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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.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this:
I live in Donabate in North County Dublin which, many years ago, was quite a rural area. I’ve been living here for 22 years and I have seen lots of changes, particularly in the amount of housing developments being built. Light pollution is becoming an increasing issue with more street lighting, floodlights at sports grounds and excessive outdoor lighting. This is reducing the visibility of our night sky as well as disrupting local wildlife e.g. birds, bats, insects – all of which rely on natural light cycles for feeding, migration and reproduction.
To spark the children’s curiosity I would show them the NSW video on Light Pollution. The children could then carry out a simple night sky observation at home with their families, recording how many stars they can see and identifying any sources of artificial light in the area. Findings could then be discussed and shared in the classroom and how light pollution is affecting the local wildlife and the people. We would then explore ways to improve and reduce light pollution in the area. These activities encourage observation, environmental awareness and active citizenship.-
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Lynsey you made some great points there about how wildlife rely on the natural life cycle for reproduction and how the amount of housing developments being built producing more and more light. I would also agree that places that we would’ve thought of as rural years ago are now being modernised with light pollution taking over.
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The home night sky observation is a great activity as it actively encourages students and their families to make real-world observations. I also think that it’s so important after doing all of this research and collecting data that students follow up and explore practical ways to reduce light pollution.
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Hi Lyndsy,
This is a very interesting post. The use of the NSW video on Light pollution is an excellent resource to use with your students. Involving local wildlife in the discussion is an excellent way to grab the interest of students as they can easily identify with the impact on animals straight away.
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its going to be really interesting to try and video the eclipse next week and see how the darkness will lead to quietness…going to use this as my introduction to how the loss of darkness at night may have on our biodiversity. Try and get the children thinking about it as a full time problem and not just a rare phenomena
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Hi Lyndsy, you make a valid point here about lighting interrupting wildlife which rely on natural light cycles. We were recently discussing the lighting outside of our school and this also came up. It can be difficult to get the balance right between safely lighting up an area while also being mindful of local wildlife.
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I really like the idea of the children carrying out their own night sky observations at home, as it makes the topic relevant to their everyday lives. The connection between the increase in development and the impact on local wildlife is also very interesting. I think discussing ways to reduce light pollution would encourage the children to think about how they can make a positive difference in their own community.
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I like how your activity moves beyond simply identifying the problem and encourages the children to think about possible solutions. This supports environmental awareness while also developing observation skills, curiosity and a sense of active citizenship. It would be a great opportunity for children to realise that even small changes in how we use light can make a positive difference to both people and wildlife.
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Hi lyndsey,
I am also living and working in North County Dublin. Over the years I have seen massive changes, in Donabate, in particular, you can really notice a rapid change over the last few years. This would something that would be and should be adressed in the classroom to allow our students and opportunity to explore what they can do to help their local environment.
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I completely agree, Lyndsy. Many areas that would have been considered rural years ago have become much more modernised, and as a result, light pollution is becoming an increasing issue. I think it is important to help children understand how our everyday choices can contribute to this problem and, more importantly, show them the simple changes we can make in our daily lives to help reduce it before it becomes even more widespread.
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Hi Lyndsy,
I like your idea of the children observing the night sky, it should provoke some interesting questions from them, particularly in areas where light pollution limits their views. I found it startling that 50% of people in Ireland can no longer see the Milky Way. Hopefully, this activity will spark curiosity in the children when they realise what they are missing and may encourage families to visit the one of Ireland’s Dark Sky parks, I know that I will be planning a trip there soon!
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Hi Lyndsy, as a teacher working in a n area that used to be rural but no longer is, I fully agree with you. It would be important highlight the impact of new developments in the town and look at how it impacts local wildlife. The students could then look at how they could reduce light pollution in their locality. Finally, it would b great to try and compare the town with a more rural setting tand the impact of minimal light pollution on a different area.
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Rising Stars Awards
I am teaching 3<sup>rd</sup> class. We could create a research programme to investigate the light pollution along Salthill Promenade with a specific focus on bats. Salthill, as is the River Corrib, is home to many bats, including the common pipistrelle, soprano pipistrelle and Daubenton’s bat. The children could focus on learning about how these bats live, learning about their habitat and food sources.
A project like this will take a few weeks, beginning with learning about light pollution and what dark skies are and questioning why we may not be able to see the Milky Way from different parts of Ireland. Although we don’t have a sky quality meter, we could create an observation sheet to record the quality of the night sky, whether they can see any constellations and the phase of the moon.
The children could integrate maths by creating a tally chart to record the number of lights along the prom, creating different kinds of lights, be it street lighting facing down or pillar lights on the footpaths far from the road. These tally charts could be created into bar charts and histograms using Microsoft Word.
The children could work together in groups to discuss an action plan, and the Galway Bat Group could be invited to the class to speak about their work with bats. They also run bat night walks in the local woods, and the local Galway Aquarium has night bat walks along the prom that the children could attend with their parents.
Finally, the children could put together a presentation to show to other classes in the school to talk about and raise awareness about light pollution. They could present their findings of the number of lights and detail the difference between a warm light and a blue light and their impact on our local natural environment. And finally, they could present information on bats, including the different species found in Salthill, Galway, and how we can help support the dark skies initiative.
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Hi Lyndsy,
I would agree with your assessment of the loss of dark skies in the city and the growing number of housing estates and floodlights to light up pitches. Recently, in Galway we could see the Northern Lights, but they were not as visible in the city and, in fact, were very faint when compared to friends who live in the countryside. The stars even 20km out towards the countryside from here are an entirely different experience. I think a big problem is also the street lighting and the more efficient LED bulbs that are used to light them.
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Hi Elizabeth,
How sad to miss out on such a wonderful opportunity to see The Northern Lights! Hopefully, we can begin to help to raise awareness in our classrooms going forward, and educate the children about light pollution and how to improve the environment. Something that has stood out for me is that Light Pollution is actually quite easy to control and improve so hopefully, by raising awareness, more and more people will get on board!
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That’s a lovely, well-rounded plan. I really like how it moves from awareness to real action. Bringing in the Galway Bat Group is a great touch as I feel hearing from real experts always sticks with children more than a textbook ever could. And the bat walks are a brilliant way to get families involved outside school too.
The idea of children presenting to other classes is a great way to inspire confidence in the children. It gives real purpose to their work and spreads the message further than just their own room. I especially like tying it to something concrete and local, like Salthill’s bats, rather than keeping it abstract. -
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Hi,
I like your idea!
<p data-path-to-node=”4,0,0″>Instead of using abstract textbook examples, using Salthill Promenade and the River Corrib grounds the learning in the children’s daily environment. Children engage far more deeply when they know the wildlife (the Pipistrelles and Daubenton’s bats) shares their immediate neighborhood.</p>
<p data-path-to-node=”4,1,0″>Ending the project with a presentation to the rest of the school shifts students from passive learners to active community advocates. They learn that science and data aren’t just for tests—they are tools to protect the environment.</p> -
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Module 3 Question 1
I would begin by assessing student prior knowledgable and ask them what do they understand the term ‘light pollution’ to mean. I would then show the students a PowerPoint on what light pollution is and its impact on wildlife in Ireland.
The school is located in rural Galway so the students should not be too badly impacted by light pollution. I would show the students images of the night sky taken from the city and ask them to contrast it with where they live. We would then contrast the different images.
We would then take a tour of our own school and see what sources of light pollution are in the area. We could also look at doing the same at home. Students would be encouraged to go on an evening stroll in Galway city and contrast their experience.
Finally students could take a survey of what steps/measures they could take at home in order to combat light pollution.
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I really like how you have connected light pollution to the children’s own local environment. Comparing the rural night sky in Galway with the city would make the topic very relevant and help the students understand the difference. I also like the idea of surveying the school and their homes, as it encourages them to identify practical ways they can reduce light pollution themselves.
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I really like your idea Elizabeth for the Rising Stars Awards project, especially because you are lucky to be beside Salthill in Galway and can use the local area as part of the children’s learning. I think focusing on bats is a great way to make the topic of light pollution more interesting and real for the children.
I like how you have planned the project over a few weeks rather than trying to cover everything in one lesson. The observation sheets would be a simple way for the children to record what they see in the night sky. The maths element is also a good idea, as the children could count the different types of lights and turn their results into bar charts using ICT.
I also think inviting the Galway Bat Group would make the project more meaningful for the children. Hearing from people who work with bats would give them a better understanding of how light pollution can affect wildlife. The bat walks would also be a great experience for the children and their families.
Finally, I like the idea of the children presenting their findings to other classes. It would allow them to share what they learned and encourage others to think about protecting our dark skies and local wildlife
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I teach in Rathfarnham in South Dublin, and like most urban areas, it suffers from significant light pollution. Streetlights, house lights, and the general glow from Dublin city mean that on a clear night, only the brightest stars are visible. Nothing compared with the thousands you’d see in a truly dark, rural sky. This makes it hard for children to develop a real sense of wonder about the night sky, something I think is a real loss for their learning.
I have decided to aim this lesson at 2nd class. I would start simply by asking them questions along the lines of “Can you count the stars you see from your back garden?” and compare this to photos of a countryside sky full of stars. We could talk about why this happens such as, too many lights left on, shining upwards instead of down.
As a class activity, children could make a simple “star jar” which would be a torch in a dark box with pinholes so that they could see how light changes what we can observe. We could also do a simple survey: walking around the school grounds, noting where lights point upwards and “spill” unnecessarily into the sky, then suggest fixes like shades or timers.
This would build awareness while linking directly to their own environment, something they see every night but rarely think about.-
Hi Sean
Welcome to the course. Thanks for sharing your lesson ideas for light pollution. I agree that with overly populated areas such as Dublin the wonder of the night sky can be sometimes lost and it is a loss of learning for the learners in that area also.
I think for the learners to experience the night sky you could consider photos of the night sky from rural areas and compare them to photos of the night sky in their own local area. This would allow for lots of discussion and critical thinking as to the difference between the two and then lead to a discussion light pollution. I like your idea of the Star Jar and how you can follow up on this with observing the lighting on the school grounds for further consolidation of the learning on light pollution. The learners may then recognise action they can take themselves at home to reduce light pollution.
Thanks for sharing, I hope you enjoy the course.
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I also live in South Dublin and as I am originally from the countryside and my house is ‘in the middle of nowhere’, I remember clearly the wonder of the dense blackness of the countryside and the starry sky above. I often walk or drive to some higher ground areas in my locality to show my own children what a starry night sky really looks like.
I love your idea of the ‘Star Jar’. It is an engaging and interesting activity that explains the impact of light pollution for the children.
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Module 3:
Light pollution is something that affects many local areas, particularly urban environments or cities where there are streetlights, buildings, traffic and illuminated signs. Although artificial light is important for safety, excessive light can make it difficult to see the stars and can affect wildlife and the natural day-and-night cycle. It also means that children may have fewer opportunities to experience and observe the night sky.
I would engage my learners in exploring light pollution through a hands-on investigation. We could begin by discussing what they notice when they look at the night sky and asking questions such as “Why can we see some stars but not others?” and “Does the amount of light around us make a difference?” The children could use a simple light pollution map or compare observations from different locations. We could also carry out an outdoor observation activity, recording the number of visible stars from the school grounds and, where possible, from a darker location.
The children could then investigate ways of reducing unnecessary light, such as switching off lights or using appropriate outdoor lighting. This would develop their observation, questioning, recording and communication skills while helping them understand how science connects to our local environment. It would also encourage them to think about how small changes can make a positive difference to both people and wildlife. -
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Light Pollution is the brightening of the night sky from artificial light sources such as football stadiums, schools, offices, street lights. Light Plollution is wasted energy as seen from space.
too much light stops us seeing and interpreting the magic of the night sky. It has a big impact on all living things. For humans it interrupts the natural sleep cycle. Glare from lights causes visual discomfort and can lead to accidents on our roads. Because of light pollution many people have never seen the Milky Way from their own homes. for nocturnal animals it turns their night into day affecting their breeding. The lights confuse baby turtles. Blue lights attract insects away from their natural food sources.
pupils will naturally be interested in this topic and it will be easy to engage their curiosity. The video from Sliding Springs Australia : What is Light Pollution will serve as an introduction to the topic. Also the video: Losing the dark will engage pupils and spark their curiosity and wonder in how light pollution can be reduced. I think showing pupils the Slide outlining growth of Arttlight between 1997 and 2915 will be very effective. The ESERO 09 Light and Darkness prompts as well as the Soace Week activity/ A box planetarium will incorporate many STEM elements into this topic. I am sure pupils will enjoy doing a light survey in school a mobs checking which classes have lights on when not needed or when a natural source of light could be used instead. -
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In my local area I have noticed that there are a lot of street lights, house lights and lights from shops and sports facilities. Before enrolling on this course, I had not really thought about how these lights might affect wildlife or make it harder to see the night sky. The videos provided during the course were very useful in helping me understand how artificial light can disturb animals such as birds and bats as well as reduce opportunities for children to experience the stars.
In my classroom, I would encourage the children to explore light pollution through simple observations and investigations. We could compare the night sky in different locations, keep a diary of what we notice, and discuss how light at night affects people, plants and animals. The children could also create posters showing ways to reduce unnecessary lighting. I think these activities would help children become more aware of their local environment and show them how small changes can make a big difference.
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I live in Killester in Dublin and Light pollution is definitely a huge problem. It is caused by streetlights, traffic lighting coming from businesses. As Killester is close enough to Dublin City, artificial lighting creates a bright night sky, making it extremely difficult to see stars. It can also disrupt local wildlife, including foxes, birds and insects. The light pollution may also interfere with people’s sleep patterns, and waste electricity.
In order engage the learners in my class, I would make use of inquiry based learning. The students would identify local sources of artificial light during a walk around the school community. We could measure light levels at different locations in the community using an app and compare the results. The students would do a project on the topic in pairs and research how light pollution may affect the health of human beings and animals living in our local area. In order to further engage my students, I would give them an engineering task in which they could try to come up with and draw some ideas of how to make this problem less affective e.g. sensors or other practical solutions.-
Hi Laura
Welcome to the course. Thanks for sharing your own experience of light pollution in Killester. Light pollution is becoming a problem as our cities grow outwards as you have said.
For the learners in your class it is great to focus on artificial light in the school community first. The learners would need some prior knowledge of light pollution and the concept of artificial light prior to their own investigations.
You could also consider a photo of the night sky in their local area and compare it to a photo of a night sky in a rural area or from the dark sky reserve. This would allow the learners to engage in critical thinking as they compare the two photos and understand the artificial light and the impact it can have.
I like how you are planning to incorporate an engineering task into this topic where the learners come up with practical solutions to reduce light pollution. This would incorporate some digital tools also. Thanks for sharing, I hope you enjoy the course.
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I really enjoyed reading your ideas Laura and I also liked Michelle’s suggestion of comparing photos of the night sky in urban and rural areas. Your inquiry-based approach, combined with the engineering challenge, gives pupils a chance to investigate a real local issue while developing problem-solving and critical thinking skills. Great ideas!
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Even living on the relatively rural Atlantic coast of Ireland, the effects of light pollution are still apparent. Skyglow and unshielded streetlights from the village and nearby town of Sligo are evident in the night sky, making it difficult at times to view constellations and the Milky Way. To explore this with my class, the students would use the free Globe at Night app or simple star-count sheets to log how many stars they can spot from their gardens, and compare the results with artificial areas such as footpaths/paved areas. In class, we’d play with prisms to see how light breaks into colours, and explore light as a form of energy. Following this, pupils could design “luminaire shields” for torches using cardboard and tape, to see how angling light downwards cuts out glare.. To finish the mini project, we could audit our own school grounds and draft up a “Dark Sky Code” for their parents, showing the children that through small local actions can help to protect our dark skies.
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Hi Michael,
I really like how you have connected light pollution to the children’s local environment. The star-count investigation would make the impact of light pollution very clear and provide meaningful opportunities for pupils to collect and compare data. The luminaire shield challenge is also a great hands-on STEM activity, as students can test how small design changes can reduce glare. I particularly like the idea of creating a “Dark Sky Code” because it encourages students to think about practical solutions and share their learning with the wider community.
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Lesson 1: What Is Light Pollution?
Starter Activity (10 minutes)
“Look Up!”Ask learners:
When was the last time you looked at the stars?
How many stars can you usually see?
Would you see more stars in a city or in the countryside? Why?Show examples of a bright urban night sky and a dark rural night sky.
Discuss:
What differences can you see?
Why are fewer stars visible in some places?
Teacher Input: Understanding Light Pollution (15 minutes)Introduce key ideas:
What is light pollution?
Light pollution is too much artificial light at night. It happens when human-made lights brighten the night sky unnecessarily.
Examples of artificial light:
Streetlights
House lights
Shop signs
Floodlights
Vehicle lights
Why does it matter?For people:
Bright lights at night can disturb sleep patterns.
For wildlife:
Animals that depend on darkness, such as bats and insects, can be affected by artificial light.
Migrating birds can become confused by bright city lights.For the environment:
Wasted light uses extra energy.
Light shining upwards reduces our ability to see stars.
Group Activity: Local Light Audit (20 minutes)In groups, learners identify sources of artificial light around their school or neighbourhood.
Complete:
Light Source Useful? Could it be improved?
StreetlightSecurity light
Shop sign
House light
Discuss:
Are all lights needed?
Are lights pointing where they are needed?
Could some lights be switched off or changed?
Introduce Globe at Night (10 minutes)Explain:
Globe at Night is a citizen science project where people around the world observe the night sky and share data with scientists.
Scientists use these observations to study how light pollution changes over time.
Explain that learners will become “sky scientists” by measuring how bright their local sky is.
Lesson 2: Measuring Our Night Sky
Starter: Preparing for Observation (10 minutes)Review:
Scientists collect evidence.
Observations need to be accurate.
Everyone following the same steps makes data useful.Discuss safe observation practices:
Observe with an adult.
Choose a safe outdoor location.
Allow eyes time to adjust to darkness.
Avoid looking directly at bright lights.
Globe at Night Investigation (25 minutes)Learners complete a sky observation.
Observation Record
Name: _______________________
Date: _______________________
Location: _______________________
Time observed: _______________________
Weather conditions: _______________________
What did you notice?
How many stars could you see?
☐ Very few stars
☐ Some stars
☐ Many starsCompare the sky with the Globe at Night star charts.
Our sky brightness level: ____________
Class Data Analysis (15 minutes)
Combine results from the class.
Create a display:
Location Sky Brightness Level Number of Stars Seen
SchoolHome
Other location
Discuss:
Which areas had the darkest skies?
Which areas had the most light pollution?
What evidence supports your answer?
Final Challenge: Protect Our Night Sky (10 minutes)Learners design one action that could reduce light pollution.
Examples:
Use motion sensor lights.
Turn off unnecessary lights.
Use downward-facing outdoor lighting.
Reduce unnecessary brightness.Create a class pledge:
“We can protect the night sky by…”
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Number 1
Having completed a lesson on the constellation I am sure the students would be very interested as to why they cannot see them in Dublin. Here they might come up with their own enquiry question, What can we do to improve the light pollution in Dublin? From here we would carry out an investigation as to what lights in the locality could be improved to lessen the pollution caused. We would do a small walk around the locality, figuring out which lights in the locality could be improved. The students could then do this very same investigation at home and the locality around their home. Finally we could draw up a poster to inform the locals about the harm that can be cause to out night sky and the animals of the night if we are polluting the sky with excessive light. Here they are identify and providing a solution to a problem.
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Light pollution has a significant impact on my local teaching area in Dublin, where streetlights, traffic and illuminated buildings make it difficult to clearly see the night sky. Many pupils may have limited opportunities to see more than the brightest stars or identify constellations because of the high levels of artificial light. In contrast, growing up in North Kerry, I experienced much darker skies with very little light pollution. On clear nights, it was possible to see the Milky Way and easily recognise the North Star and certain constellations demonstrating how location can greatly influence our view of the night sky.
To engage the class, I would begin by showing photographs of the night sky in Dublin and North Kerry and asking pupils to compare what they notice. This would encourage discussion about why the skies look different. Pupils would then use Stellarium to explore how many stars and constellations are visible from each location and investigate how artificial light affects our observations. Working in groups, they would discuss the wider effects of light pollution on wildlife and human health. As a follow-up, pupils would carry out a simple light pollution survey around their homes or school, identifying sources of unnecessary lighting and suggesting realistic ways to reduce light pollution.-
Hi Niamh,
It is lovely to hear your own experience of the night sky in North Kerry. I also lived in a rural area but now I live close to a small town so even when the Northern Lights were visible, I missed out because of the street lights and lights from the town.
I think it is a great idea to have photos of the night sky from your local area to compare with the night sky in Dublin. This makes for a very visual and engaging activity as the learners compare them. It allows for lots of critical thinking and discussion too. It would explore the concept of light pollution using their own local area as an example. I like how you are planning to use Stellarium to compare the different areas too and identify that while the constellations are in the night sky, it is harder to see them in Dublin because of the light pollution.
Following up with light pollution survey would allow the learners to consider the action they could take at school and at home too. Thanks for sharing.
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Hi Niamh,
I like how you used your own experiences of growing up in North Kerry and teaching in Dublin to make the impact of light pollution more meaningful and relatable. Comparing photographs of the two locations is an excellent way to spark discussion and encourage children to think critically about why the night sky looks different. I also think using Stellarium is a great idea, as it allows pupils to explore the night sky even if they cannot observe it clearly themselves. Your follow-up light pollution survey is a fantastic inquiry-based activity that encourages pupils to investigate their local environment and consider practical ways to protect the night sky and support wildlife.
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I really like the comparison between Dublin and North Kerry, as it shows the children how much location can affect what we see in the night sky. Using Stellarium and carrying out a light pollution survey would make the topic very practical and give the children a chance to investigate their own local area. I also think discussing ways to reduce unnecessary lighting is a great way to help them understand how small changes can make a difference.
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Some great ideas here Niamh on how to use two very different locations to investigate light pollution. This could lead into a discussion/debate about who is better off/what would happen if we reduced the light levels in Dublin vs increased them in Kerry. Would there only be benefits or some downside?
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
As I live in a small village in County Limerick, light pollution is less severe than in larger towns and cities, but it is still noticeable. Streetlights, security lights, illuminated signs and lights from nearby homes can make it more difficult to see faint stars and constellations in the night sky. While many bright stars and planets remain visible, the glow from artificial lighting can reduce the overall darkness of the night sky.
To help the children to explore the impact of light pollution, I would begin with a class discussion about what light pollution is and where it comes from. The children would be encouraged to think about sources of artificial light in our local area and how these might affect our view of the night sky.
As a practical activity, the children could carry out a simple star count at home on a clear night. They would count the number of stars visible from their garden. We would then compare results in class and discuss why some children may have seen more stars than others. Children could also identify areas of the village where light pollution is greater and consider ways to reduce unnecessary lighting.
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Hi,
I enjoyed reading your post. I think the star count is a lovely way to involve the children and it also encourages families to get involved in the learning. Living in a rural area, it’s easy to assume we don’t have much light pollution, but your activity would help pupils recognise that even smaller sources of artificial light can make a difference. It would also be interesting to repeat the star count at different times of the year or compare results with a class from a nearby town. That could lead to some really worthwhile discussions about how our local environment affects what we can observe in the night sky.
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I really like these ideas in your post Mairéad, especially the idea of the children counting the stars that they can see from their own garden at nighttime and comparing answers with others in their class. This lends itself to lots of discussions about light pollution, why it is a bigger problem in some places than others, the reasons this is the case and what the children might be able to do, even around their own homes, to help to fix it.
I think even Infants in school could take part in the star gazing activity with older siblings or their parents and, after some explicit teaching about what light pollution is, give their own ideas as to what could be done to help prevent it.
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1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Living in Dungarvan, I have noticed how the area has changed over time, with more housing, roads, street lighting and development around the town. Nearby areas such as the Comeragh Mountains still offer darker surroundings. I agree that artificial light can affect our view of the night sky and the natural environment. Darkness is important for wildlife such as bats, moths and owls especially for feeding and movement.
I would begin by introducing the children to the issue of light pollution and asking them what they notice about light and darkness in their local area. During the day, we could carry out a survey around the school grounds, identifying and mapping different light sources and considering their purpose. I would then ask pupils to observe the night sky from home with their families, recording how many stars they can see and any sources of artificial light. We could compare our findings from different areas and discuss the impact on people and wildlife. Finally, we would explore ways to make lighting more dark-sky friendly by considering whether lights are useful, targeted, low-level, controlled and warmer in colour.-
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Tracey I think you’ve mentioned something important that we might miss in the classroom and that’s the actual design of street lighting. It’s a good time to talk about this where I live as in the city there’s a light replacement scheme that’s hopefully going to completely change how the public lighting appears. The modern lights do seem to be much more targeted and it has caused some consternation at first as people perceived them as less bright meaning less effective. I think people will get used to them once the lived experience is safety and effectiveness of the new designs.
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I would choose to use the Globe at Night citizen science programme as it provides pupils with an authentic opportunity to engage in scientific inquiry while developing an awareness of light pollution. I think children are far more motivated when they know their observations contribute to a real international scientific project.
For a 4th class, I would begin by exploring what light pollution is, its causes, and how it affects people, wildlife and our ability to observe the night sky. Pupils would then learn how to identify a selected constellation and compare what they can see from their local area using the Globe at Night observation guide.
As a homework activity, pupils would carry out an evening observation with a parent or guardian, record their findings, and submit their data to the Globe at Night database. Back in class, we would compare our results with observations from other regions and discuss why levels of light pollution vary. This would provide excellent opportunities to integrate Science, Geography, Mathematics (data handling), and Digital Technologies.
I also like that this activity encourages families to become involved in learning beyond the classroom. It promotes environmental awareness while helping pupils understand the importance of preserving dark skies. Participating in a global citizen science project also allows children to see that their own observations can make a meaningful contribution to scientific research.
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As I told I live in Monza , Italy, a lot of light pollution.
I could use : Globe at night:
Students observe a specific constellation (e.g., Orion in winter or Cygnus/Cassiopeia in summer) and compare what they see with several visibility maps provided on the website to identify which stars are visible.
<p data-path-to-node=”4,0,1,1,0″>For example only Orion belt, or cassiopea.</p>
<p data-path-to-node=”4,0,1,1,0″>We will even check the light sources during the evening, using the 5IDA procniples: is the light directed upword or is it fully shielded downward?, is it blue, white or a warm colour?</p>
<p data-path-to-node=”4,0,1,1,0″>Comparing our (Monza) visible stars, with the one of my Irish teacher friend’s pupils</p>
<p data-path-to-node=”4,1,1,0,0″></p> -
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would follow the framework for inquiry. I would display two contrasting photos: one of the Dublin skyline at night and one of a designated dark sky location in Ireland. Ask the students: Why can we see more stars in one image than the other? Students think-pair-share and record their ideas on a KWL chart. Students would then investigate light pollution in their local area. They would conduct a light survey in their neighbourhood after dark and record their findings. They could use the Globe at Night to measure sky brightness. Students would analyse data and come up with practical solutions to reduce light pollution. Students would share their action plans with the class.
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Hi Emma, I also agree with Caoimhe. I think for a classroom activity, comparison of two photos is a great way for children to see the difference between rural and urban areas. Often children may only experience/ take notice of the night sky where they live, so this is a great activity to expand their knowledge and curiosity.
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I think exploring light pollution in the local area is a great way to help primary school children connect science with their everyday lives. I would begin by asking the children what they know about light pollution and where they think the brightest and darkest places in the town might be. Together, we could identify these locations on a map before carrying out observations.
As a homework activity, I would ask the children, with the support of an adult, to spend 10–15 minutes outside on a clear evening. They could record how many stars they can see, whether the Moon or any planets are visible and describe the amount of artificial light nearby. Back in school, we would compare our findings and create a simple class map to identify patterns across the town. I would also do a similar activity at home myself as I live in the countryside so we would be able to compare an area with lots of light pollution to one with very little.
To reinforce the concept, I would carry out a classroom demonstration using torches in a darkened room to show how artificial light makes it more difficult to see stars. This investigation would develop pupils’ observation, recording and enquiry skills while encouraging them to consider how communities can reduce light pollution and protect our night sky.
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For this assignment, I would choose to explore **how light pollution impacts our local area**. I teach a 5th/6th class in a rural primary school in the south of Ireland, where we are fortunate to have relatively dark skies compared to larger towns and cities. However, pupils are beginning to notice that new housing developments, brighter street lighting and security lights can make it more difficult to see the stars than it was in previous years.
To engage the children, I would begin by asking them to discuss what they can see in the night sky from their homes and whether this differs depending on where they live. We would investigate the meaning of light pollution and consider both its benefits, such as improving safety, and its drawbacks, including its impact on wildlife, energy use and our ability to observe the night sky.
As part of the inquiry, pupils would take part in a simple night-sky observation activity with their families, recording how many stars they can see from home and comparing their observations in class. We would also use the **Globe at Night** citizen science programme to compare our findings with observations from other parts of Ireland and around the world. This would introduce pupils to the idea that they can contribute to real scientific research while developing their observation and recording skills.
To conclude the project, the class could work in groups to create posters or digital presentations suggesting practical ways to reduce unnecessary light pollution in our community. This activity encourages scientific inquiry, environmental awareness and responsible citizenship while making good use of our rural location and helping pupils appreciate the importance of protecting our dark skies.
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Michael I was interested to read your post. Likewise, the majority of my students live in a rural area in the Lough Allen area and enjoy the fact that there is little light pollution in the immediate area. The pupils are however close enough to a small town which can be seen in the distance. Light pollution isn’t an immediate issue for them at present but may become a reality for them in their future. I plan to engage my students in a similar activity and introduce the Globe at Night citizen science programme to them to encourage them to reduce unnecessary light pollution.
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For this assignment, I would choose to explore **how light pollution impacts our local area**. I teach a 5th/6th class in a rural primary school in the south of Ireland, where we are fortunate to have relatively dark skies compared to larger towns and cities. However, pupils are beginning to notice that new housing developments, brighter street lighting and security lights can make it more difficult to see the stars than it was in previous years.
To engage the children, I would begin by asking them to discuss what they can see in the night sky from their homes and whether this differs depending on where they live. We would investigate the meaning of light pollution and consider both its benefits, such as improving safety, and its drawbacks, including its impact on wildlife, energy use and our ability to observe the night sky.
As part of the inquiry, pupils would take part in a simple night-sky observation activity with their families, recording how many stars they can see from home and comparing their observations in class. We would also use the **Globe at Night** citizen science programme to compare our findings with observations from other parts of Ireland and around the world. This would introduce pupils to the idea that they can contribute to real scientific research while developing their observation and recording skills.
To conclude the project, the class could work in groups to create posters or digital presentations suggesting practical ways to reduce unnecessary light pollution in our community. This activity encourages scientific inquiry, environmental awareness and responsible citizenship while making good use of our rural location and helping pupils appreciate the importance of protecting our dark skies.
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This lesson is geared towards 6th class students but can be adapted for any level quite easily. It introduces 6th Class pupils to the issue of light pollution through participation in the Globe at Night citizen science programme. The lesson begins with a class discussion comparing images of urban and rural night skies to encourage pupils to think about why some places have more visible stars than others. The teacher explains what light pollution is, its causes, and its effects on astronomy, wildlife, human health and energy use. Pupils are then introduced to the Globe at Night project and learn how citizen scientists contribute valuable data to real scientific research by observing the night sky.
Using star charts, pupils practise identifying different levels of sky brightness before completing an evening observation at home. They record details such as the date, time, weather conditions, location and the number of visible stars before submitting their findings to the Globe at Night database. During the follow-up lesson, pupils compare and analyse the class results, identifying patterns between urban and rural observations. Through discussion, graphing activities and reflection, pupils develop scientific observation skills and data interpretation skills. This leads to a greater awareness of how individuals can help reduce light pollution using ideas such as Dark Sky Friendly lights and help protect the natural night sky. -
Detail how light pollution is impacting your local area and how you would engage your learners to explore this with a focus on the Navan Road, Dublin 7. ( class level suitability 3rd Class)
I would start off with the children in my class completing an investigation about the area where they live, in this instance The Navan Road. We would record the artificial lights erected ( lamp posts, billboards, petrol station signage etc) and use this information to understand why the night’s sky is often difficult to see. On a map, the children would mark each type of light with different symbols. When back in the classroom, the children could use this information to create bar charts and grids to display the information in a more visually appealing way.
Following on from this research, the children would discuss more practical ways to reduce light pollution in the area- like using downward lighting/motion sensors /timers to avoid unnecessary lighting. While public lighting provides us with safer environments , it is key that the children understand how to achieve a healthy balance between the amount of light each light emits as oppose to having lights on unnecessarily which in turn protects biodiversity and the night time environment for hobbies such as star gazing/ star constellation identification etc .
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Hi Una,
Welcome to the course and thanks for sharing your approach to investigating light pollution in your local area. The Navan Road area is a great place to explore, and I really like your idea of asking children to record different types of artificial lighting, and then map these using symbols. This would create strong links with geography, maths, design, art and data handling, especially when pupils turn their findings into bar charts or grids.
Your discussion around balancing safety with protecting biodiversity and the night sky is also very important. To extend this further, pupils could design recommendations for the local area based off their research, and turn them into pitches for local council bodies which would strengthen their presentation and communication skills.
Thanks for sharing and hope you enjoy the rest of the course.
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Light pollution is becoming more evident in my local area, with a lot of street lighting, illuminated buildings, and residential outdoor lights reducing the visibility of the night sky. This limits the opportunities for children to observe stars and understand natural light cycles while also affecting local wildlife and biodiversity. It is important to reflect on this issue and highlight the importance of developing environmental awareness from an early age. I will be teaching second Class this year and I would encourage inquiry-based learning through a “Night Sky Investigation.” Pupils could compare observations of the sky from different areas, create simple light pollution maps, and discuss how artificial light affects animals, people, and the environment. Storybooks such as ‘There once was a night sky’ by Bob Crelin, outdoor observations, art activities, and STEM challenges, such as designing a shielded streetlight model, would promote creativity and critical thinking. Giving children engaging, cross-curricular experiences would enable children to appreciate the importance of protecting dark skies and adopting sustainable practices within their community.
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I live in Dublin 24 which is a busy and built up area. There are a lot of cars on the road, big buildings, football pitches and street lights. It can be quite difficult to see the stars at night and I’m always surprised when I see how many stars you can see in the sky when I’m in more rural areas!
I am a first class teacher in Dublin 24 and this is something I would love to teach my class about. I would begin by having a class discussion on the difference between daytime and nighttime and what is in the sky during different times of the day. I would ask the children what they notice when they look out of their window after dark (if they can see the stars, the moon etc). For homework, I would ask them to observe the night sky with a parent or guardian and draw a picture of what they can see. We could then compare our observations in class and discuss why some areas have brighter skies than others. -
Light pollution is an increasing issue in my local area. It is a rural area which is becoming increasingly built up with streetlights, housing developments, sports facilities and commercial buildings. Although we can still see the night sky clearly, there is a fear that many of our pupils experiences of a truly dark sky or observed features such as the Milky Way are becoming limited due to the excessive artificial lighting (especially at Christmas time) which is reducing the visibility of stars and planets. Light pollution also affects wildlife by disrupting the behaviour of nocturnal animals and can waste energy through unnecessary outdoor lighting.
To engage my 5th class learners, I would begin with a discussion about the purpose of outdoor lighting and its benefits and drawbacks. Pupils would carry out a simple survey of lighting around their homes and school, recording where bright lights are located and considering whether they are necessary. They could compare observations with a light pollution map of Ireland and discuss how different areas are affected. As a follow-up activity, pupils could design posters or models showing ways to reduce light pollution, such as using downward-facing lights, timers and energy-efficient bulbs. This investigation would develop scientific enquiry skills while promoting environmental awareness and responsible citizenship.-
Hi Mary
I like the idea of beginning with a discussion of the benefits and drawbacks of artificial lighting. It would be interesting to see what problems the children identify for themselves when given the opportunity to think about it. For many people, it seems that they don’t see any drawbacks to excessive lighting with more and more homes and businesses being lit up with excessively bright lights. As the increase in light pollution in your area is a relatively new one it is a great idea to get the children involved in lighting surveys in school and at home so they can also encourage their parents to think about the problem.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is definitely something we notice around Waterford. The bright glow from the city means you can only see the brightest stars on most nights. Even strings of satellites like Starlink can be distracting when you’re trying to look up at the night sky. One thing that has made a difference is Waterford City and County Council changing over to new LED streetlights. The new lights point down at the ground instead of spreading light in every direction, so there’s less light escaping up into the sky. They also use less energy, so it’s good for the environment as well as making the night sky a little darker.
I’d get the children thinking about this by asking them what they can actually see when they look up from their own homes. Some pupils living closer to the city might only spot a handful of stars, while others living further out might notice many more. We could record our observations, compare them in class and look for patterns.
I’d also encourage families to visit somewhere much darker like the Comeragh Mountains on a clear evening. The difference is incredible. On a good night, you can see the Milky Way stretching across the sky, something that’s almost impossible to experience from the city. The children could compare photographs, count visible stars or even use a simple stargazing app to identify constellations. We’d also discuss why reducing light pollution matters, not just for people who enjoy astronomy, but for wildlife, insects and birds that depend on natural darkness. It’s a great way to connect science with something the children can experience for themselves.
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This module has really got me thinking about light pollution and the impact it has on our everyday lives. I found it interesting to learn about blue light and how it attracts insects away from natural food sources. I think students would find it very interesting to learn not only about how light pollution has an impact on us everyday but also on biodiversity.
I live in Dublin 20 in a built up area close to the Phoenix Park. When the Northern Lights were visible in Ireland recently it was amazing to see the many photos of the Northern Lights that were taken from the park. The view however from my own home was completely different, the lights were barely visible as a result of light pollution.
If I were to explore this topic with a class group I would focus on the five principles for responsible outdoor lighting from the International Dark Sky Association: useful, targeted, low light levels, controlled and colour. Students could explore their own school and local area using these principles as a guide. They could work in pairs and groups to identify the light pollution in their area and how it could be improved.
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A reflective piece on how light pollution is impacting your local area and how you would engage your learners to explore this.
Firstly, I would begin the lesson by asking the class do they know what Light Pollution is. We will brainstorm explanations and record them on the whiteboard. I will then show the class the video by The Department of Planning, Housing and Infrastructure describing what Light Pollution is. We will discuss the four categories of Light Pollution.
We will watch the video ‘Losing the Dark’ by DarkSky International to support the children’s findings and thoughts. We will get into pairs and record all the light pollution they believe is taking place in their area and how it could affect the area.
I will ask them to record a list of how we can help to reduce this in our area with help from The Dark Sky Planning Guidelines which I will provide for each pair. I would then get each pair to discuss their findings with the class and share ideas.
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Light pollution is caused by excessive artificial light at night, making it more difficult to see the stars and planets. In our local area of Wicklow Town and nearby Ashford Village, streetlights, shop signs, homes and traffic all contribute to brighter night skies. I would discuss with my Fourth Class how this affects our ability to observe constellations and planets during astronomy activities. We would also explore how light pollution impacts wildlife, such as bats, birds and insects, which rely on natural darkness for feeding and navigation. Pupils would compare the night sky in Wicklow Town with a darker rural location and consider why more stars are visible there. Together, we would brainstorm practical ways to reduce light pollution, such as switching off unnecessary outdoor lights, using downward-facing lighting and drawing curtains at night. This discussion would encourage environmental awareness while helping pupils understand the importance of protecting our dark skies for people and wildlife.
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Some really important things highlighted in your lesson. I think teaching children about the effects of light pollution and how it is affecting the environment is a really important lesson. While lighting has its needs and is important. It really gets children thinking about making changes or how we could improve things in the future to protect the world around us. . thanks
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The activity that I will write about in Module 3 is to ‘Detail how light pollution is impacting your local area and how you would engage your learners to explore this.’
This topic appealed to me as I feel it is an excellent opportunity for children and the class teacher and SNA to describe how light pollution affects different parts of the community in different ways.
Firstly, I think this lesson could begin by using the word wall in the classroom to showcase prior knowledge of what the children have learned about light pollution in previous lessons. This could be followed by a simple paired task outlining how light pollution occurs in different ways. Children could refer to light pollution they witnessed while on holidays in different parts of Ireland or in bigger European cities. I could redirect the learning by showing the children pictures of light pollution in Kilrush, Co. Clare, where I spend a lot of time on my holidays. This could trigger the children into bringing in pictures of light pollution such as large neon signs in cities to the extension of lighting along country roads. It is important to acknowledge the benefits of additional lighting such as safer walkways while also understanding how biodiversity may be affected such as certain animals retreating further into the countryside for privacy and safety.
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While Valleymount, Co Wicklow still enjoys darker skies than many urban areas, the growth of housing developments, increased street lighting, football pitch lighting and brighter outdoor lighting are beginning to affect the visibility of the night sky. Wicklow County Council has also recognised the importance of reducing light pollution through Dark Sky initiatives and by encouraging wildlife-friendly lighting in local planning.
I would begin by asking my 3rd class to work collaboratively on a KWL chart on what they know first by displaying the question , “what is Light pollution?” and allow each group to give feedback. And then record what they want to know.We will have a talk and discussion circle time about what we notice when we look at the sky from home at night and whether we can identify any stars or constellations.
I would then allow the children to explore photographs of dark skies with light-polluted skies and encourage the children to discuss why they look different in small groups.
The children would then complete a simple night sky survey with their families, recording how many stars they can see and identifying areas where bright lights make it difficult to observe the sky.
Pupils would then share and graph their findings before discussing how artificial light affects people, wildlife such as moths.
We would use Stellarium or WorldWide Telescope to compare what the sky above Valleymount should look like on a clear night with what we can actually observe.
Assessment activity: choice board- Children would work collaboratively to create posters, Google slide presentation or art representation on how they could reduce light pollution in school and home by for example turning off outdoor lights, using downward-facing lights and protecting local wildlife.
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Hi Eimear,
I really liked the use of a choice board as an assessment tool. I completed a CPD course last year on UDL and this is the kind of idea that they really encouraged. It is not only a really effective way of motivating the students by allowing them to choose an activity that interests them, but it also gives them the opportunity to choose a tool that they feel reflects them best as a learner.
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Completing this course has made me look differently at my own local area. Our school has pupils who travel from both the town and the surrounding countryside, so they experience the night sky very differently. To be honest, this is not something I had thought about before. Children living in the town often have brighter street lighting, illuminated shop fronts and sports facilities nearby, making it much harder to see the stars. Those living in more rural areas can often see far more stars. I remember last year seeing the northern lights from my house (countryside) and being so excited to discuss this with the children in school, in the hopes that they also experienced it with their eyes. Some children did, and were so enthusiastic about it and others said they couldn’t really see anything. Again, the difference here of rural vs urban lighting. Looking back, this would have been a great way to explore the impact of light pollution.
I think the difference in the children’s experiences would provide an excellent starting point for learning. I would ask the class to become “night sky investigators” by carrying out simple observations from home over the course of a week. They could record how many stars they can see, identify nearby sources of artificial light and compare their observations with classmates from different areas. We could map the results, discuss why they differ and explore practical ways to reduce unnecessary lighting while still keeping communities safe. I would also encourage pupils to involve their families, helping them realise that small changes, such as switching off unnecessary outdoor lights, can make a positive difference for our enjoyment of the night sky. We could also then progress to exploring dark sky friendly lights.
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Hi Marie,
I really enjoyed reading your reflection. I liked how you connected it to your own experience of seeing the Northern Lights and how it highlighted the differences between children living in rural and urban areas. Your idea of making the pupils “night sky investigators” is engaging and gives them ownership of the learning. It also provides a meaningful opportunity to involve families and connect science with everyday life. I especially like the progression from observing light pollution to exploring dark sky-friendly lighting, as it encourages children to think about practical solutions as well as the problem itself.
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I would choose to create a teaching resource using the Globe at Night citizen science programme with my 1st class. This would be a fun and engaging way to introduce children to the night sky while helping them understand the effects of light pollution.
I would begin by reading a story about the stars and asking the children what they can see in the sky during the day and at night. We would discuss why some places have lots of lights and how bright lights can make it difficult to see the stars. I would show pictures of the same night sky in areas with different levels of light pollution and encourage the children to talk about what they notice.
As a simple home activity, children would go outside with a parent or guardian on a clear evening and count how many stars they could see. They could draw a picture of the night sky or record whether they saw “lots of stars”, “some stars” or “only a few stars”. Back in class, we would compare our observations and talk about why they were different.
This activity encourages children to observe, predict and communicate their ideas while developing an awareness of the environment. It also helps them understand that they can contribute to real scientific investigations in an age-appropriate way, making science meaningful and enjoyable.
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4th Class Project
Guardians of the Dark: Our School’s Journey to the Stars
Age: 9–10 years
Duration: September–June
Local connection: Kerry International Dark Sky Reserve
Main question:“How can children help protect Ireland’s dark skies and the plants, animals and people that need darkness?”
This is much stronger than making the project simply about astronomy. The Rising Star criteria specifically include dark-sky conservation, natural darkness and light pollution, while previous Rising Star recipients have undertaken research, education and community action.
- ENGAGE — “What has disappeared?”
Show pupils two photographs of the same night sky:
A: a dark rural sky with many stars
B: a brightly lit urban sky with very few stars.Ask:
“Are the stars disappearing—or are we making them harder to see?”
Then introduce the Kerry International Dark Sky Reserve.
The children investigate why Kerry has worked to protect its darkness.
- WONDER
Create a Dark Sky Wonder Wall.
Possible pupil questions:
- Why is the sky darker in Kerry?
- Why can’t we see as many stars in Cork?
- Does artificial light affect animals?
- Do birds need darkness?
- Do insects need darkness?
- Does too much light waste electricity?
- Can we make our school darker at night?
- What can children actually do?
The class selects several questions to investigate.
- INVESTIGATE — Our School Light Survey
This becomes the project’s main scientific investigation.
Question:
“How much unnecessary light is there around our school?”
Children conduct a daytime survey of outdoor lighting—they don’t need to be outside at night.
Map the school.
Mark:
streetlights
security lights
playground lighting
building lights
illuminated signsFor each light, record:
- Where is it?
- What is it lighting?
- Does the light point downwards?
- Does it shine sideways/upwards?
- Could the area be safely lit with less light?
This introduces the important concept of responsible outdoor lighting rather than simply “no lights”.
- MEASURE THE NIGHT SKY
Use a Sky Quality Meter, if you can access one, or a suitable citizen-science method/app under teacher guidance.
But I would make this a class/community investigation rather than expecting 10-year-olds to go outside alone at night.
Possible observation locations:
School → local area → darker rural location → Kerry Dark Sky Reserve
Children compare the data.
This gives you genuine evidence rather than simply telling them that light pollution exists.
- INVESTIGATE BIODIVERSITY
This is where your previous seasons/biodiversity work becomes extremely useful.
Investigate:
“Why does darkness matter to living things?”
Children research and observe examples such as:
bats
moths
birds
amphibians
insects
plantsDevelop the idea:
Natural darkness is part of a healthy ecosystem.
Don’t claim that artificial light affects every species in the same way. Instead, children investigate specific examples and use evidence.
- OUR KERRY CONNECTION
Create a virtual field trip to the:
Kerry International Dark Sky Reserve
Children investigate:
- Why was it protected?
- Where is it?
- What makes the sky dark?
- What can people see there?
- How does the community benefit?
- How does the reserve help protect the night environment?
The Reserve itself highlights the ability to see the Milky Way, planets, galaxies, clusters and other astronomical objects with the naked eye.
If feasible, finish the project with a class visit/family visit to the Reserve rather than making it a compulsory school-night activity.
- TAKE THE NEXT STEP — CHILDREN BECOME “DARK SKY DETECTIVES”
Now the children move from learning → action.
Each group designs one practical intervention.
For example:
Group 1
“Switch Off When It’s Not Needed”
Group 2
“Point Light Down”
Group 3
“Protect Our Night-Time Wildlife”
Group 4
“Help People Discover the Stars”
Group 5
“Our School Dark-Sky Code”
- COMMUNITY ACTION
This is crucial if you’re aiming for a genuinely strong Rising Star nomination.
Children could:
- present findings to the principal;
- create a school dark-sky policy;
- design posters;
- make a short video;
- write to the local authority;
- contact a local astronomy/dark-sky organisation;
- give a presentation to another class;
- create a family “Switch Off and Look Up” challenge.
The pupils should initiate at least some of the actions themselves.
That demonstrates commitment rather than simply completing a teacher-assigned project.
- THE BIG STEM INVESTIGATION
Give pupils a challenge:
“Can we design a light that helps people see safely but causes less light pollution?”
Groups design a model.
They investigate:
Direction of light
Brightness
Glare
Energy use
What the light actually needs to illuminate
Then build prototypes from simple materials.
This introduces genuine engineering design:
Ask → Imagine → Plan → Create → Test → Improve
- FINAL RISING STAR PORTFOLIO
Don’t simply make a nice display.
Create a Dark Sky Evidence Portfolio containing:
Scientific evidence
- light survey
- measurements
- graphs
- photographs
- observations
Children’s questions
- Wonder Wall
- investigation questions
Research
- Kerry Dark Sky Reserve
- biodiversity
- effects of artificial light
Engineering
- lighting designs
- prototypes
- testing
Community action
- letters
- presentations
- posters
- school recommendations
Reflection
Each pupil answers:
What did I discover?
What did I change?
Why does protecting natural darkness matter?
What will I do next?
The really important part for Rising Star
I would make the project child-led as it develops.
The official Rising Star criteria are about demonstrating enthusiasm and commitment, not merely producing a technically impressive science project.
There is also a wonderful Irish precedent: Conor Casey and Hannah Coombs, students from Kenmare, received the Rising Star Award in 2019 after investigating light pollution across Munster, including measurements at 20 locations, and their work helped raise awareness of the Kerry Dark Sky Reserve.
That gives you an exceptionally strong local narrative:
Kenmare students investigated light pollution and helped raise awareness of Kerry’s Dark Sky Reserve. Our 4th Class pupils are continuing that tradition by investigating our own local night environment, studying its effects on biodiversity, and taking action to protect natural darkness.
That is a far more compelling project than simply “we learned about the planets.
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Hi Shane,
Welcome to the course. It’s great to see you using the Curious Minds framework for this activity. As you have illustrated it is a great tool for thinking through possible outcomes and directions.
I really like how you have framed the Rising Star project around dark-sky conservation, biodiversity, responsible lighting and pupil-led action, rather than focusing only on astronomy.I particularly like the balance between science, biodiversity, engineering and community action. Designing safer, darker lighting prototypes would strongly support STEM skills, while the evidence portfolio would capture pupils’ questions, research, testing and reflections. The link to the Kenmare students’ Rising Star Award gives the project an inspiring local precedent. Thanks for sharing such a rich plan.
Hope you enjoy the rest of the course.
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Light pollution is something we can see in many places, especially in towns and cities. Streetlights, cars, buildings and bright signs. While these lights are useful and help keep us safe, having too much light can make it harder to see the stars. It can also affect animals and their natural day and night routines. This means children may not get as many chances to see and explore the night sky , but would know all of the above things help make it safer etc at night time.
I would help my class explore light pollution through a fun, hands on activity. We could start by talking about what they can see when they look at the night sky. I could ask questions such as, “Why can we see some stars but not others?” and “Does the light around us change what we can see?” The children could look at a simple light pollution map and compare different places. We could also ask the children to go outside at night when they are at home and count how many stars we can see from the school. If possible, we could then visit a darker area and see if we can spot more stars.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this
I am living and teaching in a small rural town in Kerry. Over the years, as the town has grown, I have seen a great increase in light pollution. We are very fortunate to be surrounded by countryside and have relatively dark skies but an increase in artificial lighting such as street lighting, security lights, homes and businesses, the night sky is getting brighter. I have noticed fewer stars are visible as the sky is brighter, nocturnal animals are having their feeding and breeding patterns disrupted, it is increasingly impacting on people’s natural sleep patterns and it is an unnecessary waste of energy.
I would engage my 1st Class learners by firstly asking them what they notice when they look at the sky at night. We could discuss why we need lights and whether we need all lights to be on all night. The children could make simple observations from home with an adult, comparing what they can see in the sky on a darker evening with what they see near brightly lit areas.
In school, we could create a “Dark Sky” project. Children could draw what they observe, count visible stars, photograph the sky with parental permission, and map sources of artificial light around our local area. We could then discuss how we might reduce unnecessary light while still keeping our community safe.-
Hi Grace,
Welcome to the course. Thanks for sharing your thoughts on light pollution in your own local area. You are very fortunate to live in a rural area but as you have mentioned, even our rural areas are growing and there is an increase in light pollution in these areas too.
I like how you plan to explore the night sky with 1st class and engage in discussion around what lights need to be on at night. You could also consider showing photos of a night sky in a very rural area and an urban area for comparison. This will allow for critical thinking and consider the impact on the nocturnal animals for more critical thinking.
I think it is a nice idea to link with home with some observations at home and to introduce light pollution at home. This might encourage the learners to take action at home and in school. Thanks for sharing, I hope you enjoy the course.
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To explore how light is impacting their local area, they could do a design challenge – improve the quality of night skies in their home. Starter question: are lights on our home dark sky friendly? Can we make a plan to reduce this?
Predicting: what difference could be made by using different colour light, would shielding make a difference?
Conducting the Investigation: Survey the building with a daytime walk around and create a birds eye map of lighting positions along with what type of light is there.
Children can then consider the area for example are there trees, or hedges near by, would there be animals or birds. Would the lights disturb wildlife after dark, is it an Urban area or rural? are other lights nearby? Children will count the number of lights, types and purpose of lights,
Sharing results: Children can create a map providing light sources from their investigations, they can provide an inventory with the number of light fixtures and the types of lights, they can provide a display and a presentation of their findings. As a class group they can help suggest ways to reduce the lights and to make the building more dark sky friendly.
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The idea of light pollution actually came up with my class when the aurora borealis was visible in Ireland, although it was much more visible to some people than others! Living in the suburbs of Limerick city, we have quite a lot of artificial light from streetlights, houses, roads and buildings, which can make it harder to see stars and other objects in the night sky.
I would use the northern lights as a starting point on this lesson and ask the children why some people were able to see it clearly while others could barely see it at all. We could look at photographs taken from Limerick and compare them with photographs from darker, more rural areas. We could also use a light pollution map to see how light levels change as you move away from the city.
The children could observe the night sky from home and record if they can see any stars or planets. They could maybe photograph the night sky and we could look at and compare each child’s view.
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Hi Hilary,
Welcome to the course. I think the Aurora Borealis has raised a lot of awareness on light pollution. While I live in a rural town, I was not lucky enough to see the Aurora Borealis whereas my sister who lives in a small rural village had the perfect view. It is a great starting point as there are so many beautiful photos you could use to compare what the learners could see and what others in darker rural areas could see. This allows for real life connection for the learners and lots of critical thinking.
I think it is also a great idea for the learners to take photos of the night sky from their own house for comparison too. Great ideas, thanks for sharing. I hope you enjoy the course.
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I really like your idea of using the aurora borealis as the starting point Hilary, because it is something that the children will remember hearing about or seeing for themselves. There have been 2 pretty major instances of it being visible in the past few years here in Co Limerick. It gives a very real reason for discussing why the night sky can look so different depending on where you are.
Comparing photographs from Limerick city and darker rural areas would make the idea of light pollution very easy to understand. Maybe some of their parents took pictures and they could send them in and do a real life comparrison. I also think the light pollution map would be a great visual tool, especially for showing how quickly conditions can change as you move away from built-up areas.
The home observation could work really well too, particularly if the children record more than just whether they can see stars. They could note if there are streetlights nearby, whether their garden is bright or dark, and how cloudy the sky is. Bringing the results back into class would give a lovely opportunity to compare experiences and discuss why some children can see much more of the night sky than others.
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Hi Hilary,
This is a really nice idea. I always thing it’s lovely when something topical inspires the children to engage on a topic, be that a natural event like the aurora borealis as you mentioned, or even sports events.
Linking the activity to home would be a great way to compare their findings from different areas.
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Light pollution is something that we can see in our local area, particularly around roads, houses, shops and other buildings where streetlights and outdoor lighting are used. The amount of artificial light at night can make it difficult to see the stars and planets clearly. It can also affect animals and insects that rely on natural patterns of light and darkness.
I would engage my learners by first asking them what they notice when they look at the night sky from home or around the school. We could compare what the sky looks like in a brightly lit area with somewhere that has less artificial light. The children could make observations and record how many stars they can see from different locations.
We could then discuss why we need artificial lighting and whether all of it is necessary. The children could work in groups to think of ways our school could reduce unnecessary light, such as turning off lights when they are not needed. This would help them understand how light pollution can affect our environment and what small changes we can make.
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Detail how light pollution is impacting your local area and how would you engage your learners to explore this.
To begin, we would brainstorm and discuss what the word pollution means. Once we have a definition I would link in light pollution and we can discuss what this might mean. Using a powerpoint we would look at different types of natural and artificial light sources. I would then use photographs of the local area (light sources – street lights/shop fronts/housing/billboards etc.) and discuss how this light impacts the natural dark sky. For a homework activity I would ask the children to count the number of stars they see in the night sky that evening from their back garden. The next day the children can share their information with the class. From here I will use photographs from other areas in Ireland and around the world where light pollution is and is not present. We will discuss and compare the differences between remote areas of no light pollution to built up urban areas. Finally, we will discuss ways to combat light pollution using the five principles for responsible outdoor lighting from the international dark sky association. Using a worksheet the children could mark the images that show dark sky friendly lights. In addition, the children could draw a picture of their locality and add in dark sky friendly lights such light shieldings on street lights, low but warmer colour lights on street street signs and shop fronts and more targeted lighting from light fixtures in their area.
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Hi Keith,
Welcome to the course. Thanks for sharing your lesson ideas on light pollution. I like how you are planning to explore the meaning of pollution initially and support the vocab of the learners. You have then outlined the terms artificial and natural sources and I like how you are planning to use photographs to explore these concepts and give the learners opportunity for discussion and critical thinking.
I also like how you plan to explore the local area and also make connections to other areas in Ireland and around the world to explore light pollution in more detail. I like how you plan to encourage the learners to reflect on action that could be taken on the worksheet which represents reducing light pollution in their local area.
Great ideas, thanks for sharing. I hope you enjoy the course.
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Living in Co. Limerick, we are lucky to have relatively dark skies in lots of rural areas, but there are still local examples of poor lighting design. At the edge of my local village, there is a pedestrian crossing where a lot of the light shines upwards into the sky, rather than being directed towards the road and crossing itself. I have often thought this is dangerous as you cannot really see if there are people waiting to cross at night. It could be a useful example for children to learn about light pollution because it shows that it is not only about not being able to see the stars – badly directed lighting can also be wasteful and actually dangerous.
With a second class group, I would show photographs of different street-lights and open a discussion around, “Where should the light go?” The children could then investigate useful and wasted light using torches and simple cardboard shields in a darkened classroom.
They could work in groups to design an improved light for the pedestrian crossing, showing how it would direct light towards pedestrians and the road while reducing light escaping into the sky.
As a real-life follow-up, the children could present their findings and designs to the local councillor. This would give the activity a genuine purpose and allow them to see how science and engineering can be used to identify and suggest solutions to problems in their own community.-
I really like how this activity connects light pollution to a real issue in the children’s own community. The practical investigation would make the concept of light pollution easier for the children to understand. Designing a solution gives the children a chance to use creativity and problem-solving skills. I like the idea of prresenting their ideas to a councillor as it gives their learning a genuine purpose.
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My school is in the countryside, just outside Killarney. We have some street lights outside the school and local houses but not too many. Some of our students live very close to the school, however, many of them live in Killarney town. I think I would get all of the children to do an observation of the night sky where they live. Then we could compare the results for children in the countryside and those in the town.
We would learn about nocturnal animals in the local area and discuss how light pollution could affect them. Then I would get my class to think about ways in which we could limit light pollution in our local area. I could show the class the image of the various street lighting options. We could walk around the school grounds and observe any lights that the school may have and the impact they would have on local biodiversity. The children could think of alternative lighting and they could even suggest this to our principal to see if any changes could be made. -
Light Pollution
As I teach in Cork City on the north side, light pollution is something that my pupils are surrounded by, even if they might not realise it. There are lots of street lights, buildings and other sources of artificial light, which can make it difficult to see many stars in the night sky. I would start by asking the children if they can see many stars from their homes and if they think the sky would look the same somewhere more rural.
I have experienced this myself when visiting my parents’ mobile home in Kilbrittain in West Cork. The difference is really noticeable. On a clear night, there are so many more stars visible and the sky looks completely different compared to Cork City. I think this would be a great way to get the children interested in the topic.
In class, I would show the children photos of the night sky taken in a city compared with one taken in a rural area. We could discuss the differences and why they think this happens. We could then investigate light pollution around our school by identifying different sources of light and discussing whether they are necessary. The children could also design a poster or come up with ideas for reducing light pollution while still keeping people safe. This would make the topic relevant to their own lives and local area.
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Exploring Light Pollution
Light pollution is becoming increasingly noticeable in my local area. I live in a medium sized town in Mayo, where at night it difficult to see stars clearly. I only noticed this when my children were small and I paid more attention to things around me. I come from a small village near Belmullet, where the night sky is absolutely amazing. It is a pleasure to observe. This has made me think about how something like night light can affect our environment and how light pollution can disturb nocturnal animals & insects.
I would introduce this topic to 2nd class by questioning them and noting their prior knowledge. I would begin by asking them what they can see in the night sky in their area and whether they have ever noticed that some places are brighter than others. This could be a part of their homework one evening. We could look at photographs of a bright city sky and a dark rural sky and discuss the differences. I would show them the Mayo Dark Sky footage from the website for Ballycroy National park and discuss if anyone had been to visit it.
The children could then investigate light pollution around the school by taking part in a walk to identify sources of artificial light.
I think a good follow-up activity would be to design a “dark sky” poster showing ways our community could reduce unnecessary lighting, such as turning off lights when they are not needed or using lights that point downwards.
This lesson would encourage environmental awareness and tie in with our Green schools policy. It would help children understand that even small actions can help protect nature. -
Light pollution is increasingly affecting Ireland’s countryside as artificial light from roads, estates, farms and businesses spreads into rural areas that would have been traditionally darker. Excessive artificial light at night can disrupt nocturnal wildlife, particularly bats, insects and birds. Light pollution also reduces people’s ability to experience Ireland’s natural night skies, which are an important part of rural landscapes and tourism, particularly around designated dark-sky areas.The natural night skies have been particularly beneficial to humans in recent years as we have had numerous opportunities to view the Northern Lights. In my classroom, II would encourage younger learners to investigate their local area whether they live in the town or in the countryside. This would be a great winter lesson as children could go out into their gardens in the early evening time and observe the sources of life, the types of animals they see etc. and also take some photos. We could then compare and contrast a rural setting versus a suburban area as a class.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this
I imagine most of my students will be tuned in to the solar eclipse this week. It would be a nice topic to discuss when we return to school in a few weeks.I think this could be a good starting point for a discussion around sunlight and other light sources. What lights do we have today that were not there during the last major solar eclipse in Ireland in 1999? Do they think there will be any changes by the next solar eclipse in 2090? Children could possibly talk to older people in the community and ask them what changes they have seen with light pollution during their lifetime. Students could then compare the amount, and type, of light sources available in 1999 vs 2026, for example, and list the impact for the local area, including the ecological impact. They might include things such as the effect on nocturnal animals, plant life, mental health and well being.
My school is situated in an industrial area with many factories. Lots of our students would have family who work shifts, including nights. I think any discussion around light pollution would have to include some discussion about the role lighting can play in keeping people safe and comfortable. We could talk about the different styles of lighting available which have the minimum impact on nature and human well being. -
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<span style=”font-weight: 400;”>Light pollution is impacting the local area I teach in in Dublin. The area is an urban area with many sources of artificial light, which can make the night sky appear brighter and make it difficult to see stars. Light pollution can also affect animals that are active at night, such as bats, birds and insects, because artificial light can interfere with their natural routines. It can also mean that energy is being used when lighting is not necessary.</span>
<span style=”font-weight: 400;”>I would engage my learners by beginning with a class discussion about what they notice when travelling around Ballyfermot after dark. I would ask questions such as, “Can you see many stars from your home?” and “Where do you notice the most lights?” We could then look at photographs of Ballyfermot at night and identify different sources of artificial light.</span>
<span style=”font-weight: 400;”>As a class, learners could carry out a light pollution investigation around the school grounds, ensuring that any outdoor activity is supervised and carried out safely during daylight hours. They could identify and count different types of lights and record whether they are very bright, bright or dim. The children could create a simple map of the school and surrounding area showing where the most lights are located.</span>
<span style=”font-weight: 400;”>Learners could also investigate how light pollution affects nocturnal animals and discuss why darkness is important. They could work in groups to suggest ways that Ballyfermot could reduce unnecessary lighting, such as switching off lights when they are not needed or directing lights towards the ground.</span>
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Hi Sophie,
Welcome to the course and thanks for sharing your response. Your outlined approach is very inquiry based, which is great to see. I really like that you would begin with pupils’ own experiences of travelling around Ballyfermot after dark, and getting them to ask lots of questions would help make the learning relevant to their everyday lives.
Your planned school grounds investigation is also great. Counting lights, recording brightness and creating a simple map would support observation, geography and data-handling skills. I also like how pupils would move from identifying the issue to suggesting solutions for reducing unnecessary lighting. You could get them to develop presentations that they could pitch to the class or wider school and see which wins the most votes.
Just a small note, it looks like some formatting code may have copied into your post. If you try right clicking and pasting as plain text it might help.
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I think exploring light pollution would be a great way to encourage my class to look at their local environment. I live in Drogheda which is a big town so I feel that it would be interesting to explore how much artificial light there is in our local area. I would encourage the children to observe the night sky from their homes and to record what they see. We would compare our observations as a class. We would discuss as a class if it can be difficult to see stars. We could then discuss some of the sources of artificial light around Drogheda, such as streetlights, houses, shops, traffic and sports facilities. They could then consider whether any lights could be reduced or changed without affecting safety. I feel that the children could then create posters suggesting ways we could reduce unnecessary light pollution. I feel that my class would use a wide variety of skills and also help them understand their local environment.
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The class will take part in a project about protecting the night sky in the town of Mullingar and come up with their own title. It will work well for Science Week in our school but would take several weeks to complete. The children will investigate why the night sky is important and how artificial light can affect people, wildlife, and the environment. The project will use practical activities and cooperative group work to ensure all children can actively participate. I would imagine that more than one teacher would need to be involved with the group I will be working with this year.
The project will begin with a class discussion about what the children can see in the night sky in Mullingar. Working in small groups, they will sort and classify pictures of stars, the Moon, wildlife, streetlights, and buildings. The class will learn how light pollution makes it harder to see the stars and how it can affect local wildlife such as bats, moths, and birds. The variety of wildlife will need to be explicity taught.
The children will carry out a light survey around the school grounds and nearby streets. In groups, they will count different types of outdoor lights and record their findings using tally charts. They will use the results to create simple bar graphs and compare which areas have the most artificial lighting. The children will also complete observational drawings of the daytime and night-time sky and design a Dark Friendly Street using recycled materials, showing ways to reduce unnecessary lighting.
Children with special educational needs will be supported through visual schedules, picture cards, word banks, structured group roles, and adult support. They will complete adapted tasks such as matching pictures of night-time animals to their habitats, sorting examples of helpful and harmful lighting, or creating a labelled collage of a dark sky using pre-cut images and symbols.
The project will conclude with each group presenting their graphs, models, drawings, and findings to the class. The children will discuss simple actions that the school and the local community in Mullingar can take to reduce light pollution and help protect the night sky for people and wildlife.-
I really like your practical and inclusive approach to exploring light pollution. The light survey, graphs and Dark Friendly Street activity would make the learning meaningful and engaging for the children. I also agree that collaboration between teachers is important, particularly when supporting children with additional needs. Your project effectively connects Science with the local community.
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Hi Sharon,
I like how you used a light survey and I feel this is somethign I could incorporate into my own lesson. I also like you how had a plan to make the lesson as inclusive as possible for children with additional needs. You could really link in with your local Tidy Towns on this aspect also. Our local Tidy Towns are very proactive and would be great to work with on this topic.
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Hi Sharon,
This is a really engaging and inclusive project that connects the issue of light pollution directly to the children’s local area in Mullingar. I particularly like the combination of practical investigations, group work and cross-curricular activities such as tally charts, graphs, observational drawings and model making. The light survey is a great way of making the learning meaningful and relevant. I also like how you have considered differentiation throughout, ensuring that children with additional needs can participate fully and contribute to the project.
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Light pollution is an issue that I would like my 6th class learners to explore because of its impact on the Cork Harbour area. With the many towns, roads, houses, businesses and industrial areas around the harbour, there are significant amounts of artificial light at night. This can make it more difficult to see stars and can affect nocturnal wildlife such as bats, birds and insects. It can also have an impact on people by disrupting natural sleep patterns and changing our connection with the night-time environment.
I would engage the learners through a practical investigation. First, I would ask them to discuss what they notice about the night sky in their local area and whether they can see many stars. We could then compare light levels in different locations around Cork Harbour using simple observations or light-meter apps. Learners could record their findings on maps and identify areas where artificial lighting is most noticeable.
Finally, the class could investigate ways to reduce unnecessary lighting, such as using motion sensors, turning off unused lights and using downward-facing bulbs. This would encourage learners to think about how small changes can help protect our local environment.
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Our school area is a growing village in the West of Ireland. Over the last few years we have gained a number of new housing estates and with it a lot of new street lighting. I would begin by asking the children what are the pros and cons of light. I would start a discussion on ‘If you were locked in a room with the lights on all the time, what challenges would you face?’ I would hope to illict from the children lack of sleep and trouble knowing what time it is. I would then discuss what are some of the problems with gaining additional street lights in our area. We have two large sports complexs nearby which give out a lot of bright light and can bee seen from a distance. I would show the children pictures of these complexs and ask what problems they can identify. We will discuss light pollution for neighbours, lights blinding for road users and the effect on wildlife, inability to see the nightsky.
Our local GAA field has created a walk way lately but has invested in sensor solar lighting the lights up pointed downwards as you walk under the lighting. I will show the children a video of this and ask have any of them used this new walkway. I will illicit why do you think the GAA club invested in lighting like this. We will list the advantages and then we will revisit out local street lights and discuss how we could solve the problem of the brightness they are providing as well as what the other sports complex’s could do to reduce light pollution.
I will remind the children that no effort is too small and ask them what they can do around our school to reduce light pollution – turn off lights when leaving the classroom. I will encouage the children to try doing this at school and home going forward and being aware of light pollution in our area.
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I really like how you have made this activity so relevant to the children’s own community. The growing village and new housing estates provide an excellent opportunity for pupils to see how changes in their local environment can have unintended consequences. I particularly liked your opening question about being in a room with the lights on all the time, as it encourages the children to think about the importance of darkness before introducing the term light pollution.
The example of the GAA walkway is also a great way to demonstrate that lighting does not have to be completely removed to reduce its impact. The downward-facing sensor lights provide a practical example of how technology can be used to provide safety while reducing unnecessary light. I think it would be interesting to allow the children to investigate whether similar solutions could be used around the school or in other areas of the village.
I also like that you finish by focusing on actions the children can take themselves. It reinforces the idea that small changes, such as switching off unnecessary lights, can contribute to protecting our dark skies and local biodiversity.
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I really like how you would engage your pupils by showing them examples of how light pollution is possibly being reduced by local organisations such as the GAA. It’s more engaging when pupils see this happening in their own locally as opposed to seeing images or videos of preventions in areas they may not be familiar with or they feel don’t impact them.
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I teach in an urban area but there are rural areas around so I think I would engage learners in an approach to measure light pollution by: Observe the night sky: Compare what they can see from different locations, such as a residential street, a park and a more rural area.
Measure light levels: Use a light-meter app or simple sensors to record brightness at different locations and times. Learners could map their results and identify areas with the greatest light pollution.
Investigate causes: Photograph or record different sources of artificial light and consider whether each light is necessary, appropriately directed and switched on at appropriate times.
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Module 3 Question 1
I would begin by assessing student prior knowledgable and ask them what do they understand the term ‘light pollution’ to mean. I would then show the students a PowerPoint on what light pollution is and its impact on wildlife in Ireland.
The school is located in rural Galway so the students should not be too badly impacted by light pollution. I would show the students images of the night sky taken from the city and ask them to contrast it with where they live. We would then contrast the different images.
We would then take a tour of our own school and see what sources of light pollution are in the area. We could also look at doing the same at home. Students would be encouraged to go on an evening stroll in Galway city and contrast their experience.
Finally students could take a survey of what steps/measures they could take at home in order to combat light pollution.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I work in a school in West Dublin and while it is an urban area, we are lucky to have direct access to both woodland and river habitats. I think these would be a great starting point to engage the pupils, particularly in terms of how the light pollution affects the animals that live there.
I would show the pupils the ‘What is Light Pollution’ clip on Youtube. We would follow this up by an audit of the lights around our school, e.g. the security lights and the hurling wall. I would also show the pupils a picture of what the school looks like at night as many of them would never have seen it in the dark. I would elicit suggestions from the pupils as to how we could improve the levels of light pollution in our school environment.
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Light pollution can have an impact on an area, a negative one at that! Light pollution is light the the ‘wrong place’ or at the ‘wrong time’ as mentioned in the module above. Excessive lighting in our area can cause visual discomfort for us and light clutter can cause confusion to many.
Light pollution can have a negative effect on our wildlife with nocturnal animals suffering as their natural environment changes.
Powering the light can be costly and a misuse of resources, namely electricity. It also has a negative effect on our CO2 emissions.
To engage learners to explore the theme I would have a whole-class discussion on the negative effects of excessive light and light pollution in the area. The children could mention an area beside them and link it to one of these negative effects, a waste of electricity or its negative effect on wildlife in the area.
A significant problem with light pollution is not being able to observe the night sky. We could discuss this in class and look at Ireland’s three dark light areas and how the sky looks in their area.
With all this, I would hope that the children would have a greater understanding of light pollution and try to do their bit to lessen it going ahead.
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I thoroughly agree with you Seán about light pollution having a negative impact. Some of the children in our classrooms may have never actually seen a proper night sky as they are surrounded by illumination where they live. This is a really important topic for children to explore and with the current cost of electricity and everyone having to turn to solar to reduce costs, it is a poignant and meaningful one going forward.
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Hi Sean,
Welcome to the course. Thanks for sharing your response.
I like that you would begin with a whole-class discussion and encourage pupils to think about areas near them where excessive lighting may be an issue. This would help make the topic relevant to their own lives and local environment. Linking light pollution to the loss of our view of the night sky is also a very accessible way to help children understand why dark skies matter.
Looking at Ireland’s Dark Sky areas would be a lovely visual comparison and could prompt discussion about how different the night sky can look in protected areas. To develop this further, pupils could carry out a simple light audit of the school grounds or local area and suggest practical ways to reduce unnecessary lighting.
Hope you enjoy the rest of the course.
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Module Three – Light pollution in my local area
In my locality, light pollution is likely to be most noticeable around the town, major roads, commercial areas, sports facilities and residential developments, where street lighting, security lights and illuminated signs create artificial light at night. This can make the night sky considerably brighter than it would be in surrounding rural areas.
The main impacts include:
Astronomy and the night sky: Artificial light makes faint stars and celestial objects harder to see, reducing opportunities for people to experience and study the night sky.
Wildlife: Many nocturnal animals rely on natural darkness for feeding, movement and reproduction. Artificial light can disrupt these behaviours, particularly for insects, bats and birds.
Insects: Bright lights can attract and disorient nocturnal insects, potentially affecting feeding and reproduction and contributing to wider ecosystem changes.
Human wellbeing: Excessive or poorly directed light can interfere with natural darkness and sleep patterns, particularly where outdoor lighting enters homes.
Energy use: Lighting that is unnecessarily bright, poorly directed or left on when it is not needed wastes electricity and contributes unnecessarily to carbon emissions.
Sense of place: Excessive lighting can reduce the experience of a natural rural night sky, which is an important feature of Ireland’s countryside.How I would engage learners; I would make the topic local and enquiry-based, allowing my pupils to investigate the amount and effects of artificial light around their own community. I would start simply with observation. I would show learners photographs of a bright urban sky and a dark rural sky and ask:
What differences can you see?
Where does the light come from?
What happens to the stars when the sky becomes brighter?
Is all outdoor lighting necessary?This would introduce the idea of light pollution without presenting it simply as an environmental problem with one obvious solution. Next I would conduct a local light-pollution survey. Pupils could work in small groups to investigate different locations, such as the school grounds, town centre, residential areas and nearby rural locations. They could record:
the number and type of light sources;
whether lights point upwards, sideways or downwards;
whether lights are on when they appear unnecessary;
how bright the sky appears;
how many stars are visible.Where appropriate, the children could use a light-meter app or other simple measuring equipment and compare readings from different locations. After that an investigation on the effects on wildlife could take place. Learners could research how artificial light affects nocturnal species and then connect their research to observations from their own area. For example, they could investigate why insects gather around lights or consider how artificial lighting might affect bats and other nocturnal animals. The children could explore the night sky. On a suitable evening, learners could carry out a supervised sky-watching activity. They could compare the number of visible stars in a relatively dark location with those visible in a more brightly lit area. This would provide a memorable way of understanding how artificial light affects astronomical observation. Finally we would analyse and communicate our findings. Learners could map their observations and identify areas where lighting appears particularly excessive. They could then discuss the question: How can we provide safe lighting while protecting the natural darkness of our environment? In groups, they could develop recommendations for the school or local community, such as using downward-facing lights, reducing unnecessary illumination, using timers or motion sensors, and avoiding excessive brightness. I believe this approach would integrate science, geography, mathematics, environmental education and citizenship, while giving learners an opportunity to collect real evidence from their own surroundings and consider practical solutions rather than simply learning about light pollution from a textbook.
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Hi Heather,
Thanks for your comprehensive plan to explore light pollution with your class. I like how you plan to explore the night sky from two different areas using photographs, the questions you have outlined will allow for lots of critical thinking and discussion.
I also like how you plan to explore different areas for the light survey which will allow the learners to compare the results and consider changes that could be suggested or action they themselves can take.
Great idea to link their learning with nocturnal animals and the effect the light pollution has on them. Thanks for sharing.
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We don’t always take note of light pollution but it can have a huge impact on the sky in Dublin. Streetlights, buildings, traffic and advertisements make the sky much brighter meaning we can’t see the dark sky along with all of it’s stars and constellations. As mentioned in this module, it can also effect wildlife and the natural environment.
I would explore this topic with 5th Class using the Curious Minds/ESERO framework for inquiry. I would ask a starter question such as “Why can we see more stars in some places than others?” The pupils could also use Stellarium to compare the night sky in Dublin with a darker, rural location in Ireland. They would make predictions, explore the differences, record their observations and reflect on their findings.
I would also use darksky.ie to to help pupils learn more about light pollution in Ireland. As a citizen cience activity, pupils could take part in Globe at Night, making observations of the night sky and contributing their findings to a real scientific project. This could help the pupils see that their observations can be useful on a wider, real-life level.
To further learning, the pupils could work in groups to investiagte sources of unnecessary light aorund the school or local area and discuss possible solutions. They could create posters promoting darker skies to put up around the school. -
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
In my local area light pollution is an increasing issue. As the area continues to develop and expand there has been street lights, commercial lighting and many facilities developed which include adding more lightening to the local area. The artificial lighting can have many positive and important effects for a community – safety etc but excessive lighting can reduce visibility of the night sky and negatively impact animals.
To engage my learners with this topic, I would begin by showing them a suitable video on light pollution – https://youtu.be/OWiw_YPoI0Q to introduce the concept and spark their curiosity. I would then encourage the children to carry out a simple night-sky observation at home with their families. They could record how many stars they can see, note the amount of artificial light around their homes and identify different sources of light pollution in their local area.
In the classroom I would encourage pupils to share their findings and observations. I would ask the pupils to guess what kind of an area do they thing their peers live in – rural / urban. We could discuss why some areas may experience more light pollution than others and explore how artificial light affects people, wildlife and our view of the night sky. The learners could then investigate practical ways to reduce light pollution, such as switching off unnecessary lights, using motion sensors and ensuring outdoor lights are directed downwards rather than into the sky.This approach would make the topic meaningful by connecting it to the children’s own local environment. It would encourage curiosity, observation and environmental awareness. The children would learn that even small changes in how we use artificial light can help protect the night sky and local wildlife.
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Option 3
For my Fifth Class, I would plan a project based on the International Dark Sky Association’s Rising Star Awards Programme. The main aim would be to teach the children about light pollution and why it is important to protect the night sky. I would start by asking the children what they know about stars, the Moon and what they can see in the night sky.
The children could work in small groups to research light pollution and its effects. I am lucky to have access to Chromebooks, so the children could use these to find information and pictures about light pollution. They could also use ICT to make simple PowerPoint presentations, posters or short videos about what they have learned.
The children could then look around the school and record where lights are being used. They could discuss which lights are needed and which could be switched off. They could use their findings to make a simple chart or graph.
Finally, the class could come up with ideas for reducing light pollution in the school. This would be a fun project that encourages teamwork, research and the use of ICT while helping the children learn about protecting our night sky.-
I really like this project as it combines science, teamwork and ICT in a meaningful way. I particularly like the idea of the children investigating lighting around their school and coming up with practical ways to reduce light pollution. It would make the learning very hands-on and relevant to them.
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I would choose Option 1 and explore how light pollution is impacting my local area with my students.
Light pollution is something that children mightn’t recognise as an environmental issue because artificial lighting is an ordinary and essential part of everyday life.
Firstly, I would ask the children what they notice when they look at the night sky from home (which is a major suburban area) compared with being in a more rural area, such as the countryside. We would discuss how streetlights, buildings, sports stadiums/pitches and other artificial lights can make it more difficult for stars and other objects in the night sky to be visible.
As a class, we could investigate light pollution around our school by observing the amount of artificial lighting in the local area. The children could work in groups to record their observations and identify areas that are particularly bright. We could also use online light-pollution maps to compare our local area with darker, quieter rural areas.
I would encourage the children to consider both the pro’s and cons of artificial lighting. They could then investigate ways of reducing unnecessary artificial light without causing any inconvenience/disruption. This activity would develop skills such as scientific observation, data collection, environmental awareness and problem-solving, while helping the children to understand that their local environment can be investigated through STEM approaches.
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Light pollution is an increasing environmental issue in North County Dublin, particularly as urban areas continue to expand. Artificial light comes from sources such as streetlights, housing developments, shops, security lighting and sports facilities. This can create glare and brighten the night sky, making it more difficult to see stars. It can also affect local wildlife. Nocturnal animals such as bats, moths and owls rely on darkness for feeding, movement and breeding. Fingal County Council identifies light pollution as a concern for biodiversity in the county.
As a Fourth Class teacher, I would engage my learners through a practical investigation of light pollution in their local area. I would begin by asking pupils what sources of artificial light they notice around their homes and school and whether they think these lights are necessary. The pupils could then carry out a local light pollution survey, recording different types of lighting and considering their possible effects on people, wildlife and the environment.
The class could create a simple map showing areas with high and low levels of artificial light and present their findings using charts or posters. They could also research local nocturnal animals and investigate why darkness is important to them. Finally, pupils could design posters suggesting ways to reduce unnecessary lighting, helping them understand that they can play a role in protecting their local environment. -
Living in Dublin city, I recognise that living in an urban environment means children are surroyunded by artificial light from streetlights, buildings, shops, traffic and security lighting. This can make it more difficult to observe the natural night sky and see stars clearly. It also provides an opportunity to help children understand how human activity can influence our local environment.
As a teacher, I would make this topic relevant to my second class group by beginning with their own experiences. I would show them the video “Time to Protect the Night” by Friends of Mayo Dark Skies as it is Irish and more relative to their own context. I would then show the children pictures of the night sky from my own home in the West of Ireland, near the Mayo Dark Sky Park and ask them to observe the sky over their own house to compare. We could discuss why the sky can appear brighter in a city and explore my photographs and photographs of the sky in the city for comparison.
I would then encourage the children to investigate light sources around the school and local area. Working in small groups, they could identify streetlights, illuminated signs, windows and security lights, recording where they notice artificial light. We could disucss whether each light is necessary and whether any light appears to shine upwards or into unwanted areas.
The children could then design posters to encourage ways that the people of the area could reduce unnecessary light pollution whuile still keeping everyone in the community safe. This would encourage observation, questioning and environmental responsibility while also containing cross curricular links in subjects such as Art, Science, Geography, Maths and History.
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A reflective piece on how light pollution is affecting your local area and how you would engage your learners to explore this.
I live 8km outside of a midsized town and have lived in this area my entire life. Light pollution has increased over the years as the town size has grown and I have noticed changes in my local area as a result; particularly relating to nocturnal life and my ability to see the stars.
I would engage learners by encouraging them to investigate light pollution from their own home. They could carry out a simple evening survey, recording different sources of artificial light in residential areas, roads, parks and nearby countryside. Using photographs, maps or sky quality meters if available, learners could compare their own area with a Dark Sky Park in Ireland and discuss why different levels of light might occur. What are the differences between these areas and our own? What, if anything, is stopping our area from being a Dark Sky Park/Reserve?
Students could then investigate the effects of artificial light on nocturnal animals and the night sky. Finally, based on the research carried out in the classroom they could suggest practical solutions, such as using lower-intensity lights, timers or directing lights downwards. This would develop observation, teamwork and environmental awareness while helping learners understand how local choices can affect the wider environment.
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This is a great plan for exploring the topic of light pollution in the classroom. I really like the practical idea of having children record what artificial light they can see – I’m sure they would be surprised by how much they could record! I also like the idea of comparing to a Dark Sky Park. Again, I’m sure children would be shocked at the differences.
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Hi Amy,
Welcome to the course. I really like that you have connected light pollution to changes you have personally noticed in your local area over time, particularly in relation to the visibility of stars and nocturnal wildlife. This is a great anecdote to engage curiousity with your pupils.
Your idea of pupils carrying out an evening survey from home is very strong, as it would help them connect the topic to their own environment. Recording sources of artificial light in residential areas, roads, parks and nearby countryside would support observation, mapping and comparison skills.
I also like the idea of comparing local findings with a Dark Sky Park or Reserve in Ireland. Asking what prevents an area from becoming a Dark Sky place would encourage critical thinking and discussion. The practical solutions, such as timers, lower-intensity lighting and downward-facing lights, would help pupils see how local action can make a difference.
Thanks for sharing.
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Hi Amy,
I really like the idea of getting students to investigate light pollution from their own homes, as it makes the topic much more relevant to them. I also like the comparison with a Dark Sky Park. I think asking the students “What is stopping our area from being a Dark Sky Park?” would lead to some really interesting discussion and get them thinking about their own local area.
I would definitely try the idea of students carrying out an evening survey and recording the different sources of artificial light. It would be interesting to compare their findings from different areas and see if there is a noticeable difference between residential areas, roads and more rural locations.
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A reflective piece on how light pollution is affecting your local area and how you would engage your learners to explore this.
I live in Drogheda, a very large town where light pollution could definitely be considered an issue. With a mixture of residential and commercial lighting, the town is never truly dark. I, for one, have never seen a starry night in Drogheda!
I think the issue of light pollution would be a very interesting topic to cover in Drogheda specifically. Each year, around November time, the town celebrates its heritage through the Lú Festival of Light, when some of the town’s most important buildings and monuments are illuminated with artistic projections. This is a much-loved festival in the town, though it could be a springboard for a very important question in the classroom – ‘when does light enhance a place, and when does it become pollution.’
This could inspire deep discussions about the need for light for safety, culture, aesthetics, while also forcing us to consider the effects of excessive light on wildlife, human wellbeing, and energy consumption.
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My area is a rural community, so pupils could investigate whether the night sky around the village remains relatively dark or whether artificial lighting from street lighting, houses, farms, businesses, roads and vehicles is creating localised areas of brightness. I would avoid telling pupils that Kilmihil has a particular level of light pollution until they have collected evidence themselves.
Light pollution would be a great local environmental topic to explore with 5th or 6th Class.They could start by investigating how artificial light from streetlights, houses, farms and roads affects the visibility of stars, local wildlife and energy use.I would engage learners through a simple night-sky investigation. They could observe the amount of artificial light in their local area, compare darker and brighter locations, and record how many stars they can see. Groups could then research how light pollution affects nocturnal animals and the environment.
To finish, pupils could discuss ways the community could reduce unnecessary lighting, such as switching off unused lights or directing outdoor lights downwards. This would make the learning practical, local and connected to real-life environmental action.
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Light Pollution in My Local Area
Living in Co. Mayo provides an excellent opportunity to explore light pollution as a local and meaningful environmental issue. While Mayo has large rural areas and some of Ireland’s darkest skies, light pollution is still present in our towns and villages. My pupils would have different experiences depending on where they live, with some living on farms with very little artificial light and others living in towns or villages with streetlights, security lights and illuminated buildings.
I would begin with a trigger or provocation, showing the children two images of the night sky – one from a dark rural location and another from a brightly lit town or city. I would ask: “What differences can you see? Why can we see more stars in one image than the other?” I would then ask the children what the night sky looks like from their own homes.
We would introduce the term light pollution and investigate how artificial light at night can affect our ability to see the stars, waste energy and impact biodiversity. Artificial light can interfere with nocturnal wildlife, including bats and other animals.
The children would then become “Dark Sky Detectives”, investigating light pollution around their school and local area. They could map different sources of artificial light, such as streetlights, security lights, house lights and floodlights. Pupils could compare observations from farms, villages and towns and use a simple scale or light-meter app to record how bright different locations are. They could then represent their findings using graphs or maps and look for patterns.
The investigation would lead to the question: “How could we reduce unnecessary light pollution while keeping our communities safe?” Groups could design a wildlife-friendly outdoor light, considering its brightness, direction, timing and whether it is shielded. They could present their designs through models, drawings or digital presentations.
Mayo provides an authentic context for this learning through the Mayo International Dark Sky Park. This allows pupils to recognise that dark skies are something special in their own county and worth protecting.
Finally, pupils could develop a “Protect Our Dark Skies” campaign for the school or local community. This activity would allow them to ask questions, collect and analyse evidence, collaborate, design solutions and take action on a genuine environmental issue within their own community.-
Hi Jennifer,
This lesson is perfect for your class, as you said, some of your students may be living in areas with very little artificial light, while others living in towns will be surrounded by it. It would be interesting to see any of the children had already noticed this already, perhaps from sleepovers in family or friends houses.
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Light pollution is the excessive or unnecessary use of artificial light and is something that is becoming more noticeable in local areas. In my area, street lighting, security lights and lighting from houses and businesses can make it difficult to see the night sky clearly. This means that fewer stars are visible and it can also affect wildlife that depends on natural periods of darkness, particularly birds, insects and nocturnal animals. I would explore this with my class by starting with a discussion about what they can see in the night sky from their homes and whether they think the amount of light around them makes a difference. We could then carry out a simple light pollution survey around the school, recording where artificial lights are located and which areas are particularly bright. We could compare our findings with photographs or maps showing areas with darker skies. I think this would make the children more aware of something they probably don’t normally think about and would encourage them to consider how small changes, such as reducing unnecessary lighting, could benefit both people and wildlife.
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Option 1- Detail how light pollution is impacting your local area and how you would engage your learners to explore this:
I think this would be a valuable STEM activity for primary school children because it connects science and maths to something they can observe in their own environment. Light pollution can make it difficult to see stars and other objects in the night sky, particularly in areas with lots of streetlights, buildings and other artificial lighting.
I would begin the lesson by showing the children the NSW video on Light Pollution, holding a whole class discussion to discuss their queries and spark their interest and engagement. The pupils could work in small groups to investigate how light pollution is affecting their local area/ street using http://www.lightpollutionmap.info on their school ipads. They could record the amount of visible stars, take screenshots or draw pictures based on the website. In Maths, pupils could organise their observations into tables and create simple graphs to compare the results (e.g. from years ago to now- how has light pollution affected the local area? In Science, they could investigate natural and artificial sources of light and explore how light pollution affects our view of the night sky- exploring what dark sky friendly lights are.
Children could then make observations and recordings of the night sky at home with their families. Recording how many stars they were able to see in the night sky, what the main causes of light pollution were and sketching ideas or a proposal to tackle this issue in the local area. Children would be learning about a real issue in their local environment and considering how small changes, such as reducing unnecessary lighting, could help protect the night sky. -
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I would explore light pollution with the children by beginning with a discussion about the night sky and what they can see from their homes. We would discuss artificial light and why it is used, before considering whether having too much light could have negative effects. The children could investigate light sources around the school and record their observations through drawings, photographs or simple tables. They could compare brighter areas with darker areas and consider how this affects what we can see in the sky.
We would then explore how light pollution can affect wildlife, people and our ability to observe stars and planets. The children could work in groups to discuss possible ways of reducing unnecessary light in our local area. They might suggest ideas such as turning off lights when they are not needed or using lighting more carefully. This activity would allow the children to develop their observation, questioning and problem-solving skills while learning about an environmental issue that directly affects their local community. It would also encourage them to think about how small changes can have a positive impact on the environment.
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I really like how you have made light pollution something the children can investigate within their own school environment rather than treating it as an abstract topic. Starting with a discussion about what they can see from their homes is a great way of connecting the learning to their own experiences and prior knowledge. I particularly like the idea of the children identifying and recording different light sources around the school, as this gives them an opportunity to observe, compare and draw their own conclusions. The group discussion about how light pollution affects wildlife, people and our ability to see the night sky is also very meaningful. I think the problem-solving element is especially effective because the children are encouraged to suggest realistic solutions themselves. This would work well because it promotes curiosity, teamwork and environmental awareness while developing important STEM skills.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would explain to my 3rd class pupils that light pollution can come from streetlights, houses, businesses, farms and nearby roads. It can make it harder to see stars and the Moon clearly and may also affect nocturnal animals.
I would set the children the task of doing an observation of the night sky from their own garden on a clear night. I would ask them to check how many stars they see and if they notice any artificial light from other sources-buildings, houses, flood lights from pitches etc. affecting their view of the night sky. The children could make notes on what they see and if possible take photographs. We could then have a class discussion the next day and compare findings, it would be interesting for the children to see the difference between the observations of those who live in built up areas with those who are more isolated and rural. Using a simple light-pollution map on the classroom Chromebooks, pupils could investigate why some areas are darker than others and discuss ways we can reduce unnecessary light pollution.-
I really like your approach to exploring light pollution because you have made the investigation very practical and connected it to the children’s own experiences. I particularly like the idea of asking the children to observe the night sky from their own gardens, as this gives them an opportunity to become real investigators rather than simply learning about light pollution from a textbook. Comparing their observations in class would be very interesting, especially when children discover differences between more rural and built-up areas. I also think using photographs and a light-pollution map on the Chromebooks is a great way of incorporating technology and developing STEM skills. The activity encourages children to observe, record, compare and discuss their findings. I think it would work really well because it promotes curiosity while helping children understand how their local environment can be affected by human activity.
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I agree Grainne, Chromebooks would be a really nice addition to this activity. The children could explore the light-pollution maps themselves and compare a city with a much darker area like the Dark Sky Reserves of Kerry or Mayo. I think seeing that difference on the screen, alongside what they have actually observed in the night sky, would make the learning much more real and interesting for them.
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Hi Louise,
Welcome to the course. Thanks for your contribution across the other modules also.
I like your plan to encourage the learners to observe the night sky at home and photographs allow for comparison and critical thinking as they compare the photos from the different areas such as rural or more urban and built up. This would allow for lots of discussion and as you have said it gives the learners the opportunity to be real investigators of the night sky. I like how you plan to extend the learning with the digital tools such as the light pollution map. This will allow for further investigation into light pollution and as you have said it will allow for lots of curiosity and gives the learners the opportunity to make connections between their learning and real life experiences.
Thanks for sharing, I hope you enjoy the other modules in the course.
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Question 1 response ; In my multi-grade classroom, I would use the West of Ireland as a real-life context for exploring light pollution. Although many rural areas have darker skies than cities, artificial lighting from towns, roads, farms, businesses and houses can still affect how many stars and celestial objects we can see. I would begin by asking the children what they notice about the night sky and whether they think it looks the same in a town as it does in the countryside.
Using STEM, I would challenge the children to investigate this for themselves. We could compare photographs of the night sky from a rural location and a more built-up area, then use simple observations to record the number of visible stars. Older children could explore light sources and measure brightness, while younger pupils could sort pictures of natural and artificial light. As part of the new Primary School Curriculum, this would support questioning, investigation, problem-solving, collaboration and communication. I would finish by asking the children to design a “dark-sky friendly” community, considering how lighting could be reduced while still keeping people safe. This would make the learning meaningful and connected to their local environment.
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Living in a built-up area, light pollution is something that I would expect my pupils to experience without necessarily being aware of it. After learning about light pollution, I became more aware of how streetlights, security lights and other artificial lights can make it difficult to see the night sky. The module highlights that over 50% of the Irish population can no longer see the Milky Way from their homes, which made me think about how little opportunity children may have to experience a truly dark sky.
With my Junior/Senior Infants, I would explore this through a simple investigation of our local area. We could discuss natural and artificial sources of light and go on a walk around the school during the day to identify different lights and think about their purpose. For homework, they could then observe the area after dark with their families and record whether they can see stars or the Moon.
Back in the classroom, we could share our observations through drawings and photographs and discuss whether all the lights we identified are necessary. I would encourage the children to think about how we could reduce unnecessary light and protect wildlife and our night-time environment. This would make the topic meaningful by connecting it to somewhere the children know and helping them understand how our everyday actions can affect the environment.
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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. -
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The affects of light pollution are certainly topical in the area in which I live. We live outside a big town and the village in which we live has become quite built up over the past few years. I recently read about a report the local tidy towns had published about lighting for the local people’s park area. It mentioned that the current lighting in the park was incompatible with the biodiversity needs of the park and called for changes to be made. I was thinking that it could be an idea to link in with the local tidy towns committee and maybe involve some classes in this. The park is adjacent to the school and is often the location for nature walks with all classes. It would be a fantastic way to get the children involved in a local community initiative and possibly solve the lighting issue to ensure the park is safe for the village residents but also safe for the wildlife that live there.
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Hi Aideen
Welcome to the course and thanks for the contributions to the other modules so far.
It is great to have a local park adjacent to the school as it is a fantastic opportunity to learn about biodiversity and nature. It is interesting that the tidy towns have reported on the biodiversity needs of the park and the impact from the light pollution. I agree that this is a fantastic opportunity to bring this local community initiative into the classroom and get the learners involved in learning about light pollution initially and then exploring how they could take action and solve the lighting issue.
Great idea, I hope the local community can resolve the lighting issue. Thanks for sharing.
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The school that I work in is located in a town but some of the students would be coming to the school from local rural areas. The town has a lot of light pollution from street lights, buildings and traffic while the children living in other areas would not have as much. This gives a great opportunity to explore the impact of light pollution affects different areas and for the children to share their own experiences of light pollution.
I would get the children to complete a survey of light pollution in their area and home. I think it would be interesting for the children to compare and explore the differences in light pollution from the children living in the town and those outside it. The children could also complete an art project to draw what they can see looking out their window at night, can they see the stars, just darkness, street lights, buildings etc.-
Hi Denise,
I really like that your children will all have different experiences when it comes to light pollution. It’s nice that they will have an opportunity to compare and discuss the differences and the reasons for their findings. I really like that their art will all be unique to what they see when they look out their window at night. Thanks for sharing this.
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In Naas their is a rapid housing and infrastructure expansion, streetlights and sports grounds spotlights that are creating SKYGLOW. The glare from artificial lighting bleeds into natural habitats like Naas lakes disrupting local biodiversity by masking thye m oon, blinding noctornal insects and trapping local nocturnal animals.
for 4th class studdents I would launch a hands on STEM inquiry called @Naas Night Sky Audit”.
– I would give homework to students – star co9unt challenge looking towards the constellation of Orion or the Plough and count how many staqrs they can see.
– we eould in class then plot these numbers on a local map this would show fewer stars near the centre of the town.
– I would conclude then by designing cardboard night shields for torches to engineer solutions that direct light downwards mimicking wildlife friendly streetlights.-
Hi Cristina! I really enjoyed reading your idea. The Naas Night Sky Audit is a creative and engaging way to help pupils understand light pollution through real-life investigation. The star count challenge encourages children to observe the night sky and collect meaningful data, while plotting the results on a map helps them visualise the impact of artificial light across the town. I also like how you included a practical STEM element by designing cardboard night shields. This gives pupils the opportunity to think like engineers and develop solutions to environmental problems. It is a hands-on, cross-curricular approach that would really motivate learners.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is having an increasing impact on Galway City. The growth of street lighting, illuminated buildings, shop signs and housing developments has made it more difficult to observe the night sky. As a result, many stars and constellations are no longer visible from the city centre, reducing opportunities for people to connect with astronomy and the natural environment. Excessive artificial light can also affect wildlife, particularly nocturnal animals and birds.
To engage learners in exploring this issue, I would begin by discussing what light pollution is and how it affects our ability to see the stars. Pupils could compare photographs of the night sky taken in Galway City with images from darker rural locations in Connemara. They could then carry out a local investigation by observing and recording light sources around the school and community. This inquiry-based approach would help pupils understand the causes and effects of light pollution while developing their observation and scientific investigation skills. -
Creating a teaching resource using the “Globe at Night” citizen science programme
“Why can I see so many stars in Kerry but far fewer from Dublin 8?”
For this, I would create a simple teaching resource using the Globe at Night citizen science programme to explore light pollution in the local area of Dublin 8. As our school is in a busy inner-city area, light pollution is something the children can easily comprehend with the constant glow from streetlights, houses and the surrounding city being hard to avoid!
I would start with a simple question: “Why can I see so many stars in Kerry but far fewer from Dublin 8?” As I am from Kerry and grew up near the Kerry International Dark Sky Reserve, I think it would make the topic more meaningful for the children. The difference between the Dublin and Kerry skies is honestly incredible. We could use Stellarium to explore what the night sky should look like and identify some constellations before introducing Globe at Night’s Constellation/Star Charts. The children can use these charts to compare what they can see in the sky with the different levels of light pollution.
We could also compare our Dublin 8 observations with Kerry and see just how stark the difference is. In Dublin, light pollution washes out most of the stars, whereas in Kerry, the Dark Sky Reserve will give an amazing, crystal-clear view of countless stars and constellations. It really shows just how much of the night sky people in cities miss because of light pollution. -
Light pollution is an increasing issue in urban areas. Streetlights, security lighting, illuminated buildings, shops and traffic can make the night sky much brighter than it would naturally be. This can make it difficult to see stars and other objects in the night sky. It can also affect wildlife and their natural patterns of behaviour. For children who are interested in the Moon and stars, this provides an excellent opportunity to investigate something they can observe in their own local environment.
I would begin by asking the children what they can see in the night sky from their homes and what they think might make some areas brighter than others. We could investigate the school grounds during the day by identifying different sources of artificial light and discussing why they are used.
Children could then carry out a simple light-pollution survey using a map of the local area. Working in groups, they could record streetlights, brightly lit buildings and darker areas. They could compare their observations with what they can see in the sky from home. If possible, children could make observations of the Moon and stars from home with an adult, recording the date, time, weather conditions and what they can see.
This investigation links well with the curriculum learning about night and day, light and the environment. It involves alot of questioning, predictions, observation and discussions
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Hi Aislinn,
Welcome to the course.
I really like that you would begin by asking children what they can see in the night sky from their own homes. This would make the topic meaningful and connect the learning to their everyday experiences. Investigating the school grounds during the day is also a very sensible and safe way to identify sources of artificial light, and give students the knowledge needed to continue their investigations at home.
The map-based light pollution survey sounds like a great activity for developing observation, geography and data-handling skills. I also like the home observation element with an adult, especially recording the date, time, weather and what can be seen. This supports inquiry-based learning through questioning, prediction, observation and discussion. You could take this a step further by getting the students to design practical solutions such as dark corridors.
Thanks for sharing and hope you enjoy the rest of the modules.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I work in Swords, Co. Dublin, and am living close by.
Light pollution is something we notice without really thinking about it. With lots of houses, roads, shops and businesses in the area, there is a lot of artificial light at night. This can make it difficult to see the night sky clearly, especially the fainter stars and other objects. I grew up in the countryside, and when I go home to my parents, I can really notice the difference. There are far fewer lights, and you can see so many more stars. I think this personal experience would be a nice way to introduce the topic to students and get them thinking about why the sky can look so different in different places. Photographs of the night sky from Swords compared with photographs taken in a rural area could be used to assist in identifying the differences between the two.
Light pollution can also have an impact on the local environment and wildlife. Artificial light at night can affect animals that rely on darkness by changing their natural feeding, sleeping and movement patterns. It can also attract or confuse nocturnal animals.
As a class, we could carry out a simple light pollution investigation by identifying sources of artificial light around the school and local area and comparing brighter and darker locations. Students could also count the number of stars visible from different locations.
This could lead to discussions about wildlife, energy use and how we can reduce unnecessary light.
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Hi Michelle,
Welcome to the course. I really like how you have connected light pollution in Swords to your own experience of growing up in the countryside. Comparing what the night sky looks like in an urban area and a rural area with photographs would be a great visual way to introduce the topic to pupils. I also like how you have highlighted the impact of artificial light on nocturnal animals and their natural routines, which would be very interesting to explore with the pupils.
Your idea of carrying out a local light pollution investigation around the school is great. Counting visible stars, identifying light sources and comparing brighter and darker locations would support observation, discussion and environmental awareness. You could also take this a step further by getting your students to design potential solutions such as a dark corridor. Thanks for sharing.
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Upon completing this module I was so surprised by the number of the population who cannot view the Milky Way due to light pollution. Before doing this, I had not really thought how the lights affect wildlife or make it harder to see the night sky.
In my class I have children who live in more urban, built up areas but I also have children who live on quite rural areas also. I would encourage the children to explore light pollution through observing the night sky and their surroundings in their area. I would ask them to complete an observation sheet so they could compare the night sky based on where they live. I would also show the children the short clip showing the insects more attracted to one particular light over another and invite discussion on how this can disrupt their natural instincts. We would discuss their observations at the end of the week.
We would also take a walk around our school and local town to see what sources of light pollution are in our area.
Back in the classroom we would discuss what we could do to minimise light pollution in our locality such as dark friendly light recommendations or ensuring lighting is task appropriate or on sensors for as and when needed to illuminate. The children could then make a presentation in school assembly about light pollution and make posters to put up around the school to make other children in the school aware of light pollution in our area.
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I work in Drogheda, Co. Louth, and light pollution is something that I think we often notice without really thinking about it. With the amount of housing, roads, shops and businesses in the area, there is a lot of artificial light at night. This can make it harder to see the night sky and the fainter stars.
I think this would be an interesting topic to explore with my class as it is something they can relate to in their own local area. I would start by asking them what they notice about the night sky and whether they think it would look different in a more rural area. We could look at photographs of the night sky in different locations and discuss the differences.
As a class, we could investigate sources of artificial light around the school, identify areas that are brighter and darker and discuss how light pollution can affect wildlife and energy use. This could then lead to ideas about how we could reduce unnecessary lighting.
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I used http://www.lightpollutionmap.info to get an idea of relative light pollution in different parts of my town. It is fascinating even to compare my parents’ estate to mine- I am slightly further out from the commercial zone of our town, and the light pollution, whilst not good, is relatively lower! I have no doubt after reading this module that it has an effect on local wildlife, particularly nocturnal animals such as foxes, hedgehogs, bats etc.
To engage the children in my class, I would do it in a similar way to the way we create Green Schools maps in our school. We use a blank map of the school (Fire Safety zone map photocopied!), which details the school and the grounds. We would display the map on the interactive whiteboard first, and come up with a key for lights and the categories they fall into e.g. shielded/ unshielded. We would do a walk around the grounds of the school, and the children would work in small groups to map out light sources and the category they fall into.
On returning to the classroom, we would use the data from our maps as a stimulus for discussion around ways to reduce light pollution.We are only on our second green flag, and have yet to do the energy theme, but this is a project that I think would work really well for that down the line!
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Hi Claire,
Welcome to the course and thanks for your contributions to the other modules.
The Light Pollution map is very interesting and that you can explore different areas and as you have done comparing estates to see the levels of light pollution. It helps to raise awareness of the unnecessary lights in our local areas and the impact it has on nocturnal wildlife.
I think this is a great starting point for the Second Green Flag. Reducing the energy use while also raising awareness of light pollution. This would be a great starting point for the committee and outline actions that could be done on the school grounds initially. The learners could also consider the wider community and what actions they could suggest to reduce light pollution.
Many thanks for sharing, I hope you enjoy the course.
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A reflective piece on how light pollution is impacting
your local area and how you would engage your
learners to explore this:Learning about light pollution has made me reflect more closely on the night sky in particular in my own my local area of Moycullen, Galway in the west of Ireland. Although Moycullen is a rural community, its proximity to Galway City means that artificial light from homes, businesses, roads and other developments contributes to some degree of skyglow. Ireland’s western regions retain some of the country’s darkest skies, as seen on heatmaps throughout this course. With Conamara recorded among areas with particularly low levels of artificial light. However, light pollution is increasing and can reduce our ability to see stars and other astronomical objects. I would like to use this topic in school as an opportunity for pupils to investigate a real issue within their own community and to think of the broader picture in other pats of the world. Using Stellarium, pupils could compare what the night sky should look like with what they can actually observe from their own homes. They could carry out a simple survey, recording the number of visible stars from different locations and times, and use digital maps or light-pollution maps to compare their findings. They could also investigate how artificial light affects nocturnal wildlife such as insects, hedgehogs,badgers and bats. I would like to further develop these ideas into a STEM investigation and/or project work where they could identify sources of unnecessary lighting and propose solutions, such as shielded or warmer lighting etc. I would then allow them to present their findings through posters, graphs or presentations, helping them develop scientific inquiry, digital literacy and environmental awareness while becoming more active participants in their local community.
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I live in an urban area in Co. Kildare that has undergone significant development in recent years. Like many towns in Ireland, light pollution has had a huge impact on our area due to street lights, traffic, houses, and other artificial light. It is sad seeing such an orange hue to the sky at night, especially since I grew up in the countryside where the stars were always so clearly visibly.
I would choose to investigate how light pollution is impacting the local area with my Junior Infant class through a simple inquiry-based activity. I would begin by asking the children what they can see when they look at the sky at night. I would then introduce the question: “Can we see the same number of stars everywhere?” We could discuss places where they might see lots of stars and places where they might see fewer.
As a class, we could explore photographs of brightly lit cities and darker rural areas and compare what we notice. I would encourage a lot of talk and discussion with this, asking the children to list things that they can see in the photos of the city that we do not see in the countryside (street lights, lots of houses and apartments, traffic, etc.). I would then direct the conversation towards the night sky – “how are the skies different?” “Why might they look so different?” “Is there anything in the city that might make the sky harder to see?”
For homework, the children could ask their parents to take a photo of the night sky from their garden or window. We could compare these in school and discuss what we can see in them.
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I really enjoyed reading your post. I particularly liked the personal comparison between the night sky where you live now and the clearer skies you remember from growing up in the countryside. I think using the children’s own photographs is a lovely idea, as it makes the activity personal and meaningful to them. Comparing the photographs in class would encourage lots of discussion and help Junior Infants begin to understand how artificial light can affect what we see in the night sky.
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Light Pollution in Our Local Area
For this activity, I would explore light pollution with my class by looking at how much artificial light we have around us and how this can affect our view of the night sky.
Living in Adamstown, the children are surrounded by streetlights, houses,apartments, shopping centres and many other sources of artificial light, so this is something they will be able to relate to.
I would begin by asking the children what they can see in the night sky from their homes for homework. I would ask if they can see many stars and whether they think the sky would look different in a darker area. We could discuss where light comes from in our local area and why we use it.
The children could work in groups to investigate different areas around Adamstown and record the sources of artificial light they might see at night. They could then use Chromebooks to research light pollution and its effects on people, animals and our ability to see stars.
I think this would be an interesting activity, as it would allow them to explore an important issue in their local environment. -
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Light pollution is a relevant environmental issue in my local area, with streetlights, housing, businesses and sports facilities all contributing to artificial light at night. While this lighting is important for safety, excessive or poorly directed lighting can brighten the night sky, waste energy and make it more difficult to see stars. It can also impact wildlife and the natural environment.
As a teacher, I would use this topic to connect science learning with the children’s own experiences. I would begin with the Losing the Dark video and ask questions such as, “What are the main sources of artificial light in our area?”, “Can you see many stars from your home?” and “How could we reduce unnecessary light?”
The children could then use a light pollution map to explore our local area and compare it with cities and more rural locations. They could also investigate artificial lighting around their homes or school, recording different sources and considering whether all the lighting is necessary.
This would provide an engaging, inquiry-based learning experience where children can observe, question and investigate a real environmental issue. It would also encourage them to consider how our actions affect the environment and identify simple ways to reduce light pollution and protect our night skies.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
This module has really opened my eyes to the impact light pollution can have. I think it will be interesting to hear the responses to questions such as, “What can you tell me about light pollution?” and “What are the impacts of light pollution?” I don’t think the children in my class will realise that light pollution is an issue. The Dark Sky planning guidelines provide practical advice on how we can reduce light pollution while supporting astronomers in carrying out research. The IDA’s Five Principles for Responsible Outdoor Lighting—targeted, useful, low, controlled and coloured would also provide a simple framework for the children to understand and follow. The children could carry out investigations in school, at home and within their local communities to explore how light pollution affects their surroundings. The ESERO 9 Light and Darkness activity pack would be a useful starting point, while the Magic of Light packs from the ESA PRO6 resource could provide additional activities. Although we are a rural school where light pollution may not be as noticeable as in urban areas, there are still ways it can be reduced. Raising awareness is therefore important. The children could create posters for the school and local community and use the school website to promote their campaign. It would be fantastic if our efforts could eventually contribute to becoming recognised on the Official Dark Sky Places map for the Island of Ireland, alongside areas such as Kerry and Mayo.
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Hi Michelle,
Welcome to the course.
It is great that the module has prompted you to think more deeply about the impact of light pollution, especially in a rural school context where it may not be as immediately obvious as in urban areas.
I really like that you would begin by gathering pupils’ prior knowledge through questions/ This would be a useful way to uncover misconceptions and spark curiosity. Using the IDA’s Five Principles for Responsible Outdoor Lighting as a simple framework is a great idea, as pupils could apply these ideas when investigating lighting in school, at home and in the local community. The poster campaign and school website would also give pupils a real audience for their work. To extend this further, pupils could carry out a lighting audit and create practical recommendations for the school.
Thanks for sharing, and hope you enjoy the course.
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I felt the same! It’s so sad to see. I grew up watching the stars, meteors and other sky events with my dad (it’s what prompted me to choose this course!)
I feel sad that this will become less and less accessible for children as the years go by.
With ever increasing research and scientific studies, hopefully we will come up with sustainable ways of lighting public areas that will benefit humans and nature.
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Hi,
I would start by reading a simple book about space, such as Look Inside Space by Katie Daynes. We would talk about the stars and what we can see in the night
sky. I would then introduce the idea of light pollution and explain that too much light can make it harder to see the stars.I would use the Globe at Night programme to show the children pictures of different night skies. We could look at the pictures together and talk about which sky has more stars and which has more light. I would ask simple questions like, “Which one can you see the most stars in?” and “Why do you think this is?”
The children could then look at the sky at home with an adult and draw what they can see. We could share our pictures in class and talk about what we noticed. We could also talk about ways we can reduce lights when they are not needed.
I think this would be a nice, simple STEM activity for Senior Infants because it gets them looking, talking and asking questions about the world around them.
Many thanks,
Michelle -
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To engage my students in this learning journey, I would begin with a trigger video “Help protect NSW’s dark sky” and a starter question such as what factors contribute to light pollution? Pictures also act as good triggers to introduce the concept of light pollution. I would encourage students to contribute their own ideas of what light pollution means to them. Explain that Glare, sky glow, light trespass and clutter are all examples of light pollution. Esero 09 light and darkness module on using our senses in the dark, would be a great resource to use to explore how much light we need at night. The students would be encouraged to go outside their homes after dark and observe how many different colours and lights they can see. Questions the students may consider are is it cloudy or clear? Can they see moonlight or stars? How many stars can they observe? Considering that our local area is a rural area but we are in close proximity to a small town, can they identify any types of light pollution where they live? Students can record what they notice in terms of the brightness of the sky and where any artificial light is coming from. Pupils will be encouraged to draw and map the light sources in their local area and identify examples of poorly directed lighting. They could then compile a light pollution map showing the areas that are brightly lit and areas of natural darkness. The students would be encouraged to problem solve how to reduce light pollution and present their findings to their classmates and younger classes.
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Light pollution is something I think my pupils could explore very easily because our school is in a busy inner-city area of Dublin. The area is becoming increasingly busy, with lots of new construction, street lighting, traffic and buildings using artificial light. This can make it difficult to see stars and other objects in the night sky.
I would begin by asking pupils what they notice about the sky at night and whether they think we see the same number of stars as people living in a rural area. We could discuss where artificial light comes from and why it is used. Pupils could then work in groups to carry out a simple light pollution survey around the school, identifying different sources of artificial light.
As technology is limited in our school, I would focus on observation, recording and discussion. Pupils could create maps showing areas of high and low light pollution and compare their findings with a darker area outside the city. We could collaborate and share our findings with another teacher friend and her class in a rural area. They could then discuss how light pollution might affect people, animals and the environment.
I think this would be a meaningful project because it connects STEM learning directly to the children’s own environment and encourages them to think about how their local area is changing.
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The option I have chose to reflect on is detailing how light pollution is impacting our local area and how I would engage my learners to explore this.
Living and working in an urban area, very close to a major city results in so much light pollution and having a street light just outside my bedroom window makes that light pollution extremely invasive as it trespasses on a nightly basis.
I would engage my pupils by showing them different images of the night sky with varying degrees of visibility. I will ask questions about what causes the visibility of the night sky to be different and discuss what light pollution is. The video in module three would be used to explain what light pollution is in more detail. From there I would engage the pupils in the wondering section of the framework by asking them about sources of light, about how artificial light affects the environment and how to reduce or prevent light from becoming light pollution. This would then bring us on to the investigation activity on how to reduce light pollution. Follow-on activites to further engage pupils on how light pollution is affecting our local area would involve the children carrying out surveys on different light sources and possible light pollution in and around the school and around their homes. The information could the be collated, displayed and then analysed for further discussions and engagement in the topic. -
Detail how light pollution is impacting your local area and how you would engage your learners to explore this:
In my local area, we are relatively recently very badly affected by light pollution. We have had massive urban sprawl in recent years due to being a commuter town. Areas of the town previously considered practically out in the countryside are now hubs of life. Huge estates (which are very much needed for the huge population growth) mean that darker areas are now flooded with the LED light, hugely disturbing to natural light. Most of the public lighting would be non-shielded as opposed to partially or wholly shielded, such as mentioned in this module. As an avid stargazer and general lover of the skies, I have found myself in recent years having to drive outside of the town to catch a glimpse of good dark sky. I can only imagine the effect it is having on local wildlife, disrupting circadian rhythms, etc.
I think this could be a really interesting topic to broach with children. If you have previously learned about the night sky, constellations, etc. then a passion and curiosity will have been instilled. Then it is time to ask the children about what inhibits our night sky.
Children can jot down or make posters of light pollution in our locality – I love the idea of basing it around the school. Challenge the children to consider ways that we ourselves contribute to light pollution.
Then, challenge them to think of alternatives or solutions. What are some simple things we as a school community or town can do to reduce light pollution? Introduce the children to shielded lighting, limited lighting hours, warmer LEDs where lighting is necessary, etc. Cost can often be a prohibiting factor so are there other ways we can adapt?
We have a wonderful Tidy Towns committee that are incredibly active in the town regarding wildlife and I feel they would be a group we could approach to collaborate with regarding lighting in the town and its effect on local nature. Perhaps we could begin a small project, eg ‘Earth Hour’ and build from there. That way we could get locals on board to help promote better lighting systems around the town.
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Hi Caitriona,
Welcome to the course and thanks for sharing your own thoughts on light pollution in your local area. It is unfotunate that as areas are developing more thought has not gone into the types of lighting such as shield lighting which would support nocturnal wildlife and also for our own health too.
I love how you plan to approach the Tidy Towns Committee, it would such an amazing opportunity for the learners to share their learning and bring their plans to the committee and collaborate with them for events such as Earth Hour. What a fantastic opportunity to promote action in their community. Thanks for sharing, I hope you enjoy the course.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would make use of photographs and videos of the night sky in our local area to engage my Junior Infants in exploring what is meant by light pollution and what ideas could we come up with to help prevent it.
Our school is situated on the outskirts of a small village which has just one main street and a number of housing estates surrounding it. There is a decent amount of artifical light at night-time, enough to be able to teach the children about light pollution and what it means for animals trying to work out the difference between night and day.
It is also situated beside our local GAA pitch which has a serious set up in terms of flood lighting – a great example of artificial lighting – and right on our doorstep. It is also somewhere that almost all of the children spend time at during the week so they will have the opportunity to see the lights for themselves and think about the impact they are having on the environment around them.
I would start the lesson by showing the children photographs of the sky over our village at night time, pointing out where the main buildings, like our school, are so that they can relate to what they are seeing.
I will then show them some photographs of the night sky in areas where some of them live – much more countryside areas where night lights would be minimal. They can then compare the photographs and discuss why some are brighter/darker than others.
We could brainstorm what they think having lots of bright lights at night means for us and also for animals. What do they think would be better for the animals and why. How could we make things darker around our village/school/homes for them. What rules could we come up with for more careful use of lighting outside e.g. making sure outside lights have sensors so they only come on when they are needed, suggesting that the GAA have timed lighting so flood lights are not left on for long periods in the evenings when the pitch might not always be in use.
We could integrate this with a meeting with our Junior Tidy Towns school committee with our suggestions, inviting them into our classroom to hear our ideas, which they could in turn bring to the Tidy Towns Committee and the local GAA club.
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Hi Oonagh,
I really like your point about the GAA floodlights, as this is something that would be very familiar to children in many communities. With GAA pitches, sports grounds and other facilities now regularly lit up on winter evenings, many children have probably grown up seeing very bright artificial lighting as a completely normal part of the night-time environment. They may never have considered what the area would look like without it or the impact it could have on wildlife and the night sky. I think using something so familiar is a great way of encouraging them to look at their own surroundings differently.
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I really enjoyed reading your post. I particularly liked how you have linked light pollution to the local GAA pitch, as this is somewhere the children already know and can easily relate to. Comparing photographs from the village with darker countryside areas is also a lovely visual way of helping Junior Infants understand the concept. I especially like the idea of involving the Junior Tidy Towns Committee and potentially sharing the children’s suggestions with the local community. It gives the activity a real purpose and shows the children that even at a young age their ideas can contribute to looking after their local environment.
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- 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 light pollution and asking the pupils what they think this term means. I would prompt them further by asking why is it important that areas are lit up at night and why would this light then be termed pollution?
I would divide the class into groups and ask them to discuss the positives and negatives of artificial light in the towns and countryside.
I would get the pupils to report back and then I would show them some ESERO content regarding Dark Sky Friendly Nights, wasted light, the financial cost of lighting and also the environmental impact of artificial light on our wildlife. I would let the pupils discuss this information and later in the week revisit their initial discussion on light and see if their perspectives have changed. We could then do an audit on Boyle’s light pollution and if there was anything we could do to improve the glare/glow around the town.
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Before learning about light pollution, I had never really considered it in relation to Spiddal. I always appreciated the lights along my walkway, particularly when walking in the dark. However, I now notice that there are more unshielded than fully shielded lights on our prom. I have walked past them countless times without questioning them. Learning that unshielded lighting can spread light upwards and outwards, affecting wildlife, wasting enrgy and reducing our view of the night sky, has completely changed my perspective. I still value lighting for safety, but I now recognise that how we light our surroundings matters.
I would bring this new awareness into my First Class through a simple, inquiry-based lesson. I would show the children images of a dark, star-filled sky and a light-polluted sky and ask what differences they notice. We would explore shielded and unshielded lights and become “light detectives” in our community, identifying lights around our school and area. We would finish by discussing why we need both safe lighting and darkness for people, wildlife and our night sky.
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Light pollution is affecting humans and animals alike, so it is vital that the children become more aware of the issue and how they can help reduce it. Starting with the video about light pollution from NSW would draw attention to this issue that the children may not have considered before. I teach in an urban area that has experienced so much development in recent years which has led to light pollution from housing, cars, buildings, streetlights, floodlights on pitches etc. I know many of the children may not have experienced dark skies before. When I visit family who live in a rural area in the West of the country, I just love to go outside to see the Milky Way and the millions of stars…just breathtaking! Sadly, when I am at home, the light pollution is much higher so the number of stars visible from home are much reduced. Other participants have suggested getting children to count the number of stars that are visible from their own homes over a number of nights and then show them images of the night sky from one of the Dark Skies Reserves to really illustrate what we are missing out on seeing because of the light pollution in our area. (Another participant suggested the Sky Jar for this also) Discussing causes of light pollution and how we might go about doing something to reduce light pollution in our own area is a real-life problem that I have no doubt the children will have many ideas about. Doing the survey of sources of light pollution around the school and encouraging the children to consider how they could help reduce the light pollution at home and in their own neighbourhoods is a great way to develop citizenship. The Losing the Dark video is also a very effective one to illustrate how things have changed in the last century especially. The Growth of Light in Ireland maps are also something I would like to share with the class to really illustrate the considerable changes to sky brightness in a relatively short time. Working together to reduce light pollution is something that we can all help with.
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I agree Fiona, those light maps are a good comparison, and can show the change in a relatively short time. When I worked in the city I was always amazed by the yellow/orange glow in the sky, like a fog keeping me from seeing whats out there.
The first thing I always noticed and appreciated when I emptied the boot of the car in West Clare when I returned home was the stars dripping out of the sky at you, such a wonderful gift to still have in the rural and coastal areas, and worth preserving.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Our school is located in a seaside town, which is close to Dublin. While the area is not affected by light pollution to the same extent as the city (ref: lightpollutionmap.info), sky glow is visible on approach to the town, particularly on cloudy nights. However, there are areas along the coast which are not as impacted by light pollution. This creates a perfect opportunity for the children to compare and contrast light pollution in different areas. Initially, the pupils would create surveys to investigate sources of light pollution (e.g. street lighting, traffic lights, residential outdoor lights, lighting from shops, sports grounds, car parks, etc.). In pairs or small groups, they would be assigned an area in the town and would then conduct surveys after sunset. This would include areas along the coast that are less impacted by light pollution. They would then report their findings in class and compare the results.
The pupils could also carry out a survey of the school building and grounds and create bird’s-eye maps of the locations of the lights. As the children would not be in school after dark, I would provide them with photos/videos/drone footage of the school after dark so they can examine them for light pollution.
Things to consider when conducting the survey:
Is there lighting bordering the outside of the school grounds?
What is the number, type and purpose of the lights?
Are the lights shielded?
Are the lights in the school grounds on a timer or switched on from dusk to dawn?They could also follow up with suggestions for reducing light pollution on the school grounds. In addition, they could write to the local council to see if steps are being taken to reduce light pollution and increase protections for wildlife in the local area.
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This is an engaging approach to exploring light pollution because it connects the children’s learning directly to their own local environment. I particularly like the comparison between the more brightly lit areas of the town and the darker coastal areas, as this gives pupils a clear and meaningful way to observe how light pollution varies from place to place. The surveys and use of photographs of the school after dark provide excellent opportunities to develop observation, investigation, data collection and communication skills. The follow-up task of identifying practical ways to reduce unnecessary lighting makes the learning purposeful and encourages children to think about their role in protecting the night sky and local wildlife. I also think contacting the local council is a fantastic extension activity, as it gives the pupils an authentic opportunity to share their findings and have their voices heard. This is a lovely example of local, inquiry-based STEM learning that combines science, geography, environmental awareness and citizenship in a very practical way.
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1. Light pollution studies
My local area is predominantly rural; however, it has changed considerably in recent years. New housing estates have been built and the area is gradually becoming more developed. With this development has come an increase in streetlights, outdoor security lights, house lighting and traffic.
I would begin exploring this topic by asking the children to brainstorm different forms of pollution. They would probably identify air, water, noise and litter pollution quite quickly.
I would use the Siding Spring Dark Sky resource to develop their understanding of light pollution. The resource encourages pupils to investigate light pollution in their own homes and communities and consider practical ways of reducing it.
The children could then investigate light pollution in our own locality using the online Light Pollution Map. They could locate the school and compare the level of artificial light around our area with nearby towns, cities and more remote rural locations. As the website includes satellite light data from different years, pupils could also investigate whether the amount of artificial light in the locality appears to have changed as the area has developed.
As a home-based observation activity, pupils could record sources of artificial light visible near their homes after dark, with adult supervision. Back in class, we could collate the results and identify common sources such as streetlights, housing estates, businesses and security lighting.
Finally, groups could consider the question: “How could we reduce light pollution in our community?” They could suggest solutions such as installing motion sensors and switching off unnecessary lights. This would allow the children to see light pollution not simply as a distant environmental problem, but as an issue they can investigate within their own changing rural community.
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How light pollution is impacting my local area and how I would engage learners in relation to this topic.
I have always lived in a very rural area in North Fingal – and while in the past we may have had a truly dark sky that is not the case any more.
According to Fingal county council ( where I once worked many moons ago!) current development plan Dublin had artificial light emissions almost 7 times higher than any other irish county!
While there has been a huge increase in housing on our road it has remained rural – the main lighting issues come from farmyards which now all have sensor lights due to attempted break ins and animal poaching, from commercial premises linked to farming and believe it or not our brand new GAA club house which has flood lights that you could land a jumbo jet with!
We did have a farmer that was refused planning permission for a farm building expansion recently due to a certain colony of bats which were native to the area – i was very impressed by this – the farmer was not!In order to engage learners onthis topic – I would do a little walk to our local estate and and initially ask them to estimate his many lights there are? I would then get them to count street lamps and also addition lighting on the housing in the estate. i would ask them to categorise this into different headings: street lights, sensor lighting, lighting on front or side of houses.
Once back in the classroom I would ask them to consider which forms of lighting are vital and which are not.I would then show them the website of our brand new GAA club house which is on the edge of the town and many of them are members of.
I would ask them to look at the type of lighting used and why?
As this is edging on to farming land I would ask them to tell me which animals may be found living wild in this area?
I would ask them to tell me the impact of this lighting on the local wildlife such as bats, squirrels, hedgehogs, badgers.Having discussed this impact I would then look for suggestions as to how we as a club could limit the impact that our lighting has on the local wildlife.
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Light pollution is an environmental issue that I feel would be particularly relevant for my 5th Class pupils in Dublin 7 to investigate. As they live and attend school in an urban environment, opportunities to experience a naturally dark night sky may be limited by the amount of artificial light surrounding them. I would introduce the topic by asking the children how dark they think their local area is and whether they can see many stars at night. We would discuss the difference between natural and artificial light and explore how excessive or poorly directed lighting contributes to light pollution. The children could then work in groups to carry out a light pollution survey around the school, recording the number, type, colour and purpose of different lights. They could create a map of the light sources and identify examples of glare, light trespass or sky glow. Finally, groups could suggest changes that would make the school or local area more dark-sky friendly, encouraging pupils to consider how human actions can impact our environment. I think there could also be an opportunity to link literacy into this by using their findings to write a letter to a local TD or councillor, encouraging action to reduce light pollution.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I live in an area of incredibly dark skies, on the Loop Head peninsula, in West Clare. I teach in the most Westerly school in Co Clare so I think the children are very privileged to see so many stars in the zenith above them. The stars are literally popping out of the sky at you.
We have had contact with Limerick Astronomy club in the past and they have set up telescopes in the school yard and in the local community hall so most have had the opportunity for stargazing which has been such a privilege for them.
As the street lighting has impacted viewing of late, the light pollution, esp with bright white LEDs has become more problematic. These bright LEDs are also used more in the winter months for the calving sheds of nearby farms and many of these cause noticeable overspill into teh night sky.
Some lights have been switched, following local pressure, to the warmer, more orange type, and the stargazing experience is even better. I think focussing on the increasing use of lights and for the children to do a survey of the school lighting in winter time, and to follow this on at home might help raise awareness the unwanted lighting. It is difficult to push back on street lighting once it is installed.
There’s probably enough in that project if done in tandem with a biodiversity survey to submit it for the Dark Skies Rising star awards.-
I really enjoyed reading about your experience of living in such a dark sky area. It sounds like the children have a great opportunity to experience the night sky and seeing so many stars must make astronomy much more meaningful for them. I also think it is interesting how the change to bright white LEDs has affected the area, especially with the extra lighting from nearby farms. The idea of carrying out a survey of the school lighting is a great way to get the children involved and help them understand how light pollution can affect what we see in the sky. I like your idea of extending the survey into their homes as well, as this could encourage families to think about unnecessary lighting. Combining the project with a biodiversity survey would also be a great way to show the children that light pollution can affect more than just stargazing.
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In my local area of Monaghan town, light pollution is something that children can easily notice, especially around streetlights, shops, car parks and houses. The bright lights can create sky glow and make it harder to see stars clearly. It can also affect wildlife and wastes energy. The module highlights how important it is to understand where light is needed and where it is not.
I would engage my Senior Infant class by first asking them what they notice when they look at the sky at night. We could look at pictures of Monaghan during the day and at night and discuss the differences. We could then take a short walk around the school area, with an adult, to identify different light sources and record them using drawings. Back in the classroom, the children could make a model streetscape using torches and cardboard shields. They could test different designs and see which allowed us to see more stars. This would make the learning practical, fun and meaningful.-
This sounds like an excellent way to engage Senior Infants with light pollution Natasha! The walk around the school area would make the learning very relevant to pupils as they would be able to make connections between the topic and their local area. I love the idea of the model streetscape using torches and cardboard shields. This would be a highly engaging, practical and enjoyable lesson.
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Firstly, I would introduce the issue of Light pollution and inform my pupils of how easily overlooked it can be, because artificial lighting is a normal part of everyday life. In my local area, streetlights, buildings, businesses and traffic create a significant amount of artificial light, particularly in the evenings. This makes it difficult to see stars and planets clearly and reduces opportunities to experience a natural night sky. Light pollution can also affect wildlife, particularly nocturnal animals that depend on darkness for feeding, movement and navigation.
I would engage my learners by beginning with a discussion about what they can see in the evening sky from their homes or school. We could compare images of a dark-sky area with an urban area and discuss the differences. Students could then carry out a simple investigation around the school, identifying and recording different sources of artificial light. They could compare the number of stars visible from different locations and discuss their findings.
This activity would encourage students to observe, ask questions and collect evidence. We could also explore solutions, such as switching off unnecessary lights and using downward-facing outdoor lighting. This would help students connect STEM learning with a real environmental issue in their community.
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Before completing this module, I had a basic understanding of light pollution, but I mainly associated it with the bright lights of large towns and cities. I understood that it made it more difficult to see stars, but I had never really considered the different sources of light pollution, how it is increasing or the wider impact it can have on our environment. Living in a rural area, I have always taken for granted that on a clear night we can look outside and see a large number of stars. After learning more about light pollution, I have started to look at my own surroundings differently and notice how artificial lighting is gradually changing the night environment.
There are now many more sources of artificial light in rural areas than I would previously have considered. Streetlights, security lights around homes and businesses, farmyard lighting, floodlights at sports grounds and lighting associated with new buildings and developments all contribute. I have particularly noticed how bright some of the newer outdoor and security lights are. One strong light can illuminate a very large area, often much more than is actually needed. There are also many lights that remain on throughout the night, even when nobody is using the area. Before completing this module, I would probably have viewed this simply as providing security or visibility. I now find myself considering where that light is going and whether it is necessary.
I can also see a noticeable difference when comparing the night sky in a very dark rural location with areas closer to larger towns. In the countryside, on a clear night, individual stars and groups of stars can be very obvious. As you travel towards a more built-up area, there can be a glow in the sky from some distance away. The sky does not appear as dark and many of the fainter stars seem to disappear. I had noticed this difference before but had never really thought about why it happened or considered it to be a form of pollution.
Something else that has increased my awareness is thinking about how our local area may have changed over time. There are more houses, businesses and facilities than there were in the past, and many now have outdoor lighting. Individually, each light may not seem significant, but together they can have a much greater impact. This made me realise that light pollution can develop gradually and we may not notice how much our night sky has changed because we become accustomed to increased lighting.
The impact on wildlife was another area that I had not considered in any great detail before. Living in a rural area, we regularly see bats, moths and other wildlife that are active during the evening and at night. I now have a greater understanding of how important natural darkness is for nocturnal animals and insects. Artificial lighting can change their normal environment and potentially interfere with behaviours such as feeding, movement and resting. This has made me think differently about leaving outdoor lights on for long periods.
I have also become more aware of the connection between light pollution and unnecessary energy use. If lights are illuminating empty buildings, roads, yards or gardens throughout the night, energy is being used when it may not be needed. I had previously thought about switching lights off mainly in terms of reducing electricity costs, but I now see that it also has an environmental benefit.
Overall, this module has definitely changed my understanding of light pollution. I previously thought that it was mainly an urban issue and that living in the countryside meant we were largely unaffected. I now realise that rural communities can also contribute to and experience light pollution. It has made me more observant of the lighting around me and more appreciative of the dark skies we still have. Most importantly, it has made me realise that if artificial lighting continues to increase without consideration of how and where it is used, the clear night skies we currently take for granted could gradually become much more difficult to experience.
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Hi Sabrina, I was also taken aback by the health effects of light pollution and it was a really interesting topic to learn about. I would be keen to know more about the impact of light pollution on animals and wildlife, particularly nocturnal animals who have their habitats infringed by urban sprawl and developments. Appreciate your interesting and comprehensive thoughts on this topic!
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- 1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is a very relevant issue in my local area of Meath. In the past, Meath had many rural areas where there were clear views of the night sky due to the dark skies. However, its proximity to Dublin and the growth of commuter towns has led to more housing, roads and artificial lighting being built in this area.
I would engage learners by connecting the issue directly to their local environment. I would begin by asking pupils whether they think they can see the same number of stars from their home or school as they could in a more rural area of Meath. Pupils could make observations of the night sky and compare these with light pollution maps. They could also ask parents/ grandparents/ neighbours who have lived in the area for a long time if they remember the skies being darker in the past. They could then investigate sources of artificial light in their local area and explore its effects on animals and people. Finally, pupils could work in groups to design solutions for reducing unnecessary light pollution in their school or community.
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Looking at light pollution – Our School Environment
We could investigate how much unnecessary light is used around our school. During an “Our School at Night” investigation, children could look at photographs of the school, identify outdoor lights and decide whether each light is needed / not needed, downwards or upwards, or bright / less bright.
Students could investigate: Outdoor lights left on when they are not needed. Security lights shining into windows or towards the sky. Lights illuminating playgrounds or buildings unnecessarily. How much of the night sky we can see from different parts of the school.
We could create a simple Dark-Sky School Action Plan. Possible actions include using timers or motion sensors, ensuring lights point downwards, switching off unnecessary lights and making better use of natural daylight. These approaches can also reduce energy use working towards our Green Flag initiative.
Looking at light pollution – Our Local Town
Children could explore the town through photographs and identify streetlights, shop lighting, car-park lighting and illuminated signs. We could ask: “Can we see many stars?”, “Where is the sky brightest?”, “Which lights point upwards?” We could create a “Help Our Town See the Stars” poster. -
- Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would use the video ‘Protecting the Night Sky’ as an introduction to Light pollution. It is explained very well and is visually stimulating for the children.
We would discuss how light pollution is mainly caused by street lighting, housing estates, sports floodlights, commercial premises and traffic. While lighting improves safety, it can affect local biodiversity in several ways.
Bats
Bats are one of the species most affected by artificial light. South Dublin County Council recognises that excessive lighting can disrupt bat feeding routes and movement corridors in parks. For this reason, some park pathways are deliberately left unlit or use motion-sensor lighting to reduce disturbance.Moths and other insects
Artificial lights attract moths and other nocturnal insects. This can reduce pollination of night-flowering plants.Birds, Hedgehogs and other mammals can also be affected. Kilbogget Park forms part of a network of green spaces that act as wildlife corridors across South Dublin. These corridors allow species such as birds, insects and bats to move safely between habitats. Light pollution can fragment these corridors by creating brightly lit areas that some species avoid.
A walk around the local area and Kilbogget Park would be a good stimulus to record and discuss the light sources the children observe.
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Ballinamore is a small rural town and like many communities, it is affected by light pollution. Streetlights, buildings, cars, pitch lights and other artificial lights can make the night sky brighter than it naturally should be. This can make it harder to see stars and may also affect wildlife such as bats, insects and birds that depend on natural patterns of darkness and light. For people, too much artificial light at night can interfere with sleep and reduce our connection with the natural environment. New road lighting to light up extended footpaths are excessively bright giving the road out of the town an airport/runway feel.
If I were exploring light pollution with my class, I would begin by asking the children what they can see in the night sky from their homes and whether they notice a difference between the town views and darker rural areas. I would encourage them to take a walk around the town in the evening time and observe the lighting. The children could record their observations using drawings, photographs or a simple light-pollution chart.
Back in class, we could compare our findings, investigate how light pollution affects animals and humans, and discuss ways to reduce unnecessary lighting. The children could then design posters encouraging people to use outdoor lighting responsibly. This would help them understand that even small changes can reduce the impact of artificial lighting on our local area.
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Light pollution is becoming more noticeable in my local area, which is a town with a growing population and an increasing number of housing estates. As the town expands, there are more streetlights, outdoor security lights and lighting around new developments. The local sports pitches are also brightly lit in the evenings, which adds to the amount of artificial light in the area. Another noticeable example is the increase in Christmas lighting, with displays seeming to become bigger and brighter every year.
I would engage my learners by asking them what they notice about the night sky in different parts of the town. We could discuss whether they can see many stars and constellations from their homes and compare this with what they might see in a darker area. We could use videos and resources from this course to introduce the concept of light pollution and its effects on people, wildlife and our ability to observe the night sky.
The children could complete an observation sheet, recording sources of artificial light around the local area. We could then discuss whether all of this lighting is necessary and explore ways we could reduce light pollution while still keeping our community safe. This would encourage the children to investigate a real issue in their own environment and think about possible solutions. We would look at the types of lighting, eg: shielded, downlit etc. This is something I have never actually thought about before.-
Hi Claire
Welcome to the course. Thanks for sharing your thoughts on light pollution and how to address it with your class. While I think of light pollution in general, I hadn’t reflected on the light pollution at Christmas, and I agree that displays are getting bigger and brighter and will have an impact on light pollution.
I like how you will compare the night sky from what the learners can see at home. You could consider using images from more rural areas for comparison which would allow for lots of discussion and critical thinking. I like how you plan to discuss which artificial lighting is necessary in the local area, as you have said this would highlight a real issue in their own environment.
Thanks for sharing, I hope you enjoy the course.
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I would choose to create a teaching resource around the Globe at Night citizen science programme. One of my main reflections from this module was that light pollution is something I had obviously noticed before, but I had never really considered it as an environmental issue that could be explored meaningfully with children.
I would begin by showing the class images of the night sky from places with different levels of light pollution and ask them why they think the number of visible stars varies so much. We could then discuss our own local area and identify sources of artificial light such as streetlights, houses, shops and sports facilities.
I particularly like the idea of using Globe at Night because the children would be contributing to a real citizen science project. I would demonstrate the process in school before children, where possible, completed an observation at home with an adult. We could bring the results back to class and compare them, perhaps displaying our findings on a simple map or graph.
The activity would allow children to explore a real environmental issue within their own community while developing skills in observation, data collection, discussion and digital learning. I would finish by asking the children to suggest realistic ways that we could reduce unnecessary light pollution in our homes, school and local area.
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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Our school is located on the fringe of Dublin City Centre (Dublin 7), and the area is impacted greatly by light pollution. Being from Dublin myself, It is interesting how we only realise the effects of light pollution when we experience other locations with perfectly clear skies. Two such places that come to mind for me are the Aran Islands, and the Wadi Rum desert in Jordan. Both places I was fortunate to witness a huge clear sky, even seeing ‘shooting stars’ for the first time.
I think an interesting lesson for a senior class would be to print off regular daylight maps of our local area showing the different built up commercial areas and green space areas in the same photos. Students could be given highlighters and asked to shade which areas they think would be most affected by light pollution. We have three large soccer and GAA stadia in the area and I would use these to encourage the students to think about what effect or impact they might have on the night sky. When the students have finished this, as a follow up I would give them a picture of the same map at night time. They can cross compare with their own maps and see if their guesses about the impacted areas were correct.
This module highlighted for me the impact that light pollution has on health and wellbeing. I never really knew that intrusive light had such a detrimental impact on our circadian rhythms and meltonin production. With proper sleep being such a topical issue in schools at the moment, I think it would be a really important Science & Wellbeing lesson for students to investigate ‘How does light pollution affect our health’ with the students conducting research projects and presenting them to their peers.
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Module 3 Question 1 – Light Pollution
I would begin this lesson by assessing student’s prior knowledge and asking them what do they think the term light pollution means. I would then show the students a PowerPoint on what light pollution is and its impact on wildlife in Ireland.We could watch a n ie video too.
The school is located in a town so the students would be affected by light pollution. I would show the students images of the night sky taken from the city and ask them to compare and contrast it with their own setting.
We would then take a tour of our own school/local area and see what sources of light pollution are in the area. We could also look at doing the same at home. Students would be encouraged to go on an evening stroll in Drogheda town/ their gown area, estate etc, and compare and contrast their findings.
Finally students could take a survey of what steps/measures they could take at home in order to combat light pollution and they could make posters.
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I would use the Globe at Night programme with my Senior Infant class to help them learn about stars and the night sky. I think this would be a fun activity as the children are naturally curious about space.
I would start by reading The Darkest Dark by Chris Hadfield. We could talk about what the children noticed about the night sky in the story and what they can see when they look at the sky at night. I would then introduce the idea of light pollution in a simple way and explain that bright lights can make it harder to see stars.
I would make the children “Star Detectives” and give them a simple task to look at different night skies. We could use the Globe at Night pictures and see how many stars we can spot. The children could draw what they see and talk about the differences between the pictures. If possible, we could also look at the sky at home with an adult.
I think this would be a fun and simple way for the children to learn through looking, talking and asking questions.
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I would choose Option 1 – exploring light pollution in our local area. I think this would be an interesting topic for the children because it connects to something they can see around them.
I would start by asking the children if they can see many stars from their homes or from the school and why they think this might be different in other places. We could talk about light pollution and where artificial light comes from, such as streetlights, houses, shops and cars.
The children could explore the school grounds and identify different sources of light. We could then discuss whether all these lights are needed and how too much light might affect people, animals and the environment.
I think this would be a great opportunity for the children to ask questions, share their ideas and learn about how our everyday actions can affect the world around us. It could also lead to a simple discussion about ways we could reduce unnecessary lighting in our local area.
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Module 3:
First we would have a discussion and brainstorm ideas on what light pollution is.
I would spark the children’s interest by showing the NSW video on Light Pollution. I would also have a PowerPoint on light pollution and how it affects humans and animals. We would compare photos of the countryside and built up areas to see how light pollution can impact different areas. I would then give the children an investigation to do at home to investigate how light pollution affects their area. The would have to make a light pollution map of the local village/town highlighting where light pollution occurs most and what could be done to lessen the impact of light pollution. We would also do some research on how light pollution can affect animals in our locally and the negative impact it can have. We would discuss all the sources of artificial light around us and how they impact us seeing the stars at night.-
Hi James
Welcome to the course and thanks for your contributions across the other modules.
The video on Light Pollution does explore the effect it has on animals and humans. However, I would consider using the images of the night sky in different areas initially to allow for discussion, comparison and critical thinking as the learners consider why they are different. This might lead into the discussion on light pollution and the video.
I like you will encourage the learners to make a light pollution map of their local area and allow them to consider ways to take action. You could also consider beginning with an audit of sources of light in the school grounds to make the learners familiar with the types of lights – downlighter etc.
This would then lead to an opportunity for independent research, for older students, as you have outlined which would support their learning and raise awareness. Thanks for sharing. I hope you have enjoyed the course.
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Light pollution would be an engaging topic for a 3rd class because it allows them to explore an environmental issue that they can observe in their own local area. In an urban, artificial light from streetlights, houses, shops, sports grounds and roads can make the night sky much brighter. This can reduce our ability to see stars and, importantly, can also affect local wildlife.
I would focus the lesson on how animals depend on natural patterns of light and darkness. For example, artificial light can affect nocturnal animals such as bats, moths and other insects, which may alter their feeding, movement and behaviour. Moths and other insects can be attracted to artificial lights, potentially making them easier prey for predators and disrupting their normal activities. Artificial lighting can therefore have an impact beyond what we can immediately see.
I would engage the children through a local light-pollution investigation. Working in small groups, pupils could walk around the school grounds during an appropriate supervised evening observation, or examine photographs of the area taken at night. They could record where artificial lights are found, what direction they shine and whether areas of darkness remain. They could then compare their observations with a simple map of the school or local area.
The class could investigate which areas might provide better habitats for wildlife and discuss ways to reduce unnecessary light pollution. Ideas could include turning off lights when they are not needed, using motion sensors, closing blinds or curtains, using outdoor lights that point downwards, and reducing excessive lighting around gardens and buildings.
To finish, pupils could design a “Wildlife-Friendly Lighting” poster or model for the school, explaining how small changes could help protect local wildlife while still keeping people safe. This would link Science and Geography with SPHE and Art while encouraging children to see themselves as active guardians of their local environment.
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