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ASSIGNMENT
Use the Climate Detectives research question planner to develop your own research question in relation to a climate issue.
Post your research question as a reply to this post and reflect (150 words minimum) on how you would encourage pupils to participate.
Please also comment on at least one other participant’s post.
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Research Question:
How can we reduce the amount of single-use plastic waste produced in our school, and what impact could this have on our local environment?I chose this research question because it focuses on an issue that is relevant to the children’s daily lives and is partciuarly relevant at the minute with the deposit return scheme, which is something my school has adapted by having a class competition of which class can dontate the most amount of bottles/cans to raise money for our school. This encourages them to investigate how their own actions can positively impact the environment. To encourage participation, I would begin by discussing the importance of reducing plastic waste and exploring pupils’ existing knowledge and experiences. Together, we would carry out a waste audit around the school, recording the types and quantities of single-use plastics found over a set period.
My children would work collaboratively in small groups to collect and analyse data, identify patterns, and suggest realistic ways to reduce plastic use within the school community. They could create graphs to present their findings (integrating with data in maths), design posters promoting reusable alternatives (visual arts integration), and share their recommendations with other classes and the wider school community. Using enquiry-based learning gives pupils ownership of the investigation while developing their scientific, mathematical, and digital skills. By focusing on a real issue within their own school, pupils are more likely to remain engaged and recognise that their individual and collective actions can contribute to addressing climate change. I look forward to bringing this idea to my class in September!
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I really like this idea, and it’s something I hadn’t considered before. I think it would work really well in my own school, especially as we are also taking part in the Deposit Return Scheme. Making it into a class competition is a great way to motivate pupils, and I like how you’ve linked it with Maths, Science and Visual Arts. It’s a meaningful project that shows pupils how their actions can have a positive impact on the environment.
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This is a great question. Our school completed something similar this year. We have a Green Schools Committee, and they held an activity day in the hall this year where they had a range of activities for the other students in the school to participate in. Activities included sorting waste, single use plastics and recycling batteries. The students in the school found it very informative and beneficial.
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We already use the deposit return scheme in our school and it has proved to be a huge success. The student council are in charge of collecting and depositing the plastic bottles. They then decide on where the money is spent. It gives them a great sense of responsibility and develops their environmental awareness.
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We also have the deposit return scheme in our school. I like the idea of the student council having responsibility and being in charger of collecting and depositing the bottles and deciding on where the money is spent. It gives the children an array of skills and makes them feel that they are doing their bit for the environment.
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This is a great idea and very relevant to lives today with so much plastic around especially in packaging of food and drinks. It would be a very worthwhile piece of research for the children and you have a great plan for it to work. It would be great for the children to develop a greater understanding of recycling and its benefits
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Hi Ciara,
I really liked your research question as it is very relevant to children’s everyday lives. I also liked the idea of the class competition for collecting bottles and cans. I think this would be a great way to motivate children and make them excited about helping the environment. The waste audit is also a great idea. I would like to try something similar with my 3rd class next year.
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I agree Ciara,the Deposit return scheme has made recycling more relevant to children.Its a great easy fundraiser idea for schools with the kids bringing in their bottles once a week.I also like that the introduction of the scheme recycling rates have increased hugely demonstrating the real impact of people power and how our daily habits really can make a difference .
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Research Question: How does rainfall vary throughout the year? Has this pattern changed through the years?
I would follow the steps of the Climate Detectives Research Planner as a guide for this lesson.
Phase One: I would introduce the research question the class. I would elicit the children’s prior knowledge on rainfall and rainfall patterns through questioning. I would question the children on whether rainfall is a weather or climate issue. We would discuss simple aspects of climate change and its effect on the water cycle
Phase Two: I would divide the children into small groups. I would get each child to research rainfall in October in Cork city in several years. 2025, 2015, 2005, 1995. When the children have researched and recorded this information we would share our findings with the class. I would ask the children on which year the rainfall was heaviest and lightest. We would then display this information on a block graph so it is simple to see. This would provide good integration with maths.
Phase Three: Although there is no direct actions we can take to effect the rainfall in our area. Discussion and reflection on our findings can occur here. We can look into the effects of rainfall: flooding, farming, drought. There are a lot of further opportunities for learning here and follow on research questions. A good one would be are winters become wetter and summers becoming drier? Linking back to this current summer which the children would have all enjoyed the sunshine and lack of rain. Sharing experiences of the lovely things they did when the weather was nice. Discussion surrounding the effects of this on agriculture and how farmers had to dive into their autumn stocks for the animals due to the very hot weather.
Another suggested activity would be collecting rainfall using a rain gauge in our school grounds in October 26. We could compare findings from October 2025 to see if there has been any improvements in the last year.
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I really like your research question as it is highly relevant to Ireland’s climate (unfortunately!) and connects well with children’s everyday experiences. It is also accessible, requiring very little equipment while incorporating meaningful Maths and Science. I look forward to trying your ideas, particularly the rain gauge investigation, with my class too!
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How could a prolonged period of hot, dry weather affect farming in Kildare, and what steps can farmers and local communities take to reduce the impact of drought?
I chose this research question as I come from a farming background and find this topical and relevant. It encourages pupils to investigate the relationship between climate and agriculture in a local context. They could examine recent weather patterns in Ireland, compare current rainfall and temperature data with historical records, and explore how a continued hot spell might affect grass growth, crops, livestock and water supplies. Pupils could also investigate the wider impacts on food production, biodiversity and the local economy before suggesting practical solutions that farmers and communities could adopt to adapt to changing climate conditions.
I would begin with a class discussion about the recent warm weather and ask pupils whether they have noticed changes in parks, gardens or farmland. This would help connect the topic to their own experiences. Pupils would work collaboratively in small groups, with each group investigating a different aspect of the question, such as rainfall data, farming, wildlife or water conservation. They could use weather records, satellite images, local news reports and interviews with local farmers or family members to gather evidence. To conclude the project, groups would present their findings through posters, digital presentations or short videos and share practical recommendations for protecting the environment during future droughts. This enquiry-based approach would encourage curiosity, teamwork, critical thinking and active participation while making the investigation relevant to pupils’ everyday lives in Kildare.
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I like how your question connects climate change to farming in Kildare, as this will make it familiar to many pupils. The use of local farmers or family members is a strong idea because it brings real experiences into the classroom. The group presentations would also give pupils ownership of their findings.
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Hi Robert, I really like your ideas here. I love the way that you are using the idea of farming. I also think your ideas is fantastic on how you are using lots of enquiry based learning. The children would really enjoy this method and as you mentioned it encourages lots of collaborative learning. Good post!
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I think this is a strong and relevant research question, particularly because it connects climate change with an important part of life in Kildare. I like that you have included both the impact of drought and possible solutions, as this gives pupils an opportunity to move beyond simply identifying a problem. I think comparing weather data with historical records would help children understand that climate change is something they can investigate using evidence.
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Research question:
How has the average daily maximum temperature at our school changed over the past 10 years, and what possible effects could these changes have on pupils’ outdoor playtimes and the school garden?I would introduce the question with a short class discussion: ask pupils what they notice about weather now vs. years ago and how it affects them (play, plants). Co-create hypotheses (e.g., “summers are hotter,” “plants need more water”) to build ownership. Practical participation steps:
Roles: rotate pupils as observers, data-recorders, graph-makers, and presenters so everyone contributes to different skills (science, maths, literacy, ICT).
Data collection: combine existing sources (local meteorological station or online historical datasets) with current school measurements (daily max temperature logged for a term). Use simple thermometers or digital sensors; provide paper logs and a shared spreadsheet for older pupils.
Analysis: teach pupils to calculate weekly means and plot line graphs; older groups can compute 10-year averages and percentage change. Use visual supports (coloured charts, templates) for younger pupils.
Cross-curricular links: writing (reports), art (posters), citizenship (action plans to reduce heat stress).
Assessment & motivation: short reflective prompts, group presentations, and a classroom action (change planting schedule or create a hydration poster) to show real-world outcomes. Concerns: historical data access may be limited—use facility to approximate with nearest station; ensure device access by offering low-tech options. This project supports enquiry skills, data literacy and school improvement evidence for SSE-
I really enjoyed reading your post. I like how your research question is linked to your own school, as I think it makes the investigation much more meaningful for pupils. I also think assigning different roles within each group is a great idea because it ensures everyone is involved while developing a range of skills. Finishing with a real action, such as creating a hydration poster or changing the planting schedule, is a great way to show pupils that their research can have a positive impact.
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Hi Enya, I really enjoyed reading your post. Your research question is very relevant because pupils can easily relate to how changes in temperature affect their daily lives, particularly during playtime and while working in the school garden. I also liked how you outlined practical roles for each pupil, ensuring everyone has the opportunity to contribute throughout the investigation. The cross-curricular links you suggested are excellent and show how a science investigation can support learning in other subject areas. I especially liked your idea of ending the project with a real-world action, as it helps pupils understand that the data they collect can be used to make informed decisions and improve their school environment.
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Research Question: How can we reduce plastic waste in our school?
I chose this research question because it is something pupils can relate to and investigate in their own environment. I think the Climate Detectives project is a great way to encourage children to take ownership of their learning by asking questions, collecting evidence and working together to find solutions. To encourage participation, I would allow pupils to work in small groups and give them different roles, such as recording data, carrying out surveys or presenting their findings. I would also encourage them to investigate different areas of the school to identify where plastic waste is being produced and suggest realistic ways to reduce it. At the end of the project, pupils could share their findings with other classes or the Green Schools committee. I think this would help children see that their ideas can make a real difference while developing their investigation, communication and teamwork skills in a meaningful way.-
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I really like your research question on reducing plastic waste in the school. It is very relevant and something pupils can easily connect with in their daily lives. I also agree that the Climate Detectives project is a great way to promote active, inquiry-based learning where children take real ownership of their work. Your idea of using group roles is excellent, as it supports teamwork and ensures every child is involved in a meaningful way. Encouraging pupils to investigate different areas of the school and suggest practical solutions is very effective. I also think sharing findings with other classes or the Green Schools committee is a great way to give their work purpose and impact.
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Hi Leah,
I like the question you have chosen as is something every school can relate to and it is also revelant to the childrens home life. I also like how the children get to engae in active, inquiry based learning it makes the learning expierence a lot more meaninful for the childre. The use of group work is great to promote discussion and the children will learn lots from their peers.
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Question- “Can we take small actions to reduce our carbon footprint?”
I have chosen this question as I think it provides a good opportunity for children to take action. I would make sure that we are focusing on the small changes that the children themselves can make and then it might open up a bigger discussion on the wider world. I think the question could become too broad so you would have to make sure that the class is focusing on what they can do.
We would begin by using the ESA lessons on weather and climate and then move towards climate change and the affects of humans on climate change. I would use excerpts from the “Home” movie in module 3 as a stimulus for discussion. I would then get the class to complete a carbon footprint calculator to estimate our current carbon footprint. The children would then brainstorm small, measuring steps that they could take to reduce their carbon footprint (e.g. shutting off electronics at the source or walking to school). We would then focus on one action for a period of time and then retake the carbon footprint calculator and note any differences. Then we would build on the actions we are taking. You could then discuss the results and what would happen if the whole school took these measure or if the whole community took these measures. I would make sure that the children discuss the margin of error when we are completing this task such as false recordings and using averages. I think it is important that the children decide on the actions and that they find ways to hold themselves accountable. They could also split themselves into groups and each takes on a different action and compare their carbon footprint calculators at the end. The children can make posters of the data they have found and present it to the class or to the whole school if possible.
There is a lot of opportunities for cross curricular links when completing this project such as:
English – Vocabulary development, report writing
Maths- Data collection, patterns, trends
Science- Scientific method, electricity
SPHE- myself and the wider world
Overall I think my class next year would really enjoy the opportunity to take action against climate change and complete this project.
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I really like how you have framed the question around the small actions children can take themselves, as this makes the issue of climate change feel more achievable and empowers pupils to become active citizens. Climate change can become a very broad topic, so focusing on actions within the children’s own control is a great way to make the learning meaningful.
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my questuon would be : How much electricity is used by lights and screens left on when classrooms are empty, and how could reducing this help our school’s carbon footprint?
I would begin by asking pupils to think about the lights, iwb’s and devices they use each day. We would discuss whether these are always needed and what happens when electricity is generated. This would make the issue practical and close to their own experience.
In groups, pupils could carry out a simple survey of classrooms during break time and after school. They would record how many lights, screens and other devices have been left on. We could repeat the survey over two weeks and present the results in tables or bar charts.
Each group could suggest one realistic action, such as an “energy monitor” rota, reminder signs beside switches, or a class checklist before leaving the room. Pupils would then repeat the survey to see whether the changes made a difference. I would give each child a role so that everyone can contribute. The project would link Science, Maths, SPHE and Digital Learning, while showing pupils that small actions in school can have a real impact.
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Hi John
That’s a great question for a Climate Detectives project as it is directly related to the children’s lives, neither too broad nor too narrow and has a direct link to Climate change. Monitoring use before and after taking action is very important as it shows the importance of data collection and evidence based actions. to work out the electricity saved you could look at the electricity bill to see if it has reduced but as this will vary anyway with time of year and weather then a ore accurate way to measure this is to find the wattage of the different appliances and multiply this by the number of hours left on to get the kWhr or units of electricity used.
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This is a great question John and something I think we are all guilty of. It also would be a great question for school who are participating in the Green Schools initiative. It would definitely help with children becoming more aware of their energy use not only in school but also at home. It would be a great learning experience.
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Hi John,
I really like your research question because it focuses on something pupils can see and relate to every day. It is practical, easy to investigate and shows how small actions can make a real difference to the environment. I also like how you have planned for pupils to collect their own data, present it in charts and then repeat the survey to see if their ideas have worked. Giving every child a role is a great way to encourage teamwork and ensure everyone is involved. This project links several curriculum areas naturally and helps pupils understand that they can play an important part in reducing their school’s carbon footprint.
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My research question would be How much energy is consumed by data centres in Ireland and what is the impact of this?
My school is in west Dublin. Out of the 107 data centres in Ireland 84 are in west Dublin so I think it is the most pressing local issue for the children in the area. I would certainly begin by working on Weather v Climate as was laid out in module 1, then on to Climate Change. They need to learn about the Climate and Climate Change first before jumping into the topic of Data centres as think it’s an area we know very little about.
Using the Climate Detectives Research Planner I think we can answer the questions:
Does the question fit the theme of climate? – Yes as energy consumption affects climate change. But it has links to lots of other areas in STEM (electricity, energy sources) and across the curriculum (literacy, maths, critical literacy).
Is the question focused on a single problem or issue? – Yes but it can be looked at from a global perspective also and how data centres affect other countries too, in relation to water consumption etc also.
Is the question too broad or too narrow? – Think you could expand it a lot but still keep a focus for the children.
Is the question clear and concise? – Yes
Is the answer to the question too readily available? – In some ways yes as the figures are available online but I think it would be good for children to do the data analysis themselves and see how the consumption of data centres compares to household consumption/ school consumption etc. Working out percentages and making graphs based on Ireland’s emissions from previous years to current years would be very interesting and they would be working scientifically.
Is the question feasible? – yes. Many of our pupils are from Indian, Bangladeshi, Pakistani or Filipino backgrounds. I think with the older classes it would be good to research how climate change is affecting people in these countries to make a more tangible link to the lives of others around the globe.
I think exploring how data centres market themselves as using renewable energy sources while drawing heavily on the national grid that still relies on fossil fuel is an interesting discussion in relation to developing critical thinking in the children.
Finally our school has participated in the curious minds award for the last few years- we were awarded gold this year. Our Science coordinator pulls all the info together and submits the application. Teachers throughout the year are reminded to take photos during STEM time and send them on to her. 5th class hold a maths fair in the hall for maths week and 6th class do a science fair for STEM week and these are both very successful initiatives. The school also has a bi-monthly VLOG that is received well in the feedback. Although the application is work for the post holder, there isn’t any extra work for teachers as we are all teaching STEM anyhow so it is nice to get the acknowledgement for it and it gives us a focus with our STEM teaching. I would encourage other schools to participate.
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Hi Caitriona
That is an excellent question for a Climate Detectives project as it is something that is relevant to all our lives and an issue that is very topical. The rise in data centres has had a profound effect on Ireland’s energy use and greenhouse gas emissions which has a global impact. I like how you have linked this with the pupils in your school and the global impact of climate change. As you said, the data is readily available, but as there are lots of ways you can work with that data, there is plenty of scope for exploration of the topic. This page from SEAI https://www.seai.ie/data-and-insights/seai-statistics/key-publications/energy-in-ireland will give you some of the basic statistics and if you click on the link to the left, you can download the full Energy in Ireland report which has a variety of graphs and tables that illustrate the figures and show the impact of data centres growing over recent years. Of course the recent global rise in demand for data centres is directly related to the use of AI which is another idea that you could explore.
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My Research Question: How much water is used to make the clothes we wear, and how can choosing sustainable fashion reduce our impact on the environment?
I believe this Climate Detectives investigation on the area of ‘Fast Fashion’ would be useful and appealing to pupils in 5th & 6th class because it connects climate change to something pupils experience every day. The children would likely be shocked to learn that producing a single cotton T-shirt can require approx. 2,700 litres of water and a pair of jeans can use around 7,500 litres. Pupils would be encouraged to investigate these facts and to to think critically about where their clothes come from and the environmental impact of buying new clothing.
I would encourage participation by beginning with a class discussion about pupils’ favourite clothing brands and how often they/people they know buy new clothes. We will watch the following video https://www.youtube.com/watch?v=BNiAWE2v8eo
Pupils could then investigate on the iPads the journey of a T-shirt from cotton production to the finished product and identify where water, energy and transport are used in the process. Pupils could;
– calculate the “water footprint” of their wardrobes,
-compare fast fashion with second-hand clothing and
-explore simple ways to reduce waste with clothes, such as repairing, swapping or donating clothes.
Pupils could work in small groups, design awareness posters/presentations and over time we could possibly organize a school second hand clothes swap/sale to promote sustainable fashion. Linking this project to pupils’ everyday lives would make their learning meaningful and demonstrate that small changes in ‘consumer behaviour’ can help conserve water, reduce waste and lower greenhouse gas emissions. The investigation would promote scientific inquiry, collaboration and responsible citizenship while encouraging pupils to make more environmentally friendly choices and has many links with Media Education in SPHE.
In addition to this, pupils could also investigate if our school having a school uniform reduces the environmental impact of clothing compared with wearing different outfits every day. Having researched water use in the production of clothes my class/other senior classes in the school could then;
– compare the lifespan of uniforms and everyday clothes
– compare the number of outfits a pupil without a uniform might wear in a school year with the number of uniform items needed
-research how much water is used to produce a polo shirt, jumper, trousers or skirt.
– calculate whether wearing a uniform means fewer casual clothes are bought.
– investigate how long uniforms last and whether they are handed down to siblings or donated to the school
-survey parents about whether uniforms save money, reduce clothing purchases and are reused.
-make evidence-based conclusions based on their findings and present their findings to the school community
I feel this would be a very worthwhile climate detective investigation can could bring many classes in my school on board with promoting awareness around one contributor to climate change.
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I really like this idea and I think it would be a really engaging topic for the children, especially because fast fashion is something they see and experience all the time. I agree that a lot of children, and adults too, probably don’t realise the environmental impact of buying new clothes. I also like the idea of linking it to something like Vinted. It’s interesting how buying second-hand has become much more popular and even seen as a “cooler” option now, whereas years ago there was definitely more of a stigma around wearing second-hand clothes. I think the children would enjoy investigating this change in attitudes and looking at how small changes in how we buy, reuse and donate clothes can make a difference. The idea of bringing different classes and families on board through a clothes swap would be a great way to make the project really meaningful.
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My research question would be: How has increased rainfall affected the frequency and extent of flooding along the River Shannon in County Limerick over the past 10 years?
I think children would be engaged as it is linked with the local area. The children are familiar with the River Shannon. They are also familiar with how heavy rainfall has lead to flooding in the school’s locality and how rivers in the area have burst their banks during heavy rainfall.
Children can research rainfall data from local weather stations and interpret the change in data in the past 10 years.
Children can access satellite images showing lands pre and post heavy rainfall and observe the difference.
Linking with Maths, children can complete surveys with local residents and using the collected data, create graphs showcasing this data. They can also compare the data to previous years.
This question fits the research question planner.
The question fits the theme of climate change impacting on flooding. It is focused on one issue. It focuses on one river over a specific period of time. It is clear and concise. It requires information and data to be gathered.-
<div dir=”auto”>How is climate change affecting rainfall and flooding around the Cooley Peninsula?</div>
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<div dir=”auto”>I chose this question because it relates to an issue that pupils may be able to see and experience in their local area. Living and attending school on the Cooley Peninsula gives pupils an opportunity to investigate their own environment rather than looking at climate change as something happening somewhere else. I would encourage pupils to work together to collect rainfall data over a period of time and compare it with previous years where possible. They could also investigate local areas where flooding occurs and discuss possible reasons for this. Using photographs, maps, graphs and weather data would help pupils to present their findings. I think this would encourage curiosity and allow pupils to develop skills in Science, Geography, Mathematics and data analysis. It would also give pupils a sense of ownership over their learning, as they would be investigating a real issue within their own local community.</div> -
Hi Majella
This is a great question. As you said, it is important for children to see that Climate Change is something that affects us all and that it is not something that only happens far away. Collecting their own rainfall data and comparing it to Met Eireann rainfall data is a great way to involve your pupils in hands on investigation and also relates their experience to that of the meteorologists responsible for gathering data. To relate it to climate, you will need to look at past rainfall data over a period of 3o years or more and this will not only give children the opportunity to see how gathering daily rainfall data contributes to our overall understanding of climate and climate change but also allows them to see if rainfall amounts have changed much over time. Looking at phtographs and maps would also allow them to llom at other possible reasons for flooding such as increased building or hard surfaces or changes to the course of a river.
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A good research question for older classes in our school would be: “How has the amount of green space around our school changed over the past five years, and how might this affect local wildlife?”
We moved into a brand new school building a few years ago and the grounds around the new school have changed significantly to what they had been on the old school footprint. Older classes in the school would remember the old school well and the grounds around it and so be able to compare them. They could present their findings to the whole school in an assembly.
This question fits the Climate Detectives project because students can:
• Use maps and blueprints to compare the two schools (old and new)
• Carry out observations aound the school.
• Measure local temperatures in different areas.
• Investigate how trees and plants help reduce the effects of climate change.
• Suggest actions the school community could take to improve biodiversity and reduce heat.-
I think this is a really meaningful research question as it connects climate change and biodiversity to the children’s own experiences and the history of their school environment.
Allowing older pupils to compare the old and new school grounds gives them a personal connection to the investigation. I also like how the project encourages practical data collection and empowers students to propose realistic actions to improve biodiversity and create a more climate-friendly school environment! There is great potential to develop STEM skills here as well.
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This is a fantastic question as I can actually see myself how the green area sourrounding my own school has definitely decreased in size in recent times due to building size increasing and road works outside the school to make the area safer for children coming to and from school. It has made me think about the vast amount of huge trees which we once had. I actually had a grandparent commenting about how the landscape had changed so much since her last visit to Ireland.
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Research Question: How can reusing and recycling our school clothes help protect the environment and reduce pollution?
I chose this research question because it focuses on an issue that is relevant to pupils and encourages them to think about how their everyday choices can help the environment. Many school uniforms and clothes are still in good condition when they are no longer needed. Reusing and recycling these clothes can reduce waste, save resources, and lower pollution caused by making new clothing. To encourage pupils to participate, I would begin by discussing where our clothes come from and what happens when they are thrown away. We could watch a short video about clothing waste and then brainstorm ways to give clothes a second life. Pupils could carry out a simple survey to find out how many families already pass on school uniforms or donate unwanted clothes. As part of the project, pupils could organise a school uniform swap or collection for local charities. They could also design posters and presentations to encourage other classes to reuse and recycle clothing. Working in groups would help pupils share ideas, collect information, and develop teamwork and communication skills. Old clothes that cannot be re worn could be used as materials for art projects or upcycled into a new product. This investigation would show pupils that small actions can make a big difference.
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I really like this research question! There are so many school uniforms in great condition that are not donated to the school. Also, having uniforms donated to the school would be a great benefit to parents who may need support with buying them! I also like the idea of old ones that cannot be worn being used for fabric and fibre!
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Hi Alison, I really like this idea, especially the school uniform swap. It’s something that could have a very practical benefit for families as well as linking into climate and sustainability. I think parents could actually be a great source of information for the investigation too. It would be interesting to ask families what they currently do with uniforms that have been outgrown and what might stop them from donating or swapping them. You might find that there are plenty of uniforms sitting in wardrobes simply because families aren’t sure where to pass them on. I also like that the children could see a real outcome from their research if a uniform swap was set up afterwards. It could become something that continues in the school long after the Climate Detectives project has finished.
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I have chosen the research question: How can our school reduce the amount of waste that goes to landfill?
I chose this question as waste was a huge area of concern that came up in our Green Schools Meeting. We brought in 3 different bins for each classroom – compost, recycling and general waste, however there was still a lot of waste in the school.
Bringing the fact that the waste goes to landfill would help the children see the bigger picture as when waste goes to landfill it can create greenhouse gases which would in turn contribute to global warming.
I would encourage the children to participate in this climate detective research question in the following ways:
1. Waste audits- weighing waste and having ‘waste detectives’ in each classroom ensuring children are putting the correct waste in the correct bin.
2. Collect Data – split the class into 3 groups for the 3 bins in the classroom and get them to record the amount of waste for their bin over a period of time. This then could be presented to other classes to raise awareness.
3. Interviews with the cleaners and caretakers as they sort the rubbish into the main bins in the school
4. Recycling projects- in the past, we have collected bottle caps and made murals from these so looking at recycled waste and seeing what is most common and what we could maybe use for projects or art.
5. Campaign – children could create posters to encourage other children to recycle etc. One that has worked well in the past has been a ‘Walk-on-Wednesday’ campaign. Perhaps there could be a ‘Waste- Free Friday’ campaign!
6. Competition – children love a competition in our school! We could have a poster competition or with previous green schools themes like travel we tracked classes Walk – on – Wednesdays and the class that improved the most got a prize. Perhaps we could do this where the class who improves on their waste the most would get a prize!
I think this research question would work really well in our school and would be meaningful for the children as they would be able to physically see the improvements over time.
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Research Question: How is climate change affecting biodiversity in our local area?
To encourage children to participate in exploring this question, I would begin by connecting the topic to their own surroundings and experiences. I would take the children on a nature walk around the school grounds or local area to observe the plants, insects, birds, and other wildlife they notice. Children could record their findings through drawings, photographs, or simple observation charts. We could then investigate how changes in temperature, rainfall, and weather patterns may affect local habitats and the species that depend on them. I would encourage children to ask questions, share their ideas, and work together to research different species and their needs. Activities such as creating a biodiversity map of the school grounds, planting pollinator-friendly flowers, or designing posters to protect local wildlife would give children a sense of ownership and show them that their actions can positively support biodiversity.
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Hi Claire
It is a lovely idea to look at the impacts of Climate change on Biodiversity. While the exact impact can be difficult to measure as it requires a lot of data, it is good that you plan to discuss with the children the impact that climate change may be having. When we look at the increase in extreme weather events such as this summer’s drought and recent wet springs which are becoming much more common as a result of climate change, we can start to imagine how these will affect plants and animals and even start to notice some of these effects. This year in my own garden, I have noticed the blackbirds and thrushes digging constantly in the vegetable beds as the ground elsewhere is too hard to dig for worms and some of the berries that are shrivelled from lack of moisture. Taking action to protect biodiversity is a great way to involve the children in making a difference.
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Research Question
How has the average temperature in my area changed over the last 10 years?
Aim
To find out if the average temperature in my local area has changed over the past 10 years.
What we will needTemperature data for your local area (from a weather website or your country’s weather service).
A notebook or spreadsheet.
Graph paper or a computer to make a graph.Process:
Introduce/ revise the topic of climate change – identify what the children already know and how it relates to their own experiences-
I think this is a very relevant and interesting research question for pupils because it connects climate change to something they can experience in their own local area. Looking at temperature data over ten years would give pupils an opportunity to see whether there has been a noticeable change rather than simply learning about climate change in theory. I particularly like that the activity uses real data, as this would help pupils develop skills in collecting, recording and interpreting information.
I would encourage pupils to work in small groups to research the temperature data and create graphs to show their findings. They could then compare different years and discuss any patterns they notice. I would also ask pupils what they think might have caused any changes and whether the results provide evidence of a changing climate. To make it more engaging, pupils could keep a record of the current temperature throughout the project and compare it with the historical data. This would help develop their scientific thinking while making the topic more meaningful and relevant to their everyday lives.
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I really like your research question as it allows pupils to investigate climate change through a local and meaningful context. Looking at temperature changes in their own area helps make the concept of climate change more relevant, as pupils can connect the data to their own experiences of weather patterns.
I think the process you outlined provides a strong starting point, especially beginning by exploring pupils’ prior knowledge and experiences. Collecting and analysing local temperature data would be an excellent opportunity to develop STEM skills, particularly data handling, graphing, observing patterns and drawing conclusions from evidence.
An additional idea could be to have pupils compare the temperature data with their own observations, such as changes they have noticed in seasons, plant growth, or extreme weather events. They could also use satellite images or compare data from another location to explore differences. I like that this activity encourages pupils to become climate detectives by asking questions, investigating evidence and developing solutions based on their findings.
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Research Question
How has the average temperature in my area changed over the last 10 years?
Aim
To find out if the average temperature in my local area has changed over the past 10 years.
What we will needTemperature data for your local area (from a weather website or your country’s weather service).
A notebook or spreadsheet.
Graph paper or a computer to make a graph.Process:
1. Introduce/ revise the topic of climate change – identify what the children already know and how it relates to their own experiences2. Choose your local area.
3. Find the average yearly temperature for each of the last 10 years.
4. Record the temperatures in a table.
5. Draw a line graph showing the temperature for each year.
6. Look for patterns:
7. Is the temperature increasing?
8. Does it stay about the same?
9.Are there any unusually hot or cool years?
10. Write a short conclusion explaining what you found.Share this information with school/parents/community.
11. Decide what actions can be taken to offset the effects of climate change in the area – plant more trees, car pool more often, turn off electricity in clasrooms when not needed, participate in a No Idling Campaign (GreenSchools will be an important support here and the GS committee will be very experienced in supporting the Climate Detectives) -
Research question: How does the amount of litter in our school grounds change over a four-week period, and what can we do to reduce it?
I think this would be a suitable research question for pupils because it connects climate and environmental issues to something they can see and investigate in their own school. I would begin by discussing what pupils already know about litter, waste and its impact on the environment. We could then work together to decide how we would collect our data, such as counting and recording the different types of litter found in specific areas of the school each week.
To encourage pupils to participate, I would give them different roles, such as data collectors, recorders, photographers and researchers. This would allow everyone to contribute in a way that suits their strengths. Pupils could then create graphs to show their findings and discuss possible reasons for changes over the four weeks. Finally, I would encourage them to suggest realistic actions the school could take to reduce litter. I think this would help pupils develop teamwork, problem-solving and scientific investigation skills while making them feel that their actions can have a positive environmental impact.
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Research Question:
How do different surfaces (tarmac, concrete and grass) heat up during the day?
This research question allows pupils to investigate how different materials absorb and retain heat, helping them understand the relationship between land surfaces and climate. Group work and a collaborative approach is important to me so I would encourage pupils to make predictions before collecting temperature readings from different areas around the school at regular intervals throughout the day. Working in groups, pupils could record their data, create graphs, and discuss the reasons for any differences they observe.
This investigation promotes active learning by encouraging pupils to explore their own environment while developing scientific inquiry skills. It also provides opportunities to integrate mathematics through measuring, recording, and analysing data, and technology by using digital thermometers or tablets to record results. After analysing the findings, pupils could discuss how planting more trees or increasing green spaces might help reduce heat around the school. By participating in a hands-on investigation with real-world relevance, pupils develop curiosity, critical thinking, and a greater awareness of how climate change can affect their local environment.-
Hi Patrick,
Thank you for sharing your research question. Your investigation brings together science, maths and technology in a very meaningful way, while also encouraging collaboration and discussion. I really like how it focuses on the school environment and allows pupils to gather real data from surfaces they encounter every day. It would help pupils see clearly how different materials absorb and retain heat, making the idea of climate impact feel local and tangible.
The follow on conversation about planting trees or increasing green spaces is a particularly strong link to the Engineering Design Process as pupils could even use their findings to design a practical solution for cooling part of the school grounds, such as adding shade, planting or creating a greener play area.
I hope you enjoyed the course.
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**Research Question:**
*How does the amount of waste produced in our school impact the environment, and what changes can we make to reduce our carbon footprint?*Climate change can often feel like a global issue, so I think it is important to help pupils understand how their own actions and choices can have an impact. This research question would allow pupils to investigate a real issue within their own school environment while developing STEM skills such as questioning, collecting data, analysing results and finding solutions.
To encourage pupils to participate, I would begin by exploring their prior knowledge of climate change and waste through discussion and brainstorming. Pupils could carry out a waste audit in the school, recording the types and amounts of waste produced over a set period. They could then represent their findings through graphs and discuss patterns they notice.
Working collaboratively, pupils could investigate ways to reduce waste, such as improving recycling, reducing food waste or reusing materials. They could design posters, presentations or an action plan to share their findings with the wider school community. This project would give pupils ownership of their learning and help them see that small actions can contribute to positive environmental change.
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Hi David
Looking at waste in your school is a great idea and carrying out a waste audit to collect data on the amount of waste generated in school and then come up with solutions to reduce the amount of watse. Of course, the most important aspect of a project like this is implementing the solutions and then completing the audit to see what has changed. That would allow children to really see that their actions can make a difference. Another important thing is to make the link between waste and climate change by considering the energy that is used to manufacture and transport the packaging we use every day and the raw materials that need to be extracted from the Earth to make them.
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Research Question:
How does the amount of litter in and around our school change throughout the week, and what impact could this have on local wildlife and the environment?I chose this research question because it focuses on a climate and environmental issue that pupils can investigate in their own community. Litter is something children notice every day, making it a meaningful topic that encourages them to think about how their actions affect the environment. I would begin by asking pupils to discuss where they see litter most often and why they think it accumulates in certain places. Together, we would make predictions before carrying out a weekly litter survey around the school grounds.
To ensure all pupils are actively involved, I would organise them into small groups with different responsibilities, such as recording observations, counting and categorising litter, taking photographs, and presenting the findings. Pupils would collect data over several weeks and use graphs and charts to identify patterns. This investigation would develop scientific enquiry skills while also reinforcing mathematical concepts such as tallying, graphing and interpreting data.
The project would also provide opportunities for cross-curricular learning. In Geography, pupils could map areas where litter is most common. In English, they could write persuasive letters to the school community or local council encouraging positive environmental action. Art lessons could involve designing posters to promote recycling and reducing waste.
To conclude the investigation, the class could develop an action plan based on their findings, such as organising a litter pick, creating a recycling campaign or producing presentations for other classes. Giving pupils the opportunity to make a real difference would help them see that small actions can have a positive impact on their local environment while developing their understanding of climate responsibility and citizenship.
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Research Question
How does reducing our classroom temperature by approximately 1.5°C affect pupils’ comfort and concentration?
Why are we investigating this?
Climate scientists say that limiting global warming to 1.5°C is important for protecting people and the environment. We wanted to investigate whether a change of 1.5°C can actually be noticed in our own classroom and whether it affects how comfortable we feel during learning.Hypothesis
We predict that lowering the classroom temperature by 1.5°C will make little difference to pupils’ comfort for most children, but some pupils may report feeling colder or find it easier to concentrate.5. Equipment
• Digital thermometer
• Hygrometer (optional)
• Data recording sheets
• Comfort survey (1–5 scale)
• Stopwatch/clock
• Spreadsheet for recording resultsMethodology:
Day 1
• Measure the normal classroom temperature.
• Pupils complete a comfort survey before and after the lesson.
• Teacher records observations.
Day 2
• Reduce the classroom temperature by approximately 1.5°C (if possible using heating controls or increased ventilation).
• Repeat the same lesson at the same time of day.
• Pupils complete the same survey.
• Record temperature and humidity.
Repeat several times over two weeks to improve reliability.
When recording data children can use smiley-face scales or a 1–5 rating. When analysing data children could calculate average comfort scores, calculate average concentration scores, produce bar charts, produce line graphs of temperature changes, discuss patterns, compare results between different days.In answering the research question, did children notice the temperature difference, were children more or less comfortable, did concentration change, and was the difference significant?
If children remain comfortable at a slightly lower temperature, children might follow up with actions such as recommending that the school reduce classroom heating slightly to save energy, calculate the possible reductions in energy savings and carbon emissions.-
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Hi Susanne,
I really liked how practical and relevant this research question is. It takes the wider issue of climate change and connects it to something pupils experience every day in their own classroom. I particularly liked the clear hypothesis and the use of comfort and concentration surveys, as this gives pupils an opportunity to collect and analyse their own data. The idea of repeating the investigation over two weeks is also useful for making the results more reliable. I also liked the follow-up action of calculating potential energy and carbon savings, as it shows pupils how their research could lead to meaningful changes in the school.
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How can our school make more of it’s own clean energy so we don’t need to use as much fossil fuel electricity?
To encourage my pupils to participate, I would begin by asking where our school’s electricity comes from and link this to what we have learned about fossil fuels, greenhouse gases, and renewable energy. To spark curiosity, we would explore how our solar panels help us make clean energy.
Next, pupils would carry out a hands on energy audit. Using the plug in energy monitor from our local library, they could measure the electricity used by items such as the hot meals oven, interactive whiteboards, and the charging cabinet. We could also examine our electricity bills to gather real Earth observation data about our current energy use. Pupils would compare solar panel output on sunny versus cloudy days to see how much clean energy we already generate.
To explore how we might reduce fossil fuel dependence further, pupils could research new technologies such as MyGug. MyGug is a small anaerobic biodigester that turns food waste into biogas for heating water. Investigating how this system could work in our school would help pupils understand how renewable energy can grow and how their project can make a real difference. -
Research Question: How can our class work together to improve recycling in our school?
The children could firstly talk about and investigate what can and cannot be recycled.
They could then monitor how much waste the class produces and identify how much of this waste can be recycled. They could create a graph with this data. They could do this also with the other classes in the school.
The children could then suggest ways to improve recycling in the school. They could work together to sort waste, create recycling posters for the school, monitor recycling bins and share these ideas with the whole school.
They could then give it a timeline and check the progress after a certain amount of time. The findings could then be recorded and shared with the whole school. -
How can we reduce our school’s carbon footprint by changing our everyday energy and waste habits?
I chose this research question because it focuses on areas that pupils experience every day within the school environment. Climate change can sometimes feel like a very large and complex issue, so I think it is important for children to investigate problems that they can see and influence themselves. This question would allow pupils to explore both energy use and waste production in our school, helping them understand how small changes can contribute to a more sustainable future.
Pupils would work in small groups to carry out investigations, such as completing an energy audit by recording lights, interactive whiteboards, and devices left on in empty classrooms, as well as conducting a waste audit to identify the amount and types of waste produced.
Each group could take on different roles, including collecting data, recording results, creating graphs and presenting their findings. After analysing the results, pupils could develop realistic solutions, such as creating energy-saving reminders, promoting reusable items, improving recycling practices or introducing classroom sustainability monitors.
I would encourage pupil participation by ensuring they have ownership of the investigation and are involved in making decisions about the actions they take. Sharing their findings with other classes, the Green Schools committee or the wider school community would help pupils see that their ideas can have a genuine impact.
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Question: How can farming and nature work together to protect our climate?
I choose this question as my school is in a rural area surrounded by farmland. We have recently invested in renewable energy within our school and children are interested in learning about solar energy due to our new solar panels and also the solar farms that are now in our locality. I also wanted to provide a hands on and positive research question as I believe that some children can become overwhelmed when investigating climate. This research question provides children with hands on ways we can protect our climate.
Pupils will investigate the relationship between farming, biodiversity and climate change by exploring their local rural environment. Through collaborative inquiry, observation and discussion, they will discover that sustainable farming practices can support both food production and environmental protection.
Activities I would incorporate:
Looking at images of land around our school and naming what it is being used for.
Use satellite/ aerial imagery to research land around the school.
Research positive ways farmers can protect climate: hedgegrows, wildlife, renewable energy etc.
Invite a local farmer to school and interview him/her on how farming has changed over the past few years and what he does now to protect his land and the climate.
Engage in a bio diversity survey around school/ locality grounds.
Design and display a ‘climate friendly farm’ : children are encouraged to include trees, wildflower meadows, solar panels, hedgegrows etc.
Finally, children would present their findings and ‘climate friendly farm’ to the wider school community. -
My research question is ‘How can we reduce plastic waste in our school to help protect the environment and reduce climate change?’. I chose this question because it is relevant to pupils’ everyday lives and encourages them to investigate an issue they can influence. To encourage participation, I would use an inquiry-based approach, allowing pupils to work collaboratively in small groups to collect evidence, observe waste around the school and suggest practical solutions. Pupils could conduct a waste audit, create graphs to present their findings and discuss ways to reduce single-use plastics. This investigation would integrate science, mathematics and digital technologies while developing teamwork, communication and problem-solving skills. I would ensure every pupil has a role within their group, such as recorder, photographer, presenter or data collector, so that everyone can contribute. At the end of the project, pupils could share their findings with the wider school community through posters, presentations or an assembly, empowering them to become active environmental citizens and demonstrating that their actions can make a positive difference.
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Research Question: How can we reduce paper waste in our school?
I think this would be a good research question to introduce to the children. It is simple enough to begin with, while also focusing on an issue that everyone in the school community can relate to. It encourages children to investigate a real-life problem and work collaboratively to develop practical solutions.
I would introduce this research question to the children in the following ways:
1. Introduce the research question and brainstorm ideas.
Divide the children into groups and give each group a large A3 sheet of paper. Ask them to write the research question at the top of the page and brainstorm as many ideas as they can. Introduce the concept of concept maps or mind maps to help organise their thinking. Once each group has completed their brainstorm, allow time for groups to share and discuss their ideas with one another.2. Plan how to gather data.
Discuss with the children how they could collect information to answer the research question. Teacher guidance may be needed to suggest suitable methods, such as surveys, observations, interviews, or a paper-use audit. Together, decide what data needs to be collected for their investigation.3. Analyse the findings and present the data visually.
Once the data has been collected, support the children in analysing their findings. Discuss whether the results could be displayed using bar charts, pie charts, tables, or other visual representations. Encourage the children to interpret the data and identify any patterns or trends.4. Draw conclusions and develop an action plan.
Discuss what the children have learned from their investigation. Were any of the findings surprising? What conclusions can they draw from the evidence? Encourage the groups to develop an action plan and consider how they could share their findings with the wider school community.5. Put the plan into action.
Work with the children to identify simple and realistic ways to reduce paper waste in the school. They could create posters, present their findings at assembly, or work with the Student Council to develop and promote a school-wide paper reduction initiative. This final stage allows the children to see how research can lead to meaningful change within their own community. -
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Research question: How is climate change affecting the habitats and food sources of squirrels in our local area?
I chose this question because the children often see squirrels on the church grounds beside our school and are fascinated by them. I think connecting climate change to something familiar and interesting will encourage them to become actively involved in this research question. I would begin by eliciting their prior knowledge through discussion, and mind maps. We will explore what squirrels need to survive and how changes in weather and climate might affect their habitat and food sources.
Using the three phases of the Climate Detectives project, pupils could identify the issue, investigate it and then share their findings with the school community. They could work in small groups or pairs to carry out Earth Observations. They could observe the squirrel activity on the church grounds, record the different trees that are there, and possible food sources. We will discuss weather conditions and signs of squirrel activity too. They could carry out these observations throughout each season and compare their data using tables and graphs. They could use the school Chromebooks to gather data and differentiate between their own recorded data and those in journals and research findings. I like that this project encourages children to investigate, observe and analyse real-world problems and draw their attention to the importance of caring for their local environment.
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Question: How can we make our classroom more energy efficient, and what difference could this make to the environment?
I chose this research question because it encourages pupils to investigate something they experience every day. Children can easily observe how electricity is used in their classroom through lighting, interactive whiteboards, computers and heating. As energy use is closely linked to climate change, this investigation would help pupils understand that small changes in everyday habits can have a positive impact.
To encourage participation, I would introduce the topic with an “energy detective” challenge. In small groups, pupils would investigate how energy is used throughout the school day by recording when lights, devices and other electrical equipment are switched on or off. They could create tally charts, conduct simple surveys and compare results over a week. After analysing their findings, each group would suggest practical ways to reduce unnecessary energy use and design a class action plan. Pupils could also create reminder posters, present their ideas at assembly or carry out an energy-saving campaign across the school. This enquiry-based project integrates Science, Geography and Maths while giving children a meaningful role in improving their school environment. By investigating a real-life issue and seeing the impact of their own actions, pupils are more likely to stay engaged and develop lifelong sustainable habits.
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Question: Does using reusable water bottles instead of single-use plastic bottles reduce the amount of plastic waste in our school?
I would encourage pupils to take part by making the project interesting and connected to their everyday lives. We would start by talking about plastic waste and why it is a problem for the environment. Then the class could work together to count how many plastic bottles are thrown away each week before and after encouraging the use of reusable bottles.
Each pupil could have a role in the project, such as collecting data, recording results, making posters, or sharing the findings with the class. Working in groups would help pupils learn from each other and build teamwork skills.
I would also encourage pupils to ask questions and think about simple ways they can help reduce waste at school and at home. At the end of the project, the class could present their results to other classes or at a school assembly. This would help pupils feel proud of their work and show them that small changes can have a positive impact on the environment. By taking part in a real investigation, pupils can develop science skills while learning how their actions can help protect the planet.-
This is a very thoughtful and engaging approach to the project. I particularly like the idea of making the investigation relevant to pupils’ everyday lives, as this can help them understand why reducing plastic waste matters. Giving each pupil a specific role is also a great way to encourage teamwork, responsibility and participation. Measuring the amount of plastic waste before and after using reusable bottles makes the investigation practical and evidence-based. Presenting the findings to others is an excellent final step because it celebrates pupils’ efforts and shows how small changes can make a real difference.
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Research question: How can we make our school grounds more welcoming to wildlife?
I chose this question because I think it would be something my 2nd class could really get involved in. Rather than giving them lots of information about climate change, I would like to give them a problem that they can actually see and do something about in their own school environment. I think this would make the learning much more meaningful for them. I would start by taking the children outside and asking them what they notice around the school grounds. We could look for insects, birds, plants and areas where there isn’t much wildlife. I would encourage them to ask questions and make suggestions about what we could do to improve the area. We could then work together to come up with some simple ideas, such as planting wildflowers, adding bug hotels or creating small areas for insects and birds. I would let the children have as much input as possible, including deciding what they would like to investigate and helping to carry out the changes. We could take photographs and keep a simple record of what we find over time. I think this would be a lovely project for 2nd class because it would get them outside, working together and seeing that even small actions can make a difference.
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Research Question: How has the level of rainfall in each season changed in our local area over the last 20 years and what effect has this had on the local environment?
I would begin this lesson by brainstorming ideas on how to monitor the level of rainfall over the course of the school year. Children would design rain gauges and decide on how records would be taken/ recorded on a regular basis. We would need to record water levels for the same number of days in each season and the importance of a fair test would be highlighted.
After the data was collected children would investigate previous records of rainfall in the area and create charts and graphs to compare and contrast their findings. This would lead to conclusions on changing weather patterns and investigation on why sea levels are rising, weather patterns are changing etc.
We would look at ‘cause and effect’ and how increased rainfall and more extreme weather affects people and places around the world and specifically in their local area. It would be interesting to interview local farmers, florists, community water supply managers to get a sense of the effects of climate change at a local and relatable level for the children.
I would be hopeful that we would have a greater understanding of the direct impact global warming is having on all of us and that children would be more self-motivated to make efforts to be better global citizens and work to help in the fight to save our planet.
I feel strongly that children need to see the effects in a real and relevant local way to them to understand that this is not something happening to a far remote place. This is relevant to them and can affect them- for example we had water shortages in our area this summer due to the prolonged hot spell of weather- how did this affect you at home? How could you be proactive in preventing this or saving water in the future?-
I really like how you have made the research question relevant to the children’s local area. The idea of involving local people and using real experiences would make the topic much more meaningful and engaging for pupils. I also think your focus on children understanding that climate change affects them directly is a really strong point.
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Question: How does the amount of food waste produced in our school affect climate change, and what could we do to reduce it?
I would encourage pupils to participate by making the investigation practical and relevant to their everyday lives. First, I would discuss food waste with the class and ask pupils what they think happens to leftover food when it is thrown away. We could then collect data by measuring the amount of food waste produced in the school over a week and record the results.
Pupils could work in small groups to investigate different aspects of the issue, such as where most food waste comes from, why food is wasted, and how food waste contributes to greenhouse gas emissions. They could present their findings through posters, graphs or short presentations.
To make the activity meaningful, I would encourage pupils to suggest realistic solutions, such as reducing portion sizes, improving food choices, composting or encouraging pupils to take only what they will eat. This would give pupils ownership of the project and show them that small changes in their everyday behaviour can contribute to tackling climate change.
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Research Question: How can we reduce plastic waste in our school?
I selected this research question because plastic waste is something pupils see in their everyday school environment, making it a topic that they can easily understand and explore. I feel that the Climate Detectives project provides a good opportunity for pupils to become more involved in their own learning through asking questions, gathering information and working as a team to develop solutions.
I would encourage pupils to work in small groups, with each pupil having a specific responsibility. For example, some could collect and record data, others could complete surveys, while others could prepare presentations. Groups could explore different parts of the school to find out where the most plastic waste is being created and consider practical ideas for reducing it.
To finish the project, pupils could present their results to other classes, teachers or the Green Schools committee. This would allow them to see how their research and suggestions could have a positive impact on the school. It would also help them develop important skills such as teamwork, communication, problem-solving and investigating real-life issues.
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How does the weather affect the plants and wildlife in our school grounds, and how can we help them adapt to climate change?
I would encourage my 4th class pupils to participate by making the research active and outdoor-focused. We could begin by exploring the school grounds and identifying different plants, insects, birds and other wildlife. Pupils could work in small groups to observe and record what they find. They could also measure temperature, rainfall and changes in the environment over several weeks and discuss how different weather conditions might affect local wildlife.
To make the research meaningful, pupils could choose an area of the school grounds to investigate. They might create simple wildlife surveys, take photographs, draw observations or keep a weather diary. We could then compare our findings and discuss how climate change, including warmer temperatures and changes in rainfall, could affect biodiversity in Ireland.
Finally, pupils could suggest and carry out actions to support wildlife, such as planting native flowers, creating a bug hotel or providing shelter for insects. This would give pupils ownership of the project and show them that their actions can make a positive difference to their local environment. -
Research question: How can we reduce the amount of single-use plastic waste in our school?
For Senior Infants, I would focus on the problem of plastic waste because it is something pupils can see and experience in their everyday lives. Using the Climate Detectives research question planner, I would encourage the children to think about where they see plastic being used in school, particularly at lunchtime. We could investigate how much plastic waste is produced in one day by collecting and counting suitable items, such as wrappers and plastic packaging. I would encourage pupils to participate by discussing their ideas, making predictions, drawing what they observe and helping to record our findings. We could then brainstorm simple solutions, such as using reusable bottles and lunch containers, recycling containers for classroom storage or making posters to raise awareness across the school. To make the investigation engaging, I would use a thematic approach, such as in maths the children create graphs of how many plastic items went in the bin each day. The children would be able to track the progress. This would help them understand that small changes can make a positive difference to our environment.
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I agree, Grace, that single-use plastic is an excellent issue for Senior Infants because it is something they can easily recognise in their daily lives. I particularly like the idea of investigating lunchtime waste, as counting wrappers and packaging gives pupils a concrete starting point for their research. The maths link through creating graphs and tracking progress is also very effective. Using reusable bottles, lunch containers and awareness posters provides practical solutions that children can understand and take ownership of.
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My research question is: How does the type of surface in our school grounds affect its temperature on a sunny day?
This question focuses on how surfaces absorb and hold heat. The pupils would measure the temperature of the grass, tarmac, soil and a shaded area at the same times throughout the day. We could then record the results in a table, create a class graph and discuss which areas become hottest. This would help pupils understand how rising temperatures may affect their environment and why trees and green spaces are important.
I would encourage participation by allowing the pupils to take a role in the investigation. They could work in groups as temperature checkers, recorders, photographers and weather observers. Before beginning, I would ask them to predict which surface will be hottest. Giving each pupil a job and displaying our findings would make the investigation practical, meaningful and enjoyable.
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Research Question: How can our school reduce its impact on climate change?
This research question would provide an opportunity for pupils to explore climate change through an issue that directly affects their own lives. I would begin by asking pupils what they already understand about climate change and what they think our school does that might contribute to it. Their ideas could be recorded on a class mind map.
Pupils could then work in groups to investigate different areas, such as electricity use, waste, transport, water consumption and biodiversity. They could collect simple data, for example recording how many children walk or cycle to school, how much waste is produced or whether lights and computers are left on unnecessarily.
After analysing their findings, groups could discuss which changes would have the greatest impact and which would be easiest to introduce. Pupils could then develop a simple School Climate Action Plan, suggesting realistic actions such as reducing food waste, improving recycling, conserving energy or encouraging active travel.
Reflecting on the investigation, pupils could consider: Did our research change how we think about climate change? Which action could make the biggest difference? This would encourage pupils to see themselves as capable of making positive environmental changes.
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Research question: How can we reduce plastic waste in our school to help protect our local coastal environment from the impacts of climate change?
I feel like many others have used similar research questions, but I think it is effective because it is relatable for children and gives them an opportunity to take action. I would engage pupils by connecting the question to their own lives and our local coastal environment. I would begin with a discussion about the plastic they use everyday. I would ask where they think this plastic goes after it is thrown away and how it might eventually reach the sea.
I would bring my class to the local beach and draw their attention to signs encouraging visitors to take away three pieces of plastic to dispose of at home. I think a beach clean-up would help children become more mindful of litter when they are out and about. An interesting follow-up question could be whether more extreme weather affects the amount of litter on our local beaches.
The pupils could work in small groups to investigate how much plastic waste our school produces over a week. They could safely sort it into categories, record their findings using tally charts and create graphs to identify the most common types. It could also be useful to invite a guest speaker from a local organisation such as KWD Recycling.
After analysing the results, pupils could decide on an action to reduce plastic waste, such as encouraging reusable bottles and lunch containers or creating a whole-school awareness campaign. They could repeat the investigation after several weeks and compare the results. This would hopefully encourage children to carry their learning about plastic waste home, particularly as there are fewer opportunities to reduce lunch packaging at school due to the hot meals scheme. -
Research question: Does the amount of rainfall affect how well plants grow in our school garden?
I think this would be a good research question for pupils as it is something they can investigate themselves in the school environment. I would begin by asking the children what they think plants need to grow and whether they think rainfall makes a difference. They could make predictions before starting the investigation.
I would divide the class into small groups and have them measure the rainfall and observe the plants over a number of weeks. They could record their findings in a simple table and use graphs to show their results. This would give them opportunities to develop their Science and Maths skills while working together.
I think allowing the children to collect their own data would encourage them to get involved, as they would be able to see the results of their investigation. I would also encourage them to come up with their own questions as they go, which could lead to further investigations.
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Research Question:
How can we reduce the amount of single-use plastic waste produced at our class birthday parties and what positive impact could this have on the local environment?This research question would garner interest in all classes, but perhaps 2nd class where all children tend to attend large parties x30 times during the year.
Children may not realise the prevalence of single use plastic in every encounter of the party (i.e, wrapping paper, bottles, cheap gifts that may easily break, gift vouchers etc)
By building awareness, children could be encouraged to use alternative, more sustainable options to replace these single uses of plastic to positively impact the environment and also build creativity rather than always opting for convenience.
Firstly, it would be important to brainstorm the concept of single use plastic and the negative effect it has. With parental support, an audit could be carried out at a birthday party at the start and end of the year of parties to compare the merits of children’s learning.
Children could work as a class to suggest realistic ways to reduce plastic at parties. E.g, bring your own lunch box/ wrap with newspaper/ colourful paper/ make a present rather than buying cheap plastic items. avoid gift vouchers etc.
By focusing on a habits within their own home environments, pupils are more likely to remain engaged and recognise that their individual and collective actions can contribute to reducing single use plastic and subsequently addressing climate change.
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Hi Ailbhe,
I really like your research question as it focuses on something that children can really relate to. I particularly liked the idea of looking at birthday parties, as children may not realise how much single use plastic can be involved. I also think the idea of comparing the amount of plastic used at the beginning and end of the year would make the investigation really meaningful. It would be interesting to see what changes the children could make themselves.
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Research question: How could installing solar panels on homes in our rural community help reduce carbon emissions and reliance on non-renewable energy?
I would encourage pupils to participate by connecting the investigation to their own homes and local community. Solar panels are a relevant climate issue because they provide a renewable source of energy and could help reduce the amount of electricity produced from fossil fuels. I would begin by brainstorming the research question as a whole class asking pupils what they already know about solar energy and whether they have solar panels at home, seen solar panels on homes or other buildings in the local area.
Pupils could work in groups to investigate how solar panels work, how much sunlight is available in our area and the potential benefits of installing them. They could collect information from local households, where appropriate, and compare homes with and without solar panels. Pupils could also use simple calculations to explore potential energy and carbon savings.
I would give pupils different roles so that everyone can contribute, including researching, collecting data, recording results and presenting findings. Allowing pupils to share their conclusions with the school and wider community would help them understand that their research can contribute to meaningful climate action. A follow on project could be to research whether solar panels could be installed on our school.
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Hi Michelle,
This is a very topical issue with many schools having had solar panels installed too. I was hoping to use the data from our solar panels at school with a focus on the summer months with my own class and compare it with my own family members’ data as I don’t have panels yet. The learners may then share, with permission, data from solar panels if they have them for more discussion. Thanks for sharing.
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I really like your research question because it connects renewable energy to pupils’ own homes and local community. I think comparing homes with and without solar panels would make the investigation practical and meaningful. It would also be interesting for pupils to investigate the challenges of solar energy in Ireland, such as the amount of sunlight available and the cost of installation. I especially like the idea of investigating whether solar panels could be installed on the school, as pupils could use their findings to suggest a real climate action for their school community.
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As I work in a school in the City my research question would be in relation to that envioronment such as “Does our school experience different temperatures than sorrounding rural areas with more green spaces/vegetation”
To encourage participation we need to pose the question in a child friendly manner asking is our school temperature hotter than a school in the countryside.We would need to set up numerous temperature stations around the school in different parts and record each area, over 2-3 weeks. If possible, we could link up with a school in the countryside who measure the same places in their school and share their findings with us. The idea of working with a different class in anoter school would keep pupils engaged and interested. Afterwards we could draw a heat map of the school and visually represent it on a graph.
Pupils would likley find that the lack of green spaces and large amount of concrete and buildings wouldabsorb sunlight and increase temperatures compared to a school in the countryside. We could then discuss air circulation and why the temperatures are higher in the city. This would encourage discussion and thought about how this amplifies climate chane impacts locally such as wildlife, flooding and heat wave effects.
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Question: Is there food going to waste in our school?
Our school receives school lunches each day. Depending on the class, there can be a great many lunches not eaten as the children don’t like them/bring in their own lunches.
To begin the investigation we would first need to look at the link between climate and food and how food production can lead to an increase in greenhouse gases and as such wasted food is not good for climate change.
I would then encourage the children to think for themselves whether all the food in our school is needed. The children could investigate and record other classrooms to see how many lunches go uneaten in school and track this over the course of the month.
Once this has been found, I would encourage the children to brainstorm ways of alleviating the problem such as school assembly messages, messages sent home to parents etc.
The children could then repeat the project after implementing some of their ideas to see whether there has been a reduction in waste.
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Hi Donal,
Thank you for sharing such a great research question. Food waste is a strong focus because it connects directly to pupils’ everyday school experience while also opening up wider discussion about climate change, food production and greenhouse gas emissions. I like how your investigation would begin by helping pupils understand why wasted food matters, rather than simply treating it as a classroom management issue.
Your plan to record uneaten lunches across classes over a month would give pupils meaningful data to work with – and the follow-up stage is especially strong. By designing messages for assembly or parents, then repeating the audit, pupils would see whether their solutions made a measurable difference. This gives the project a real sense of agency and impact.
Hope you enjoyed the course!
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I really like your idea of repeating the investigation after implementing student’s suggestions. This gives them an opportunity to see whether their actions have made a real difference, rather than the project ending once the data has been collected.
I particularly like the idea of getting the whole school community involved through assemblies and messages. I know in our school parents weren’t necessarily aware that their students weren’t eating the lunches that they had chosen for them so this would be a great way to work together as a whole-school community to avoid food waste.
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This is a great idea. It is something that has come up in numerous staff meetings aswell about the amount of food waste we have since starting the hot lunch scheme. As Meghan mentioned above, some parents might not be aware that their children are not eating the lunches as nothing is sent home so it is great for home school links also!
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Research Question: How can we reduce paper waste in schools
I am choosing this as is really relevant to schools, obvious to all and a perfect way to engage all the school community to become more aware of how paper waste can affect climate change and to plan how we can make a change ourselves to improve the situation,
Plan: Senior Infant Class:
Timescale: Over a month
Tell children I am going to photocopy 100 pages and see their reaction. The tell children I really only need 10 pages
Discuss very generally the waste involved in this
Development
Plan a lesson around where paper comes from. Discuss this and then perhaps show tem a video of this process
Discuss the importance of tress for the environment.
Then the real language and climate awareness would begin.
I would refer back then to the original photocopying issue.
The children would draw their own conclusion then re waste paper =trees wasted
Conclusion; The children with their Draw & Tell app be able to record their concerns
Going Forward: We would forward our concerns to all the classes. Ask each class to be aware of climate change /tress/photocopying.
We could ask the secretary to give us figures before we begin our campaign and for the week after we start our campaign and note the difference.
We will distribute our findings to all the classes and the principal.
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Research Question: How does rainfall affect the amount of surface water collected in different areas around our school?
Ideally I’d get the children to identify a climate issue themselves, through brainstorming, collaboration and class discussion. The planning template is very useful tool in helping them focus their question.
I’d encouage pupils to brainstorm questions about flooding, rainfall etc.
A hands on approach of collecting evidence could be used, such as measuring rainfall & observing where water collects around the school. Anything that requires getting the children out and about and lets them become active in their learning is a great way of encouraging them to get involved.
To analyse our findings the children could use ICT to create graphs and maps.
We could look at the data gathered to draw conclusions and see what patterns have we found.
Pupils could then present their findings, integrating the project with art to create posters or displays would be a popular way of further encouraging the students to share their findings -
My Research Question: Does the amount of rainfall affect plant growth in different areas of our local community/our school?
I believe this Climate Detectives investigation would be particularly suitable for 5th and 6th class because it allows pupils to investigate a climate-related issue within an environment that they are familiar with. Rather than learning about rainfall and plant growth only through textbooks or videos, pupils would have the opportunity to collect their own evidence and investigate whether rainfall actually affects the plants growing around them. I think this would make the investigation much more meaningful and encourage pupils to become curious about changes they can observe in their own locality.
I would begin by asking pupils to identify areas around the school and local community where they notice differences in plant growth. We could discuss why some areas might have healthier or taller plants than others. The children could suggest factors such as rainfall, sunlight, soil type, drainage and human activity before deciding which factors they need to investigate.
Working in small groups, the children could place simple rain gauges in different locations and record the amount of rainfall over a number of weeks. They could also measure the height of selected plants, count the number of leaves or record the percentage of plant coverage in each area. They could use tables, graphs and photographs to record and compare their findings.
I would then encourage the children to take responsibility for different roles within their groups, including collecting rainfall data, measuring plants, recording results and presenting their conclusions. Importantly, I would not give them the expected answer beforehand. Instead, I would encourage them to question their results and consider whether rainfall was actually the main factor affecting plant growth. They might discover that an area receiving high rainfall does not necessarily have the healthiest plants because it could have poor soil, limited sunlight or excessive water.
I feel this would be a worthwhile Climate Detectives investigation because it develops scientific inquiry while encouraging pupils to look more closely at their own local environment. It could also lead to discussions about changing rainfall patterns in Ireland and how changes in weather and climate can affect plants, habitats and biodiversity. Pupils would be using real evidence from their locality to make conclusions, rather than simply learning facts about climate change.
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My Research Question: How do families in our school travel to school, and could we make some of those journeys more climate friendly? Using the Climate Detectives research question planner, I chose this question because it focuses on one issue that is relevant to climate change but is also something the children can investigate themselves. The journey to school is part of everyday life for every child and family, so I think it would be a good way of making a much bigger issue like climate change feel more local and understandable.I would begin by asking the children to predict how they think most pupils travel to school. We could then carry out a whole-school travel survey over a week. Younger classes could use pictures or stickers to record their journeys, while older pupils could tally the results, enter the data and create graphs. We could then compare our predictions with what we actually found and discuss the connection between different types of transport, greenhouse gas emissions and climate change. I think involving parents would be an important part of the investigation too. Rather than simply telling families they should walk or cycle, I would like the children to find out what influences how families travel to school. A short parent survey could look at things like distance, safety, work and family commitments or weather. This could bring up barriers and ideas that we might not have considered ourselves. As we are already involved in Green-Schools, the children could bring their findings to the Green-Schools committee and decide on one realistic action to try. This might be a park-and-stride day, walking groups, car pooling or an idea suggested by the children and families themselves and this would reinforce our green travel flag. We could then repeat the survey afterwards and compare the results to see if our action had actually made a difference. There is plenty of STEM learning within the investigation too, with children making predictions, collecting and analysing data, creating graphs and using their findings to come up with and test a possible solution. For me, this is what would make the Climate Detectives project worthwhile. Children would be investigating a real issue in their own school community and using evidence to see if they could make a small but achievable change.
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I really like your research question because it focuses on something that is part of the children’s everyday lives, making climate change feel much more relevant and meaningful. I also think involving parents through a survey is an excellent idea, as it encourages pupils to consider the different factors that influence how families travel rather than making assumptions. Linking the investigation to your Green-Schools committee is another great way of giving the project a real purpose, as the children can see how their research could lead to positive change within the school. I also like that you plan to repeat the survey afterwards to see whether the chosen action has made a difference. This shows pupils that scientific investigations involve collecting evidence, evaluating results and reflecting on what worked well. Overall, I think it’s a very practical and worthwhile Climate Detectives project.
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How does the amount of rainfall affect the local environment around our school?
I chose this question because rainfall is something pupils can observe and measure themselves, making climate change and environmental issues more meaningful and relevant to them. I would encourage pupils to take an active role in the investigation rather than simply giving them information. As a class, we could begin by discussing what pupils already know about rainfall and how they think it affects the school environment. Pupils could then make predictions and decide what information they need to collect.
We could use a rain gauge to record rainfall over several weeks and compare this with observations of areas around the school, such as muddy ground, puddles, plants and drains. Pupils could record their results in tables and graphs and discuss any patterns they notice. We could also use weather data to compare our findings.
I would encourage teamwork by giving pupils different roles, such as recording data, taking photographs, measuring rainfall and presenting results. At the end, pupils could discuss whether our findings suggest any changes we could make around the school to better manage heavy rainfall. This would make the activity practical, collaborative and connected to real-life climate issues.
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Research question: How can we reduce the amount of plastic waste leaving our school each week?
Plastic waste is an important environmental issue due to how long it can take to break down and it can contribute to pollution on land and in our oceans. I would try to get the pupils to participate by getting them to investigate how much plastic waste the school produces. The pupils could carry out a simple waste audit by collecting and sorting plastic waste from different areas of the school e.g. classrooms and staffroom. They could then record the types and quantities of the plastics that they find and note where they find most waste is. I would then get them to work in small groups to suggest ways of reducing this waste e.g. encouraging reusable lunch containers. They could then repeat the waste audit after implementing some whole school changes after some weeks and compate the results. This would allow them to be able to see if their actions made any measurable differences. The children could then present their findings in a graph and outline their project in a powerpoint which they could send to all classes to look over. -
Research question: How can we reduce the amount of plastic waste leaving our school each week?
Plastic waste is an important environmental issue due to how long it can take to break down and it can contribute to pollution on land and in our oceans. I would try to get the pupils to participate by getting them to investigate how much plastic waste the school produces. The pupils could carry out a simple waste audit by collecting and sorting plastic waste from different areas of the school e.g. classrooms and staffroom. They could then record the types and quantities of the plastics that they find and note where they find most waste is. I would then get them to work in small groups to suggest ways of reducing this waste e.g. encouraging reusable lunch containers. They could then repeat the waste audit after implementing some whole school changes after some weeks and compate the results. This would allow them to be able to see if their actions made any measurable differences. The children could then present their findings in a graph and outline their project in a powerpoint which they could send to all classes to look over. -
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How does travelling to school by car affect our carbon footprint, and could more pupils walk, cycle or carpool?
I believe this Climate Detectives investigation into school transport and carbon footprints would be useful and appealing because it connects climate change to something pupils experience every day. Many pupils travel to school by car, but they may not fully realise the environmental impact of the journeys made to and from school each day. Pupils could investigate how much carbon dioxide is produced by different forms of transport and consider how walking, cycling or carpooling could help reduce our school’s carbon footprint.
I would encourage participation by beginning with a class discussion about how pupils travel to school and why they use that particular method. Pupils could complete a survey of their class, or potentially the whole school, recording how many pupils travel by car, walk, cycle or carpool. The results could then be presented using graphs and percentages. Pupils could investigate the approximate carbon emissions associated with different types of journeys and calculate how many car journeys are made to school each week.
Pupils could work in small groups to:
•investigate the environmental impact of different forms of transport;
•calculate the approximate carbon footprint of journeys to and from school;
•compare individual car journeys with carpooling;
•investigate how many pupils live within walking or cycling distance of the school;
•explore the benefits and challenges of walking, cycling and carpooling;
•calculate how much carbon could potentially be saved if some families shared car journeys or changed how they travel to school.I would also like pupils to investigate if there are practical ways our school could encourage more sustainable travel. They could survey parents and pupils to find out what prevents people from walking or cycling, such as distance, safety, weather or lack of suitable paths. Pupils could then use their findings to suggest realistic solutions, such as a Walk to School Day and a cycle-to-school initiative.
Pupils could work together to create posters, presentations or a digital posts to share their findings with the wider school community. They could also present their evidence to the Green-Schools committee and make recommendations based on their research.
I feel this would be a very worthwhile Climate Detectives investigation because it would allow pupils to collect and analyse real data from their own school. It would promote scientific inquiry, mathematical skills, collaboration and responsible citizenship. Most importantly, pupils would see that climate action does not always involve major changes; small changes to everyday journeys, when made by many people, can have a positive impact on reducing carbon emissions and creating a more sustainable school community.-
<span style=”font-weight: 400;”>Hi Patrick, great choice of topic! Transport is such a brilliant, tangible angle for a Climate Detectives project because it’s something every single child experiences twice a day.</span>
<span style=”font-weight: 400;”>I really love how hands-on your plan is. Tying the investigation into maths and data handling—calculating class percentages, plotting graphs, and estimating actual carbon output—gives the whole thing real academic weight while keeping it totally accessible.</span>
<span style=”font-weight: 400;”>Your point about investigating the barriers to walking or cycling (like distance or safe footpaths) is spot on too. It keeps the project grounded and realistic. You could easily tie this into a Walk on Wednesday (WOW) initiative—where families who live too far to walk the whole way are encouraged to ‘park and stride’ by driving part of the way and walking the rest.</span>
<span style=”font-weight: 400;”>Presenting their findings and recommendations to your Green-Schools committee gives the kids’ research a proper, real-world audience and genuine purpose. Fantastic plan!</span>
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Research Question:
How can we help bees and butterflies in our school?
I chose this research question because it is simple, relevant and appropriate for a 2nd Class group which is the age group I have this coming year. It allows pupils to investigate a real-life climate issue while encouraging curiosity about the natural world. The question is easy for young children to understand and provides plenty of opportunities for hands-on learning both inside and outside the classroom.
To investigate this question, I would take the class on a nature walk around the school grounds to look for bees, butterflies and other pollinators. Pupils could use simple tally charts to record what they find and compare different areas of the school, such as flower beds, grassy areas and playgrounds. We would discuss why pollinators are important for plants and food production and how climate change and habitat loss can affect them.
After collecting our findings, pupils would work together to think of ways we could make our school more welcoming for pollinators. Ideas might include planting pollinator-friendly flowers, creating a bug hotel or leaving a small area of grass to grow naturally. The children could also design posters to encourage the whole school community to protect bees and butterflies.
This investigation links well with SESE, Mathematics, English and Visual Arts, while developing observation, communication and teamwork skills. I think it is a meaningful way of helping young pupils understand that even small actions can make a positive difference to the environment. By taking part in a real investigation and creating positive solutions, pupils would feel empowered to become young climate detectives and active carers of their local environment.-
Hi Ornaith, I love the idea of monitoring the butterflies. I’ve done something similar and got an Insect Lore kit online. They send you a cup of tiny caterpillars in the post and all you need to watch them until they emerge as butterflies. I’ve done it with 3rd, 4th and 5th and the reaction has been really enthusiastic and positive. Once they’ve emerged, you can then release them around the school grounds.
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Research question:
How do weather and conditions affect the amount and type of marine litter found on our local beach?I think marine litter would work really well for a Climate Detectives project with 5th class, particularly because it gives the children a real local problem to investigate. The ESA guide encourages pupils to identify environmental problems in their own locality and specifically suggests investigating issues affecting coastlines. It also encourages pupils to collect their own ground data, analyse it and then decide on an action based on their findings.
I’d start by getting the children to look at photographs of local beaches like Tramore and discuss where they think the litter comes from. They could then visit the beach, record and categorise the litter they find, while also recording the weather and tidal conditions. We could repeat this on a number of visits and look for patterns. The children could use their results to decide what they think is causing the problem.
The action would be particularly important. We could organise a beach clean, record what we remove and compare the results with our original findings. I like that this would give the children a chance to move from simply learning about an environmental problem to actually doing something about it. That fits very well with the Climate Detectives idea of investigating a local problem and then taking action.
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Question- How is climate change affecting Ireland, and what can we do to help?
I would begin by asking children what they already know about climate change and record their ideas on the board. As a class we would discuss the effects of climate change in Ireland, focusing on identifying it in our own lives. I would also put images on the whiteboard to support children who are unsure and to promote discussion. I would then divide the class into small groups and give each group a different aspect of climate change in Ireland to research, such as flooding, rising temperatures, changes to plants and wildlife, rising sea levels or transport emissions. Pupils would use age-appropriate resources, including photographs, graphs, short texts and videos, to identify what is happening, how climate change may be contributing to it and how it could affect people and the environment in Ireland. We are lucky to have access to laptops in the classroom, and I have noticed when children do their own research, they are more motivated and learn more. Project based inquiry is an enjoyable learning experience for the children. Each group would then discuss possible solutions and choose three actions that they believe could help reduce the impact of climate change. The could record their findings on paper or using PowerPoint. Finally, the groups would present their findings to the class, and we would return to the original research question to consider what evidence they had gathered. This would allow pupils to take an active role in the research process while developing their teamwork, communication, questioning and critical-thinking skills. As a follow-on lesson linking in with art, the children would create a poster of what we can do as a school to protect our environment. They could draw, write information or do an acrostic poem etc. -
Research question: How can we reduce the amount of energy our school uses, and what difference could small changes make?
I chose this question because it is something pupils can easily relate to and take action on within their own school environment. I think it is important that children understand that climate change can sometimes feel like a very big issue, but that small changes in our everyday lives can make a difference.
I would begin by discussing where energy is used in our school, such as lights, interactive whiteboards, computers and heating. In small groups, pupils could carry out an energy audit by checking classrooms at different times of the day and recording which lights or devices have been left on unnecessarily. They could collect this information over a number of days and use Maths to create tables, graphs and identify patterns.
I would then allow the pupils to come up with their own ideas for reducing energy use, such as switching off lights and devices when they are not needed. After introducing these changes, we could repeat our investigation and compare the results. Pupils can decide how they would like to present their findings. They could create and design a poster, graph or create a powerpoint presentation.
This project would encourage pupils to take ownership of their learning while developing teamwork, communication, problem-solving, data-handling and STEM skills.
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Research Question:
How do different ground surfaces across our school affect local temperatures during hot summer spells, and how can green spaces help cool our school microclimate?
Class Reflection (incorporating the hot summer context)
To get pupils genuinely invested, I’d tie the project directly to their own recent experiences of the unusually hot summer weather across Ireland and Europe. The children have lived through the heat, hosepipe bans, and baked-dry lawns, making this the perfect hook for an investigation right on our doorstep.
We’d start with a guided walk around the school grounds, using basic IR thermometers (or just our hands) to compare how hot the black playground tarmac gets compared to shaded grass or under trees.
Using the Climate Detectives planner, I’d challenge them to connect our school yard to the wider picture: Why did our playground feel like an oven during the recent summer heatwave? What happens to temperatures when we swap concrete for grass or trees?
Pupils would work in ‘detective teams’ to log surface and air temperatures across different weather conditions, tracking how green spaces buffer against extreme heat. To give their enquiry real-world purpose, they’d present their findings to the school eco-committee or principal with practical proposals—like planting more trees or creating shaded seating—to help “future-proof” our schoolyard for upcoming hot summers.-
Hi Leanne,
I really like how practical and relevant this investigation is. Linking it to the recent hot weather would definitely help pupils connect with the topic. The idea of comparing tarmac, grass and shaded areas is simple but very effective, and presenting the findings to the eco-committee gives the project a real purpose.
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I am teaching Junior Infants and my kids adore arts and crafts and are always using bits of leftover cardboard, paper etc so the research question that came into my head was:Which things can we reuse instead of throwing them away? Here are some activities I came up with.
1. Reuse or Rubbish?
Bring in clean everyday items such as cardboard boxes, yoghurt pots, paper, jars, toilet-roll tubes and plastic containers. Children sort them into “Can we reuse it?” and “Should it go in the bin?” groups. Discuss why they made each choice.2. Junk Modelling Challenge
Give children a selection of clean recyclable materials. Challenge them to create something new, such as a robot, house, animal or vehicle. Ask: “What was this before? What has it become?”. My kids loved this. They made their dream homes this year out of used items.3. Make a Classroom Organiser
Use empty boxes or containers to make pencil holders, storage boxes or containers for art materials. Children can decorate them and put their group names on them.4. Paper Investigation
Give children used sheets of paper and ask: “Can we use this paper again?” They could use the reverse side for drawing, cutting or practising letters. This is so effective with Junior Infants especially when it comes to mark making.5. “Before and After”
Show children an old box, jar or container and ask them to imagine what it could become. Draw their ideas before actually creating them.Homework:
Ask children to find one safe item at home that their family normally throws away and think of a new use for it. They can bring in a drawing or photograph and explain their idea to the class.Create a “Reuse Station” in the classroom where children can place clean materials that could be used again. Give them responsibility for deciding what belongs there.
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Research question: Does the amount of rainfall in our local area affect how wet or flooded the school grounds become?
I think this would be a suitable research question for my First Class pupils because it focuses on something they can actually see and experience around the school. The Climate Detectives approach encourages pupils to investigate a local climate problem, collect information and then decide what actions could help.
To encourage participation, I would begin with a class discussion about rainy days and ask the children what they notice in the yard after heavy rain. We could take photographs of puddles, choose a few areas of the school grounds to observe and record rainfall using a simple rain gauge. The pupils could help make a pictorial chart showing dry, damp or very wet days.
As the children are in First Class, I would keep the investigation very visual and practical. I would use questioning, videos and simple mind maps to activate their prior knowledge, which are all suggested ways of engaging pupils in the resource. The class could then discuss possible solutions, such as better drainage, planting more grass or avoiding areas where water regularly gathers.
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Research Question: How much energy is wasted in our school on average in a week, and what could we do to reduce our carbon footprint as a school community?
I am teaching 4th class and I would start by introducing the research question as a problem we must solve as a class. I would explain that we as a class have been given the role as “Energy Detectives” in a whole-school investigation to ensure we keep our Green Flag at school. Students would be assigned roles including survey designers, energy observers, data collectors, researchers and presenters. They would create and distrubute a short survey to each class from 3rd- 6th (senior school) to identify energy saving and energy wasting behaviours. Energy observers would conduct classroom inspections at different times of the day, recording whether lights are left on in empty rooms, windows are open while heating is on in the winter, or devices remain switched on when not in use. Students would collate the survey and inspection data and use tables and barcharts to identify patterns, such as which times or days have the greatest energy waste. After collecting our data students would then spend some time researching how reducing energy consumption can help lower our school’s carbon footprint and develop a whole-school Energy-Saving Action plan, including classroome nergy monitors and daily checklists that they would provide to each class. This links naturally with maths, through collecting, calculating and graphing data and English through designing surveys and presenting their findings to the school comminity.
This project would develop key STEM skills including critical thinking, problem-solving, active learning and collaboration whole giving students the opportunity to use evidence to make decisions and take ownership of a real environmental issue within our school.
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I really like the idea of making the pupils “Energy Detectives” as it gives them a real purpose and responsibility. The classroom inspections and surveys would make the project very practical, while the links to Maths and English would allow them to use their findings in meaningful ways. I think the whole-school action plan would be especially effective.
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Hi Meghan, I think this is a fantastic, practical investigation for 4th class. I really like the “Energy Detectives” approach, as it gives pupils a clear role and purpose. It also provides great opportunities for cross-curricular learning through STEM, Maths and English, while encouraging pupils to take real responsibility for reducing energy waste and improving the school’s carbon footprint.
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Research question: How does the weather around our school change throughout the school year?
For Junior Infants, I would keep the research question simple and linked to something they experience every day. I think this would be more meaningful for young children than starting with a complicated climate change issue. We could begin by talking about the weather and what the children notice when they arrive at school each morning.
As a class, we could record the weather using a simple chart with pictures for sunny, cloudy, rainy and windy days. The children could take turns being our “weather detectives” and checking outside each morning. We could also record whether we need coats, hats or umbrellas and talk about how the weather makes us feel.
Over time, we could look back at our chart and discuss what we have noticed. The children could draw pictures, make simple graphs and talk about changes they have seen. I would make it as practical and child-led as possible, allowing the children to ask questions and make their own observations. This would encourage curiosity while introducing the idea that scientists collect information over time to understand changes in our environment. -
How can we reduce the amount of single-use plastic waste produced in our school, and what impact could this have on our local environment?
I chose this because I find so much of the plastic cannot be recycled at home.I think the above question could be extended to home. Teaching the children to read labels on wrapping correctly as to whether they can be recycled or not. Many say take them to your local re cycling centre. Educating the children to be ‘plastic detectives’ so that only the correct type goes in our bin , but what of the rest? One suggestion would be having a collection point for single use plastics similar to collections that are organised intermittently for disposal of farm plastic. Or as I saw in a seaside town a large cage like a bin in the shape of a fish /dolphin that people can dispose of plastic bottles and cans.
We have made it the norm in our school for children to all have re useable water bottles of their own. Juice cartons are discouraged and children are encouraged to drink water as their only drink.
Exploring with the children what can be used instead of single use plastics – not using cling film in lunches, choosing to buy fruit and veg that isnt wrapped in plastic and is loose on the shelves.
Perhaps it would be a good idea to get the children to contact local supermarkets asking them not to stock or at least reduce single use plastic on food. -
Research Question:How does the amount of green space in our school grounds affect temperature and biodiversity?
We are an inner-city school with limited outdoor space, so I would encourage pupils to think about how we can make the most of the space we have. I would begin with a discussion about our school grounds and ask pupils what they notice about areas with grass, plants, trees or concrete. We could discuss whether they think these areas affect temperature and the number of insects and other living things we see.
Pupils could work in small groups to collect simple data by measuring temperatures in different areas and recording the plants and insects they observe. They could take photographs, make observations and record their findings. This would allow them to investigate a real issue in their own school environment. The Climate Detectives project encourages pupils to identify a local problem, investigate it using data and then decide on actions they can take to make a difference.
I would then encourage the pupils to think creatively about ways we could improve our school’s impact on temperature and biodiversity, despite having limited space. They could suggest ideas such as planting more flowers or creating small areas for insects and wildlife. This would give pupils ownership of the project and show them that even small changes can make a positive difference.
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I really like this question, especially because you are working with an inner-city school and limited space. I think that actually makes it more meaningful as the children have to think creatively about what they can do with the space they have. I also like the link between temperature and biodiversity, as it gives them two things to investigate rather than just collecting temperature data. The idea of creating small areas for insects and wildlife would be great. We did some work on pollinators with my class this year and the children really enjoyed learning about which plants attract bees and butterflies, so I could see this being something they would get really involved in. I also think it is important that the project finishes with an action, rather than just collecting data. Even small changes like planting flowers, growing vegetables or leaving an area to rewild could make a difference and give the children a real sense of ownership.
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Research Question:
Are the paved parts of our school grounds warmer than the grass and shaded areas?
I picked this question because it is easy for children to understand and we could investigate it without needing a lot of equipment. I would start by taking the class outside for a walk around the school grounds. I would ask them wich places feel warmest and coolest and why they think this might be.
The children could work in small groups and measure the temperature on the tarmac, grass and in the shade. We would try to do this at the same time each day so that the results are fair. Different children could measure, write down the results, take photographs or put the information into a spreadsheet. We could then make a graph together and see if there is a clear difference between the areas.
Giving the children different jobs would make it easier for everyone to take part. We could also look at a satellite image of the school and see how much of the grounds is grass, tarmac or covered by trees.
The Irish weather might make it hard to get enough warm days, so I would carry this out over a few weeks. If we find that the paved areas are warmer, the children could suggest planting more trees or making extra shaded areas. I think my 3rd class children that I had las t year would have enjoyed this as some loved soccer and others loved relaxing in quiet areas of the yard, so I think this would have interested them. -
Research question: How can we make our school playground better for people, plants and wildlife?
I like this question because it is something the children can actually see and have an impact on. Rather than focusing on things that may be outside their control, it gives them something positive to investigate and work on together.
I would start by getting the children to explore the playground and identify what is already there. They could look at the plants and wildlife, areas that could be rewilded, and places that could be improved. We could learn about pollinators and investigate which plants would attract bees and butterflies, then plant some of these around the school. The children could also grow their own vegetables and learn about where our food comes from, while looking at how growing our own food can help the environment
The children could collect data, take photographs and create a map of the playground before designing their own ideas for improving it. I would give them as much ownership as possible and hopefully some of their ideas could actually be put into practice. I think this would make climate education practical, positive and something they can see making a difference.-
Hi Caitriona
Well done on completing all the modules in the course and thank you for your contributions across the course too. It is great to hear your feedback on the different resources across the modules too.
Thanks for research question above, it is very clear and allows for the learners to take ownership of the research and as you have mentioned it would allow for some ideas to be put into practice which is very engaging for the learners also. It would also consolidate learning on the environment and biodiversity and as you have said it would be practical and positive and something the learners can see making a difference.
Thanks for sharing, I hope you have enjoyed the course.
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How could small changes in how pupils travel to school help reduce our school’s carbon footprint?
I chose this question because traffic and transport are very relevant to our local area in Dublin and are something pupils experience every day. I think it would help children understand that climate change is not just a global issue, but something that can be connected to their own community.
I would begin by asking pupils how they travel to school and why they use that method. I would show the children clips.
The pupils could carry out a survey across the school and record the results. The children could then create graphs and look for patterns in the data. The children could then investigate the difference between travelling by car, walking, cycling, using public transport and carpooling. To support this, pupils would watch short, age appropriate video snippets showing how transport emissions contribute to climate change.
I would also encourage pupils to think about the traffic they see around the school and discuss whether there are ways we could reduce the number of car journeys. They could work in groups to suggest realistic ideas, such as a Walk to School Day, carpooling or encouraging more sustainable travel.
I think this would be a suitable Climate Detectives investigation as it is a hands on project where pupils can collect and analyse real data, investigate an issue that is relevant to their local area and use their findings to suggest positive changes for our school community.
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Hi Hollie, this is such a practical question. Transport is something every pupil experiences twice a day, so it should get great engagement. I like that you’re running a school-wide survey rather than just your own class, as it gives a much bigger dataset for comparing car, walking, cycling and carpooling patterns. Linking it to a Walk to School Day as a concrete outcome is a great way to turn the data into action. Would you consider repeating the survey after the initiative to see if the travel patterns actually shifted?
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I like how relevant this question is to each child in our classes. I think everyone would be engaged and able to participate. I also think that there is an opportunity to bring about change in how our children travel to and from school and to raise an awareness of the impact of the choices we make on the environment. I love the idea of trying to make it a school wide investigation.
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Research Question: Has the amount of green space near our school changed in recent years, and how might this affect local temperatures in our area?
I chose this question because it links nicely back to the satellite and Earth Observation work from Module 4. Students could compare satellite images of our school grounds and surrounding area over time to spot changes in tree cover, green space or paved areas, alongside looking at local temperature data.
My class is a 5th class in a DEIS school with a wide mix of languages and abilities, so I’d keep the entry point very visual and hands-on rather than text-heavy. We’d start with a walk around the school and local streets to observe green space firsthand, then compare it with satellite images from a few years back — a strong way to include pupils who find reading dense text challenging.
Groups would take on different roles (observers, data-recorders, presenters) so everyone can contribute regardless of language level. To conclude, groups could propose one small action such as a planting project or a green corner in the yard. Students can present it to the class using posters or photos rather than relying solely on written reports.
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After a bit of time thinking about it I chose the question ‘Is the sea around our school getting warmer?’ I chose this question for lots of reasons. Our school is based in North Dublin, very close to the coast. We will also be working on the Theme of Marine Environment for Green Schools so I think this would tie in well. Also I am interested in the marine environment and think it would be a topic that children could connect with, particularly in my school. It would introduce pupils to the effects climate change can have on our oceans and marine life. Climate Detectives investigations can use both satellite data and measurements collected on the ground so there are great teaching opportunities here. To encourage pupils to participate, I would begin by asking them what they know about our local coastline, maybe we could make a KWL chart. In groups children could discuss if they think the sea temperature stays the same throughout the year and why. We could look at photographs of our coastline in Bull Island and discuss what lives there. In groups, pupils could investigate sea-temperature data from different years and record their findings in a simple table or graph. They could then discuss whether they can see any changes and what these changes might mean for marine animals and plants. We would also have the opportunity to do a field trip to the coast and carry out some practical investigations in our area. I think this would encourage curiosity, teamwork and real scientific investigation. We could also integrate it with literacy, arts and maths and make a whole unit of it, eg making posters, charts, writing texts, reading stories about the marine.
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I really like your research question as it is very relevant to your school’s location and the Marine Environment theme. I think the opportunity to combine satellite data with pupils’ own observations would make this a really authentic STEM investigation. The field trip to Bull Island would also be a great way to encourage curiosity and engagement. I especially like your idea of integrating the topic across different subjects, as pupils could collect data in Maths, create posters in Art and develop their understanding through Literacy.
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Hi Brona, This sounds like a fantastic lesson. I really like your research question as it would be very relevant to my own school ‘Star of the Sea’. I think the children would really enjoy the research and being close to the sea makes it easier to organise. I like the idea oof them using ground data and satellite data too.
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Research Question :How does the weather affect the amount of water we use in our school?
I would encourage pupils to participate by connecting the investigation to something they experience every day in school. I would begin by discussing the different ways we use water, such as drinking, washing our hands, cleaning and watering plants. I would then ask pupils to consider whether we use more or less water depending on the weather. This would encourage them to make predictions and share their ideas.
Pupils could work in small groups to investigate water usage over a period of time while also recording the weather conditions each day. They could keep a simple weather diary, recording factors such as temperature, rainfall and whether the day was sunny or cloudy. Pupils could then compare their observations and look for patterns between the weather and water use.
I would encourage pupils to take an active role by allowing them to decide what information they need to collect and how they could record it. They could create charts or graphs to present their findings, providing opportunities to develop their Mathematics skills. The activity could also link with Geography and Science as pupils explore weather, climate and the importance of conserving water.
I think this investigation would encourage pupils to become more aware of how their everyday actions are connected to the environment. It could also lead to discussion about ways the school could reduce water waste and encourage pupils to take responsibility for making positive changes. It also can be revisited at diffferent times of the year during different seasons will allwo pupile to collect and analyse data over a longer period of time to help identify patterns.-
I think this is a very good research question because it connects climate and water usage to something children experience every day in school. It is practical, meaningful and allows children to collect their own data rather than simply learning facts. Revisiting the investigation across different seasons would also allow children to compare results and identify patterns over time.
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Research Question- How effective is the bottle return scheme?
This is something that I have discussed with people and does it actually prove beneficial to the environment. At times I have particularly annoyed by this as it can prove unsightly and unhygienic on entry to shops with leaking machines and throws of dirty bottles/cans waiting to be returned. I believe there should be a better system for the return or some alternative method of recycling. On visiting larger towns and cities I regularly witness people rummaging through bins for bottles. I have researched the data and it states that it has boosted recycling and has driven overall container returns from around 49 to 90 percent.
I would like to carry out an investigation locally with the children to get their opinions and people who work in the shops, recycling centres and local councils. I would firstly gather data in the school to gauge how many of the school community avail of the scheme. I would incorporate this into a home work activity to gather insight from home/community. As a class activity we would investigate the figures around the scheme and then the possible downfalls of it. I would prepare questionnaires for shop keepers to get their opinions/ideas and also speak to the local council on the issue. Following on from this we would analyse the data and draw our conclusion on it. We share it through posters and a power point presentation.
It may be a research question that would lead to a lot of answer based on opinions about scheme but it is something I am very interested in carrying out as it is a topic I discussed with my previous class on several occasions.
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Hi Liam, this is so interesting and well done for coming up with this research question.
You seem to have the figures already but it would be interesting to see what the children think and what ideas they might have to improve the returned bottles. Where there is money to be made, people will root through the rubbish. Pupils might have an interesting view point.
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Research question: How can we reduce the amount of waste produced in our school and what impact could this have on the environment?
I would encourage pupils to participate by making the investigation practical and connected to their everyday lives. We could begin by discussing the different types of waste produced in our school and asking pupils to make predictions about which type is most common. Pupils could then work in groups to collect and record data on the waste produced over a week. They could use this information to create graphs and identify patterns.
I would encourage pupils to suggest possible solutions, such as reducing single-use plastics, improving recycling or introducing reusable items. Pupils could then choose one solution to investigate and see if it makes a difference over time. I think giving pupils responsibility for collecting data, discussing solutions and sharing their findings would make them feel like real Climate Detectives and encourage them to take ownership of the project.
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Research Question: How does the amount of green space around our school affect the temperature of the school grounds?
I chose this question because it focuses on a local climate issue that pupils can observe and investigate themselves. The Climate Detectives guide encourages pupils to identify problems in their local environment and use both ground-based and Earth Observation data to investigate them.
To encourage pupils to participate, I would begin with a class discussion about climate change and ask pupils what they notice about temperatures in different areas around the school. I would then organise a brainstorming activity where pupils suggest their own questions and investigate.
I would divide pupils into small groups and give each group a role. This would ensure everyone has an active role. I would also encourage pupils to use the school grounds as their investigation area, making the project meaningful and relevant to their everyday lives. Finally, pupils could present their findings through graphs, posters or a digital presentation and suggest ways the school could increase green spaces. -
Research Question: As a whole school, how can we reduce our impact on global warming?
I would encourage the children to brainstorm ways in which they think our school contributes to global warming, energy consumption-leaving on the lights and interactive whiteboard when we don’t need them, single use plastics- bottles, yoghurt cartons, etc., not using copies entirely, etc.
The children could conduct research around the school, questioning classes, collecting data on how long lights are left on in each classroom, how many single use plastics are used each day in each class, etc. The children could graph the information.
I would encourage the children to try to problem solve and explore ways we can reduce our impact. The children could do a school wide drive, encouraging the other classes to turn off lights, computers, etc., use reusable containers, etc.
After a month, the children could again collect the same data and check has anything changed. They could graph the data again. We could use technology to make the graphs and present the information and changes to the whole school at assembly.
I think the children would enjoy group work, brainstorming and collaboration. They would enjoy seeing that they have problem solved and made an impact. Presenting the information to the rest of the school would be nice for them but also encouraging for the other children too. -
How does climate change affect students in rural schools in Cavan? And how can we reduce our carbon footprint in our area?
I would encourage pupils to participate by giving them specific, practical tasks that connect climate change to our school.
Weather diary: Pupils could record the temperature, rainfall and weather conditions each day for four weeks and look for patterns. How can veyr hot weather effect our learning in the classroom V wet days when they cannot go outside?
School energy check: Groups could check which lights, computers and other electrical devices are being left on unnecessarily and suggest ways to reduce energy use. Is there a designated person to check this every break and lunch time?
Waste investigation: Pupils could collect and sort the school’s waste for one week to find out how much could be recycled or reduced. Are children bringing home their compostable items? Could we compost food at the school? Are we actively recycling?
Tree and biodiversity project: Pupils could identify plants, trees and insects around the school grounds and investigate how planting more trees could help the environment.
Action project: Each group could choose one realistic change, such as reducing waste or saving electricity, and present their idea to the Green School committee. -
Research Question: How can we reduce the amount of power we are using in our School on a daily basis?
I would begin by brainstorming with pupils what already is working well in the school and what areas we could improve on. Through the process of critical thinking, collaboration, creativity and communication I would allow the pupils the opportunity to come up with a SMART Action Plan on the above research question. Using IT & Maths, pupils could divide up into groups and go to each classroom and survey pupils on areas that are working well and areas we could improve on regarding the amount of power we are using in our school. Another group could survey staff using google forms and then record and tabulate the results as part of Data in Maths. Once the evidence is gathered, it could be analysed together with the teacher eliciting answers from pupils. Pupils can then create a plan and put it into action. They could inform all of the school during assembly and they will have Energy Wardens to monitor the Action Plan. Energy Wardens could be appointed in each class and during break and lunch, they could ensure and check that all lights are turned off when pupils go outside and at times throughout the day when light is not needed, as well as monitoring teacher’s whiteboard usage powered off when not needed), doors could be kept closed as much as possible in order to keep rooms warm and cut down on boosting the heating. They could monitor and record the results on a daily basis. Energy Saving Day could be hosted in the school to raise awareness on reducing the amount of power in our school e.g. Not using electrical devices such as whiteboards, laptops, ipads, photocopiers for one day, on Friday evening to have a Power Hour where for the last hour of the day all devices are powered off and other activities are carried out instead e.g. reading, board games etc.
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Research question
How does the amount of light pollution around our school and local area affect the visibility of the night sky and local wildlife?
This would be particularly relevant in a school located close to a natural area such as Killarney National Park. The question is open-ended and allows pupils to collect their own evidence rather than simply researching information from books or the internet.
How I would encourage 6th Class participation
I would begin by showing the pupils photographs of the night sky from areas with little light pollution compared with photographs taken in towns and cities. I would ask them to discuss what differences they notice and whether they think artificial light could affect animals and plants.
The class could then develop predictions about where light pollution might be highest around the school and surrounding area. Working in small groups, pupils could use Globe at Night or similar resources to record the brightness of the night sky. They could also investigate local sources of artificial light, such as streetlights, buildings and sports facilities.
To make the project more engaging, I would give each group a specific responsibility—for example, data collection, mapping, wildlife research or analysing results. Pupils could record their findings in tables, create graphs and produce a map showing areas of higher and lower light pollution.
Finally, I would encourage the children to consider what could be done to reduce unnecessary light pollution while still keeping the community safe. Each group could present its findings and recommendations to the class, and also to the wider school community. This would give the pupils a genuine sense that their research could contribute to positive environmental change.-
I think this would be a really interesting project for the children to get involved in, especially because they would be investigating something that is happening in their own local area. I really like that they would be collecting their own data and not just researching the topic from books or online.
I also think it could lead to some great opportunities beyond the classroom. The pupils could write a letter or email to their local councillors or the local authority, sharing what they have discovered about light pollution and asking what is being done to reduce unnecessary lighting. This would bring in a strong literacy element, as they would need to work on writing a clear, persuasive letter and explain their findings. It would be brilliant if they received a response and could see that their research had actually reached people in the local community. They could even share their findings with the wider school or community through a presentation or display. I think this would give the children a real sense of purpose and show them that their voices can make a difference.
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Lovely question, and being near Killarney makes it even better because they have something to compare against. The Kerry dark sky reserve is not far off either.
I like the photos as a way in. Show them what the sky should look like and they will be raging that they cannot see it.
Globe at Night is a good shout because the data goes somewhere real. Giving each group a job is the same thing I was thinking, it keeps everyone busy and nobody sitting back.
The wildlife side is the bit I would not have thought of. Bats and moths would be a nice angle for them.
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Research Question: How can our school community reduce the carbon footprint of travelling to school?
I would make this a whole-school project rather than just focusing on my own class. As most of our pupils live locally, I think it would be interesting to get the Green-Schools Committee involved and ask them to find out how everyone travels to school. They could create a simple survey and share the results at assembly so the whole school can see the bigger picture.
Rather than expecting families to completely change how they travel, I would focus on small, realistic changes. For example, we could have a “Walk, Wheel or Share” day once a week, where children who live close enough could walk or cycle, and families who are travelling by car could car-share where possible. We could also have a friendly competition between classes to see who can record the most sustainable journeys.
I really like the Irish Schools Sustainability Network’s “5 Minutes of Sustainability” videos for this. They are short, student-led videos designed to encourage whole-school conversations and practical actions, and there is a specific section on walking, cycling and carpooling. 5 Minutes of Sustainability (Irish Schools Sustainability Network) These could be helpful to show to engage students.
Another resource I came across was RTÉ’s ‘What’s Next? – Greener Ways to Get from A to B’. It has videos and classroom activities around sustainable transport, greenhouse gases and air pollution, which could be a great way to get the children thinking. RTÉ – Greener Transport and Travel (RTÉ). Another helpful resource I came across was ‘The NTA School Travel Toolkit’. It could also help with the initial survey and investigating how pupils travel to school. NTA School Travel Toolkit
I would try to keep the message positive and not make children feel guilty about travelling by car, especially as we are a rural school. The main message could be “What small change can our school make together?” This would make it feel achievable and give the children a real sense that they can make a difference.
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How has the recent very hot and dry weather affected life in the local community?
To begin this lesson we would have a class discussion and brainstorm what happens when the weather is hot and dry and how people /animals respond to this. I would then divide the children into groups and look at certain aspects in more detail-affects on people, animals, land, water supply. The children will discuss these and present their findings to the class. We will then look for evidence to consolidate some of the ideas the children had. We will research the actual temperatures and look at local media reports etc. I will also encourage the children to talk to people at home/in the local community and get their views on how the weather has affected them. I will inform the children that it may not always be negative and some people will have found very positive aspects of the recent heatwaves. Following on from this we will look at how if this happens in the future how can we be better prepared and what measures can be taken to ensure that people are safe and have the resources they need to deal with more extreme temperatures and prolonged periods of drought.
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This is a really strong, inquiry-based sequence – it starts from children’s own ideas and lived experience, then moves into evidence and finally into action. For the final part, you might want to get the children to make advice posters for staying safe in heatwaves, come up with ideas for water-saving at home and school and creating “heatwave emergency kit” list for vulnerable neighbours
This turns their learning into something practical and empowering.</p>
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Research Question :How can we reduce the level of recycling in our school and ensure that the correct items are being placed in the correct bins.
Prior to beginning our brainstorming session I would show the pupils some videos relating to current climate issues around the globe including ‘The ice is melting’ and ‘Earth under the lid’.I would enorage the pupils to share anything they have recently seen on the news that relates to climate and the environment.There would be a lot of recent research done on increasing summer temperatures,heat waves and forest fires .Although this will not form part of our research question it would be important to discuss these very relevant issues amongst the class.Perhaps some of them were on holidays during a heatwave,how did they feel.
Using the framework we would brainstorm some ideas,ensuring that the question is relevant,not too broad or narrow ,clear and concise that the information we need would be readily available .
The data collected would be ground data including research of the areas around the school including checking classroom bins,discussions with caretakers and other relevant staff to get an idea of our current level of correct disposal of litter.The data used will all be ground data .Some quiokent that will be required would include litter pickers and bins.The data collected would then be analyzed.
The children would be encouraged to design a poster and devise and incentive to encourage better levels of recycling.The posters would include clear and conse labeling of all bins within classrooms,a poster for each classroom and a whole school competition for the most improved classroom .Photographs and images would be made into a PowerPoint to display to all classes.
The results would be taken again after 3 weeks and then 6 weeks.Each classroom would have a new class job of litter monitor.
This question is relevant to the children and applicable to something they do daily.
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I think this idea is a good one for schools. I have to guard the recycling bin in my classroom as children are so careless about what they put in it. They are not concerned about the reality of recycling. It would be a great idea to run a project like yours to really reinforce the importance of doing it right and the idea that if everyone makes an effort we can make a change for the better. It great for children to learn this while they are young as it will build good habits and the will be more vigilant as adults.
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Research Question: “How can we reduce single-use plastic in our school?”
I think this would be a good research question because it is something the whole school could get involved in and the children can actually see the impact of their actions. I would start by asking pupils how much single-use plastic they think we use in a normal school day. We could then carry out a simple plastic waste audit to see what we are actually using and where most of it is coming from.
We could have “Plastic Monitors” in each class who could help keep an eye on plastic waste and record how much is being thrown away each week. This could make the children feel like they have an important role in the project. The Green-Schools Committee could also help organise the project and share the results with the whole school.
Pupils could use reusable water bottles and lunch containers, while teachers could reduce the use of plastic for classroom activities and choose reusable materials where possible. Families could also get involved by making small changes at home, such as using reusable shopping bags, lunch boxes and containers instead of cling film.
At the end of the project, we could compare our plastic waste with what we were producing at the beginning. I think seeing the difference would be a great way for the children to realise that small changes across the whole school can have a much bigger impact.
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How does the amount of litter in our local area affect the environment?I would encourage pupils to take part by first discussing the types of litter they see around their school and local area. We could go on a short walk around the school grounds and record the different types and amounts of litter we find.
Pupils could work in small groups to collect information and sort the litter into categories such as plastic, paper and food waste. They could then create a simple chart to show their findings.
To keep pupils interested, I would give everyone a role and allow them to suggest ways of reducing litter. They could design posters, organise a clean-up or encourage other classes to recycle more.
This would help pupils see how their own actions can make a positive difference to their local environment.
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I think this is a great research question because litter is something children can easily recognise in their own surroundings. Going on a walk and recording the litter would make the investigation practical and meaningful. I also like the idea of giving everyone a role and creating posters, as this would allow the children to take responsibility and share what they learned with the wider school.
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Hi Sandra,
Thank you for sharing your research question for Module 5.
This is a very accessible and meaningful topic for pupils, as litter is something they can observe directly in their own school and local area. I like how you would begin with discussion before moving into a short walk, as this gives pupils a chance to connect their own experiences with the investigation.
Sorting litter into categories such as plastic, paper and food waste would create a strong Maths link through counting, comparing and chart-making. To strengthen the STEM element further, pupils could carry out the litter survey before and after an action, such as posters, a clean-up or a recycling campaign, and compare the results.
You could also extend the climate link by discussing how plastic waste, landfill and pollution affect habitats, waterways and wildlife.
Well done, and hope you enjoyed the course.
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Research question: What type of weather do we experience most often at our school?
I chose this question because I think it would work really well with Junior Infants. Weather is something they see and experience every day, so it would be easy for them to understand and relate to. It also links well with the weather activities from the earlier modules.
I would tell the children that we were becoming “Climate Detectives” and that our job was to observe and record the weather each day. At the same time every morning, we could look outside and talk about what we notice. The children could take turns checking if it is sunny, cloudy, rainy, windy or cold. We could also record the temperature and use a simple rain gauge or windsock in the school grounds.
To make the investigation more visual and enjoyable, the children could create their own pictures, symbols and colour codes for the different types of weather. Each day, they could add the correct symbol to a large class chart. This would allow every child to take part, even if they were not yet confident with writing.
After a few weeks, we could count and compare the symbols to find out which type of weather we experienced most often. The children could then use the results to create a colourful class artwork or weather display to share with the rest of the school.
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Hi Aideen,
Thank you for sharing your research question. I really like how you have chosen something pupils can observe directly every day. Framing the class as Climate Detectives would make the investigation playful and purposeful, while the use of symbols, pictures and colour codes would ensure that all children can participate, as you pointed out, regardless of writing ability.
Your idea of recording the weather at the same time each day is lovely, as it introduces pupils to fair testing, routine observation and simple data collection. Counting and comparing the symbols after a few weeks would also create a lovely early Maths link.
To strengthen the climate element, you could compare the class findings with what children expected for that season, or repeat the investigation later in the year. Making a windsock or rain gauge would also bring in a simple engineering design element without it being overly complicated for the young students.
Well done, and hope you enjoyed the course.
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Research Question: How does the amount of food waste produced in our school change from day to day, and what could we do to reduce it?
I think this would be a suitable research question for a 4th Class as it is linked to climate change but is also something pupils can investigate directly in their own school. I would begin by discussing food waste and why reducing waste is important. The pupils could then work in small groups to collect data on the amount of food waste produced in the school over a week. They could use weighing scales, recording sheets and clipboards to record their findings. Each group could be responsible for collecting data from a different class or area of the school.
The pupils would record the date, amount of food waste and any patterns they notice. They could present their findings using tables and graphs and compare the results from different days. We could also use information from reliable sources, such as government or environmental websites, to research the impact of food waste on the environment.
The investigation would take place in our school, with pupils collecting the data themselves. At the end, the class could discuss possible solutions and decide on one or two actions the school could take to reduce food waste. This would give pupils ownership of the investigation and allow them to see how their research could lead to positive changes in our school.
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Hi Kimberley,
Thank you for sharing your research question.
Food waste is a very strong topic for 4th Class because it links climate change to something pupils can see and measure in their own school. I like how your approach gives pupils responsibility for gathering real data across different classes or areas, using weighing scales, recording sheets and graphs to identify patterns.
The day-to-day comparison is especially useful, as pupils may begin to notice trends, such as certain meals creating more waste or particular days being better than others. This could lead to rich discussion about causes rather than just counting waste.
To strengthen the STEM and action element further, pupils could design and test one solution, such as a food waste awareness campaign or lunch preference survey, then repeat the audit afterwards to see whether their idea made a measurable difference.
Hope you enjoyed the course! Just a note, in order to complete the course, be sure to go back and comment on a post by another user in each of the forums.
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What impact would adding more green spaces have on our school and the local environment?
As our school is based in the city and has very little green space, I think this would be a meaningful research question for the children. It connects the pupils with their own school and local community. Although Ireland generally has a mild climate, the children could investigate how surfaces such as concrete and tarmac can become warmer than shaded or planted areas. This would help them understand how green spaces can reduce temperatures, support biodiversity, improve air quality and create a more pleasant school environment.
For older classes, I would divide the children into small groups and give each pupil a role, such as taking temperature readings, recording results, taking photographs or presenting their findings. This would encourage teamwork and ensure everyone is involved.
Once the investigation is complete, the children could suggest simple ways to add more greenery to the school, such as planters, insect hotels or planting small trees in our sensory garden. We have a really large concrete area and we could talk about the possibilty of creating a grass area also. They could present their ideas at assembly. As an extension, they could write to the local council or explore possible funding for plants and trees, helping them see how they can make a positive difference.
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Research Question: How can we reduce the amount of single use plastic in our school?
1. Engage the students and Identify the elements of the Research Question,
Establish a base line of pupil knowledge on the amount of single use plastic in our lives and how it is harmful to the environment. As this project would most likely be conducted after other ESA lessons (e.g. the ice is melting), they should already have a solid basis of environmental understanding. Linking with the school’s Green School Flag application and their focus on reducing waste I could direct the pupils to focus on single use plastics in particular and what can be done about it. We can research the topic by watching videos, reading articles and then brainstorm and create mindmaps about the causes of the problem and possible solutions in the general sense.
2. Identify the data to be investigated
The next step would be to look at our individual circumstances and survey the school to see the amount of single use plastic used. We would need to find out figures on how much and what kinds of plastics we use, in what circumstances and what happens to them. We’d need to explore why we use single use plastics in these situations, looking in particular at lunches and and water bottles.
3. Analyse and present the data
Once we have gathered data through surveys and practical investigations (e.g. checking bins) we would need to analyse it and present it. We could use it to identify the areas/causes of the greatest amounts of single use plastic. WE could discuss if the results were what we expected and if there were any surprises.4. Develop an Action Plan
Having data on single use plastic in our school we could then come up with ways to improve the situation (e.g. encourage pupils/classes to change certain plastic heavy lunch orders, find out which of the lunch wrappers can be recycled, collect water bottles for recycling etc) We could also look at ways we can extend this outside of school to make the community more aware of the amount of single use plastics we consume.
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How can we reduce the amount of waste generated by the daily hot school meals scheme?
I picked this because it is right under their noses. Every day the bags come in and every day a load of it goes in the bin, food and packaging both. They see it happening.
To get them into it I would start with the bins themselves. Do a waste audit at lunchtime for a week. Weigh what is left over, count the containers, and sort it into food waste and packaging. Nothing gets them going like being let loose with a weighing scales and a clipboard. Then they have their own data, which is the whole point of Climate Detectives. They can graph it, work out the average per day, and see if certain days are worse than others. My guess is the Monday and the days with the meals nobody likes.
After that they can start asking why. Are the portions too big? Are children ordering things they do not eat? Is there too much packaging for what is inside it? I would give them jobs so everybody has a part. Weighers, counters, recorders, someone doing the graphs, someone taking photos.
The best bit is the action at the end. They could survey the whole school on the meals, write to the supplier or the principal with what they found, and put up a display in the hall. Real letters with real numbers in them. That is where they see that what they did actually mattered.
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Hi James
Welcome to the course. Thank you for your contributions across the other modules. It is great to hear your thoughts and feedback on the different activities and how you could use them while working on the supply panel.
Waste generated by the hot meals is very topical at the moment. I like how you are planning to weigh the food waste as well as the packaging. I think weighing the food waste will be a real surprise for pupils and perhaps will get them thinking about unnecessary ordering and raise awarness as you have mentioned. Great idea.
Thanks for sharing. I hope you have enjoyed the course.
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Module 5:
Research question: How does the amount of rubbish in our school affect the environment?I think this would be a good research question for my 3rd class because it is something they see every day. I would begin by asking the children what they already know about rubbish and recycling. We could walk around the school and look at the different types of rubbish we find.
The children could work in small groups to collect and record the rubbish they see. They could make a simple table or graph to show their results. I would encourage them to talk about what they notice and share their ideas with the class.
I would then ask the children what we could do to reduce the amount of rubbish in our school. They could come up with ideas such as using less plastic, recycling more and using reusable bottles. I think this would help the children see that their actions can make a difference.
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Research Question: How many litres of fuel on average are consumed by cars on a weekly basis by the parental cohort in the school travelling to school and how can we make improvements to how pupils travel to school?
We would have a class discussion about the distance the children live from the school. We would talk about the average distance and time it takes the children to travel to school. We would use computational skills such as multiplication, division, adding to figure out these mathematical questions. Children can work individually or in pairs to figure out the answers.
Children would figure out the answers and their findings and the total cost of fuel consumed on a weekly basis to travel to school.
The pupils can choose a list of alternatives to travel to school such as walking, cycling, scootering, car pooling and perhaps the school could promote initiatives a..s as Walk on Wednesday, Car Free Friday and so on. This way, children are promoting the reduction of pollution in the environment and also helping their parents save ever so slightly when fuel prices keep increasing in the present climate.
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I decided to keep the focus of this lesson really simple with this question but I feel they will be able to go through the three phases of Climate Detectives.
“How does the size of our local river, lake, or reservoir change between winter and summer?”
And to keep the activities visual and hands on!
Spot the Difference: Pupils don’t need complex data—they just use EO Browser’s Split Screen slider to visually trace the shoreline of a local water body in January versus July. They will see water levels rise and fall on screen.
Simple Measuring Tools: Using EO Browser’s built-in Measure Tool, pupils draw a simple line across the widest point of the water body on both dates to measure the difference in meters.
Investigating the “Why”: Pupils link their visual findings to real weather by looking up simple local rainfall records for those months. They quickly make the connection between seasonal rainfall and water levels.
Classroom Presentation: Pupils take a simple screenshot comparison and write a three-sentence weather report explaining what happened to their local water source, keeping confidence high and the workload light. -
The question I chose was ‘How does the amount of rainfall affect the biodiversity of plants and insects in our school grounds?’
I think this would be an interesting research question for pupils because it connects climate change with something they can observe in their own school environment. To encourage participation, I would begin by discussing what pupils already know about rainfall, biodiversity and how weather conditions might affect living things. We could then make predictions together before beginning our investigation.
I would divide the pupils into small groups and give each group a specific role, such as measuring rainfall, recording plant growth or observing insects. We could use simple equipment such as rain gauges and observation sheets, and pupils could collect data over a number of weeks. They could then present their findings using tables, graphs or photographs.
I think giving pupils responsibility for collecting and analysing real data would make the project more meaningful. It would also develop teamwork, communication, observation and problem-solving skills while helping pupils understand how changes in climate and weather can affect their local environment. -
The research question I chose was: How does the amount of green space in our school affect the temperature in different areas of our school? I think this research question would be suitable for my 3rd class as it allows children to investigate a climate issue within an environment that they know well. As the children attend a DEIS school in Dublin, I would like to make climate change relevant to their everyday lives rather than presenting it as something that only happens in other countries. Using our own school area would make the investigation accessible and give every child the opportunity to become a “Climate Detective”. The children would be able to relate more the the topic and find the topic more interesting. I would begin by asking children where they think the hottest and coolest areas of the school might be and why. We could discuss the differences between areas with grass, trees and plants and areas with concrete or tarmac. Children could then work in small groups to take temperature readings from different locations around the school. They could record their results and create simple tables or graphs to identify patterns. This would enable the integration of Maths into the lesson. I would encourage participation by giving children different roles within their groups, such as measuring, recording, photographing and reporting. This would allow children with different strengths and abilities to contribute. I would also use discussion, prediction and hands-on activities to maintain engagement.
At the end, children could discuss whether increasing green spaces, planting trees or creating more biodiversity in our school grounds could help. They could predict what the differences and outcomes may be when this is done. This could lead to a simple climate action plan developed by the class. I think this would help children understand that climate change is a global issue, but that they can also make positive changes within their own school and community. -
How can we reduce the amount of food waste and packing waste each day at school?
I picked this topic as our school has had the hot school lunch scheme for 3.5 years. The school has chosen to move providers with the aim of improving the quality of food but also decreasing the packaging. However, there is still much excess each day.
We would begin our detective work by monitoring the bin and seeing what is left. We would organise into good food, compost and packaging. They will weigh each section with a scales and organise it onto a class large sheet. There will be different roles – weighers, counters, recorders, photographers, graphers.
We will then send home a class written letter asking parents to limit the childrens orders to what they actually need. Some children bring in a lunch but also order one. We will ask parents to listen to their children and order food they like and will eat. We will discuss healthy food choices.
I will work out the average weight per week and we will graph it to see if there is an improvement after the discussion/class letter to parents. They will work like CLimate Detectives.
The class could then spread their findings with other classes in the school. They could present the information to the principal and come up with some suggestions.
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Research question: Has the weather in our local area changed over the last 10 years?
I think this would be an interesting question to research as it would allow the children to investigate something that affects them every day. We could begin by discussing what they think the weather is usually like in our area and whether they think it has changed over time. I would then use resources such as Met Éireann to find historical weather information and compare this with more recent data.
The children could work in groups to look at different types of information, such as temperature and rainfall, and record their findings in tables or graphs. I would encourage them to make predictions before looking at the data and then discuss whether the evidence supports their ideas. We could also compare the children’s findings with their own weather observations over a number of weeks. I think this would be a good way to encourage children to ask questions, work with real data and understand that climate change is about patterns over time rather than individual days of unusual weather.-
This is a lovely question, and I really like that it’s grounded in something the children experience every single day… it makes the abstract idea of climate change feel much more real and immediate for them.
Using Met Éireann data alongside pupils’ own weather observations is a great way to bring together “official” evidence and lived experience, and I think starting with their predictions before showing the data is such a valuable step …it gets them genuinely invested in whether they were right, rather than just passively receiving information.
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Research Question: Is our River Allow healthy, and how does the weather affect it?
Reflective Post:
To select this topic, I reviewed past projects and filtered for themes that directly impact our local school environment. I chose the River Allow because it gives pupils a real, hands-on investigation right on our doorstep, and because young children learn best through doing rather than just reading.
To encourage participation, each child will get a simple job during our river visit — litter counter, wildlife spotter, or photographer — so everyone has something to focus on. Before we go, we’ll talk as a class about what a healthy river might look like, and predict what we think we’ll find. At the river, pupils will look for litter, spot birds and insects, and check the colour and smell of the water using their senses. We’ll talk about how heavy rain and stormy weather can wash rubbish and dirt into the river, linking this gently to climate change in language they understand — “wilder weather.” Back in class, pupils will draw or photograph what they found and add it to our class river wall or website, so they feel proud of their work as real river detectives.
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How does litter in our local area affect the environment?
I would look at how litter in our local area affects the environment. As our school is close to the seaside, we could explore how litter affects the beach, sea, wildlife and the local community. We could visit different areas around the school and coastline to see what types of litter are most common and where it collects. We could then discuss how litter can impact plants, animals, water quality and the appearance of the local area.
To encourage pupils to take part, I would start by asking them what they notice about litter in the area and whether they think it is a problem. Pupils could work in small groups to collect and record information, take photographs and share their ideas. I would give them some choice in what they investigate so they feel more involved. We could then share our findings with the school and discuss simple ways we could reduce litter and look after our local environment.
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My research question: How could coastal erosion be slowed in Wicklow Town?
I would begin by asking students about how climate change affects their local area. I would imagine that coastal erosion would eventually come up as it’s talked about quite a lot in the local area. Research photos of the coast from the past, researching the photographic records that the local library has. Look into satellite photos of the area. We would take a trip to the area, taking photos and looking at damage from a distance. We can get in touch with the local council and councillors in the area to discuss history, and what had already been tried. We can look at coastal erosion solutions in other parts of Ireland and in other countries. Students can create miniature replicas of coastal erosion solutions and present them to local councillors with estimated cost, a rating of effectiveness and how long it would take to put in place. -
Question: How has vegetation in our local area changed over the past 10 years, what might these changes tell us about the impact of climate change?
I would encourage pupils to participate by making the investigation relevant to their own local environment. This would be collaborative work. Next, I would begin by showing them satellite images or photographs of a familiar area and asking them what changes they notice. This could be followed by a discussion about weather, climate change, plants and habitats using questioning, videos, web research and mind maps to engage pupils and activate their prior knowledge.
Pupils could compare images from different years, look for patterns in vegetation and record their findings.
Finally, I would encourage pupils to share their findings with the wider school community and consider whether there is an action they could take locally explaining their methods of investigating a problem, sharing results and making a difference. -
Question: Does the amount of rainfall affect how wet the ground is around our school?
This would work well because the children can become genuine ‘climate detectives’ without the investigation becoming too complicated. The Climate Detectives project encourages pupils to investigate a local problem, gather evidence and use their findings to draw conclusions. I would begin by asking the children what they notice about the school grounds after periods of heavy rain. Are there places where puddles form? Does the grass become waterlogged? Are some areas much wetter than others? The children could identify three or four locations around the school and monitor them over several weeks.They could make a simple rain gauge, record daily rainfall and give each location a ground wetness score from 1–5. They could photograph the locations and record their results in a table before creating simple graphs. In a rural setting, I would extend the discussion to farms and fields. Pupils could ask parents, grandparents or local farmers how prolonged wet weather affects animals, crops, machinery and farm work. This would connect climate learning directly to their own community and make the project much more meaningful for 3rd class pupils. -
Climate question:
Is it possible for us to reduce our carbon footprint?
This question will encourage the children to look at their own lives, habits and routines and see if they can influence their carbon footprint. It should make the bigger challenge of climate change relevant to them.
I would firstly teach the children about weather and climate change using the ESA lessons. I would make use of videos and pictures on the interactive white board to stimulate their interest in a conversation about reducing their carbon footprint. The class would then learn to measure their carbon footprint. We would then come up with ways to reduce this. The children are already very familiar with Green Schools work and so should have a good idea on how to cut down on energy such as walking to school, car pooling, using drink bottle instead of buying plastic bottles, turning off lights and machines at the end of the day etc. The class could then decide on one or two actions to implement over a period of time and measure the carbon footprint again after this period is up. This would allow them to see and measure results and give them data with which to present their efforts to the school.
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Hi Triona,
Thank you for sharing.
I really like how this topic brings climate change back to children’s own habits and routines. Carbon footprint can feel like quite an abstract idea, so linking it to everyday choices such as travel, energy use, reusable bottles and turning off lights would make it much more tangible.
Your connection to Green Schools is very strong too, as pupils will already have a foundation to build on. The idea of choosing one or two actions, implementing them over time and then measuring again gives the project a clear before-and-after structure.
To strengthen the investigation further, pupils could focus on one measurable area, such as energy use, transport or waste, and compare the results using graphs. This would help sharpen the question and strengthen the STEM element through data collection, analysis and evaluation.
Hope you enjoyed the course!
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How does increasing biodiversity in our school garden help reduce the effects of climate change and improve habitats for pollinators?
I would encourage pupils to participate by making the investigation practical and connected to their own school environment. Rather than simply learning about climate change from a textbook, pupils could explore the school garden, identify different plants and insects, and discuss how biodiversity supports the environment. They could work in small groups to observe and record the types of plants and pollinators they find before and after introducing more biodiversity. Pupils could also research which native plants are most beneficial for pollinators and help to plan or create a small biodiversity area in the school garden. This would give them an opportunity to collect real data, work collaboratively and see the impact of their actions. I think this real-life approach would make the climate issue more meaningful and help pupils understand that even small changes in their own school can contribute to protecting habitats and supporting biodiversity.
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