Many of the schools, which took part in the project, commented on the interest it created amongst their pupils and the discussions it started.
First, there were the opportunities to discuss how the information was to be collected - how would we classify the weather? How are temperatures measured? Where is the nearest park/school? How long would it take to walk to school? - And what was likely to come from other schools around the world.
Then, once the collection was completed, pupils could look at their own data, produce some charts and discuss the differences, such as the time taken to get to school.
Next is the fact that the information was transmitted across the world and put on public display, and that many of the schools subsequently received emails about their work - the pupils had become publishers.
Finally, once the information had been collated and returned, pupils looked at the location of the various schools on a world map, and how the weather and temperature varied around the world. They looked at the different types of locations, and how far children travel to schools; at the different size of schools, and at how the school day varied, particularly in terms of its start and end times - why do some schools start at 7:30am, while others start in the afternoon?
As with many information-gathering exercises, the resulting discussions are often more important than the conclusions that are reached; with this project, many of the teachers have commented on how the sharing of information with other schools had given the activity an extra status and increased pupils' interest and excitement.