- This topic has 398 replies, 182 voices, and was last updated 5 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
ASSIGNMENT
Choose one of the options below and write a reflective piece (150 words minimum) in this forum as a reply to this post:
- Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
- Creating a teaching resource using the “Globe at Night” citizen science programme
- Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme.
Also, please respond to at least one other participant’s post in this forum.
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
5th and 6th class
First off, with pupils we would discuss the topic of Light pollution, in a mind mapping exercise in what they know or don’t know about the subject. We would then debate whether the excessive or inappropriate use of outdoor artificial light, is affecting human health, wildlife behaviour, and our ability to observe stars and the planets in Ireland. It would also be a good time to introduce the topic of what is circadian rhythm and explain the body’s natural, internal process that regulates the sleep-wake cycle and other physiological functions over a 24-hour period. During an SPHE wellbeing class we could highlight that an increased amount of light at night can results in sleep deprivation, fatigue, headaches, stress, anxiety, and other health problems.
Pupils could do a research project in their own homes as to how to take action to reduce light pollution and bring back the natural night sky. Many people are no longer using lights in gardens to confuse animals and to control outdoor lighting to save energy and reduce light pollution. Pupils could be make aware to use outdoor lighting only when and where it is needed, to make sure outdoor lights are properly shielded and directing light down instead of up into the sky, and to close window blinds, shades, and curtains at night to keep light inside.
-
-
-
-
-
-
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
With the pupils in 5th class, we will research what light pollution is. We will do a KWL wall, looking at what we know, what we would like to know and finish with what we have learned. We will find the definition and discuss our own local town and brainstorm what we think could be sources of light pollution in the area. We are in a small town, and we are not far from Shannon airport, we will consider all these factors when brain storming.
We will then discuss the impact that light pollution can have on ourselves. We will look at 3 different factors, how it affects humans, natural ecosystems and the quality of the night sky. I will split the class into 3 groups, with 3 large posters and a marker. One group will write how light pollution could effect humans, one will write how it could affect the ecosystem and the last will write about the quality of the night sky. Each group will present their ideas to the class.
The pupils focused on wildlife ecosystems should focus on disrupted biological rhythms, confusion,ecosystem imbalance and the impact on bats.
The pupils focused on humans should focus on sleep disruption and potential health issues.
Pupils focused on the quality of the night sky should write about skyglow, reduced visibility and the loss of dark skies.
We can hang the posters in the class and follow up by researching the local wildlife in the area and how it could mostly affect our local garden birds, which will be pre taught as an art and science lesson.
-
-
-
-
-
It’s a great and thorough method to address light pollution with your 5th Class! You’ve organised the group work so that students may go extensively into various affects, and I especially like the KWL chart method. For them, it becomes much more relevant and interesting when you tie it to your neighbourhood, especially Shannon Airport. Garden birds and other local fauna are excellent examples of how to make the abstract idea relatable.
-
Great ideas, Aoife. It would be really interesting to see the effects that all the lighting at Shannon airport would have. And I like that you have some of the pupils focused on the effect light pollution has on humans too (sleep disruption, health issues). When we talk about it we mostly consider the impact on animals and insects as well as how it makes it more difficult to see the night sky, while health issues are not mentioned as often and they should be.
-
-
-
-
-
-
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
As we an urban school, I think this is a great topic to help the students understand the impact of light pollution in their area. We would team up with a rural school for this and make it a collaborative project where we can compare and contrast our findings. We would begin in class with a discussion on light pollution and its effect on our ability to see stars, the moon and how it impacts wildlife in our area. We would then carry out an investigation comparing star visibility in our area using Globe at Night, and compare it to the area in which our rural school students are based.
Then, as homework, the students would be encouraged to carry out a visibility test at night, with a parent, and log their findings in our journals. As a class, we would compile our findings in an online presentation that we will share with the rural school, and they will do the same, so we can see the difference.
This would be a great way to learn about light pollution and link up with another school in the process.
-
Hi Clare
What a great idea to link your urban school with a rural school to allow both schools the opportunity to make comparisons of the night sky in both areas. This would allow for lots of critical thinking and discussion and would allow for pupils to explore how to reduce the light pollution and make suggestions. I also like how you plan to develop home-school links through visibility tests at home with parental involvement. This would support their learning as they bring their own observations back to their class to share and discuss further. Thanks for sharing your ideas.
-
-
-
-
-
That’s a super idea Clare to compare and contrast the findings in a rural and urban school. I wouldn’t have thought of doing that. Having read your post I’m just thinking that you could also do this with a school in another country. I’ve done an e-twinning project before where we were twinned with a school in Malta. It would be interesting comparing the findings between Ireland and another country. It adds another element to the investigation.
-
-
This is a fantastic idea to collaborate with a rural school. This would help tje children to clearly see the impact of light pollution in different environments. The hands-on investigation using Globe at Night, along with the reflective homework activity, makes the learning real and engaging. A great way to connect science with real-world issues.
-
-
-
I really like your idea! Collaborating with a rural school is such a creative way to help students see the difference in light pollution firsthand. Using Globe at Night and journals makes it very practical and engaging. I also love that students get to share their findings online—it adds a real sense of purpose to the project. This approach is both fun and educational, and I’m sure the students would really enjoy comparing their observations with another school.
-
-
Living in a rural area, we’re lucky to have relatively dark skies compared to more urban areas, but over the years I’ve noticed an increase in light pollution, especially near housing developments and along newly upgraded roads. Streetlights, floodlights and even excessive security lighting can reduce our ability to see the stars clearly, and this is something I’d like my pupils to become more aware of. I would begin by discussing the concept of light pollution in class, what it is, why it matters (for wildlife, energy usage, and our own wellbeing), and how it affects our view of the night sky. We would take a walk near the school at dusk or after dark to observe local light sources and map them. Then, using simple sky observation charts or the “Globe at Night” programme, we could compare our findings with data from other areas. This topic also offers strong links to SPHE, geography, science, and environmental awareness. A class discussion around practical solutions, such as shielding lights or reducing usage, would help pupils see that small changes can make a difference.
-
-
-
-
-
Module 3: Light pollution in my local area
In my local area, light pollution is clearly visible with bright streetlights, shop signs, and home lighting making it hard to see stars at night. Due to cloud cover and light pollution the constellations are rarely seen at night.
To engage learners, I would begin with a simple activity: asking them to count how many stars they can see from home on a clear night sky. Then, using Stellarium, we’d compare what should be visible. We’d discuss why many stars are missing and introduce the concept of light pollution and discuss ways we can reduce light pollution. We would link this lesson with History and look at the evolution of artificial light over time and predict what changes might be in the future and how our research could impact those changes for the better.
Next, students could conduct a light audit, identifying unnecessary lighting and thinking of ways to reduce it. We could create awareness posters and predict the future of light pollution and how to reduce it.
-
-
-
Globe at night Citizen Science Project: a teaching resource for 4th class.
The Globe at Night project is run by the National Optical Astronomy Observatory (NOAO). It is a citizen science programme that invites people all over the world – including children in Ireland – to measure how dark the night sky is. This helps scientists learn about light pollution, which makes it hard to see stars.
Each month, the project chooses a special constellation (a pattern of stars) for you to observe. For example, in winter you might look for Orion the Hunter, and in spring, Leo the Lion.
Step-by-Step Guide:
Go outside on a clear night with an adult.
Let your eyes adjust to the dark for 10 minutes.
Find the month’s constellation using a star map from the Globe at Night website.
Count how many stars you can see.
Compare your view with the sample sky charts.
Record the date, time, and location and weather conditions
Optional: If your class or school has a Sky Quality Meter (SQM), point it at the sky, press the button, and note the number it gives. This shows how bright or dark the sky really is.
Submit your results online at http://www.globeatnight.org.
Bytaking part , our results are added to thousands worldwide. Together, we can help protect dark skies so that everyone can enjoy the wonder of the stars. -
This a great project. The step by step guide makes it manageable even for those who have never done any star gazing before. I love how it has the hands on observation and citizen science project so pupils can see their contribution matters. A great way to raise and awareness about light pollution while keeping the sense of wonder about the night sky.
-
-
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I grew up in a lovely rural area in Co. Limerick where we always had a lovely clear view of the sky at night. The only light pollution in the area was from the neighbouring homes but once everyone was in bed there would be zero artificial light to be seen. It was always a wonder to go out and admire the night sky then.
I teach in a large town in North Co. Cork. The majority of the pupils live in the town with a small amount living in surrounding rural townlands.
The impacts of light pollution in this town are:
• Wildlife disruption – Artificial lighting can disrupt nocturnal wildlife, including bats, moths, and other nocturnal insects, by altering their natural behaviours and habitats.
• Plant Growth: Light pollution can interfere with the natural growth cycles of plants by altering their photoperiod, potentially impacting local agriculture.
• Skyglow: Increased artificial lighting reduces the visibility of stars and celestial bodies, affecting amateur astronomy and the natural beauty of the night sky. This is particularly relevant in areas like the town my school is on, where rural charm and natural scenery are valued.
• Exposure to excessive artificial light at night can disrupt human circadian rhythms, leading to sleep disorders and other health issues. This can affect the well-being of Charleville residents, impacting their overall quality of life.
• Loss of Heritage: The night sky has cultural and historical significance, and light pollution can erode this heritage by masking the view of the stars. This loss is significant in communities that value their cultural and historical ties to the natural world.
I would engage my pupils (6th class) in a few different ways. The first would be to explore what light pollution is. We would discuss what they can see when they go outside their front/back door at night and look up. It would be interesting to see what differences there are between the pupils who live in the town versus outside the town. I would try and have images to show the pupils what I see when I stand outside my house and look up. I live in a really rural area with little light pollution so there would be a big difference in our experiences.We take our 6th class on an overnight trip to a local village education centre. This would be an ideal time to have an observation night of the night sky. It would provide an opportunity for the pupils to see what is closer to the natural dark sky.
I think this would be a brilliant topic to cover with the pupils. I, myself, found this to be a really interesting module.
-
-
-
-
-
Your comparison between the night skies of your rural upbringing and the current light conditions in Charleville struck a chord with me. I teach in a small village, and while we still have reasonably good visibility of the stars, I’ve noticed over the years that more houses and security lighting are beginning to affect what we can see. Your point about the cultural and historical loss of the night sky really resonated, it’s not something we often think about, but it’s so true.
I love your idea of comparing experiences between town and rural pupils. I think sixth class pupils would be really engaged by that, especially if they were encouraged to record observations or even try the Globe at Night project. Using your overnight trip to observe the darker sky is a brilliant way to create a memorable and meaningful learning experience.
-
What a lovely contrast you’ve highlighted between your rural upbringing and your current teaching context. It really shows how powerful first-hand experience can be when teaching about light pollution. I think using your own view of the night sky as a comparison is a fantastic way to make the topic real for your pupils. The idea of incorporating the overnight trip for sky observation is brilliant. It gives the children a rare chance to truly see what a dark sky looks like and ties in perfectly with the learning. I agree, this is such a rich topic with links to science, geography, wellbeing, and even heritage.
-
This is a lovely, reflective lesson idea that clearly shows your passion for the topic and the importance of connecting pupils to the natural world. The contrast between your rural childhood in Co. Limerick and your current teaching setting in North Cork offers a meaningful way to explore light pollution. Using the pupils’ own experiences by comparing town and rural skies will make the learning personal and engaging. Your plan to use photographs and real observations helps bring the issue to life and supports visual learning.
Including an observation activity during the overnight trip is a brilliant idea, giving pupils a chance to see a darker sky than they might usually experience. This could spark a real sense of wonder and curiosity. Your links to wildlife, human health, and heritage also add depth, showing how light pollution affects more than just the stars. Overall, this is a thoughtful, engaging, and well-rounded approach to an important topic.
-
-
Hi Gráinne, I really like your idea of linking light pollution to the impact it has on nocturnal animals and and plant growth. I also really liked your point about the disruption artificial light has to our circadian rhythms and how that could be integrated into SPHE.
-
-
-
-
Light pollution is becoming increasingly noticeable in my local area, especially with the growing number of housing developments and commercial spaces. Streetlights, security lights, and signage often stay on all night, creating a bright orange glow that makes it difficult to see stars in the night sky. Many children in my class have never experienced a truly dark sky, which is something previous generations may have taken for granted.
To engage my learners with this topic, I would begin with a class discussion on what they can see in the night sky from their homes. We would then compare this with images or videos of the sky from places with little or no light pollution, such as remote rural areas or dark-sky reserves. We could conduct a simple star count from our school yard or from home as a homework activity. This would be followed by lessons on the impact of light pollution on wildlife, human sleep patterns, and our ability to observe space. Finally, we would brainstorm small actions we could take at school or at home to reduce light pollution, helping children feel empowered to make a positive change.
-
-
Hi Nicole,
I think it’s a great idea to allow the children to make connections to their own local area. It makes it very real for them. It would be interesting to see if there would be much difference in the class, my school has a mixture of children living in rural and urban areas so this could be an interesting comparison for them. I also like the idea of allowing children to come up with their own ideas for helping light pollution, I could see them getting very into this!
-
I thoroughly enjoyed reading through your lesson plan as it really integrated the SESE subjects i.e. working as historians and comparing light pollution to what is happening in our world today. I really like how you engaged your learners through prior knowledge of their own environment by taking part by observing light pollution in their own area. I also like how you used a simple but effective stimulus to engage other learners into the lesson i.e. images/videos. A really engaging lesson for older children.
-
-
-
-
-
Living in the countryside about 5 kilometers from a large town offers a mix of serenity and starry nights, but light pollution is becoming an increasingly noticeable issue. The glow from the town often permeates the night sky, casting a diffuse brightness that intrudes on the visibility of the Milky Way. This artificial light competes with the natural darkness, making it challenging to fully appreciate the stars. Additionally, outdoor floodlights around the house, activated by movement, further exacerbate the problem. These lights can be particularly intrusive when trying to stargaze, their sudden brightness disrupting the eye’s adaptation to the dark. However, on clear nights, especially during a new moon, the experience can be breathtaking. When the floodlights are turned off, the sky reveals its full splendor. The Milky Way stretches across the horizon, and various constellations and planets become visible in all their glory. It’s a stark reminder of what’s lost to light pollution. Efforts to minimize unnecessary lighting, such as using lower-intensity bulbs and shielding outdoor lights, could help preserve the night sky’s natural beauty
-
Hi Christina.
Welcome to the course and thanks for sharing your thoughts on light pollution in your own area. As you live in close proximity to the town I’m sure you have seen an increase in the light pollution. I too live on the outskirts of a town and when the Northern Lights were visible here I couldn’t see them due to the excess lights from street lights and the town which was unfortunate.
It is important to explore these issues with the children and for them to explore options to reduce the light pollution in their area such as those you have mentioned – shielding outdoor lights and reducing unnecessary lighting in their local area or the school community.
-
Hi Christina, it’s interesting that even living a few kilometres from town doesn’t guarantee a dark sky anymore. The bit about the floodlights really stood out to me, I hadn’t thought about how much they interfere with your eyes adjusting to the dark. I can imagine how different the experience must be on a clear, quiet night with everything switched off. The way you described the Milky Way reappearing really brought that contrast to life.
-
-
2. Creating a teaching resource using the “Globe at Night” citizen science programme.
The “Globe at Night” programme is a fantastic way to teach 6th class pupils about light pollution while getting them involved in real science. I would create a simple, hands-on resource pack to guide the pupils through the project. First, we would begin by learning about what light pollution is and how it affects people, animals, and our ability to see the stars. We would then use the Globe at Night website to learn how to collect data.
Each pupil would receive an observation sheet with a star map of a constellation we plan to observe (like Orion or Leo, depending on the season). On a clear evening, pupils, with their families, would go outside and match what they see in the sky to the star map. They would record their observations and submit them to the Globe at Night database.
Back in class, we would map our results, compare them with other parts of the world, and reflect on what we learned. This project supports science, geography, and digital literacy, while helping pupils see themselves as young scientists making a real-world contribution. It’s a great way to connect learning to the environment and global issues.
-
-
Task 1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light Pollution is described as ‘the inappropriate or excessive use of artificial light.’
When lighting is used excessively, it disrupts wildlife, impacts human health, wastes money and energy, contributes to climate change, and blocks our view of the universe. In fact, it was stated in one of the video links that almost 80% of the UK population cannot see the Milky Way from their home.
I teach in an urban setting and most of the children have never experienced a truly dark sky.
To begin this topic in class, we would explore what is Light Pollution? What do we know about this topic? Children would be asked to go into their garden that evening, or outside their home and look up. (Probably late autumn, as the evenings get dark earlier). What can they see in the sky? Stars, planets, or even nothing? Children make a list of all the sources of light around them while they are outside, streetlights, shop lights, neon signs, traffic lights, house/ garden/sports centre lights etc. I would ask the children to upload a picture of each light source from their list to me.
The following day we can display what the children saw and using darksky.ie we can compare our findings with a sky in a more remote part of Ireland. What are the differences and why?
Children can work in small groups to discuss what changes can we make in our homes and school to make a difference and to lessen the impact of light pollution? -
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I think that this would be a very interesting topic to explore with my class. In my school we have a mix of children who live in a rural area but also who live in an urban area so I feel there is a great opportunity for comparing and contrasting through talk and discussion about this.
I would introduce the lesson through talk and discussion of light pollution. We could do a kwl to establish what we know and what we would like to learn about it.
Next I would do a group activity with the class where they could compare and contrast areas with light pollution and rural areas where it is not as prevalent.
I think I would also integrate the topic with SPHE here and ask the children to identify the impacts of light pollution on human health like how it could affect sleep at night.
I think from an environmental point of view also it would be important to explore how light at night can affect animals but also the benefits of us trying to save using electricity. The children could explore times when it is more important to have lights outside but also ways we could conserve using it.I think finally I would do an art activity with the children where we could show a scene in a rural area vs an urban area to illustrate the difference light pollution has overlooking a scene. For example the rural area we could add night life to the scene and explore the natural light like the moon and stars, whereas the urban area with light pollution wouldn’t have the animals and would be lit up with street lights etc.
-
-
Hi Eleanor, I really like the idea of comparing two different demographics – rural and urban. This is definitely something we could do in my school as we are about 50:50 rural v urban interns of where the children live. It would provide an interesting link to our SSE in well-being touching on the area of quality rest and sleep quality.
-
-
-
-
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Artificial light emissions are 7 times higher in Dublin compared to the rest of Ireland. This isn’t just a visual issue—satellite imagery shows that light from Dublin extends over 45 km into areas like the Wicklow Mountains, affecting even designated heritage sites. Public lighting in Ireland consumes around 205 GWh annually, costing about €29 million and emitting 110,000 t CO₂. In Dublin, an estimated 20–30% of this energy is wasted due to inefficient design and over-illumination—equivalent to 2.2 GWh each year, roughly €300,000 in wasted electricity. The city’s bright skyglow severely hampers star visibility, even from suburban observatories like Dunsink Observatory, which is one of the only relatively dark spots in Dublin. This affects amateur and professional astronomy, cultural heritage, and our collective ability to view the night sky. Urban light disrupts nocturnal animals, altering feeding, breeding, and migration. Migratory birds suffer from disorientation and collision risks, and aquatic ecosystems far from direct light sources experience skyglow effects.
There is a very good David Attenborough documentary about sea turtles and when they are born, they emerge from the sand where their nest was and they are supposed to be drawn to the sea by the light of the moon but they are drawn to the street lights instead where prey are waiting and kill them. I would use this video as a stimulus to bring the pupils attention to one impact light pollution has on our lives. I would then go through the different categories of light pollution as mentioned above and then assign smaller groups a category to carry out a project on.
-
-
-
-
-
The David Attenborough documentary about sea turtles sounds like a really powerful way to introduce the idea of light pollution. I just watched a little bit on You Tube and I was hooked! The story of the baby turtles is so memorable and would definitely grab their attention — it makes the impact of artificial light really clear.
With my First Class group, I might simplify it a bit by just focusing on the turtle story and following it up with a short discussion: “Why do you think the turtles got confused?” or “Have you ever seen a really dark night sky?” We could draw a turtle’s journey and show the difference between natural and artificial light.
Your idea of breaking the topic into categories is great for older classes! I can imagine they would become really invested in this project. I would adapt it for my younger class by giving simpler tasks like matching pictures of natural vs artificial light or making a class poster on “How to Help the Night Sky.”
-
-
As I work in a rural school in Ireland, thankfully light pollution is less severe than other towns/cities around the country. However, artificial lighting is spreading at high speed into these rural parts of the country. I would engage the children into the lesson by using an image/video of the local woodland area in our village to assess their prior knowledge. In groups, the children will discuss and create mind maps on the environmental issues that this woodland area will have as a result of light pollution. Over the course of the week, we will take part in various nature walks at various times of the day to explore the area by taking pictures/drawings etc., on what we observed and would could cause issues for wildlife, plants & the local people e.g. street lighting can cause insomnia for the local villagers and artificial lighting could have an impact on the local habitats e.g. owls, hedgehogs etc., which rely on natural darkness to navigate, hunt and reproduce. At the end of the week, children will come together as a class and discuss their findings on what they found to be the main light polluting issues impacting our local area and what we can do as society to help maintain our local natural night environment, biodiversity and the village’s rural charm. If time allowed, I would also love the children to take part in a debate ‘Is light pollution having an impact on our local environment’ as part of SPHE.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is impacting my local area in a huge number of ways. From looking at the map of what light pollution there was in 1997 compared to now it is easy to see the change over time in the increase of lighting. Aside from the cost of using all of this light energy, there are also plenty of other effects on humans, species and our earth.
Some topics which could be explored with 5th/6th class are:
Sleep & mental health
Nocturnal animals and confusion of time of day or night.
I would encourage students to engage with this topic by first sparking their interest by a fun or factual video. I would get them to construct debates as part of their written work on why people should use less lighting or change how they use lighting. Students could design poems on encouraging people to think about their use of light at home and at school.
We used to nominate students from the Green Schools Committee to be light switch managers. Just before lunch they would walk by all classrooms to ensure all switches and screens were off. We found this to be a good way of promoting awareness particularly when there was a prize for the most energy efficient class.
-
-
Number 3
Planning a project for my class to participate in the International Dark Sky Association’s “Rising Star” Awards Programme involves several steps. First, I will introduce students to the importance of protecting our night skies and reducing light pollution through engaging discussions and videos. We will research local sources of light pollution and identify ways to minimise it, such as using shielded outdoor lighting and turning off unnecessary lights at night.
Next, students will brainstorm ideas for a community project, like organising a “Dark Sky Night,” creating awareness posters, or participating in a local clean-up to reduce light pollution sources. We will set clear goals, roles, and timelines for each activity. The class will document their efforts through photos, videos, and journal entries to showcase their work.
Finally, we will prepare a presentation to submit to the “Rising Star” Awards, highlighting our project’s impact, community involvement, and educational value. This project promotes environmental responsibility, teamwork, and awareness of the importance of preserving dark skies for future generations.
-
-
Light pollution is the inappropriate or excessive use of artificial light. This is a growing issue across Ireland and indeed where I live and teach. More housing developments,more streetlights and commercial lighting are making it harder to see stars which limits our ability to connect with nature and astronomy. Light pollution disrupts wildlife,nocturnal animals and leads to energy wastage.
I would begin by showing the children what we can and can’t see due to Light pollution (star walk or sky view apps). Do a walk around the school and village grounds noting necessary and unnecessary lights. We would engage our green schools committe to undertake an energy usage project and to monitor lights, checking that all lights are switched off as kids go out for lunch break.
In Art we could do diorama projects with shoeboxes- one with star filled sky and one full of artificial light sources using glow in the dark stickers or paint. Or look at Vincent van Gogh’s Starry Night and do a modern day version, how it would look.
The Green schools committee could have a Lights Out campaign creating posters and parent information sheets promoting change in homes. The school could participate in Earth Hour.
-
Our school is located in rural Co. Wexford and light pollution is gradually becoming more prominent in the area, especially with the growth of nearby towns and an increase in residential and street lighting. On clear nights, it’s often difficult to see many stars that were once easily visible. This artificial brightness can affect local wildlife—disrupting nocturnal animals and confusing migratory patterns, particularly for birds and insects. It also impacts our own circadian rhythms, which are influenced by natural light cycles.
To explore this issue with 1st and 2nd class learners, I would begin with a story-based approach, using picture books that focus on the stars, nighttime, and animals affected by light such as How to Catch a Star by Oliver Jeffers and The Darkest Dark by Chris Hadfield. From there, we could do simple activities like comparing pictures of starry skies versus light-polluted skies. A fun class project might involve a “Night Sky Diary,” where children record what they can see at night from home. We could also make star viewers and learn about constellations in a darkened classroom environment. We would discuss simple ways to reduce light pollution—like turning off unnecessary lights—and create posters for a school campaign promoting Dark Sky Awareness.
-
Task 1: Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
The impacts of light pollution are having huge negative affects across the country in recent years. The map of Ireland in the slides were a great visual to show the differences. Although we would need an updated version for 2025. The amount of housing developments have grown dramatically in the last number of years. There are more streets, which have streetlights, security cameras/lights, garden lighting, etc. have all added to the light pollution in our area. I would begin by creating a KWL chart on light pollution with my class– what we know already, what we want to learn and what we have learned after. I would show the children the ‘What is Light Pollution?’ from NSW website. Our school is located just outside a town in the South West and the pupils are from different areas around. We would create a little observation table as a class and each of us fill it out as a homework activity. The children would enjoy sharing their experiences and observations from their house, compared with their peers. We could do an activity to highlight light pollution to the rest of the school and some tips to help reduce it
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is a growing concern, especially in urban and suburban areas. It has lots of negative affects around our local area.
We have reduced visibility of stars and planets – Streetlights, security lights, garden lighting, etc. All create a glow and add to light pollution.
Wildlife – Some animals become disorientated due to the artificial lighting, this can then affect their feeding, sleeping habits, reproduction and migration.
I would engage the children by showing them the video clip – ‘What is Light Pollution?’ from NSW. We could then do ‘The Dark Sky Experiment’. For this experiment you set up the room to be completely dark. We will have a flashlight and a teddy bear. I will have the children to shine their flashlight on the teddy and we will discuss – what happens when we shine the flashlight on the toy, does it help us to see it clearly, etc. I will then introduce another light, to be the ‘city light’. This will be a second source of light on the object. We will discuss what happens when we shine the second flashlight on the object, does it make you see it clearly? We will discuss how bright lights make it harder to see clearly and how this is likely to play a part of light pollution in our area. We will brainstorm ideas to help us reduce the light pollution in our area and give a little talk to the other classes to raise awareness of light pollution.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Module 3 What’s Happening in Killarney?
Killarney is near the Kerry International Dark-Sky Reserve – one of the best places in the world to see stars. But light from streetlights, homes, and businesses in the town can still cause light pollution.
• This extra light:
• Makes it harder to see stars.
• Affects wildlife, like bats and moths.
• Wastes energy and money.How Can I Teach This to My Learners?
1. Go Outside and Look at the Sky
• Take your class on a night walk (even around school).
• Compare what they can see in town vs. outside town.
• Use a sky app like Stellarium to find stars.Killarney National Park Education Centre offers curriculum-linked outdoor programmes for primary and post-primary schools, focusing on ecology, habitats, and heritage
You can request evening or twilight sessions, tailored to explore wildlife and star-lore. They already run hundreds of visits—which can extend into night-time learning.2. Light Check
• Walk around school or their homes and look at lights:
• Are they too bright?
• Do they shine into the sky?
• Talk about better lighting – softer, shielded, and pointing down.3. Animals at Night
• Discuss how animals like bats and insects need darkness.
• Ask: How would you feel if it was never fully dark?4. Use Technology
• Use free apps or websites like Globe at Night to measure how bright the sky is.
• Map areas with the most light pollution.5. Creative Projects
• Make drawings or paintings showing a natural night sky vs. a light-polluted sky.
• Write poems or stories about the stars or animals at night.6. Class Debate or Project
• Ask: Should Killarney change its lights to protect dark skies?
• Learners can share ideas for helping the town become more “dark-sky friendly”.What Will Students Learn?
• How light affects nature and us.
• How to look carefully at the world around them.
• How to make a difference in their own town.After this module I will definitely look into Partnering With Local Experts
• Kerry Dark‑Sky Group often offer guided night walks—ideal for schools.
• Watch for Dark Sky Festival (March 27–30, 2025), which has family-friendly and school workshops-
Hi Sandra,
Killarney is a great place to explore light pollution, with the contrast between the town and rural areas. This would really brings light pollution to life for students in a way they can connect with, as it is local. I like how you have highlighted the link between wildlife and darkness, and feel this would be powerful for students…it makes the issue feel more real. Using local resources like the Killarney National Park Education Centre and the Kerry Dark-Sky Group is a great way to deepen the learning.
-
-
-
In many parts of Co. Cavan, the night sky is no longer as dark as it once was due to lots of light pollution. With the rise in housing estates, retail parks, and constant outdoor lighting even on some very rural roads, the natural darkness is slowly fading. Bright streetlights and security lamps often stay on throughout the night, making it harder to spot stars or planets in the sky. For some children, the idea of a sky full of stars is something they’ve only seen in pictures.
To get the class thinking, I would ask them to describe what the sky looks like at night where they live. We could then explore images of places that still experience complete darkness, such as mountain regions or rural parks, and discuss the difference. As part of our learning, the children could do a night-time observation, either at school or from home, but home being more realistic, counting visible stars.
We would also look at how artificial light affects not only our view of the sky but also wildlife and human health. To wrap up the topic, the children could come up with ideas for how we might reduce unnecessary lighting in our homes and school helping them to understand that small changes can protect the natural environment. Might be nice to tie in smart homes!
-
Light pollution is becoming an increasing concern in Dublin, particularly as urban expansion continues. In the city centre and suburban areas like Clontarf or Tallaght, excessive artificial lighting from streetlights, buildings, and vehicles is causing the night sky to fade. It’s difficult to spot even the brightest stars, and this disconnect from nature has a quiet yet significant impact. Wildlife, including birds and bats, are affected by disoriented migration patterns, and people may experience disrupted sleep cycles due to over-illumination. Many children growing up in Dublin may never see the Milky Way—something their grandparents might have once taken for granted.
To engage my 6th class pupils in exploring this issue, I would begin with a night sky observation log. After a class discussion on what they expect to see, students would record visible stars over a few nights. We’d compare urban versus rural skies using photos or apps like Stellarium. I’d integrate geography and science by examining how light affects ecosystems, and even bring in maths by calculating energy use and suggesting ways to reduce wasteful lighting. A final project might include a persuasive poster campaign to encourage responsible lighting in their community. This way, students not only learn about light pollution—they become advocates for change.
-
The amount of light being produced is definitely increasing in urban areas. With the increase in the amount of development there is a stark increase in the amount of light pollution being produced. The different sources of light pollution are also increasing with more floodlights, street lights and cars. Teaching students about these sources of light and their implications would be a great way to get them thinking about sustainable development and possible solutions to the problem.
-
-
-
I teach in an urban school which has been identified by the CSO as the brightest place in the county. This is something that could be used as a starter for a lesson on light pollution. We could discuss why our area is the worst, or what is causing the pollution.
From there we could explore possible solutions to the problem. Is there a solution or do we need to think differently about lighting in urban areas. The could do a night survey where they identify sources of light pollution. They could see which of those sources are the brightest and how they could be remedied.
We could also explore the biodiversity implications and see how the high levels of light pollution is affecting birds and insects. We could try to find out if the numbers of
Finally we could explore the night sky and look at the impact that light pollution is having on our ability to see the stars at night. One task that students could engage in is a star count. They could choose a part of the night sky and see how many stars are visible. We could compare the areas where students are living and seeing which areas have more or fewer stars in the sky.
-
-
Option 1:
To begin this lesson with my 5th class students we would explore the question ‘What is light pollution?’. I will use this as a guide to see what background knowledge my students have on the topic and I will alter my content based on gaps in their knowledge. Key vocabulary would include terms such as glare, skyglow, light trespass, and clutter. Children will then explore the Globe at Night website to count visible stars from school and they will compare with star charts. They will record their observations on a whiteboard and we will have a discussion as a whole class. We will then take our learning outside the classroom and we will go on a field trip around the local environment to check for light trespass. The children will use the app Lux Light Meter Pro to assist them with this. The final task the children will engage in will to be to create a campaign to help educate other classes/communities about light pollution, the impacts light pollution has on the environment and give ways that we can help reduce light pollution. -
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Living in Dublin, I’ve noticed how difficult it can be to see the stars clearly at night. The glow from streetlights, houses, and nearby shopping areas creates a constant brightness in the sky. This light pollution washes out many of the stars, planets, and even the Milky Way, making stargazing a challenge in our local area. What should be a natural and awe-inspiring view is often reduced to just a few visible stars. This has a real impact—not just on our connection to nature, but on learning opportunities too.To engage students in a senior school in this issue, I would begin with a simple stargazing activity, encouraging them to compare and contrast the night sky in Dublin with darker rural locations through photo and by exploring/using Stellarium with a focus on our locality and the dark sky reserve in Kerry. We would then explore how light pollution happens and discuss real-life solutions, that we as a school can partake in. After they have learnt about light pollution we could create create posters to raise awareness for our school and locality.
-
How light pollution is impacting your local area.
I would first discuss what light pollution is with the children and show a video based on this.
Light pollution is the excessive or misdirected artificial light that brightens the night sky and disrupts natural darkness. It makes it harder to see stars, affects wildlife, and wastes energy.Elicit from the children different types of light pollution in their area and in rural parts of Ireland, light pollution is increasing due to:
Streetlights, especially in housing estates and towns
Sports field floodlights
Shops and building lights left on at nightDiscuss the consequences of light pollution in the area.
Fewer stars are visible in the night sky, especially near cities like Dublin, Cork, Galway, or Limerick.
Wildlife such as bats, birds, and insects are affected—nocturnal species rely on darkness.
Disrupted sleep patterns for humans
Energy waste and carbon emissions from lights left on unnecessarilyThe children would then complete a classroom project to help them investigate and reflect on light pollution in their local area.
1. Build Background Knowledge
Use visuals and videos to introduce types of light pollution
Show before-and-after images of night skies with/without light pollution.2. Night Sky Survey
Students record how many stars they can see from their back garden or local area.3. Light Audit
Take a walk around the school or local street and count:How many lights are on after dark?
Are they shielded or shining directly upward?
Are any left on with no one around?
Students can draw a “light map” of the school or street.4. Data & Discussion
Create bar charts showing “number of lights” or “stars visible by location.”When the children have completed their bar chat, they will discuss the differences and why there are differences, which could be because some children live in town, some in estates and others in the countryside.
-
Hi Karen,
Thanks for your post and comprehensive plan to explore night pollution with your learners. By creating connections with their locality and the light sources, learners will begin to understand the impact of this often unknown pollution source, and can be empowered to think of ways to create change through informing others, and campaigning for change.
By understanding the importance of all creatures, even those we often don’t like the look of, bats and moths, we can come to value and work to protect their dark skies. In farming communities, the role of bats and owls in pest control are especially important to highlight-bats can eat up to 3,000 insects a night saving farmers time and money on other pest control measures.
As a conclusion to this activity, they may reflect on how they can help in their own homes, pulling down blinds, turning off lights that aren’t in use, etc.
-
-
Light pollution is increasingly becoming a concern in County Kerry, even though it remains one of Ireland’s darkest and most pristine natural areas. In fact, parts of Kerry — particularly the Kerry International Dark Sky Reserve — are globally recognized for their exceptional night skies. However, growing development, tourism infrastructure, and expanding residential areas pose ongoing risks.
How Light Pollution is Impacting County Kerry:
Encroachment on Dark Sky Reserve:The Kerry International Dark Sky Reserve, stretching from Kells to Caherdaniel, is a designated Gold Tier Dark Sky Reserve. However, nearby towns such as Cahersiveen, Waterville, and Sneem are seeing increased lighting for tourism, roads, and housing, which can spill into the protected zones.
Even small increases in artificial light can reduce the visibility of stars and interfere with astronomical observations.
Effects on Wildlife:Kerry’s native species, including bats, owls, and migratory birds, depend on natural darkness. Artificial light can disorient nocturnal wildlife, affect feeding and mating patterns, and alter natural ecosystems.
Marine life near coastal areas like Ballinskelligs or Valentia Island can also be disrupted by coastal lighting.
Impact on Human Health and Culture:Poorly managed lighting in urban areas like Tralee or Killarney can disrupt human circadian rhythms, leading to sleep issues.
There is also a cultural loss; many younger residents have never seen a truly dark, star-filled sky, which is part of Ireland’s natural and mythological heritage.Protecting the skies over County Kerry is about more than just science — it’s about preserving our connection to nature, culture, and the cosmos. By getting learners actively involved in observation, action, and reflection, we empower them to be guardians of their environment.
-
-
I think doing a KWL chart with the children to begin the lesson would be a good way of seeing what the children’s prior knowledge of light pollution is. I teach in a built up area just outside the city and the majority of the children live in housing estates.
I think for the research part of the lesson, I would split the children into different groups – one group looking at the effect on environmental and local issues i.e. wildlife. Another group could look at the human impact – difficulty sleeping, issues with vision, sensitivity to light etc. The last group could look at the visibility issues regarding the night sky, how many stars are visible from their back garden or stuff like that.
I would then get the children to design a poster or a powerpoint using Canva or Google Slides.
We could even link in with a rural school and present our findings and see if the results are similar or different depending on the area.
-
-
I am focusing on assignment 1; reflecting on light pollution in my area and how I would engage learners to explore this.
The school that I am in is in a busy town. As a result, my learners are from an urban setting. In this way, I would begin by creating a chart in all of the artificial ways in which we can get light; for example, candles, street lights, car lights, tv lights and so on.
Whilst there are times that artificial light is useful and necessary, such as in hospitals and in night work, I would encourage my learners to create posters encouraging their peers to reduce this light in our environment. This is a useful way to integrate arts and crafts. Some suggestions could include choosing to play outside instead of using screens. Of encouraging day time shopping instead of night time trips. This would actually integrate very well with saving and conserving energy and could actually be advanced by our school’s Green Schools committee. Our school promotes energy conservation to protect the environment, but it could also highlight the impact of light pollution. Another answer offered in this forum talks about highlighting the negative effects that blue light has on sleep cycles. This is also very useful information for my learners.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I hadn’t realised the negative impact that light pollution could have in terms of observing the night sky or on biodiversity. The impact on creatures and animals is concerning and something that we should be actively be taking responsibility for in so far as we can. Raising awareness at whole school level would be an interesting project to work on as a school and wider community basis. This could be done by teaching the children about light pollution and its effects, observing the sky in the local area at night and making judgements. Comparing our view of the night sky to the clearer skies in places like Kerry/ Mayo/ Davagh Forest Parks. Then collectively implementing strategies to reduce light pollution at home and in the school environment by encouraging use of lighting which emits less glare, sky glow, trespass and clutter. The student council could write with observations made to local community representatives which may influence future choices made around street lighting. Developing awareness among the children would also inform their choices around lighting and light pollution in the future. Everyone working together to raise awareness and make better choices would have a positive impact at local level in order to optimise our view of the night sky and protect animals in our environment.-
Hi Edel
You are not alone in not being aware of the impacts of light pollution. It is something that few people think about and as a result, the problem is increasing at an alarming rate. Your ideas for raising awareness among your learners and getting them involved in simple surveys and activities in school and at home can really help to spread awareness. Encouraging the student council to engage with your local authority is a great way of demonstrating active citizenship. Many local authorities are starting to tackle the issue of light pollution now and public engagement and awareness will be a very important part of that.
-
-
Light Pollution is a growing issue in many areas, especially in towns and cities where artificial lighting from streetlights, buildings and vehicles brighten the night sky. This excess light disrupts natural ecosystems by confusing nocturnal animals, disturbing plant growth and affecting human sleep patterns. It limits the ability to see stars and experience the natural beauty of the night sky.
To engage the children in exploring this I would start by showing them pictures of the night sky in the city and the countryside. We would talk about the differences and why it happens. Using torches in dark boxes or drawing starry skies can help them understand how light affects what we see. We could create a dark room in the classroom to see what stars would look like without too much light around.
-
Creating a teaching resource using the “Globe at Night” citizen science programme
To introduce this topic to 4th/ 5h class children I would firstly use citizen science resources to learn about light pollution, the disappearing night sky and its causes and solutions. I would encourage children to create their own light pollution surveys based on the survey produced by the Irish Times. As part of their homework I would ask the children and a grown up to walk around their local neighbourhood after dark and fill in the survey. We would then discuss our findings back in class.
As a continuation of their project I would then get the children and their families involved in the Globe at night campaign which takes place once a month. We would use the website to learn about the campaign and we would learn how to measure night sky brightness by following the 4 steps listed on the website.
1) When is recording taking place? 2) Where are you recording from?
3) How dark is the sky? Can they see the current constellation? How many stars can they count in the constellation border?
4) What are the sky conditions?
I would show them how to submit the data they have recorded and how this data will be used to monitor levels of light pollution around the globe. Further discussion will teach the children about the findings of the globe at night campaign. How light pollution has an effect on energy consumption, plants, wildlife and human health.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution in Wexford Town is certainly an issue and is affecting the visibility of the night sky, especially in areas like the quay, town centre, and residential estates where streetlights and shopfronts stay lit well into the night. The shopfronts being lit up is actually bizarre when you think about it; I’m sure they have a reason for it but the town is deserted at night so I can’t see what advantage there is to having them all light up like Christmas trees.
I’m basing my lesson on 4th class and focusing it on the local area in and around Wexford town where our school is based and where many of the students live. We are lucky in a way being an Educate Together as many students commute long distances from the countryside to school. I think there will be a very good mix of students who can and can’t see stars at night from where they live.
Introduction
I would begin by asking questions and showing photos and videos in order to engage the class.
Ask:
• “Have you ever seen lots of stars at night?”
• “Do you think we can see more stars in town or in the countryside? Why?”
Show photos:
1. Sky over a city with few stars.
2. Sky in a dark place full of stars.
Short video clip (e.g. 1–2 mins of a time-lapse showing city sky vs. dark sky reserve – YouTube or ESA kids).Explore – What Is Light Pollution?
Explaining what light pollution is and its impact on nature, humans and also energy waste
Show images of Wexford streets lit at night (Google Street View) vs. rural areas nearby where some children live e.g. Tagmon, Mayglass etc.
Ask:
• “Where in Wexford do you think you wold see more stars?”
• “Why might animals like owls or bats prefer dark places?”Mapping Activity
• Give students a map of Wexford Town with local landmarks (bullring, Redmond square, library, quay, school, etc.).
• Mark where lights are strongest (quay, town centre) and where they think the sky might be darker (e.g. outskirts, near Ferrycarrig).Reflect & Record
• Class draw or write:
o A picture of a bright place in Wexford and a dark place.
o One sentence: “Light pollution makes it hard to see the stars because…”
• Whole-class brainstorm: “What could we do to make Wexford’s sky darker at night?”
o E.g. turn off garden lights at bedtime, use better light fittings, raise awareness.
For a home school link I would send a note home inviting families to look for stars together one evening.
• Including a simple Star Log Sheet:
o Day & time
o Number of stars they can count (estimate)
o What lights are nearby?
o Can they see the Moon? Planets?
Encourage parents and children to:
• Take a photo of the night sky if possible.
• Visit a darker area (Raven Point, outskirts) and compare.
• The children could then share star logs and photos back in class and create a “Night Sky of Wexford” display wall.
I would integrate with the following curriculum areas
• Art: Draw “Wexford with stars” vs. “Wexford with streetlights”.
• Drama: Act out being animals confused by bright lights at night.
• SPHE: Link to wellbeing—how light pollution affects sleep and health.
I’m actually very excited about this activity and will be giving this a go with my class next year. I do need to make more of an effort to make use of the locality in my lessons and this is the perfect opportunity. -
-
Light pollution in our local area has led to reduced visibility of the night sky, affecting both wildlife and human well-being. Excessive artificial lighting disrupts nocturnal animals’ natural behaviors and impacts ecosystems, while also interfering with circadian rhythms in humans. Streetlights, illuminated buildings, and advertising boards contribute significantly to skyglow, making it difficult to observe stars or celestial events.
To engage learners, I would begin with a night sky observation activity, comparing views from urban and rural locations. Learners could use star maps or astronomy apps to identify constellations and document visibility levels. We’d discuss the effects of light pollution on ecosystems, human health, and energy consumption. Students could then investigate local lighting practices and propose sustainable solutions, such as shielded lighting or motion sensors. Integrating science, geography, and citizenship, this inquiry-based approach encourages learners to connect environmental issues with community action and stewardship
-
Hi Siobhan,
Many thanks for your post. I think you have a great plan for exploring light pollution with your learners. The night sky and all its beauty which is being lost due to often wholly unnecessary lighting practices. It may be helpful to use a KWL chart as this activity is carried out. For many, even the term “light pollution” will be a new concept. Learners will come along in their STEM skills by exploring the problem, observing its impact and the solutions available, of which there are many.
This could also lead to environmental activism on their part, sharing their learnings at home, presenting to other classes in school and throughout the locality to create the necessary changes that will benefit the community and its biodiversity.
-
-
Light Pollution in Our Local Area
Light pollution is becoming increasingly noticeable from Streetlights, security lighting, and illuminated signage which makes it difficult to see stars—especially for children who may never have experienced a truly dark sky.
To engage my learners with this issue, I plan to launch a class investigation into light pollution using the Globe at Night project. Students will measure local sky brightness with their eyes and smartphone tools, compare results with global data, and present findings to our school community. We’ll also explore the cultural and scientific importance of dark skies through art, storytelling, and science. By turning a local environmental issue into a real-world science inquiry, students become active participants in data collection and solution-seeking—learning that they can have a voice in protecting our skies.
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would begin the lesson by eliciting prior knowledge regarding light pollution. I would pose the question “how does light pollution affect us and our environment?”
I would continue the lesson by showing the video from the Australian astronomer that explains what light pollution is and its effects on the night sky and people and animals in our environment. I would teach the children about our bodies circadian rhythm and how we our body needs darkness to sleep and recharge.
I would engage the childrens interest by completing experiments to demonstrate light pollution and how it can be reduced as shown on the slides. Such as shading a light and using eco friendly bulbs.
I would further enhance the learning experience by providing a light pollution survey for them to complete regarding their area. We would come together and compare the similarities and differences.
Finally, I would ask the children what changes we could make to reduce light pollution. -
-
I’ve noticed light pollution getting worse in my local area lately. At night the sky isn’t really dark anymore. Streetlights, house lights and even bright signs from shops all make the sky glow. You can barely see the stars some nights, which is sad because I remember seeing loads more when I was younger.
Instead of bringing the class out in the evening, which wouldn’t really be possible, I would give it as a small homework task. I’d ask the children to look at the night sky from their garden or window and count how many stars they can see. I’d also give them a photo of a proper dark sky to compare it to. The next day we’d talk about it in class and make a list of things they noticed.
Then we’d chat about why light pollution matters, like how it effects animals and our sleep. They could make posters or write simple tips for what people can do at home. Even small changes can make a big difference.
-
Hi Aoife,
I really like how you’ve made the concept of light pollution accessible and meaningful for young learners. Giving the star-counting task as homework is a great idea—it gets families involved and gives children a chance to make real-world observations. Using a photo of a true dark sky for comparison is also really effective for sparking curiosity and discussion. The follow-up activities in class, like sharing observations, creating posters, and discussing impacts on animals and sleep, make the learning both personal and purposeful. You’re absolutely right that even small actions can make a difference, and it’s empowering for children to know they can help. This kind of activity not only builds awareness about light pollution but also nurtures responsible citizenship from a young age.
-
-
(Option 1 In Bray, Co. Wicklow light pollution is a growing issues over the past few decades…streetlights and commercial lighting make it hard to see stars, even from places like Bray Head or the seafront. I’d get students involved by considering night-time surveys (homework) to spot areas with too much or poorly directed lighting. They could also organise stargazing nights to see firsthand how light affects our view of the night sky.
To tackle this together, local schools could link up through their Green School Councils and form a “Bray Light Pollution Network.” They’d meet (virtually or in person) to share what they’ve found, suggest better lighting (like warmer bulbs or timers), and even present their ideas to Wicklow County Council. This could lead to a community-wide lighting plan, helping to reduce glare and protect our night skies. It could be a great way to raise awareness and empower students to lead real environmental change.
-
-
Light pollution in Kilkenny stems largely from unshielded streetlamps, brightly-lit commercial sites, and excessive outdoor lighting. This creates skyglow—dimming the visibility of stars and reducing our connection to the night sky—as well as glare and light trespass into homes and natural habitats. For wildlife, artificial light disrupts nocturnal insects and birds’ navigation, alters predator–prey balances, and affects plant rhythms—impacting local biodiversity even in rural areas around Kilkenny . Moreover, wasted energy from excessive lighting boosts carbon emissions, working against our climate goals even as the LED upgrades currently underway aim to reduce both pollution and costs.
Engaging 6th class students
Host a “Dark Skies Detectives” inquiry: begin with a simple mind map of what pupils know about streetlights and the night sky. Then, using a light pollution simulator or guided smartphone observations, they can record star visibility in different schoolyard spots. Invite a guest from Dark Sky Ireland or Kilkenny County Council to discuss LED dimming, shielding, and responsible lighting. Students could design their own “ideal” outdoor light fixture—adding shields, timers, warm colour bulbs—and present it in a mini Science Café to parents and peers . Finally, they might compile a photo diary comparing daytime and nighttime lighting, reflect on energy savings and wildlife benefits, and make school wide pledges to “turn off, shield, and dim” unnecessary lights.-
Hi Maura
I really like your plan for exploring the topic of light pollution with your pupils as it includes lots of aspects from researching the problem, to recording and mapping light levels, designing solutions and taking action. I love the idea of the showcase event where the children demonstrate their better lighting designs to parents and other pupils and also the records of star visibility and the photo diary and pledges. As this is an area, where few people are aware of the issues, your pupils have a great opportunity to take the lead and educate others,
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
As mentioned by another participant I would use the David Attenborough Video about sea turtles as a stimulus. We have explored noise pollution alot, but never light pollution. This will be a completely new topic for us in the classroom setting.
I would allow time for talk and discussion after watching the video.
Create a KWL on Light Pollution.
Identify sources of light pollution in our environment.
Post a task on Seesaw for children to take a video outside their house identifying sources of light pollution.
Compare sources of light pollution in urban v rural areas.
Identify the possible impacts of light pollution on Biodiversity.
Create an action plan to reduce light pollution in our local area.
Publish the action plan as part of our work towards our ‘Biodiversity’ Green School Flag -
-
2: Create a teaching resource using the ‘Globe at Night’ citizen science programme
I’d like to build a short activity around the Globe at Night programme, as part of a two-week mini project. It’s a simple way to introduce data collection and talk about light pollution in a hands-on way, even for pupils who might not have access to dark skies.
We’d start by discussing the difference between natural and artificial light, and then use satellite images to compare light levels in different areas. For homework, I’d ask the children to go outside (with help from home) and try the Globe at Night sky observation, even just noting whether or not they can see stars. Back in class, we’d talk about their results and map them roughly by location.
Even if we only get partial data, it’s a good starting point for thinking about how our own surroundings shape what we can see, and how small changes in lighting could make a difference.-
I like the idea of doing this mini project as a starting point to further exploration. It is an extra challenge to get the children to examine the sky when it’s dark so parental support will be very important for this. The data collection could be linked to maths and the topic itself to lots of cross curricular work in science, geography and art.
-
-
-
Light Pollution:
Light pollution is becoming an increasing issue in our local area, a rapidly growing tourist town on the coast of Ireland. The town is now experiencing growing levels of artificial light due to new housing developments, expanding infrastructure, and increased visitor activity. These changes have led to a noticeable dimming of the night sky. Where the Milky Way was once visible to the naked eye, now only the brightest stars remain. This has implications not only for biodiversity—disrupting nocturnal wildlife in our woodlands and coastal areas—but also for human health and our connection to the natural world. To help pupils explore this issue, I would plan an integrated SESE and SPHE project. Pupils could investigate how local wildlife is affected by light pollution in the woodland and beach environments, using surveys, simple experiments and observation journals. They could interview residents and compile a photo diary of the town’s changing nightscape. I would also encourage engagement with maths through data collection and graphing local light levels, perhaps in collaboration with a geography strand unit on environmental awareness.By rooting the learning in their local community and environment, children can develop a deeper understanding of sustainability and stewardship, as well as gain valuable scientific and social inquiry skills.
-
Hi Sinead,
As towns grow due to population increase or tourism the increased population would lead to more light pollution and as you have said this can further impact on biodiversity and also human health.
I really like your idea to compile a photo diary of the changing landscape of the town. It would allow for lots of critical thinking and discussion as they compare the photographs. I agree that as your direct their learning to their own local community pupils may get a deeper understanding of the problem and of how they can make changes in their own community. This would also develop scientific and social skills as you have mentioned.
-
-
-
I live in rural westmeath where light pollution has a range of environmental, ecological, and cultural effects. While rural areas generally experience less light pollution than urban centres, increasing development and poorly designed outdoor lighting can still have significant impacts.
1. Disruption of Natural Darkness
Westmeath, known for its lakes, bogs, and natural beauty, should ideally offer dark skies. However, even modest artificial lighting (from housing developments, roadside lighting, and agricultural facilities) can:Reduce the visibility of stars – diminishing opportunities for stargazing and disrupting dark-sky tourism potential.
Affect nocturnal wildlife – many rural species rely on darkness to hunt, breed, or migrate. Even small increases in skyglow can:
Disturb bat activity (Westmeath is home to several bat species).
Affect moths, which play an important role in pollination.
Disrupt amphibians and birds whose behaviors are tied to natural light cycles.
2. Ecological Consequences
Disruption of ecosystems: Artificial light alters predator-prey relationships and the behaviour of nocturnal animals.Impact on agriculture: Pollinators such as bees can become disoriented, potentially affecting crop yields in farming communities.
3. Human and Cultural Effects
Sleep disruption: Even in rural homes, excessive outdoor lighting or nearby illuminated roads can affect circadian rhythms.Loss of heritage: The night sky has cultural, historical, and spiritual significance. Increased light pollution erodes this connection.
Reduced appeal for astro-tourism: Westmeath has potential as a dark-sky destination (especially near Lough Derravaragh or the boglands), but light pollution can undermine this economic and cultural opportunity.
4. Contributing Factors in Westmeath
Expansion of rural housing and commercial developments with poor lighting design.Roadway lighting on national and regional roads.
Agricultural lighting used during extended work hours, especially in winter.
-
Light Pollution in our local area
Light pollution is becoming increasingly noticeable in our local area, especially with new housing developments and stronger outdoor lighting around roads and buildings. The sky at night is often washed out by artificial light, making it difficult to see stars beyond the brightest few. To help my students understand this issue, I would begin with a simple activity—going outside one evening (with their families) to count how many stars they can see. We would compare their findings using the “Globe at Night” star charts and record our data on the website as citizen scientists. Back in class, we’d map our results and discuss why we saw fewer stars than we expected. This would lead into conversations about responsible lighting, energy use, and the importance of preserving dark skies. Through stories, art, and hands-on activities, the children would begin to see the sky not just as background—but as something worth protecting.
-
-
Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme
To start with we would have to learn about what light pollution is. We could start with the Esero Light and Dark worksheets and examining the increase in light pollution images comparing 1997 to 2015. We could look at the general negative impacts of light pollution on people and animals and the environment.
We could move from there to doing some practical investigations in our local area. We could look at street lights in the community around the school. We could count and categorise the different streetlights used and how effective or not they are at reducing light pollution. We could do this in conjunction with the spaceweek investigation designing a device to reduce light pollution from a model street light? Maybe we could contact the local council to see if they have a plan for changing or upgrading streetlights with light pollution in mind.
We could do an investigation into the wildlife in the immediate vicinity of the school and the potential impact of light pollution on them. Some motion sensor night cameras to record nocturnal activity would be fun to play around with!
Lastly we could look at our school building and whether it is adding to light pollution in the area with unnecessary security light etc.
Ideally it would be great to give the children some information about dark skies and light pollution and have them come to with their own ideas for investigating, researching and taking action.
-
Hi Natasha, I really like your approach—starting with the basics of light pollution and using the Esero worksheets, then moving on to practical investigations in the community and around the school. The idea of checking local streetlights and even involving the council is great, and using cameras to look at wildlife adds a fun, hands-on element. Letting the children come up with their own ideas for investigating and taking action will definitely make the learning more meaningful and engaging for them.
-
-
-
Light pollution is becoming more noticeable in parts of Kerry, especially around towns and villages where streetlights and outdoor lighting are increasing. While many rural areas still enjoy dark skies, some places are starting to lose clear views of the stars. This affects not only our ability to enjoy stargazing but can also disturb local wildlife and waste energy.
To help students explore this issue, I would plan a simple project where they compare the night sky in different parts of our area. We could use a basic sky quality app or just count visible stars in the same patch of sky from their homes and from a darker rural spot. Students would record their observations and discuss the differences in class. We’d also talk about how light pollution happens and brainstorm small changes, like using outdoor lights with timers or shields, to help keep our skies darker for everyone.
-
Hi Conor,
Welcome to the course and thanks for sharing your thoughts on light pollution in your area.
It is important to allow for comparisons with a rural area to allow for critical thinking and as how you have mentioned allow the pupils to record their observations and discuss it. It is also a great idea to explore the changes that could be made in the local area such as shields on outdoor lights, the pupils could write their own letters to local councillors to further support these changes.
I hope you enjoy the course.
-
-
Living and teaching in an urban area, especially in housing estates, means our children are surrounded by lights all the time—streetlights, car lights, shops, and even lights from windows at night. This light pollution means many children don’t get to see stars clearly, and it can affect sleep and local wildlife too. To help infants explore this, I’d start with stories about stars and night-time animals, then take them on a walk around the locality to spot different lights. We’d play with torches in a dark tent, sort light and dark pictures, and talk about animals that need the dark. Children could make posters to remind people to turn off lights when they’re not needed. I’d also encourage families to do a “lights off” evening at home and talk about what they noticed. It’s all about helping young learners understand how light affects our world in simple, hands-on ways.
-
Hi Ciara,
Thanks for sharing your ideas to explore the concept of dark skies with the younger pupils. I also really like how you plan to develop home school links through the lights off evening. In doing so, you would hope to raise more awareness of light pollution in the community too. As you have said for these younger pupils it is important that they recognise how light affects the world in simple ways.
-
-
-
-
Option1 • A reflective piece on how light pollution is impacting
your local area and how you would engage your
learners to explore thisWhere I live and work, light pollution is something I really notice — there are so many streetlights and industrial buildings that the stars just get drowned out. It’s a shame because a lot of the children have never seen a proper night sky full of stars. To help my students really get this, for homework I’d ask them to go outside one evening or ask them to do a “night sky check” from their gardens or local parks. They could jot down or draw what they see and compare it with what’s actually out there on a star map. They could also take a picture and upload it to our class seesaw so we could compare each other’s locations in class. Then we’d look at little things we could do to help reduce light pollution like shielding lights or switching off when we don’t need them. I’d love them to see that small changes really can help.
-
Living near the sea in Wexford, I’ve become more aware of how light pollution is affecting our local environment. While the coastline still offers some dark skies, nearby towns and housing developments have added more artificial lighting, making it harder to see stars clearly at night. I’ve noticed that even on clear evenings, the glow from streetlights and buildings dims the beauty of the night sky. To help my students explore this issue, I would begin with a discussion on what light pollution is and how it impacts humans, animals, and our ability to observe space. I’d then take them on a local evening walk or use photos to compare light levels in different places. We could record what we see, talk about the importance of dark skies, and even take part in a citizen science project like Globe at Night. This would help them see how science connects to their everyday world.
-
Hi Ciara
It is a pity that light pollution is having such an effect in your local area in Wexford. Drawing the children’s attention to the problem will help to spread awareness among them and also their families. I love the idea of organising an evening walk if it is possible to do this. Maybe you could make it a family event. Observing and recording what they see is very important and engaging in Citizen Science through the Globe at Night project is a great way to deepen the engagement.
-
-
Light pollution is increasingly impacting towns across Ireland, including our own. The artificial lighting from streetlights, homes, and businesses disrupts local wildlife, particularly bats and birds, which rely on natural darkness for feeding and navigation. The night sky in our town is now dimmer, making it difficult to see stars
To engage learners in exploring this, I would begin with a nighttime sky observation that the kids could complete in their own homes and compare it with rural areas using online sky maps. Cross-curricular activities in science, geography, and art would allow them to investigate causes, effects, and actions,
-
-
Light pollution has a significant impact on many forms of wildlife. I’ve noticed this first-hand when I see nocturnal animals, like foxes, roaming around during the daytime. They appear confused by the lack of distinction between night and day, likely because artificial lighting makes both seem very similar. This confusion can be dangerous,for example, foxes are more likely to be hit by cars during the day when roads are busier, whereas they would typically move around at night.
I’d really like to explore this topic in school, as it’s important for children, and potentially their families, to become aware of the harmful effects of light pollution. To introduce the subject, I would show the NSW video on protecting dark skies. It’s informative yet easy for children to understand.
Following this, I’d present an image of the light pollution map of Ireland. Since I teach in Dublin, the children would clearly see that our city is one of the most affected areas. I’d encourage a discussion around why that might be the case and what actions could be taken to reduce the impact.
To make the lesson more interactive, I’d ask the children what they think “dark sky friendly” lighting might look like. Then, working in small groups, they would design a prototype using junk art materials and torches. Each group would demonstrate how their design works and explain how it could help reduce light pollution in an urban setting like Dublin.
-
Hi Marie,
What a great idea to explore the light pollution map and raise awareness of why Dublin is most affected. I also really like how you plan to allow the pupils to create their own prototype of dark sky friendly lighting. It gives the pupils opportunities to discuss the importance of dark sky friendly lighting and to collaboratively create something to help. It would really empower the pupils that they can help and make a difference.
-
-
Light pollution is affecting Kilkenny City by making it harder to see the night sky. Bright lights from streetlights, shops, homes, and cars can shine into the sky and create a glow that blocks our view of the stars and planets. This not only reduces our connection to nature and space, but it can also disturb wildlife like bats and birds that rely on natural darkness to find food or rest. It can even affect people’s sleep by making nights feel too bright.
To teach pupils about light pollution, I would begin with a simple experiment: comparing the sky in a bright area to a darker one nearby. Pupils could keep a “star diary,” drawing what they see each night. I would use models or torches to show how light travels and explain how shielding lights and turning off unnecessary ones can help.
Students can help reduce light pollution by making small changes: turning off lights when not needed, using curtains at night, and encouraging their families to use outdoor lights with motion sensors or warm-coloured bulbs. A class campaign or poster project could also raise awareness in their community. Learning about light pollution empowers pupils to protect their night sky.
-
-
My school is located in a built up area in the suburbs of Dublin. Light pollution is when too much artificial light brightens the night sky. In Dublin, this means it’s hard to see stars at night because of all the lights from houses, shops, and streetlamps. It can affect us but it can also confuse animals like bats and birds, who rely on darkness to hunt, sleep or find their way. Even plants and insects can be affected by too much light at night.
To help children explore this, I would begin with a simple night sky watching activity. Learners could draw or list what stars or planets they can see from home and compare results. We’d talk about why we can see fewer stars in the city than in the countryside. We could watch a video about animals and light, then make posters or write short letters with ideas on how to reduce light pollution, like using blinds or turning off lights when they are not needed.
-
-
Living in a new build with no blinds or curtains really opened my eyes to how much light pollution is affecting my local area. We live on a hill with a view of many small towns and villages. We also live within sight of a 24 hour petrol station with a stunning (insert sarcasm here) 360 degree light which glows considerably at various intervals. The most unusual fact here is that I never really took much notice and maybe even enjoyed the lights at night until we had the bad storm and the electricity went out in all areas. Even though light is silent, its absence brought a new sense of peace and quiet. My children also commented on this – even in the house there is always an overload of light coming from somewhere and we have changed this now. Softer bulbs and softer colours have helped, but also we are more aware of turning off lights when we don’t need them and appliances that may have standby lights. We didn’t realise that this was causing some over stimulation. I would love to explore this further with the children at school and uncover how they feel about the points mentioned above.
-
Light pollution is something I would like to explore with my first class in September. With all the streetlights, car parks, shop signs and outdoor lighting, it’s often hard to see more than a few stars, even on a clear night in our town. Children in First Class might not even realise how much brighter the night sky could look in a darker place. To help them explore this, I’d start with a simple question: “Do you remember when everyone was talking about the Northern Lights being visible in Mayo?” I’d show them some photos taken from Enniscrone beach and ask, “Why do you think so many people drove out to the beach to see the sky that night?” This could lead to a group discussion about how the lights in towns can block our view of the stars and how we sometimes need to go somewhere darker to see the sky properly. For homework, I would ask the children to look out their window at night and draw what they can see. We’d compare the drawings in class the next day and talk about how many stars were visible, who could see more stars, country vs town etc. I would also show them side-by-side pictures of a night sky in the countryside and one in a city so they could see the difference clearly. In class, we could make a display showing two night scenes—one of a busy town with bright lights and one of a quiet countryside sky filled with stars. This links nicely with the science curriculum where we look at light sources and learn about natural and artificial sources and the effects they have.
-
Light pollution is an increasing issue around my area, North Dublin City. There is constantly new housing estates or businesses being built, all with construction/street/security lights, to name but a few. The large population of the area means there is a constant flow of traffic which also contributes to light pollution with car and traffic lights. Very rarely would I get the opportunity to see the night sky unless I leave this area. Some of the children in my class have never left the area meaning they have likely never seen a sky full of stars, which is quite a shocking realisation!
To get my class thinking about this, I would begin a discussion about what they can see in the night sky where they live. Then, alongside comparing photos, we could also give the children the chance to use websites like Stellarium to freely explore what the night sky should look like without all the extra light we are surrounded by.
The children could engage with a night-sky journal where they record what they see each night for a set period of time, including things like the number of stars they see, what colours they see, if there are any bright lights nearby, or anything else they deem important to include. How the children record this could be up to the individual – do they want to write words/draw/paint etc. of what they see?
Following this we could explore how light pollution is affecting wildlife/humans. The class could, in groups, design their own “light-friendly” area using drawings or models, with better lighting ideas to assist with minimising light pollution.
To make the children feel like they can personally make a difference, we could discuss practical things they could do at home/in school.
-
Light pollution is definitely a concern in my local area, and even worse further afield. I really became aware of this over the past two years where there have been different opportunities to see the Northern Lights. I live in East Meath near the coast so am only a 5 minute drive from the sea, meaning I could easily reach a location with clear-ish skies. However, my partner lives in Dublin city and he could not see the lights from his home whatsoever.
I feel like people don’t realise the negative impact that light is having on our environment. It is so wasteful in terms of personal cost and government costs. I also find it hard to understand why closed stores and other buildings feel the need to leave lights on, even when they are closed!
I think that a nationwide fix could be to update some streetlights, ensure that the light is directed downward and that they omit warm light, to avoid the unnecessary attraction of flies.
I would use a number of photos to interest my learners and I would ask them to choose which type of sky they would rather see at night. I could ask them to work in small groups to think of other innovative ways to decrease local light pollution. They could choose to present their work through art, drama or music means.
-
Hi Emma,
The visibility of the Northern Lights in Ireland has made so many people aware of light pollution in their area. I too struggled to see the Northern Lights due to light pollution just outside a small town. But, I have noticed they have down lighters on the street lamps so there is some knowledge of reducing light pollution in my area.
Through the use of photos of different areas at night and the level of light pollution you can make the pupils aware of what they can and cannot see at night in their local area. You could also make the pupils more aware of the effects of light pollution on nocturnal animals. I like how you plan to demonstrate their thoughts about reducing light pollution in different ways.
-
The visibilty of the Northern Lights has woken up quite a few adults to the effects of light pollution! Living in Cork city you could see nothing, but travelling to Elfordstown Earthstation 25 minutes drive away allowed for a very clear viewing. I couldn’t believe how many adults asked me how I saw it after seeing my photos online!!
-
-
Light pollution in my local area has become an increasing issue, especially in urban centers. Bright lights from street lamps, buildings, and advertising signs overwhelm the night sky, making it difficult to see stars, the moon, or other celestial objects. This not only affects stargazing but disrupts local wildlife, especially nocturnal animals like bats, insects, and migratory birds. The constant light can also interfere with human health by disrupting sleep patterns.
To engage 3rd class learners, I would start by showing them a comparison of the night sky in a city versus a rural area. We could create a simple “before and after” image of a clear sky versus one filled with light pollution. Then, I’d introduce a hands-on activity where students track the types of light in their community, measuring how bright different lights are around their home or school. We’d also talk about ways to reduce light pollution, like turning off unnecessary lights or using softer, dimmer lights. Finally, we could take a field trip to a nearby location to see the night sky without light pollution, letting students experience the difference firsthand.
-
-
1. Starting with a Nature Walk or Local Field Trip
Objective: Get students outside to observe local wildlife and plant life firsthand.
Activity: Take the students on a nature walk around the school grounds, park, or a local nature reserve. Have them observe and record different plants, animals, and insects they see.Activity Sheet: Give students an “observation sheet” where they can check off different types of plants, trees, birds, insects, etc. Include some prompts like, “What color is the bird?” or “Can you hear any sounds from insects?”
Group Discussion: After the walk, gather the students and have them share what they saw and learned. This can be a great way to get them thinking about biodiversity and the variety of living things in their area.
2. Classroom Exploration of Biodiversity
Objective: Help students understand the concept of biodiversity and how it’s important to the ecosystem.
Activity: Create a “Biodiversity Wheel” with the students.Instructions: Each student draws one of the animals or plants they observed on the nature walk in one section of a large wheel (which can be a poster or on the whiteboard). Talk about how each plant or animal is part of a bigger system.
Discussion: Discuss why biodiversity is important – it helps keep ecosystems healthy and balanced. Mention how if certain species disappear, it can affect others (e.g., pollinators, predators, etc.).
3. Exploring Light Pollution
Objective: Introduce the idea of light pollution and its potential effects on local wildlife.
Activity: Explain light pollution by showing images of cities at night with excessive artificial light. Compare this to natural nightscapes with stars and moonlight.
Experiment: Set up a small “light pollution” experiment. Place a few toy animals (e.g., birds, insects) in a dark corner of the room. Shine a flashlight on them and observe how the light seems to disturb their behavior (e.g., animals might move or get startled).Discussion: Talk about how bright lights can affect nocturnal animals like bats, moths, and owls. For example, moths are attracted to lights, which can disrupt their natural behaviors and even make them easy targets for predators.
4. Interactive Class Activity – “Design a Nighttime Habitat”
Objective: Help students understand the importance of darkness for certain species and create solutions to minimize light pollution.
Activity: Have the class work in groups to design a habitat that is friendly for both animals and humans, focusing on reducing light pollution. Provide craft supplies like paper, markers, and cardboard.Discussion: Ask questions like, “How would you design a park for animals like owls, bats, and insects at night?” “What changes can we make to city lighting to protect them?”
Afterward, each group presents their habitat design to the class.
5. Create a “Biodiversity and Light Pollution” Journal
Objective: Encourage reflection and creative thinking.
Activity: Have students maintain a simple journal or scrapbook over the course of the project. In the journal, they can record what they learn about biodiversity, light pollution, and its effects on the environment.Include activities such as:
Writing about their favorite local animal or plant.
Drawing a “before and after” picture showing what an area looks like with and without light pollution.
Including facts they’ve learned about how certain species are affected by artificial light.
6. Classroom Discussion on How to Reduce Light Pollution
Objective: Empower students to think about ways they can make a difference.
Activity: Have an open discussion about what students can do at home to help reduce light pollution. Some ideas include:Turning off unnecessary lights at night.
Using darker-colored shades for outdoor lights.
Advocating for “dark sky” areas or park designs in their community.
Action Step: Consider sending home a letter or a flyer for students to share with their families on how to reduce light pollution at home.
7. Reflection and Sharing
Objective: Reinforce what students have learned and allow them to express their thoughts creatively.
Activity: At the end of the unit, have the students work on a small project where they either:Write a letter to their local government or school about reducing light pollution.
Create a presentation (using a simple poster or slideshow) on what biodiversity is, how light pollution affects animals, and what actions people can take to protect the environment.
Additional Resources:
Guest Speaker or Video: Invite an environmental expert or local park ranger to talk about local biodiversity and how light pollution affects animals. Alternatively, you could show a kid-friendly video that explains these concepts.
Online Tool: Use apps like “iNaturalist” or “Seek” to help students identify local species during their nature walk.
By making the learning hands-on, interactive, and tied to their own environment, you will spark their curiosity and help them understand the importance of protecting biodiversity and reducing light pollution in their local community.We have the support of Heritage Ireland who visit us on our regular basis and get pupils exploring Biodiversity in our outdoor garden. This is an excellent support also.
-
Hi Dolores
Just to note that you have posted your reply to module 4 in module 3 so you might want to copy and paste your response into the correct forum.
This is a very comprehensive plan for exploring the effects of light pollution on Biodiversity. You have covered lots of different aspects from local investigations on Biodiversity to the importance of protecting all plants and animals in an ecosystem and the consideration of the effects of light pollution. I love the idea of creating models of night-time habitats.
-
-
Create a teaching resource using the ‘Globe at night’ citizen science programme
I would ask the children firstly, ‘What can you see in the sky at night?’
We would discuss the different types of light pollution.
We would look at images of starry skies vs city skies and discuss the differences.
We would look at a short video on light pollution.I would the introduce the Globe at night programme and let the children have some time to learn to navigate this.
We would look at the Globe at night sky maps to compare which stars are visible in the sky.
I would ask the children for homework for the week to go outside with a parent/guardian on a clear night and complete a star visibility observation form.We would then compare the children’s results and discuss.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
To begin I would ask the class to go outside just before bed time and look at the night sky. The next morning we would have an class discussion on what they noticed, what they enjoyed about looking at the night sky.
Then I would ask them if they think the night sky and the number of stars seen is the same across all parts of our locality, i.e. the GAA pitch, our local village, the nearest town, the large port nearby – What happens to the star? Can you see as many stars at each of these locations.
Group discussion / brainstorming – I would ask the children to consider these questions and to come up with some ideas as to why we see the stars more clearly in different areas.
I would then do a mini lesson on light pollution – ensuring the children understand the concept.
After this I would let the children do some research on their local area and present a teach the teacher as to why and how light pollution affects, our night sky, human beings and wildlife / animals.
After all groups have presented their findings the class would devise a plan to reduce light pollution in our area / homes.
-
-
In my local area in County Cavan, light pollution is becoming more noticeable each year, especially as more housing developments and industrial units introduce stronger outdoor lighting. On clear nights, only a handful of stars are visible with the naked eye, and even bright constellations like Orion can be hard for children to spot. This disconnect from the natural night sky is something I’d like to explore with my class through hands-on learning and local observation.
To engage learners, I would begin with a simple “Night Sky Journal” activity where the children record what stars they can see from their back gardens or windows over a few nights. We would compare results and map out areas where visibility is better or worse. I’d also use resources from the “Globe at Night” citizen science project to introduce the idea of measuring light pollution using their Sky Brightness Meter tool, helping pupils contribute real data. This project would naturally lead into discussions about energy waste, wildlife, and the importance of preserving our dark skies.
By connecting local experience with global issues, I hope to make the topic meaningful and empowering, showing children they can be active participants in science and environmental change.
-
Hi Aine
I like the idea of using the Night Sky Journal and the variation in what the children record to map out areas of good visibility and poor visibility. That combined with measuring light pollution as part of the Globe at Night Citizen Science initiative may help to show how some areas have a bigger problem than others, particularly if the children’s homes are spread over a wider area. A nice idea might be to extend this over a number of weeks so that if any children are going away to another part of the country over the weekend, they might make a note of whether it is darker or brighter at night and what they can see.
-
-
I work in a rural school and even in the last number of years there has been an increase in outdoor lighting. Light pollution isn’t something I ever even considered when addressing different forms of pollution in school so this module has really benefitted me and raised great awareness for myself. We have a community building next to the school and there are lots of activities on there in the evenings and at night so from a safety point of view there has been an increase in lighting. I think it would be great to address this in school and ask the children to observe the night sky with their parents at home. We could do a walk through the school grounds and record any sources of artificial lighting and also record the different habitats that we have and the animals and flowers on the school grounds. I would show the class some suitable video clips about the impact that artificial lighting can have on plants and animals and we could discuss the school environment and any potential issues and if there are any possible solutions.
-
-
Globe at Night – Citizen Science Activity (Teaching Resource)
Globe at Night citizen science project will help give children the opportunity to become real scientists, by inviting them to measure light pollution by observing the night sky and reporting what they see. The children will be encouraged to choose a clear night during the campaign dates, then go outside at least an hour after sunset. I will provide the children with a printable star chart and the children can locate the constellation Orion (in winter) or Cygnus (in autumn). They can then compare what they see with the star chart and report their results online at globeatnight.org. This easy activity teaches observation skills, environmental awareness, and data collection. Students can discuss how city lights affect our view of the stars and why darkness matters for nature. Use this as a homework task or class investigation, then compare your results with others from around the world. This makes science meaningful, real, and connected to global learning.-
-
This is a brilliant way to get students genuinely excited about science. It’s simple, practical, and gives them the chance to take part in something real. Going outside to spot constellations and compare what they see with a star chart helps build observation skills, but also gets them thinking about the bigger picture—like how light pollution affects our view of the night sky and the environment. Having them submit their results to Globe at Night makes them feel like real scientists, contributing to something global. It’s a great homework or class project that’s easy to manage and really engaging.
-
I totally agree – the Globe at Night project is a great way to get children excited about science. It’s simple, fun, and makes them feel like real scientists. By going outside on a clear night and looking for stars like Orion or Cygnus, they learn how light pollution affects what we can see in the sky. Using a star chart helps them compare what they see to what should be visible, and then they can share their results online with people around the world. It’s a brilliant way to teach observation skills, raise awareness about how too much light affects nature, and show how science can connect us globally. I also like that it can be done at home or in class. It’s a great mix of science, nature, and real-world learning – and the children will love being part of something big and important.
-
-
Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme.
To get involved in the International Dark Sky Association’s “Rising Star” Awards Programme, I’d plan a project that’s fun, meaningful, and gets students thinking about the importance of dark skies. We’d start by learning what light pollution is—through videos, class discussions, and looking at images that show how much of the night sky is lost in cities. I’d encourage the children to share their own experiences—like whether they’ve ever seen the Milky Way or how many stars they can spot from their garden.
Next, we’d take part in a simple stargazing activity, where pupils count the number of stars they can see in a certain constellation at home. We’d compare results and talk about how streetlights and buildings affect what we see.
From there, the class could create posters, short videos, or presentations to raise awareness around the school. We’d finish by submitting our work and reflections to the “Rising Star” programme to share our learning and hopefully inspire others.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution in our local urban area in Ireland is very noticeable because of the many streetlights, shop signs, and car headlights that brighten the night sky. This artificial light makes it hard to see stars and can disrupt the natural behaviors of local wildlife, as well as affect people’s sleep. To help my 5th and 6th class learners explore this, I would start by asking them, with an adult, to observe the night sky from their homes or nearby safe areas and record what they see — or don’t see — in terms of stars and natural darkness.
The next day, we would come together to discuss their findings and talk about how light pollution impacts both local wildlife and humans. Then, the children would work in groups to create infographics that explain the causes and effects of light pollution in our urban area. They would also suggest practical ways to reduce it, such as turning off unnecessary lights at night or using motion-sensor lighting. This activity connects students to their environment, encourages observation and critical thinking, and develops their skills in presenting information visually.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this
Introduction
as a class project we would first come up with a form to record the various levels of light pollution in the area they live in. the metric would be based on 1 to , with five being total pollution. We would then collate this information into a map of the local area that the children would make in class as a group. this 3D map would show the various levels of pollution in the area. This could remain on display in the school hall
Main
The children would produce a folder as a class , including pictures , on line information and recommendations displaying their research in producing the 3D map. The children would work in pairs to draft a letter with these light pollution recommendations and send it off to the planning and environmental departments of the local council with the class folder showing their map and research and ask for a response
conclusion
children would hold a workshop for other classes displaying their map, research and county council response
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I teach in a rural school which is relatively close to Waterford city. Firstly we would explore the concept of light pollution. We could begin using photos of the local area at night as a prompt. This could lend itself to exploring questions such as What are the sources of light at night ? Do you think all of these lights need to be on ? I would also like this with a study of the biodiversity around our school eg we have bird boxes around the building. Investigation: We would then do a daytime walk around the school building marking in the various lights ask child to note whether any lights are close to the bird boxes ..this would make a nice discussion point later. If possible we would have an after dark walk also to explore which lights are on at night etc. As an aside the lights of the city really light up the sky to one side of the school grounds…this could also be explored. Share results: Create a map pinpointing sources and types of light. There are a lot of street lights outside the school grounds which is an unusual thing for a rural setting…discussion around this ..eg are all these lights needed? Now ask children to work in groups to build a toolkit for reducing light pollution eg could outdoor lights be on a timer? could any lights near bird boxes be removed. Perhaps write to the council re the excessive street lighting. Finally to take the next step we could watch the you tube clip ‘ Time to protect the night’
-
2. Introduce students to light pollution using the Globe at Night citizen science programme. Begin with a short video and discussion about why we can’t always see stars at night. Then, show students how to use the Globe at Night website to submit observations.
For homework, students could go outside on a clear night with a parent/guardian, find the constellation Orion (as it’s visible from Ireland), and compare what they see to the sky charts on the website. They log their location, time, and sky brightness using the online form.
Back in class, students share their findings and discuss how light pollution varies depending on where they live. You can plot results on a map or compare with data from other countries. It’s a simple, hands-on way to build awareness about our environment and participate in real science.
-
2. Introduce students to light pollution using the Globe at Night citizen science programme.
I would begin by telling the story of Orion’s Belt and the mythology behind the constellation. I would then prompt students to discuss and reflect if you could see this constellation from everywhere else in the world/country/ city and what factors might change their ability to see at night? I would ask them to discuss these factors- urban vs rural, population and thus light pollution . Then, show students how to use the Globe at Night website to submit observations.
For homework, students could go outside on a clear night with a parent/guardian, find the constellation Orion (as it’s visible from Ireland), and compare what they see to the sky charts on the website. They log their location, time, and sky brightness using the online form.
Back in class, students share their findings and discuss how light pollution varies depending on where they live. You can plot results on a map or compare with data from other countries. It’s a simple, hands-on way to build awareness about our environment and participate in real science.
A continuation of this would be to work with a school in a more rural area or Ireland and allow students from both schools to compare their findings that they have logged on the app.
-
-
Detail how light pollution is impacting your local area and how would you engage your learners to explore this.
Lesson: To understand the term light pollution and recognise how the actions of people can impact their environment.
Class: 5th/6thStep 1: KWL with whole class to see prior knowledge of light pollution.
Step 2: Explain what light pollution is. Light pollution is “the inappropriate or excessive use of artificial light” We would watch a short youtube video to explain light pollution and help prompt questions and engagement in the topic.
Step 4: Explain that Light pollution falls into four categories…..
Glare: Excessive brightness that causes visual discomfort
Sky glow: Brightening of the night sky over inhabited areas
Light trespass: Light falling where it is not intended or needed
Clutter: Bright, confusing and excessive groupings of light source
Step 5:I would create a matching activity with a variety of pictures from the above categories. I would ask the children to discuss the pictures in groups and place into the category they think it matches.
Step 6: We would next discuss the visual affects of light pollution. Light pollution can be costly, and effects people, wildlife, and outdoor environments. Blue light scatters far wider into our atmosphere, Over 50% of the Irish population can no longer see the Milky Way from their own homes, Almost 20% of the Irish population use colour vision at night due to the level of brightness from light pollution.
Step 7: We would look at the lightpollutionmap.info to look at the data from our area. We will be able to recognise areas that have a greater population and areas of less population that may need to be protected from light pollution. -
I have chosen to teach my students about light pollution in my local area, I live in Dublin. Light pollution in Dublin city is caused by streetlights, buildings, traffic, and floodlights that brighten the night sky and block our view of stars. Many children in Dublin can no longer see the Milky Way due to skyglow.
To explore this,I would begin by explaining what light polution is. We would observe different images of light pollution. The pupils would then take part in a “Night Sky Diary,” using Stellarium to count stars at home. This would be a nice follow on from the lesson I planned for in module 2. In class, they would take part in a “light” walk, noting where light is wasted or too bright. They would learn how light affects wildlife and design posters with tips for better use of lighting. Pupils can present their ideas to other classes in the school. It would also be a nice opportunity to get parents and local community involved. The students could write to local politicians to raise awareness of light polutions and ask for measures to show more visible stars in Dublin.-
This is a fantastic and thoughtful project and so relevant for children living in a city like Dublin! I love how you’re connecting the local environment with global issues and giving pupils real ways to take action. The “Night Sky Diary” is a great idea, and combining it with a local light walk helps them see the impact firsthand. Having them present their findings and write to local politicians is such a powerful way to build their confidence and show that their voices matter.
-
-
How I would plan a class project for the International Dark Sky Association’s “Rising Star” Awards Programme for my Fifth Class students.
The project would begin with a class discussion to introduce the concept of light pollution—what it is, why it matters, and how it affects biodiversity and human health. We would explore real-world examples through images, videos, and ESERO resources.
Next, students would take part in a local light audit. In small groups, they would observe and record artificial light sources in and around the school and nearby areas, noting excessive or poorly directed lighting. We would use simple tools or apps to measure brightness levels and create a visual map of local light pollution.
Students would then investigate how light pollution affects nocturnal animals, such as bats or moths, and brainstorm ways to reduce its impact. They would design posters, fact sheets, and presentations to raise awareness in our school community.
The project would culminate in a submission to the “Rising Star” Awards, showcasing our findings and solutions. This would give Fifth Class a strong sense of purpose, while building their STEM, communication, and environmental citizenship skills.-
Hi Eoghan,
Thanks for your post and welcome to the course!
Fifth class is a great age to get into the finer details of light pollution, and I can see you have created a project plan that will take them on a journey of discovery, from defining light pollution to observation and testing, to auditing existing levels locally, before looking at its impact and creating solutions.
I like how your plan includes a focus on communicating this issue-it is one that too few people are aware of, and one that is so easily solved, relative to other pollution types!
By raising awareness of the light pollution issue in your school and broader community, learners’ will develop a sense of pride and responsibility to care for their local environment and its many inhabitants.
-
-
Currently I am teaching in Tallaght which used to be rural area and is now quite built up. I would try to teach my senior infant class about how light can impact on our environment.
This could be taught over a unit of lessons and the main outcomes would be for pupils to:
Understand what light and day is
Recognise light and dark around them
Understand and begin to identify natural/artificial light
Use vocabulary connected with topic such as bright/dark, night/day, artificial/natural.
We would connect it to our natural environment and go on a field trip to Sean Walsh Park.
Talk about how the light can impact on the animals. Look at the artificial lights can cause animals such as birds, bats and insect to seek new habitats.
Look at the street lights and discuss can this can reduce opportunities for stargazing and how this can impact on residents/children. In additional to a field trip I would help to teach through stories, games, songs and activities.
Children could consolidate learning in class with a night walk at home to look at the artificial lights. What stars can they see?
-
Planning a project for my class to participate in the International Dark Sky Association’s “Rising Star” Awards Programme presents an exciting opportunity to combine environmental awareness, science, and real-world action. I would begin by introducing the concept of light pollution and why protecting our night skies matters, not just for stargazing, but for wildlife, human health, and energy conservation. Using the Curious Minds Inquiry Framework, the children would first explore the issue through videos, sky observations, and using apps like Globe at Night to collect data on local sky visibility.
As part of the project, students would survey our school grounds and nearby streets for sources of unnecessary or poorly directed lighting. They could create posters or digital presentations to educate the school community on dark sky-friendly lighting. We would also write letters to local authorities or community groups suggesting improvements.
This project would help students see how they can take meaningful action and become true “rising stars” for environmental change. It connects science, civic responsibility, and communication, essential 21st-century skills. -
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Working in a high population urban area in Dublin it is near impossible to see any kind of visibility even on the clearest of nights. The children will be given homework to observe and keep a journal of the light pollution. Taking notes of what kind of light pollution is causing the lack of visibility in the night sky.
I would also engage my students by reading a book called “Can you see the stars tonight” by Anna Terreros Martin. This book is about a young girl who discovered light pollution from her town and how it is affecting the puffins from making their journey home. In the end she instigates a project with her school friends where they aim to reduce artificial light to help the moon and stars shine through. Which will be the basis of the taking action part of the lesson.
The children will then work together in groups to come up with posters about how to reduce light pollution and what they can do at home to help reduce light pollution. They can then share their posters with the rest of the school.
-
-
Module 3
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
When considering how to create a planet observing plan in the last module I had already started considering the light pollution in my area and the impact this would have on any planned planetgazing or stargazing. My father has a great interest in astronomy but even in the rural area in which he lives, there is far more light pollution than you would expect. This is generated on nearby farms, with strong industrial strength lighting illuminating farmyards throughout the night. I do not remember these lights being there when I was a child or teenager. There are large sections of this country road where you would not need to use a torch when walking at night nowadays. I teach in the village where streetlights are on all night long. I sleep in a bedroom at the back of the house but there is still some light from neighbouring houses and/or the houses behind. The school is surrounded by housing on three sides and a main road on the other with a lot of streetlighting. In fact, in recent times the streetlights were extended on either side of the village, which I don’t think was necessary. I found this module very interesting (very illuminating!) and I learned a lot. I expect my students may not know much about it either so I would use the Esero Curious minds document as written that was shared in this module. Light is a topic to be engaged in with my class this year so it’s perfect. Even the after-school audit element of the inquiry could be facilitated as enough students live in an estate next door to the school and could share observations and their record with any who were not able to attend. From the next step section I would definitely encourage students to take part in the GlobeAtNight dark skies reporting, there is even a parents letter with instructions already available on the website. I think I personally would like to investigate more about how this affects wildlife in our area, but you would have to see where the students’ interests/questions took you at that stage. -
To explore light pollution with pupils, I would start with a class discussion to see what they already know. We’d use a group brainstorming activity to gather their ideas and questions, helping them connect the topic to their everyday lives. From there, we’d move into a lesson on how artificial lighting affects our night sky and why it’s getting harder to see stars and planets—even in rural areas.
This topic would fit naturally into a geography lesson, where we could explore how human activity changes the environment. Pupils could examine how light pollution affects ecosystems, wildlife behaviour (such as bird migration and insect patterns), and the visibility of the night sky in different parts of the country.
As a follow-up, pupils could complete a simple survey or observation task at home. They could record types of outdoor lighting used, where light is directed, and suggest ways to reduce unnecessary lighting—helping protect both wildlife and the view of the stars.
-
The Rising Star Awards really caught my attention because it gives students the chance to make a real difference in protecting the night sky. I would love to plan a project where my class investigates light pollution around our school and local area. We would start by learning what light pollution is, then head out to do a light audit, looking at streetlights, security lights, and any other bright sources near the school. We would talk about what lights are needed and which ones might be too much.
After collecting our findings, the children could work in groups to come up with ideas to help reduce light pollution, maybe by designing posters, writing to the local council, or even suggesting small changes for our school like light shields or timers. I think this kind of project would be really empowering for them. It links science and environmental awareness in a way that feels purposeful and real.
-
How Light Pollution Is Impacting My Local Area and How I Would Engage Learners
In an inner-city school light pollution is very evident. Streetlights remain on all night, and many residential and commercial properties use bright, unshielded outdoor lighting. As a result, most of the children have only ever seen a small fraction of the stars, and have little concept of just how bright a full moon can be.
To engage my pupils:
We would begin by discussing “What is light pollution?”, and exploring the different types of light pollution. We would use images and videos from darksky.ie and NASA’s Earth Observatory. We would also use the light pollution slider in Stellarium to demonstrate what we can see now, and what we could see with varying reductions in light pollution in our locality.
Students could explore light shielding techniques using a model streetscape with different light sources.
We would conduct a light audit of the school grounds, using student-made maps to identify light sources, and how much light pollution they are contributing to the locality. We would look at the type of light, the colour of the light, the function of the lights, and the duration of use. We’d investigate if our school’s lights are creating unnecessary light pollution. The students could identify where changes and improvements could be made. They could outline proposals for improvements, which the student council could present to the BOM. To build awareness in the school community, students could create posters or infographics explaining light pollution and ways to reduce it. We could use Canva for these. Also, the pupils could create videos for social media to share the effects that light pollution has on the locality. -
-
Task 1: Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I teach in a school in the Dublin suburbs so we would be exposed to a lot of light pollution in our local area. This issue seems to be a growing problem as the city’s night sky is increasingly drowned in artificial light from street lights, buildings, security lighting, flood lights and traffic. This makes it increasingly difficult for our students to see the stars and disrupts local wildlife. This has an effect of the children’s connection to the world around them, to our environment and to nature.
To engage the students in this topic I would use the ‘Black Marble’ Maps of Light resource mentioned in the Space Week pack. We would discuss the differences between urban and rural night skies. I would use photos, local maps and Stellarium to make the learning hands on. We would discuss the effects that this light pollution has on humans, animals and plants. As part of our investigation into how we could reduce light pollution we would look at the direction of light and how we could reduce light going into the sky, while still being able to use it on the ground. We would create light shielding devices, and box planetariums, to demonstrate the effectiveness of the light shields. I think the children would enjoy this hands-on process and it brings in more elements of STEAM learning. Finally we would reflect on what we have learned and how we can connect and apply this learning going forward.
By making this topic relevant to the children’s own lives I hope they would be inspired to learn about light pollution, to care about its effects and to take practical steps in making our local skies a little darker.
-
How light pollution is impacting my local area:
Light pollution is a growing issue in our urban area, where artificial lighting from streetlights, buildings, and vehicles brightens the night sky. This excessive lighting not only wastes energy but also significantly impacts our ability to observe the stars, constellations, and even the moon. Many pupils in my school have never witnessed the Milky Way due to this constant light interference. Understanding light pollution is important for fostering environmental awareness and reconnecting with the natural world.
How I will engage my pupils to explore this topic:
To engage learners with this topic, I would begin with a mind-mapping activity, allowing pupils to brainstorm what they already know about light pollution. This strategy encourages collaboration and helps identify key themes such as sources of light pollution and its effects on wildlife. We would follow this with a whole-class discussion, focusing specifically on how light pollution affects our ability to see stars and the moon. Learners will be encouraged to share their own experiences of stargazing or changes they have noticed in the night sky. This topic inspires pupils to think critically about how they can take steps to reduce light pollution at a local level.
-
Light pollution in Kildare, like in many other urban areas, can have negative impacts on both the environment and human health. Newbridge, as a large- sized town with increasing population and infrastructure, experiences light pollution from streetlights, commercial lighting, and residential areas, leading to a loss of the natural nightscape. There are a number of large factories at the edge of the town adding to the light pollution as they are in production through the night.
Light pollution disrupts local wildlife, particularly nocturnal species such as bats. Bats are relatively common in Newbridge, and are often seen flying along the River Liffey and in areas with trees and water. The Kildare Bat Group organises bat walks to observe these creatures, especially around sunset. These animals rely on natural darkness for foraging, mating, and navigation. Excess artificial light can interfere with this and potentially endanger local ecosystems.
For humans, constant exposure to artificial lighting in towns can lead to sleep disturbances, which can increase stress, depression, and other long-term health concerns. Also, the beauty of the night sky, full of stars can not be seen because of the different forms of artificial lights (skyglow, glare, light trespass, and clutter).
I would engage the children by teaching them about the five principles for responsible outdoor lighting from Dark Sky and focus on different types of friendly lighting. Children could do an audit of their homes and schools and assess the amount of unneeded artificial light in our local area.
Finally, as part of the Dark Skies Rangers Programme, I would get the children to use recyclable material to construct a planetarium box.
-
Hi Joseph
Newbridge like a lot of towns has experienced rapid growth in recent years and this growth leads to a lot more light pollution particularly when there are large factories and industrial units which often have a lot of unnecessary night-time lighting. As you said all of this has a negative impact on Biodiversity. Luckily the linear park along the River Liffey is a great place for wildlife and it is good that you can still see bats flying here. The Kildare Bat Group are very active and it would be a nice idea to highlight some of their walks to the children in your class as it would be a good opportunity for them to experience nocturnal wildlife and would tie in nicely with your plans for lighting audits.
-
-
-
Light pollution is increasingly affecting South Dublin due to expanding housing estates, street lighting, and commercial signage. Areas like Tallaght, Lucan, and Clondalkin are experiencing brighter night skies, which disturb local wildlife such as bats, insects, and birds. These animals struggle with feeding, navigation, and natural rhythms due to excess artificial light. Humans are also affected through disrupted sleep and energy waste.
To engage 4th class learners, begin with a discussion on local light sources and their experiences at night. Assign a home light audit and graph the class’s findings. Conduct a simple science experiment comparing insect attraction in light and dark areas. Use creative activities like writing stories from an animal’s point of view and designing “Let Nature Sleep” posters. Finally, encourage action by having students write to local councils or share their findings in a school presentation, fostering awareness and environmental responsibility.
-
This sounds like a really practical and well-rounded approach. I like how you’ve connected light pollution to things the children can relate to, like animals and their own sleep. The home light audit is a great idea, it gives them a chance to notice what’s happening around them. The insect experiment sounds manageable and would definitely spark curiosity. I also think the creative tasks, like writing from an animal’s point of view, would go down well with that age group. Getting them involved in real action, like writing to the council, makes the learning feel more meaningful.
-
-
Light pollution is becoming increasingly noticeable in my local urban area, with bright streetlights, illuminated advertisements, and over-lit buildings washing out the night sky. The stars that were once clearly visible on clear nights are now completely obscured, impacting not only our connection to the natural world but also local wildlife and energy use.
To help learners explore this issue, I would begin by taking them outside at night (or through a virtual stargazing session) to compare areas with different light levels. We could take our school and a school in a rural part of Ireland. We would use sky maps or Stellarium to see how many stars they can identify. Learners could then investigate sources of light pollution in the school or local community, conduct simple light measurement activities, and design posters or persuasive letters promoting “dark sky” practices for our school community/local residents around our locality. By making the topic hands-on and locally relevant, students can see themselves as active participants in protecting the night environment for future generations.
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I live and teach in an urban area which has a lot of new infrastructure and building work and has experienced a huge jump in population in the last 100 years.
Lesson plan 5th and 6th class
Firstly, I would show the children a range of public lighting and see if they can recognise any of the types and lighting and types of locations.
I would give each pair a copy of a map of Ireland and a satellite image of Ireland at night. Each pair would have to identify 3-5 areas of high light pollution and 3 darker areas. We would discuss their ideas on why this might be.
To extend the activity we would compare current google map images of the area to those some from the Norman Ashe collection to see how lighting has changed and what impact that might have on human wellbeing and biodiversity in the area.
Finally, pros and cons of public lighting can be listed and ideas for making it more environmentally friendly.
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Dublin emits nearly seven times more artificial light than the rest of Ireland, overwhelming other counties. This sky glow drowns out stars, disrupts circadian rhythms, and contributes to sleep disorders, eye strain, and anxiety. Ecologically, blue rich LEDs disturb invertebrates, birds and nocturnal insects, upsetting pollination and wildlife cycles.
To investigate this in the classroom I would carry out a survey on how many visible stars the kids can see at night. We would do this over a week in case we have cloudy nights. I also have a friend in a rural school in Mayo. I think we could link these surveys with both classes and compare what the kids in rural Mayo see at night with what we see at night in Dublin City. -
-
3. In order to create a trigger for the children as per the framework of inquiry I would first Look at the development of the technology around artificial light with the whole class. We would then have a general discussion on whether or not we think that these developments have been or are completely positive.
Following on from that discussion we would begin a lesson to Distinguish between types of light and types of light pollution. we would use this lesson to also distinguish what effects different types of lights can have on us and creatures around us. I would then use the pictures and maps shown in the slides to show the reduction in dark sky areas since 1997.
Our Investigation: how can we reduce light pollution in our? We would Predict outcomes. Are the lights on our school dark sky friendly? We would compare our locality to an urban area and assess whether or not we are more or less likely to cause light pollution.
I would then task the class, in groups to create a plan for making the school less of a light pollution contributor.
They will research online how to reduce our light pollution levels. I will suggest that they look at shields for retrofitting and budget to make the school night sky friendly I will task them to assess their solutions in terms of SHIELDING, LIGHTING LEVELS< ENERGY CONSUMPTION
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I teach in an urban DEIS area and see light pollution all the time, but only recently did I start thinking of it as a proper environmental issue. With all the bright streetlights, shop signs, and security lights, the night sky is never really dark. Most of my children have never seen the Milky Way or thought about what a natural night sky looks like.
To get them thinking, I’d ask the children to look at the sky from home and describe what they see. Then we’d have a look at maps like LightPollutionMap.info to compare our area with darker parts of Ireland. Luckily, Lough Gur is nearby and it’s a Dark Sky Park. Visiting at night or after school would be tricky because of timing and supervision, but it would be a brilliant way to show the children a real night sky.
We’d also explore how too much light affects sleep, wildlife, and energy use. I’d love for this to be a whole-school initiative, where classes create posters or presentations with ideas to reduce light pollution at school and at home, helping see how small changes really do make a difference.
-
Hi David,
Thanks for sharing. You make a very important point; light pollution is something many people don’t think of as a “proper” environmental issue. Education is critical to addressing this, and teachers play a crucial role in making learners aware and engaged in addressing this within their own communities.
You are very lucky to have such a site on your doorstep. I can appreciate that after-school or evening visits may be difficult to arrange. Even showing photos taken from the site is a great way to demonstrate what can be seen, without light pollution, and encourage learners to pay it a visit with their parent/guardian.
I love your idea to make this a whole school initiative-we need everyone to understand that light can be a form of pollution, but one that can be so easily solved, to benefit us all. By creating posters and presentations, learners will help share the message even further throughout the wider school community.
-
-
-
Light pollution is definitely noticeable in my local area, especially on clear nights when only a few stars are visible despite being away from a major city. The orange glow from nearby streetlights and buildings makes it difficult to see the night sky clearly. To help children explore this, I would begin by asking them to compare the night sky they see at home with photos of dark sky areas in Ireland, like Kerry. We’d discuss what differences they notice and why that might be. Then, we could carry out a simple activity where pupils count how many stars they can see from a safe spot at home, recording their findings and comparing them in class. This could lead to discussions about how artificial light affects both stargazing and wildlife. We’d finish by brainstorming small changes people can make to reduce light pollution. It’s a great way to build awareness and link science with real-life issues.
-
-
Hi Niamh,
Thanks for sharing!
I really like your step-by-step approach to exploring this topic, beginning with comparing the light-polluted skies they see to what is possible to observe at the Kerry Dark Sky Reserve, etc.
By carrying out a star counting observation and recording task in their own home, they will come along in their STEM skills, and begin to see how light is preventing us from seeing the great beauty and bounty of the star scape above.
Its impact on wildlife cannot be overlooked, and even on plants…we can’t protect nature without protecting the night’s darkness. Through this lesson, learners will build their understanding of this relatively new pollution type, and, as you said, link science with real-life issues- an invaluable aspect of a meaningful STEM lesson.
-
-
-
The “Globe at Night” citizen science programme connects science of the world, environmental awareness, and STEM. The idea is for people to report on the brightness of the night sky in their part of the world by comparing it to star charts. The learning objects associated with this teaching resource are:
– Understand what light pollution is and how it affects us, animals, and the starry night, and;
– Observe and record data about the night sky.
To introduce light pollution, the teacher will show pictures/ videos of dark and light skies, and discuss the differences, sources, and effects. During an observation window, the children will be encouraged to record location, time, cloud cover, and match to the star chart, and present this information to the “Globe at Night” website. This will need to be modelled, and depending on the ability and interest of the class, could be integrated with English and Drama as a presentation; younger classes could fill in a template with pictures/ tick boxes; older classes could write in details. Then, the class would compare their findings to “Globe at Night” maps, which can provide lots of integration with Maths (graphs, data, averages, percentages). To close, the children could brainstorm ways to raise awareness about light pollution, e.g. posters, persuasive letters.
The children would really enjoy the independent element of this activity (observation at night).
-
I would create a sensory-friendly, inclusive teaching resource using the Globe at Night Citizen Science Programme by adapting the activity for students with diverse learning needs in my school (special ed.). Firstly we would explore the idea of light pollution using photos, videos, and hands-on materials like dark/light boxes. Then, we’d use the Globe at Night website or app to simulate what the night sky looks like from different locations. We would also chat about if anyone has noticed any light pollution in their local area.
Each student would have a visual chart showing the steps: go outside (with support as needed), look up at the sky, compare with a star map, and record what they see. My pupils are aged 13-15 so they can do this. But for a younger class or for students who can’t take part at night, we could use role-play and interactive whiteboard simulations during class.
I would also include tactile star maps, simplified language versions, and optional home observation sheets. This way, all students can engage with the idea of protecting our night sky, whether through real observation or classroom experience.
-
-
Creating a teaching resource using the “Globe at Night” citizen science programme
While looking at the ‘Globe at Night’ website I found the Outdoor Lighting Audit Activitywhich would be a good way to lead children in a simple, hands‑on light pollution investigation. First of all I would introduce basic terms like glare, sky‑glow, and shielded lighting as well as asking questions to assess their understanding of the topic. Then I would take the students outside into the school grounds to look for outdoor lights—drawing their attention to which type of light it is, if the light is shielded and where the light falls. Have them draw or photograph fixtures and record observations on worksheets from the PDF.
Back in the classroom, I would ask them to design better lighting solutions—explaining what full shields do and how directing light downward preserves the night sky while still lighting paths using their observations to spark discussions about energy waste, wildlife, and stargazing.
Finally, they can present their findings as “dark‑sky defenders” and suggest real improvements for their school or community
-
Hi Mary
An outdoor lighting audit is a great way to get the children thinking about the problem of excess light. It is something that people often don’t think about until it is brought to their attention so getting the children to notice the artificial lights around them and to think about the types of lights, the types of light pollution they contribute to and whether they are likely to be on all night is a good way of drawing attention to the problem of light pollution. Designing their own shields for lights is a great activity. You could get them to make simple circuits to light up an LED light first, covering the Electricity strand unit and then have them designing a lamp post and a shield using their engineering skills.
-
-
-
-
1.Detail how light pollution is impacting your local area and how you would engage your learners to explore this
Talk and discussion with the pupils about topics such as the stars being barely visible due to excessive street lighting, illuminated signage, and security lights. This not only diminishes children’s experience of the natural world but also affects local wildlife, such as bats and moths, which rely on darkness for navigation and feeding.
To help my class explore this issue, I would begin with a simple activity: a “star count” homework challenge, where children (with adult supervision) observe the night sky from different locations and record how many stars they can see. We would then compare results and discuss what might be affecting visibility. In class, we could use storybooks, model-making, and simple science experiments to explore how light travels and how animals are impacted.
-
I have decided to discuss the topic of light pollution in our local area with my class.
We will begin with definitions and effects of light pollution: skyglow, glare, light trespass, clutter- definitions taken from the resources mentioned in this course such as Dark Sky Ireland website and stargazingireland.com
We will also discuss ecological and human health impacts—disruption to wildlife, sleep cycles, and weakening of night-time ecosystems
I will then pose the question- Do we have a problem with light pollution in our town?Survey: Survey Local Lighting Conditions
I will organise students into small “survey teams” to map public lighting around our town during a field trip. We will identify areas where there are streetlights and additional lighting such as that on shop fronts and businesses. We will also note domestic lighting, commercial building lights, and any floodlights visible at night.We will log observations in our Science and Nature copies.
Home/School links: Measure Sky Brightness
Pupils will revisit the same area during the night with a parent and note the lighting present. They will then visit a more rural location outside of the town and compare the skies. What do you notice? What is the difference? Students may use Globe at Night or the Light Pollution Map on DarkSky.ie to measure light pollution in their area.Reflection: Pupils will update their Science and nature copies with the results of their night time observations.
Question for discussion: Are bright areas essential (e.g., for safety), and could they be better directed or timed?
Link to English/SPHE:
Draft a simple lighting improvement suggestion for our local county council to advocate for shielded light fixtures, timers, or reduced wattage. Pupils can include their photos or diagrams with the letters and reference model advice from Dark Sky Ireland, such as angled, lower‑temperature lighting, and lights only when needed. -
Task 1 Light pollution in the local area.
First of all we would research light pollution globally with extracts from David Attenborough programmes,national geographical kids etc.
Then with the help of ict we could make it more localised and look at how our area looks on darksky.ie light pollution map.
Investigating sources of light pollution would be the next step.
I would then leave it open ended for the children to spend a week looking for areas they can identify outside of school that they class as light pollution and work on project works of alternatives or solutions. These can be discussed and put into an action plan to be submitted to a local representative.
I would link this in with health in science and she and rhe importance of quality sleep, the importance of protecting wildlife and our economy.
I would like to link this in with our planet spotting activities and explore the mayo dark sky park websites.
-
Module 3:
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Our school is based near Mayo Dark Sky Park but also near to the busy, tourist town of Westport.
We could compare and contrast light pollution in the two different locations in our 4th class.
A general class discussion on the topic could be instigated with photographic examples of pristine night skies and ones with various degrees of light pollution.
I also like the toilet roll challenge produced by Prof. Brian Espey. This could be simplified for the particular class level and the children could record and sketch/photograph their results.
Further discussion about the results and comparing the night skies of the dark sky park and the bustling, illuminated town of Westport could be compared and contrasted.
A light audit could then be performed and posters designed to make awareness of the problems of light pollution and what we can do to reduce the waste of light in our environment which has consequences for our nocturnal animals.
-
To investigate the impact of light pollution in our local area, I would guide the pupils through an inquiry-based learning approach. Using key questions such as “What is light pollution?”, “Where does artificial light at night come from?”, and “How does light pollution affect people, wildlife, and the environment?”, I would encourage the children to share their ideas and initiate meaningful class discussions.
Following this, we would examine the four main types of light pollution—glare, skyglow, light trespass, and clutter—and conduct a local survey to identify examples of each within our urban surroundings. Our school’s city location provides numerous opportunities to observe light pollution in action, prompting discussions on practical ways to reduce its effects. This could include simple actions like using lighting only when needed, selecting warmer light colours, adjusting light angles to reduce upward spill, and ensuring lights are directed where they are truly necessary.
To support the lesson, I would integrate digital tools such as the Light Pollution Map, Dark Sky Reserve resources, and Ireland’s Light Growth maps. These visual aids are excellent for helping pupils quickly grasp the extent of light pollution and its consequences. They also provide a strong foundation for reflective discussions on how individuals and communities can contribute to reducing light pollution in their own environments.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
The school I teach in is located in a densely populated suburb of Dublin. Much of the street lighting is quite old, and would direct a lot of light horizontally and vertically into the sky, as opposed to its intended area on the streets. There is also a shopping centre nearby with large floodlights that illuminate its surroundings all night in a similar manner.
What I would do is educate my class about light pollution with resources from ESERO and darksky.org bout how it negatively impacts our circadian rhythm and the natural world around us. I’d then draw their attention to the above features of their locality and get them to observe and sketch their street lights that night as a homework activity.
Children would then brainstorm how they could reduce their own light pollution at home and how we could encourage less light pollution in the area. For homework children would write sample letters a politician, campaigning for the upgrade of lighting in our area with more conscientious choices with regard to light pollution. As a class we would then take ideas and collaboratively write a letter that we could all sign and send to the council, local politicians and other governmental authorities.
-
-
Hi Denis
Welcome to the course and thanks for sharing your own experience of light pollution in the area around your school.
Exploring Dark Skies with the pupils initially will engage the pupils and raise awareness of light pollution through comparing their local area with the dark sky reserves. The ESO resources would also support their learning as you have mentioned.
Exploring the local area in the night time and drawing or observing the street lights is also a nice idea to raise awareness among the pupils and encourage them to take action such as writing letters to local politicians as you have mentioned. Pupils can also raise awareness of light pollution at home and encourage others to take action too. Thanks for sharing.
-
-
“Stars for the Future” – A Primary School Project
This project will help children learn about light pollution and why it’s important to protect the night sky. Over about four to five weeks, the class will explore the stars, see how lights can hide them, and do fun activities to share what they learn. At the end, the class can send their work to the International Dark Sky Association’s “Rising Star” Awards.In the first week, introduce the project by talking about the night sky. You can read a story or show a video about stars and space. Ask the children what they notice when they look up at the sky at night. Together, make a chart of good lights (that help us) and bad lights (that cause light pollution).
In week two, children will watch the night sky at home with an adult’s help. They can draw or write about the stars, moon, or how bright the sky is. You can also use easy-to-use star apps to find and learn about constellations and planets.
During week three, the class will look for sources of light pollution near school or home. You can take a walk around the school or look at photos and help children make simple maps showing where bright lights are.
In week four, students will create posters, drawings, or videos to teach others about light pollution and how to keep the sky dark. You might also hold a “Dark Sky Night” event at school, where lights are turned off, and children can use flashlights to look for stars and share stories.
In the final week, children will share their work with other classes, parents, or the school. You can put all the drawings, photos, and notes together to send to the IDA for the awards.
-
To plan a project for students to participate in the International Dark Sky Association’s “Rising Star” Awards Programme, I would begin by introducing the concept of light pollution and its impact on wildlife, human health, and our ability to see stars. Use age-appropriate videos, images, and discussions to build awareness. Then, guide students in a school-based investigation—have them observe the night sky from home or during an evening school event, noting how many stars they can see and whether nearby lights affect visibility.
As a class, design a simple campaign to reduce light pollution. This could include creating posters, writing persuasive letters to local councils, or designing “dark sky” friendly lighting models in art or STEM lessons. Document activities through photos, drawings, and student reflections.Students can then compile their work into a digital or physical portfolio to submit for the “Rising Star” Award. This project promotes environmental awareness, science inquiry, and civic responsibility in an engaging, hands-on way.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Lately, I’ve seen a big change in how bright the sky is at night in my local area. It’s rarely fully dark anymore, with streetlights, house lights, and shop signs lighting up the sky. Some nights, it’s hard to spot any stars at all, which is disappointing because I remember seeing so many more when I was younger.
Rather than organising an evening outing for the class, which wouldn’t be practical, I’d turn it into a short homework activity. I’d ask the children to look at the night sky from their garden or window and count the stars they can see. I’d also give them a photo of a clear, dark sky for comparison. The following day, we’d share our observations and make a list together of what they noticed.We’d then have a chat about why light pollution matters, such as how it can affect animals and people’s sleep. As a follow-up, they could create posters or write down simple ideas for how families can reduce unnecessary light. Even small steps at home can help make a difference. For example making sure outside lights (if needed) are on a sensor and not switched on all the time.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I live in a rural area in Donegal and it benefits from generally low levels of artificial lighting. Therefore, you can often see stars clearly, especially away from local streetlights. However, there have been some concerns recently over large, static security lighting on tall masts in Donegal that can project visible light upto 20 km away—creating glare and disturbing wildlife.
An activity I would introduce into the infant classroom would be a star count during story time. Firstly, I would use a dark room or blackout tent with glow stickers to represent stars. I would let each pupil place stars, then cover with lamps and lights to visually show how stars fade when it’s too bright. Finally, I would introduce a simple bedtime story called Hello, Star by Stephanie V. W. Lucianovic & Vashti Harrison about night being dark—not because it’s scary, but because then the stars can shine. We will finish by discussing some actions that we can take at home to help with light pollution such as switching off at home when lights are not in use.
-
This is such a thoughtful and engaging way to introduce young learners to the concept of light pollution! I love how you’re using a hands-on approach with the glow stickers to visually demonstrate how light impacts our ability to see stars—it’s a fantastic way to make the issue tangible for young children. Your choice of the Hello, Star story is perfect for creating a magical connection between the students and the night sky, while also gently educating them on the importance of darkness for the stars to shine. The idea of discussing actions they can take at home to reduce light pollution is also a great way to empower them and make the lesson feel meaningful.
-
-
-
-
Project Plan for the International Dark Sky Association’s “Rising Star” Awards
Project Overview:
The International Dark Sky Association’s “Rising Star” Awards celebrates young minds who are passionate about protecting our night skies. This project will help us learn about the importance of dark skies, the effects of light pollution, and how we can make a positive impact by shining a light on this issue. Let’s create a beautiful, magical journey that connects science, art, and environmental awareness, and become young “Star Protectors” for our planet!Learning Objectives:
Understand what light pollution is and how it affects the environment and our health.
Explore the beauty and science of the night sky.
Participate in a real-world environmental project.
Create and present our very own “Dark Sky” campaign.
Develop teamwork, creativity, and research skills.Project Phases
Phase 1: Introduction to the Night Sky (1st Week)
Classroom Discussion:What is light pollution? Why is it important to protect our night skies?
Why can’t we see as many stars as our grandparents did?
How does light pollution affect animals, plants, and people?
Watch a short, magical video on light pollution and its impact, such as The Night Sky: Dark Skies for All (available on YouTube or educational platforms).
Magical Night Sky Experience:Set up a simple stargazing evening on a clear night with the class (or in smaller groups). If possible, bring a few telescopes or binoculars.
Explore constellations and planets visible during the autumn months. Encourage students to keep a Star Journal of what they observe.
Take-Home Activity:Ask students to write about their experience of stargazing: What did they see? How did it make them feel?
Option: Create an “ideal night sky” poster that shows a starry sky without light pollution.Phase 2: Research & Campaign Creation (2nd Week)
Group Research:Break the class into small groups, each focusing on a different aspect of light pollution and how we can reduce it:
Group 1: What causes light pollution? (streetlights, signs, etc.)
Group 2: How does light pollution affect animals (like migratory birds) and plants?
Group 3: How does light pollution impact human health and sleep patterns?
Group 4: What are some solutions? (LED lights, shielding lights, turning off unneeded lights, etc.)
Create a Magical Campaign:
Each group will create a Dark Sky Campaign to raise awareness about light pollution. They will make posters, create short skits, or design social media-style presentations. These materials will encourage people to protect the night sky by using less light.
Campaign Presentations:
Groups will present their findings and creations to the class. Their goal is to inspire others to take action. Think of it like sharing your magic to help others see the stars!Phase 3: Taking Action (3rd Week)
Star-Friendly Solutions:
Now that we know what causes light pollution, let’s put our knowledge into action! The class will:Organize a “Turn Off the Lights” event where everyone at school participates in turning off unnecessary lights for one hour (e.g., during lunch or after school).
Create a Night Sky-Friendly Poster Campaign to put up around the school, encouraging people to turn off their lights and protect the stars. The posters can have magical drawings of stars, planets, and constellations.
Rising Star Awards Submission:
Together, we will create a short presentation (video or slideshow) that explains our project, what we learned, and how we made an impact. We’ll submit it to the International Dark Sky Association’s Rising Star Awards.Magical Project Extras:
Star Journals:
Keep a Star Journal throughout the project. Students can track the phases of the moon, record star sightings, and reflect on the importance of dark skies. Include drawings, thoughts, and ideas.
Invite Parents & Families:
Host a “Dark Sky Night” with families! Have an evening where students show their parents how to stargaze and talk about why we should protect the night sky. Parents can also sign a “Dark Sky Pledge” to make small changes at home to reduce light pollution.
Class Star Map:
As a class, create a giant Star Map of the night sky. Each student can contribute their own constellation or a favorite star to the map, symbolizing our collective effort to protect the stars.Final Celebration:
To wrap up the project, we’ll have a “Star Party”!Activities: Stargazing, group presentations, and a ceremony where each student receives a “Young Star Protector” certificate for their hard work and dedication to the cause.
Magical Moment: Watch a short, inspiring video about the International Dark Sky Association and the stars, leaving students feeling connected to something bigger than themselves. -
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I live on the outskirts of a large town and am lucky enough to have access to a number of areas locally that let us see much of the beauty of the dark sky. I am keenly aware, however, that there is so much more out there in the night sky that would be visible under the right conditions. I have a vivid memory of being at the Gaeltacht in rural Connemara during my teacher training and when we arrived back to the accommodation late one evening we literally couldn’t believe our eyes, the wonder of the night sky was there in all its glory! I could see thousands upon thousands of stars in every area of the sky – it was like being inside a real life snow globe, only being surrounded by stars, planets, comets etc. It was a most magical moment that I have reflected a lot on this week and I will definitely aim to visit a Dark Sky location in the very near future!
Light pollution is certainly impacting my local area, there is a constant glow in the direction of the town, and certainly this gets worse on a cloudy evening. I understand now that it is the moisture in the clouds causing this! I am also aware that it has an impact not only on humans, but on nature and wildlife too.
I have learned that there are some easy fixes to some aspects of light pollution and having looked around my immediate locality I am happy to say that there is evidence of this in my area – the street lamps are fully shielded and they have a warmer tone of lightbulb. The security lights at the local GAA pitch accross the road turn off during the night. We have also fitted our own outdoor lighting with drive up sensors, so they only activate when necessary.
I would teach the children in my class about light pollution and how it affects humans, plants and animals alike. I would encourage them to look at their own homes/areas and see can they identify any ‘Dark Sky Friendly’ lighting. We would also do a school survey to see if our lighting systems comply.
-
I lived in South Africa which is also home to some of the most beautiful dark sky areas in the world, especially in the remote regions of the Karoo. Under these clear, unpolluted skies, thousands of stars, planets, and even the Milky Way can be seen with the naked eye. The South African Astronomical Observatory (SAAO), located near Sutherland, is at the heart of the country’s astronomical research. Nearby, the South African Large Telescope (SALT), the largest optical telescope in the Southern Hemisphere, studies distant galaxies and stars in breathtaking detail. These dark sky sites not only support world-class science but also inspire awe and wonder when visiting them. Glorious experience.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is most definitely an issue in the area in which I teach and the majority of my students live as it is a well lit up residential town with an international airport. I would struggle to think of a place in the immediate locality where one would experience a naturally dark sky.
This lesson would be intended for the senior classes and I would begin by recapping on previous pollution lessons covered. As light pollution is not as well known or advertised, it will be interesting to see what the children already know about it. I would ask them if they think our area (Shannon) has a lot of light pollution or not. Due to the airport, there is a high level of light and when I researched it on the online ‘light pollution map’ it does seem to be a heavily polluted area. I would hope the class would make the link with the airport once they are aware what artificial light is and the definition of light pollution. As we live in a well lit up town there is also a good chance they will be able to easily identify areas where there is little to no access to natural light.
I would inform the children about light pollution and the negative benefits it can have on our natural life and our own lives too – many of the videos provided on this course would be of great use.
I would then allow the children time to create their very own cityscape of our town – highlighting where they feel there is most artificial light and possible places where we could aim to reduce this. This could be done in pairs. Once they have identified these areas, we could brainstorm as a class on how to reduce light pollution and practical ways we could actually put this into action e.g. street lamps changing to fully shielded fixtures so as not to be shining straight into our night skies or even using warmer lighting to prevent the insects being attracted.
To integrate this with literacy – we could draft a letter in a persuasive writing style and genre to our local council to both inform him/her of what can be done to reduce light pollution in the area and also to encourage them to make small changes in order to do so. Group work could also be undertaken by the children to inform the local community e.g. making posters on easy tips to reduce light pollution for everyone.
-
Hi Aimee
I really like your idea to link with art in creating the city scape. This would allow for lots of discussion and critical thinking about light pollution and also give pupils the opportunity to share their thinking in different approaches. As you have mentioned this would also allow for discussion on how to reduce the light pollution in the area and I like how you plan to use this lesson for persuasive writing too which gives the pupils meaningful purpose for their letters.
-
-
-
Living in Kilcock, there is persistent orange glow on the horizon, maybe from Dublin or else as I live close to the motorway, which is a constant reminder of light pollution. There is never true darkness or sometimes there isn’t stars either. This isn’t just an aesthetic loss; I worry about our local bats, birds, and insects, whose natural rhythms are disrupted by the constant artificial light, impacting their navigation and foraging. Even our own sleep can be affected.
To engage learners, I’d make it a real-life experience. We’d start with simple night sky observations. We’d become “Light Detectives”, auditing local lighting to identify wasted light and glare. The children would research how light impacts nocturnal animals and would connect them to the ecological consequences. Finally, we’d explore solutions, identifying suggestions for dark-sky friendly lighting in our community. It’s about understanding the problem and becoming advocates of change for our shared night sky.
-
Hi Eimear, thanks for sharing. I too worry about how our local wild life are impacted by light pollution where there their natural rhythms are totally put out of harmony and balance. The Dark Sky Friendly Lighting will be a key resource I will use with my class during the upcoming year also when exploring the topic of light pollution.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
We would engage my 4th Class to discuss in our class if the lights in our school and local Dublin 15 area are dark sky friendly. We will identify areas where we can do better by planning to reduce light pollution. I found the Wondering – Losing the Dark Video hugely inspiring as it is together that we can bring back the dark of night back to our planet Earth. This is resource and video I will use with my class when discussing how light pollution affects our local environment. By being more responsible for the light we use, we can avoid wasting light and energy into the night sky. By replacing light fixtures that send light up to the sky, to one’s that send light downwards exactly where we want it by using shielded fixtures, it can help minimise our use of light massively and prevent artificial light at night becoming light pollution in our local area.
We can illuminate only the places that need it in our school and local area by using direct light only where needed and angling lights down. We can of course turn off unnecessary lights as we emit so much energy at huge cost with lights that are left on or used in the incorrect manner shining too high into the night sky or lighting areas at the wrong times (e.g. if streetlights are coming on at the wrong time when it’s still bright etc.). I found the fact that bluer lights attract insects away from natural food sources, but warmer light do not compelling as it’s an easy fix which many of us are unaware of. The short clip exploring this has really impacted me.
I like the 5 principles of Dark Sky Friendly Lights too as we may overlook some of these principles. The low light levels principle struck a particular chord with me as lights should be no brighter than necessary, but I notice people often ignoring this in my local area. These Lighting Principles would be a basis of a lesson I will do with my 4th Class when I get back to school at the end of the month where the children will investigate ways of promoting responsible outdoor lighting in our local area of Dublin 15 and at school. The children will show there results using an inventory with the number of light fixtures and the types of light which they will present to all the stakeholders in the school and some local politicians.
-
Light pollution is a growing problem in Dublin 18, especially around Killiney and Dún Laoghaire. Streetlights, building lights, and cars brighten the night sky, making it harder to see stars. This “skyglow” wastes energy, affects sleep, and harms wildlife like birds and bats that rely on darkness to survive. The impact on the marine life around the harbour would be an opportunity to explore a specific habitat.
Dublin’s light levels are among the highest in Ireland. The levels are up to seven times more than other counties. Many lights are too bright, poorly aimed, or left on all night. But we can help change that.
With simple actions, students can learn science, protect nature, and help bring back the stars. Students can can explore light pollution in the following ways:
Join Globe at Night: Use star charts to record what you see in the night sky and upload results online.
Explore their area: Visit places like Killiney Hill or quiet parts of the coast to compare dark and bright skies.
Do a lighting survey: Look at lights around their home or school. Are they shielded? Too bright? Always on?
Create posters or presentations: Students can share what they’ve learned and suggest small changes e.g.using warmer bulbs or turning off lights when not needed.-
We can definitely help change things in regard to light pollution, I really believe that the majority of the public are just poorly informed on the hazards of LP and the simple fixes that we can all help to implement – shielded light fittings, changing bulb type, turning off outdoor lighting, using sensors – are all simple ways to help fix this problem! Not to mention how these simple steps would help towards cutting our ESB bills also!
-
-
-
Looking at the Night Sky
I created this resource with a senior infant class of mine that I will be teaching in September.
To start off with the children we will look at the painting Starry Night by Vincent van Gogh. We will talk about the swirly sky and the bright stars.
I will ask them some questions about the painting, What colours can you see? How many stars can you count? Does our night sky look like this?We will talk about how sometimes we can see many stars, and sometimes only a few, because of lights from houses, cars, and street lights.
I will explain to the children that light pollution happens when too much light from the ground makes it harder to see the stars.
I will then explain that the Globe at Night program asks people all over the world to count stars to help scientists learn more about light pollution.
For a follow-up activity, I will ask the children to go outside one evening with their parents or guardians to count the stars and talk about what they noticed.
Thanks,
Michelle -
-
I have included all 3 ideas in the below lesson as I feel they all link and would be useful for Junior Infants to better understand the concept of light pollution.
Living in Rathfarnham – We have a lot of light pollution in our area. Although some of the children live nearer the mountains and have less light pollution. I would begin lesson by explaining how in other areas that don’t have as much light pollution – the stars can be seen much more clearly. We would use pictures from Globe at night and look at the pictures from dark sky places around Ireland so that they can get an idea of the differences.
Finally using this information, we might try and create some simple posters to make others aware of how to be more star friendly – Like turning off lights or closing curtains. This could be part of the rising star awards programme.
-
-
This is a lovely, age-appropriate way to introduce Junior Infants to light pollution. Using real images from Globe at Night and dark sky sites helps make the concept more visual and relatable. Creating posters is a great hands-on activity that reinforces learning while encouraging awareness. Tying it into the Rising Star Awards gives it extra purpose and excitement for young learners.
-
-
2. Creating a teaching resource using the “Globe at Night” citizen science programme.
We are very lucky in Caherelly N.S. as we are located just 5km from Lough Gur, an area which is currenlty applying for Dark Skies status! https://www.loughgur.com/dark-sky-project/ Lough Gur is a unique site with deep archaeological and natural significance. It’s one of Ireland’s most ancient landscapes, home to the largest stone circle, crannogs and ringforts dating back thousands of years. The heritage centre and well-maintained trails make it perfect for hands-on learning, and it has earned the Green Heritage Flag for its conservation efforts.
Aim: We will explore how bright or dark the night sky is near our school and share our observations with scientists worldwide as part of the Globe at Night citizen science project.
Step 1 – Learn about Light Pollution
Light pollution is caused by artificial lighting—like streetlights—brightening the night sky. This makes it harder to see stars, disturbs wildlife, and can affect how we sleep. In places like Lough Gur, surrounded by hills that block city lights, the skies are much darker—perfect for stargazing. https://www.skyatnightmagazine.com/advice/skills/stargazing-ireland-best-placesStep 2 – Get Ready
On a clear night, go outside with an adult and face a familiar constellation such as Orion. Compare what you see with the star charts available on the Globe at Night app or website. Try this both near the school and at Lough Gur to compare the number of visible stars.Step 3 – Record and Share
Upload your observations to the Globe at Night website. Your data will join a global effort to track changes in light pollution over time.Extra Challenge
Make a map showing bright lights near our school and in the Lough Gur area. Design ways to make lighting “dark sky friendly” by using lights that point downwards, are dimmer, and switch off when not needed.By taking part in this project, the class becomes part of a global effort to protect the night skies—right from our doorstep and in a place as special as Lough Gur.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would discuss what light pollution is & using a kwl chart, we would identify as a whole class collectively what we would like to learn about it. I like the idea of using David Attenborough video on sea turtles to show the impact of light pollution to the class.Light pollution can have huge impacts on the following;
wildlife: the artifical light can confuse birds, insects and nocturnal animals. The David Attenborough video would be excellent at highlighting this. It has the ability to change feeding, breeding and migration patterns.
People: excess night time light can disrupt sleep and hide the stars.
Energy & climate: poorly directed lights waste electricity.
For homework, the children could identify light pollution sources in their home and local area, this could make all the family aware of the impacts and perhaps improve their usage in the home. It is very important for them to learn from a young age & help them care for nature, save energy and sleep better.
-
1.
I would start the lesson by asking the students what they already know about light pollution. I would pose the question, “How does light pollution impact us and the environment?”To move forward and engage the pupils with the topic, I would show the Australian astronomer’s video explaining light pollution and its impact on the night sky, as well as on the people and animals within the ecosystem. I would teach the students about circadian rhythms and the need for bodily systems to rest and rejuvenate. Hopefully this would allow the children to wonder and think about other impacts of light pollution.
I would then conduct experiments to show them what can be done to reduce light pollution as outlined on the slides. For example, covering the light with shades and using eco-friendly light bulbs.
To add to the experience, I would also give them a survey to determine light pollution in their area so they can complete it. We would collate together as a class to share and discuss their results.
To conclude, I would prompt the students as to what solutions can be proposed to combating light pollution and also show them previous projects carried out by other pupils in Ireland. -
Module 3 Assignment
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.I suspect most children in my class aren’t even aware that light pollution exists. This module has opened my own eyes to the issue, and I’m curious to see how they’ll respond when I ask, “What can you tell me about light pollution?” or “What are its impacts?”
Dark sky planning guidelines offer practical tips to reduce light pollution, supporting both the preservation of our night skies and the work of astronomers. The International Dark-Sky Association’s Five Principles for Responsible Outdoor Lighting—targeted, useful, low, controlled, and colour-appropriate—provide an excellent framework for the children to follow.
Learners could investigate light pollution by conducting studies in the school grounds, at home, and in their local communities. Activities from the ESERO “Light and Darkness” pack would be a great starting point. Equipped with the IDA’s Five Principles, they could explore their surroundings and gather evidence of how artificial light affects our area. The ESA “Magic of Light” packs would also provide valuable learning opportunities.
Even though we are a rural school and light pollution is less obvious than in urban areas, it can still be reduced. Raising awareness is key. The children could design posters to display in school and around the community, and use the school website to promote their message. Perhaps, with enough effort, our area could even earn a place on Ireland’s Official Dark Sky Places map alongside Kerry, Mayo, and Davagh Forest Park.
-
The Globe at Night project offers a fun, hands-on way for 5th or 6th class pupils to explore light pollution while taking part in genuine scientific work. The class begins by discovering what light pollution is, how it affects humans, wildlife, and our ability to view the night sky. Using the Globe at Night website, pupils learn how to gather and share observations. Each is given a star chart for a chosen constellation, such as Orion, along with a recording sheet. On a clear night, they head outdoors with their families, compare what they see to the chart, and note their results. These are then uploaded to the Globe at Night database. Back at school, pupils map their findings, compare them with data from around the world, and discuss patterns. The activity builds skills in science, geography, and technology, while showing pupils they can contribute to global environmental research in a meaningful way.
-
-
Engaging Primary School Children to Explore Light Pollution
Fingal County, is the location of our school while the school is rural and close to coastal areas, is not immune to the growing problem of light pollution. Fingal’s proximity to Dublin city and its own expanding urban and suburban centers mean that the night sky is becoming increasingly bright.
My plan for teaching the school children about light pollution will be a fun and interactive way to introduce them to environmental science, sustainability, and astronomy.
Activity “Night Sky in a Box”
Objective: To demonstrate the concept of skyglow and how light pollution obscures stars.
Materials: A large cardboard box, a smaller shoe box, a torch, black paper or tin foil, scissors, and a pin.
Procedure:
Have the children create a “planetarium” by poking tiny holes in the bottom of the shoe box. These holes represent stars. Place the torch inside the shoe box.
In a dark corner of the classroom, have the children look into the planetarium to see the “stars.”
Next, create a “street scene” inside the larger box using blocks or paper cutouts. Place the planetarium inside the larger box.
Introduce a small, unshielded light source (like a mini LED light) to represent a street light. Place it inside the box.
Have the children observe the night sky again. The light from the street light will create a “skyglow” that makes it harder to see the stars.
Discussion: I will ask the children what they observed. Why were the stars harder to see? This helps them understand the impact of unshielded light on the night sky.We will chat about the sky they observe at night in Fingal and have they seen clearer skies in other parts of the world. -
-
I have decided to use the “Globe at Night” citizen science program to create a teaching resource. By including students in an international scientific investigation, this program provides a hands-on and interesting method to teach them about light pollution.
Using a short video or a class discussion about why it’s so difficult to view stars in our neighbourhood, my teaching resource would start by presenting the idea of light pollution in a realistic way. This would prepare us for the primary task, which is to measure and report on the brightness of the local sky using the “Globe at Night” application.A detailed instruction manual for educators and learners would be part of the resource. The first step would be to choose a clear night without a moon within one of the two-week observation periods offered by the program. A copy of the Bortle scale, which measures the sky’s darkness, and printed-out “Globe at Night” star maps would then be provided to the students. First, we would work on recognising constellations indoors.
With parental assistance, kids would be required to go outside on the selected night, wait at least ten minutes for their eyes to acclimatise to the darkness, and then locate the constellation on their chart. They would be able to rate their local night sky on the Bortle scale by comparing the amount of stars they could see with the various charts.We would compile our findings in class the following day. As a class, we would enter the information into the “Globe at Night” website and then examine the outcomes. A sense of collective scientific discovery would be fostered as students could examine how their data compared to other places worldwide. We would also talk about the possible reasons behind our results and come up with ideas for how to lessen light pollution in our neighbourhood. In addition to teaching science, this project fosters data literacy, problem-solving skills, and a greater understanding of the night sky.
-
This is a really nice activity. It’s a hands-on and engaging way to teach about light pollution. I’d love to try something like this with a class. I think having them work indoors first to recognise constellations is a smart way to prepare them. Comparing their data to other places in the world sounds really motivating for pupils. Overall, it seems like a fun project that teaches science and problem-solving. It also gives pupils a deeper appreciation of the night sky.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I must say this question has taken me down rabbit hole! I discovered the website http://www.darksky.ie and from there Galway astronomy club! I need to see can we link up with this club in any way.
Our setting is very rural. Light pollution has an impact on wildlife, marine life our own wellbeing, our environment and energy waste.I would start by asking what pupils understand by light pollution and then expand on the above points and discuss our accountability and what we can do to reduce light pollution and what improvements we can make.
The website darksky has some useful resources on how to reduce our light pollution and some available as Gaeilge as we are a Gaeltacht school, unfortunately we are too far away from Mayo or Kerry to make a school trip to either Dark Sky place.
Light pollution in rural areas like ours may not be as severe as in urban centers, but it still has notable impacts on the environment and the community. By engaging pupils through a combination of scientific investigation, creative expression, and local activism, we can raise awareness and inspire action to reduce light pollution in the area. Combining outdoor experiences with hands-on learning projects would help instill a sense of environmental stewardship and a deeper appreciation for the natural world, especially the night sky.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
After completing the module on light pollution I have started noticing my own city – Limerick through a different lens. Living in the southwest of Ireland you would think we would have plenty of dark skies but int he city the glow is constant. Streetlights, shop fronts, and even the floodlights along the Shannon cast a haze that hides so many stars!!
I was surprised to learn that light pollution does not just block our view of the night sky but that it also disrupts the wildlife patterns and even our own sleep cycles -but it does make sense!!
With my class I would begin by taking them outside at dusk to simply look up – asking what they can see and what they cannot see. We could compare the sky in Limerick with images of rural dark sky areas like Kerry or the Burren and talk about why the difference matters. A fun activity could be a ‘light audit’ around our school grounds – counting the sources of unnecessary light and brainstorming small changes. My hope is that they see that even something as simple as shielding a bulb or switching off lights matters for our shared sky.
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I was curious after completing this module yesterday and so I sat out my back last night looking up at the sky. Apart from the few very bright stars, the sky was a navy blue. Upon reflection, I don’t think I’ve ever seen a true night sky. I grew up in an urban town and now live in a village that is well lit up. It inspired me to visit one of the dark sky places in Ireland as part of my bucket list!
I would do a lesson on light pollution, beginning with a KWL chart to elicit prior knowledge. I would discuss the topic of light pollution with the class and draw their attention to the video produced by the Mayo dark sky park. After consolidating the learning with a written activity, I would have the children observe the night sky from their homes and ask them to sketch what they see. I would ensure to give specific instructions to include stars, clouds, the moon, and particularly colours. The next day, we would compare and contrast the sketches and draw conclusions based on whether the children were situated in a rural or urban area – linking it back to light pollution. To extend this activity into SPHE, we could come up with a class action plan as to how we can combat light pollution in our school and at home, with the children giving examples of actions we can take from the learning they experienced in the previous lesson. This could be part of a thematic plan and could link to drama – ‘imagine you are an astronomer and light pollution is affecting your view of the stars’; and music – David Bowie’s ‘star man’ comes to mind!
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
With our pupils mostly living in the urban and suburban environments light pollution is a very real issue and although it is unfortunate it does mean that the pupils can more easily relate to it than pupils from more rural areas. We could begin by mind mapping and class / group discussions with some visual prompts on the Interactive Whiteboard to assess what the pupils know or have experienced (have they experienced rural camping trips, scouts etc).
We could compare and contrast urban to rural skies and its impact on wildlife behaviour, human behaviour and the effects on stargazing which I discussed in module 2’s forum. Pupils could be encouraged to research what is being done and what more could be done to reduce light pollution and there are opportunities for group activities by making models of light bulb ‘shields’ with their science kits.
With parental support, students can assess their family’s impact on light pollution at home and list practical ways to reduce it, such as switching off unused lights or using alternative bulbs which would apply their learning to real-world situations and have a real impact on the light pollution issue.
-
I would like to try that with my class—it sounds like a really hands-on way to explore light pollution. I would need to edit it a bit for Special Ed, but I love the idea of comparing urban and rural skies and talking about how it affects animals and people. Making the little light bulb “shields” with the science kits seems like a fun activity. Getting the kids to check lights at home with their families would make it real and meaningful for them.
-
This is a thoughtful and practical approach to tackling light pollution in an urban context. Engaging pupils through discussion, comparison, and hands-on activities like model-making helps deepen understanding. Encouraging them to investigate real-world solutions and take action at home makes the learning meaningful and impactful. Linking science, geography, and citizenship in this way not only builds awareness but empowers pupils to be part of the change in their own communities.
-
-
The children will explore light pollution using Globe at Night . This is an International campaign and excellent resource to learn about the disappearing night sky by measuring data one hour past sunset . The reality of light pollution and the causes and solutions to this problem will be covered in this lesson. We will begin by discussing any prior knowledge of the topic . At home , maybe as a family activity and using star maps printed off from Globe at Night , they will follow 5/6 steps.
1. Record when observations were made .</p>
2. Record where we3. Locate current/prominent constellation of the month and select the chart which best represents the faintest star visible in that constellation.
4. Record sky conditions at the time of observation e.g. cloudy, clear.5. Optional- input data from a sky quality meter if available.
6. Click submit to send and the data will be visible on the Globe at Night data map.
We will discuss their observations in class. By undertaking this worthwhile lesson the children are playing their part in helping monitor levels of light pollution worldwide. The impacts of light pollution on plants, wildlife and energy consumption have knock-on negative impacts on us all and as the children are the future I think it’s so important to teach them about these topics to the best of our ability.
-
A reflective piece on how light pollution is impacting your local area and how you would engage your learners to explore this.
Light Pollution in Dublin: Local effects
Skyglow: Dublin’s streetlights, sports grounds, advertising boards, and building floodlights produce a bright dome over the city that’s visible for kilometres. Even in nearby Wicklow or Meath, you can often see the orange halo over Dublin at night.
Reduced star visibility: From central Dublin, you might only see a few dozen stars, compared to thousands in truly dark areas like rural Donegal. The Milky Way is almost never visible without special photographic equipment.
Wildlife impact: Dublin Bay is a key site for migratory birds like Brent geese and waders. Artificial lighting along the coast can confuse navigation and alter feeding patterns. Bats in the Phoenix Park and along the Dodder River may avoid over-lit areas, limiting their foraging range.
Human health: Late-night artificial light exposure, especially from LED streetlights, can affect sleep quality for residents.
We would watch the NSW video ‘What is light pollution?’. We would use ESERO’s framework for inquiry questions to engage with questions like: Where are the darkest parts of Ireland? What sorts of objects emit light at night time? What can you name a natural source of light? Can you name an artificial source of light? Do all animals sleep at night? Can you have a shadow at nighttime? Why do we use lampshades in our houses? Why are streetlights important?
To conclude I would then ask my students to draw “Dublin without light pollution”. We would discuss what the sky would look like if we turned off unnecessary lights.
We would then create a class mural combining everyone’s work.
-
Hi Susie,
Thanks for sharing.
I really like how you are planning to engage learners with this activity, through an informative video and in particular, your choice of questions to really get the learners thinking about light in their homes, in nature, and its role.
It’s a lovely idea to add a creative art aspect to this, for learners to envision a Dublin without light pollution. The mural would make for a terrific display for a school hallway so other learners can learn a little more about protecting dark skies while appreciating your learners’ artistry.
-
-
3.
Introducing the International Dark Sky Association’s “Rising Star” Awards Programme offers a great way to intrgrate science, environmental awareness, and creativity. I would begin by introducing pupils to the concept of light pollution and its effects on wildlife, human health, and our ability to see the night sky. By using videos images and simple science experiments (comparing star visibility under different light conditions) the pupils would build an understanding of why dark skies matter.
As a class, we would then develop a small-scale action project through creating posters and short videos to encourage our local community to reduce unnecessary outdoor lighting. Pupils could also take part in a “star count” at home with their families to collect data for the project.
This programme is excellent as it connects to STEM and geography but also gives a sense of ledership, teamwork,and pride in contributing to a global initiative that protects our shared night sky. -
-
Question 1:
A very interesting question, which really got me thinking about where I live and the light pollution is impacting our area. After reading a little about it, I know the children inn my class would be very interested to find out more.
When looking at the light pollution map of Ireland, I can see that light pollution in our area is moderate as we are located on the coast of Ireland. Studying this map alone with the children, would bring a considerate amount of information and question to our classroom. A map I will definitely bring to the class this year for discussion.
Some local knowledge for 6th class on our area.
1. Moderate light pollution: Rosslare lies in a semi-rural zone—enough local lighting from housing and tourism spills upward, brightening the night sky and reducing visible stars.
2. Loss of the Milky Way: Over 50% of Irish residents can no longer see the Milky Way from home, likely including those in Rosslare, especially nearer to built-up areas
3. Energy waste: Upward-facing or excessive lighting in the village and surrounding developments contributes to wasted energy and a brighter sky domeThese alone could be observed through a lesson with the children by
1. Observation and recording
2. Taking action as to how to reduce light pollution
3. Making people in the area more aware of what is happening due to light pollution in the area.
4. Comparing areas on the map (red/orange areas) and bring a it the attention of other areas future afield.
5. Invite local council or Dark Sky Ireland to discuss best-practice lighting.
6. Host a “Lights-Off Challenge” evening where households dim non-essential lighting and students measure night-sky differences before and afterReflection – there would be so much to discuss from the above tasks. children would share and compare.
-
-
I like the ideas you have about taking action on the topic, I think it’s important for students to use what they’ve learned and apply it to their lives. The lights off challenge would be great to get people in the community thinking about light pollution and also allows children to apply their knowledge in a fun, impactful way!
-
-
1.
Light pollution is increasingly affecting my local area, washing out the natural darkness of the night sky. Once-visible stars have faded, replaced by the constant glare of streetlights, car headlights, and illuminated buildings. This artificial brightness not only disrupts the natural sleep cycles of residents but also confuses wildlife, such as birds and insects, that rely on darkness for navigation and survival. The loss of our night sky means fewer opportunities to connect with nature and experience the quiet wonder of the stars.
To engage infants in exploring this concept, I would focus on sensory-rich experiences. Using soft lighting and contrast play, I’d help them explore the difference between light and dark through shadow play and reflective objects. Gentle songs about the moon and stars, nighttime storybooks, and walks at dusk would begin to build awareness of natural rhythms. These early experiences lay the foundation for a lifelong connection to the natural world.-
I really like how you’ve connected the issue of light pollution to both its environmental impact and the human experience of losing the night sky. Your approach for infants is lovely — focusing on sensory-rich experiences makes the concept accessible without overwhelming them with too much detail. The use of shadow play and reflective objects is a great way to spark curiosity and get them noticing light and dark in a playful, hands-on way. I also think the idea of combining stories, songs, and gentle outdoor experiences at dusk is a wonderful balance of literacy, science, and wellbeing. You’re right that these early, positive encounters with the natural world can help children build empathy for wildlife and an appreciation for the night sky, even before they can fully understand the science behind it.
-
-
-
-
In my local area, street lighting and security lights are the main contributors to light pollution. While they serve an important safety purpose, many fixtures are overly bright, unshielded, or on all night, leading to excessive glare and sky glow. This means that, even on clear nights, only the brightest stars are visible, and the Milky Way is hidden from view. I would engage my class by starting with a “night sky before and after” activity using images of dark sky reserves in Ireland, such as Mayo or Kerry, compared with our town. We would take part in the “Globe at Night” project to measure local light levels and map our results. The children could also design “dark sky friendly” lighting models in groups, considering direction, brightness, and colour. This approach combines observation, data collection, and problem solving while encouraging pupils to think critically about balancing safety, wildlife needs, and stargazing opportunities.
-
Hi Seán,
Thanks for sharing.
It is a shame to think this ever-increasing pollution is decreasing the beauty of the night sky in your locality, impacting not only views of the Milky Way but also biodiversity. With growing awareness, change is underway, and thankfully, it is an easily solved problem, once the understanding and the will is there to tackle it!
I really like your plan that takes learners on a journey from initial understanding of comparing images to participating in Globe at Night and finally designing models. It would be great to see their work and models displayed/presented to peers as a form of activism to extend awareness throughout the broader school community
-
-
How is light pollution impacting on our area?
In our area over the last 5 years, 3 new housing estates have been built on our area. This has led to an increase in light pollution due to more street lighting in each estate. The type of street lights being used are LED blue lights. They are on from dusk to dawn, causing intrusion into houses, sky glow and glare.
This is having a huge impact on the environment and the people who live in these estates. The darkness that was once there is now gone. As a result, it is difficult to see the night sky. Animals in the locality have been impacted not only due to loss of habitat but also their nocturnal habits.
The intrusion of these lights into homes greatly impacts sleep cycles which in turn will impact overall health.
Bringing awareness of light pollution into the classroom will develop an understanding of the impact it has on both the environment and humans.
I would conduct a survey in the classroom around who has street lights outside their homes. We would discuss what the children observe about these lights. How many? How bright? What time they are on/off?
We would conduct an investigation into dark sky friendly lights. I would introduce the terms; unshielded, partially shielded and fully shielded. Using torches and cardboard to make light shields, we would investigate what works best. The goal would be to create a light that is not intrusive, only lights where it is supposed to and has a low light.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I found this module very interesting, and I learned a lot from it. When I think of pollution, I wouldn’t think of light pollution and the harm that it causes. I live in an estate in a big town and there are street lights in the estate. They are partially shielded. I remember the lights were changed a few years ago as they were impacting on people living in the houses (they were too bright). The bulbs were changed to lower emitting light, which I suppose is a reduction in light pollution.
To create a lesson for primary children, I would use a hands-on, inquiry-based approach:
1. Class Discussion
Start by asking: “How many stars do you think you can see at night? Why might it be harder to see them here than in the countryside?” etco Show photos comparing a starry rural sky and a light-polluted city sky. Use stellerium
2. Local Exploration / Audit
Take the children on a local walk. Ask them to spot sources of artificial light.
o Create a simple tally chart or map showing where the brightest lights are.
3. Practical Experiment4. Cross-Curricular Links
Science: Link to animals and habitats, explaining how too much light affects nocturnal creatures.
Geography: Map where light pollution is highest in the area.
SPHE Discuss how communities balance safety (street lighting) with protecting the environment-
I agree Niall, the consequences of light pollution hadn’t occurred to me as much before I completed this module-now I found myself gazing out at the street lights in my estate last night as the blinds were drawn. Driving around my local village I was noting the different glares from the lights and how they impacted on the local environs.
-
-
Having grown up in the countryside, a starry night is something I have always both adored and taken as a given on a clear night. Moving to the city, I missed it. However, my awareness of light pollution was only truly highlighted when I first moved to Vancouver. I was shocked at the lack of street lights in suburban areas, with my concern being safety. When I discussed this with Canadian colleagues, they were quick to mention light pollution – something I had never heard in general discussion in Ireland. The stark impacts of it are highlighted in this module.
I love the Globe at Night programme. It will appeal to children both in terms of using a device to record the data and in terms of feeling like they are actually contributing to making a change to the environment. I find that students are acutely aware of environment issues and would love to take action to change it but feel powerless.
When teaching it, I would introduce the topic of light pollution by showing the children images of a dark sky compared with a city sky. I would ask the children to think about the stars they can normally see from home and discuss why some are harder to see.
I would then introduce the Globe at Night programme and explain how citizen scientists around the world contribute by recording star visibility.
I would guide the children in uploading their data to the Globe at Night database. The children would then compare their results with those of other schools and countries, discussing how light pollution varies with place and season.
I would then teach children the ways that lighting can be improved as outlined in this module. We would investigate if these could be applied to our area and the children could write to the local council about it.
-
-
Where I live in the North East, the beauty of the night sky is often hidden by light pollution. Streetlights, shop fronts, and the glow from nearby towns reduce the number of stars we can see clearly. Instead of a dark, star-filled sky, the background often looks grey or orange. This makes it harder to see constellations and planets with the naked eye, and it also affects local wildlife, such as birds and insects, which rely on natural darkness for their daily rhythms. To engage my students, I would begin by asking them to compare the night sky with a darker area, perhaps further along the Cooley Peninsula, using photographs or direct observation. Pupils could keep a night sky diary, counting how many stars they see on clear evenings in different locations. We could also explore maps of light pollution online to see how our village compares to other places in Ireland. Cross-curricular links would include Science (light and the environment), Geography (human impact on natural systems), and Maths (data collection and graphing). Finally, pupils could design posters or digital campaigns in Visual Arts to raise awareness locally about how reducing light waste could help us all see the stars more clearly. They could also compete in a public speaking campaign between the Senior Classes on light waste reduction.
-
-
For this task, I would choose to focus on light pollution in the local area. I think this is an issue that children can easily connect with, as most will have noticed that it is hard to see many stars at night, especially near towns and cities. To begin, I would bring the class outside on a clear evening or use photographs of the night sky taken in rural and urban locations. This would spark discussion about why there is such a difference in the number of stars visible.
As a class project, we could carry out simple surveys by recording the number of stars we can see from different areas. The children could then compare their findings on a map. This hands-on approach not only makes the topic real but also raises awareness about energy use, the environment, and how our local choices can affect the wider world.
-
1.Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I enjoy exploring how bright lights affect animals in our local area. Near our school and neighbourhood, there are streetlights, shop lights, and car headlights that shine all night. These bright lights can make it harder for nocturnal animals, like bats, moths, and owls, to move around safely, find food, or sleep. To help my class understand this, we could take a short, supervised walk around the school grounds or nearby streets with clipboards and torches. Children could notice where the lights are brightest, where it is darker, and which areas seem quieter or more active for wildlife. Back in the classroom, we could make a simple map showing bright and dark spots and talk about how these lights might affect the animals. We could also do art or craft activities, drawing or making models of nocturnal animals and showing them in their “ideal” dark habitats. This hands-on approach helps children connect to nature, understand how light pollution impacts wildlife, and see how small changes, like turning off unnecessary lights, could help the animals around them.
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would begin by discussing the term pollution with my class (4th) and the various types that affect us today. Introduce the term “light Pollution” if it is not brought up in introductory discussion. Ask the children what they think it may be and how it affects us.
Brainstorm ways in which their local area is affected by light pollution and the sources of light at night in their area. For example, streetlights, shop signs, advertisement, floodlights etc… Complete a quick survey in groups to see how many different sources of light there are in their area. Which ones are necessary and which ones being unnecessary. Discuss the need for safety using lights.
I would introduce the slide showing how light pollution falls into four main categories, Glare/Sky Glow/Light Trespass/Clutter. Can they give examples of light pollution in their area. Have they ever been affected by light pollution, streetlights outside their house. I would then allow them time to discuss and put forward ideas how this could be improved. e.g. timers/restricted use, motion sensors.
Develop the lesson by introducing the Globe at Night how light pollution is monitored and discussing how light pollution affects wildlife in their area. How less and less rural space is in complete darkness at night, and wildlife depend on darkness. Nocturnal animals come out at night. Some animals need the darkness to use their night vision to hunt and their for survive. Class can complete a visual display or food chain to show affected wildlife.
Class could continue lesson individually at home by becoming light detectives and observing areas affected by unnecessary light and light pollution
-
This is such a wonderful and thoughtful lesson idea that really highlights your enthusiasm for the subject and the need to connect students with the natural world. The difference between your rural upbringing in Co. Limerick and your current teaching environment in North Cork provides a great opportunity to delve into light pollution. By using the students’ own experiences to compare urban and rural skies, you’ll make the learning experience personal and captivating. Your intention to incorporate photographs and real-life observations really brings the topic to life and enhances visual learning. Adding an observation activity during the overnight trip is a fantastic idea, allowing students to witness a darker sky than they’re used to. This could ignite a genuine sense of wonder and curiosity. Your connections to wildlife, human health, and heritage also enrich the discussion, illustrating how light pollution impacts more than just the stars. All in all, this is a considerate, engaging, and comprehensive approach to a significant issue.
-
I think exploring light pollution in our local area would be very interesting for the students. I think they would be curious and naturally engaged in the topic. This is how I would approach it with my students :
Lesson 1 – Getting Started
I’d kick things off with two photos: one of a sky packed with stars, and one of our own local sky. Then I’d just ask, “Why do you think these look so different?” From there, we’d talk through what light pollution actually means and make a quick list of where the extra light in our area might be coming from.
Lesson 2 – Observation at Home
For homework, I’d ask students to go outside one evening at home, look up, and count how many stars they can see. The next day, we’d pool the results and compare them with star maps of a proper dark-sky area. That’s usually a big eye-opener.
Lesson 3 – Impacts
We’d then chat about how light pollution affects not just stargazing but also people’s sleep, migrating birds, and even plants. I’d bring in short videos or quick case studies to make it real.
Lesson 4 – Finding Solutions
Next, we’d brainstorm ways to cut down on light pollution: things like angled streetlights, switching off unnecessary lights, or just being mindful at home.
Lesson 5 – Student Projects
To wrap up, I’d have students design posters or mini-campaigns with “light-smart” tips and maybe put them up around school or share them at home.
-
Discuss different sources of light and ask how can we categorise /sort these. Man made and natural. Discuss what the benefits and disadvantages of both.
Give the children two pictures and they compare and contrast:
A star-filled sky in a rural areaA sky with heavy city light glow
Pose questions to the children to guide them to looking at light.
What differences do you notice?
Why might we see fewer stars in cities compared to villages?Light trail. The class will go for a walk down to the local park approx 1o mins and mark in on maps sources of natural and man made light. I’m class Discuss our findings and pose the question would this be different in a school in the city or more rural city.
What effect do you think man made light has on us?Introduce the term ligh pollution.
Link to impacts:
Environmental: Disrupts wildlife (e.g., birds, insects).
Human health: Affects sleep cycles (circadian rhythm).
Cultural: Limits stargazing, astronomy, cultural traditions.
To finish the lesson brainstorm ways we could reduceight pollution.
-
Our Class Project: “Rising Star” Awards – Dark Sky Fun!
This autumn, our class is getting involved in the Rising Star Awards from the International Dark Sky Association. It’s all about learning why dark skies are important and what we can do to protect them.
We’ll start by chatting about natural vs. artificial light—what lights up our night skies, and how too much light (especially in towns) can stop us seeing stars. We’ll use apps like Stellarium to show what we should be able to see on a clear, dark night.
Everyone will do a little star-spotting from home. Using a simple guide, children will count how many stars they can see, then record the time, date, and place in their journals.
Back in class, we’ll talk about what we noticed. Did some people see more stars than others? Why might that be?
To finish, we’ll make posters or short presentations to teach others about protecting the night sky—this could link into art, science, or geography lessons.
It’s a great way to learn about space, caring for nature, and becoming part of a worldwide project. Plus, who doesn’t love stargazing?
-
Hi Patricia, I really like your “Rising Star” project idea. What class do you teach? I feel my 6th class will enjoy learning about dark skies and spotting stars at home. Using Stellarium and recording what we see will definitely engage them more and we could also create posters to share what we’ve learned to help protect the night sky.
-
-
Light pollution is becoming an increasing issue in Johnstown, County Kilkenny. The village has grown brighter in recent years, with new streetlights, shopfront lighting, and security lights around houses and farms. While this lighting helps with safety, it also reduces our ability to see the night sky. On clear evenings, children may only spot the brightest stars and planets, while fainter constellations are hidden by the glow. This loss means our community is missing out on the natural beauty of the Milky Way and valuable opportunities to observe the night sky. It also impacts wildlife, confusing nocturnal animals and disrupting natural rhythms.
To engage the children in exploring this issue, I would begin by asking them what they can see in the sky on a clear night. We could then compare this with a “dark sky” image to highlight what is missing. Using a simple activity, children could count the number of visible stars from the school yard, and then compare results from a darker rural spot outside the village. We might use apps like Globe at Night to record findings. Pupils could present their results through graphs, posters, or stories, encouraging awareness of light pollution in their own community.
-
I grew up in a city suburb and am now teaching in Inner City Dublin. Even though I have always lived in a city I remember the night being much darker when I was a child. I have memories of football pitches and fields behind where I lived being unlit and not being able to see your hand in front of you there at night. Now everything is lit up and the development of housing, street lighting, offices and shopping centres has meant most parts of the city are lit even when they are not open or in use. I notice a big difference when I spend time in my husband’s family home in rural Waterford. The night is dark and the sky is clear and full of stars. However even in rural areas development of street lighting and housing is impacting on this natural dark sky. The artificial lighting is illuminating our night skies. The impact on the biodiversity of an area cannot be underestimated. I was shocked to hear the statistics of people who can no longer see a dark night sky in the UK and Ireland. I find it incredibly sad to think that children may grow up never having seen a dark sky with stars. The natural habits and habitats of animals and birds are being disturbed and it is important we do everything to stop this pollution and educate our children about light pollution. I would introduce this topic with the class by watching the light pollution video from NSW. We would walk around our school environment and detail lighting. Are there trees and hedges near the lighting. We would investigate if these lights would impact biodiversity? Are they necessary at night? Are they “dark sky friendly”? We would discuss how we could reduce light pollution in our school. We would investigate different light fixtures, shielding, different colour lights and reducing and eliminating unnecessary lights. We have a Green Schools Committee and I would hope that our findings could be presented to the committee and then to school leadership to see if as a community we could reduce light pollution in our school.
-
Although we live in a rural area, light pollution is still very noticeable. Bright streetlights, security lights, and farmyard floodlights mean the night sky is often hazy, and stars are hard to see. I think many children assume this is normal and have never experienced true darkness or seen the Milky Way.
To explore this in learning support, I’d start with a discussion — “What can you see in the night sky from home?” We’d then take a short walk around the school during the day, marking where light sources are. Back in class, we’d sketch the lights and talk about whether each one is helpful or harmful at night.
This activity ties in naturally with SESE and environmental awareness. It’s also very accessible for children with additional needs, as it builds observation, prediction, and drawing skills — all in a local, meaningful context. It could even lead into a data collection project using Globe at Night.
-
Light pollution is the excessive use of artificial light, whether it is too much brightness, light directed upwards into the sky or lighting used at unnecessary times. In the course of human history this is a relatively recent phenomenon and a direct result of the rapid technological advances of the last century. The difference between the 1997 and 2015 maps of Ireland clearly shows how quickly light pollution has become a growing issue. Its effects extend beyond human health and well-being to the wider natural world. For example, the migratory patterns of birds and the behaviours of nocturnal animals have been disrupted by the presence of artificial light at night. One important response has been the establishment of Dark Sky reserves which highlight the importance of darkness and aim to protect the beauty of the night sky. Raising children’s awareness is vital and conducting a simple light pollution survey of the school grounds could be an engaging and practical way to explore this often-overlooked form of pollution. Ultimately, light pollution highlights the challenge of balancing human progress with the preservation of ecosystems and natural rhythms.
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would begin the discussion with the children by inviting them to discuss with their partners what is light pollution and I would add their contributions to a whole class mindmap.
I would show the children two contrasting images, one of a clear starry sky and one setting of light-polluted city with very few visible stars. I would invite the children to reflect on the impact this may have on people, wildlife etc. We would discuss how light pollution has a big impact on people’s circadian rhythm, local wildlife and our ability to view the night sky.
I think a great way to engage the children in this topic would be to organise a home observation project to investigate the levels of light pollution in their own area. Over the course of the week the children (supervised by an adult) could take a picture of the area they are observing and could answer questions such as ‘Estimate how many stars are visible?’, ‘What kind of lights can you see around you?’, ‘How bright does the sky appear?’ ‘Did you observe any wildlife in the area?’ The children could record their observations in their journals over the course of a week and compare their results with their classmates. -
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Around Naas in Co. Kildare, artificial lights from street lamps, homes, and businesses are making the night sky significantly brighter than it would naturally be. This makes it much harder for people to observe stars and planets clearly and reduces the chance to enjoy the natural beauty of the night sky. The increased light can also disrupt local wildlife, such as bats, owls, and other nocturnal animals, altering their normal behaviours and patterns. Humans can be affected too, with sleep patterns being disturbed and them having a weaker connection to nature because of the constant glow above the town.
To help my 6th class students explore light pollution further, I could get them involved in practical, hands-on activities. They could compare the brightness of the night sky where they live in comparison to their classmates using simple measurements or a mobile app, record the stars and planets they can see, and observe how local wildlife behaves at night. As their is a variety of students living in both urban and rural areas around, the results should be interesting. Discussions, sketches, and mini research projects could help them understand the effects of artificial light and consider practical ways to reduce it in their own community.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this
Athboy, a small town in Co. Meath, has been affected by increasing light pollution. Streetlights, shopfronts, car parks, and security lighting all contribute to a brighter night sky, which means fewer stars and planets are visible to the naked eye. Where once residents could look up and clearly see the Milky Way stretching across the sky, it is now often hidden behind a veil of artificial light.
Engaging 1st Class Students with Light Pollution
Start with a Story
Tell a short story contrasting “The Town Sky” and “The Countryside Sky.”In the town, only a few stars can be seen.
In the countryside (or at a dark-sky reserve), the sky is full of twinkling lights.
Use pictures or simple drawings to help them imagine the difference.Hands-On Activity: Star Counts
On a clear evening (as homework with parents), ask children to look up and count how many stars they can see from their garden or window.
Next day, collect their results on a class chart. Some may only see a handful!
Compare it to an image of a dark-sky location in Ireland (like Kerry Dark Sky Reserve).Shadow Play
In class, switch off the lights and use a single torch. Show how shadows look in the dark.
Then switch on lots of lights — notice how shadows disappear or blur.
Discuss: “What happens to stars in the sky when we have too many lights?”Art & Imagination
Children draw two skies: one “Town Sky” with just a few dots, and one “Dark Sky” full of stars. -
1. Introduce with the map
Display or project the light pollution map. Ask: “Is our local area affected by light pollution?” The bright colouring over Phibsborough in this map shows skyglow, therefore making stars harder to see.2. Ask enquiry questions
What causes light pollution in our area? (Streetlights, houses, shops, signage, night-time lighting)
How does the light pollution in our urban area compare to a rural area in Ireland? (Contrast Phibsborough’s glow with dark blues in places like West Mayo or Kerry)
Talk about nearby street lighting, lit windows, or illuminated buildings as examples of glare, skyglow, and light trespass.4. Class investigation – Home activity
Ask the students to go outside in their gardens, street or local green area and observe the sky. Ask them to write down what they can see and count how many stars students can see. Then compare with a family photograph from a rural night sky—maybe from a Mayo Dark Sky Park—with many more stars visible. Record observations and discuss. -
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Even though my local area is rural there is still plenty of light pollution. People that have floodlights or sensor lights (which can be activated by nocturnal animals) can cause glare or light trespass (someone else’s light coming into your house) for their neighbours, especially through the use of LED lights which are harsh and much more common these days than twenty or thirty years ago. As well as being a nuisance, this glare can impact deciduous trees which can fail to shed their leaves as normal in response to floodlights/excess light. It will have an impact on stargazing as well, as stars, planets, etc, cannot be seen as clearly in the night sky – e.g. more likely to see an orange glow than a clear star. It also has an impact on biodiversity in terms of flora and fauna (as outlined in more detail in my module 4 answer) and insect life. As light pollution takes place after dark this will be something that the children can explore at home with their parents, especially in the winter time when it gets dark around 5pm, far in advance of their bedtimes. They could check if there are areas around their house that are sufficiently dark or areas that don’t need as much light as is currently there. They could also examine if the light is the optimal kind of lighting (downward being best and could be better for the environment as might use lower wattage). They could also use a simple night sky comparison experiment with the help of their parents. They could examine the night sky under normal lighting conditions and then, by switching off most of the lights (and navigating safely of course) see how different and brighter the sky looks without the human-made sources of light.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I really loved this module and have learned about things I never really thought about. We are all so ready at school to conserve light energy and monitor our electricity usage but we don’t think of night. I had attended a night sky park in New Zealand and thought it was amazing. I am definitely encouraged to visit the Mayo Dark Sky park and use it as a classroom resource.
I would ask the children to think about light sources in their home and what they use at night (starting indoor and moving outdoor)
Children could draw an aerial view of a room and colour the light sources (integration with Maths and Geography)
I would then show pictures on the whiteboard of their local urban area at night (taken by teacher or sourced elsewhere) and discuss the function of each. What are they lighting? What is the purpose of the light? etc.
Children then research wildlife in the area. How are they impacted by the light – there is a river in the locality – are the herons affected by the light? What types of plants grow – are they affected by artificial light. Children could create a slideshow of local flora and fauna and it’s potential damage from light pollution. (integration with Science and Geography)
How does artificial light affect humans? Blue light on phones, tablets – home lighting.
Teacher could display the criteria of light to lower light pollution and compare their local light source to see if it meets the criteria. Teacher could brainstorm with children on what could be done to change – write to local council for information, talk to local business?
Children could create their map again with the changes they need to be made – light shields, LED bulbs etc.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Where I live and work in north county Dublin, light pollution is ever increasing as the town continues to expand as more houses are being built. New housing developments are filling in the space between townlands and streetlights and security lighting and shop lighting all contribute to a brighter night sky. It’s harder to see stars at night and the light pollution is having a documented effect on insects, moths and birds that rely on natural darkness.
Teaching this topic with my 3rd class pupils, I would start by introducing light pollution and the four types: sly glow, glare, clutter and light trespass. I would then explore the different kinds of streetlights with the class, examining their design. Then we would discuss how the direction, colour and brightness of light can affect people and wildlife and the environment.
For homework, I would ask pupils to go outside their house after dark (only doing so with a parent/guardian accompanying them!) to observe their locality. They could record the types of streetlights near their house and describe their design. They can also record if they could see any stars in the sky. The next day we would share our findings in class.
-
3. Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme.
I will be teaching third class next year so I would encourage group project work in this instance. In Week 1, students would learn about the night sky, drawing stars and constellations. I would read “The Darkest Dark” by Chris Hadfield as a stimulus.
Week 2, I would introduce light pollution using visual comparisons, preferably of our local area and a simple classroom experiment.
In Week 3, students would complete a night sky log at home, observing how many stars they can see.
Week 4 focuses on solutions—students create posters, poems, or videos showing how we can reduce light pollution.
In Week 5, we should share our project with the school community. Some students would be given the opportunity to visit other classes to present their projects. Others could work on an instagram post for the school page that would be posted displaying their findings and a voice over narrating it. Another group could work on a poster or book compiling their information too. -
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this
As a class we can brainstorm what we think Light Pollution is. Children can share ideas after working in pairs of what they think light pollution can be defined as. Teacher can record the different opinions. As group work on identifying the sources/causes of light pollution and then identify the impacts of these causes. The impacts such as a difficulty to see stars at night, effects on wildlife and their chosen habitats, disrupting sleep on humans and costs of energy and electricity.
Or the teacher can call out a variety of sources that cause light pollution and some that don’t focusing on the local area, and the children participate in a walking debate (one side of the room ‘it causes light pollution/ the other side of the room ‘it does not cause light pollution’) eg. bright street lamps vs taking a picture of your phone with the flash.
The children can work in groups 2/3 to research the impacts of the identified sources on the local area. The children can then be given the task to think of ways we can reduce light pollution as individuals at home and also ideas that can be applied to the school, and advertising this around the school with posters and art.
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Dublin faces different types of light pollution: glare (harsh, blinding light), sky glow (brightening of the night sky), and clutter (excessive groups of lights like signs and streetlamps). On cloudy nights, clouds reflect artificial light back to the ground, making sky glow worse and hiding stars. To reduce this, many areas now use shielded lights—fixtures that direct light downwards to limit glare and sky glow. To engage learners, I would show images or videos comparing light-polluted skies in South Dublin with darker rural skies, highlighting effects of clouds and glare. Students would then investigate by observing the night sky on clear and cloudy nights, noting how many stars they see and identifying sources of glare or clutter. For the next step, pupils could design posters promoting shielded lighting or create a campaign encouraging less unnecessary lighting. Finally, in reflection, students discuss how light pollution impacts people and wildlife, and what they can do locally.
-
That sounds like a great plan! Showing the difference between city and countryside skies will really help the kids understand how much light pollution affects what we can see at night. Having them go outside to spot stars on clear and cloudy nights is a cool way to get them involved and paying attention to the world around them. I also like the idea of making posters or starting a campaign—it makes the learning fun and gives the kids a chance to make a difference. Talking about how light pollution affects people and animals is important too because it helps the kids see why it matters. Overall, it sounds like a really hands-on and interesting way to get them thinking about something they might not notice every day!
-
-
Exploring Light Pollution with 5th/6th Class
Step 1: Introduction and Brainstorming
We’ll start with a group discussion about what light pollution means. I’ll ask the class what they already know about bright lights at night and if they’ve noticed anything strange about the night sky near where they live. We’ll create a KWL chart on the board—what we Know, what we Want to know, and later, what we Learned. Since we live near a busy town with lots of streetlights and a nearby motorway, the children will brainstorm different sources of light pollution in our community.Step 2: Group Research and Poster Creation
Next, I’ll divide the class into three groups. Each group will explore a different aspect of light pollution and record their findings on large posters:Group 1: Effects on People
Focus on how light pollution affects sleep, mood, and health.
Group 2: Effects on Animals and Nature
Look into how artificial light disrupts animal behavior, like confusing nocturnal animals or affecting bird migration.Group 3: Effects on the Night Sky
Investigate how light pollution causes skyglow, making it hard to see stars and planets.Each group will research briefly using classroom books, tablets, or printed resources and write their main points on the poster.
Step 3: Sharing and Discussion
Groups will present their posters to the class. We will discuss ways we might reduce light pollution locally, like turning off outdoor lights at night or using lower-intensity bulbs.Step 4: Follow-up Activity
To connect with science and art, we’ll study local nocturnal wildlife—especially garden birds and insects—then create drawings or simple models showing how light pollution might affect them. -
Light pollution is a growing issue in towns like Portlaoise, County Laois. As the town has expanded, more streetlights, shop signs, and housing developments have led to increased artificial light at night. This makes it harder to see stars and planets clearly in the night sky. For example, compared to rural areas in Laois, the sky above Portlaoise is much brighter, making stargazing difficult and reducing children’s connection with nature.
To help 4th class pupils explore this issue, I would begin with a class discussion: What can we see in the sky at night? Why might it be different in the countryside? We would then compare night sky photos taken in Portlaoise and outside the town. Pupils could keep a simple “dark sky journal”, recording what stars or planets they can see from home.
We would also carry out a class survey about light use at night (e.g. streetlights, garden lights), and look at ways to reduce light pollution—such as using outdoor lights only when needed.
This activity supports Science (light and space), Geography (local environment), and encourages awareness of how human activity affects the natural world.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I have found this module and the impact of light pollution very interesting. In my local area, close to where I live, there have been a number of houses built in the last year, with lots of new lights and street lights. I have always been able to see bats in my back garden during the summer time at dusk. This year though they haven’t been as visible, maybe to do with the light pollution from the additional street lighting. I would like to make my learners more aware of light pollution by asking them to go outside at dusk/dark and see how dark it is when they look up at the night sky. They could make a list of all the sources of light in and around their houses and discuss. We could look at examples of lighting that doesn’t cause light pollution and suggest changes we could make at home. It would be interesting to see if we could set up a wildlife camera in our school garden to track any fauna and to see what light sources are around our school.-
-
Hi Rebecca, I really like how you linked the change in bat activity to the increase in local lighting — that’s such a powerful, real-life example of how light pollution impacts wildlife. I also love your idea of using a wildlife camera at school. It would make the issue very real and exciting for the children.
-
-
-
5th Class Light Pollution Project
With 5th class, we will begin by exploring the concept of light pollution.
Our WALT (We Are Learning To):
Identify what light pollution is
Understand how it affects our local area
Our WILF (What I’m Looking For):A clear definition of light pollution
Examples of how it impacts our community
We’ll start by researching and defining light pollution together. Then, we’ll brainstorm potential local sources, considering our context: a growing commuter village near several expanding towns within the greater Dublin commuter belt.Next, we’ll explore the impact of light pollution under three key areas:
Humans
Ecosystems/Wildlife
The Night Sky
The class will be split into three groups, each with a large poster and marker:Group 1: How light pollution affects humans (e.g. sleep disruption, health issues)
Group 2: How it affects natural ecosystems (e.g. disrupted rhythms, confusion, ecosystem imbalance, impact on bats)
Group 3: How it affects the night sky (e.g. skyglow, reduced visibility, loss of dark skies)
Each group will present their poster to the class. The posters will be displayed in the classroom to support further learning.As a follow-up, we’ll research local wildlife, focusing on how light pollution might affect common garden birds. This will tie into an art and science lesson already planned, where students will have been introduced to local species.
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
While Tullamore is relatively rural, it still experiences issues with light pollution, which can affect visibility of stars and our night sky. This is evident around the town centre and in housing estates.
Most students in second class would be able to recognise the impact that light has in our town and surrounding areas. A lot of the children would also have experience of less light pollution from living in rural settings. This would be a good starting point for discussion.
To begin with, I would establish the children’s prior knowledge of light pollution by using a KWL chart. I would ask them if where think would be best to see stars in our night sky and then establish a connection to light pollution.
A simple light pollution activity in the class would be to darken the room and hang a star map. You could also hang a black cloth and put some little white lights on it. I would use a ball or globe to represent earth. Then shine a light at the stars from a tilted angle. The children will be able to see that you could still see the black cloth/star map but it would be harder to see the little lights. This would be a good way of demonstrating how bright lights prevent us from seeing stars.
I would then get the children to look at images of night skies that are not affected by light pollution and compare them with images from an urban setting. I would ask them to brainstorm how light pollution is caused and to think, pair and share about examples of light pollution in their neighbourhood.
To finish I would encourage the children to take part in The Globe at Night. Observing the sky at night from their home. -
In Cong, Co. Mayo, we are fortunate to live in an area with relatively dark skies compared to larger towns, but light pollution is still increasing, especially around housing estates, streetlights, and busy roads. To one side of us, the night is beautifully lit, to the other side, the light pollution is becoming more and more of a problem due to a growing town. This impacts our ability to see stars clearly and reduces opportunities for children to connect with the night sky.
To engage my learners, I would begin with a discussion on why stars are harder to see in cities than in rural areas. Using simple comparisons, pupils could count how many stars they see from their gardens at night and share results. We could also use online maps showing light pollution levels in Ireland to compare Cong with nearby towns like Galway. In class, pupils could design posters promoting dark-sky awareness or create poems and stories about the night sky for English. Linking to science, we would reflect on how excess light affects wildlife such as bats and insects, reinforcing environmental awareness.-
Hi Luke,
Thanks for sharing.
You’ve created a lovely plan to explore dark skies and the impact of light pollution, focusing on making it applicable in their locality and adding a creative aspect with posters, poems, and stories, extending the theme into other subjects.
It’s great to see how you are planning to extend this activity into their homes, getting them to count visible stars. It’s a wonderful way to develop their observation and data recording skills, bringing this topic to life and raising awareness of the issue within the wider school community. Shorter winter days are ideal for running this to ensure it’s not too late and doesn’t impact bedtime routines.
I hope you enjoy the rest of the course and get the opportunity to run this activity with your learners in the coming academic year.
-
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
To grab the children’s attention, I read about the use of a ‘Star Box’ to mimic the night sky and show the effect of light pollution. I would prepare a cardboard box to represent the night sky. I’d poke holes for stars, and then use a flashlight to simulate city lights. I would encourage the pupils to see how the stars/holes disappear when the flashlight is turned on, demonstrating light pollution. Without mentioning stars and light pollution initially, I would conduct the activity and ask the children what the box, the holes and the flashlight remind them of.
Pupils will co-design a light fixture map based on the walk to school and I’d like to take the children for a walk to further mark “hotspots” on a village map. I’d have the children in groups and ask them to gather as much evidence about the lights as possible and give them the opportunity to choose how they collect this evidence and how they present it to the class. Back in class, teams compare evidence and discuss sleep and wildlife impacts.
Based on their experience with the ‘Star Box’, their engagement with the light fixture map and gathering of evidence at home and through our walk, I would make links to persuasive writing and for a debate based on the pros and cons of light in the village.
-
In our local town, artificial light from street lamps, shops, and homes brightens the evening sky, making it hard to see many stars and planets. This is called light pollution—when excess light scatters into the sky and prevents us from seeing the stars and planets above. To help 2nd class students engage with this, I would plan an observing project. The pupils will be asked to go outside with their parents go outside and ask children to look up and describe what they see. Then, in class, we’ll compare that sky to pictures of dark-sky areas, like counties Clare or Kerry.
Children will draw two skies: one “bright town sky” and one “dark sky.” We’ll talk about how animals—like birds and insects—get confused by too much light and how darkness helps them and even us sleep better
Finally, as a creative activity, the children will create “Light Wise” posters, suggesting simple ways families can help—like using outdoor lights only when needed or shielding lamps to point downward darksky.ie. This brings science, care for nature, and creativity together in a very age-appropriate way.
-
Hi Grainne
Welcome to the course. Thanks for sharing your plans to increase the learners awareness of light pollution. I think it is a good opportunity to get parents/guardians involved in the observations as it will raise awareness of light pollution at home and this could also support the learners as they identify changes they could make to reduce light pollution at home also such as the Light Wise posters you have mentioned.
Comparing photos from the night sky that the teacher or the learners have taken to those from Dark Sky Reserves will also explore the concept of light pollution and increase critical thinking as the learners consider the effect the light pollution may have on nocturnal animals in an age-appropriate way as you have said.
I hope you enjoy the course.
-
Hi Grainne
Welcome to the course. Thanks for sharing your plans to increase the learners awareness of light pollution. I think it is a good opportunity to get parents/guardians involved in the observations as it will raise awareness of light pollution at home and this could also support the learners as they identify changes they could make to reduce light pollution at home also such as the Light Wise posters you have mentioned.
Comparing photos from the night sky that the teacher or the learners have taken to those from Dark Sky Reserves will also explore the concept of light pollution and increase critical thinking as the learners consider the effect the light pollution may have on nocturnal animals in an age-appropriate way as you have said.
I hope you enjoy the course.
-
-
For this task, I chose to reflect on how light pollution is impacting my local area and how I would engage my learners. In our town, there is quite a lot of street and commercial lighting, which makes it difficult to see stars clearly at night. I think children are often unaware that light pollution can hide so much of the night sky, and it also affects wildlife and our natural environment. To engage my class, I would start with a discussion about what they can see in the night sky from their own homes and what they have noticed about lights around them. We could then take part in a Globe at Night activity, where the children record what stars and constellations they can see and submit the data online. This allows them to connect their observations to a real citizen science project. I would also encourage them to reflect on how reducing unnecessary lights could help us see the stars more clearly. I think this approach would make them feel involved and show that even small actions can have an impact.
-
In my local area, light pollution is obvious — even late in the evening the sky glows from street and shop lights, and it’s rare to see many stars. I’d like to explore this with my class by first looking at pictures of truly dark skies and comparing them with what we usually see. During school, we could experiment with torches and “shields” to model how light direction affects visibility. For homework, families could take part in a simple star count from their garden using the Globe at Night website, recording how many stars they see. We’d then share results back in class.
-
Globe at Night – Exploring Light Pollution
The Globe at Night programme is a simple and engaging way to help my 3rd class pupils connect with astronomy while contributing to real scientific research. The activity begins in the classroom when we have a class discussion about the night sky and why stars are sometimes hard to see. Using images, pupils compare a dark sky full of stars with a city sky affected by light pollution.
At home, families are invited to take part by going outside on a clear evening, locating a constellation (such as Orion), and comparing what they see with the star maps provided on the Globe at Night website. With help from parents, children record how many stars they can see and upload their results to the project.
Back in class, pupils can share their findings, plot results on a map of Ireland, and discuss how light pollution affects nature, stargazing, and our environment. -
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
In my schools locality there are lots of street lights, house lights and there are two large football and rugby stadium with regular matches using floodlights. This can be impacting the area be distracting birds to fly the wrong direction or stay awake when they should be resting. The area has a bat population which could decline further due to the lights being too bright for insects which are a main food source for bats.I would have the pupils survey the type of streetlight being using and write to the local council to change to a warmer coloured light and put shades on the street light so they shone downwards and are only lighting the necessary areas. I would have the pupils take pictures or tally how many stars/planets they can see over a fortnight period when we know there are matches being played in the stadiums and see does it affect our ability to see the dark skies and it’s stars and planets.
-
Teaching resource for ‘Globe at Night ‘
Discuss light pollution at beginning of lesson and its global impact.
-Participate in Globe at Night campaign: observe, measure and submit night brightness data.
– Analyse and interpret both local and global data on sky brightness using maps and trends.
-Critically evaluate citizen science data – its strengths, limitations and role in scientific research
Propose community actions or policy recommendations to reduce light pollution.
-
Light pollution is a big problem in many places. In my area there are lots of streetlights, shop lights, and lights from cars. Because of this, it is hard to see the stars at night. Sometimes the sky looks orange instead of black. This makes me think about how much light we waste. It also affects animals like bats and insects who need the dark.
I would teach my class about light pollution in a simple way. First, we would talk about what they can see in the sky near their homes. Some children might live in brighter areas, others in darker areas. Then we would take a short walk near the school and write down the different light sources we see. We could make a map and talk about which lights are useful and which lights are wasted. Finally, we could join the “Globe at Night” project to compare our sky with other places.
-
-
Hi Grace. It can be quite disheartening seeing the light pollution in built-up towns and urban areas, and seeing the impact that it has on wildlife in the area. Bright LED lights on cars seem to be one of the latest problems – you would imagine that there are more environmentally friendly options for warmer white lights that would also be safer for oncoming traffic. You mentioned a very good point in referencing ‘light that we waste’ – it is very important for children to learn that fossil fuels are burning CO2 in the production of all this light pollution. I also love your idea of making a map with your class of the different light sources in the area and discussing which ones are useful.
-
Hi Grace,
Thanks for sharing. You make a great point about how much artificial light we waste, which of course, comes at an energy and environmental cost too.
Talking to the class as a group and eliciting information about the night sky outside their homes it will provide a nice contrast between light-polluted and dark sky areas within the region.
Making a map is a lovely, hands-on way to record findings from exploring the school and surrounding areas. Globe at Night is a very worthwhile initiative to join, and it will support learners’ understanding and observation skills in this important topic.
-
-
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
This is a very interesting, important, current topic in our school and area. Our school is in a small village and many of the children live in and around the area. There are street lights and businesses in the area but no street lights near most of their houses. First I think that it is important to discuss as a class what they think artificial light and blue lights are. Then we would discuss the importance of natural light for ourselves and also for the environment. Many children get their mobile phones in 6th class in our school and it is very important to discuss the blue light that is emitted from these and their screens and how it affects their sleep patterns. We could look at how we can reduce the use of lights in the school and at home and implement a few changes. Opening blinds and curtains and letting the natural light in rather than turning on the lights is one change that they can make at home. Turning off lights in rooms that are not being used is another way to stop light pollution. Closing curtains at night is also a way to help stop light pollution and therefore not confuse animals and wildlife outside at night. -
Light pollution impacts our local area and school in a number of ways, and even though the school is located in a rural area, there are still many things that the children can do to combat light pollution. I teach fifth class and it’s important for children at this age to be made aware of the light that is emitted from phones, particularly with regards the impact that the blue light can have on sleep patterns as this can greatly impact concentration levels in school. I would engage the children in pair/groupwork followed by whole-class discussion to come up with other ways that we can minimise light pollution in our daily lives, e.g. switching lights off when leaving the classroom, encouraging their families to use warm-white LED light bulbs rather than brighter blue lights at home, switching off lights not in use, etc. I would get the children to do a lighting survey in the school to see how many lights (and what type of lights, colours, fittings, etc.) are located around the school, including the exterior. Perhaps a poster campaign could be done to raise awareness of ways that we can reduce our impact on light pollution. By using resources like Stellarium Web and Worldwide Telescope to inspire children to become more in-tune with nature and the night sky, they will hopefully become motivated to reduce their impact on light pollution.
-
-
Here is a suggestion for a project for the Rising Stars Awards.
Our class will participate in the Rising Star awards by combining science, geography, and environmental awareness with practical projects. We will begin with lessons on light pollution, exploring its impact on wildlife, human health, and our ability to see the night sky. Using Stellarium, pupils will compare skies in urban versus rural settings. Students will then carry out a “Sky Quality” survey from their homes or local area, recording visibility of constellations such as Orion or the Plough. In art, pupils will create posters promoting dark-sky awareness, while in English they will write persuasive letters to local representatives about reducing unnecessary outdoor lighting. We will invite a guest speaker from a local astronomy club to deepen learning. Finally, the class will create a display or digital presentation titled Protecting Our Night Skies, showcasing findings, artwork, and recommendations, which will be submitted as our entry.
-
Even though Rathnew is close to the lovely countryside and the Wicklow Mountains, there’s still a lot of light pollution, especially with nearby towns like Wicklow and the lights from Dublin not too far away. This extra light makes it harder to see stars clearly at night. It’s not just about stargazing either—too much artificial light can mess with sleep, confuse animals like bats and birds, and even waste energy by lighting up the sky instead of the ground.
A fun way to explore this with my class is to run a “Light Hunters” activity. We would go on a short walk around the school or village and use an app like Sky Quality Meter or a light meter to measure how bright the sky is in different places. Back in class we would compare results and talk about where the light is coming from—like streetlights, shop fronts, or car parks.
Children could then create posters or presentations about why it’s important to reduce unnecessary lighting. Maybe they could even write a letter to the council or design a “light smart” school zone. I could finish the project with a stargazing evening (weather depending!) and talk about what we’re missing when we can’t see the stars.
I feel this is a great mix of science, local geography, and action—and it gets everyone thinking differently about the night sky! -
Detail how light pollution is impacting your local area and how you would engage your learners to explore this:
I live and work in North County Dublin. Light pollution has impacted local bat populations, I attended a talk and walking tour about this earlier in the year. I would share this information with the children and encourage them to do some problem solving – how can the public lighting provide safety for people in the local park, but also protect biodiversity by ensuring the dark night sky is minimally impacted by this lighting.
The children will be able to carry out experiments to see the effects of glare and light trespass using various colours of lights and experimenting with angling lights different ways or using shades to ensure the light only reaches desired areas.
We would then walk in the local park, photograph the current lighting and plan a way of reduces glare and light trespass, in particular for the bats, but also the other insects and animals who live there.
I would reach out to the expert I have already mentioned to see if they were available to come to the school and talk to the class – or even if they could correspond via email. It’s important to empower the children to see that their voices will be heard and they can make a difference. -
Light pollution is having a clear impact on our local area in Limerick. It reduces the visibility of the night sky, making it difficult to observe stars and planets, and it also affects biodiversity by disturbing the natural behaviours of animals such as birds, insects, and bats. This is an important issue that we should take responsibility for, both as individuals and as a community.
To engage learners, I would begin by teaching them what light pollution is and the ways it affects people and wildlife. We could carry out night sky observations in our local area and then compare our findings with places known for darker skies, such as Kerry or Mayo. Learners could then suggest simple strategies to reduce light pollution, such as using lighting with less glare or sky glow. We would then share our findings with the rest of the school. A project like this would raise awareness, empower children, and encourage positive action locally.
-
Hi Kevin,
Welcome to the course. Thanks for sharing your thoughts on light pollution. It is important for the learners to explore their local area initially and then to compare to images from the Dark Sky Reserve to allow for comparison, critical thinking and to introduce the concept of light pollution. As you have said it would increase learners’ awareness and empower them to take action. You could consider a survey of the school grounds or area around the school regarding the type of lighting etc to further enhance their understanding and support them in identifying strategies to reduce light pollution in the school, at home and even in the wider community.
-
-
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would introduce my class (5th and 6th) to the concept of light pollution. We would use a KWL chart to see what knowledge base already exists and to discuss what we want to learn.
Next, we would explore light pollution through simple observations. The children could go outside in the evenings with their parents and count how many stars they can see, writing down any bright lights they notice in the area. They could even record what they see through photos and parents could email them into me so that we can have class discussions. In school, we could create a map of local light sources and even make a simple experiment by shining a torch through a clear plastic cup (to show focused light) and then through a foggy cup (to show scattered light). Another teacher mentioned about collaborating with a rural school to compare results. I also think this would be a worthwhile and exciting activity for my class as we are in an urban setting.
Finally, we would think of solutions for our locality. The class could design posters to encourage better lighting, like using downward-facing lights or turning off outdoor lights when not needed. We could display these in our school hall. This project would help them feel like young scientists and problem-solvers, while also developing awareness of their local environment.
-
-
Creating a teaching resource using the “Globe at Night” citizen science programme
Using the “Globe at Night” project with my Fourth Class was a great way to get the kids excited about science. They loved the idea that they were helping scientists by looking at the night sky and reporting what they could see. We used star charts and phones to find constellations like Orion, and the students were amazed at how different the sky looked depending on where they were.It sparked lots of good conversations about light pollution, stars, and how our actions affect the environment. They were more focused because it felt like real work, not just a school activity. It also linked in nicely with geography and digital skills.
The best part was seeing how proud they were to take part in something global. It showed them that even as primary students, they can be scientists and make a difference. I’ll definitely do it again next year.
-
I would love to explore how light pollution is impacting Cork city with my 5th class. Cork city experiences high levels of light pollution, mainly due to its dense street lighting, car parks and urban infrastructure. This significantly reduces visibility of stars and celestial events, with the night sky often washed out by a bright orange or white glow. While Cork has upgraded over 18,000 streetlights to energy-efficient LEDs, reducing electricity use and CO₂ emissions, these lights can still contribute to sky glow if not properly shielded. Using digital tools such as Stellarium, pupils could explore how the night sky should look without light pollution. As part of an inquiry-based investigation, students could survey and map local light sources, ask questions about their impact, and reflect on their findings. Finally, we would explore solutions such as dark-sky friendly lighting, reducing unnecessary lighting, and using warmer-coloured LEDs, linking this discussion to Cork’s recent LED lighting strategy. This approach would not only develop scientific skills but also foster awareness of sustainability and our responsibility to protect the night sky.
-
- You must be logged in to reply to this topic.