Though not an absolute necessity for the project, establishing a base line of student knowledge on the topic is recognised as a best practice. When students are engaged and their interest and curiosity stimulated, they are more likely to actively participate in becoming a Climate Detective.

During the course of the project students will have the opportunity to increase and consolidate their understanding of key topics and concepts related to the environment, climate and climate change. At the outset, teachers can ensure they have a basic knowledge of key words, terminology and concepts, thus giving them the necessary tools and language to embark on the project.

Here are some examples of how students can be engaged and their prior knowledge activated:

• Questioning: Ask the students what they know about our environment and climate? Do they know the difference between weather and climate? Have they heard of the causes and effects of climate change on the environment?
• Videos: Have students watch short documentaries or videos on the topic.
• Web research: Have students conduct web research to explore key words and terminologies (see below for examples).
• Mind Map: Have students produce a mind map illustrating what they know about Earth’s environment and climate, either as a class, group, or individual activity.

Introduce key words, terms, and concepts

There are several key words and phrases which students will need to understand and use in this project. These include:

• Climate
• Climate change
• Weather
• Weather events
• Fossil fuels
• Greenhouse gases
• Greenhouse effect
• Global warming
• Environmental pollution

As key words and phrases arise, it is a good idea to note them on a whiteboard or flipchart so that students are reminded of them for later. Use some of the inspirational Classroom Resources for Climate Detectives available in the Resource Section. 

Here are some suggested classroom activities that will help to enhance student understanding of key terminology and concepts.

Suggested primary classroom activities

Nose up high in the sky: This activity is designed for primary pupils to learn how their senses can be used to describe weather conditions. Pupils build a small meteorological station and take weather measurements and learn that scientists need to have access to reliable instruments to make precise weather forecasting.
Access resource here.

The ice is melting: This set of four activities allows primary pupils to explore the impact that global warming and melting ice could have on sea levels. Pupils learn the difference between land ice and sea ice and consider why ice on Earth is melting. They investigate the respective effects of the melting of land ice and sea ice.
Access resource here.

Earth under the lid: Primary pupils investigate what the greenhouse effect is and analyse a video to discuss the consequences of an increasing amount of greenhouse gases.
Access resource here.

Suggested secondary classroom activities

The greenhouse effect and its consequences: This set of activities includes hands on experiments and the interpretation of satellite images to better understand of the effects of global warming.
Access resource here.

Sea ice from space: Students investigate Artic sea ice. They will learn where in the world it is possible to find sea ice and analyse up to date and long-term data about sea ice concentration.
Access resource here.

Highways of the oceans: Students learn about sea currents, the highways of the oceans and how important they are in understanding local climates.
Access resource here.

Explore the Climate Detectives Mini Case Studies to different topics to get an idea of what your project could look like. You will find examples of activities based on real world situations.

The students are now ready to formulate a research question. To help them focus on a topic they would like to research they could:

• Visit the project gallery to research previous Climate Detectives entries.
• Research local media and search for articles exposing local environmental and climate problems in their communities.
• Check for any reports on recent environmental changes, incidents which polluted the environment or climate events that could help identify suitable questions.
• Contact local environmental authorities to ask if they have concerns about the local environment and climate issues including flooding, storms or changes in biodiversity.
• Identify geographical features and habitats suitable for investigation in their locality e.g. school grounds, parks, woodland, rivers, mountain ranges, sandy beaches, etc.

What makes a good research question?

Brainstorm ideas in the classroom. Ideas and questions can be displayed and shared on an ideas wall. The students can then discuss the various ideas. Students can be guided to formulate a good research question using the following criteria:

• Does the question fit the theme of the investigation?
• Is the question focused on a single problem or issue?
• Is the question too broad or too narrow?
• Is the question clear and concise?
• Is the answer to the question too readily available?
• Is the question feasible (consider timeframe, access to resources, student capability)?

Students can print out the research question planner to draft their research question. This will help them select and agree on the best research question for the project while keeping in mind what constitutes a good research question.

Once the research question is decided, students must plan what Earth observation data they need to collect and what field / laboratory studies they require to answer the question.

Students can be encouraged to check out what teams have investigated and what data they collected / analysed in the past editions by visiting the project gallery.

Types of Earth observation data

Earth observation (EO) is the collection, analysis and presentation of data to better understand our planet. Earth observations can be taken at a local ground level or acquired from remote sensing platforms such as satellites. As satellites continuously acquire images of our planet from orbit, they have become powerful scientific tools to enable better understanding of the Earth and its environment. From above, satellites can collect data from sites all around the world, including places too remote to visit in person.

Earth observations may include:

• measurements taken by a thermometer, wind gauge, ocean buoy, altimeter or seismometer;
• photographs taken on the ground or from airplanes;
• radar or sonar images from land-based or ocean-based instruments;
• a birdwatcher’s notes on bird sightings;
• images taken from remote-sensing satellites;
• measuring land use change;
• tracking biodiversity and wildlife trends;
• processed information such as maps or weather forecasts;
• monitoring and responding to natural disasters such as fires and floods.

How might local ground data be collected?

• Observations
• Measurements
• Counting
• Surveys
• Laboratory experiments
• Field experiments

How might satellite data be accessed?

The European Space Agency (ESA) is developing a new family of satellites called Sentinels for the European Union’s Copernicus programme. Each Sentinel satellite carries state-of-the-art instruments that generate imagery and data open to users worldwide, giving everyone the opportunity to become an Earth observer.

Copernicus Browser

Copernicus Browser is an online platform that combines an archive of Copernicus Earth observation missions and can be used to find satellite images in high-resolution of any area of interest. Data is freely available. Copernicus Browser gives the option to access specific satellite data tailored to a selected theme. Themes cover different topics, from agriculture to atmosphere and water bodies.

Students should have a clear idea of the satellite data/mission they wish to explore to help them with their research. Check the EO Data section for more information.

Data quality

Good data should be:

• Accurate (instruments read correctly)
• Reliable and valid (can be trusted)
• Complete (no missing data / no gaps in the data)
• Relevant (will the data help to answer the research question?)
• Comprehensive (students may be interested in recording one data variable e.g. temperature BUT it may be useful to include other variables such as wind speed, humidity and cloud cover as these might be useful in analysing temperature trends.

Determine how the problem will be investigated and which data will be analysed

What equipment and materials will be required?

• Is the equipment available in the school?
• Is it necessary to source special equipment?
• Where can equipment and materials be found?
• What Earth observation satellite imagery and data can be used?

Who is going to carry out the investigation?

• Whole class
• A team
• After school club
• Which teacher(s) will supervise the project?
• Are students clear on their roles and responsibilities?

How will the data be accessed, collected and referenced?

• Self-collected data e.g. observation data collected by the students themselves
• Online e.g. websites, smartphone apps, social media posts, satellite data & imaging browsers
• Offline e.g. books, academic journals, research papers, newspaper articles
• Are students satisfied that the data source is reliable and from a reputable source?
• Are all sources referenced?

Where will the research/investigation be carried out?

• School laboratory
• School grounds
• Locality
• Is there need for special permission?
• Is a risk assessment required?

It is important to consider how the data will be recorded and organised throughout the investigation. Students should keep either a paper or digital logbook or recording sheets.

The final step in phase 1 is the registration of the team and the submission of the investigation plan. Share with the community what your research question is and what problem do you plan to investigate. The investigation plan will serve as a guide for the next steps of the teams’ investigation.

The key items of information required are:

• Project title
• What is your research question?
• Describe the local environmental/ climate problem you want to investigate.
• What kind of Earth observation data will you use?

Describe how you plan to investigate the problem and which data you plan to analyse.
Students can use the investigation plan template in Appendix 3 to finalize their Climate Detectives plan before submitting it online. Teachers should register and submit online the investigation plan. Apply here. 

National organisers, with the help of EO scientists and experts, may give feedback and recommendations about the investigation plan submitted. To receive the feedback, you will need to submit your plan before a certain deadline. Check all the details in your national organizer page.