a week is not enough to give a broad picture of climate change, and discuss what they think an appropriate time period is.
I think that having done this ground work, and having their own data collection to compare, the children would be excited to become part of the project, to see the changes for themselves in rainfall amounts in our area.-
I like Carrie’s idea of figuring out how much rainfall in their area over the last 100 years. I would be interested in seeing the results in my own area. Obviously using the Met Eireann tool will give us the longer term information, but the project of setting up the rain gauge will allow the class to track short term. I can see this being very motivating for the children and it is a very varied and interactive tasks, creating a good learning experience. This will also bring a lot of relativity to the Met Eireann results and make them more real and meaningful. It also gives them a good sense of a weather pattern in their rain gauge station and climate with the longer term results from Met Eireann website.
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I would begin with a class discussion about weather and climate, exploring what pupils already know about the difference between daily weather conditions and long-term climate patterns. We would discuss rainfall in our local area and develop our research question: “Is climate change causing there to be more rainfall in our area?” Pupils could make predictions and share ideas about why rainfall patterns may change.
Next, pupils would work in small groups to investigate different aspects of rainfall and climate data, such as historical rainfall records in our local area and recent rainfall patterns and changes over time. Each group would collect evidence using online weather resources, satellite images, climate data, and local observations. Pupils could record rainfall measurements over several weeks using a rain gauge and compare their results with historical data. They would analyse their findings and decide whether the evidence supports the idea that climate change is affecting rainfall in our area. The results would be displayed on graphs and charts showing rainfall data.
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Research question- How does planting more trees around our school help the environment?
I would introduce this topic by asking the children what they already know about climate change and why trees are important. We would then go outside to explore the school grounds. In small groups, the pupils could count the trees, compare temperatures in sunny and shaded areas, and look for insects and birds living nearby. They would record their observations and discuss what they notice.
Back in the classroom, we would look at the results together and compare them with satellite images from ESA. This would help the children see how what happens in our school is connected to the wider environment. I think pupils are more interested when they can investigate real-life questions themselves. At the end of the project, the class could suggest simple ways to make our school greener, such as planting more trees or flowers. This would help them see that everyone can play a part in caring for the environment.
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I really enjoyed reading your post. I think your research question is very relevant and gives pupils the opportunity to explore the importance of trees in a practical way. I liked how you included outdoor learning, as it encourages children to investigate their own surroundings and make meaningful observations. Comparing temperatures in sunny and shaded areas is a great way to help pupils see the benefits of trees firsthand. I also like how the project finishes by encouraging pupils to suggest ways to make the school greener, as it helps them understand that even small actions can make a positive difference to the environment.
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What is the best way to encourage more students to walk, cycle or scoot to school?
Theme: Reducing transport emissions.
Focus: Sustainable travel.
Feasible: Students can conduct surveys, count travel methods and test awareness campaigns.
To encourage the children to participate, begin by discussing ‘the why’ – walking, cycling and scooting to school. The benefits to the environment, our health and our community. Invite students to share how they currently travel to school, run a school survey to school. Identify what might make active travel easier or more enjoyable. Explore the barriers to active travel. Then as groups they would come up with solutions and activities to address these issues (walking bus, cycling sense training, school bike zone, etc) Then create posters or campaigns to encourage sustainable travel. Involving each child with an active role in collecting data, sharing ideas, presenting solutions etc, they would feel a sense of ownership and understand that their actions can make a positive difference, also motivating them to make that difference.
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Becoming a climate detective:
Climate Detectives Research Question Planner
Project Title:
Our School Garden Detectives: How Does Weather Affect Plant Growth?
Draft Research Question:
**How does changing weather affect the growth of plants in our school environment?
Does the question fit the theme of the investigation?
Yes, this question links directly to climate and environmental awareness as it explores how weather conditions influence living things. It allows children to investigate a climate-related issue within their own school environment, making the learning meaningful and connected to their everyday experiences.
Is the question focused on a single problem or issue?
Yes, the question focuses specifically on the relationship between weather conditions and plant growth. Rather than exploring the wider topic of climate change, which could be overwhelming and too broad for younger pupils, this question allows children to investigate one clear aspect of how our environment is changing and how living things respond.
Is the question clear and concise?
Yes, the question is written in child-friendly language and allows pupils to understand what they are investigating. The wording encourages curiosity and investigation by asking children to explore the relationship between weather and nature.
Is the question too broad or too narrow?
The question is broad enough to allow children to collect observations over time but narrow enough to be manageable within a classroom setting. Pupils can investigate factors such as rainfall, temperature, sunlight and plant growth without becoming overwhelmed by too much information.
Is the question feasible?
Yes, this investigation would be realistic for a junior primary classroom. Children can collect simple data through observations, drawings, photographs and measurements. They could monitor plants growing in the school garden, a classroom plant, or an outdoor area over several weeks.
Climate Issue:
The climate issue being explored is how changes in weather patterns can impact the natural environment. Children often notice changes in weather from day to day, but this investigation would help them understand how weather conditions influence plants, habitats and living things.
Investigation Plan:
To begin the project, I would introduce the topic through discussion, stories, photographs and age-appropriate videos about plants, weather and caring for the environment. Pupils would be encouraged to share what they already know and generate their own questions.
As Climate Detectives, pupils would observe plants in the school environment and record changes over time. They could measure plant height, count leaves, observe colours and record weather conditions such as sunny, rainy or windy days. For younger pupils, this data collection could be completed using pictures, symbols and simple charts.
The class could create a weather and plant observation diary where children take turns being “garden detectives”. Digital technology could also be incorporated by taking photographs using tablets or using online weather resources to compare observations. If appropriate, pupils could explore satellite images through Earth observation tools to see how scientists monitor changes to the Earth from space. Earth observation data is one of the methods used in Climate Detectives investigations to understand environmental changes.
Data Collection:
The pupils would collect:
* Daily weather observations
* Photographs of plant growth
* Measurements of plants
* Drawings and written observations
* Simple weather charts or graphsThis would allow pupils to identify patterns and discuss questions such as: “Do plants grow more when there is more sunlight?” or “What happens after a period of heavy rain?”
Possible Actions:
Following the investigation, pupils could decide on actions to support their local environment. These could include creating a school gardening area, planting pollinator-friendly flowers, making posters about caring for plants, or creating a “Green Classroom Promise”.
Reflection:
I believe this research question would be highly suitable for a junior primary classroom because it allows children to investigate a real-world issue through play, exploration and hands-on learning. It supports the development of STEM skills such as questioning, observing, recording information and problem-solving.
The Climate Detectives approach encourages pupils to become active participants in their learning by investigating problems and suggesting solutions. By focusing on a local issue, children can develop an understanding that they have a role in caring for the planet and that even small actions can contribute to positive environmental change.
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I really like your research question! I think it’s a great way to get younger children interested in climate and nature because it’s something they can see happening around them every day. I especially liked the idea of the children becoming “Garden Detectives” and taking turns recording the weather and observing the plants—it sounds like a fun way to keep everyone involved.
I also liked that you included simple ways for the children to collect data, like drawings, photos and measuring plants. It’s very hands-on and suits junior classes really well.
Perhaps adding in some pollinator-friendly or native plants and seeing if they attract more insects over time. It could be a nice way to bring biodiversity into the project too.
Overall, I think it’s a really engaging idea and one that children would enjoy while learning lots about their local environment.
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Climate Detectives Research Question:
How can we reduce energy waste in our school to help lower our carbon footprint?
This research question is context relevant and achievable for my 4th class. It allows my pupils to investigate a real issue within their own school environment while at the same time developing the skills of questioning, observing, measuring, analysing and communicating that are central to STEM and the Climate Detectives programme. The project adheres to the scientific method by encouraging pupils to identify a problem, collect evidence, analyse findings and propose realistic solutions that can make a difference within our school community.
Explain to the class that we are going to become Climate Detectives!; how Detectives look for clues, ask questions and solve problems, exactly what we are going to do. Our challenge is to find out how we can reduce energy waste in our school to help lower our carbon footprint.
Over the next few weeks, we will work as scientists. We will walk around our school looking for clues, such as lights left on, computers that are not being used, or doors and windows left open when the heating is on. We will take photographs, record what we find using simple checklists and symbols, and compare our observations. We can also use satellite images and weather information to help us understand how our local environment is changing.
Because everyone in our class learns differently, we will work in pairs and small groups. We will use photographs, drawings, discussion, videos and practical investigations instead of lots of reading and writing. Everyone will have an important job to do.
At the end of our investigation, we will decide on simple actions that our school can take to save energy. We will share our findings with other classes and our Green Schools Committee so that, together, we can make a positive difference for our school and for our planet. This approach reflects the new STEM curriculum’s emphasis on child-led inquiry, real-world problem-solving and meaningful learning connected to children’s own experiences. -
Climate Detectives – Research Question (Human Activity & Land Change)
Proposed Research Question: How has human activity changed the landscape of our area over the last 5–10 years, and what evidence can we find using satellite images?
Our school is located in a small rural town surrounded by farms, forestry and green spaces. Over the years these areas have changed over time due to new buildings, farm expansion and forestry operations. The pupils will use Sentinel‑2 satellite images, the Compare Tool and time‑slider. The pupils will look for visible changes such as new houses, reduced green areas, altered field boundaries and forestry activity.
They will talk with locals to acquire local knowledge. They will complete simple fieldwork to identify how human activity influences land use and green spaces around their community.
They will combine the land data with the satellite observations. Understanding these changes helps students see how human actions shape their local environment and how this connects to wider climate and sustainability issues.
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Module 5: assignment
Climate detectives research question:
How can we attract more pollinators to our school garden?
We are very lucky to have an amazing garden in our school grounds, something we are all very proud of as s whole-school community. Therefore I think this research question is relevant to my school and the pupils would be very interested in the research.
We would start off by examining the garden every few days and the children would note what pollinators are seen- tally the amount of bees/butterflies/beetles etc. The children would also record the weather that day and the time of day that the observations were carried out.
We would then proceed to plant a variety of native wildflowers, herbs, and build our own bug hotel. An area of grass could be left unmown to attract insects too.
The next step would be to monitor and record the findings after these actions are put into place.
Finally, the children would come up with a conclusion. Did we attract more pollinators to our school?
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I planted lavendar plants in my school in the past and the children were amazed at the amount of bees, butterflies and moths that were attracted to them! They were seriously buzzing with life – it was brilliant! We also made a bug hotel and named it ‘As Snug as a Bug Hotel’ – children had a great time designing, constructing and painting it! Such fun!
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My Research question: How can we reduce the amount of food waste produced in our school and what impact could this have on the environment?
I think this would be a suitable research question for my 4th class pupils because it is a climate issue that they can directly relate to. It is particularly relevant in our school as hot lunches were introduced last year, meaning pupils now have an opportunity to observe and investigate the amount of food waste being produced on a daily basis. They have already made passing comments on how much is wasted, so this is a real issue and it could afford an opportunity for pupils to collect real data from their own school environment.
To encourage pupils to participate, I would begin by allowing them to investigate the issue themselves. They could monitor and record the amount of food waste produced over a set period of time, identify which foods are most commonly wasted and discuss possible reasons why this happens. This would help pupils feel like real researchers and give them ownership of the project. My 4th class last year were in charge of taking away hot lunch boxes and bins from the other classes, so they could also draw comparisons between classes and discuss any prominent trends or patterns.
I would encourage group work, with pupils taking on different roles such as data collectors, survey designers or presenters. Following their investigation, pupils could suggest practical solutions, such as ways to reduce waste during lunchtime or encourage pupils to make better choices. Having a focus on solutions would help pupils understand that small changes can have a positive impact on the environment. This project would allow pupils to develop awareness of climate issues while seeing how their own actions can contribute to meaningful change.
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The research question I have chosen is: How can we help the birds, bees and butterflies in our school garden?
I chose this research question because it is something that Junior Infants can easily relate to and explore in their own school environment. To encourage participation, I would begin by reading a story about minibeasts or pollinators and discussing why they are important for plants and flowers. We would then go on short nature walks around the school grounds to look for birds, bees, butterflies and other insects, encouraging the children to talk about what they see and hear. They could record their observations through drawings, photographs or by creating a simple class pictogram.
Throughout the investigation, I would encourage lots of questioning and discussion, allowing the children to share their ideas about how we can help wildlife. Together, we could plant flowers that attract pollinators, make simple bug hotels or ensure that our outdoor area is kept free from litter. By involving the children in practical, hands-on activities, they would begin to understand that even small actions can help protect nature. I think this type of investigation would be engaging, meaningful and well suited to my class, while also encouraging a sense of responsibility for the environment. -
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Research Question
How does planting native wildflowers in our school grounds affect biodiversity?
Reflection
I would encourage pupils in 5th and 6th Class to participate by making the investigation relevant to their own school environment. The research question, “How does planting native wildflowers in our school grounds affect biodiversity?”, provides pupils with an opportunity to investigate a real-world issue while developing a sense of responsibility for their local environment. As the Climate Detectives Research Question Planner suggests, the question is focused, clear, and feasible to investigate using observations and evidence gathered within the school grounds.
To introduce the project, I would take pupils on a biodiversity walk around the school to identify existing plants, insects, birds, and habitats. This would encourage discussion about why biodiversity is important and how native wildflowers support pollinators and other wildlife. Pupils would then work collaboratively in small groups to conduct baseline biodiversity surveys before planting native wildflowers. Over several weeks or months, they could repeat these surveys, recording changes in the number and variety of insects, birds, and plants observed. They could also take photographs, create species checklists, and keep nature journals to document their findings.
This inquiry-based project supports active learning and integrates several areas of the Primary Curriculum. Pupils would apply scientific investigation skills by observing, predicting, recording, measuring, and analysing data. They could use Mathematics to present their findings in graphs and charts, Geography to map different habitats around the school, and Digital Technologies to create presentations or digital reports.
To maximise engagement, I would assign roles such as biodiversity recorder, photographer, data analyst, or presenter, ensuring that every pupil has an active part to play. Giving pupils ownership of the investigation would foster teamwork, communication, and problem-solving skills. At the end of the project, pupils could present their findings to the Green Schools Committee, school leadership, or the wider school community and make recommendations for increasing native planting around the school. Seeing that their research has the potential to improve biodiversity within their own school grounds would help pupils recognise that local actions can contribute to addressing wider environmental and climate challenges while developing a lifelong appreciation for nature and sustainability. -
My research question is – how is rising sea levels and coastal erosion in the Tralee Bay area threatening the Tralee bay area and what can our community do to adapt and protect it – A climate organistion has predicted that the Tralee area could be under water by 2050.
location connection – students can focus on local landmarks tralee town park, cockleshell beach barrow or fenit coastline
– real threat Climate central maps show parts of Tralee town centre and coastal regions that are at risk of flooding (Historically the town centre and nearby ballymullen areas have flooded) Actions have been taken to change this and this can be investigated historically
– it moves beyond the negativity and focuses on solutions and resilience in community
Investigate – the class can look at maps and see where vulnerable areas are located using EO TOOLS like satellites
interview – local experts, tidy towns, town council, with hands on expericence
brainstorm – practical ways to protect the coast -planting native species, designing a flood defense system
– This would be an engaging question. I would use the curious mind in class experiments to investigate rising sea levels, we could look at maps and satellite pictures to see how land mass has changed, we could also talk to interview and record any information about the future risks of flooding and how it is being managed for the future and then reflect on how we can prepare for this possible event.
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Are native pollinators more active on warmer days in our school and what plants in our school garden attract them the most?
I chose this question because it would involve the children being in the outdoors and they can work in groups.
To begin with I would bring in a Mystery Box (containing a flower, a plastic bee, a thermometer and a jar of honey). I would tell them there are four clues to a mystery happening outside our window and can they guess what our CLimate Detective case is all about.
using the research question planner. we would decide on the suitability of our research question, which is then written on the board. We would discuss how we can answer it (they might have a better method than the one I have planned) Pupils make their predictions (this would be done daily)
We then go outside and record the temperature and split into groups looking at different plants. A timer is put on for 5 minutes and they count the pollinators that land.
This is done over a period of days and we collate the data.
The data is then presented on a poster by the class.
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I really like the introduction here Robbie. The children’s curiosity will be sparked and I think they will be motivated to find out the answer to your question.
Getting outside and counting the number of pollinators in a 5 minute period will help the children understand how often pollination is happening in nature and how important each pollinator is. It could be the basis for looking into expanding pollinator areas on the school grounds.
Borrowing from another post here it could be nice to divide the roles up giving children responsibility for timing, counting, checking, recording and displaying information.
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How does the amount of tree cover around our school affect local air temperature and the comfort of outdoor learning spaces during warm weather?
I would encourage pupils to participate by making the investigation meaningful and connected to their daily experience. Pupils could identify areas of the school grounds that feel hotter or cooler, use thermometers to collect temperature data, and compare shaded and unshaded locations. This gives them ownership of the investigation and helps them see how climate issues can be explored at a local level. I would organise pupils into small research teams with roles such as data collector, photographer, map maker, and presenter so that every child has a responsibility. Digital tools such as tablets, spreadsheets, and graphs would help pupils analyse and communicate their findings. I would also involve the wider school community by displaying results in the corridor, presenting at assembly, and discussing possible actions such as planting more trees or improving shaded outdoor spaces.
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I really like the Climate Detectives framework because it lets children become little scientists and investigate the world around them. I think this makes learning much more exciting and gives them a real sense of curiosity.
With younger children in a Gaelscoil, I would begin by chatting about the weather and the seasons using simple Irish vocabulary such as an aimsir, an ghrian, an bháisteach and an ghaoth. We could sing a weather song, look at our class weather chart and talk about the weather outside that day. From there we could introduce the idea that the weather is changing and chat about what the children have noticed themselves.
Our investigation could focus on a simple question such as, Conas a théann an aimsir i bhfeidhm ar ár saol? We could compare sunny, rainy and windy days and think about how they affect what we wear, the games we play and the plants and animals around us. We could also look at how we have had more warm, sunny days in recent summers, like this one and chat about what we enjoy about this and any problems it might bring.
To finish, we would talk about simple ways we can help to look after our environment, such as recycling, saving water, walking to school where possible and caring for plants and animals. The children could draw pictures or make a class poster in Irish to remind everyone how we can all help to protect our planet.
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Bull island is a nearby nature reserve. I would start by exploring the flora and fauna of the island by field trips using school binoculars and I pads research of the various birds and mammals. We would next watch a section from Home where it focuses on nature being in balance and symbiotic relationships between living things. I would then pose the question if the children would have any worries for the future of the Bull Island. I would then shape the question (using the guide) with the class. Depending on how the children want to guide it we could look at increasing litter and it’s effects (using ground evidence) or rising tides and their effects. We could use the EO system to compare water levels over time and what dangers are posed for food chains by rising sides eg. The loss of one species having a knock on effect to numbers of others. Rising temperatures is another option with species life cycles being effected (eg. Late or early hatching) which in turn effects feeding opportunities for other species.
Whichever route is taken the template provided would be revisited along the way to make sure our investigation is staying focused on the issues intended. Sources of information such as environmental local authorities and action groups could be contacted to guide the exploration. The results displayed in the school and school website would help spread information and what positive actions can be taken.
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Hi Diarmaid,
Bull Island is a fantasticly rich focus for a Climate Detectives project, as it gives pupils the opportunity to investigate a real nature reserve close to them. I really like how you would begin with field trips, binoculars and iPads, allowing pupils to observe the flora and fauna directly before shaping the research question together. This gives the children ownership and helps ensure the investigation is led by their own curiosity – building on all those important skills the new curriculum encourages.
Using EO Browser to compare water levels over time would also bring in a strong STEM element, as pupils would be working with real data and satellite imagery. I also love your idea to encourage the pupils to share the findings with the school community as well as reaching out to local authorities and action groups. It would give the project a meaningful audience and encourage positive local action.
Hope you enjoyed the course.
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Research Question: Has the amount of rainfall in County Wexford changed over the past ten years?
I think this would be an interesting question to explore with pupils as weather is something they are all familiar with and can relate to. I would begin by asking them if they think we are getting more rain now than we have in the past and if so, why do they think this is happening.
I would encourage pupils to work in small groups and look at rainfall records from Co Wexford over the past 10 years. They could compare the figures, make graphs and look for patterns or changes. They could also keep a rainfall diary themselves for a number of weeks and compare their own resluts.
I think making it local keeps it relevant to the children. We will discuss how rainfall impacts our lives, gardening, sports, outdoor activities, travel, food production etc. -
How is climate change affecting the biodiversity and wildlife in our school garden and local Dublin 8 community and what can we do to help?
I would begin with empathy, asking pupils to think about how climate change might affect the people, animals, insects and plants that live in their local area. We could explore questions such as: What would happen to our school garden if summers became much hotter? What would happen to our pond if there was less rainfall? How might this affect bees, birds and other wildlife? This would help pupils to connect with the issue before investigating it themselves. I would use some clips from the HOME documentary to further draw on the emotions.
Our school is an ideal setting for this research as it is a biodiversity urban haven : we have a pond, native trees, wildflower areas, a dead hedge, bird and bat boxes, pollinator-friendly spaces and a live weather station. Pupils could record temperature and rainfall, carry out biodiversity surveys and compare changes in our garden over time. They could also learn from local organisations we already have links with, such as The Liberties Community Project and Bee8, and explore the work of BirdWatch Ireland and Dublin City Council.
Pupils could then identify one local problem and design a solution, such as planting more pollinator-friendly species, improving habitats, conserving rainwater or creating more biodiversity spaces. This would allow pupils to move from empathy, to investigation, to action, helping them see that they can make a real difference in their own community. -
How can increasing the number of trees and flowering plants in our school grounds help reduce heat in the playground and support biodiversity?
Using the ESA Climate Detectives Research Question Planner, I would begin by helping Junior Infant pupils identify a climate issue that is meaningful and visible in their everyday environment. We would start with simple observations of the school grounds, noticing which areas are sunny, shaded, grassy, or covered in concrete. Through discussion, photographs, and short walks, the children could explore questions such as, “Where is the hottest place to play?” and “Where do we see birds, bees, or butterflies?” These initial observations would help us refine our research question. The planner encourages pupils to gather evidence before drawing conclusions. With Junior Infants, this would involve age-appropriate methods such as feeling the temperature of different surfaces, using a simple thermometer with adult guidance, counting insects or birds seen in different areas, and recording observations through drawings, photographs, and pictograms. These activities provide opportunities to develop early scientific enquiry skills, including observing, comparing, predicting, and communicating findings. The research planner also focuses on considering possible solutions. Based on the evidence collected, the children could discuss simple actions the school community could take, such as planting flowers to attract pollinators, creating a small wildlife area, or planting additional trees to increase shade. Involving the pupils in planting and caring for these areas would help them understand that everyone can contribute to addressing climate-related challenges. To encourage participation, I would ensure that learning is active, collaborative, and play-based, reflecting the Junior Infant curriculum. Children would work in small groups, share ideas during circle time, and revisit the investigation throughout the year to observe seasonal changes. This approach supports curiosity while helping pupils understand that science begins with asking questions, collecting evidence, and using that evidence to make informed decisions. By following the ESA Climate Detectives research process, pupils would develop an early awareness of climate action while recognising that even small local changes can have a positive impact on both people and nature.
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The question I have come up with for this module is: How can we lower our environmental impact by rethinking the daily commute to school?
Because my school is based in the city centre, our pupils travel in from all over using a huge mix of transport—from walking and cycling to buses, the luas, bikes, and cars. This variety makes for a fantastic starting point for a hands-on inquiry.
To launch the project, I’d have the class map out all the different ways people get to our school each morning. I could ask the green schools committee too help with collecting this data. We’d look at the pros and cons of each method, discussing why certain options are far better for the planet than others.
Next, the children can dive into investigating the carbon emissions tied to each mode of transport—comparing a busy city bus or train ride against a car journey or a bike ride. They’d present their findings using data displays like bar charts, integrating maths, science, and digital skills while learning to handle real data.
The class could design and run a school-wide travel survey to see how everyone actually gets here every day. Working with those numbers, pupils can estimate our school’s total commute footprint and share their findings in an assembly. From there, they could lead a poster competition or a walkathon encouraging sustainable choices—like taking public transit, walking, or setting up carpool groups. -
For the purposes of this assignment, using the Climate Detectives Research Question Planner, my question is ‘How is the environment and wildlife in our local area affected by litter’. This question falls within the SESE curriculum and encourages research, investigating the connections between our actions as humans and the effect these actions have on the environment and how can we promote and foster environmental sustainability. This project would encourage pupils to work collaboratively to investigate how the more litter there is the greater impact it has on the environment, how it effects local habitats, the possible places our litter ends up when not disposed of properly, how we can improve our practices. To encourage participation, I would encourage hands on activities and collaborative work. Pupils would take on certain roles such as data collector, observation role, data recorder, photographer and those who would present the project and findings. Information gathered and ideas can be shared with the whole school through presentation and posters and meetings with the Green School committee.
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<p style=”font-weight: 400;”>The research question I have chosen is: How does the amount of biodiversity in our school grounds change in different habitats, and what can we do to encourage more wildlife?</p>
<p style=”font-weight: 400;”>I chose this research question because it allows pupils to investigate a real environmental issue within their own school grounds. I would encourage pupils to take ownership of the project by involving them in planning the investigation, collecting data and discussing possible solutions. Working in small groups, pupils could explore different habitats around the school, such as grassy areas, flower beds and hedgerows, recording the plants, insects and birds they observe. They could use charts, photographs and simple identification guides to gather evidence before comparing their findings.</p>
<p style=”font-weight: 400;”>Throughout the investigation, I would encourage pupils to ask questions, make predictions and reflect on why some areas support more biodiversity than others. At the end of the project, pupils could suggest practical ways to improve biodiversity, such as planting wildflowers, creating bug hotels or reducing litter around the school. I think giving pupils an active role in researching a local issue makes the learning more meaningful and helps them understand that small actions can have a positive impact on the environment.</p> -
I would choose a project that might work best with younger children. My research question : which day is the windiest this week? As a whole class we would discusd that the wind can change everyday and that we will find out which day is the windiest. I would keep the activity very hands on and visual by observing the trees moving, flags blowing, hair and clothes moving. To measure the wind we could use ribbons or streamers. The children would record the resukts visually with smile faces representing calm, a little windy and very wind. The children will create a weekly chart to record results.
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Research Question: How does the amount of vegetation around our school affect air temperature?
This investigation would explore whether green spaces around our school, such as trees and grass, are cooler than hard surfaces like concrete or tarmac. Pupils can measure the temperature in different areas of the school grounds at the same time each day and compare the results. They can also use satellite images or maps to identify where vegetation is located. By analysing the data, pupils can investigate how plants help reduce heat and improve the local environment. The findings could be used to suggest ways the school could become more environmentally friendly, such as planting more trees or creating additional green spaces. This is a practical and achievable investigation that encourages pupils to collect evidence, analyse results and understand how local actions can help address climate change. I really love this idea and I know my pupils would immerse themselves in this activity.
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To begin the project use the climate detective research planner to develop our own research in relation to a climate issue.
Research Question: What is the effect of pollution on the river Barrow?
Firstly elicit prior knowledge using a KWL chart or mind. To engage pupils show an image, video clip or object.
Then identify the problem with the class.
Investigate with the class. View the Barrow catchment on the map. Research using websites such as Inland fisheries Ireland, Environmental Protection Agency. Read the barrow catchment report. Look at graphs showing water quality, waterbodies and fish. Research the causes of pollution such as local agriculture, industry, urban waste water. Look at the clarity of a river water sample. Invite a guest speaker. Take a field trip.
Discuss and share the results and draw up strategies to reduce water pollution. Some suggestions that could be put forward-
Reduce the use of poisonous sprays on driveways and ditches.
Reduce the amount of pesticides, herbicides and chemicals in farming.
Reduce plastic waste.
Properly dispose of hazardous household waste.-
Hi Freda,
Thank you for sharing your research question. The River Barrow is a very meaningful local focus, and I like how you would begin by eliciting pupils’ prior knowledge through a KWL chart before moving into investigation.
You have suggested a strong range of research methods. These would give pupils a real sense of working as Climate Detectives and using evidence from different sources.
One way to strengthen the climate link further might be to explore how heavier rainfall or flooding can increase run-off from farms, roads and urban areas into rivers, affecting water quality and habitats. Pupils could also investigate how pollution impacts biodiversity in and around the river.
I really like your final focus on practical strategies, as this helps pupils move from investigation to meaningful local action.
Hope you enjoyed the course!
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How does annual rainfall patterns affect our school football pitch, and how can we use this information to protect the pitch when it is most vulnerable while maximising its use when the grass is well established? Furthermore, how might predicted increases in rainfall and temperature due to climate change affect grass growth in the Galway region (west of Ireland)?
This research question connects directly with children’s everyday experiences, making weather and climate change meaningful rather than abstract. By focusing on a familiar environment—the school football pitch and the weather in Galway—students are more likely to become engaged and invested in the investigation. The project also helps children understand the practical reasons why the pitch cannot always be used, particularly when excessive rainfall can lead to soil erosion and damage to the grass.
I would begin by exploring the children’s prior knowledge through discussion, asking what they already know about weather, climate, and climate change. Students would then investigate weather trends in the west of Ireland over the past decade, with a particular focus on rainfall and temperature data. This would help them recognise long-term patterns and distinguish between daily weather and climate.
To ensure that students have ownership of the project, the class would be divided into small groups. This approach promotes collaboration, peer learning, and confidence while supporting hands-on scientific enquiry. Each group would record observations, ideas, and findings in a project notebook. They would also create charts and visual displays to share with the class, encouraging communication, discussion, and the development of scientific language. At the end of each session, groups would present their findings, and key ideas would be collected on the interactive whiteboard and saved for future STEM lessons.
Students would carry out daily observations of both the weather and the condition of the school football pitch. These observations would be combined with Earth Observation (EO) satellite data to investigate changes in grass cover and environmental conditions over time. By comparing local observations with satellite data, students would be encouraged to make connections between scientific evidence and visible changes, such as warmer, wetter winters and their impact on grass growth. This helps children understand that climate change has real and measurable effects on their own community.
As the investigation progresses, students would analyse their evidence and work together to develop practical solutions. These recommendations could be presented to school management through the Student Council and shared with staff to help establish consistent guidelines for protecting the pitch. Students could also engage with the wider community by exploring practical solutions such as improving drainage, sowing more resilient grass varieties, or arranging alternative playing areas during particularly wet periods. They could even write to the local council to seek advice, resources, or possible funding to support their ideas.
The most valuable aspect of this project is that children experience the complete scientific process. They identify a real-world problem, collect and analyse evidence, discuss their findings, and develop evidence-based solutions. This empowers students by demonstrating that everyone can play a role in responding to climate change and that collaboration leads to stronger, more effective solutions.
The Climate Detective framework is particularly valuable because it positions children as genuine scientists investigating authentic local issues. This inquiry-based approach is highly motivating and enables students to develop scientific understanding, critical thinking, teamwork, and environmental responsibility while recognising the relevance of science in their own lives.
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What actions can schools take to reduce their carbon footprint?
I believe this could be my research question for our Climate Detectives project. The children in our school are already actively involved in many of the Green Schools initiatives and consistently demonstrate a positive attitude towards caring for the environment. Building on this strong foundation, I believe the Climate Detectives programme would provide a valuable opportunity to develop their understanding of climate change through inquiry-based learning. Using the videos and resources from this summer course, we would begin by exploring the causes and effects of climate change and examining global climate data. The children would then investigate local environmental issues by collecting and analysing data from their own surroundings. This would encourage them to think critically about the impact of human activities and identify practical ways to reduce our school’s and community’s carbon footprint. By combining scientific investigation with real-world action, the project would help pupils develop important skills in observation, data analysis, teamwork, and problem-solving while empowering them to become informed and responsible environmental citizens.
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<p class=”isSelectedEnd”>How does increasing biodiversity in our school grounds affect local pollinator activity and help reduce the impacts of climate change?</p>
<p class=”isSelectedEnd”>I selected this research question because it allows pupils to investigate a real environmental issue within their own school community. Using the Climate Detectives research question planner, pupils could begin by identifying areas of the school grounds with limited biodiversity before planning ways to improve them, such as planting wildflowers, creating pollinator-friendly habitats or reducing areas of mown grass. They could collect data by observing and recording the number and variety of bees, butterflies and other insects over several weeks, comparing their findings before and after making changes.</p>
To encourage participation, I would use an inquiry-based approach where pupils take ownership of the investigation by making predictions, gathering evidence, analysing results and presenting their findings. Working collaboratively in small groups would develop communication, teamwork and problem-solving skills while promoting scientific thinking. Pupils could create graphs, digital presentations and posters to share their results with the wider school community, encouraging others to support biodiversity initiatives. This project would integrate Science, Geography, Mathematics and Digital Technologies while helping pupils understand that even small local actions can contribute to addressing global climate challenges. Most importantly, it would empower children to become active environmental stewards and recognise that they can make a positive difference within their own community.
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