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ASSIGNMENT
Chose one of the options below and write a reflective piece (150 words minimum) in this forum as a reply to this post:
- How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity. - How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Please also comment on at least one other participant’s post
- How you would engage your learners to explore biodiversity in your local area and
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
I would plan a series of lessons introducing the pupils to the term biodiversity. We have a green schools’ committee in our school so I feel it would be good to link in with them for this. I would facilitate a classroom discussion and presentation on biodiversity focusing on what it is, its importance and examples of local species in our town. We would then progress to visiting the local park to observe and identify various plants, animals and insects. On returning to the classroom we would take the information gathered at the park and create map of the town showing where we observed the different species. We would then split into small group and research different aspects of our local biodiversity such as birds, plants, insects etc. The groups would then present their projects to the class.
Following on from that busy week of biodiversity learning we would commence our light pollution learning. Like the previous week, I would plan a series of lessons introducing the pupils to the term light pollution through classroom discussion and videos on light pollution (great examples in this module). We would then explore how light pollution affects humans and wildlife. Where possible (using our overnight trip as mentioned in module 3’s assignment possibly) we would carry out a night sky observation in a lesser light polluted area and compare it to the town where our school is. We would carry out observations on nocturnal wildlife in our area and research how artificial light affects their behaviour.
We would then do a whole class research project on how light pollution affects local species such as bats.
By teaching the above lessons and providing the pupils with the opportunities to observe and research I would hope the pupils would become well informed and could then spread the important information to those around them. This in turn would hopefully make the community more aware of the impact on the local environment that the artificial light in the town is causing. Perhaps even prompt the community to look into changing the lights the improve the light pollution.
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This is such a well-thought-out and engaging plan! I really like how you’ve structured the learning in two clear phases. First focusing on biodiversity and then naturally progressing into the topic of light pollution. Linking in with your Green Schools committee is a great idea, as it gives the pupils a sense of real responsibility and connection to their school community. The use of local spaces like the town park makes the learning relevant and hands-on, and the mapping activity is a brilliant way to visualise biodiversity in their own area. I also love the idea of comparing night sky visibility between different areas. This really brings the concept of light pollution to life. Your approach not only informs the pupils but empowers them to share what they’ve learned with their families and wider community. It’s a great example of place-based learning with real-world impact.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
To begin with, we would study the nocturnal species in Ireland. We will make a list of the ones we know about, and research any species that we may have forgotten. We will look at their images, their habitats, and in particular, find the ones that might live near an urban school that has a large park nearby. We will sketch some of their pictures and write 3 facts on each one, relating to their habitats, their young and specifically researching any threat to the animal where it lives.
In the next lesson, we will look at what light pollution is and how it affects the local area, specifically the wildlife. We will look at our local area on the map showing how much light pollution there is around us. We will take a walk around the perimeter of our own school and see if there could be any light pollution that we are contributing to.
We will discuss how our school and their homes could reduce light pollution, such as using warmer toned lighting, motion sensors for outdoor lighting or timers, and more importantly, educating the whole school community about the importance of protecting our wildlife from light pollution and how dark skies are beneficial for their protection. Along with informing the students and teachers in the school about our findings, we will share our projects with parents and followers on social media to emphasise the importance of protecting nocturnal species in our locality. We could ask for ideas as to how we, as a school community, could collectively help, by creating natural habitats. We can encourage people to plant more shrubs, put in water features and take surveys of the nocturnal species they see at night.
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Engaging Senior Infants in Exploring Biodiversity and Light Pollution: I teach in a rural school in Wexford. It has a large school garden with a bug hotel. Native trees have been planted around the school and we recently installed owl boxes. To introduce Senior Infants to the concept of biodiversity and the impact of light pollution, I would design a hands-on, play-based learning experience such as building homes for bats and owls using lego or recycled materials . We would begin with nature walks around the school grounds, encouraging children to observe and talk about what they see—birds, insects, plants, and animals. Using magnifying glasses and picture charts, pupils would explore the bug hotel and garden to discover minibeasts and identify species. We would observe where more insects are present in the hotel and discuss why the dark areas are more populated. To introduce light pollution, we would compare day and night environments. Through storytelling and simple shadow play, children would learn how artificial light can confuse nocturnal animals like owls. We would discuss why the owl boxes are designed in this way. We might also create a nocturnal animal ( bats and owls) art project and discuss why dark skies are important for local wildlife. Throughout, we would use songs, picture books, and nature journals to reinforce learning. Engaging the senses and encouraging questioning will help foster a connection to nature and an early awareness of how human actions, like light pollution, can affect local biodiversity.
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That sounds like such a lovely approach for introducing biodiversity to younger pupils! I like the idea of using Lego and recycled materials to build homes for bats and owls. The link between dark spaces in the bug hotel and light pollution is a really clever way to get them thinking at their level.
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I really enjoyed reading your post! I love how hands-on and play-based your approach is, especially using Lego and recycled materials to build homes for bats and owls. Taking the children on nature walks and exploring the school garden and bug hotel sounds like a wonderful way to connect them with local biodiversity. I also think your approach to introducing light pollution through storytelling, shadow play, and comparing day and night is very clever and age-appropriate for Senior Infants. Including art projects, songs, and nature journals makes the learning multi-sensory and engaging. I especially like how you link human actions to their impact on wildlife, helping children develop awareness and care for their environment from a young age. Your plan feels creative, fun, and meaningful!
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I teach in an inner-city school, with very little yard and garden space. In our school, I would love to help animals that come out at night. They love the dark and don’t like bright lights, so our school setting could be improved to suppor their needs. Even though we don’t have much yard space, we could still make a difference!
We could look at our school lights and talk about how we can keep some areas darker at night. We might ask if lights can be turned off earlier or changed to gentler ones that don’t shine up into the sky.
We couldl plant night-friendly flowers in pots—like jasmine or evening primrose—that open in the evening and help nighttime insects. We would make simple bug hotels and learn about moths and bats in story time.
By making small changes, we could help keep our sky darker and give our nocturnal animals a safe, quiet place to visit—even in the middle of the city!
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
I would use hands on and inquiry-based activities to engage the children.
Lights out simulation: Darken the classroom and use torches to show how artificial light changes the environment at night, asking the children how would animals be affected by this?
Local wildlife guessing game- show images and sounds of nocturnal animals and let students guess what they are and if they live in our area.
Biodiversity scavenger hunt- give children a checklist of common plants, insects, birds in local park.
Night time biodiversity observation for homework- Observe any animals near home at night time. Record animal sounds, sightings or light sources.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity?
The idea of Biodiversity can be introduced when doing bug hunts and birdwatching and identifying plants and grasses etc. in the school grounds or local scrubland/ woods. I would also use videos and websites that were included in the module as they were very effective. I would also have engaged the students in learning about light pollution/ definition/ causes etc.by doing the Esero inquiry in the previous module. The lighting audit included drawing children’s attention to lamps that may have been near bushes or plants that were habitats and whether they thought animals might have been disturbed by the light/ how it would affect them.
I would use the Bat video shared in the module or something similar as a prompt to precede wondering about what other animals are nocturnal and what adaptations they might have as they hunt and feed at night. There is some specific vocabulary to be taught also. The bat/moth game would be a fun activity to explore echo location. They may also wonder about how these animals would be affected by light pollution. It may be possible to organise an evening time observation of insects etc. near the school, but children can do some of this observation at home. A great idea shared in the module was leaving a torch on inside a window and looking at insects around streetlights. I would also like to try the How well can I navigate in the dark? enquiry if the children had wondered about that. I think the next step would be to allow children to research specific crepuscular and nocturnal animals they were interested in learning about that are in the local area or native to Ireland. A grandparent survey might also be useful when investigating this topic, as grandparents may remember plants and animals that were more commonly seen when they were young that are less common now and children could investigate why this might have happened or make a link to lighting. -
o engage 4th class learners in exploring local biodiversity and the impact of light pollution, begin with an outdoor “Nature Detective” activity using a biodiversity spotter sheet. This encourages observation of plants, insects, and animals in the local environment. Introduce light pollution through a simple dark-room demonstration using flashlights to show how artificial light affects nocturnal animals like moths and bats. Follow with a class discussion on how excess light can disturb animal behavior. Lead an inquiry-based project where students compare insect activity in well-lit and darker areas using paper traps. Integrate literacy by having students write creative stories from an animal’s perspective and use art to design awareness posters. Link to the wider community through a school display or guest talk. This approach uses hands-on learning, creativity, and real-world connections to help students understand biodiversity and environmental impact in a fun, age-appropriate way, encouraging both scientific thinking and environmental responsibility.
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Your plan sounds really well-structured and engaging. I particularly like how you’ve linked biodiversity and light pollution into a two-week thematic unit, it allows the children to build a strong understanding before diving into the impacts. Tying in with the Green Schools committee is a great idea, especially as it encourages whole-school involvement and shared ownership of the project. The use of your local park for fieldwork is a fantastic way to ground the learning in your students’ everyday experience. I like the idea of mapping biodiversity observations around the town, it not only reinforces geography skills but helps pupils realise the richness of the ecosystem right on their doorstep. It’s also really inspiring to hear how you plan to integrate nocturnal wildlife and light pollution research into the overnight trip. That real-world contrast between town and rural night skies will be so memorable for the children.
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The expansion into the Greenschools committee and lessons on Nocturnal Biodiversity is a great idea.Thank you Grainne,I am our Greenschools coordinator and our next flag is Global Citizenship Food and Biodiversity.I am excited about the activities I can use with them over the next few years on nocturnal animals and the steps we can take to raise awareness of lightpollution and its biodiversity impacts.I hadn’t thought of the Greenteam so thank you.
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Module 4: Biodiversity
To explore biodiversity in my local area, I would begin with a nature walk around the school grounds or nearby green spaces. We are lucky that our school has a big park and lake beside it. Learners would observe and record different plants, insects, birds, and animals, using identification checklists. We would discuss the variety of life found and how human activity might impact biodiversity.
Next, I would introduce the topic of light pollution and its effects on local wildlife. Many species, such as moths, bats, and birds, rely on natural darkness to feed, migrate, or reproduce. Artificial light can confuse, harm, or drive them away.
Students could compare urban and rural wildlife areas and suggest ways to reduce its impact. Activities like building insect hotels or planting native species would help support biodiversity.
I would then ask them to think on a global level, what other species are affected by light pollution, turtles use the light on the moon to guide them to the sea and migrating birds the artificial lights disorient them during migration, causing them to collide with buildings.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
I would begin by exploring what biodiversity means. I would also take the children on a class nature walk with around the school grounds. I would encourage the children to observe and record any life that they find. I would then ask the children to discuss with a partner how human activity might disturb this biodiversity.
I would get the children into groups and use IPADS to research local nocturnal animals (bats, owls, hedgehogs etc.). In these groups they could then create a storyboard showing how light pollution can affect these animals. For example, how a bat might struggle to find insects near bright lights.
I would also play the bat/moth game. This is a great game to demonstrate how bats use echolocation and the children would really enjoy it. -
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Teaching in an inner-city Dublin school presents unique opportunities and challenges when exploring biodiversity with learners. While we may not have wide green spaces or natural woodlands, there is still a rich and diverse range of urban wildlife to discover—birds, insects, small mammals, and even urban plants that thrive in small patches of green, along roadsides, in parks, and schoolyards.
To engage the children, I would begin by exploring what biodiversity means and why it’s important, using our local area as the context. We would start with nature walks around the school, local parks, and canal banks, encouraging the children to record and photograph any plants, birds, insects, or signs of animal life they observe. We could also set up a simple bug hotel or bird feeder in the school yard to encourage more biodiversity.
From there, we would introduce the concept of light pollution and explore how excessive lighting in urban areas disrupts local biodiversity—impacting insects like moths and pollinators, confusing migratory birds, and disturbing nocturnal animals like bats. Students could compare observations made during the day and evening, and we would discuss simple changes we could make to reduce light pollution and support local wildlife.
By helping children connect with nature in their own community, we can foster curiosity, environmental awareness, and a sense of responsibility for protecting the biodiversity that exists even in the heart of the city.
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In relation to the question about how you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity I would introduce the topic by gathering any prior knowledge from the children about that the topic entails.
We would the apply any knowledge we have to our local area. My school is based just outside a major city however there are many grass areas and parks here.
I would give the children a checklist where they can explore the area and check off any animals, plants, anything they see relating to biodiversity. I currently teach infant so I would keep the activity simple and have visual cues to aid them.
I would then encourage the children to explore the different places light comes from and to see could we identify any things light comes from eg lamp post.
We would then explore how lights can effect us when we sleep and then talk about the effects these light may have on the local animals and wildlife.
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This is a lovely and age-appropriate lesson idea that makes biodiversity and light pollution accessible for younger learners. Starting with the children’s prior knowledge is a great way to build engagement and make learning meaningful. Your plan to use a checklist with visual cues is perfect for infants and supports their observation and language development. Exploring local green areas makes the lesson relevant, and connecting it to things they see every day, like lamp posts, helps them understand how human actions impact nature.
The link you’ve made between light and sleep is a smart way to help children relate the topic to their own lives before thinking about how animals might be affected too. This gradual build from personal experience to wider environmental impact is excellent for early years learning. It’s a great introduction to environmental awareness and would work really well as part of an ongoing nature or seasonal theme.
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As I am also a Junior Infant teacher I was very drawn to your response. I think it is really important to allow the children to make connections with their own local environment in order to engage them fully in the lesson. I also think it was a great idea giving the children a visual checklist to observe what plants and animals they saw in their area and how light can impact them.
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Nature walks benefit students by boosting focus, physical health, and wellbeing. They spark curiosity, develop observation and language skills, and inspire creativity. These walks also support real-world learning in subjects like SESE and Art, while encouraging teamwork and social interaction. Overall, they provide a fun, calming, and educational experience that supports holistic development.
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One of my fondest memories of my primary school years is the nature walks we used to take around the school grounds and locality. We learned so much from our surroundings and from each other about nature, plants and animals than we did from any book.
We are so lucky to have technology and videos to help us observe and understand a wide variety of biodiversity’s both locally, nationally and beyond. -
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How I would engage my learners to explore biodiversity in our local area and the possible impacts of light pollution on local biodiversity
To help my 6th class pupils explore local biodiversity, we would begin by learning what biodiversity means – the variety of animals, plants, and insects living in our area. We’d go on a nature walk near our school to observe and record different species we can see or hear, like birds, bees, butterflies, trees, and wildflowers. We would then focus on nocturnal animals – creatures that are active at night, such as bats, owls, hedgehogs, and moths.
We’d talk about how these animals rely on the darkness to hunt, travel, or avoid predators, and how light pollution from streetlights and buildings can confuse or harm them. Pupils could research how moths fly toward artificial lights or how light can disturb bats’ feeding patterns.
To raise awareness, pupils could create posters or presentations about the importance of protecting the night environment. We might even design a “lights out” night at school or home to experience true darkness. This topic links nature, science, and environmental responsibility, and encourages pupils to become active in protecting local wildlife, both during the day and at night. It’s a brilliant way to connect learning to the real world.
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I love the idea of a lights out night. We often do fundraisers with cinema nights in school, it could be done then with the older classes and a quick discussion before (or after) the movie. However, I would be fairly sure that one of my pupils would remind me that we are ,of course, contributing to the light pollution by having a movie night…..!
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This is a lovely, clear plan that will have the children as centre tot he investigation. They always love a nature walk and when they open their eyes to their surroundings they begin to learn.
Also even thought the word biodiversity is spoken about a lot, an understanding isn’t always there so starting off with basics is also a great idea.
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- How I would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans:
- I would incorporate the needs of nocturnal species by first identifying with my students and or staff what species are in our locality. Following this we could brainstorm what would be helpful for the nocturnal animals. Ask students is there something we can introduce or something we can do / change to benefit our local species.
- I could give the students ideas of bat boxes or badger houses (I’ve done this before with some of the green schools committee). Perhaps the children could design a home for the badgers/ bats, etc.and we could discuss about dark skies.
- There were plenty of informative videos in module 4 about the effect of light pollution which we could watch to spring children’s creativity/ into play. They may come up with some suggestions as to how to help our local species.
- After deciding on what to do for our school plan we can reflect and see is it being beneficial.
- There are cameras around my school and we have seen badgers digging holes under our school on video footage. This was a great way to spark students curiosity and engagement.
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Ellen,
The ideas of bat boxes or badger houses which the pupils could design a home for would be an excellent construction through art project which could link discussion about dark skies. The school camera is a great resource we do not have one in our school but in my home the resident fox is often on my camera. One local school had a pine marten in their classroom. It all engages the pupils in seeing wildlife is alive and well at night and needs to be protected.
Regards
Olive
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Hi Ellen
Welcome to the course and thanks for sharing your thoughts on this module.
It is fascinating that you can watch the badgers on the cameras in the school ground. It is an ideal opportunity for the pupils to learn about the nocturnal animals and the importance of protecting the area for these animals and exploring the concept of light pollution also. Using real life examples such as the video would really spark curiosity and creativity in the pupils to come up with different ways to support these animals such as the bat boxes and badger houses that you have mentioned.
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I love the idea of the bat boxes – I love that the pupils could design them using shoe boxes. I’d love to get a camera set up for night time to see what animals may be around our school at night time. We often see rabbits during the day and I know the pupils would love to see if any animals are around at night time.
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I think incorporating animals in the local habitat such as bats or badgers is a fantastic idea Eileen. Using the cameras is a great idea and could provide some fascinating footage that the children would really enjoy. It would especially be excellent for capturing footage at night when nobody would see these animals.
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Hi Ellen, I really liked how you started from what’s actually around your school, especially the video footage of badgers, which is such a brilliant hook for children. In my own setting, working with pupils who might struggle with abstract ideas, having something concrete like that makes such a difference. Your idea of designing homes for nocturnal species together is so inclusive, too, lots of scope for creativity and hands‑on work.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Pupils in our school have constructed areas of conservation for biodiversity in the playground. We would need to integrate the ideas around light pollution into our other subjects like science, geography, art, and English.
Then it would be beneficial to do a research project to re-evaluate our grounds considering light pollution and its potential threat to wildlife and insects.
In doing so, it would be beneficial for pupils as homework to research their own gardens at night with a family member showing how one can/or cannot navigate well in the dark and how this applies to animals.
Their findings and observations from home life would link with our school garden to form a plan to alter any potential threats and hazards in terms of light pollution.
Children may come up with new ideas to attract bats, badgers and other nocturnal animals to be safe and secure at night in our school garden.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity?I would start with a short video (e.g., from National Geographic or WWF Kids) to introduce biodiversity. I would give each small group a white board and asking them to record their answers to the following questions:
- What animals or plants do you see every day?
- What would happen if they disappeared?
I would then bring the pupils outside and engage them in a Biodiversity Scavenger Hunt by giving them a list of things to find:
- Insects
- Birds
- Different leaves
- Animal tracks
- Flowering plants
We are actually in the middle of creating a sensory garden at the minute so I would ask the pupils to plan the garden to encorporate biodiversity into it. They could also build their own ecosystems using a shoebox for a diorama ensuring they include animals, plants, weather, threats (e.g., pollution). Each group must then perform their plan to the class.
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I am currently a Junior Infant teacher and I think this topic on local biodiversity and light pollution is a great way to introduce the younger children into caring for their local environment. I work in a rural school and there are many mountains and local woodland areas to explore with the children daily. I also think it is a great way of teaching children by immersing them fully into the topic at hand and to make connections. As these children are quite young, I will directly teach them what ‘biodiversity’ is. I will then use an image of our local area to engage all children in the lesson before we begin on our nature walk in pairs to our heritage centre to observe what we can see i.e. the different plants/animals that live there. This will incorporate the subject of P.E. also as we will create a scavenger hunt based on plants/animals that we know can be found here. At the end of the day we will discuss as a class what were our findings. In the next lesson, I will take the children on another nature walk to the same place to observe what light pollution might be disrupting these local habitats that we spoke about in our previous lesson. Children may need to be prompted during this lesson to help them begin depending on their ability. Some of the answers the children may come up with may be street lighting etc., To end the lesson, we will come up with ways that we can protect our local area to ensure these plants and animals are not being disturbed.
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Incorporating the needs of nocturnal species into school biodiversity plans is essential for fostering environmental awareness and promoting conservation. I would start by educating students about the importance of dark skies for nocturnal animals such as bats, owls, and insects, emphasising how light pollution disrupts their natural behaviors like foraging, mating, and navigation. To make this practical, I would organise activities such as night walks or stargazing events to observe nocturnal wildlife and discuss their habitats.
Additionally, I would collaborate with local conservation groups to develop projects that reduce light pollution around school grounds, such as installing shielded outdoor lighting and promoting responsible outdoor lighting practices. Incorporating lessons about the ecological roles of nocturnal species can increase students’ understanding of biodiversity and the interconnectedness of ecosystems.
Through classroom discussions, outdoor activities, and community engagement, I aim to instill a sense of stewardship in students. This approach ensures that biodiversity plans not only protect daytime species but also support the vital needs of nocturnal animals, fostering a holistic approach to environmental conservation.
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Hi Diarmaid,
Welcome to the course, I hope you are enjoying the different modules.
Light pollution can have a huge impact on biodiversity. As you have mentioned, nocturnal animals’ behaviours are impacted due to the light pollution. I think that your idea of night walks or star gazing events would increase the awareness of the importance of dark skies and the reduction of light both for the beauty of nature in star gazing but also to preserve the habitats and routines of these nocturnal animals.
Children could also get involved in the conservation groups to learn more from these groups but also how they can get involved themselves, even writing letters to local councillors regarding light pollution in their area. They could also look around their own school to see if any changes could reduce the light pollution too. Thanks for sharing your thoughts on this module.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
This would be a great topic as it can be explored at every class level. It could be linked with sese but also sphe and explored as environmental awareness.
I would introduce this topic by using a KWL chart with the class to illicit previous related knowledge. The children could identify nocturnal animals they’re aware of and ones that are local to our area. We could then explore any other relevant nocturnal animals that depend on dark skies eg. Bats, owls, hedgehogs. Every class level could be given a specific nocturnal animal/insect to explore each year and create projects on and then they could share what they’ve learned with other classes. Through talk and discussion we could identify what is important for nocturnal animals to help them survive.
We could explore how these animals rely on dark skies under the following headings:1. Hunting and foraging
2. Avoiding predators
3. Impacts on the ecosystem
children could sort which area is most important for each particular animal/insect.
Finally we could talk about how we as a community can support this for animals. We could create posters and an information video for our school website that parents could watch and would challenge the children to teach their own family/community about reducing light pollution.
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Task 2. How to engage your learners to explore biodiversity in your local area and the possible impact of light pollution on local biodiversity.
Biodiversity is all around us and most children have a natural interest in their physical surroundings.
I would begin by asking the class what they understand by the term ‘biodiversity’. What does it encompass in their minds? We would make a mind map with their responses. We would take the school ipads and working in groups of 2-3, we would explore the school grounds and the nearby park area. The children can record what they find, be it animal, plant, insect, bird noting the various habitats. The children will be reminded not to take any samples back and to leave their habitats as they find them. Back at school we will share our findings and create a visual presentation for other classes.
We would explore the topic of light pollution using the wonderful resources covered in Module 3 and in this module. We would discuss how dangerous light pollution is to insects and moths as they swarm around lightbulbs, often being scorched. We would explore how the eyes of nocturnal animals are impacted by light and how birds and bats are disturbed. We would also explore how light pollution impacts on plants and their fragile relationship with pollinators.
We would then explore what changes we can make to reduce light pollution in our gardens, school and local area. -
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Task 1: How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
I would begin this topic of Biodiversity by questioning the children on their knowledge, if any, of this. We would create a mind map of what we know as a whole class. I would introduce Biodiversity by showing the children some clips on YouTube from the Dún Laoghaire-Rathdown County Council. I will give the children a checklist. As we are lucky enough to have a lot of outdoor space at our school, we would go on a nature trail around the school yard and complete our checklist. When we come back in, we will discuss our findings. We would then focus on light pollution and how it is impacting our local biodiversity. There are lots of good videos in the previous module which I would use.
We can brainstorm ideas which our school can engage with promoting biodiversity in our school. As mentioned it is a “living classroom” outside. Things like creating a bug hotel, having a section of wildflowers in the yard, planting some apple trees, etc. are all do-able activities to do as a class.
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How would you engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
In advance I would provide a bird , insects, wildflower, animal spotting chart for the pupils. We would take our magnifying glasses and explore the grounds of the school to see what we could discover and discuss which would be active during the day or night.We would also discuss how bright lights can confuse, scare or displace animals.Another nice project could be to research bats and make bat boxes and bug hotels to encourage biodiversity in the school. We would section of an area nearby for a wildflower meadow. Making wildlife habitats out of recycled materials would be a fun project for the children to explore. I would also invite guest speakers from Irish wildlife trust to do a workshop with the pupils.
I would then explore the topic of light pollution using resources mentioned in the module showing the diagram of the insects around light and the effects of light pollution on insects and moths as they are drawn to light and can sometimes end up scorched.
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2. How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
To begin this topic, we would create a KWL chart on what we know about nocturnal species. I will show them images of some nocturnal animals on the Interactive board, focusing on ones that would be common in our surrounding area. I could give our some of the animals/insects, e.g. bats, hedgehogs, owls, badgers, to each group and have them do a research project on these. After this we will share our findings. As a class we would brainstorm some ideas which can help improve the lives of nocturnal animals around us. There are some good links in Module 4 to share with the children. After deciding which ideas could be used in our school’s biodiversity plan, we could set to work. We can raise awareness by creating posters to stick up around the school or by presenting to the rest of the school about our findings during our Assembly. This topic is a fantastic opportunity to incorporate lots of areas of the curriculum. Even ‘The Bat Moth Game’ is an idea that we could do during PE.
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Module 4: Exploring Biodiversity & Light Pollution with Infant Pupils
🐿 1. Nature Walks to Explore Local Biodiversity
Take your pupils on a short, gentle walk in the school grounds or nearby nature — I will link up with the Killarney National Park Education Centre for a guided experience or workshop .
They offer curriculum-linked outdoor learning and can tailor simple biodiversity walks for infants.•The education centre is a great resource for parents also.
On the walk, children can:
• Spot and name birds, bees, butterflies, flowers, and trees.
• Use magnifying glasses to look at leaves, bugs, or soil.
• Tick off animals on a simple “I Spy” sheet.2. Learn About Day & Night Animals
Help children understand that:
• Some animals come out during the day (e.g. bees, butterflies).
• Others come out at night (e.g. owls, bats, hedgehogs, moths).Ask:
“How do night-time animals feel when the sky is always bright with lights?”3. Talk About Light Pollution in Simple Terms
Say:
“Too many bright lights at night can confuse animals. It can stop them from finding food or sleeping properly.”Use visuals:
• Town full of lights vs. dark, starry countryside
• A moth flying around a lamp
• A fox hiding in the bushes4. Creative Follow-Up Activities
• Draw or sort animals into Day vs. Night groups.
• Paint a starry sky with or without light pollution.
• Make bat, owl, or fox crafts to display.5. “Dark Den”
• Set up a dark tent or corner in the classroom with torches.
• Let children explore like bats or owls — using their senses in the dark.6. Suggested Book I have used
• Owl Babies by Martin WaddellI use this story to talk about noctural animals and why darkness is important for animals.
Partnership with Killarney Education Centre
• The centre offers support for outdoor learning, biodiversity education, and can guide walks in Killarney National Park.
• They may also help with teacher resources, seasonal nature themes, and guest speakers.
• I will link parents with the education centre alsoWhat Pupils Will Learn:
• Animals and plants live all around us in Killarney.
• Some animals are awake at night and need the dark.
• Too much light at night can bother them.
• We can help nature by turning off lights we don’t need.-
This is a very comprehensive lesson. It covers the biodiversity aspect well. It then goes into detail on the impact of light pollution and why dark skies are important. This lesson is aimed at infants but there is a lot of things in this lesson that could be used for older classes as they explore light pollution and biodiversity.
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I would take the following approach to exploring biodiversity and the effects of light pollution on that biodiversity.
We’d start with a brainstorm: “What living things are around our school?” We’d then draw a “web of life,” connecting these creatures to show interdependence, highlighting what biodiversity means and why it’s important.
Using magnifying glasses, we’d explore the school grounds. Students would identify plants, insects, and signs of birds and other animals in different habitats. This hands-on survey would build direct experience with local biodiversity.
Using maps and photos, we’d explore local biodiversity hotspots like rivers and parks. Students would research specific local species learning about their habitat and role in the ecosystem.
With that completed we could look at how some of the nocturnal animals and insects are affected by light pollution.We’d discuss our town’s light pollution and revisit local nocturnal animals. One of the videos from this module would show how artificial light disorients insects. We’d also discuss how bright lights can confuse migratory birds.
Students would brainstorm solutions for our town, designing “dark sky friendly” lighting. A culminating project could involve creating an “Action Plan” for the school or a letter to the local council, advocating for protecting our town’s night skies and its biodiversity.-
Hi Dara
That sounds like a lovely lesson plan. The food web activity is a great place to start by encouraging children to think about what they already know about wildlife around their school and the needs of various species. The outdoor exploration will build on this, and encourage them to revisit their original activity to add in new species that they may not have considered originally and the use of maps and research will add to their knowledge. The species maps and resources on biodiversityireland.ie will be very useful here. I love that your plan ends with a positive action such as planning to protect dark skies or contacting the local council.
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• How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Our school recently received a green flag for biodiversity so my class have a good grasp of what biodiversity means. I would revise biodiversity with them and discuss the local flora and fauna in our area e.g. We could use keys to identify wildlife in our locality. Once we have learnt about he flora and fauna in our locality, we would complete a series of lessons on light pollution and carrying out some experiments around this. Once, the children have a good grasp of light pollution and biodiversity I would begin exploring the possible impacts of light pollution on local biodiversity.
We would the split into groups and carry out mini projects on different nocturnal animals in our locality e.g. moths, bats and different birds and explore how light pollution is impacting them. Having completed our projects on nocturnal animals in our locality and the impact light pollution could be having on them, we could discuss and identify ways that we as a school community can help to protect these animals in our locality.
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Hi Emer
That is a lovely idea to expand on what the children have learned about Biodiversity through their green flag and introduce the idea of light pollution and its effect on Biodiversity in your school. As the children have already been involved in projects to improve Biodiversity, this will be a nice extension to thinking about another threat to plants and animals and brainstorming ways to look after nocturnal animals in school.
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To engage 6th class pupils in exploring biodiversity in Lucan, Co. Dublin—especially around the Weir and River Liffey—I would start with an interactive nature walk along the riverbank. Equipped with notebooks, magnifying glasses, and ID charts, students would observe and record local flora and fauna such as birds, insects, fish, and plant species. We’d focus on how different organisms interact in their habitats and the importance of biodiversity in maintaining a healthy ecosystem.
To introduce the concept of light pollution, I would guide a discussion on how artificial lights from nearby roads, homes, or businesses might affect nocturnal animals, such as bats, moths, or fish. We would use simple experiments, like comparing moth attraction to light in different areas or measuring light levels using a basic light meter or phone app.
Finally, the children would work in groups to create posters or digital presentations showing what they found, including ideas for protecting local biodiversity and reducing light pollution.
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Incorporating the needs of nocturnal species into a Junior Infants biodiversity lesson. The goal is to help very young learners understand that some animals need darkness to live and be safe.
Introduce children to nocturnal animals in and help them understand that darkness is important for these animals to live, hunt, and sleep.
1. Circle Time
Talk about night and day:Ask: What do we do at night? What do we see in the sky?
Show pictures of night skies: stars, moon, darkness.
Introduce word “nocturnal”: “Some animals wake up at night and go to sleep when we wake up!
2. Story Time
Read a simple story or tell one about a nocturnal animal.
“Bella the Bat and the Bright Lights”3. Show & Tell with Animal Pictures
Show real-life pictures of nocturnal animals found in Kerry, such as:Barn owl, bat, frog, hedgehog
Use simple language:
“This owl sleeps in the day and hunts mice at night. It likes the dark.”Let children name and make the sounds or movements of each animal.
4. Hands-on Art Activity
Craft: Night Sky Animal PostersChildren colour or stick pre-cut shapes of nocturnal animals onto black or dark blue paper.
Add stars and a moon with stickers or chalk.-
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Hi Irene. I think this is a lovely way to introduce the concept of nocturnal animals to Junior Infants in a fun and age-appropriate way. I think the mix of discussion, storytelling, visuals, and creative art will really help the children stay engaged and understand why darkness is important. Using local animals makes it even more meaningful and helps build a connection to their own environment.
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How to engage a group of 5th class learners to explore biodiversity in our local area and the possible impacts of light pollution on local biodiversity:
1. Begin this lesson by explaining to two key terms of this lesson: Biodiversity and Light Pollution.
2. Introduce a fictional character which will be used as tool to explore biodiversity and will help the children to imagine what impacts light pollution is having on this character. Henry Hedgehog would be my fictional character of choice. A simple story will be used e.g. The Mystery of the Missing Moths
Read aloud or tell a short story:
Henry notices his moth friends aren’t visiting the flowers at night. The frogs are croaking less. Some birds don’t sleep well anymore. He suspects too much light is the problem.3. We will go on a local biodiversity hunt in our local area. The children will have checklists where they will be on the lookout for trees, plants, insects and birds. The children will be encouraged to look for signs of nocturnal animals.
4. I will assign a homework activity where the children will engage in light pollution investigation. With parental support the children will observe a variety of things with key questions to guide them.
• How bright is the sky at night?
• Are there streetlights near trees?
• Can they see stars?
• Do they notice moths, bats, or other night animals?
In class, findings will be discussed and a chart will be created with the help of the children. This will be on show in the classroom.
5. To finish this lesson the children will be encouraged to create a project to demonstrate their learning. A choice board will be provided to give them a variety of options to express their ideas. -
To engage learners in exploring biodiversity and the impact of light pollution in their local area, I would use a hands-on, inquiry-based, and place-based learning approach.
I would start by eliciting curiosity from the children by asking, what is Biodiversity?
Activity: Nature Walk & Scavenger Hunt
I will take the students on a walk around the school or a nearby park. Use a biodiversity checklist or bingo card to help them identify different plants, animals, and insects. While walking I would ask the children different questions such as Why do you think we have so many different types of living things in one small area?
After the walk I would show a short video or infographic about local ecosystems.
After I would this introduce light pollution
We would use flashlights in a dark classroom to simulate how light affects nocturnal animals.
The children would complete a task of research one nocturnal animal (like moths, bats, or owls) and how it uses darkness to survive. -
I think I would start off with a classroom based lesson or lessons on the topic of biodiversity – getting the children to list their prior knowledge of biodiversity on a website like Mentimeter. You can adapt your lesson here based on the readiness of the children and their knowledge of the topic and how much detail is required.
I think getting the children to explore their local area by taking part in a nature walk is something that would benefit their learning greatly. They can track animals and species they find nearby. We could link the lesson with a data collection lesson in Maths and focus on inputting information and drawing a graph or chart etc. We could also draw a map, plotting where the different animals are seen.
Next, we would look specifically at the impacts of light pollution on local biodiversity by discussing how light would affect certain animals like bats and maybe owls. We could study the map previously drawn and comment on the results – e.g. why certain animals settled in a particular area where it is darker. We could then design posters to make people aware in our school community.
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Hi Kevin
A discussion on Biodiversity is a good place to start. Depending on what they have covered in school in the past, you may find that knowledge about local wildlife is limited, but comparing notes on what they do know will help children to get started on the topic. I love that you are combining information gathered on local wildlife with data in maths and also mapping what you find. It would be good then to show the children some of the Biodiversity data gathered for their local area and look at some of the species maps on https://biodiversityireland.ie/ and to make links between what they are doing and the work of the National Biodiversity Data Centre. You could even get the children involved in some Citizen Science biodiversity recording to add their finds to the national database.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.
I think that teaching the topic of biodiversity would be an excellent project at whole school level where different class groups could take ownership of the different areas of exploring, learning and investigation. The Green Schools Committee could collect how the school could help the ecosystems in the environment by making simple changes. Children from Infants up learn about the terminology of nocturnal animals and one of the highlights for them every year is to go on a minibeast hunt with magnifying glasses. I would further develop this activity by basing it more on the ecosystem side of things. This area integrates very well with Science and children would be encouraged to carry out some of the simple experiments during darkness at home in terms of exploring the effects of a red filter on torches and closing their eyes for a few seconds to see if there is an improvement in how their eyes adapt to the dark. Her we would make connections to how nocturnal creatures operate and how detrimental artificial light can be to their survival. Another project that would work very well would be to create simple birdfeeders and insect hotels which the children would really enjoy. Monitoring the eco system of the school would be important to attain a sense of progess. -
To support nocturnal species in school diversity plans, it’s important to reduce light pollution and create safe habitats. Many animals like bats, owls and moths need darkness to feed, move and survive.
Schools can help by using low warm coloured lighting that only turns on when needed; and by planting native plants that support nighttime pollinators. Creating dark areas on school grounds can give these animals a better chance to survive.Teaching the children about nocturnal wildlife is also key. Schools can include lessons about animals that are active at night and how light affects them. With support from parents activities like night walks, bat watching or building shelters for insects can help the children really connect with nature.
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To help my pupils explore biodiversity in our local area which lies along the Meath Cavan border I would begin by introducing the concept of biodiversity through a series of engaging lessons. We are lucky to have a Green Schools committee in the school so I would look to involve them in the process and link our work to their initiatives. We would start with a class discussion and a short presentation to explore what biodiversity means why it matters and what kinds of plants animals and insects we might find locally.
We would then take a trip to a nearby park or green space to observe and record different species in their natural habitats. Back in the classroom we would map our findings and identify the locations where various species were spotted. Pupils would then work in small groups to research different categories such as local birds native wildflowers or pollinators and present their findings to the class.
The following week we would shift our focus to light pollution. I would use discussion and video clips to introduce the topic and highlight how artificial lighting affects humans and wildlife. If possible we would plan a night sky observation during an overnight school trip comparing what we can see there with what is visible at home. We would also look into how light pollution affects nocturnal animals in our area such as bats or moths.
To bring all of this together the class would collaborate on a research project about the impact of light pollution on local species. My aim would be for the children to become more aware of how artificial light can disrupt biodiversity and to feel empowered to share what they have learned within the wider community hopefully encouraging small but meaningful changes in how we light our towns and homes.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.”
I would begin by guiding students in a biodiversity survey of our school grounds. Using simple tools like ID charts, tally sheets, and nature journals, they would record species observed during different times of the day and evening, noting patterns in insect activity and bird calls.
To explore the effects of artificial light, we would conduct a comparison: one survey during daylight hours and another in the early evening near lit and unlit areas. This opens a discussion on how light affects moths, bats, owls, and other nocturnal species. Students would research how these creatures depend on darkness for navigation and feeding.
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Hi Hannah,
Thanks for your post. A biodiversity survey is a great way to explore what is on your doorstep, and as a follow-up, reflections can also include how the school can improve /further support biodiversity on their grounds.
Comparing surveys held in daylight and early evening is a great way to see how different species are active at different times, and this could also be an activity that learners conduct at home, engaging their family in this exploration of biodiversity and its changes from day to evening.
If you are lucky, there may also be a kind parent who works in the area of biodiversity and is willing to come in and provide a talk to expand learners’ knowledge about this topic.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Incorporating the needs of nocturnal species, particularly those that rely on dark skies (like bats, owls, hedgehogs, moths, and other insects), into school biodiversity plans is a meaningful way to support local ecosystems and teach children about the full scope of biodiversity.
To help nocturnal animals like bats, owls, hedgehogs and moths, we’re making our school grounds more night-friendly. Lots of animals are active at night, so we want to make sure we’re thinking about them too.
We would discuss how to reduce light pollution by turning off any lights we don’t need during and after school. This helps animals that need darkness to hunt, move around, or rest properly.
We could aim to add things like bat boxes, owl nest boxes so these animals have places to shelter. Wild corners, log piles, and hedgerows will also help them hide and feed safely.
In the school garden, we could plant some night-friendly flowers to attract moths and other insects, which are food for bats and birds.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans.
This plan is based on my school Wexford Educate Together, based in the Whitemill Industrial Estate, it is an urban and industrial area with nearby residential areas. We have had issues with foxes making dens in the school grounds and being on our yard during the day; they show no fear at all and have actually approached students. Several times we have been forced to remove the children from yard altogether. Hopefully developing a biodiversity plan will help the school in supporting nocturnal wildlife by reducing light pollution and creating dark sky-friendly habitats.
These are some of the things I would do. Firstly do a light pollution audit to assess outdoor lighting. Replace bright or upward-facing lights with shielded, low-intensity, warm LEDs, and add timers or motion sensors to reduce unnecessary night-time lighting.
Designate a dark habitat zone on the school grounds; possibly to the right of the field. Plant night-scented native flowers like evening primrose to attract moths, and install bat boxes, owl nest boxes, and hedgehog shelters in quieter, shaded areas.
Create awareness campaigns—posters, videos, or presentations—on how light pollution affects nocturnal species and how small changes can make a big impact. Engage local businesses in Whitemill to promote dark-sky actions beyond the school. Link in with the WSPCA who are also based on our campus to see how else we could help
Finally, monitor progress by recording species sightings and comparing before-and-after data. We could share our findings with the WSPCA and Wexford Library hopefully becoming a beacon for dark-sky biodiversity, the school can inspire action across Wexford Town.-
Hi Monica
Urban foxes are one of the many consequences of our lack of care for Biodiversity in Ireland. As more and more wild spaces are cultivated or built on, there are few places for wildlife to exist and so they end up being stuck in urban environments. It is great that you are hoping to introduce soem dark sky friendly lighting and not only make your own urban space more biodiversity friendly but also help to spread awareness to local businesses and homes.
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Hi Monica,
I really like your idea of creating a designated dark habitat zone on the school grounds. We also have a field to the rear of our school that would suit planting night-scented native flowers like evening primrose to attract moths also. I also like your idea of installing bat boxes, owl nest boxes, and hedgehog shelters in quieter, shaded areas. These could have cameras installed so they students could monitor activity.
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o support nocturnal species in our school biodiversity plan, we would prioritize reducing light pollution and protecting natural habitats. Many nocturnal animals—like bats, moths, and owls—rely on darkness for navigation, feeding, and breeding. Artificial lighting can disorient them and disrupt their life cycles.
We would conduct a light audit around the school grounds, identifying unnecessary or poorly directed lights. Solutions could include installing motion-sensor lighting, using warm-coloured bulbs, and ensuring fixtures are downward-facing. Learners would take part in night-time wildlife surveys, using bat detectors or moth traps, fostering a sense of stewardship.
Curriculum links would be made with science, geography, and sustainability education. Students could create awareness campaigns, design posters, and share findings with the wider school community. By making the school grounds more nocturnal-friendly, we would promote biodiversity, deepen understanding of local ecosystems, and empower learners to take meaningful environmental action
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Hi Siobhan, I think this is a great and practical idea. I would like to try something similar with my class, starting by checking how much light is around our school and looking for ways to reduce it. It’s a lovely way to link science and geography to real life. It would also help the children learn how light affects animals like bats and moths. By doing simple night-time surveys and creating posters or awareness campaigns, I think the children would feel proud to take care of nature and help protect local wildlife, giving them a sense of purpose and responsibility. It sounds like a great way to make learning fun and meaningful while also making a difference!
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I work in an urban set school in a busy town. I see from our diversity plans that we naturally care for and are mindful of animals that are active during the day. We often look at caring for animals that are active during the school day; such as many insects and some birds. However, we often neglect to set up areas for nocturnal animals.
We would begin by creating an audit of nocturnal animals that are local to our school, such as bats and owls, specifically adding them to our biodiversity plan. We could then promote awareness of these animals in our school through posters and surveys.
We would then focus our biodiversity plan to caring for these animals in a nocturnal friendly environment. We could create safe spaces in darkness, such as corners away from street lights, to add bird boxes and safe areas.
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That’s a great point about how daytime animals often get more attention in school biodiversity plans. I really like your idea of starting with an audit of local nocturnal species like bats and owls — I’m sure the children would really enjoy getting involved with that.
Creating safe, darker spots around the school seems like a practical and effective way to support these animals. Adding bird boxes or bat boxes in quieter, less-lit corners would not only help them but also give the children something real to observe and care for.
Promoting awareness through posters and surveys is a wonderful way to involve the whole school community and highlight why the night environment is important too. Linking up younger and older classes for some of these activities would be a great way to encourage teamwork and peer learning across class groups.
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In Bray, one engaging way to explore biodiversity and the impact of light pollution would be through an inquiry-based project focused on the Dargle River. Students could begin by investigating the local biodiversity along the river: mapping out key species of plants, animals, and insects, and looking at how the river’s ecosystem functions. They could visit the river during the day to observe wildlife and document changes in activity at different times, comparing areas with more natural light versus those affected by street lighting.
Since nighttime visits may not be possible, students could link up with the local council to access light pollution data or request information on the level of artificial lighting near the river. They could also research how artificial light impacts nocturnal species like bats and moths, using online resources.
Students could make group presentations on how to reduce light exposure around the river and link back to the local council.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.
We will be starting our work towards our 4th Green School Flag ‘Biodiversity’ this coming school year.
We are a small two-teacher rural school with ample opportunity and resources available to us for exploring Biodiversity. We plan to conduct a seasonal Biodiversity study where we will assess, photograph, and log Biodiversity in our school environment using photography, video, and graphs as means of data collection.
We also plan to host a visit from one of the Heritage in Schools tutors to help us maximise our potential in supporting biodiversity in our school grounds.
We will include light pollution as one of the risk factors when we are doing an assessment of our environment.
The students will identify the affects of the street lights outside our school, passing low flying planes from a local airfield, alert lights in the local windfarm etc. -
To engage my 6th class in exploring local biodiversity and understanding the impact of light pollution, I would begin with a nature walk in our local castle park here in Kilkenny, encouraging students to observe and record different plants, insects, and birds they encounter. Using worksheets or apps like Seek, They could identify species and track how common or rare they are. In the classroom, we would create a biodiversity wall chart to showcase their findings. To introduce light pollution, I would use simple experiments, like comparing moth activity in light and dark areas using homemade traps. We would also discuss nocturnal animals found in Kilkenny and how artificial light can disrupt their feeding or breeding. A fun night-time observation homework task could involve stargazing and recording how visible stars are in different areas. Finally, the class could create posters or presentations on how to reduce light pollution at home and in school. This hands-on approach would foster curiosity, environmental awareness, and a sense of responsibility for protecting biodiversity.
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Hi Maura,
I really like the idea of a nature walk to identify local plants and animals and then combining that with the discussion about how these plants and animals would be affected by light pollution.
Then the follow on of how to reduce light pollution at the home and in school would really solidify the knowledge that we need to protect our biodiversity.
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Great idea to use the local facilities to your advantage and the children’s benefit. Love the the thought of experiment so the children are engaged with hands on and experienced based learning, all contributing to the children connecting with biodiversity in their local area.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity:
As an AEN teacher in a diverse, urban school, I’d start with what pupils actually know: local nocturnal animals like bats, foxes, hedgehogs (if nearby) and moths. We could use short videos and images to introduce these species and explain why darkness matters for them, such as bats finding insects, foxes hunting safely.
The children could help survey where artificial lights are strongest around the school and suggest small changes, like shielding lights or turning them off earlier. Hands-on activities, like building simple bat boxes or planting night‑scented flowers for moths, would keep it concrete and sensory.
Using real local examples and creative tasks will help include our children who come from different backgrounds and learning needs. It will also show them that even in a busy city, their actions can help local wildlife.-
Hi Susan,
Sounds like a really inclusive idea. Starting with familiar nocturnal animals makes the topic relatable, and I love how you’ve connected it to real-world changes pupils can be part of. The mix of sensory, hands-on activities and simple surveys is perfect for engaging all learners, especially in a diverse setting. It’s so empowering for children to see that even small actions can have a real impact—especially in an urban environment.
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I live in rural westmeath where light pollution has a range of environmental, ecological, and cultural effects. While rural areas generally experience less light pollution than urban centres, increasing development and poorly designed outdoor lighting can still have significant impacts.
1. Disruption of Natural Darkness
Westmeath, known for its lakes, bogs, and natural beauty, should ideally offer dark skies. However, even modest artificial lighting (from housing developments, roadside lighting, and agricultural facilities) can:Reduce the visibility of stars – diminishing opportunities for stargazing and disrupting dark-sky tourism potential.
Affect nocturnal wildlife – many rural species rely on darkness to hunt, breed, or migrate. Even small increases in skyglow can:
Disturb bat activity (Westmeath is home to several bat species).
Affect moths, which play an important role in pollination.
Disrupt amphibians and birds whose behaviors are tied to natural light cycles.
2. Ecological Consequences
Disruption of ecosystems: Artificial light alters predator-prey relationships and the behaviour of nocturnal animals.Impact on agriculture: Pollinators such as bees can become disoriented, potentially affecting crop yields in farming communities.
3. Human and Cultural Effects
Sleep disruption: Even in rural homes, excessive outdoor lighting or nearby illuminated roads can affect circadian rhythms.Loss of heritage: The night sky has cultural, historical, and spiritual significance. Increased light pollution erodes this connection.
Reduced appeal for astro-tourism: Westmeath has potential as a dark-sky destination (especially near Lough Derravaragh or the boglands), but light pollution can undermine this economic and cultural opportunity.
4. Contributing Factors in Westmeath
Expansion of rural housing and commercial developments with poor lighting design.Roadway lighting on national and regional roads.
Agricultural lighting used during extended work hours, especially in winter.
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Many nocturnal species—bats, owls, moths, hedgehogs, amphibians—are sensitive to light pollution, which disrupts their natural behaviors such as foraging, mating, and navigation. By addressing this, schools can support biodiversity more holistically.
There are practical Steps to Include in a School Biodiversity Plan
1. Minimize Artificial Light at Night
Audit Outdoor Lighting: Review existing lighting on school grounds and assess which lights are necessary.Use Motion Sensors or Timers: Ensure lights are only on when needed (e.g., security lighting after hours).
Install Shielded, Low-Glare Fixtures: Use downward-facing, fully shielded lights to prevent skyglow.
Switch to Warm Light Bulbs (<3000K): Cooler lights are more disruptive to nocturnal wildlife.
2. Create ‘Dark Zones’ or Wildlife Corridors
Dedicate parts of the school grounds as low-light or no-light areas, particularly near trees, ponds, or hedgerows.These can serve as shelter and transit routes for bats, badgers, and other nocturnal animals.
3. Habitat Enhancements for Nocturnal Wildlife
Install Bat Boxes on trees or buildings in dark areas.Create hedgehog highways—small gaps in fences—and provide undisturbed leaf or log piles.
Build a pond or improve existing ones for frogs, toads, and newts (many are active at night).
4. Education and Engagement
Student Projects: Monitor moths, bats (with bat detectors), or nocturnal camera traps.Night Walk Events: Host eco-evenings to help students appreciate nocturnal biodiversity.
Include nocturnal species and light pollution in the science or geography curriculum.
5. Work with the Local Community
Encourage dark sky awareness in nearby homes and businesses to reduce cumulative light pollution.Coordinate with local councils if possible to promote wildlife-friendly street lighting.
Monitoring & Evaluation
Track nocturnal species sightings or audio recordings (e.g., bat activity via detectors).Include “light pollution” in biodiversity audits and improvement plans.
By intentionally supporting nocturnal species, schools not only protect key parts of the ecosystem but also teach students about the importance of light and dark cycles in nature
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Incorporating the needs of nocturnal species into our school’s biodiversity plan:
We could make school life more wildlife-friendly by helping to protect natural darkness so nocturnal creatures—like bats, moths and marine invertebrates can thrive.
With the help of my class, I would check outdoor lighting at our school and switch to downward-facing warm LEDs if necessary. We could also add motion sensors to the building. This would keep things bright enough for safety but would cut down on excessive light at night that affects wildlife. It will also save energy. Small changes can make a big difference.
Also, we could explore night-friendly plants and habitats and plant in the school garden or pupils can be encouraged to plant at home accordingly. Flowers such as primrose attract moths and a bat box on the wall or on a tree would offer a roosting spot. I would use Bat Conservation Ireland’s website to explore more about bats. The pupils could be involved in designing and measuring the bat box.
In the classroom, we could connect lighting to coastal ecology. Pupils could research how light influences marine life behavior and food chains and could create posters or projects based on this.
Pupils could be encouraged to remind their parents about how they can help at home by pointing lights downward, by using timers, or by planting dark zones which can help protect wildlife like invertebrates and bats.
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That’s a brilliant and practical plan! I love how you’re thinking about both the school and home environments to help nocturnal wildlife. Checking the lighting and switching to better options is such a smart move, and getting the class involved in planting and building a bat box makes it even more hands-on and memorable. Linking the topic to coastal ecology and encouraging projects or posters is a great way to deepen their understanding. Reminding families to make small changes at home is a lovely touch too—those little actions really do add up. Your approach is thoughtful, creative, and will definitely make a difference for local wildlife!
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Exploring Biodiversity and Light Pollution
To help my pupils explore local biodiversity, I would start with nature walks around the school grounds and nearby green space to observe birds, insects, and plants. We’d create a “Biodiversity Map” of what we find and discuss how each species depends on its environment. To link this with light pollution, I’d guide the children to investigate how too much artificial light at night can affect animals—especially nocturnal species like bats, owls, and moths. We’d look at how light disrupts their feeding, nesting, and movement. Using simple experiments, like observing insect activity near outdoor lights, we’d build awareness of how our actions impact local wildlife. The children could design “Wildlife Friendly Lighting” posters with tips for homes and communities. By combining real-world observation with creative expression, they’d learn that protecting biodiversity includes caring for our night environment and considering the needs of animals that thrive in darkness.
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To support nocturnal species in our school biodiversity plan, I would focus on protecting dark areas around the school grounds. We could start by reviewing our outdoor lighting—using timers, motion sensors, and downward-facing lights to reduce unnecessary glare at night. Creating “dark zones” or quiet corners with native plants and hedgerows would give bats, moths, and hedgehogs safe places to feed and move about after dark.
Students could take part in simple surveys, like using bat detectors or wildlife cameras, to monitor nocturnal activity and learn which species visit our grounds. Lessons would include why darkness is important for these animals and how light pollution can disrupt their lives. We could also hold a “Dark Sky Night” event to observe nocturnal wildlife and the stars, helping everyone appreciate the value of darkness. By making these changes, our biodiversity plan would actively support the needs of nocturnal species.
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I think one of the best ways to get children really engaged with biodiversity is to bring it back to what is around them. Their own gardens, estates, parks and even the school yard. I would start by getting them to explore what they can see during the day like birds, insects, plants and so on. Then we would move on to talking about what comes out at night. Most of the children would not think of animals like hedgehogs, bats, owls or moths because they do not often see them. That is where I would bring in the idea of nocturnal animals and how they rely on the dark.
We would also chat about light pollution and how things like streetlights, floodlights or even garden lights can confuse these animals or make it harder for them to feed, rest or get around safely. I would love to help the children design a school biodiversity plan that includes little dark corners or sheltered areas for nighttime creatures. It would give them a sense of making a difference and protecting nature right here at home.
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Hi Aoife
Exploring the children’s own local area is always the best starting point, pupils can explore the biodiversity in their own local area, garden, park etc. and share their knowledge with the class. There are a variety of spotter guides that you could consider sharing with the pupils as they begin their exploration. I also think it is important to explicitly teach about nocturnal animals, as you have said children may not think of some animals as they do not see them regularly, teaching about these animals will raise awareness of the importance of dark skies and it is great that you plan to create dark corners or shelters for these nocturnal animals within the biodiversity plan.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
This year, we got our Biodiversity Green Flag, and we’re really keen to build on the great work already happening in the school. We have been very focussed on daytime biodiversity, but it would be nice to change the focus to notcturnal species. We’ve bat boxes up in the yard and we also have a fox that’s made its home in the grassy area at the edge of the yard, so this would be a great place to start.
We could to focus more on how nocturnal animals, like bats and foxes, rely on dark skies and quiet spaces and teach the children about this. The children could help carry out a light audit around the school to spot any outdoor lights that might be left on unnecessarily. We could map the bat boxes and see if these lights might interrupt them.
Focusing on noctural special is a lovely way to keep the momentum going after our Green Flag, and it helps the children see how small changes, like turning off a light, can make a big difference to the animals living just outside their classroom.
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To engage my 5th class in exploring biodiversity in our local rural area, I would begin with a nature walk near our school and coastline in Wexford, encouraging pupils to observe and record different plants, insects, birds, and animals they see. We would discuss what biodiversity means and why it is important for a healthy environment. To link this to light pollution, we would talk about how artificial light can affect local wildlife—such as insects being drawn away from natural habitats, or how bright lighting might confuse birds or disturb nocturnal animals. We could use simple surveys and drawings to compare areas with more light and areas with less. Pupils could also research how local wildlife behaves at night and how it may be disrupted by lights from nearby towns or roads. This hands-on, local investigation would help them understand the link between human activity, light pollution, and the well-being of local ecosystems
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To engage learners in exploring biodiversity in the Kerry area, I would begin with hands-on fieldwork in local habitats such as bogs, woodlands, rivers, and coastal areas. Nature walks around Castleisland or visits to places like Killarney National Park offer opportunities to observe native species such as the Kerry Lily, Natterjack Toad, and lesser horseshoe bat. Students could record their findings in biodiversity journals or digital apps, contributing to citizen science projects with the National Biodiversity Data Centre.
Classroom work would support these outings, using resources from the Irish Wildlife Trust and Kerry County Council’s Biodiversity Action Plan. Learners might complete group projects mapping schoolyard biodiversity or developing pollinator-friendly gardens in line with the All-Ireland Pollinator Plan. Collaborations with local experts or environmental NGOs can provide
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To introduce the lesson, I would start by writing the word ‘biodiversity’ on the whiteboard and asking the children to guess what it might mean. After hearing their ideas, I would play the ‘Gardening for Biodiversity’ video to help them build an understanding of the term. Then, I would ask them to explain biodiversity in their own words, based on what they saw and heard. To reinforce the concept, I would follow up with the ‘What is Biodiversity?’ video.
Next, I would divide the class into small groups and ask them to brainstorm examples of biodiversity in our local area, particularly around the school, and to discuss why it is important. Following this, I would have the groups talk about the possible threats to biodiversity in our area.
During our whole-class discussion, I would highlight any additional threats that hadn’t been mentioned during the group work. Then, I would assign each group a specific threat (such as changes in land and sea use, overuse of natural resources, climate change, light pollution, and air or water pollution). Each group would then come up with ideas for how to reduce or prevent these threats in our local environment. They could then present their ideas to the class or even the whole school.
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How would you engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
Working with the younger classes I would first need to explain and teach them exactly what biodiversity is. after this, we would take a local walk to look at trees, wildflowers, butterflies, bees and birds. We could stop at various intervals and chat about who might live where and why certain plants and flowers are growing where they are. Anything we find on this walk could be brought back to our already existing nature table.
Our class takes a few movement breaks during the day so I would take them outside to listen for any nature sounds they might hear and compare to what they might hear at home.
Something we have done in the past and was very popular was the Mini Safari on the school grounds, the local park and a nearby farmer’s field. I would revisit this again with more background prep work done first. This be supported by structured worksheets and the children in pairs.
From engaging with the module, there are a few angles I would like to explore to assess the effects of light pollution in the village. While there are few bright lights, they can still affect the natural rhythm of wildlife – especially bats and birds. I have a friend who is a specialist in bats – I would get them to come and talk to the children on the particular light pollution and creatures in our area.
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When thinking about our school’s biodiversity plan, I believe it’s important to include nocturnal animals and consider how light pollution affects them. Many of the children in my class are fascinated by animals that are awake at night such as owls, bats and hedgehogs and this curiosity can be a great entry point for learning about so many things.
Our school is located near buildings that are no longer in use which could potentially offer shelter or nesting areas for nocturnal species, especially bats. This gives us a chance to talk about how human-made spaces can sometimes support wildlife, and how we might help protect or improve those areas on our school grounds.
With my First Class pupils, I’d start by learning about nocturnal animals through stories, videos, and songs. One idea is to learn the song “Bats are sleeping” — it’s repetitive, easy to remember, and fits in well when learning about animal groups and seasonal changes. We could also listen to real night sounds and try to guess which animals make them in a sound hunt.
To make the learning more hands-on, we might create simple “night vision glasses” during an art lesson using red cellophane and cardboard frames/toilet roll holders. This would spark great discussion about how our eyes and animals’ eyes work differently in the dark.
As part of our biodiversity work, we could engage with our green schools plan by:– Create a “Nocturnal Animals” wall display showing what animals are active at night and how they survive.
– Survey the school grounds to find quieter, darker corners that could be protected or enhanced (e.g. with bat boxes or hedgehog houses).
– Use the disused buildings nearby as a discussion point for creating protected areas for wildlife.
– Design simple posters or signs encouraging us to reduce outdoor lighting in the evenings.
– Include a night sky awareness activity, like drawing what they see in the sky from home or doing a “dark spot” map of their street with their families.
This would link in naturally with our SESE lessons on light and animals, and allow the children to build empathy and awareness of how even their small actions can help support biodiversity.
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I really like your idea of starting with the children’s interest in nocturnal animals, it’s such a natural way to get them engaged. The night vision glasses activity sounds like great fun and a brilliant way to spark discussion about how animals see in the dark. Using the nearby disused buildings as part of the biodiversity conversation is a great idea too. I can’t wait to try these ideas with my own class.
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2. How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
To help protect nocturnal animals such as bats, owls, and moths, we would include their needs in our school’s biodiversity plan. These animals need dark skies to move around, to find food and to stay safe. In class, we’d learn about nocturnal animals through fun videos (RTE clip included in this module), books, pictures and class discussions. We’d talk about how too much light at night can confuse or scare these creatures. In our school garden, we could create a quiet, dark area with plants that attract insects at night. We would avoid putting lights in our school garden and maybe even build bat boxes to give bats a safe place to rest. By learning about nocturnal animals and giving them space to live, we’d be helping all kinds of creatures, not just the ones we see during the day.
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Hi Patricia
I like the idea of identifying or creating a dark area in the school garden and encouraging wild plants or planting garden flowers to attract night-time insects. This guide may be of use to you https://pollinators.ie/wp-content/uploads/2023/09/AIPP-Nocturnal-Guide-2023-WEB.pdf. Building bat boxes would also be a good idea. If you have a local bat group or a local men’s shed, they might be able to help with this. Some of the children might even have suitable areas for bat boxes in their gardens at home which would be a nice way to involve parents.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
To engage my learners in exploring local biodiversity, I would begin with a nature walk around the school grounds or nearby green spaces. I would get the children to use simple biodiversity checklists to record plants, insects, birds, and any signs of mammals. This hands-on activity fosters curiosity and helps pupils connect with the nature around them.
We would then introduce the idea of light pollution and how artificial lighting affects local wildlife, especially nocturnal animals like bats, moths, and hedgehogs. Through videos, experiments, and discussions, the children would learn how bright lights can disrupt animal behaviours such as feeding, nesting, and pollination.
Using data from night-time observations or resources like Globe at Night, children could compare areas with more or less artificial light. They would then create posters or presentations to raise awareness in the school community. This approach combines science and geography, empowering children to protect biodiversity in their own locality.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
1) I believe that it is very important to look out for nocturnal species. We could aim to do this by:
Including dark sky goals in the policy. This would involve setting objectives to reduce/redirect unnecessary lighting and to therefore protect local areas for nocturnal species. We could aim to create parts of the school grounds where artificial lighting is minimised, especially near trees and other bushy areas. We could also try to add bird and bat boxes in these areas.2) Work with local authorities and organisations. Groups of children in the older classes could be tasked with reaching out to local councillors or local housing estate groups, asking them to address light spill which might be impacting the school grounds at night.
3) Planting. We already plant each year but it might be a good idea to plant some night-blooming flowers which attract night pollinators. Evening primrose and jasmine would be perfect for this.
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I like both these ideas of linking in with local councillours or housing estates where the children can see the importance of working together as a community and the idea of planting blooming flowers that attract nocturnal animals is really impressive and something I would like to do in my school over the next year. Great ideas.
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These are excellent ideas that empower the older children to take real action in their local community, further raising the issue at home. Involving older children in contacting local councillors and community groups gives them a voice in environmental issues. Planting night-blooming flowers like evening primrose and jasmine is a lovely way to support nocturnal pollinators. Well done.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
I believe that the children in my class would be very inspired by this topic and be keen to incorporate the needs of nocturnal species into our school biodiversity plan. Many of the children have taken part in a local Bat walk organised in April/May by our local Teagasc & Irish Heritage run amenity.
To being I would brainstorm, mind map and do a KWL about the children’s understanding of the words nocturnal, biodiversity and light pollution.
I would break the class into small groups and ask them to use iPads to research what animals in Ireland are nocturnal and why do they need darkness and dark skies.
We would then research light pollution and watch a child friendly video explaining what it is and how it affects our nocturnal animals.
We would then work together to plan how our school could become more friendly to the creatures that wander our grounds and fly our skies at night.
If possible I would invite a speaker from our local Bat Walk to come and talk to the children and show the very interesting presentation that they use before the walks.
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I teach in a rural school and we have a range of different habitats in the school grounds which offer great opportunities for exploring. I often take my class on little nature trails to explore the different habitats and to see what we can find and identify and they really enjoy this and engage well with outdoor learning. I would firstly get the children out and about and we would explore the biodiversity which is within our school grounds. I would make use of different identifier resources to help us identify the different wild flowers, trees, insects etc. in the school grounds. I would then teach the children some information in relation to light pollution and how this can impact our biodiversity. After teaching about light pollution we would go on a little trail of the school grounds again and record if there are sources of altricial light near the different habitats and discuss the impact it may have and see if we can come up with any possible solutions.
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Hi Julie
That is a lovely way to introduce the idea of how light pollution can affect biodiversity for your infant class. It is great that you already take them on walks to observe and explore the different habitats in the school. Looking at the habitats from the perspective of artificial light at night will add another dimension to this and guide their discussion on solutions.
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Biodiversity and Light Pollution – Junior Infants
In our large urban school in Dublin, our Green Schools Committee and management team has to work hard to provide green spaces so the children in the school have the opportunities to enjoy the outdoors. We have built two garden areas in which we have planted native trees and hedges, put in a bug hotel and bird boxes and we ask our caretaker to mow the grass as little as possible.
To help the children learn about the animals and plants around them, we’d begin with short nature walks. They’d be encouraged to look closely at the world around them and get them spotting bugs, listening for birds, and noticing leaves and flowers. They could look inside the bug hotel to see what tiny creatures live there. The children could complete drawings of what they see in their nature scrapbook. We’d chat about where we find the most bugs and wonder why they like certain spots, especially darker, hidden places.
As we learn more about animals that come out at night, we would read simple stories about owls and bats, such as ‘Owl Babies’ or ‘Bat Loves the Night’. Through discussions, the children would begin to understand that some animals are awake when we’re asleep and that they need darkness to find their way. We could get the children to design bat boxes and owl boxes in the classroom as an art activity using fabric and fibres. The children could then request that bat and owl boxes be put into our school gardens to provide dark spaces for these nocturnal animals. We could also do an audit of any lighting around the school garden areas that could disturb the animals and remove them and see if it brings any more wildlife to the area over time.
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As a primary teacher passionate about biodiversity, I believe it’s vital that our school plans include the needs of nocturnal species—many of which are often overlooked. These animals, such as bats, owls, moths, and hedgehogs, depend on natural darkness to forage, hunt, and navigate. Artificial lighting can disrupt their routines, reduce food availability, and threaten their survival.
One practical step is to review outdoor lighting on school grounds. We can work with the school leadership and facilities team to reduce unnecessary lighting at night, install motion sensors, or use red-spectrum lights that are less disruptive to wildlife. These changes not only help nocturnal species but also teach children about the impact of human activity on nature.
In the classroom, we can explore the lives of these creatures through engaging, cross-curricular activities. For example, in science, children can investigate how light pollution affects animal behaviour. In literacy, they can write nocturnal animal fact files or imaginative stories set at night. Night-time school wildlife surveys using trail cameras or moth traps can offer rich, hands-on learning experiences.
We can also invite local wildlife groups to lead workshops or twilight walks, helping children connect with local nocturnal species and understand how they can help. Including nocturnal wildlife in our biodiversity plans broadens children’s awareness of ecosystem needs and empowers them to be caretakers of all nature, even the parts they don’t often see.
By valuing the dark as much as the daylight, we teach respect for all life, around the clock.
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To explore biodiversity in our local area, we would first go on a nature walk around the school or a nearby park. We’d look for birds, insects, plants, and any signs of animals, using a checklist to record what we see. Back in class, we’d talk about why each living thing is important and how they work together in nature. Then, I would introduce the idea of light pollution—too much artificial light at night. We’d ask: How might bright lights affect animals? Using videos or stories, we’d learn how light can confuse birds, insects, and even plants. For example, moths can’t find their way, and birds might not sleep properly. We’d then compare dark and bright areas near our homes and guess where more animals might live. Finally, we’d make posters to raise awareness about protecting dark skies and helping local wildlife. This helps children feel connected to nature and empowered to protect it.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Engaging primary learners to explore biodiversity in their local area can be both exciting and impactful, especially when linking it to real environmental issues like light pollution. I would start by organizing a simple local nature walk, encouraging children to observe and record different plants, insects, and animals they find. This hands-on exploration sparks curiosity and helps them connect with the natural world right outside their doorstep.
To introduce light pollution, I’d ask the learners to notice differences between day and night environments, perhaps using a night-time observation activity with parental supervision. We could discuss how artificial light affects animals like bats or moths, disrupting their natural behaviors and ecosystems. Incorporating storytelling or simple experiments (such as observing how moths are attracted to light sources) would make the concept accessible and memorable.
This approach not only builds awareness about biodiversity but also fosters responsibility and empathy for local wildlife, inspiring children to think about how their actions, such as turning off unnecessary lights, can protect nature.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Introduction
I would first have the children work in pairs to create a profile on four of the main species that can be affected by light pollution (owls, bats, birds, invertebrate). They include details such as navigation, sight, communication etc.
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I would then have the children create a biodiversity garden map of their own areas and this would be then incorporated into a larger biodiversity map of the surrounding school area. The children would then create a biodiversity garden map of the school which would also be included into the map. As Glenveagh National Park is adjacent to the school I would arrange a field trip to investigate these issues specifically.
conclusion
In pairs, The children would create a PpT presentation showing their findings and their experiences at Glenveagh National Park in respect of same. these would then be presented to the other classes to spread awareness of these issues.
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I really like this idea Christy and would love to teach it to my Fifth Class. It’s such a hands-on, engaging way to help children understand how light pollution affects different species. Starting with pair work to research owls, bats, birds, and invertebrates is a great way to build teamwork and curiosity. It also links perfectly with the SESE curriculum, especially around biodiversity and caring for the environment.
I especially like the idea of mapping their own areas and the school grounds—it helps make learning real and local. Adding Glenveagh National Park into the project would make the experience even more exciting and meaningful. A field trip would give the children a chance to observe nature up close and see how light pollution can have a real effect.
Finishing with a PowerPoint presentation is a great way for students to share what they’ve learned and raise awareness across the school. A fantastic project!
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
When thinking about our school’s biodiversity plan, I’d make sure we consider the needs of nocturnal animals — creatures like bats, moths, hedgehogs, and even owls that rely on darkness to feed, hunt, and move safely. Too often, we focus only on daytime wildlife, but a healthy ecosystem needs a thriving night-time community too.First, I’d work with the students to identify which nocturnal species might live nearby. Once we know who shares our grounds at night, we can plan to protect them. This could mean adding native night-scented plants that attract moths or creating quiet, sheltered areas where bats and hedgehogs can roost or forage. Importantly, we’d look at the school’s outdoor lighting. Students could help audit which lights really need to stay on overnight and where we could switch to motion sensors or lower-intensity bulbs. By involving learners in these decisions, they’d see that small changes can make our grounds a friendlier place for creatures of the night.
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Hi Chantelle, I agree with how we must think about nocturnal animals that are found in the school grounds, just because we can’t see them during the school day doesn’t mean they aren’t there. I like how you would make adaptations for bats and owls to have a safe space in the school grounds and I also like how you promote the children’s voice by giving them the responsibility to make changes.
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Answering ‘How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans’
As a Dublin school, we don’t have a lot of biodiversity around us but we do have a school garden and the students love watching the insects and squirrels during the day so they do have a relationship with the biodiversity in our area. I would incorporate the needs of nocturnal species into our biodiversity plan by raising awareness of how artificial light impacts local wildlife. We would begin by conducting a simple audit of outdoor lighting on school grounds, limiting unnecessary lights at night and using low-glow, downward-facing fixtures where needed. This is an easy solution that could truly benefit our environment.
In class, students would learn about nocturnal animals like bats, hedgehogs, and moths, and how they rely on darkness to navigate, feed, and breed. We would build bat boxes and plant night-scented flowers to support pollinators active after dusk and use the video from the module to explain how factors can interfere with bats senses.
Through the Globe at Night project, students could explore the effects of light pollution and collect real data. We would also include this theme in our Green Schools biodiversity work and promote “lights-out” events or stargazing evenings to link science, nature, and community action. This approach combines learning, action, and care for often-overlooked species. and is a great way to bridge community involvement.
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Hi Kimberly,
Thanks for your post. I am delighted to see that you do have a school garden occupied by insects and squirrels. Often, there is more biodiversity on our doorstep than we realise, but there is always so much more we can do to support it.
By engaging learners in this activity, it will give them an appreciation for what the dark provides and how we can all play a role in light pollution reduction, and all have the power to act. Connecting it to the Green Schools programme and ”Lights Out” events will further the reach of your activity into the broader community.
I like your plan to include night-scented flowers. Honeysuckle is a firm favourite of mine, with a beautifully distinct fragrance emitted from hedgerows on evening walks these days to attract moths. It is also a wonderful opportunity for learners to engage their five senses and compare the sensory attributes of this diverse plant range.
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I would help my Fifth Class learn how some animals need the dark to survive. We would look at animals like bats, owls, moths, and hedgehogs—these are called nocturnal animals because they come out at night. They need the dark to hunt, move safely, and rest.
As a class, we would check around our school to see if there are too many lights that might bother these animals. Then, we’d think of ways we could help—like planting flowers that bloom at night, building bat boxes, or creating quiet, dark corners in our school garden.
We would include these ideas in our school’s biodiversity plan. This links well with our SESE curriculum, as it teaches about caring for nature and our local environment. We would also talk about why protecting the night sky is just as important as planting trees or feeding birds. The children would learn that by making small changes, they can help animals live safely and happily. It’s a simple but powerful way to connect science, nature, and real-life action.
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• How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.We would start by exploring the nature all around our school. We have made lots of bird feeders around the school so it will be a wonderful to watch the birds and their activity .We would go on a bug hunt and discover the insects in the area. We will discuss the link between the species and how they rely on each other for their survival. I would next introduce the theme of light pollution and how bugs and insects are drawn to the light and how many die as a result. Therefore there is less food for the bird and animals. We would discuss the variety of ways that we can help with light pollution. Use down lighters, yellow or orange lighting ect. We would create posters for around the school to help raise awareness about light pollution and we could create stories on book creator to show to each class.
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How would you engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
The first thing I would do with my 4th/5th class pupils would be to discuss biodiversity so they have a good understanding of what it is and its importance. We would walk around our school grounds and complete a biodiversity survey- making a note of all plants, trees, insects, animals and birds. We could also look at the ‘maps.biodiversityireland.ie’ website to see what other animals or nucturnal animals have been recorded in the local area. I would then show the children the Heritage in Schools video “Make a biodiversity garden map”. This would be an excellent guide for the children before they start drawing their own individual maps of the school grounds. Once they have completed their maps I would let them get into groups to discuss and compare their maps, helping each other to improve their maps with suggestions on how they could be more detailed. Once our biodiversity maps were completed we would then make a plan of what we could do to encourage biodiversity in our school and we would add these ideas to our biodiversity maps. We could also suggest ways to decrease the effects of light pollution to the biodiversity around our school and add these to the maps as well. There are many different websites that we could use to gain ideas for improving biodiversity in our school. Websites such as pollinators.ie, Heritage in schools and Paddy Maddens website to name but a few.
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That’s a lovely, hands-on way to explore biodiversity with your class. Starting with a discussion and a walk around the school grounds makes the topic real and engaging. Using online maps and the Heritage in Schools video adds great support, and drawing their own maps encourages creativity and observation. Working in groups to improve their maps helps them learn from each other. Planning how to support biodiversity—and including ways to reduce light pollution—gives the project real purpose. It’s a great way to help children connect with nature in a meaningful, age-appropriate way.
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To engage learners in Ireland in exploring local biodiversity and the impacts of light pollution, start with a simple biodiversity walk around the school grounds, local park, or woodland area. Discuss and show native Irish plants and ask them to look our for native Irish plants, insects, and birds on their walk. The class could even do this with at night-time – students can observe or record sounds and sightings near their homes at night.
Introduce the concept of light pollution and its effects on nocturnal animals, such as bats, moths, and hedgehogs, which are common in Ireland. . This helps them understand how artificial light limits natural visibility and disrupts animal behaviour.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans:
To truly support nocturnal species in a school biodiversity plan, we need to think beyond daylight hours and consider the lives that thrive in the dark. Bats fluttering overhead, owls silently hunting, and moths pollinating night-blooming flowers all play vital roles in local ecosystems. Yet, artificial light can disrupt their natural rhythms, disorient them, and even threaten their survival. Schools can make a meaningful difference by creating “dark sky zones” on their grounds—areas with little or no artificial light after sunset. Installing motion-sensor lights, using warmer bulbs, and shielding outdoor fixtures can help reduce unnecessary brightness. Planting native night-blooming flowers and setting up bat or owl boxes creates safe habitats and food sources. Engaging students in evening wildlife walks or light pollution awareness events brings learning to life and fosters empathy for these often-overlooked creatures. By weaving the needs of nocturnal species into biodiversity efforts, schools become living classrooms that nurture respect for nature’s full cycle—day and night. It’s not just about conserving wildlife; it’s about showing students that even small changes, like dimming a light, can make a big difference in protecting the natural world.
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Having worked with various councils previously I would love to work with the eco council and have a clear goal to raise the awareness of light pollution in the school. This goal would be alongside their other objectives.
I would organise walks initially for the eco council and then for other classes to record what species they can see around the local area. We would then look to record an evening walk (this may involve the parents’ association alongside the teacher) to record what creates can be seen. There would also be a focus on the lighting in the area and how much artificial light that there was. The eco council would analyse and reflect on the level of light and how that impacts on the lights. They would then educate their peers in the school and perhaps lead an assembly with updates/outcomes/discoveries. They could also have a biodiversity board in school with photos, findings, information on the species and findings! They could then look at potentially having more dark zones to help encourage biodiversity. They could also look at options such as sensor lights etc. They could put a report together for parents, students and the board of management at the end of the year.-
I love these ideas Donna. You can just imagine the excitement of the children on the committee coming back for an evening walk. They’d be delighted with themselves. The plan for them then to report back their findings, discoveries, outcomes to their peers at a school assembly and from there reporting to the parents and the BOM. This would be beneficial to the whole school community and the committee would gain invaluable experience- knowledge, teamwork, presentation skills, reporting, summarising the main points, prioritising- the list goes on!
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I think the idea of working hand in hand with the local council to create a project that monitors these things is a great idea. The children get to learn more about governmental organisations whilst carrying out national objectives around their school. The provision of an end of year report to management, councils and parents is also a great way to incorporate home school/community links to these types of projects.
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Given that Dunmore Caves are situated in Kilkenny we focus two units of learning on it (history and Geography) as part of our level 2 junior Cycle. It is renowned for being a habitat for almost all the species of bats in Kilkenny , we also have many beautiful building in our medival city where bats and other nocturnal animals live.To support nocturnal species like bats in a school biodiversity plan, it’s important to consider their unique needs, especially their reliance on dark skies. Bats are vital for ecosystems, controlling insect populations and pollinating plants, but light pollution can disrupt their feeding and roosting habits. We could help by creating dark sky zones—areas with minimal outdoor lighting—particularly near hedgerows, trees, or other natural bat habitats. Lights that are necessary for safety but we fit ours with timers so they are only on when absolutely necessary.Bat boxes can be installed on tall buildings or mature trees to provide safe roosting spots. This could be incorportated into our Green Schools plan and the Woodwork teacher could collaborate in terms of making the boxes out of recycled materials as part of our mii company. School can also plant native night-scented flowers like honeysuckle and evening primrose to attract moths and insects that bats feed on. Lessons can focus on bats’ importance in biodiversity, how they navigate using echolocation, and why dark skies matter for wildlife.
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Very good idea to avail of the Dunmore caves as there are in Kilkenny, I feel this would make it more engaging for the pupils and educate them more on the physical environment nearby. Moreover, the idea to develop the Green Schools plan is clever, as I feel it shows the importance to the students of the Green schools committee and how important it is to take care of our environment.
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In engaging my learners to explore local biodiversity and the impacts of light pollution, I would begin with direct, hands-on experiences. A local biodiversity walk around the school grounds would help students identify native plants and animals, while also noting levels of artificial lighting in the environment. To deepen their learning, we would conduct observations at different times of day and discuss how artificial light might affect animal behaviour, especially insects, birds, and bats.
We would follow up with a class investigation comparing areas with different lighting levels and record observations like insect attraction to light, bird behaviour near streetlamps, and whether we spot any bats. I would encourage children to make simple changes, like designing “bat-friendly” school zones with native planting and darker corners free of artificial light. These projects not only support learning outcomes but also empower students to take ownership of biodiversity in their own community. -
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I would begin by teaching about the term ‘biodiversity”. There were some nice resources given in the module for this eg : Gardening for biodiversity. I would then do a biodiversity survey around the school with the children. We would then draw a biodiversity map of our school grounds. A nice resource for this is the Bioblitz video. Next we would plan what we want to improve eg reduce area that is moved, allow hedges to flower, maybe add more bird boxes and an insect hotel. Perhaps ensure we have plants that suit moths (pollinators). We could also plant native trees on our grounds. We would also refer back to our light pollution survey and see can we tie elements of this into our plan. After a period of time we would review by perhaps seeing if we have and increase in numbers of an existing species or any new species.We could also further explore and research nocturnal animals eg moths & bats using the resources provided throughout the module
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans.
• Light Pollution Audit: Conduct a lighting survey of the school grounds (as recommended in Module 3) and identify areas where outdoor lights could be dimmed, shielded, or switched to motion sensors.
• Habitat Creation: Install bat boxes, owl nest boxes, and moth-friendly wildflower beds. Bats in particular need tree cover and insect-rich areas; planting native trees and hedgerows can greatly help.
• Nocturnal Wildlife Zone: Designate a section of the school garden to remain dark at night, enhancing habitat quality for nocturnal invertebrates and mammals.
• Curriculum Integration: Include projects on nocturnal species’ adaptations (e.g., echolocation in bats, owl vision) using resources like the “Bat Moth Game” and the owl eye comparisons outlined in the module.
• Awareness Campaigns: Student council and Green schools committee could run awareness initiatives to educate the school community on how small lighting changes benefit wildlife, using findings from their own investigations to persuade others. They could link with local agencies and councillors to garner support.
Just on a side note, the apps Merlin, PlantNet and BirdNet are very useful for identifying birds and plants. Children can identify the birds by their song/call, so being able to see them is not necessary. It may allow children to identify night/evening/dawn birds from home safely.
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Biodiversity and the Impact of Light Pollution
I will first explain what the term biodiversity means – the variety of living things in a specific area which includes plants, animals and insects. We will work with the Green School’s Committee to raise awareness and plan a variety of different activities. Together, we will explore our school’s grounds and nearby areas to identify local species using books and nature journals.
A visit to the forest located beside our school will give the pupils the chance to observe native plants and animals in their natural habitat. The children will work in small groups to record their findings and take photographs. This hands-on experience will make biodiversity real and exciting.
To understand the impact of light pollution, we will watch some of the online videos mentioned throughout this module. These videos will show how artificial lights affect animals like birds, bats and insects. The pupils will work in groups once again to create posters to share what they have learned about light pollution with the wider school community.
Through discovery, teamwork and discussion, the pupils will become more aware of the importance of biodiversity and how our actions, like light use, can affect it.
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Hi Edel
You are so lucky to have a forest beside your school. What a great opportunity for the children to be able to explore this habitat and contrast it with the habitats in the school grounds. This would open up lots of discussion around the different nocturnal animals that might be present in the forest and those that might visit the school and also on the contrast of light levels between the school and the forest. Using the reports tab on https://maps.biodiversityireland.ie/Map from the National Biodiversity Data Centre, you could zoom in on the school and forest and generate a report to see if any nocturnal species have been recorded in the area
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1. How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
I loved the video of the bio- blitz and I think this video would be a great stimulus for the start of a lesson on biodiversity. I showed it to my own boys this evening and they loved it and were full of chat about how they are going to do a bio-blitz in our garden tomorrow. In school the follow on investigstion would give the children in my class a chance to identify (using resources mentioned in the module) birds, trees, plants and insects that they see in the area local to the school. I teach in a Dublin suburb but we are lucky to have fields beside our yard, local hedgerows and a river that runs nearby, which has a path alongside it with lots of different plants and trees to explore.
Following on from this we would refer back to the lesson we had previously done on light pollution- what it is and what we can do to reduce it. We could then use some of the videos mentioned in the module to look at the impacts that light pollution has on our local biodiversity in how it alters the natural behaviour of plants and animals….impacting the feeding & breeding habits of nocturnal creatures, disorientating birds and changing migration patterns, interfering with the seasonal cycles of plants and disruption of food chains involving insects attracted to the artifical light.
I learned a lot myself in this module so I think it will be a very interesting area to explore with my students next year.
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Hi Marie
It’s fantastic that your own boys are planning a BioBlitz in the garden. Children love exploring nature especially finding minibeasts and I’m sure they would get great fun out of making a hide to observe birds. Through helping your own boys with their BioBlitz, you will get a lot of insight into what will and won’t work well with your class and what equipment and recording sheets you might need, which is great preparation for doing a school BioBlitz. During Biodiversity week in May every year, the Irish Environmental Network run a Backyard BioBlitz event over a full weekend where families are encouraged to BioBlitz their gardens and upload pictures of their finds on social media where there are experts on had to help identify them.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
To explore biodiversity in the local area, I would begin by taking pupils outside to observe what species they can find around the school — from plants and insects to birds. We’d use simple recording sheets or apps to log what we see. This hands-on start would spark curiosity and help them notice how much life is around them every day.
Back in the classroom, we’d discuss why biodiversity matters and how every part of the local ecosystem is connected. Pupils could then work in small groups to look more closely at one local species and how it fits into the wider environment.
After that, I’d introduce light pollution by asking pupils to think about what the area is like at night. We’d explore how light at night can affect wildlife, especially species that are active after dark. Pupils could investigate ways to reduce light pollution at home and around the school, and we’d come up with simple changes that protect local habitats and keep our skies dark for both wildlife and stargazing.
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Living and teaching in North Dublin offers a fantastic opportunity to explore biodiversity in a local, meaningful way. I would begin by introducing the concept of biodiversity using images and local examples like birds in St. Anne’s Park, pollinators in the walled gardens, and even foxes and bats that live closer to urban areas than children might realise. We’d take a biodiversity walk in the park, encouraging students to observe insects, birds, trees, and signs of animal life. Each group could record their findings through sketches, tally charts, or digital photos to build a “Biodiversity in Our Area” classroom display.
To connect this to light pollution, I’d lead a discussion about how nighttime lighting affects local wildlife, especially bats, moths, and birds that rely on natural darkness. Pupils could then map light sources around our school and homes, interview family members about nighttime wildlife sightings, and suggest ways we could make our community more dark-sky and wildlife friendly. This project would help them see the connections between human behaviour and the health of local ecosystems. -
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We have carried out a lot of work in the school trying to support pollinators and make our school grounds and garden more bee and butterfly friendly but have overlooked the night pollinators.
After completing the lessons on light pollution we would explore some of the 1,500 species of moths in Ireland and how we can add to our garden to support the important pollinating they carry out.
We could use a motion detector camera in the garden to see what night visitors we already have and with the support of the Green Schools Committee we could create a ‘moon garden’ in our pollinator-friendly area. Identifying areas that could be left for caterpillars to grow would also be helpful.
We could carry out an audit on our school gardens to identify what trees we have growing and check them against the list of caterpillar friendly trees provided by pollinators.ie
https://pollinators.ie/wp-content/uploads/2023/09/AIPP-Nocturnal-Guide-2023-WEB.pdf
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We have many moths and butterflies in our school grounds too so I definitely will be noting these activities in my own learning record as I really like the idea of a ‘moon garden’ and I think the children will really engage with this idea. This would be a fabulous idea also for the younger classes as they often read the picture book ‘The hungry caterpillar’ as part of their SESE and literacy lessons.
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Love this idea! You have clearly done loads already to support bees and butterflies, and it is brilliant to see the focus shifting to night pollinators too. The motion detector camera sounds like a fun way to get pupils involved, and I really like the idea of a moon garden. Such a lovely way to support moths. Thanks for sharing the guide, it has given me ideas for our own school garden!
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As part of our school’s biodiversity plan, I would love to incorporate a focus on nocturnal species, particularly those that rely on darkness to survive and thrive. Many of our pupils are already familiar with more visible daytime wildlife like birds and bees, but far fewer are aware of the fascinating range of animals that are active at night—bats, moths, owls, hedgehogs, and more. To begin, I would introduce the idea of nocturnal life through storytelling, videos, and local biodiversity records. From there, we could carry out a “school grounds night survey” using bat detectors or moth traps in partnership with local wildlife groups. Even though this would be done in the early evening for practical reasons, it would give the children an insight into what goes on after dark. We would also assess how artificial lighting around the school might impact nocturnal species. As part of our plan, we could look at reducing unnecessary lighting or creating sheltered, dark areas such as hedgerows or log piles. Students could create posters or presentations for the wider school community to raise awareness of how light pollution impacts biodiversity. Not only does this integrate science and environmental education, but it encourages children to take meaningful action for the species that share our locality.
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Hi Niall,
Many thanks for sharing how you would incorporate the needs of nocturnal species, especially those that rely on dark skies, into school biodiversity plans.By bringing your students on a learning journey of exploration, they will come to appreciate the biodiversity that thrives in the darkness and our role in protecting it.
By monitoring, a clear picture will emerge, and as you said, it will give children an insight into what goes on after dark. By exploring light pollution and its solutions on the school grounds as part of the school’s biodiversity plan, any actions taken will benefit local diversity and make learners aware of how we all have a role to play in protecting our local environment, as the school models this with their biodviersity plan. I love your idea to communicate with the wider school community via posters/presentations too.Lots of scope of STEM skills development, including communications with this comprehensive plan.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
In relation to the above, I am fortunate enough to work near Dublin Zoo. I also have a connection to the man who bought in the Aye-Ayes in the zoo 2 years ago.I would set up a meeting with him virtually to discuss the needs of the Aye-Ayes and their need to live in darkness and how light pollution impacts their ability to hunt and forage.
Obviously Aye-Ayes are not part of our local biodiversity but it will be the start of how we introduce the topic.
Children will use their knowledge from the special guest to discuss light pollution and what in our area would cause light pollution at night time. Children will head to our local park with a sheet to note down any wildlife or species they see alongside what type of light pollution might cause animals to be affected. Children can choose one of the species they noted down and work in pairs to create a research project on it and if they are affected by the local light pollution.
Children can then share their findings with the green schools and provide them with a goal to work towards how we can as a school and community create a better environment for our own local biodiversity.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
I would start by introducing the idea of nocturnal animals in general and how they have adapted to their environments. The Esero 30 Day and Night in the World activities would be a good place to start. We could check on maps.biodiversityireland.ie to see if any nocturnal animals have been recorded in the area surrounding the school or if there are any other signs of nocturnal activity.
We could learn about bats from the Bat Conservation Ireland website and learnaboutbats.com and possibly add some bat boxes to the area surrounding the school. We could look at the possible impact of lighting in the school environment and what negative impact it may be having on nocturnal animals like bats. Could we make any changes at school level like changing the type or style of lighting? It might be a nice idea to make an information leaflet/video to distribute to local residents and businesses to inform them about the nocturnal animals in the locality and simple changes we can make to protect those animals that rely on dark skies.
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To engage learners in exploring local biodiversity and the impacts of light pollution, I would begin by involving our Green Schools Committee (3rd–6th class) to lead the initiative in our suburban school. Together, we would carry out a biodiversity survey of the school grounds, identifying existing plant and animal life and noting areas for improvement. Learners would use identification charts and digital tools to document species and track changes over time. We would use many of the resources mentioned here in module 4 such as bird watch ireland, moths ireland, animals that navigate by the stars and wild things at school.
We would create habitats to support biodiversity, such as a wildflower patch to attract pollinators like butterflies and bees, and install bug hotels to shelter insects. To explore the impact of light pollution, students would conduct simple night-time observations to see which species are active in different light conditions. This would raise awareness of how artificial lighting can affect wildlife behaviour. By leading assemblies and sharing findings on our noticeboard and newsletters home, the Green Schools Committee would foster whole-school engagement and environmental responsibility.
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First, I would teach the children about nocturnal wildlife (barn owls and bats), light pollution, and simple ways of improving biodiversity in our community.
Around the schools we could go on a “light watch” and find areas where we could reduce unnecessary outdoor lighting.
We could go to the school field or surrounding areas and locate appropriate areas for barn owls to nest. The school could maintain uncut grassy areas or install low perches to support hunting. Providing nest boxes high on quiet buildings or trees could help the owls with nesting.
Senior classes could use STEM to build simple wooden bat boxes. These could be placed high on warm, sheltered walls facing south. Boxes could be installed out of reach and away from bright lights to mimic natural nesting areas.
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Hi Joseph
This is s nice plan that focusses on owls, bats and other nocturnal creatures with progression from learning about owls and bats, to assessing the habitat, identifying threats and seeing what could be improved and then focussing on solutions. I love the idea of having the children make bat boxes in class and finding suitable locations to place them. Perhaps some of the children might have suitable locations at home and parents who would be willing to install them as well as placing some near the school.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into an irish primary school biodiversity plan
Dark skies underpin nocturnal species’ lifecycles. Many Irish bats, moths, owls, amphibians, earthworms, and nocturnal insects rely on uninterrupted natural darkness for feeding, pollination, navigation, reproduction, and predator avoidance. To help get this message across to my class I would have a class discussion on how important it is for animals to have darkness at night. We would talk about nocturnal animals and then create a school garden section with minimal lighting for these animals. We also have a student council in our school from 2nd to 6th. I would suggest a pupils designed school lighting policy using motion sensor lighting or timers. This would allow the kids to take ownership of the topic. I feel that this would ensure nocturnal biodiversity becomes a lived experience for the children.
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Biodiversity
How would I engage learners to explore biodiversity in your local area and the possible impacts of light pollution on biodiversity?
I would aim to make this quite a long term class project. I would like to create a school biodiversity/ wildlife catalogue of all creatures big and small we find on our school grounds. As we are quite rural and have access to extensive grass areas as well as our school garden we would hope to find an extensive array of living things. We can also combine this with a biodiversity map of the school grounds as suggested in the slides. The idea of the Bio Blitz is an excellent idea and term to get the attention and interest of the pupils.
Use of the video links from the course material about biodiversity, particularly the one on slide 8 would be an excellent introduction to highlight the importance of biodiversity.
We would be eager to tie our catalogue in with the national biodiversity data centre’s surveys. This is something we will be able to explorer in September.
The investigation of night time vision at home is a very simple and effective investigation to trigger the connection between biodiversity and levels of light.
I would also aim to link in with one of our local sfi centres during the year with a view of finding improvements we can make to our school environment in a sustainable way. The hollies centre for practical sustainability is one which is somewhat accessible to us.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
To get pupils thinking about biodiversity and the impact of light pollution, I would begin with an exploration of the school grounds during the day. Each child would record the plants, insects, birds or signs of wildlife they observe. We would use these findings to create a class biodiversity map and discuss which areas are rich in life and which might be less welcoming for animals. I would then introduce the concept of light pollution and how it can affect nocturnal species, linking back to the learning in Module 4. We would carry out a simple light survey around the school to identify where artificial lighting might be discouraging creatures like bats, moths or owls.
The hands-on investigations from Module 4 would support this. I would lead a night vision challenge and play the bat and moth game to help children understand how animals move, feed and survive in the dark. These activities help make the science real and memorable.
To extend the learning into a whole-school project, each class could take responsibility for a different part of the school grounds. Younger pupils might plant night-scented flowers or build bug hotels, while older classes could research local nocturnal species or design and install bat boxes. Together, we would update a whole-school biodiversity map and present our findings at a school assembly.
We would finish the project with a ‘Dark Skies’ evening for families, where pupils could share their learning, showcase their work, and raise awareness of how small changes can make a big difference to local wildlife
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Hi David
That sounds like a great whole school project. I like the idea of dividing the school grounds on the basis of how welcoming each area would be for wildlife and identifying the issues that might exist for nocturnal animals by using the bat and moth game other activities to help explain the barriers to moving and feeding. Giving each class responsibility for a particular part of the school grounds is a great idea. That way the children could come up with ideas and research their chosen action and lots of little improvements could be made for biodiversity without any class having to take on too much. Having a before and after Biodiversity map would be a lovely visual way to showcase what you have done at your Dark Skies family evening and a great way to inspire similar action in pupils’ homes.
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That sounds like such a fun and hands-on way to explore biodiversity! I love the idea of mapping the school grounds and seeing which areas are full of life, then linking it to light pollution and how it affects nocturnal animals. The night vision activities and whole-school projects like planting flowers or building bat boxes make it really memorable for the kids.
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I think incorporating the needs of nocturnal species, especially those that rely on dark skies, into school biodiversity plans will be most effective if the ideas and plans come from the children themselves. There could be a whole school brainstorm on how to do this, led by Student Council or similar, raising awareness of the effects of light on nocturnal animals, in particular those native to the school grounds. Guest speakers could be invited to inform the children of these animals as it would be difficult to observe them naturally. Ideas could include installing wildlife cameras, motion sensors, creating a dark space in the school garden with bat boxes and other type houses, and planting “night” flowers that attract moths and other nocturnal bugs. This topic could be a whole school theme, adapted to suit different levels.
It would take time to plan, implement, and monitor. Reports could be included in school newsletters and local newspapers. The school could work towards the “Dark Sky Friendly School” award from “Dark Sky Ireland”.
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ChatGPT said:
This is a really thoughtful and inclusive approach. Getting the whole school involved, especially through something like the Student Council, gives pupils ownership and makes the learning more meaningful. I like the idea of linking it to real change in the school environment, like creating dark spaces or installing bat boxes. It’s a great way to highlight lesser-known aspects of biodiversity. The suggestion to bring in guest speakers is practical, especially since many nocturnal animals can’t be easily observed. Connecting the project to wider community awareness and something like the “Dark Sky Friendly School” award adds purpose and long-term impact. -
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To help my class explore biodiversity in our local area, I’d start with a nature walk around the school grounds or a nearby park. We’d look closely at the plants, insects, birds, and any signs of animal life, using checklists or nature journals to record what we find. This would help build awareness of the range of species in our immediate environment. To introduce light pollution, we’d talk about how some animals, like bats or moths, are more active at night and how artificial lighting might affect them. I’d show photos or short videos explaining the impact of light on animal behaviour—how it can confuse their feeding, navigation, or sleep. The class could then create posters or fact files on one local species and how it’s affected by light. To finish, we might come up with ideas as a group for how to protect biodiversity—like reducing unnecessary lights at night or planting pollinator-friendly areas.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
To engage my pupils in exploring biodiversity in our local area, I would begin with a nature walk or “mini-beast safari” in a nearby green space, encouraging children to observe, identify, and record the variety of plants, insects, birds, and other animals they see. This hands-on experience helps foster curiosity and respect for the natural world. We would then create a biodiversity map or class mural to represent what we’ve found.
To link this with light pollution, we would investigate how artificial lighting can disturb nocturnal species like bats, moths, and owls, which are vital to the local ecosystem. Through storybooks, short documentaries, and classroom discussions, pupils would learn how light at night affects animal feeding, migration, and reproduction. Finally, pupils could create posters or presentations suggesting simple ways to reduce light pollution and protect biodiversity.
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Firstly, I would remind the pupils of our lessons on light pollution in module 3. I would revisit the surveys conducted to make learning relevant to our local area. We will discuss the impact light pollution has on humans. We will then move on to consider other inhabitants in our area! We will use the many resources on biodiversity mentioned in this module to explore local birds and animals native to our area. We would then take a short nature walk around the school grounds or a nearby green area to conduct a wildlife survey. Each group will record what they see or hear: birds, bees, insects or even signs of animals like tracks or droppings.
Then, we’ll discuss how artificial light at night—from streetlamps, garden lights, or buildings—can disturb this balance, such insects being drawn to lights, making them easy prey or stopping them from pollinating flowers. Or the fact that some birds become disoriented and change their behaviour.
We’ll finish by mapping the brightest and darkest areas near school and brainstorming simple changes—like shielding lights or using timers—that could help protect our local wildlife.
As a follow up to this lesson, we will use Trees of Ireland and Wildflowers of Ireland to map the local plants and trees in our area. We will then explore how light pollution impacts on plants and flowers. I envisage these lessons forming a unit of work which will take place over a month in school.
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To help my class explore biodiversity in our local area, we’d start with a nature walk around the school grounds. We’d bring clipboards and other equipment to look for bugs, birds, flowers, and trees. On our return to class, we’d create a big wall display showing the different living things we found. We’d talk about how their importance and how they all need each other to survive.
Then we’d learn about light pollution. I’d ask, “What happens when there are too many lights at night?” We’d watch a short video showing how bright lights can confuse animals like birds, bats, or moths. I think it is something children need to be explicitly taught as I myself never realised how damaging light pollution is to animals, insects and even plants.
To finish, we’d make posters aimed at reducing light pollution by asking people to turn off outside lights when they’re not needed to help protect the amazing animals and plants living all around us.
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The Effects of Light Pollution on Local Biodiversity
Light pollution can greatly disrupt biodiversity by interfering with the natural behaviours and rhythms of countless species. It affects nocturnal animals by disturbing their feeding, mating, and navigation habits. These disruptions often ripple through ecosystems, altering predator-prey relationships and changing species compositions within habitats. Plants are also impacted, as artificial light can hinder their growth, reproduction, and survival. Addressing light pollution is essential to protecting ecological balance and maintaining biodiversity.
1. Disruption of Animal Behaviour
Artificial light strongly impacts nocturnal wildlife. Many animals depend on darkness for essential activities like foraging, mating, and migrating. When their environment is artificially lit, these behaviours are altered, leading to disrupted feeding routines and lower reproductive success.2. Ecosystem Imbalances
Light pollution disturbs fragile ecosystem dynamics. Predators such as bats and owls rely on the cover of darkness to hunt. Illuminated habitats hinder their ability to catch prey, which can lead to surges in prey populations and disrupt the ecosystem’s balance. Moreover, artificial lights can attract certain species while deterring others, reshaping local species diversity and potentially reducing biodiversity.3. Effects on Plant Growth
Plants also suffer from excessive artificial lighting. Darkness is vital for regulating plant processes like growth, flowering, and seed production. Constant exposure to light can result in stunted growth, poor reproduction, and disrupted seasonal cycles. For example, urban lighting can cause trees to bud prematurely, which misaligns with pollinator activity and affects other organisms relying on them.Light pollution poses a serious threat to biodiversity and ecosystem health. It alters animal behaviours, destabilizes ecosystems, and impairs plant life cycles. Protecting natural darkness through solutions like shielded fixtures, minimizing unnecessary lighting, and raising public awareness is essential to mitigating these impacts and preserving biodiversity for future generations.
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Many animals that live around our school are nocturnal, which means they are active at night. These include creatures like bats, owls, moths, frogs, and hedgehogs. They rely on dark, quiet environments to feed, move around safely, and raise their young. Artificial light at night can confuse or frighten them, making it harder for them to survive. That’s why it’s important that our school takes simple steps to protect their nighttime world.
One of the easiest and most effective things we can do is to reduce light pollution. We can help by asking the school to turn off unnecessary outdoor lights when not in use, especially overnight. Using motion sensors or timers on lights ensures they are only on when needed.
Creating a dark, quiet zone somewhere on the school grounds is another great way to support nocturnal species. This can be a corner of the garden or field with minimal lighting, where we grow bushes and trees for animals to shelter in. We might also add log piles, bug hotels, or hedgehog homes to give them safe places to hide and rest.
Planting night-scented flowers is a wonderful way to attract moths and other night-time pollinators. Flowers like evening primrose, jasmine, and night-scented stock bloom or release their scent after dark and provide food for insects. These flowers can also help children explore the idea that not all pollination happens in the daytime.
Our school can also take action by building shelters for nocturnal animals. Installing bat boxes high up on buildings or trees gives bats somewhere safe to roost. Owl boxes can be placed in quiet, elevated spots, and hedgehog homes can be tucked under hedges or behind sheds. Leaving small holes in fences allows hedgehogs to travel between gardens and green spaces safely.
Children can express what they’ve learned by creating posters, stories, poems, or artwork about nocturnal animals. They could also perform a short play or present an assembly to share with others how we can all help wildlife that depends on the night.
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To engage the learners in exploring biodiversity and the impact of light pollution, I would plan a fun, hands-on mini-project called “Wildlife Detectives: Light vs. Night”. We would begin with an exciting nature walk around the school grounds or a nearby park during the day, where students would work in small groups to record plants, insects, birds, and other wildlife using simple tally charts, drawings, or digital tablets. This introduces them to local biodiversity and builds observation skills.
Next, we would learn about nocturnal animals through videos, stories, and role-play activities—pretending to be bats, owls, or hedgehogs navigating the night. We’d discuss how these animals rely on darkness and how artificial light can disrupt their behavior.As a follow-up, students could create posters or short presentations on how to help protect night-time wildlife, such as using motion-sensor lights or closing curtains. We might even build bug hotels or bat boxes as a practical action. This cross-curricular, imaginative approach encourages environmental stewardship while making learning active and fun.
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Hi Orlaigh
Welcome to the course. I like your idea to explore biodiversity in the local area through a light v night mini projects. Engaging the pupils to explore their own local area and make their own observations will give them ownership of their learning. I also like how you plan to explore this across many curricular areas. This will allow for meaningful connections with their learning and how the pupils can be active themselves in reducing light pollution. Thanks for sharing.
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To engage my students in exploring biodiversity in our local area, I would begin with a sensory nature walk in our school garden, and we could also visit Tim Smythe Park (our local fairgreen) and I would encourage my pupils to observe, touch, and record different plants, insects, and birds. Using our iPads or simple checklists with visuals, the students could record what they find. We would then create a class biodiversity wall with drawings, photos, and labels.
To introduce light pollution, I’d use simple easy experiments like comparing moth activity in light vs. dark areas, and show videos demonstrating how artificial light affects nocturnal animals. I would use lots of visuals and role-play to help pupils understand the concept and make it inclusive for all of my learners. Maybe we could also get a guest speaker in to have a chat to us or even chat to our Horticulture teacher to see what we can learn. Activities would be tailored to meet individual learning needs, using multi-sensory methods and structured routines to ensure engagement and accessibility for all learners.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Following on from previous lessons (module 3) about light pollution in the local area with my sixth class, we would then go on to explore the plants and animals in our area that would be particularly susceptible to light pollution.
Using resources from the likes of ESERO, Heritage in Schools, Birdwatch Ireland and The Tree Council of Ireland, we’d use iPads to research what animals, such as bats, owls and moths, could be found in our local area. We’d then look at how they, along with flowering plants, are negatively impacted by light pollution.
As a practical activity we’d set up a moth trap in the field. The following day we’d use guides to identify the moths found, comparing them to the animal research conducted the previous day. We’d then look at how artificial lighting in our local area could negatively impact these specific breeds, and the knock on effect this would have on the biodiversity of the area. All of this research could be tied into our campaign for improved lighting measures in our local area.
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To explore biodiversity in our local area, I’d start with a nature walk around the school or a nearby park. We’d look out for birds, insects, flowers, and trees – anything that shows signs of life. The children could use simple checklists with pictures to help them spot and name what they find – a nature treasure hunt. Back in class, we’d chat about what we saw and make a display with drawings and photos. To talk about light pollution, I’d use storybooks or short videos about animals that are awake at night, like bats or owls. We’d think about how too much light might make it hard for them to hunt, sleep, or find their way. Using torches in a darkened room, the children could explore how light changes what we see. I’d keep everything playful and hands-on, helping the children build a sense of care and curiosity for nature around them.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
This topic is great for all classes at primary level and can easily be done as part of SESE and SPHE to build environmental awareness.
I’d use a KWL chart to see what the children already know about nocturnal animals, especially those in our local area. From there, we could explore key creatures like bats, owls, and hedgehogs, and discuss how they depend on dark skies to survive.
To make it more hands on, each group could take on a different nocturnal animal or insect, doing a project and then sharing what they’ve learned with the rest of the class. This would spark some great conversations about what these animals need to thrive. We could explore how they rely on dark skies for finding food, staying safe from predators and maintaining a healthy ecosystem.
The children could even sort which of these is most important for their animal. We could also take action as a school. The children could create posters and an information video for our school website, challenging them to teach their own families how to reduce light pollution.
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Hi Damien
I love the idea of each group researching a different nocturnal animal and presenting their projects to learn more about their local wildlife. So often in schools, I see projects based around animals from far away and many children have very little understanding of the animals living on their own doorsteps. Your projects are a great way to highlight the wonderful biodiversity on our own doorstep and the threats that these animals and plants face every day. Continuing on with their projects by using what they have learned to take action and share what they have learned about light pollution with their families through posters and videos is a great way to finish the project.
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Hi Damien, thanks for sharing here. I really like the idea of doing a KWL chart to start the lesson as it’s a great way to see where the children are at. I fully agree with getting the children to do projects in groups as it’s great for promoting teamwork, leadership skills and invoking their interest and passion in the topic. Using the school website to share their research and findings is a terrific idea too.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
I will begin by sparking the children’s interest in the local biodiversity with an interactive classroom discussion or nature photo quiz featuring local species from my area such as hedgehogs, native birds, insects and wildflowers.
I will then organise a local biodiversity walk around nearby habitats such as parks and woodlands. I will put the students into pairs or groups and give them a checklist of things that they may see. I will then introduce the topic of light pollution. We will discuss how artificial light affects moths, bats, or nesting birds. We will explore night sky visibility in low versus high light pollution areas. I will pose the question ‘How might light pollution affect the creatures we saw earlier?’. In groups, we will investigate how insects behave in the dark and when light such as torches are used. To conclude our topic we will create a poster to raise awareness in our school. -
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Firstly, the plan should include a “Dark Sky Audit” of the school grounds. This would involve assessing all outdoor lighting for its impact on nocturnal life.
Secondly, the biodiversity plan should actively promote the creation and protection of nocturnal habitats. This could mean designating specific areas on school grounds as “night-friendly zones” where artificial light is minimized or absent. Planting native species that support nocturnal insects (which in turn support bats and other insectivores) would be a good idea. The plan could also include installing bat boxes or owl boxes in appropriate, dark locations. I have seen local environmental or animal rescue groups offering to install both.
Thirdly, curriculum integration would be key. The Green School committee could become involved here and share information with other classes.
Finally, the plan should link in with the wider community. The school could commit to sharing its dark-sky friendly practices with parents and the wider community -
To engage my infant students in exploring local biodiversity and the impact of light pollution, I would begin by discussing what they already know about animals, plants, and sources of light. This helps activate prior knowledge and sets the stage for meaningful learning and help create engagement for the lesson.
My school is located just outside a major city, but we’re lucky to have nearby parks and grassy areas. We would take a nature walk in one of these spaces, where children would use a simple, visually supported checklist to spot and identify signs of biodiversity—such as birds, insects, trees, and flowers. This approach keeps the activity accessible and engaging for young learners.
Next, we would explore where light comes from in our environment, identifying sources such as streetlights, building and infrastructure. We’d then talk about how light can affect people’s sleep and begin to consider its effects on local wildlife. This would help children make connections between human activity and nature, creating awareness for the living things in their community.
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Hi Jennifer
That sounds like a lovely introduction to the topic of Biodiversity and light pollution for an infant class. You have planned a nice way to introduce the topics in an easily accessible way for a young audience, who might hopefully revisit the topic in more detail at a later stage. Assessing prior knowledge is always a good idea. I have often found that some children in infant classes have a surprising amount of knowledge on local plants and animals as they are at an age to really appreciate wildlife without the aversion to insects, dirt and wild spaces that some children sadly develop at a later stage. These children can be great for sharing their knowledge with others in the class. Picture checklists are a great way for infants to start noticing the wildlife around them. I would also strongly recommend a simple bug hunt for infants as they get so much enjoyment from it and learn valuable observation skills. Pairing your exploration of local parks with some observation of street lights and other sources of light along their routes along with your classroom discussions is a nice way to make the connection between wildlife and light pollution in an accessible way.
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Hi Jennifer
That sounds like a lovely introduction to the topic of Biodiversity and light pollution for an infant class. You have planned a nice way to introduce the topics in an easily accessible way for a young audience, who might hopefully revisit the topic in more detail at a later stage. Assessing prior knowledge is always a good idea. I have often found that some children in infant classes have a surprising amount of knowledge on local plants and animals as they are at an age to really appreciate wildlife without the aversion to insects, dirt and wild spaces that some children sadly develop at a later stage. These children can be great for sharing their knowledge with others in the class. Picture checklists are a great way for infants to start noticing the wildlife around them. I would also strongly recommend a simple bug hunt for infants as they get so much enjoyment from it and learn valuable observation skills. Pairing your exploration of local parks with some observation of street lights and other sources of light along their routes along with your classroom discussions is a nice way to make the connection between wildlife and light pollution in an accessible way.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.I would initially spend a lot of time teaching about Biodiversity – what it is, why it is so important and what threats it faces. This would take place over a number of lessons. I would then arrange an active explore lesson around the grounds of the school, children would identify areas of biodiversity and they would investigate and record all the plants and animals they can find.
A homework activity would involve the children exploring their own gardens at home or an area near their home and recording the biodiversity there.
We could include our findings on biodiversityireland.ie.
Follow up lessons would be on Light Pollution and how it affects the biodiversity in an area. I would get the children to survey the school and identify all of the artificial light sources. We would bring together the information and have a class discussion on how these light sources could be affecting the biodiversity that we had previously surveyed – foraging time, navigation, bird song, migrating birds, plant growth, insects.
As a conclusion to the lesson I would encourage the children to design posters/create a simple display on convincing others to protect our Biodiversity, informing people on the hazards of Light Pollution. We would also compile a list of possible improvements that could be made around the school grounds in relation to Light Pollution and present these to our Principal and caretaker.
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To support nocturnal species in our school’s biodiversity plan, we must consider how artificial light affects their natural behaviour. Animals like badgers and foxes, seen in Phoenix Park, rely on darkness to forage and move safely. Phoenix Park uses low-level, warm-coloured lighting to reduce disruption while still ensuring safety—a good example we can follow.
Our school, set on a parklike campus, likely shares its grounds with hedgehogs, bats, owls, foxes, and moths, all of which are active at night and can be disturbed by bright lighting. Nearby suburban gardens may also support these species, especially bats and hedgehogs that feed on insects and worms.
We could carry out a lighting audit to identify overly bright or unnecessary lights. Replacing them with shielded, low-intensity lighting and adding timers or motion sensors would reduce impact on wildlife. We can also introduce student-led projects, such as bat walks, night-time surveys, or bug counts, and include light pollution awareness in our Green Schools or biodiversity action plans. This will help protect the night-time environment for both local wildlife and the students who share the space.-
This is a really thoughtful and practical approach. I love the idea of using Phoenix Park as a model. A lighting audit is such a smart first step, and involving students through bat walks or surveys makes it hands-on and meaningful. Including light pollution awareness in the Green Schools or biodiversity plan is a great way to embed the message long-term. It’s a well-rounded strategy that supports both wildlife and student learning.
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This idea is excellent and very practical. I like how you’re making the problem and its solutions seem so noticeable by relating the school’s biodiversity plan to actual locations like Phoenix Park. The concept of student-led nighttime surveys and lighting audits is a great method to engage kids in the cause of preserving the nocturnal animals in the area.
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How to engage learners to explore bio-diversity in your local area and the possible impacts of light pollution on local bio-diversity.
I am currently a Senior Infant teacher and this is an area which always really interests the children in the infant classes. I would begin by asking them to draw some creatures that they think we may find if we went on a walk around the grassy areas of our school. This would engage the children and encourage them to use some prediction skills while showing their knowledge level to me as the teacher.
We would have a class discussion on their predictions and I would introduce the term ‘bio-diversity’ to the class. Lots of the resources in the ‘Wild Things at school’ programme could be used here too.
We would take a little ‘bio-diversity bug walk’ around the school grounds and see what we can find – comparing it to our previous predictions. Some of the mini-beasts could also be collected for further exploration in the classroom.
In an ideal situation, I would hope to find a lady-bird (spring/summer months) and a lesson on the life-cycle of the ladybird would then follow this overview of bio-diversity in the local area lesson. Through learning about the life-cycle of the ladybird I would highlight the effects of light pollution on this bugs life-cycle e.g. confusion around the time of day and year due to artificial light and the effect of light pollution on the plants that the ladybird eats to survive.
There are many picture books and stories containing small creatures such as ladybird and other invertebrates that can be read to the children to integrate reading and literacy into a bio-diversity lesson.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
The children would explore how to have joined up thinking and a more integrated approach to decisions made in development, planning, water management, transport and many other areas when it comes to biodiversity in our local area of Dublin 15. The children will examine how if we don’t reevaluate how we look at the impact of light pollution on our local biodiversity, we will be facing much larger bills due to the lack of biodiversity and their valuable ecosystem services.
I will divide my 4th Class into 5 groups when examining the threats to biodiversity in Dublin 15 under the following 5 themes: changes in land and sea use, direct exploitation of organisms, climate change, pollution, and invasive alien-species. The groups will research each theme using the iPads where they will share their findings with the rest of the class upon completion. The children will have access to certain relevant websites such as The National Biodiversity Data Centre and the Global Assessment Report on Biodiversity and Ecosystem Services.
The children will investigate the possible impacts of light pollution on local biodiversity under the following 3 domains connected on their iPads also and report their findings back after: bird levels using light levels to decide when to sing, bright lights confusing migrating birds, and birds feeding on insects that are confused by light pollution.
My passion for this topic has been ignited in this module and learning how insects are particularly impacted by light pollution concerns me as it’s so preventable which I will convey to my students. If we simply remember to turn off unused lights for example, we will save the one third of insects trapped in the orbit of light bulbs that die before morning either through exhaustion or being eaten.-
Hi Eoin
It is great to hear that your passion has been ignited my the content of this module. The more people who are aware of the threats to Biodiversity and are motivated to take action, the better it will be for our wildlife and ourselves. I love your approach here in splitting the class into 5 groups each investigating one of the 5 main drivers of Biodiversity loss. I also love your focus on an integrated approach to infrastructure planning, something that is sadly lacking in our decision makers. I’m sure your students will come up with many solutions, as I find that children are much more capable of rational thought and forward thinking on these matters than adults. Perhaps, as well as coming up with their own actions like turning off unnecessary lights, they could take some other actions such as using what they have learned to contact their local council.
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Living and teaching near the coast here in Bettystown, we’re surrounded by nature, so I think it’s really important to include nocturnal species in our school biodiversity plans. I’d start by having a chat with the class about animals that are active at night—like bats, hedgehogs, owls, and even moths—and explain how light pollution can really affect their ability to feed, move, or even survive.
We could do a night-time species project, where the children research local nocturnal animals and how they rely on the dark. From there, we could create posters or a campaign around reducing unnecessary outdoor lighting at home and around the school—especially sensor lights that stay on too long.
We’d also look at creating a darker “wild corner” in the school garden—less lighting, more native plants, maybe even a bat or bug hotel. It’s a small step, but it helps make space for our night-time wildlife.
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This lesson idea is both delightful and suitable for the appropriate age group, making the concepts of biodiversity and light pollution accessible to younger students. Initiating the lesson with the children’s existing knowledge is an effective strategy to foster engagement and enhance the significance of learning. Your intention to incorporate a checklist with visual aids is ideal for infants, as it promotes their observational skills and language development. Investigating local green spaces adds relevance to the lesson, and linking it to familiar objects, such as lamp posts, aids in their comprehension of how human activities influence nature.
The connection you have established between light and sleep is an astute method to assist children in relating the subject to their personal experiences before considering the effects on animals as well. This gradual transition from individual experience to broader environmental consequences is commendable for early childhood education. It serves as an excellent introduction to environmental consciousness and would integrate seamlessly into a continuous nature or seasonal theme.
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To explore local biodiversity, I would begin by taking my Junior Infants on a “mini nature safari” in our school grounds— looking for birds, insects, plants, and signs of animals. We’d use magnifying glasses and simple checklists with pictures.
From here, we’d introduce the idea of nocturnal animals — like foxes, owls, bats, and moths — and talk about how these animals are awake when we’re asleep. Using books like Night Animals by Gianna Marino or “Owl Babies”, we’d learn about their needs, especially the importance of darkness for their lives.
We’d explore light pollution through pictures: a starry sky vs a sky filled with city lights. Children could act out being nocturnal animals trying to sleep with lights on — a playful way to introduce the concept. We would discuss how the animals might feel and gain empathy for them. We could discuss possible solutions and how we as a class/school could improve their lives.
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1. How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
I’d like to start the topic by engaging the pupils curiosity with photos and sound clips of nocturnal wildlife, then ask: “Do animals and plants notice when the lights are left on at night?”
After discussion, the pupils would survey biodiversity in the school grounds during the day, identifying various mini beasts and plant life and perhaps comparing their findings with citizen science data. We could also go on nature walks in the local area to broaden our search.
Using Globe at Night, we’d measure sky brightness in different locations. We’d link results to how light pollution affects wildlife – moths drawn to lights instead of flowers, birds with disrupted migration, bats avoiding lit areas – and act this out in role-play games.
This would also connect to Science (habitats and life cycles), Maths (recording and graphing data), Visual Arts (dark sky vs light-polluted posters), and Literacy (animal diary entries).
Finally, pupils would design wildlife-friendly lighting solutions, then share their findings and proposals with the whole class/school through a “Dark Sky and Biodiversity” display or poster design.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.At the start of the year I would focus on doing a biodiversity survey of our school and also the walk around our school asking the children to note every plant, insect, bird or animal that they see. We would make a record of this and then using the Irish Pollinators website we would look at ways that we could improve the number of 1 of each. Using the framework and in 3 separate groups the children would plan and either create or make something that would help. We would factor in light pollution closer to the Halloween holidays and looks at bats and other nocturnal animals that have been recorded in the area. The children would take these animals, trees and insects into consideration for their plans to improve biodiversity in the area and then implement their plan. The actions would be revisited in Feb and then again in June to see if the children’s changes have made a difference. As I teach 3rd to 6th, the class can continue this on a four year rotation and reflect annually.
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- How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
When we think about school biodiversity plans, we often focus on planting and habitats (I did!) – but for nocturnal wildlife, the sky matters too. Bats, owls, and moths all need natural darkness to hunt, navigate, and breed. Artificial lighting can cut bat feeding time, confuse migrating birds, and lure insects away from where they’re needed.
In our school, I’d start with a simple night-time “light survey” with pupils, spotting areas that are too bright. We could then try small fixes – motion sensors, shielded lights, or warmer bulbs – and watch for changes in nocturnal visitors.
I’d also link learning to action: night-vision experiments, echolocation games, moth traps, and planting native wildflowers for night pollinators. Bat boxes and hedgerow planting would give safe roosting and feeding spots.
It’s a great way to show pupils that protecting biodiversity isn’t just about what’s on the ground – it’s about the quality of the night sky too.
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Module 4 Assignment
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?Laois Co Council have videos, books and colouring books on biodiversity in the garden which are really nice and they can be ordered free of charge for the children or for the class library. I would introduce the topic of biodiversity to the children with these resources and the David Attenborough you tube video on biodiversity https://youtu.be/GlWNuzrqe7U
The more the children realise that every creature has its role to play and has a valuable contribution to make to our planet as a whole is so so important. We are all interdependent on each and all ecosystems and biodiversities and the services they provide for life to continue.
We need to protect the environment by preventing pollution and climate change and eliminating all threats to biodiversity. If we start by doing this at a local level, then it will naturally spread to the wider world. A lot of local birds and bees and other creatures and plants are currently under threat in Ireland and this needs to be addressed first. By teaching the children about their local areas and encouraging them to just look around and observe the nature around them we can get them invested in learning how they can protect the beauty around them.
The RTE clip about the long eared bat was very interesting. They suggested a good website to look up the 10 different bat species that are found in ireland.www.batconservationireland.org and learnaboutbats.com.
Who knew! I would have always considered bats rodents with wings but I have changed my mind. The video about the conservation of the lesser horseshoe bat in Mayo was very interesting too. The children will be inspired to protect the bats after researching all the different types and the threats they face, especially the threats from light pollution. Plus they will love playing the Bat Moth Game and will give them a greater appreciation of echolocation.The ESERO day and night in the world 30 resource suggests a lot of different activities to teach the kids how light pollution can impact on plant grown and on different creatures in their every day lives to hunt, eat, sleep and to survive!
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Hi, I have created this resource with a Senior Infant class in mind, a class I will be teaching in September. I might start such a lesson by introducing the children to a picture book called The Darkest Dark by Chris Hadfield. We would look carefully at the pictures and talk about what animals might come out at night – like bats, owls, moths, or even foxes – and how they need the dark to find food and stay safe.
As our school is situated beside a local park, I might show a photograph of the park at night-time, first when the lights are on and then when the lights aren’t on. We would compare them, asking questions like “Which one would be better for an owl?” or “Where would a bat like to fly?” The children could then draw their own pictures of nighttime animals in light and dark places, and we could think together about what this means for our local area and what we might do to help.
Thanks,
Michelle-
Hi Michelle,
Thanks for sharing such lovely ideas to engage the younger pupils. Picture books are such a fantastic learning resource for all ages, I must check out the one you have recommended.
I like how you are planning to use the information gained from the book and apply it to the local park which the pupils will all be well familiar with and through drawings the pupils can show their learning, this could also be used as an assessment if needed.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.
First of all I would recap with lessons on minibuses, arachnids and native species of animals covered. We would then learn about biodiversity through some of the links provided in this module and from David Attenborough clips and through national geographic kids.
Next I would get the children to list all the beasts they hope to see in a parkland and get groups to record any they see jn a hula hoop shaped piece of ground in 5 minutes. We would then change the environment eg more plant diversity or less and do the same recording.
Back in the class we could compare the two environments and discuss. Also a discussion on what we didn’t see and possible reasons why.
We could come up with a plan on how to improve local biodiversity in groups and present to the class and draw up an action plan.
We could then hone in on specific species and look at how light might impact them such as insects seasonality not lining up with plant seasonality due to artificial lights etc.
A project on how this might impact bats could then extend the learning.
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Just a note on the potential for citizen science to add to the biodiversity investigations. While it can be a bit fiddly uploading data and subsequently seeing it logged as a ‘legitimate’ record on a national map gives, ive found, real motivation where older classes see the work as important and ‘real science’
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I’ve decided to consider how I would include nocturnal species’ requirements—particularly those that depend on dark skies—into a school biodiversity strategy. Students have a great opportunity to go beyond observation and into real-world, practical action with this project.
Making the children “biodiversity consultants” for our school grounds would be my first step. With a twist, we would start with an environmental audit and look at the grounds from the perspective of a nocturnal animal. We would chart the locations of the lights and the ways in which their glow impacts various regions, determining what a moth or hedgehog would perceive as a “bright spot” and what a hedgehog would consider a “dark spot.”After this audit, the students would study particular nocturnal animals in our neighbourhood. They would look into what kind of habitat they need and how artificial light affects them. They might discover, for instance, that light pollution can discourage hedgehogs from their foraging routes or that many moths are important pollinators and that bright lights can disrupt their foraging.
Students would work together to create a Dark-Sky-Friendly Biodiversity Plan for the school as the primary component of the project. Actionable suggestions derived from their research would be part of their plan, including:
Lighting Solutions: To lessen light spill, it is suggested that bright, upward-shining lights be swapped out for motion-sensor lights that face downward and have low intensity.
Habitat Creation: It is suggested that in order to draw moths and provide bats with food, we plant a garden with night-scented flowers, such as honeysuckle or night-scented stock.
Shelter Construction: Creating and constructing tiny wooden hedgehog shelters in a shady, peaceful area of the school’s grounds.
Awareness: Making a “nocturnal species trail” or educational placards to alert the larger school community about the value of dark sky.Lastly, the students would advocate for the adoption of their plan by presenting it to the Green Schools Committee or the school principle. In addition to teaching children about biodiversity and light pollution, this method gives them the tools they need to improve their own surroundings.
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Hi Fiona,
Thanks for sharing.
You have some lovely ideas on how to roll out this activity-I particularly like your idea to create signs/placards to alert the wider school community about the work underway and it’s importance. These add another dimension to the activity, encompassing literacy, art, and presenting learners with an opportunity to design with the aim of educating. An Irish version of the copy or key words could also be added to extend learning opportunities.
Through the activities listed above, your learners will develop an appreciation for darkness, its role in supporting us all, and how to protect the darkness from light pollution.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans.
Firstly, we would start with a KWL chart on what we know about nocturnal animals. I would show the children photos of nocturnal animals but placing emphasis on the ones that are mainly living in our area- bats, moths, owls, hedgehogs and badgers. We could possibly work with a local group to try and record when and where they are most active on our school grounds. I would then get the children to work in pairs to create posters to place around the school to highlight key things that we could do to help our nocturnal animals in our community;
Reduce light pollution- use warm bulbs, use motion sensor lights on our school grounds, only have necessary lights on after school hours.
Habitat friendly environment- plant night time plants such as evening primrose and jasmine, build bat and owl boxes and place around the school, plenty of hedging areas around the school to provide shelter for our animals. -
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Our school is situated on an island and therefore a large part of the local biodiversity is Marine life.
The island’s has a unique ecosystem, with a rich marine and terrestrial biodiversity, for example the key species found in the area, both above and below the water’s surface, such as seabirds, dolphins, seals, marine mollusks, and fish. The marine biodiversity in Galway Bay is significant.
We often link with the Galway aquarium and have guided tours of our coastline, and afterwards learn about species we have found locally. There is also fish farms locally.
Light pollution also effects marine animals, for example marine life like sea turtles (which are disoriented by artificial lights when they hatch) and nocturnal species like bats and moths as discussed in this module. It would be an idea to study marine animals that use moonlight for navigation and discuss a more eco friendly light system so not to interfere with this.
Local knowledge from families that through generations depended on the sea for their income could tell us how changes have impacted our local marine biodiversity.
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Hi Ann.
It is fascinating to hear about the biodiversity on the island where your school is situated. While I teach in rural area, it is forest and hedgerow habitats we can explore and we are too far from the coast to explore marine life.
It is an ideal opportunity for your school to explore the light pollution on marine animals and how they use moonlight for navigation and how to support this by reducing light pollution. The local knowledge will also support the learning about the changes in the area and also establish links with local history.
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Question 1.
Exploring biodiversity in the local area.
Learning intentions:
1. Understand what biodiversity means (This would be one lesson on its own. This is so important for the children to grasp before they begin to understand how it impacts their local community)
2. Recognise the importance ecosystems (especially coastal and dune in our area).
3. Identify local plants, insects, birds, and marine life.
4. Understand human impacts on biodiversity.Areas to put the learning intentions to practice:
1. The beaches and dunes in our local area looking at coastal flora, grass, wildlife such as birds, crabs, shellfish.
2. Rock Pools at Low Tide looking for sea anemones, limpets, barnacles, seaweed species.
3. Nearby Wetlands/Marshes if safe to do so– ducks, swans, waders, frogs, and insect life.Children observation
1. From the areas above the children will be able to observe the importance of these places, the human impacts while identifying all the plants and wildlife associated with the areas.
2. Understanding the importance of these areas in our environment.Task:
After observation
1. Create a Rosslare Biodiversity Wall Chart:
2. Photos/sketches
3. Species names
4. Notes on habitat & adaptations
Write a short paragraph: “My favourite discovery”.-
I really like this plan. I found the song Biodiversity by Billy B a great starting point. It’s catchy and ties into themes of habitats, species interdependence and conservation. the lyrics highlight whales, rhinos, rainforests and coral reefs. I like the mix of tasks like sketches and species lists and the wall chart that give everyone a chance to get involved.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
3rd Class in a south Dublin school
If I were bringing my 3rd class out in our local area to explore biodiversity, we’d start with a good wander around our local green spots maybe the little woodland edges or even the hedgerows near the school. The children would become “nature detectives,” spotting birds, bugs, and plants, and keeping a tally in their special explorer notebooks. Then I’d ask them to imagine what those creatures get up to at night. We’d talk about some of factors threatening our plants and animals like habitat loss (when we take away their homes), invasive species (bossy newcomers), pollution (including that sneaky light pollution at night), climate change (weather gone wild), and over-exploitation (taking too much from nature). We’d talk about how some animals, like bats or moths, need the dark to hunt or find their way, and how too much light from street lamps can make things tricky for them. We might even play a game where half the class are moths and the others are “streetlights” to see how confusing it can be!
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This is a brilliant, hands-on way to explore biodiversity with 3rd class! Turning the children into “nature detectives” makes the learning fun and memorable, and getting them to wonder about what animals do at night sparks curiosity and deeper thinking. Introducing the main threats to biodiversity in child-friendly language—like “bossy newcomers” and “weather gone wild”—makes tricky concepts more accessible. Highlighting light pollution alongside the other threats helps children see the full picture. The moths-and-streetlights game is a fantastic interactive idea—it brings the issue to life in a playful, meaningful way. This approach builds awareness, empathy for nature, and a sense of responsibility in a really engaging way.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans.
In the school I work in the pupils that attend are mostly living in urbanised estates of terrace and apartment complexes.They may spend little time in areas of wild natural landscape and have little help in understanding their local environment as their parents are not from the area.It is all the more important that as a teacher I get time out with the pupils exploring the local area and explaining that they do still live close to lots of wildlife.
I like the idea of creating a bit of magic and mystery around a hunt for nocturnal insects.I plan to get this put into the school biodiversity plan and to create a lesson plan that can be used during school Science clubs and Science week activities.
I plan to build as a school resource a night trap similar to what was demonstrated by Albert Nolan of Heritage Ireland.The activity will inspire the children to discuss other nocturnal animals such as bats and then how our built environment and light pollution can be detrimental to them. -
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
We are fortunate to have a horticulture area in our school with a bug hotel and have previously had green schools committees so some pupils will already have some insight into biodiversity. We could start by tapping into this and introducing the topic of biodiversity through mind mapping and group discussions, identifying what the various terms and definitions actually mean, which would be revision to some and new learning for others.
We could then specifically look at nocturnal animals and identify their behaviours, relationships with their surroundings and their place in the ecosystem. Specifically looking at why they are nocturnal and the importance of darkness to their way of life, survival and evolution. Once the pupils can identify, understand and empathise with these animals it would then give encouragement to see how we as a school community can help.
We would specifically look at light pollution and through research and surveys we could get an idea of what is causing it and how we can reduce it. We could survey our own schools impact and extend this to their homes with parent / guardian support. There would be plenty of opportunity for collaborative work and pupils would be empowered to contribute to positive change in their communities.
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Option 2:
In my school’s biodiversity plan, I would include measures to protect nocturnal species found here in the West of Ireland such as bats feeding over the GAA pitch close to sunset, owls hunting in nearby hay fields, and hedgehogs foraging along the school boundary. We would begin by learning about these animals habits and why darkness is so important for their feeding times, their safety and their habitat. To make it real for the pupils, I would orgnise a short evening walk to spot the local bats with the pupils and some people from the locality or invite some local farmers or a wildlife organisation to come in and talk about different nocturnal animals they have seen during throughout their evenings.
Our action plan could include switching security lights to motion sensors, using lights with downward facing fetures, and replacing harsh bulbs with softer, animal – friendly lighting. Pupils could create posters, leaflets, and short videos to share with families, raising awareness about protecting rural nighttime habitats. This would show them that biodiversity means caring for nature in both daylight and darkness. -
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How you would incorporate the needs of nocturnal species especially those that rely on dark skies into school biodiversity plans
To begin with we would study and investigate the different groups of nocturnal species present in Ireland- mammals, birds, in vertebrates. I will show them pictures of various nocturnal animals such as bats, owls and insects and they will discuss what they know about them. Next we will explore the negative effects light pollution is having on these creatures. Artificial light sources near bat roosts will be explored. It both confuses and dazzles them at night leading to reduced foraging time and subsequently less food. Similarly insects are often attracted to lights and this can disrupt their feeding patterns and make them more vulnerable. This module contains numerous excellent links to resources such as videos and articles that I found extremely helpful to increase my knowledge on this topic and that could be used in the classroom. One example was the link to the Guardian article ‘ Britain’s moths decline by a third in 50 years’. This is worrying as they play a vital role in our ecosystems, being pollinators of many plants and provide essential food for thousands of animal species, including bats and many familiar birds.
Next we will look around the school environs to see if any changes could be implemented to reduce light pollution and in turn play their part in preserving the habitats and natural routines of nocturnal animals in their locality. For example change lights to downward facing features.
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I really like the topic of this module. Biodiversity is generally well accounted for in primary schools, certainly in the school where I teach. However, the needs of nocturnal species are not usually addressed in a school’s biodiversity plan.
In my school, I would begin by reviewing the existing plan with the children. They would then research local nocturnal species such as bats, owls, and moths, exploring how these animals rely on natural dark skies for hunting, navigation, and safety. Together, we would discuss how artificial light disrupts these species and impacts wider ecosystems.
The children would carry out a simple survey of the school grounds to identify sources of artificial light and suggest practical ways to reduce unnecessary lighting. I would guide them in developing solutions, such as motion-sensor lights, light shielding, or creating “dark zones.” These actions would be integrated into the biodiversity plan to ensure nocturnal wildlife is supported.
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This is a thoughtful and practical approach to expanding your school’s biodiversity plan. Involving the children in reviewing the current plan and researching local nocturnal species makes the learning meaningful and student-led. The light survey and suggested solutions are great hands-on activities that link science, geography, and environmental care. Integrating their findings into the school plan not only supports nocturnal wildlife but empowers students to make real, positive changes in their environment.
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In our village school, I would plan a series of lessons to introduce pupils to the concept of biodiversity. Linking with our Green Schools’ committee, we would begin by discussing what biodiversity means, why it is important, and looking at examples of local species in our coastal environment – from seabirds along the shore to plants and insects in our village park. Pupils would then visit the park and beach to record observations. Back in the classroom, they would map where each species was found and work in groups to research birds, plants, and marine life, before presenting their projects to the class. Building on this, we would move into a unit on light pollution. Living in a seaside village, pupils are familiar with lights used for fishing boats, piers, and evening activities along the promenade. We would explore how these lights, while useful for safety and work, also reduce the visibility of the night sky and disturb nocturnal wildlife such as bats, moths, and seabirds. Where possible, we would compare our village sky with a darker rural spot nearby and research the impact of artificial light on local species. Through these lessons, pupils would become advocates for sustainable light use, sharing ideas on how the community might reduce unnecessary light while still supporting maritime and village life. A rough layout would go as follows:
Week 1: Introducing Biodiversity
I would begin with a classroom discussion to introduce the term biodiversity. I’d link with our Green Schools’ committee to get pupils thinking about why biodiversity matters and to list examples of species found in our village. We’d focus on both land and sea — from seabirds, fish, and shellfish to wildflowers, insects, and trees.Week 2: Observing Local Biodiversity
We would visit the village park and seafront to observe and record different species. Pupils would sketch, take notes, and use simple ID charts. On returning, we’d create a large wall map of the village showing where plants, animals, and marine life were spotted. In groups, pupils would research chosen categories (birds, insects, plants, marine species) and later present their findings.Week 3: Introducing Light Pollution
Next, I would introduce the concept of light pollution. Living in a seaside village, pupils are familiar with pier lights, shop fronts, and lights from fishing boats. Through videos and discussion, we’d explore the positive uses of light for safety and work, but also how it hides the stars and disrupts nocturnal wildlife.Week 4: Investigating Local Impact
We would keep night sky diaries, comparing what we see above the promenade with darker rural spots nearby. Pupils would also investigate how bats, seabirds, and insects are affected by artificial light. Together, we’d create posters or digital campaigns encouraging our local community to use light wisely.Overall Goal: By connecting biodiversity and light pollution, I would like my pupils to see how our coastal environment is shaped by human actions — and to feel empowered to help protect it.
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If I were encouraging my learners to explore biodiversity in our local area, I would begin with simple outdoor activities such as a nature walk in the school grounds or a visit to a nearby park. By giving children the chance to observe plants, insects, and birds up close, they can see how many different species live around them, even in familiar spaces. I would also encourage them to record their findings through drawings, photographs, or a class “biodiversity logbook.”
To link this with light pollution, I would introduce discussions about how artificial light affects local wildlife. For example, many insects are drawn to streetlights, which can disrupt their natural behaviours, while birds that rely on darkness for migration may become confused by lit-up areas. I think helping learners connect what they see in their own environment with wider challenges like light pollution makes the topic more meaningful and memorable.
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Hi Kayleigh,
Thanks for sharing.
You have come up with a lovely plan for your learner to explore biodiversity in your local area and connect it to the issue of light pollution. Sometimes it can be interesting to frame a nature walk with a challenge-how many different plants can you find in an area? How many can you identify, etc? What could we expect to see here at night? etc. There are some great resources listed in the course to aid with identification.
You make a great point about learners joining the dots between what is in their own environment and light pollution. These topics, rather like climate change, can often be seen as a faraway problem, not ours! It’s an important lesson on fostering respect and appreciation for what we have, and the impact artificial light is having on us all.
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I like the idea of nature walks in our local area. We have a lovely park and woodland walk near us. However, to get to it we have to cross a busy road. I think being organised and working out the logistics of this would be worth it to get children to spend more time in nature and learn about biodiversity in their area.
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I think a nice way to explore biodiversity with a 2nd class Special Ed group is to keep it simple and hands-on. I’d start with a little walk around the school grounds, just looking closely at what’s around us – trees, flowers, insects, maybe even birds or snails. The kids could have a picture checklist with drawings of things like “tree, flower, bug, bird” and tick them off as they spot them. Back in class we could chat about what we found and why each living thing needs day and night to stay healthy. I’d explain light pollution in really simple language, like “too much light at night makes it harder for animals to sleep or find food.” To make it real for them we could compare the dark playground to a bright car park or street and ask “Which one do you think bats would like best?” To finish, the children could draw their favourite thing they saw outside and think of one way to help it, like “turn off extra lights” or “plant flowers.” It’s a fun, visual way to get them noticing the world around them while also starting to think about how light pollution can affect local wildlife.
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Hi Anna,
Thanks for sharing.
This is a lovely lesson plan for your 2nd-class special education group. I like your idea to begin with observation. So often we fail to notice the biodiversity on our doorstep, and by taking the time to walk around school grounds through the framework of observing what’s there, learners and teachers alike can be surprised by what is found!
I love how you’ve made this topic so accessible with your short and simple explanation, “too much light at night makes it harder for animals to sleep or find food.” I can see you have put thought into making this activity an accessible and inclusive experience for your group.
By leaning into learners’ interests, it becomes a learner-led experience as they select their favourite thing from outside to draw, and an action to create positive change.
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How you would incorporate the needs of nocturnal species especially those that rely on dark skies into school biodiversity plans
First I would engage the children by showing them videos and pictures of nocturnal animals. I think the video in this module on the long eared bat is a great resource to use. This will get a discussion going on nocturnal species around us. What their needs are compared to animals that are out in the day and how we can adapt our school environment and biodiversity to help them.
We would then investigate our school grounds. In particular, we would focus on our new sensory garden, which is currently under development. While biodiversity has been a key feature of the garden, nocturnal animals have not been a consideration. We would discuss ways we can adapt the garden to the needs of nocturnal animals.
Currently, we are fortunate to have mature trees in the garden. These will be ideal for bats and moths in terms of a habit.
In order to improve the garden for nocturnal animals, we can look at including plants and flowers for nocturnal pollinators and to encourage insects.
Another aspect in our school grounds that impacts nocturnal animals are the security lights. These are sensory lights and are very bright blue lights. I would ask children to think of a way to change this so to minimise the impact on nocturnal animals.
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A great idea Helen, highlighting the affects of security lights on nocturnal animals. I have heard of night cams for wildlife that record animal activity during the night using night vision so the animals are not affected. I think the children would be fascinated to see what wildlife is around the school grounds while the children are at home!
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How would you engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity
I would begin by introducing the term Biodiversity to the class and discussing its relevance and importance. I would then explain that biodiversity is the variety of plant and animal life in the world or in a particular habitat. I would use the video from slide 8 in this module from the Ireland ESERO website to reinforce this.
I would then take the class on a walk around the school grounds, and we are very lucky to have a large field at the back of the school with hedgerows for them to explore. I would put them into groups with a biodiversity spotter sheet to see what they can identify.
Upon returning to the classroom the children could then plan their ideas for a terrarium, bug hotel or bird box. Over the coming days they could collect material needed to create their project.
Meanwhile, the class could be mapping the school and planning where their project could and should be located. Discuss that bug hotels should be in a damp shady spot. Bird boxes should be near other trees to provide shelter, protection etc.
When ready, they can place their project in a location of suitability. Let children observe changes over time (e.g., ants carrying food, snails moving, birds visiting feeders).
Record observations in a Biodiversity Journal with drawings and notes.
Discuss the food chain links with the wildlife they connected with. Is their habitat affected by light pollution, i.e. are there streetlights constantly on that affect the hunting capabilities of nocturnal animals. They could even place their project at home in their garden and observe the impacts from there. Could they make changes to the habitat in their garden, e.g. turning off outside lights when not needed, using a lower watt bulb or ones with less blue light, turn lights away from hedgerows where animals live.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.I taught 5th class last year and I will be also teaching 5th this coming year. The following is a lesson I plan to teach this coming year.
Class Level:
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• Show two contrasting images:
o A rural Irish starry night sky.
o A brightly lit town street at night.
• Ask:
“Which place would an owl, a bat, or even a moth prefer to live? Why?”
• Quick hands-up poll: “Who has seen stars clearly at night near home? Who notices fewer stars in town?”
________________________________________ Explore Local Biodiversity
• Mini nature survey in school grounds / local green area.
o Pupils record plants, insects, birds or signs of animals.
o Use a simple tally sheet:
Birds (seen/heard)
Insects
Plants/trees
Animal signs (tracks, droppings, nests)
• Back in class: create a class biodiversity chart on board.
________________________________________. Introduce Light Pollution
• Explain simply:
Light pollution = too much artificial light at night.
• Show a map of light pollution in Ireland (easy to find online — e.g. Dublin is very bright, Connemara much darker).
• Discuss local wildlife examples pupils know:
o Bats in Ireland (hunt insects at dusk, avoid bright lights).
o Hedgehogs (prefer darker gardens).
o Moths/pollinators (confused by street lamps).
o Birds (some sing at night if it’s too bright).
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• Each group gets an animal scenario card:
o Bat near a lit GAA pitch
o Hedgehog crossing a road with car lights
o Robin singing at 3am because of streetlights
o Moth stuck circling a lamp
• Task: Discuss & answer:
1. How might light pollution affect this animal?
2. What could people do to help? (e.g., turn off outside lights, use motion sensors, plant hedges for shelter)
• Groups present back in 1–2 minutes.
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5.
• Whole class brainstorm: “What could we do in our school or homes to help wildlife at night?”
o Switch off lights not in use.
o Wildlife-friendly gardens.
o Enjoy stargazing nights instead of screens!
• End with reflection: “If you were a bat flying home tonight, what would you want your town to look like?”
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Including nocturnal animals in our school’s biodiversity plan is a great way to get students thinking about how important darkness is for some creatures. Animals like bats, owls, hedgehogs, and moths come out at night and rely on the dark to hunt, travel, or stay safe. Too much light at night can confuse them or stop them from feeding properly.
We’d start by learning about these animals—when they come out, what they eat, and how light pollution affects them. Then we’d talk about how we could help. For example, using motion-sensor lights around the school or choosing warmer-coloured bulbs that are gentler on wildlife.
In the school garden, we could plant night-scented flowers to attract moths and other nighttime insects, and maybe build small shelters for bats or hedgehogs. Children could help design signs to explain why we’re creating these spaces and why it’s important to protect our night-time visitors.
This would be a fun and hands-on way to care for nature, while also teaching students how their actions—even small ones—can help local animals thrive. It also links nicely with our work on light pollution and the “Rising Star” programme.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Studying the nocturnal species of Ireland would be a great starting point, as it can be a mistake to assume the children’s prior knowledge. We would focus particularly on the nocturnal species that might live near our school. A study/ recap of light pollution, as discussed in the previous forum, with a particular focus on the school environment would also be important. Following this we would examine ways to reduce light pollution, such as motion sensors or timers, and educating the whole school community about everything mentioned above. It would also be important to reach out to the wider community as each school environment is not an island, but a small part of a town or village. Actions carried out in the school should also be carried out by the surrounding community to protect the needs of nocturnal animals.
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To engage primary school students in exploring biodiversity in our local area, I would begin by taking them on a nature walk around the school grounds, local park, or nearby fields. Using clipboards and simple recording sheets, children could observe and list the plants, insects, birds, and other animals they see. I would encourage them to use magnifying glasses or iPads to take photos, making the activity hands-on and exciting. Back in the classroom, we could create a biodiversity map or mural, showing the different species present in our community.
Once pupils are familiar with local biodiversity, I would introduce the idea of light pollution and how it can impact wildlife. For example, moths and insects can become disoriented by artificial lights, birds may struggle with migration patterns, and nocturnal animals may find it harder to feed or rest. To help pupils understand, we could run a simple experiment by comparing insect activity near a streetlight with a darker area.
Finally, I would guide pupils to think about solutions: switching off unnecessary lights, using motion sensors, or shielding outdoor lamps. By linking their observations to practical actions, children can see how their own choices can protect local biodiversity.
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I would begin by showing the class the video about the long-eared bat. I would engage the children in a discussion about wildlife in our local area. The children would hopefully be able to name several nocturnal species in our school environment. I would ask the children about threats to these animals. What do they think is a threat? How can we protect these animals. I would then get the children to investigate our school areas and school garden for plants, animals, birds and insect. We will use a simple recording sheet and try to observe activity during the night and day. The class could set up cameras and Ipads to record activity by different species at night. I would ask the children to do the same where they live. The Gardening for Biodiversity looks like a fantastic resource. We could make a plan to build bug hotels, bat and bird boxes and I would like the children to plant a Wildflower garden. The children could look at their recording of plants and flowers in the school garden and plan what types of flowers and plants are needed in our garden to promote biodiversity.We would also look at light pollution in our school and how we could improve biodiversity in our school by reducing lighting and improving the lighting that is essential by shielding, not using blue light and keeps lighting in areas where it is essential only.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.
Firstly I would begin by taking the children on a nature walk where they could record using a checklist any examples of wildlife observed. We would then discuss which animals and insects come out at night. The children would be invited to reflect on the impact light pollution may have on wildlife in the local area. The children would be invited to reflect on real-life examples familiar to them such as moths being drawn to light, birds being confused by artificial lights at night etc. For younger children the picture book ‘Lights Out’ by Marsha Diane Arnold is a great way to explain what light pollution is and the way it impacts nocturnal animals. I think this would be a great stimulus to use to spark children’s curiosity to investigate ways they can limit light pollution in their own homes. The children could carry out an investigation around the school grounds to identify sources of light. This could be further explored by collaborating with the school’s green school committee or student council to identify possible ways to limit the school’s light pollution such as using motion sensors and downward facing lights. -
To incorporate the needs of nocturnal species into a school biodiversity plan, I would focus on reducing light pollution and creating suitable habitats. Artificial light disrupts the feeding, navigation, and breeding of species such as bats, moths, and owls, so I would ensure that outdoor lighting is minimized by using timers, sensors, and downward-facing fixtures. These concerns are particularly apt considering the new solar energy were availing of and recent proposed upgrades to school lighting.
Habitat improvement would be central to the plan. Planting native trees, and wildflowers would provide shelter and food for nocturnal pollinators and insects, while installing bat boxes, bird boxes, and solitary bee habitats would create safe roosting and nesting spaces. Linking these features to existing green areas would help strengthen ecological corridors.
Finally, I would engage students in night-time biodiversity surveys and classroom investigations on echolocation and night vision. This would raise awareness of nocturnal species’ adaptations while reinforcing the importance of dark skies for protecting local biodiversity.
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I’m the Green Team Co-Ordinator and I now realise that we need to review our biodiversity plan to include protecting nocturnal species and add this to our Action Plan.
Using our school SESE padlet I will upload links for teachers to use about the dark sky and specific links to websites where children could learn about our indigenous nocturnal species.
We could carry out at a light pollution audit. Following a recent modernisation and extension there were a large amount of unnecessary lights in the school grounds. While they have been reduced I feel we need to again review the lighting to create a safer space for our moths and bats. We could plant some honeysuckle and evening primrose to increase the night flying insects. We could build and install bat boxes. We already have an owl box.
I would encourage classes to create a dark sky diary for the school website where observations of stars, moon phases and nocturnal animals could be recorded such as owls. moths and bats and sea creatures.
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This topic links hugely with our Green school planning. Incorporating the needs of nocturnal species would begin with exploring nocturnal life. I have 3rd class this year and so my school planning will be based around this year group. I would introduce the topic using a short video ( the links from this module are fantastic!) that show Irish nocturnal animals; bats, owls hunting, moths around light etc.. I would use prompt questions such as ‘ What do these animals have in common? Why do they come out at night?
As a whole class we would then brainstorm: “What could we do in our homes, schools, or towns to help nocturnal animals?” We would gather ideas such as turn off unnecessary lights, use motion sensors instead of always-on lights, Shield lights so they point downwards, Support local dark-sky parks (e.g. Kerry, Mayo). This could be linked with our biodiversity week in school and students could be asked to create posters titled “Save the Night – Protect Our Wildlife’ or write a short story/poem about “A Night in the Life of a Bat/Owl.” -
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Start with Local Wildlife
Begin by introducing children to the animals and plants they might see around MeathNature Walk & Observation
Take a short walk around the school yard, local park, or nearby field.
Encourage children to look and listen for signs of wildlife: footprints, bird calls, insects, or nests.
Children can draw or tick off what they see on a simple observation sheet.Introduce Light Pollution
Explain that sometimes bright lights at night can make it harder for animals to find food or sleep. Use examplesShadow & Light Experiment
In class, use a small torch to simulate light at night.
Use toy animals or cutouts to show how light can change their shadows and make it harder for them to hide or hunt.Classroom Art
Let children draw a night scene with animals under a dark sky vs. under bright lights.Simple Solutions
Teach small actions that help wildlife-
Sounds good Kathy. I would definitely try some of these out with my senior class too, adapting for progression where necessary. We could go outside and note what animals or insects we spot in brighter places compared to darker ones. Back in class, the children could make posters or slideshows to share what they learned and think about easy ways to help wildlife at night.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.My school is an urban DEIS 1 school. We are lucky to have multiple parks in the area as well as the Lough which is a hub of biodiversity with flora and fauna.
I would split my 3rd/4th class into pairs and give each pair a clipboard with a mini beast recording sheet. They would each have a magnifying glass and record what they find around the school grounds first and then we would move to the local park the following week.
We would do the same with trees and plants with each pupils having a leaf and plant identification sheet to tick off. We would gather some leaves and do leaf rubbings and sketching back in the school.
A bird spotting walk to The Lough and around it using class made ‘binoculars’ and identify common birds such as robins, blackbirds, swans and ducks.
We would have a class discussion on how light pollution affects the plants, animals etc we identified. I would use an example of how a bat going from the Lough to a dark shed might get disorientated if there was a match on in Turners Cross or Musgrave Park and the floodlights were on.
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I really like the fact that your plan actually gets the pupils out into nature and observing the biodiversity with their own eyes. I think making this connection with their local biodiversity is so important and is a more long lasting and impactful lesson than simply showing these plants and animals on the whiteboard.
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Here are some ideas of how I would go about engaging my 3rd class pupils in Phibsborough, Co. Dublin to explore biodiversity in our school’s local area and the possible impacts of light pollution on local biodiversity.
1. Introduction with Local Context
Begin by asking: “What animals and plants might we see along the Royal Canal in Phibsborough?” Create a class mind map.
Share pictures of species found on the canal such as mute swans, mallard ducks, grey herons, moorhens, cormorants, and smaller birds like robins or wrens.2. Observation Activity at the Royal Canal
Take a class walk to the canal. Children record what they see in their nature observation journals, sketching plants, birds, or insects near the water and on the towpath.
Encourage noticing habitats: reeds, trees, water, grassy banks.3.Focus on Nocturnal Animals
Discuss species that come alive at night, like Daubenton’s bats (often seen swooping over canals), moths, and possibly barn owls.
Ask: “What happens if bright streetlights disturb these animals?”4. Light Pollution Connection
Use the light pollution map to show how bright Phibsborough is compared to darker rural areas (e.g. Mayo Dark Sky Park).
Enquiry questions: “How does light pollution affect canal wildlife?”5. Class Investigation
Survey insects attracted to a lamp near the canal or schoolyard.
Record results in journals and reflect on the impact for birds, bats, and insects.6. Reflection & Action
Create posters: “How can we protect Royal Canal wildlife from light pollution?”
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I really like your plan. It’s so well thought out and hands-on, which is perfect for 3rd class! Starting with the local context and the Royal Canal makes the learning super relevant for the kids because it’s right on their doorstep. Taking them out for a walk with journals for sketching is such a great way to get them observing closely and connecting with nature.
Bringing in nocturnal animals like Daubenton’s bats is a smart move since it links well to light pollution and helps the kids understand that not all animals are active during the day. Using a light pollution map to compare urban and rural areas will make the issue more visible and concrete for them. I also love the idea of the insect survey—it’s simple but really effective for showing the impact of artificial light.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
In the class setting, I would take the pupils out in groups on safari to explore the school grounds (ours is a country school) to look for, and try to identify, insects, plants, birds, etc, bringing along a safari pack of magnifying glass, guide book, pen and paper, insect viewers, and so on. We would record what we found and they could do drawings of their favourite or most inspirational find. They could also do this on a more ad hoc basis at home where they are more likely to see larger wild creatures. I would then introduce the topic of light pollution and give them examples of how this has an effect on local biodiversity. I would give them examples of ‘corridors of light’, for example, the lights on motorways and how species like bats avoid them. I’d also explain how moths usually navigate using the moon and how they get disoriented by artificial light, an example being how they behave around these kinds of lights – flying around in circles – which most of the pupils would have witnessed in their own homes, especially around this time of year. This is such an important topic that I would love the pupils to try to come up with their own solutions on how they could help negate the effects of light pollution in a mini Young Scientist style classroom exhibition.
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Hi deirdre
One thing I really like about your approach is the idea of taking pupils on a “safari” around the school grounds. It’s such an engaging and hands-on way to connect them with their immediate natural environment, making learning feel like an adventure. The inclusion of tools like magnifying glasses and insect viewers helps foster curiosity and observation skills in a really tangible way.
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1. How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
To engage my 6th class in exploring biodiversity in our local area of Naas, I would begin with nature walks around the school grounds and nearby green spaces. Pupils could keep simple field journals to record plants, insects, and birds they notice, helping them build observation skills. We could create a class biodiversity map to show the variety of life around us. To deepen their learning, I would invite Paddy Madden, a Heritage in Schools expert, to visit. His hands-on activities and knowledge would inspire pupils to value their local environment and encourage them to protect biodiversity in Naas.
In Kildare, as in many areas that are becoming more built up, too many bright lights at night can upset local wildlife. Bats and owls find it harder to hunt, and insects often get stuck flying around lamps instead of spreading out. This means fewer animals get food, and nature around us doesn’t stay as balanced as it should.
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In learning support, I like to keep lessons grounded in the children’s own environment. To explore biodiversity, we’d start by looking at what’s already in our school grounds — insects, birds, plants, trees — and then think about what might be missing. We’d create a simple biodiversity map together and identify areas we could make more wildlife-friendly.
Light pollution offers a real-world lens to deepen this topic. Children are often surprised to learn that too much artificial light affects not just stargazing, but animals too — like bats, owls, and insects. We’d compare a bright area (e.g. near a streetlamp) with a darker space in the garden to discuss which one might support more wildlife, and why.
This naturally supports SESE and environmental care, while also encouraging children to notice patterns, ask questions, and take pride in improving their local space. It’s an inclusive, visual and practical way to connect science and nature.
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I really like your approach of starting with what’s already in the children’s immediate environment. Making a biodiversity map together is such a visual and accessible way for pupils to connect with their school grounds. I think it’s great that you build in the idea of noticing what might be missing as well as what’s present.
Your focus on inclusion and keeping it practical really comes through. I think this would work really well with my own class too and I’d love to try something similar as part of our SESE work.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
I am in a rural school and we love to explore the habitats around us. We take wooded walks and visit the local stream and river at least once a term. We have studied minibeasts in our school grounds and observed the needs they have in their habitats.
It would be a great opportunity for a study unit on describing habitats and how each species adapts to it’s habitat. Children can photograph plants and animals in various areas and detail out the type of habitat it is. Children observing for soil types, what type of weeds/flowers are growing. Once children have chosen two habitats they can then investigate light sources in the area.
Children could plant two plants and place one in front of an artificial resource and the other in natural light. After a period of time children could photograph the plants and note any differences.
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This sounds like a fantastic, hands-on way to explore local biodiversity. It’s great that your school already makes use of its rural setting — those wooded walks and stream visits provide such a rich learning context. I really like how you’re linking habitat exploration with observation skills like soil type, plant types, and light sources. The idea of comparing plant growth under natural vs artificial light is a brilliant way to make the impact of light pollution more tangible for children. It also ties science skills like fair testing and recording change into a real-world context. You could even extend it by using digital tools to photograph and chart growth over time. Investigating how different habitats meet the needs of their species will not only build scientific knowledge but also a deeper respect for nature. It’s lovely to see such curiosity being fostered through meaningful outdoor experiences.
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To support nocturnal species in our school’s biodiversity plan, I would begin by raising awareness among students about how animals like bats, moths, and hedgehogs rely on natural darkness. Many of these species are active at night and are affected by light pollution, which can interfere with feeding, navigation, and reproduction. We would start with an audit of the school’s outdoor lighting, discussing ways to reduce its impact (e.g. shielding lights, using timers, or motion sensors). In class, we’d explore how nocturnal animals function, using role-play, videos, and sensory-based activities like echolocation games. We’d also build bat boxes or hedgehog shelters and plant night-scented flowers to attract moths. These actions would link to our school’s biodiversity goals while giving children a real sense of ownership and agency. It’s a powerful way to build environmental empathy and highlight the often invisible impact of human behaviour on wildlife.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Since Module 4 on Dark skies and Biodiversity I have realised how closely light pollution and biodiversity are connected. Even here in Limerick City. I had always thought of light pollution as something that clocked our view of the stars but now I see it disrupts the behaviour of birds, bats and insects in our local area. For example, bats along the Shannon ofter avoid well-lit spots, losing access to feeding grounds, while moths are drawn to streetlights instead of pollinating plants.
To explore this with my class I would start with a biodiversity walk near the school or along the river, encouraging the children to notice signs of wildlife. Back in the classroom, we would then map out where artificial light sources are strongest and discuss how that might affect the creatures we observed. I would love to have them deisgn small projects like creaing posters on ‘lights out for nature’ or suggesting wildlife friendly lighting for our community. The goal is for them to see that protecting biodiversity isn’t only about big conservation projects, but also about the simple choices we make in our own city.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
As a class we would discuss the term biodiversity and identify its meaning and the importance of biodiversity, highlighting the interdependency between humans and plants and animals. To engage the learners the children can participate in a scavenger hunt or real-life bingo.
The children can explore the Castle Park and identify the variety of plants and insects they can find. They can record through drawings, descriptions or taking pictures where suitable. The class can then complete a similar scavenger hunt in an area that is affected by light pollution and record the results again. The teacher can display the results to the group to highlight the differences in an area rich in biodiversity and an area affected by light pollution.
As a final task the children can think of ways to help improve biodiversity in the affected area. The children can share their thoughts. One way this can be achieved in by constructing bug hotels or creating a suitable habitat in a show box and placing them in needed areas and also on school grounds. The children can revisit the new constructed habitat to experience the results through their own eyes.
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How you would engage your learners to explore biodiversity in your
local area and the possible impacts of light pollution on local biodiversity.To engage learners in exploring biodiversity in the local area and the impacts of light pollution, I would start with an interactive nature walk. Learners would observe and record different plants, animals, and insects, using field guides or apps to identify species. This hands-on experience helps them appreciate local biodiversity firsthand. Next, we would conduct a nighttime observation session to compare well-lit and dark areas, noting how artificial light affects nocturnal wildlife like moths, bats, or frogs. To deepen understanding, learners could measure light pollution using smartphone apps and analyze how it correlates with wildlife presence. It’s important to explain that many animals rely on natural light sources like stars and the moon for navigation and survival, so light pollution can seriously interfere with their natural behaviors. Finally, learners would create presentations or posters to communicate their findings and propose actions to reduce light pollution locally.
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I’d engage my learners to explore biodiversity in our local area by starting with a nature walk around the school grounds or a nearby park. We’d observe and record different plants, insects, and animals we see during the day, making a simple biodiversity checklist together. Then, I’d introduce the concept of light pollution and how it can affect local wildlife, especially nocturnal species like bats, moths, and owls that rely on darkness to hunt and navigate. We’d look at pictures and videos to understand how artificial light disrupts their natural behaviors.
To make this real for the students, we could do a night-time or early evening walk (with parents’ help) to listen for bats or spot moths near outdoor lights. Back in class, students could brainstorm ideas for how our school can reduce light pollution, like installing motion sensor lights or using warm-coloured bulbs. This would then be part of our school’s biodiversity plan, helping protect local wildlife while raising awareness about light pollution’s impact.
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When planning for school biodiversity, it’s important to consider nocturnal species—animals that are active at night—such as bats, owls, hedgehogs, and certain insects like moths. These animals rely on dark skies for feeding, hunting, and moving safely. Too much artificial light at night can confuse or disturb them, reducing their numbers in local areas.
To involve 4th class pupils, I would begin with lessons on Irish nocturnal animals and how they survive. We would explore why darkness is important to these species and how light pollution affects them. Children could take part in activities such as building bat boxes, planting night-scented flowers for moths, and making simple shelters for hedgehogs.
As part of the school’s biodiversity plan, we would assess outdoor lighting around the school and discuss changes, like using motion-sensor lights or turning off unnecessary lights in the evening.
Pupils could also create posters or presentations to raise awareness about nocturnal animals and dark skies. This links well with Science (Living Things and Environmental Awareness), Geography, and SPHE, encouraging children to take responsibility for protecting local wildlife and promoting a more sustainable school environment.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
To begin, I would ask the children to name some Irish nocturnal animals and discuss their behaviours and roles within local ecosystems. This could lead to small group research projects on species such as bats, owls or hedgehogs, with a focus on how they rely on dark skies for survival. We would then consider the impact of light pollution, both globally and locally, and a light pollution survey of the school grounds could help pupils see the issue first-hand. To make the learning more engaging, we might identify nocturnal species that live around the school, perhaps even using trail cameras to capture their activity. The class could then discuss practical measures to support these animals, such as ensuring outdoor lights are turned off after certain times or creating sheltered spaces. Finally, students could design a biodiversity map of the school grounds, highlighting areas that already support nocturnal life and suggesting improvements.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversityTo engage learners about biodiversity in my local area I would firstly explore their prior knowledge. What is biodiversity? What could it mean? I would explain what it is and we would discuss what we think it means. After this we would go on a nature hunt and map/record the different living things we come across. We could right their names on a map or draw if writing the names is to hard. We would share our findings in class. On their map would be sources of light which we would have mapped from our earlier light pollution lesson. We would question what effects light would have on animals. Using torches in the classroom we would imagine what it would be like for animals to come across light and how it might effect them. We would then discuss ways we could limit the effect of light pollution on animals, turning of lights when they are not being used.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.I think I would focus on helping the children in my class explore the biodiversity of our school grounds. We are very to lucky to have a garden as well as some grassy areas, hedgerows and a small wooded area. We could start by exploring these areas on foot and creating a map to use. My infant class would love a bug hunt in our wooded area to investigate the types of insects we have. We could take a look at a presentation in class to learn the names and appearance of some insects then explore using a guide page and some magnifying glasses. We could compare what types of insects we found and where we found them. Further lessons could explore how we could create more habitats for insects such as creating bug hotel or even letting some areas grow wild. In terms of light pollution, we could conduct an experiment to see how some insects react when placed under different types of light (e.g torch light, lamp etc). This would help the children understand the effects of light pollution on our schools biodiversity.
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Supporting Nocturnal Wildlife in Our School Biodiversity Plan
First, as a class we would discuss the meaning of biodiversity and its importance to both insects, animals and humans.
We would then move on to examine incorporating the needs of nocturnal species—such as bats, owls, hedgehogs, moths, and other insects—into our school’s biodiversity plan is a meaningful way to support local ecosystems and help children understand the full scope of biodiversity.
Our school grounds, surrounded by housing estates and street lighting in an ever-expanding village, offer a relatively dark refuge, ideal for nocturnal animals that rely on darkness to hunt, navigate, and rest.
We will discuss with pupils how low light levels in our school garden can benefit these species, and explore how we can make the space more inviting for them. As part of our biodiversity plan, we could install bat boxes, owl nest boxes, and create wild areas with log piles and hedgerows to provide shelter and food sources.
In addition, planting insect-friendly, native Irish hedging in the school garden will help attract more insects, which in turn could encourage visits from bats and other nocturnal animals. These simple, nature-based additions offer hands-on ways for pupils to engage with biodiversity and learn how we can protect it, both day and night.
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How you would engage your learners to explore biodiversity in your local area, and the possible impacts of light pollution on local biodiversity.:
I believe the best way to get primary learners interested in biodiversity is to let them experience it for themselves. If I were teaching this, I would start by taking them outside into the school grounds or a nearby park. I feel that when children see birds, insects, and plants up close, their curiosity naturally grows. I would encourage them to keep simple nature journals, drawing what they notice or making tally charts of the species they find. I think activities like building a bug hotel or setting up a bird feeder would give them something to return to, helping them feel a sense of connection and responsibility for the creatures that visit.
At the same time, I believe it’s important to help them reflect on the ways people affect local biodiversity. Light pollution is an issue that children can easily relate to, since many of them have noticed bright streetlights or the lack of stars at night. I would want them to see how artificial light can confuse bats, moths, and even migrating birds. A simple activity like counting insects around a lamp could make this impact real. For me, it’s about showing children that small choices—like turning lights off—can help protect the living world around us.
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How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Where I teach in north county Dublin, biodiversity can be explored in many ways. We have a variety of plants, insects and birds to explore on our school grounds. We are also near the sea so we can explore coastal habitats. As a Green Flag school, we already place strong emphasis on environmental awareness. We have a strong foundation in this area already but have not yet focused on nocturnal biodiversity, so I think that would be a great next step. Pupils could learn about nocturnal biodiversity, with a focus on moths and owls and how light pollution affects these species. Moths are drawn away from flowers by bright lights.
When I taught sixth class previously, I had the pupils make short iMovies on biodiversity and its threats, in relation to our Green School Flag renewal. I would now include topics like local light pollution and its impact on wildlife. Using iMovies to create projects on this topic encourages collaboration, promotes digital skills and creativity, all while deepening pupils’ understanding of biodiversity and the importance of protecting dark skies.
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In the west if Ireland, we are surrounded by rich biodiversity, from woodlands and rivers to farmlands, especially where I teach. To engage my pupils, I would begin with outdoor walks around the village and nearby forest trails, encouraging pupils to record plants, insects, and birds they spot. We could use biodiversity recording sheets and a simple wildlife camera set up near the school grounds or riverbank to capture night-time visitors such as hedgehogs, foxes, or bats, I got the wildlife camera idea from a previous post and it’s definitely something I will be utilising. Pupils would then review the footage in class, making notes and sketches, and discussing what species are most active at night. This would naturally lead to a conversation about how light pollution impacts wildlife, disrupting nocturnal animals or confusing birds. Pupils could investigate by comparing areas with more artificial light to darker spots, noticing differences in species observed. Linking to Geography, English, and Art, we could create reports, poems, or posters to raise awareness of protecting biodiversity in our area.
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How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity?I work in the city so I think it would be important, first of all, to explore and learn about the biodiversity in our local area first. I would elicit any prior knowledge from the children and start from there, discover what animals and plants they have seen and can recall. For homework, students could use nighttime observation journals, cameras, or smartphone apps on a parents phone to record different plant and animal species and email them to me. We could compile a book on Bookcreater.com to display these photographs or print them for a class display. We could compare areas with lots of light(roads, street lights, houses) with darker spots as a stimulus for a discussion on how this light may affect the biodiversity.
We could talk about how too much light at night can confuse animals, stop them from finding food, or make it hard for them to sleep. Afterwards, we could share what we discovered and come up with ideas for keeping our local area safe for wildlife.
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To explore biodiversity with my students, I’d start with a simple walk around the school grounds or a nearby park. We’d make lists of the plants, insects, and birds we notice and talk about how each plays a role in the local ecosystem. To make it hands-on, I’d give them notebooks or tablets to record observations, sketch what they see, and even take photos for a class “biodiversity wall.” Once they’ve got a sense of what’s out there, I’d bring in the idea of light pollution. We’d compare day and night – maybe even do a stargazing activity – and discuss how too much artificial light can confuse animals like bats or moths. I’d get them to compare a bright area and dark area in the grounds and see if they notice any differences with the plants, insects and birds. I’d use these observations to encourage students to think why certain areas are preferred by different species and get students to reflect on what they’ve learned in their journals.
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To engage my infants in exploring the local biodiversity, I would focus on sensory-rich, age-appropriate activities in natural settings. Nature walks in local parks or gardens, where the children can see colorful plants, hear birdsong, and touch leaves or soil, encourage curiosity and connection with the environment. Simple picture books featuring local animals and plants, like those mentioned in this module, could reinforce these experiences for my class.
Light pollution can significantly impact local biodiversity. It disrupts the natural behaviors of nocturnal animals, such as bats and insects, interfering with feeding, mating, and navigation. Plants can also be affected, with artificial lighting altering growth cycles and pollination. This disruption reduces biodiversity and weakens ecosystems. By helping my infants connect with nature early on, it plants the seeds of environmental stewardship, encouraging awareness and care for the ecosystems around them—including the importance of protecting dark skies for wildlife.
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For this task, I chose to reflect on how I would engage my learners to explore biodiversity in our local area and consider the possible impacts of light pollution. In our community, there are several parks, hedgerows, and waterways where children can observe a variety of plants, birds, and insects. I would begin by taking the class on short walks around these areas, encouraging them to record the different species they see through sketches or simple notes. We could also set up a small observation project at school, such as a mini bug hotel or bird feeders, to monitor wildlife over time. I would introduce discussions about light pollution and how excessive artificial lighting can disrupt nocturnal species, such as bats and moths. By connecting their observations with the wider environment, the children would understand the importance of dark skies and consider practical steps to help protect local biodiversity. This hands-on approach encourages curiosity, reflection, and a sense of responsibility for the natural world.
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To engage my 3rd Class learners in exploring biodiversity, I would begin with a “nature walk” around the school grounds or local park. The children would bring clipboards and record or sketch the plants, insects, birds, and other wildlife they spot. Back in class, we would create a “Biodiversity Wall” with drawings, photos, and lists of the living things found nearby.
To introduce light pollution, I would show two contrasting pictures – one of a dark starry sky and one of a bright city night. We would discuss how too much artificial light can confuse animals, such as bats finding it harder to hunt insects, or birds singing at night instead of in the morning. Children could role-play as animals trying to live in different light conditions. Finally, we would brainstorm small actions to help, like turning off unnecessary lights, to protect local wildlife and enjoy the night sky.
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In our town in Cork, even small patches of green—like school gardens, local parks, or the Glen River Park—are buzzing with life. These special places host plants, insects, birds, and other animals that live alongside us. However, the glow from streetlights, shops, and house lights washes out the natural darkness these creatures need. Light pollution interferes with how animals sleep, find food, and move about safely. Insects may be drawn to lights and get disoriented; bats struggle to hunt; birds can become confused when night skies are too bright. To engage our second-class learners, we will become “Nature Detectives.” First, we will go outdoors after dark with red torch lights (so as not to disturb wildlife), and look for living things and signs of nature like insects, feathers, or tracks. At home, children will record what they notice, draw their findings, and compare them with daytime observations. Then, in class, we will create simple posters showing how turning off lights at home or using gentle, downward-facing lamps can help our nocturnal friends.This project links local biodiversity with caring actions and helps young children understand that even small changes—like switching off lights—can make a big difference for nature.
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Hi Grainne, I love your idea of making the children “Nature Detectives” — it’s such a fun and age-appropriate way to get them curious about biodiversity. Using red torches is a great touch too, as it really models how we can observe without disturbing wildlife. The link to small actions, like switching off lights, makes the learning very real and empowering.
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I would engage my learners in exploring local biodiversity by beginning with a simple biodiversity walk around the school grounds. The children could make lists, sketches, or take photos of plants, insects, and birds they see during the day. This helps them connect with the living things that are part of their everyday environment. We would then extend the discussion to nocturnal species such as bats, owls, and moths, using videos, online resources, and storybooks to imagine the hidden biodiversity that becomes active after dark.
To make the link with light pollution, I would introduce a simple class experiment using torches of different brightness and colours to see how light affects both insects and our own ability to see. The children could compare results and reflect on how too much artificial light might confuse or disturb animals. As a project, we could design a “Dark Sky Friendly School Garden” that includes wildflowers for pollinators, hedges for shelter, and ideas for using shielded, low-level lighting. This would give the learners a sense of ownership while showing them that human choices can directly support local biodiversity.
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Your plan for engaging pupils with local biodiversity and the impacts of light pollution is excellent as it combines hands-on learning, research, and real-world application. Introducing biodiversity through discussion, linking with the Green Schools’ committee, and visiting the local park will give pupils valuable first-hand experiences. Mapping species and creating group projects promotes teamwork and deeper understanding. Transitioning into light pollution with videos, discussions, and night sky observations provides a strong practical link between human activity and wildlife impacts. The idea of focusing on species such as bats is especially powerful, as it makes the learning local and meaningful. Encouraging pupils to share their findings with the wider community empowers them as active citizens who can influence environmental change. Overall, your sequence effectively integrates science, geography, and environmental stewardship, helping pupils connect learning with real-life action and fostering a sense of responsibility for the environment.
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To explore biodiversity in my area, I would start with a nature walk around the school and nearby green spaces. The children would look for plants, insects, birds, and other animals. They could use a checklist or take simple notes and drawings in their nature journals. We would talk about why it is important to have many different kinds of plants and animals.
Next, I would teach about light pollution and how it affects local wildlife. We would explain that moths, bats, owls, and other animals need darkness to feed and move safely. I would show the children how artificial lights can confuse animals.
Activities would include a “lights out” simulation in the classroom with torches, a scavenger hunt to identify local wildlife, and building small habitats like insect hotels. Children could also observe animals at home at night and record what they see. This hands-on learning helps children connect to nature and understand how to protect it.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
This is a very important topic to discuss with our pupils, especially if our school is in an area with lots of artificial lighting. To begin with, it is important that the children understand and recognise what nocturnal animals are in general. They can then look them up on their tablets and write down the information that they have learned. It is then important that they learn about which nocturnal animals we have in Ireland and which ones we had in the past – bats, owls etc. We would then discuss what is important when it comes to artificial lighting and how it affects the nocturnal animals. The children will discuss what they can do along with their parents at home to reduce artificial lighting eg have a sensor light outside rather than a constant light. We will then check to see which lights we have outside school and how we can reduce lighting outside to help nocturnal animals. -
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.I’ll start with a class question and jot some answers on a chart: “What lives around our school and how might our night-time lights change that?”. This is a way to engage the children in the topic.
As my school is in a coastal village, I’d like to plan a walk to explore nearby habitats—school grounds, hedgerows, village green, and the nearby pier. Having the pupils in small groups, I’d give them the time to suggest how we could record our observations and share findings of signs of plants, insects, birds and mammals when we return.
Each group could add their sightings to a shared Biodiversity Map to visually explore our findings. I think a nice idea could be to have one “adopted” spot to revisit weekly and track changes.
To add to our daytime observations and as part of homework, each child could watch for bats and moths near bright lights where they live and document this however they choose.
Back in class, pupils will discuss impacts of light pollution for example; insects drawn to lights (fewer to pollinate flowers), bats avoiding glare, seabirds and migrating birds disoriented, and altered feeding near lit water.
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Here are ideas for exploring biodiversity in our local area.
School Grounds Safari – Give pupils simple ID charts (birds, trees, insects) and send them out to record what they see on the yard or green spaces nearby.
Mini-Beast Hunt – Use magnifying glasses and bug pots to explore hedgerows, grass patches or soil.
Bird Count – Carry out a tally of bird species in the area at different times of day.
Habitat Mapping – Pupils draw a simple map of the school/local area and mark habitats (hedges, grass, trees, walls, ponds).We could add to that with the following
Local Survey – Walk around the school area at dusk (or use photos/Google Street View) to spot streetlights and ask: Could these affect nearby habitats?
Creative Work – Pupils design posters, write diary entries from the perspective of a nocturnal animal, or debate “Should streetlights be dimmed at night?”
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Hi Brian. I love the idea of doing a school grounds safari and giving pupils ID charts to take around with them to identify birds, trees and insects. The mini-beast hunt also sounds like such a fun way to explore biodiversity, as is your idea of habitat mapping where the pupils draw maps of the school and mark habitats such as hedges, grass, trees, walls, ponds. Also love the idea of writing diary entries from the perspective of a nocturnal animal and engaging the children in classroom debates about biodiversity issues!
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I would engage learners to explore biodiversity in the local area in a number of ways. Firstly I would make the children aware of the impacts of light pollution on local biodiversity by showing them some short videos and engaging them in whole-class discussion. I would then hand out iPads and share some links/articles about the impacts of light pollution for the children to research and take notes from, after which they would share their learning with the class. This would be a great way for the children to engage in peer learning. We would then go on a walk around the school grounds to do some field work – the children would take notes and draw pictures of any plants, insects etc that they see and use their notes to identify the different species upon return to class. This could then lead to a discussion about different ways that we could promote biodiversity in the school and to come up with new initiatives.
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Lots of animals like bats, moths, owls, and frogs come out at night and need dark, quiet places to live and hunt. To help these night critters at school, I would think about how the outdoor lights are set up. We would try using lights that only turn on when someone’s nearby, or dimmer lights that don’t stay on all night. We would make sure lights point down instead of shining everywhere—that way, they don’t bother animals hiding in trees or bushes.
I could also set aside some “dark spots” on the school grounds where no lights are on at night. These quiet areas with plants or long grass can be safe homes for nighttime animals.
I would get my students involved by checking these spots for bats or frogs at night, using simple tools or just their ears and eyes! I would teach everyone why keeping the skies dark is important—not just for animals, but for people too.
Adding these easy ideas to our school’s plan means we’re helping local wildlife and giving children a cool way to connect with nature after dark. -
Rathnew is full of cool plants and animals—birds, bugs, frogs, and more—that live right near our school and homes. To get my class interested, I would take them on a nature walk around the school or a nearby park and see what creatures they can find. I could use easy ID guides or apps like iNaturalist to help figure out what they’re spotting.
Then, we would talk about something called light pollution—that’s when too many bright lights at night mess with animals that need darkness to live and hunt. For example, bats might avoid places with bright streetlights, and moths can get really confused by lights.
I would also try to do a night-time nature check around spots that are bright and spots that are darker. I/we could see where we hear more animals like frogs or bats. I/we could even use simple bat detectors or just listen carefully!
Afterwards, the class and I would chat about how lights might be bothering these animals and brainstorm easy ways to help, like turning off outdoor lights when they’re not needed or using lights that point down instead of up. The children could make posters or videos to show what they learned and help spread the word.
I feel this is a fun way to connect with nature close to home and learn how even small changes can help wildlife in Rathnew.
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Module 4: How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Incorporating the needs of nocturnal animals especially those affected by light pollution into school biodiversity plans: We would first conduct a light pollution survey to ensure that the lighting on the school grounds is properly shielded and targeted to where needed, no brighter than necessary, used only when useful and warm in colour. We would map out the area and include areas with trees and wildflowers for moths such as honeysuckle. We would also make sure that there is adequate tree cover for bats. The children could look into the possibility of having a bat box installed depending on the suitability of the school environment. Raising a moth as described in this module would be a fantastic way for children to appreciate the level of intricacy in the life cycle of a moth. As described in this module releasing the moth into an appropriate place is key. The children could use a night vision camera to see if there is any area of the school grounds attracting moths unnecessarily.-
Great idea about the night vision camera to allow the children to get a glimpse (hopefully) of the nocturnal creatures we are learning about! I think mapping out the area is beneficial too, it would be interesting for the children to see (as well as management!) what % of the school grounds promote biodiversity.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
When developing a school biodiversity plan, it’s important to consider the needs of nocturnal species that depend on darkness for survival. Many animals, such as bats, owls, moths, and hedgehogs, rely on natural light patterns for feeding, navigation, and reproduction. Artificial lighting can disrupt these behaviours, leading to reduced populations and loss of biodiversity. Schools can play a key role in creating darker, safer spaces to support these species.
One of the first steps we could address would be reducing unnecessary lighting. We could change our outdoor security and pathway lights to be fitted with motion sensors or timers so they are only on when needed. Lights should be shielded and directed downwards to reduce skyglow, and warm-coloured LEDs should be used to minimise disruption to wildlife. This also saves energy, aligning with sustainability and green school ethos.
Next, our plan might include habitat features to encourage nocturnal life. Planting native flowering plants that bloom at dusk would support moths and other night-flying insects, which in turn provide food for bats. Installing bat and bird boxes in quiet, darker areas of the school grounds creates safe roosting spaces. We are lucky enough to have a large grass area in our yard so we could look at leaving some areas “wild” – with long grass, hedgerows, or log piles – which could provide shelter for small mammals like hedgehogs.
It would be crucial to have the children and parents of the school engaged with this process too. Night-time biodiversity can be brought into the curriculum through bat walks, moth trapping (catch and release), or evening stargazing sessions, which could raise awareness of light pollution and its effects and link in with our previous lesson from module 3.
By actively designing for darkness and integrating it into teaching, a school can help to protect nocturnal species and also to inspire our children to value the hidden world of night-time biodiversity thereby creating a long term respect and appreciation for this part of nature.
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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
I know in the past, we have had bats inside the school roof, so the introduction of bat boxes would be helpful to provide safe shelter for them. The fact that the children could be involved in the making of them would be a bonus! We are lucky to have many trees on the school grounds, and therefore, many locations to place these bat boxes.
I would encourage our school to increase the amount of outside meadow space by reducing mowing in areas which are not used for any specific purpose. I remember during the school closures during the pandemic, it was wonderful to see such growth happening on the school grounds! The meadow space would encourage insects and other invertebrates to inhabit the area, thus providing food sources for the bats and other nocturnal creatures.
Part of our school grounds incorporate a public walkway, which is lit by street lights, I would encourage engagement with the local council to reduce the time these lights are switched on. All lights in the school building are switched off at night but it is important for everyone to be reminded of same. This ensures natural behaviour of insect, which benefits the bats. -
When planning a biodiversity lesson for fifth class, I would highlight the importance of nocturnal species and their reliance on dark skies. Many species in Ireland, such as bats, moths, owls, and hedgehogs, need natural darkness for feeding, navigation, and reproduction. Light pollution disrupts these behaviours, reducing biodiversity and threatening survival. To help pupils understand this, I would begin with a discussion and short video on nocturnal animals and their adaptations to life at night. Using inquiry-based learning, the class could investigate the effects of light pollution by surveying artificial light sources around the school and considering how they might impact local wildlife. Pupils could then design posters or create models to show ways the school could become more “dark-sky friendly,” such as shielding outdoor lights, reducing unnecessary lighting, or planting hedgerows to provide dark corridors for bats. These ideas would be incorporated into the school biodiversity plan, linking science learning with active environmental stewardship.
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