25 little CLIMATE DETECTIVES from tuscany SMB Olive Trees & SMB Oak Trees

We are the "Olive Trees” and “Oak Trees” groups. We live in San Miniato, a little town in the centre of Italy, between Pisa and Florence. We are classmates (25 student students), so we have shared our activities as climate detectives.

We are concerned about climate change so we have decided to start studying the causes and consequences of global warming. At the beginning our activities, working in groups of 3-4 students, we have learnt the difference between climate and weather. After that, we have studied a lot and experimented several topics and phenomena.We have taken a lot of photos to provide documentary evidence of tasks, tests and experiments. We have measured rain and temperatures daily, collected, analysed and discussed data. We have also interviewed our parents and grandparents to know what the weather was like when they were children.

Both the teams have made experiments and shared the results with the other one. The topics we have studied are 1) biodiversity, 2) rain and water, 3) temperature, 4) albedo and sea level, 5) greenhouse effect, 6) carbon footprint, 7) ocean acidification

Our topics, our activities in group


Our local environment

Looking for biodiversity in the school garden

Bonding 4 recycled paper tubes we have built a square to collect samples of the leaves of the plants in the school garden.

Quadrat sampling is a classic tool for the study of ecology in particular biodiversity

We have divided the leaves in group and then the plants by its leaves,

How is a flower made ?

Dissection of a flower: We have dissected flowers to look their parts

These are petals
These are stamens and pistils

Waiting for the flowers to blossom

We have observed the flower blossom. We have taken photos and register date, temperature and weather

It’s the 15th of March

A peach tree near the school

It’s the 27th of February

It’s the 4 of March

Spring is a bit far but it seems that plants and flowers don’t recognize seasonal time. Their behavior depends on weather not on calendar!

In those days the weather was clear, dry and sunny

minimum surface and maximum volume to survive in extreme habitat

We have simulated the aspect of wild animals in extreme environment, using 8 little cubes (3Dsurfaces models, fixed volume= 8). Depending on how we put together the 8 cubes, we’ll calculate the surface area. The best solution for antartic or artic animals is max volume and min surface.

Think about a artic bear: it is a large and big animals ( efficient volume equal a lot of cells to produce heat and ATP) with short legs and small ears( minime surface to reduce heat transmission )

This is the best solution


We have built a pluviometer

What is useful to build a pluviometro ? A plastic bottl, a cylinder, water , a cylinder
We have calibrated ...

Our Wireless weather station

The thermo-hygronometer, rain collector and wind direction are mounted on a staff

Our data


We have chosen three different kind of soil: sand, clay, topsoil

Material: 3 different kind of soil, 3 glass cylinders, 3 funnels, water

We have added the same amount of water
Look at the level of water

The permeability of a soli is the ability of Ware to. Move through it. This is an important soil property that influence soil erosion and other natural disasters ( dryness and landslide)



A surface’s Albedo is its ability to reflect radiation. This is important in terms of climate change


What will happen if the Arctic and Antarctic ice sheets melt?

We have simulated what happens if Arctic or Antarctic ice sheets melts

On the left “ the Antarctic, on the right “ theArctic”
On the left the water level is higher than that on the right

If the Antarctic ice sheet melts, sea level would rise more than the Arctic ice sheets. This effect influence climate and weather!


We have measured the thermal capacity of soil

We have observed that color influences temperature.

We have discussed about the relation between this phenomenon, albedo and climate change


We have learned the relation between carbon cycle, our lifestyle, greenhouse gasses and carbon footprint

We have built several small greenhouses and we have experimented their thermal effect.

We have measured temperature and the solar angle


To understand ocean acidification we have learnt about pH and made experiments about the effect of CO2

Bubbling on a glass of water we have observed the pH value.

We have added universal pH indicator

We have measured the pH value by a litmus paper

Or an pH electrode

After our activities..we have understood a lot of things but the most important is that we teens have a role in the lifestyle and we have to change our habits if we want to save our Planety

10 TEEEN DOS and don’Ts


Our actions at school

Our proposals

to reduce CO2 emissions and save our Planet

Project Team : SMB OLIVE TREES & SMB OAK TREES, Teachers : prof. Barbara Finato and Barbara Ulivieri, Class: 1E a.s. 2018-2019, School: Istituto Comprensivo Sacchetti- Scuola Secondaria I grado San Miniato Basso ( PI) - Italy
Created By
1E IC Sacchetti Scuola Secondaria I Grado San Minato Basso Teacher Prof Finato B , Ulivieri B


ESAproject climate detectives Activities by 1E a.s. 2018 2019

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