- This topic has 307 replies, 143 voices, and was last updated 3 months ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
ASSIGNMENT
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
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans:
We will carry out an outdoor lighting inspection of the school. We will map all exterior security lights, floodlights and car park lighting. We will suggest a policy to turn off all non-essential exterior lights at night and to fit security lights with hoods or shields to prevent upward glow. We will ensure that all light bulbs are warm white or amber LED bulbs instead of blue lights.
Our school has a lovely garden which is regularly planted by the pupils. We will create two flowerbeds with night-blooming or heavily scented native plants to attract nocturnal insects like moths. Evening primrose, honeysuckle and jasmine are some good examples of plants that release their fragrance after dark.
We will create log piles in quiet, shaded corners of the school field to provide safe, daytime resting spots for hedgehogs.-
Hi Emer,
Welcome to the course. Thanks for sharing your thoughts on developing the school biodiversity plans. I like how you have planned to incorporate more plants for nocturnal insects to support biodiversity in the established school garden. I also like that you have suggested an audit regarding the lighting in the school groups and how this can be adapted to further support biodiversity for nocturnal species.
-
-
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.To begin with our school attained the Green School Flag for this year where biodiversity was the main theme. The team consisted of 2 members from each class. To carry on from this I would encourage my 6th class to take ownership of a section of our small school garden, establish wildflower areas for pollinators, identify trees and native hedgerows for birds, and make bird boxes and bug hotels.
We could conduct a lighting audit of the school’s external artificial lighting and any internal artificial lighting that may seep out at night time, and after researching the purpose of this lighting in school, work out ways to make changes to the lighting so nocturnal insects and animals are not affected.
To then move this learning to the next phase, we could investigate the woodlands and river area near by the River Dodder which is teaming with wildlife. The children could keep records of the types of birds and insects they see/collect with bug jars and return unharmed. They could also record any native plants they come across. Comparisons of our school garden and the local river wooded area could be made regarding artificial lighting and the range of plant and wildlife. The predictions made by the pupils and the results would be very interesting.
-
Hi Anne,
I agree that this is an excellent inquiry-based approach, as it allows learners to investigate biodiversity in authentic local environments while developing environmental awareness and scientific skills. Your progression from improving the school grounds to exploring the nearby woodland and River Dodder provides meaningful opportunities for observation, data collection, and comparing habitats. In my autism class, however, the lesson would need to be adapted to meet the complex sensory, communication, and learning needs of the pupils. Activities would be shorter, highly structured, and supported with visual schedules, social stories, picture identification cards, and adult guidance, with a strong emphasis on hands-on sensory exploration rather than written recording. Instead of extensive data collection, pupils could take photographs, match pictures of plants and animals, and use simple symbols or communication devices to share their observations. The focus would remain on fostering curiosity, appreciation of nature, and an understanding that reducing unnecessary light can help protect local biodiversity in a way that is accessible and engaging for all learners.
-
-
-
-
Thanks, I really liked your idea of carrying out a lighting audit with the pupils. It gives them a real sense of ownership while helping them understand how simple changes can support local wildlife. Linking the learning to the River Dodder is also a great way to make it relevant and hands-on. Comparing the biodiversity in the school grounds with a nearby natural habitat would be a very interesting investigation and would encourage pupils to think critically about the impact of human activity.
-
-
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Biodiversity in our school and locality would be a lesson my class would be really interested to do. I would begin firstly by exploring the concept of biodiversity and giving the children the opportunity to share what they know about biodiversity and how we can encourage and support it. We would go on a minibeast hunt in the school field and garden. Each pair of children checking and noting what they may have noticed and found. This summer in our school we were lucky to have a swallow’s nest with four chicks in the roof of the school and the children loved observing from afar the coming and goings of the adult swallows to feed the chicks. Our school also installed Swift boxes with cameras as they were found to be nesting in part of the school. The school garden and field is very popular and caring and growing different vegetables, herbs and plants is loved by all. The local tidy towns maintain the park beside the school and the insect hotel and herb garden are both lovely to visit on a nature walk. The local river was always visited and was always full of life unfortunately only last month a fish kill caused by a discharge into the river happened. This was heartbreaking and the whole community is very upset. This is man made pollution and a direct affect on our marine life and biodiversity.
To teach children about the affect of light pollution on local biodiversity we could as a school do an audit of the lights in the locality and check and see if we can make it more compliant and respectful for local biodiversity.
-
-
Hi Emer,
I teach in a rural school in Meath and we also have a school garden and a sensory garden. We mainly plant fruit and veg in the garden but I love your idea to plant flowers that would attract nocturnal species such as jasmine and honeysuckle. I think so many children are interested in nature and they would really love the idea of getting stuck into this project. We create a rota during the summer for families to come in to water the plants and veg and I think its a great way of getting the community involved in taking care of the school
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
To support nocturnal biodiversity, our school in Blessington is close to important natural habitats, including Blessington Lakes, the Wicklow Mountains National Park, and surrounding farmland and woodland. These areas support bats, moths, owls, hedgehogs, foxes, and many other nocturnal species that depend on darkness to feed, navigate, and reproduce. Our long term plan will reduce unnecessary outdoor lighting by using motion sensors and warm-coloured, downward-facing lights.
We will preserve dark areas around hedgerows and trees to provide safe routes for bats and other nocturnal wildlife.
We will plant native flowering plants that attract night-flying pollinators will be planted, and bat boxes and log piles will be installed where appropriate.
Students will participate in evening biodiversity surveys, including bat walks, moth recording, and wildlife camera projects, helping them understand the importance of dark skies for local species. By protecting natural darkness, our school will contribute to the conservation of nocturnal wildlife in the Blessington area and support the rich biodiversity of County Wicklow.
-
Hi Irene,
Welcome to the course. You have identified a very rich local context for exploring nocturnal biodiversity, and are so lucky to have such rich examples of lakes, mountains, farmland and woodland nearby.
I really like your suggestions around reducing unnecessary lighting, using motion sensors, warm-coloured downward-facing lights, and preserving darker corridors near hedgerows and trees. These are practical actions that could be included in a school biodiversity plan and would help pupils see that they can have positive impact on their local neighbourhood.
To develop the plan further, you could include a clear student-led engineering design element, like letting the students lead in the design of the dark corridors or challenge them to come up with bat-friendly light solutions. The evening biodiversity surveys, bat walks, moth recording and wildlife camera projects sound especially engaging and would give pupils a chance to gather evidence and make recommendations for the school. Thanks for sharing.
-
Hi Irene,
I love the idea of planting and maintaning hedgegrow to protect nocturnal wildlife. Children would love this hands on acitvity and I like the way you have linked in use of surverys and nature walks to record information. Would defentely look at doing this in my own school in the upcoming academic year.
-
Hi Irene,
You are so lucky to have such fabulous outdoor learning opportunities in close proximity to your school. Your long term plan to reduce outdoor lighting through the use of motion sensor lighting is also a great sustainable idea.The bat walks and moth recordings also sound like great ways to allow the children to understand the importance of dark skies for local species.
-
I really like how you have linked your plan to local habitats around your students locality. The ideas to reduce light pollution and involve pupils in bat walks and moth surveys are both practical and engaging. It’s a great way to help children understand the importance of protecting nocturnal biodiversity
-
-
-
-
I have some honeysuckle planted in my own garden and it’s only with the warmer nights I’ve discovered the stronger scent in the evenings. I think creating flowerbeds with night-blooming and scented plants is a great way to attract pollinators that are active at night, helping to increase biodiversity in the school garden. This would also be a great way to raise awareness of night time pollinators.
-
-
-
An outdoor lighting inspection is a great idea. Also turning off non-essential exterior lights at night will save electricity and fitting security lights with hoods or shields to prevent upward glow will reduce the impact on nocturnal animals and their habitats. Changing bulbs to a warm white or amber colour rather than the sharp blue light would also help to reduce light pollution.
-
-
-
Q1: How would you engage your learners to explore biodiversity in your local area and the possible impact of light pollution on local biodiversity.
To engage my learners in exploring biodiversity and the impact of light pollution, pupils would begin by identifying habitats in nearby areas and local green spaces, discussing the plants and animals that depend on these ecosystems. Through fieldwork, biodiversity surveys and species identification, they would investigate local wildlife, with a particular focus on nocturnal species including bats, moths and owls. Learners would then explore how increasing housing developments, sports facilities and artificial lighting affect these species by disrupting feeding, navigation and natural behaviours. Using light meter apps and observation checklists, pupils would compare light levels in different locations and analyse their findings through graphs, maps and digital presentations. Integrating Science, Geography and Mathematics, they would evaluate practical solutions such as directing light downwards, reducing unnecessary lighting and using warmer-coloured bulbs. The project would conclude with pupils creating a biodiversity awareness campaign for the school community, encouraging responsible lighting practices and promoting environmental stewardship while fostering a deeper appreciation of unique natural habitats.
-
To engage learners, I would take them on a short walk around the local neighbourhood, school grounds, or nearby park to identify plants, birds, insects, and other wildlife. They would record their observations using a checklist or photographs.
To explore light pollution, learners would observe areas with bright streetlights and compare them with darker green spaces. We would discuss how artificial light can affect wildlife, such as bats, moths, and birds, by disrupting feeding and sleeping patterns.
Learners would then share their findings and suggest simple ways to protect local biodiversity, such as reducing unnecessary outdoor lighting and creating wildlife-friendly spaces. This practical activity helps learners understand how urban environments can support biodiversity and how people can reduce the impact of light pollution.
-
- “Stardust” by Michael D. Higgins – explores our connection to the universe and reminds us that we are made from the same elements as the stars.
- “The Peace of Wild Things” by Wendell Berry – reflects on finding peace in nature under the night sky.
- “Bright Star” by John Keats – inspired by the beauty and permanence of a star.
- “Stars” by Sara Teasdale – celebrates the wonder of the night sky.
These were the songs that I think would be suitable for children.
- “Twinkle, Twinkle, Little Star” – a classic children’s song introducing stars.
- “Vincent (Starry, Starry Night)” by Don McLean – inspired by Van Gogh’s The Starry Night.
- “Fly Me to the Moon” – made famous by Frank Sinatra.
- “A Sky Full of Stars” by Coldplay – celebrates the beauty of the stars.
-
Hi Bernie,
I love all of your poem and song suggestions as an introduction to biodiversity lessons- inspiring lots of creative and critical thinking in the children! You mentioned photographs also- a wildlife photography competition would be a lovely way to elicit interest in biodiversity and a great focal point for further work in class.
-
-
Poems and songs are a great way to engage learners. I particularly love picking songs that tie in with what we’re learning in the classroom. Starry night immediately sprang to mind when I was reading and listening to the slides. Sky Full of Stars is also perfect and more modern. It’s also covered by Coláiste Lurgan as Gaeilge!
-
A great way to get the kids involed Bernie, sounds like a good idea to bring them out to observe their local area and encourage the children to come up with their own ideas on how we all can have an impact when it comes to light pollution and trying to decrease the amount of light in our local area.
-
-
Dark skies are habitats too, and many nocturnal species in my area depend on them. My school’s biodiversity plan will predominantly focus on light, sound and shelter.
Pupils can survey the school grounds and highlight where lights spill and note which areas they think will stay dark. Reducing unnecessary lighting and using warm, downward-facing lights should support a number of species.
Collaborating with our local tidy towns and mens shed groups we will look to incorporate bat boxes, log piles, and native hedgerows for foraging routes and children can plant night-scented flowers like honeysuckle to support moths and the bats that feed on them.
By linking darkness to biodiversity, children learn that protecting the night supports wildlife, reduces energy use, and reconnects us to the natural cycles of our local ecosystem. It also shows children that small steps can have positive outcomes for our wider environment.
-
-
I think the proposed audit of school lighting is an excellent idea, as reducing unnecessary light pollution can have a positive impact on nocturnal wildlife. Further considerations could include creating more wildlife-friendly areas, such as adding native flowering plants, maintaining sheltered habitats like log piles or wild corners, and incorporating water sources where appropriate. Engaging students in monitoring biodiversity through surveys or citizen science projects could also help them develop a stronger connection with the natural environment and understand the impact of their actions.
-
I really like how active your plan is. The lighting inspection is an excellent starting point because it allows pupils to identify how human activity can influence local wildlife and encourages them to become involved in making positive changes. I think the idea of reducing unnecessary lighting and choosing warmer coloured bulbs is particularly valuable, as many nocturnal species can be affected by excessive artificial light. The creation of night-friendly flowerbeds is also a fantastic way to support biodiversity while giving pupils the opportunity to observe and learn about nocturnal insects. The log piles for hedgehogs are a simple but effective addition that can provide shelter for local wildlife. Your plan links science learning with real environmental responsibility and gives pupils meaningful opportunities to protect and enhance the biodiversity around their school.
-
-
-
I would begin a lesson with the students by introducing biodiversity and what it means in our local area, including parks, gardens, and hedgerows. I would take the students outside to observe and record different plants, insects, and birds using a simple checklist. I would then guide them to compare findings and discuss how human activity affects these habitats. I would introduce light pollution by showing how streetlights and buildings change night environments. I would ask students to consider how artificial light impacts nocturnal animals, feeding patterns, and plant growth. I would encourage group discussion and hypothesis building about changes they notice. I would finish the lesson with students suggesting ways to reduce light pollution locally, such as better lighting design and turning off unnecessary lights, helping them connect science learning to real world environmental responsibility. I would also reflect on learning outcomes with students together at the end session.
-
I like all of Niall’s ideas mentioned here. I think getting pupils outside first and foremost will be the most beneficial in aiding their understanding of what biodiversity is. It engages all of their senses and greatly enhances their enjoyment and engagement with the topic. Seeing examples of light pollution outside as opposed to learning about it from slides will give them a greater awareness of the issue and foster their engagement with ways to come up ideas of reducing light pollution in their locality.
-
You have some great ideas going on there Niall. Our school is in a an urban area and our outdoor space has all astro surfacing but we have local parks nearby. The children would enjoy exploring and this is all very much in line with the new curriculum which encourages us to use our surrounding environment and resources.
-
-
-
– 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.-
-
-
I really like how you’ve linked nocturnal animals to real local investigation using Biodiversity Ireland and ESERO resources. It makes the learning very relevant for pupils. The focus on bats is a great idea, especially with bat boxes and exploring their habitats around the school. I also think the idea of looking at school lighting and making simple changes is really powerful for connecting science to real action. Finishing with a leaflet or video for the local community is a nice way to extend the learning beyond the classroom and raise awareness in a meaningful way.
-
-
-
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
This would be such a lovely and fun activity to do with any class. I would start off with a clipboard, whiteboard marker and a printed off template with the various animals, birds and insects on it. We could do a survey based on this. Some sort of “Nature Walk” idea. I did this before and we used google lens on our ipads. Each child had to pick one or two plants, animals etc, take a photo of it and then put it into google lens to see all the information they needed. We did projects based on our results. They really enjoyed it too. We were lucky enough to have an ipad each.
Also, observation over a period of time would be essential, especially to see the possible impacts of light pollution on local biodiversity. Time of day, year, season etc would all play a role here in our results. We could use the light pollution lessons we have done previously to link it in to this lesson. I really liked the idea that someone in this group had in module three about placing cameras with night vision to record around the school. Could even bring a ring doorbell if one was available. Simple but effective.
-
-
Hi Aine
I love the idea of the children using iPads to take photos of what they find and to complete projects on some of the plants and animals. It gives them an opportunity to find out information for themselves and to share their knowledge with others. I would caution against the use of Google Lens as it frequently misidentifies species. There are more reliable aps such as Seek, and Flora Incognita. I use ObsIdentify regularly as it bases results by what is found in your area and gives an accuracy rating for each find. I would always cross reference with books, keys or Irish websites and check on biodiversityireland.ie to see if the species is found in Ireland.
-
-
Thank you some great resources there that I will use next year.
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Biodiversity in our school and locality would be a lesson my class would be really interested to do. I would begin firstly by exploring the concept of biodiversity and giving the children the opportunity to share what they know about biodiversity and how we can encourage and support it. We would go on a minibeast hunt in the school field and garden. Each pair of children checking and noting what they may have noticed and found. This summer in our school we were lucky to have a swallow’s nest with four chicks in the roof of the school and the children loved observing from afar the coming and goings of the adult swallows to feed the chicks. Our school also installed Swift boxes with cameras as they were found to be nesting in part of the school. The school garden and field is very popular and caring and growing different vegetables, herbs and plants is loved by all. The local tidy towns maintain the park beside the school and the insect hotel and herb garden are both lovely to visit on a nature walk. The local river was always visited and was always full of life unfortunately only last month a fish kill caused by a discharge into the river happened. This was heartbreaking and the whole community is very upset. This is man made pollution and a direct affect on our marine life and biodiversity.
To teach children about the affect of light pollution on local biodiversity we could as a school do an audit of the lights in the locality and check and see if we can make it more compliant and respectful for local biodiversity.
-
-
-
-
Hi Aine, I really like your idea of using Google Lens during a nature walk. It gives the children ownership of their learning and makes identifying local plants and wildlife much more engaging!
I also agree that observing over a period of time would give a much clearer picture of how biodiversity changes and how factors such as light pollution might have an impact.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
We are very lucky to have a school garden on our school grounds which allows for lots of biodiversity. It consists of native trees, lots of flowers and shrubs, a vegetable garden, bug hotels, bird feeders, a willow tunnel, among a mixture of grass, bark and stone along the walkways. This is particularly wonderful for a city school. I believe that this type of setting would provide protection for nocturnal species such as owls, bats, moths, city foxes and other wildlife that depend on dark skies to survive.
We could look into reducing unnecessary artificial lighting around the school grounds. The students could interview the school caretaker and survey the types of lighting that is present around the school grounds Outdoor lights should only be used where required for safety and security, with timers and sensors, and facing downwards to minimize light spilling into nearby habitats. We could also check the type of lighting used and see if it would be possible to replace any bright white lights with warm-coloured ones.
The students could carry out biodiversity surveys during the day in school and if possible in the evening time in their own gardens or surrounding areas with a parent. These finding could be recorded and shared in school.
These investigations will help the students to develop scientific inquiry skills while building an appreciation of the importance of dark skies.
-
-
I agree, we don’t have a bug hotel but we do have some bat boxes now installed on trees at the edge of the school grounds. The children have also been asking if a pond might be possible, we are currently doing lots of work on developing our school garden, we have plenty of space and I think incorporating a small pond into it would be a great way to encourage some wildlife we might not ordinarily see.
-
-
Hi Catriona
Welcome to the course. You are very fortunate to have a lovely garden within the school grounds. This would allow for so many learning opportunities and supporting biodiversity. It is great to have the variety of habitats such as the willow tunnel, trees and shrubs. You could consider adding plants to support nocturnal insects to further develop the garden.
I like how you are planning to interview the caretaker also. Getting them involved and allowing the class to plan the questions and identify what can be improved around the school grounds and action the class and the caretaker can do to further support biodiversity.
Thanks for sharing this idea. I hope you enjoy the course.
-
-
Hi Catriona,
That is so lovely that you have so much access to nature in your city based school. I would love to try establish this in my own school. We have a small very underused garden but I think adding some flowers, a bug hotel and some bird feeders to this spot might be a nice start. It would make a great spot to do a minibeast hunt. Interviewing the caretaker is a great idea and something I think the children and the caretaker would probably really enjoy! This is something I think the children in my school would love to try too.
-
-
In Dublin 8, I’d start by getting the children out and looking at what’s actually around them trees, birds, insects, even plants growing in cracks in walls or pavements. A simple “biodiversity walk” around the school or nearby area would help them see that even a city has lots of living things.
Back in class, we’d talk about what we found and group it into different habitats. Then I’d link it to light pollution by talking about how bright streetlights and building lights at night can affect animals like bats, moths and birds. For example, insects can get confused and go towards lights, and some animals might not sleep or behave normally because it’s too bright.
To make it more hands-on, I’d use picture sorting activities (helpful vs harmful lighting) and maybe a simple role play where children act out insects being attracted to light. This would help them understand that even in an urban area like Dublin 8, light can have a big impact on local biodiversity.
-
-
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 this lesson by explaining what biodiversity means and what is in our local area. We are lucky enough to live on the outskirts of a town so have lots of local amenities we could include. I would hand out a worksheet to the students with photos of various plants, birds, and insects which are common in our local environment. The children can add anything extra they see on our trail. When the students are familiar with what we’re on the lookout for, we will go on our Nature Trail. Back in the classroom, after a discussion of our findings, I would introduce light pollution. We will create a list on the interactive whiteboard on the impact of light pollution on our local biodiversity. I will show various examples of this on the interactive board, some being natural light and others man-made light and discuss the effects this has on our local biodiversity. As an extension activity the students can design a poster showing what they have learned and what we can do to reduce light pollution in our area.
-
-
Biodiversity in the local area: Teaching in Dublin provides lots of opportunities to help pchildren explore biodiversity through their local environment. The River Poddle is in walking distance of our school and is an excellent example, as it supports a variety of plants, insects, birds, and small mammals, even though it is located in an urban area. By focusing on this local river the children can realise that biodiversity exists on their doorstep.
I would begin the lesson by introducing the River Poddle and discussing the different living things that depend on it. I would organise a local walk to an accessible section of the river where we could observe birds, insects, trees, wildflowers on the riverbank. Learners could use simple tally charts, or nature journals to record what they find.
To explore light pollution, I would ask learners to think about the artificial lighting they see near the river, such as streetlights, buildings, and traffic. We would discuss how excessive lighting at night can affect local biodiversity by disrupting the behaviour of nocturnal animals, including bats that feed on insects along the river Poddle.
Back in the classroom, learners could compare photographs of the River Poddle during the day and at night and discuss how the environment changes. We could make use of laptop time to create projects to show to other classes and the wider community.
-
-
Question 1:
I would begin this lesson by exploring the school grounds. We are lucky enough to have a big area around our school, with lots of shrubs and plants. This would be like a Nature Trail, where children can mark off certain plants or animals they come across. We can take note of what season it is and discuss the various changes happening during this time. After this, back in class we can discuss our findings on the interactive whiteboard. I would then introduce the topic of light pollution, showing them various images of night-time. This could generate a discussion on the impacts this light might have on the local biodiversity. In groups or pairs, the children can come up with ideas on how we can reduce light pollution in our area, even if it is just one thing we can do at home. We often have an Assembly where students present their projects. This would be a great opportunity for the students to share their knowledge with the other classes in school.-
I really like the idea of noting the season and the changes happening in nature, as it helps children see how biodiversity changes throughout the year. It would also be lovely to do the nature trail in different seasons so they can compare what they find and notice how plants and animals change over time.
-
Hi Rachel
I like the idea of linking the topic of light pollution to the plants and animals the children have observed in school. In this way, it becomes more relevant as a local issue and the children can think of it as affecting animals in their own school rather than just a distant problem. Using school assembly to share their knowledge on light pollution with the rest of the school is a great way to highlight an issue than many peope have not thought about.
-
Hi Rachel. Beginning with a nature walk around the school grounds is a great way to make learning meaningful, as it allows children to observe biodiversity firsthand before introducing the concept of light pollution. I also like how you’ve linked the lesson to the changing seasons, encouraging pupils to notice how habitats change throughout the year. Having the children work together to suggest ways of reducing light pollution is a lovely way to promote environmental responsibility. Sharing their learning at assembly is an excellent idea too, as it gives pupils a real audience and helps spread awareness across the whole school.
-
-
-
As a primary teacher who loves biodiversity, I think it’s really important that our school biodiversity plans include nocturnal wildlife too. Animals like bats, owls, moths and hedgehogs are often forgotten, even though they rely on darkness to find food, hunt and move around safely. Too much artificial light can disturb their natural behaviour, reduce their food sources and make it harder for them to survive.
One simple thing we can do is look at the outdoor lighting around the school. We could work to to reduce unnecessary lighting at night. This would support nocturnal animals while also helping children understand how our actions can affect nature.
In the classroom, there are lots of fun ways to learn about these amazing creatures. In science, children could explore how light pollution changes animal behaviour. In literacy, they could create fact files about nocturnal animals or write imaginative stories set at night.
It would also be great to invite local wildlife groups into the school to run workshops. This would help children discover the nocturnal animals living in their own area and learn simple ways they can help protect them. Including nocturnal wildlife in our biodiversity plans gives children a better understanding of the whole ecosystem and encourages them to care for all wildlife.
-
I really enjoyed reading this reflection because it highlights an important aspect of biodiversity that is often overlooked. I agree that nocturnal wildlife should be included in school biodiversity plans, as it helps children understand that nature is active both during the day and at night. I particularly like the idea of examining the school’s outdoor lighting and discussing how simple changes can have a positive impact on local wildlife. This is a practical activity that encourages children to think about how their actions can help protect the environment.
I could easily adapt this idea for my own 5th class. As part of our science lessons, pupils could investigate how artificial light affects animals such as bats, hedgehogs, owls and moths. They could research these species, create presentations or posters and share their findings with other classes. I also like the suggestion of inviting a local wildlife expert to speak to the class, as this would make the learning more meaningful and relevant.
This activity would also provide excellent opportunities to integrate science with literacy and geography while developing pupils’ observation, research and communication skills. I think this is an engaging and worthwhile approach that encourages children to value all aspects of biodiversity. It would help my 5th class develop a greater appreciation of their local environment and understand the importance of protecting habitats for both daytime and nocturnal wildlife.
-
-
-
I feel there are lots of opportunities for this topic in our school as we live next to a National Park. First, I would introduce this topic by showing different images of light pollution around Ireland. As a whole class we could brainstorm ideas on how we could reduce the effects of light pollution in our local area. I would then go on a Nature walk around the school grounds. The children can have a sort of checklist to note any animals or plants they have observed in the area. We have previously used Google Lens, so the children could use this again back in the classroom to look up information on what things they have seen. Following on from this, we can have a discussion on the local animal habitats and look at nocturnal animals. This would then lead to the effects light pollution have on our local biodiversity. As a group we can come up with ways to reduce light pollution in our home or school.
-
-
Assignment 4: How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Lesson Introduction: Explain biodiversity, introduce important vocabulary, identification of biodiversity in the local area(what can pupils identify independently).
*As the study of bats is already on the schools 2 year SESE cycle at the moment, I would teach this lesson after the class has completed the lessons prepared on bats, this way the pupils have good background knowledge on characteristics of bats and will feel connected to the following lesson.
Lesson:
Show 2 pictures side by side, one dark sky and one bright sky.
1.Ask the pupils which place a bat would rather be?
2. Ask could too much light cause bats and other wildlife any problems?
Next ask the children to conduct a survey in groups , time the activity(10 minutes), to name as many living things as they can in our school grounds(keep a tally). Provide a simple worksheet, listing various plants and animals known to be in the locality.
Refine this research once data has been gathered by each group and create a graph displaying how many plants, birds, insects etc they have managed to find.
Also list the habitats you found the above listed plants and animals in.
Now discuss light pollution, ask children to observe street lights, security lights as part of homework in conjunction with this lesson. Do you notice if these lights attract any creatures, eg. Moths? If so, how will this attraction to light impact the moths and then how will this impact the bats ? The moths are a food source so would this have a positive/negative impact?
Return to our previous lesson(Module 3) concentrating on our local football pitch, discuss what impact the floodlights may be having on nearby wildlife. Is there anything we can do as a community to lessen this impact? The children could create a plan together and write to or invite local club members in to discuss their findings.
-
As our school is in a small rural village, we are lucky to have a woodland area just a 15-minute walk away. I would use this as an opportunity for pupils to explore biodiversity in a real-life setting. Before our walk, we would chat about what biodiversity means and talk about the different plants and animals we might see, such as deer, red squirrels, birds and fish in the river. During the walk, pupils could use a simple picture checklist to spot wildlife, collect leaves or seeds (where appropriate), and take photos or make quick sketches of what they find (dependent on class levels and pupil abilities).
Back in the classroom, we would discuss why these habitats are important and how light pollution can affect the animals living there. We would explore how bright lights at night can disturb nocturnal animals like foxes and bats, confuse birds, and attract insects away from their natural habitats. Finally, we would think of simple ways to help, such as switching off unnecessary outdoor lights and protecting our dark skies. I think activities like this help children appreciate the wildlife on their own doorstep and understand how small actions can make a difference.
-
I like your idea of a nature walk.We live quite close to a forest park and it is full of nocturnal activity.We would prepare worksheets on animals and plants that live in the park owls, deer, bats, foxes badgers and go on a scavenger hunt, feathers etc.We would walk well in to the forest where there is no night time lighs and with our whiteboards and a Think Pair and Share we would discuss the difference for the animals if they were in this part of the forest rather than nearer to the road.We could also discuss badger fatalaties and give reasons why we see them dead on roads sometimes…light dazzling etcWe could also take bark rubbings and identify trees and plants while we are in the park for a different activity.
-
-
-
As mentioned previously, our school in situated in a rural area, I would begin by taking the class on a nature walk around the school grounds. This initial activity could allow for group work and pupils could have a simple checklist to tick off what they find. I would then show them a video I took the other night outside the house (which is close to the school) of a bat flying around our front lawn. A think, pair and share could be done with the class asking questions such as: What did you notice about the bat? When do you think bats come out? Why do you think they come out at night instead of during the day?
The pupils could then be shown 2 photographs of a brightly light garden and a dark garden and which they think the bat might prefer and why. Areas of the school might be marked on a map to show good areas that nocturnal animals might live such as bats, hedges and moths. Lots of cross curricular links could be done in art such as making posters to help people become more aware of artificial lights and its effects on our wildlife. A drama activity where some pupils are street lights and others are bats could be done. When a student (street lights) raises its hand the bat much change direction.
-
-
Hi Orla, I really enjoyed reading your response. Your idea of using a real video of a local bat makes the lesson meaningful and engaging for pupils. I also like the cross-curricular links through art, drama and mapping activities, which encourage children to understand and protect biodiversity in their own community.
-
-
-
Firstly I have learnt an awful lot from this module.I had never given thought to how nocturnal and diurnal animals are affected by light pollution.I would begin a module of work on the biodiversity of our area after we had discussed light pollution
My stimulus would be the pictures of both nocturnal and diurnal animals and would ask children to do a Think, Pair and Share on how these animals use light in their lives.
We would then record answers on a sheet.
We would then move on to the video clips explaining how frogs,bats,owls are affected by light pollution.Children would be asked to record three effects on whiteboard and share within their groups.
We would then move on to the question’ How can we as humans help reduce the problem for biodiversity in our area ?
We would then record some ideas on a worksheet which would then go home as homework activity.
Follow up would be a look at how the children along with their families could help biodiversity by reducing light pollution at home.A written piece, art, map or poem could be part of this activity which would then form a class presentation or it could also be a valuable too for a debate linking literacy-
Hi Monica, I really enjoyed reading your ideas. I like how you use Think, Pair, Share and video clips to actively involve pupils in learning about biodiversity and light pollution. Including families through a homework activity is a great way to extend learning and encourage positive environmental action beyond the classroom.
-
-
As my school is in a rural area, I think we are in a great position to explore biodiversity with my 2nd class. We have easy access to outdoor spaces around the school, so I would begin by taking the children on a nature walk to look for different plants, insects, birds and other wildlife. The children could work in pairs with a simple checklist or bingo sheet, recording what they find and discussing the habitats they observe.
Once the children are familiar with the wildlife around our school, I would introduce the idea of light pollution. We would discuss how animals such as bats, moths, hedgehogs and owls rely on darkness to feed, hunt or navigate, and how bright streetlights and buildings closer to Waterford City might affect them. I would encourage the children to think about why we might see more wildlife in our rural area than in built-up areas.
As a follow-up art activity, they could create posters showing a healthy nighttime habitat compared to one affected by excessive artificial light. I think this would help the children understand that light pollution doesn’t just affect our view of the stars, but can also have a real impact on the plants and animals living in our local environment.-
Hi Niamh,
From reading your post, I feel your rural location provides such a valuable opportunity for children to experience biodiversity first-hand, and I like how you’ve started with a nature walk to help your class observe and appreciate the wildlife around their school. Sometimes it is the resources around us that provide a rich learning experience for the children. I also think you’ve made a lovely connection between biodiversity and light pollution by focusing on nocturnal animals such as bats, owls and hedgehogs. Your poster activity is a great way for 2nd class to compare healthy nighttime habitats with those affected by excessive lighting, while also drawing their attention to the effects of light pollution not just on our view of the stars, but also the animals and plants in our local environments.
-
-
Q2: How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Our school biodiversity plan could include practical actions to protect nocturnal wildlife and the dark skies that many species depend on. During class time students could learn about native nocturnal Irish animals and research how artificial light can affect their way of life.
As a staff we could review our outdoor lighting and ensure we are only using essential lights and that they are also downward facing. Lighting will be kept away from our school green areas and garden to help night active species in the area.
Students could be involved in recommendations to help the school’s biodiversity monitoring. They could research night active species in both bright areas and dark areas to highlight the importance of reducing light pollution.
By having a whole school approach with staff, students and families it will help create awareness for nocturnal wildlife while fostering environmental awareness, scientific inquiry and a shared commitment to biodiversity conservation.-
Hi Aisling,
Thanks for sharing such a thoughtful approach to incorporating the needs of nocturnal species into your school biodiversity plan. It is a great idea to begin by helping students learn about native nocturnal Irish animals and how artificial light can impact their habitats, movement, feeding and breeding patterns.
Involving students in biodiversity monitoring is also a lovely way to promote ownership and inquiry-based learning. Comparing bright and dark areas of the school grounds could help learners clearly see why reducing light pollution matters. A whole-school approach involving staff, students and families would also help raise awareness beyond the classroom.
I hope you enjoy the rest of the course.
-
-
A school biodiversity plan can help night-time animals like bats, moths, frogs, and owls by making the school grounds safer and darker at night.
First, we can reduce bright outdoor lights. Use fewer lights, make them softer and warmer in colour, and point them downwards so they don’t shine into trees or the sky. Turn lights off when they are not needed.
Second, we can keep some areas dark and quiet. Hedges, trees, and pond areas should not be brightly lit so animals can move around safely at night. These dark paths help animals travel through the school grounds.
Third, we can learn about night-time wildlife. Even though most school work is during the day, we can sometimes do evening activities like listening for owls or using simple bat detectors to hear bats.
Fourth, we can learn why too much light is a problem. Bright lights can confuse animals and make it harder for them to find food or sleep.
Finally, we can protect natural spaces like ponds, leaves, and logs because they are homes for many night animals.
By making these changes, the school helps protect wildlife that lives and moves around after dark.-
All of the suggestions listed above are excellent and very easily to build around the day to day running of a busy school. I think these suggestions are all compatible with the students home-lives and could be incorporated into their own gardens and localities. I always try to promote the message that each garden and field is a unique habitat and needs preserving, all of these suggestions amplify that message.
-
-
Incorporating the needs of nocturnal species into an 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. -
To explore biodiversity we would start by looking at one of the stimulus videos such as the one from Laois heritage to introduce the topic and then brainstorm as to what we might find if we get out around our school grounds to look for different species. We have areas of the school which are let grow wild and this would be a great place to explore particularly at late spring or coming into the summer as per the Backyard Blitz video – it would be fascinating for the children to see what is in the trees around the school. In our science journals we can record and draw what species we discovered and use ICT to add some simple facts.
As a follow on we will plan as to how we can improve biodiversity as part of a biodiversity plan and look at installing bug hotels made from various materials. We can also look to acquire a bat box and place in a location with little light pollution following on from our last study. Finally we can explore beyond the school grounds and look at biodiversity around our local river or bog as part of a field trip -
As a teacher, I believe children learn about biodiversity best when they experience it for themselves. Rather than starting with textbook definitions, I would take my class outdoors to explore the plants, insects, birds, and other living things in our local environment. Whether in the school grounds or a nearby park, learners could record what they discover through sketches, photographs, or apps such as iNaturalist. Watching their excitement as they notice a butterfly, hear birdsong, or uncover tiny insects helps build a genuine connection with nature.
Back in the classroom, we would compare our observations and discuss why some places support more wildlife than others. This would naturally lead to conversations about how human activities, including pollution and habitat loss, affect biodiversity.
To introduce light pollution, I would encourage learners to observe the same place during the day and, where safe and practical, after dark. Together, we would explore how artificial lighting can disrupt the lives of nocturnal animals such as moths, bats, and migrating birds. Understanding that something as ordinary as a bright streetlight can affect wildlife often surprises children and encourages empathy for the natural world.
Finally, learners would work together to suggest practical ways to reduce light pollution, such as using shielded lights or motion sensors, and share their ideas with the school community. By linking real-world experiences with classroom learning, children develop curiosity, critical thinking, and a sense of responsibility. My hope is that they leave not only with knowledge but with a lasting appreciation of biodiversity and the confidence to care for the world around them.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
I teach in a small rural school in Meath and we are lucky to be surrounded by nature in the Boyne Valley. I would encourage the children to conduct a light pollution survey around the school, asking them to look for things such as motion sensors, downward facing lights and any other general lighting in the space. We could create wild life friendly spaces by planting native hedgerows, leaving areas with long grass, planting wildflowers and maybe installing bat or owl boxes.
The school could get involves in a Dark Skies Week, record wildlife sightings with their families or invite a local wildlife expert in to speak to the children. We have had the local fisheries in before for ‘Something Fishy’ and it was a great success. -
Module 4 Assignment – Dark Skies and Biodiversity
I would choose to engage my Senior Infants and First Class pupils in exploring biodiversity in our local area and investigating how light pollution affects wildlife.
We would begin with a nature walk around the school grounds to identify plants, birds and insects, discussing why biodiversity is important.
Using ESERO Ireland resources, pupils would learn that many animals, such as bats, moths and hedgehogs, depend on darkness for feeding, navigation and survival.
We would compare photographs of dark skies and brightly lit areas, encouraging children to predict how artificial light might affect wildlife.
Pupils could create simple posters promoting ways to reduce light pollution, such as switching off unnecessary lights and directing outdoor lighting downward.
As an extension, children could complete a ‘Dark Sky Detective’ activity with their families by observing the night sky and recording wildlife they notice.
This cross-curricular lesson develops scientific enquiry, environmental awareness and responsible citizenship while encouraging pupils to protect biodiversity within their own community. -
-
One of the most valuable things I gained from this module was a greater awareness of the impact that artificial light can have on wildlife. Before completing the fourth class, I had not fully considered how light pollution affects both nocturnal and diurnal animals or the wider implications for biodiversity.
I would use this learning as the starting point for a unit of work on biodiversity in our local area. To introduce the lesson, I would display images of a variety of nocturnal and diurnal animals. Using a Think, Pair, Share strategy, the children would discuss how these animals depend on natural light and darkness for activities such as feeding, hunting, navigating and resting. Their ideas would then be shared with the class and recorded.
Next, the children would watch short video clips showing how species such as frogs, bats and owls are affected by excessive artificial lighting. As they watch, they would identify and record three ways in which light pollution impacts these animals before discussing their findings in small groups and sharing them with the class.
The lesson would then progress to a discussion centred on the question, “What can we do to reduce light pollution and protect biodiversity in our community?” Pupils would work collaboratively to generate practical solutions, which would be recorded on a worksheet. This worksheet would also form the basis of a homework activity, encouraging families to consider simple changes they could make at home.
As a follow-up activity, children would investigate how their own households could contribute to protecting biodiversity by reducing unnecessary outdoor lighting. They could present their learning through a written report, a poem, an artwork or a map illustrating their ideas. These pieces could be combined into a class display or presentation and would also provide an excellent stimulus for a class debate, creating meaningful links with literacy while promoting environmental awareness and responsible citizenship. -
-
Biodiversity means all the different plants and animals living in our local area. Enniscorthy is my local area, so the children and We can explore it by going outside and looking carefully at the world around the school. In Enniscorthy, we might see birds, insects, trees, flowers, hedgehogs, and maybe even bats at night – that’s the kids – I won’t be in school at night hopefully! Each living thing has its own home and its own way of surviving. Some animals, like birds and butterflies, are active during the day. Others, like bats, owls, and hedgehogs, come out at night. These nocturnal animals need darkness to find food, rest, and stay safe. Light pollution happens when there are too many bright lights at night. Streetlights, security lights, and sports pitch lights can confuse animals. Bats may avoid bright areas, insects can get trapped circling lights, and birds may not sleep properly.
By turning off unnecessary lights and protecting dark spaces, we can help local wildlife stay healthy and safe.
Apparently, street lights are the worst, so we might start with a walk and take photos of the streetlights around the school – are they pointing down, etc. and I also might ask the kids to categorise the lights at night – are they blue or more redish? -
-
I would begin by checking the children’s existing knowledge of what a habitat is and ask for their insights on the types of habitats that exist in Ireland and further afield. I would share some images of common habitats and ask the children to list some of the plants and animals that exist there.
My hook for the lesson would be the question, “What do these habitats need to survive and thrive?”
During the whole class teaching aspect of the lesson, I would focus on the impact of light on plants and animals. I would make relevant links to the human world and how light impacts us, especially during the hours that our bodies are trying to relax and prepare to sleep. We could even briefly discuss how prolonged screen time at night negatively impacts our sleep.
I will then share images that show light pollution and ask the class how this may impact the plants and animals there. We would then work in small groups/pairs to compare a landscape with and without light pollution and ask the children to list how each habitat could possibly be impacted.
I also think it’s very important to emphasise that not all light is bad, especially as regards to photosynthesis in plants. A keyword would be artificial.
-
Hi Rory,
Welcome to the course. Thanks for sharing your lesson idea on biodiversity and how it can be impacted by light pollution. I like how you begin with images and asking the learners how this habitat can survive and thrive. This allows for lots of discussion and critical thinking and making links between different habitats. I also like how you are making the connection between light and the human world which the learners can relate to and then making connections with the nocturnal wildlife. Images are well used in your lesson idea to support critical thinking on the impact of light pollution also. It is important to explore the difference between natural light and the concept of artificial light which as you have mentioned is a keyword for this task. Thanks for sharing.
I hope you enjoy the other modules.
-
-
Biodiversity in the local area –
In my classroom, I would encourage children to explore biodiversity by looking closely at the plants, insects, birds, and other wildlife around our school and local area. We could go on nature walks, use simple checklists to spot different species, and keep a class nature journal with drawings and observations. I think young children learn best by experiencing nature first-hand.
To introduce light pollution, we could compare daytime and nighttime habitats and talk about animals like bats, moths, and hedgehogs that are active after dark. We could discuss how bright lights can make it harder for these animals to find food, travel safely, or avoid predators. I would encourage the children to think about simple actions we can take, such as switching off unnecessary outdoor lights or using lights that point downward.
These activities would help children to see the connection between caring for local wildlife and protecting dark skies. It would also encourage them to become more aware of how everyday choices can make a positive difference.
-
Hi Fiona! Your first-hand, experiential approach to biodiversity is wonderful. Progressing from daytime nature walks to exploring the hidden night-time habitats of hedgehogs and bats is a great way to make light pollution tangible for young learners. Empowering them with actionable solutions like switching off lights is impactful also. Thanks for sharing!
-
-
Bringing the world of nocturnal creatures into our biodiversity plans at St. Ita’s and St. Joseph’s is such a lovely way to connect our students to life at night. For our learners, this is an amazing opportunity to focus on creatures that rely on darkness to survive, like our local Kerry bats and owls.
To make this concept fully accessible and sensory-rich, we could build a ‘Darkness Sanctuary’ zone in a quiet corner of the school grounds. We can plant native night scented flowers, like evening primrose, which attract the moths that bats love to eat. Our students would enjoy the tactile experience of digging the soil, handling the plants, and installing wooden bat boxes.
To explore why darkness matters, we can play a sensory game of ‘night hunting’. Students can wear soft sleep masks or blindfolds and try to navigate using only their hearing, just like an owl hunting in the dark. Then, we turn on a loud or bright distraction to show how hard it becomes. It would help students to empathize with these species.
-
-
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 asking my class what biodiversity is and that their understanding of it is within our school environment.
We works then complete a biodiversity audit in our school using the resources mentioned in this module.
I would then revise what we had previously learnt about light pollution and how it could effect the biodiversity in our school.
I would then extend this my visiting the local nature reserve and again do a biodiversity study and then discuss the effect light pollution would have on this. I would focus on the nocturnal animals living in the reserve and would use some of the links in this module to extend our learning on bats. I would ask speak to the local wildlife ranger and invite him to come in and speak to the children about the bats living in the nature reserve and discuss how loght pollution could be affecting then and what we in school could do to reduce this
-
Q1.
After discussing and learning about the different species in our area, for example Bats, it could be a good idea to put this theory into practice. Investigating echolocation by using the Bat Moth game could be a useful way to see how light can affect vision. Through the different websites mentioned, we could delve further into how this species is affected by light pollution in the area close to our school.
We could create a bat box, place it on our school yard and conduct some investigations to help us collect data about what we have learned.
After completing this as a whole class group, students could be divided into groups and given a different animal to research such as owls or moths. They could investigate how light pollution has impacted their animal and come up with a plan to improve biodiversity in our local area.
As well researching animals, students could also explore how plants are impacted by light pollution in our area. -
To explore local biodiversity in Rush, I would take my fifth class to the South Beach and nearby sand dunes for a daytime habitat safari. Using nature journals, the children will record local plants, birds, and insects, discovering just how alive our coastline is.
Back in class, we will discuss the hidden half of Rush’s wildlife: nocturnal animals like bats and moths. To understand the impact of light pollution, students will research how the bright LED streetlights along our coast confuse these creatures. We will explore how artificial light disrupts moths from pollinating plants and throws off the navigation of migrating birds traveling over the Irish Sea.
Finally, the learners will design and build cardboard prototypes of “wildlife-friendly” shielded lights for our schoolyard. This hands-on project shows them that protecting the dark sky is essential for safeguarding our local ecosystem.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Incorporating nocturnal species into our Green-Schools Biodiversity Plan shifts the focus to Ireland’s “night shift”—like Pipistrelle bats, hedgehogs, and moths—proving that our school grounds need protection even after the home bell rings.
First, the class will plant a “Moon Garden” area using pale, night-scented native plants like Evening Primrose, Honeysuckle, and Jasmine. Because moths rely on scent and moonlight rather than bright colours, this creates a great nocturnal pollination zone right in the school grounds.
Second, the children will act as design engineers to support our local bats. Using data from our school yard light audit, they will map out a permanent “Dark Zone” completely shielded from harsh security lights. In this dark corridor, they will install student-built rough-timber bat boxes, ensuring a precise 20mm entry slot at the base to keep predators like magpies out.
Finally, we’ll create a “Hedgehog Highway” by asking the caretaker to leave 13cm gaps at the base of our perimeter fences so small mammals can forage safely. We’ll pile native logs in the dark corner to breed beetles for their midnight feast.
To track our success, we’ll set up an infrared trail camera, letting the children safely spy on our thriving night-time ecosystem right from the classroom interactive whiteboard.
-
Hi Kathryn,
Welcome to the course. Thanks for sharing your ideas to support nocturnal species within your biodiversity plan.
I like your idea of a Moon Garden area, while it raises awareness of the nocturnal insects and how to support them, it also has an element of awareness of the dark skies that are needed for these insects. I also like how you are planning to use your dark sky audit and identify changes the learners can take ownership for such as the dark zone and bat boxes. It gives the opportunities for the learners to take action themselves and will be a very meaningful learning opportunity. Thanks for sharing, I hope you enjoy the course.
-
-
I really like the idea of creating a “night-time ecosystem” within the school grounds. The Moon Garden is a lovely idea as it gives children a chance to see that plants and animals are connected in ways we might not always notice. I also think the idea of creating a Dark Zone is a great way to get children thinking about how our everyday choices, like lighting, can affect wildlife. The hedgehog highway is a simple but practical idea that could make a real difference too.
-
-
To engage my 5th class in exploring biodiversity and the impact of light pollution, I would begin by asking the pupils what plants and animals they have seen in their local area. We would discuss the difference between animals that are active during the day and those that are active at night, such as bats, hedgehogs, owls and moths. This would help activate their prior knowledge and encourage curiosity about local wildlife.
As a class, we would carry out a biodiversity survey in the school grounds and garden, identifying plants, insects and birds that we observe. Pupils would record their findings using tables, drawings and photographs. We would then investigate how artificial light can affect nocturnal animals by exploring light pollution maps of our local area and discussing how increased lighting may change animal behaviour and habitats.
Working in small groups, pupils would research a local nocturnal animal and create an information poster explaining its habitat, diet and how light pollution may affect its survival, using Google classroom. They would present their findings to the class and suggest practical ways that families and the school community could help reduce light pollution, such as switching off unnecessary lights and using downward-facing outdoor lighting.
To conclude the project, pupils would reflect on what they had learned and create a class biodiversity pledge to encourage everyone to protect local wildlife. This lesson would develop scientific enquiry skills through observing, recording, researching and communicating findings. It would also help pupils appreciate the importance of biodiversity in their own community while encouraging them to become responsible and environmentally aware citizens.
-
For this assignment I would look at how we would engage our children to explore biodiversity in our local area – around our school – and the possible impact of light pollution on this.
I would aim to run this activity either early in the year (pre October mid term) or later (post Easter) for a better chance of more favourable weather.
We would start with an exploration of what the children understand by biodiversity. The Dun Laoghaire-Rathdown or Laois clips could be used here as well as some of the Irish books on these links which would be especially relevant:
https://www.omahonys.ie/the-great-irish-book-of-biodiversity-p-10590762.html
This link to the Puffin Rock Habitats run by The Heritage Council and Cartoon Saloon would be very useful for our younger classes as we are not too far away from The Saltees: https://www.heritagecouncil.ie/our-work-with-others/puffin-rock
Our survey of biodiversity in school would start with questions like these:
· What materials do we need to bring – paper, pencil, ruler, etc
· What plants might we find?
· What animals might we find? A mini beast hunt would be an ideal place to start.
· Might there be animals using the school grounds when we are gone home?
· What animals might be in the hedgerows and ditches?
This would be an ideal activity for group work. I would use the recording ideas in the Wildlife Safari Heritage in Schools clip, including the guides on butterflies and bees from the National Biodiversity Centre in Waterford, as well as recording the shapes of the leaves the children find to build up a store of their drawings.
Each group could report back to the class on their findings and we can create a whole-class inventory. We can brainstorm ideas for ways to promote existing biodiversity and encourage more, e.g. planting wildflowers, ensuring hedgerows are not disturbed, sharing findings with the Green School Committee and other classes to develop a whole-school approach, observing the potential impact of light pollution in the school environment and how this might be addressed.
-
-
To engage learners in exploring biodiversity and the impact of light pollution, I would organise simple outdoor investigations in the local area.
First, I would take the children on a nature walk around the school grounds but as we are quite restricted I would go to the local church carpark and the small community greenspace. The variety of habitats should increase the amount of different plants, insects, birds and animals that the children will record. The children could make a biodiversity checklist or take photographs of the species they find.
Next, as a homework task, the children would investigate light pollution by observing different areas during the evening or researching local street lighting. They could compare well-lit areas with darker areas and discuss how wildlife might be affected.
The children would then research how artificial light can impact biodiversity, for example:
• Bats and owls may avoid brightly lit areas.
• Moths and insects can become attracted to lights and be more vulnerable to predators.
• Birds may become confused during migration.
Finally, the children could share their findings through posters, presentations or discussions and suggest ways to reduce light pollution, such as using lower-intensity lighting or switching off unnecessary lights, we could display these on our community noticeboard at the school gates.
This hands-on, child led approach helps learners develop observation, investigation and environmental awareness skills while understanding the importance of protecting local biodiversity-
I really like how child led your approach is which gives pupils ownership of the investigation. Using the local church carpark and greenspace is a great way to extend habitats beyond the school grounds which helps children see biodiversity in the places they walk past every day. I really like the idea of creating posters and presentations and displaying them on the community noticeboard. I feel this adds real purpose and audience. It’s a lovely way to connect science learning with local action.
-
-
To explore biodiversity in my local area and the impact of light pollution, I would begin with a stimulus such as showing two contrasting maps of our local area at night. The first image would show areas with heavy artificial lighting and the second image would show darker green spaces. Pupils would compare them and discuss what they notice and wonder the impact such contrasting images could have. This would help create an enquiry question such as How might light pollution in my local area affect animals that depend on darkness?
For the Explore stage, pupils would complete a biodiversity walk around our school grounds, using clipboards to record plants, insects and birds. They could test how light direction affects shadows using torches and use iPads to identify plants with Google Lens. We would map habitats and predict which nocturnal animals might use them.
A home activity would include a night sky check where pupils would take sky photos, count stars, look out for nearby lights, listen for wildlife, and check for unnecessary lights in the area.
For the evaluate stage, pupils would compare evidence to see if brighter areas had fewer signs of wildlife. They would try identify patterns to understand how light pollution might disturb nocturnal species. Pupils would try come up with ideas to reduce light pollution such as shielding lights, planting native trees, creating wildflower patches which would try help by supporting food, providing shelter and creating safer movement for local wildlife in my area.
-
-
I really enjoyed reading Sandra’s post. I like how she started with the two maps because it gets the children thinking and asking questions straight away. The biodiversity walk is a great hands on activity, and I also like the home task as it involves families in the learning which I’m in favour of. Your lesson gives the children lots of opportunities to observe, discuss and learn about how they can help protect wildlife.
-
-
• How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Biodiversity is a fantastic topic for all class levels and is one which could be taught from a whole school perspective. It links well with STEM subjects, as well as the arts, English, Gaeilge, Geography and History.
There are many resources available which could be used to teach children about biodiversity, such as the tree council of Ireland website or the engage with nature website among others. To engage pupils in learning about diversity, I would use these resources before giving the students an opportunity to explore biodiversity in our locality. This would involve activities such as nature walks, tree identification walks, recording species on the citizens science portal, surveying birds and recording them on the birdwatch Ireland website, designing and making bird feeders and bug hotels, planting wildflower gardens, planning initiatives like ‘No Mow May’, art activities and inviting guest speakers.
In relation to light pollution in the area, we would learn about nocturnal animals and the impact which light pollution can have on them. Students could survey light sources in our school grounds and investigate how these light sources could be improved to reduce light pollution in the area.
-
-
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.
-
How would you engage learners to explore biodiversity in your local area and the possible impacts of light pollution on biodiversity?
I would begin by splitting the class into 2 working groups that would search around the local area/school grounds. Group 1 would engage in a Mini-beast hunt – finding as many different creatures as they could. Group 2 would work on a similar activity but with trees and plants. In these activities they would also investigate, and note, the different habitats/environments where they were found.
I would introduce a few interdisciplinary areas; e.g., using the amount of different trees to create graphs or discussing lifecycles and food chains/webs. This would naturally lead to a discussion on why there are differences in the numbers; e.g., are some of the animals/plants endangered?
With regards to the potential impacts of light pollution on biodiversity I would begin by investigating nocturnal animals by talking a walk at dusk or early evening and recording what was seen or heard. This would be hard to achieve during school hours but it could be a homework task. During this task it would be important to take into account any lighting – like street lights. I would then take the topic further with the question of how light pollution impacts insects. I think many would initially go with owls or bats but I think diversifying the question to insects would generate different discussions and would allow the pupils to “think bigger by looking smaller” – i.e, what a declining insect population would have on a wider ecological landscape. It would be challenging to physically create investigations for this in the classroom so a research project would be a suitable option. Key questions could include; what insects are attracted to artificial lights, why is this a problem, what does a declining insect population mean for the animals that eat them.
A similar approach could be taken with regard to plants and vegetation if this was something the class was more connected with.
-
David, I really enjoyed reading your post. I like how you’ve split the class into two groups, as it gives every child an active role and encourages teamwork. Your idea of linking the activities with Maths and discussing food chains and life cycles is a lovely way to make the learning more meaningful. I also thought your point about focusing on insects was really interesting. Like you said, I think many children would immediately think of bats or owls, but exploring the impact of light pollution on insects would definitely broaden their understanding of biodiversity and how everything is connected. It’s given me a few ideas that I could use in my own classroom.
-
-
For this activity, I would choose to incorporate the needs of nocturnal species into our school biodiversity plan. As Green Schools Coordinator, we are currently working towards our seventh Green Flag, Global Citizenship Energy, and I can see a lot of overlap between this module and the work we are already doing. This module has made me think differently about biodiversity. I always associated it with planting trees, wildflowers and creating habitats, but I hadn’t really considered how artificial light can affect wildlife.
I would begin by carrying out a biodiversity survey around our school grounds with the children. We could identify the plants, insects and birds we already have and discuss what other animals, such as bats, moths and owls, might visit the area at night. We could then complete a simple lighting survey and look at whether any outdoor lighting could be reduced or redirected to make the area more wildlife friendly. The children could record their findings, suggest improvements and update our biodiversity map.
I think this would be a very meaningful project as it gives the children ownership of improving their own school environment. It also links really well with our Green Schools programme and shows that protecting biodiversity is not just about planting more flowers, but also about creating spaces where wildlife can thrive. I would hope it encourages the children to think about small changes they could make at home and in their own communities too.
-
Because our school is in a rural area on the edge of the city, we’re lucky that we can still see a good night sky compared to lots of other places. I’d get the children involved in looking around the school and chatting about animals like bats, hedgehogs, moths and owls, and why they need dark skies. We’d do a simple walk around to see where lights are needed and where they probably isn’t. The children could come up with there own ideas, like turning lights off earlier, pointing them down or leaving some areas dark for wildlife. We’d also plant flowers for pollinators, put up bat and bird boxes and leave a few wild spaces around the school. I think children really enjoy when they can see their ideas making a real difference. It helps them realise that even small changes can protect local wildlife and make our school a better place for nature.
-
Hi Steven,
I really like your idea of beginning with a walk around the school grounds to identify where lighting is needed and where it may not be necessary. This would give the children a practical way to observe their own environment and think critically about how light can affect species such as bats, hedgehogs, moths and owls.
It is also great that you would involve the children in suggesting solutions. This sounds like a lovely student-led approach that would help students see how small actions can make a real difference for local nature. Things like creating a dark-corridor map of the school grounds could be very effective.
Thanks for sharing and hope you enjoy the course.
-
-
As part of our school biodiversity plan, I would help my 3rd class understand that protecting wildlife also means protecting the habitats that animals need to survive, including dark skies. We would learn about nocturnal animals such as bats, hedgehogs, moths and owls, and explore how they depend on darkness to find food, avoid predators and navigate. Through class discussions and videos, the children would discover how excessive artificial light can disrupt these natural behaviours. As a practical activity, the children would work in small groups to create a biodiversity map of our school garden. They would explore the garden and identify different habitats, such as trees, flower beds, grassy areas, hedgerows and insect-friendly spaces, recording any plants or animals they observe. They would then consider which areas might provide suitable habitats for nocturnal species and discuss how artificial lighting could affect these spaces. Finally, each group would suggest simple improvements to make the school grounds more wildlife-friendly, such as preserving natural habitats, planting more pollinator-friendly flowers or reducing unnecessary lighting near wildlife areas. We would then gather all the ideas and select one or two that would be manageable to incorporate into our school environment. As we have a school garden, where we grow vegetables and plants, it would be a great resource to use to grow plants, such as evening primrose and jasmine. These plants would assist in attracting nocturnal insects such as moths. I would also draw the children`s attention to lights which may be close to the school garden and what we could do to reduce the brightness that falls on the school garden at night, due to artificial light, which would benefit nocturnal creatures. This activity would help pupils make meaningful connections between biodiversity, habitat conservation and the importance of protecting dark skies for nocturnal species.
-
-
I like your idea of using the school garden to plant evening primrose and jasmine. This would give the children the opportunity to make a real difference to their local environment while also learning about the important role that moths and other nocturnal insects play in biodiversity. Encouraging the children to investigate the impact of artificial light around the garden is also a great way to develop their observation and problem-solving skills. It sounds like a very engaging and meaningful project.
-
-
Exploring Biodiversity in our local area and the impact of light pollution:
I will begin by introducing the children to the book “Wild Things at School” by Éanna Ní Lamhna. I will show picture cards of a few relevant species from the book that we can find in our local area of Passage East and the associating harbour. Pupils will sort picture cards into “day” and “night” animals, then go on a short sensory walk around the school grounds using picture checklists to spot signs of wildlife (feathers, nests, insects).
We will then do a project to help our wildlife such as planting flowers or creating bird feeders.
To link this to light pollution, I will show two contrasting images on the Interactive Whiteboard, a dark harbour at night versus a lit-up harbour. We will discuss the ways in which light pollution can disturb migrating birds and nocturnal animals such as bats. -
-
- How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Richard Louv,mentioned in this module, said that you cannot love what you do not know so I would start by identifying the nocturnal species in our school garden. I like the idea of the moth box – we could take a sample of moths by setting or getting ready in evening and then placing it in garden overnight, then checking the next day. Photograph and identify. The using photos create some symmetry art as suggested in one of the videos in the module. Having shown the night time invertebrates we might then identify the possibility of bats in the garden or in surrounding neighbourhood. There is a cheap diy version of bat detector involving making an ultrasonic microphone and recording bats then identifying them using laptop. Depending on age level of students that could be incorporated into the scheme of work. Having done so, we would then examine the interdependence of the species and look at food chains. Following this research ways to make a garden space more amenable to moths and bats (leaving long grass, holes in trees, loose slates on roof etc). Further, look at lighting in area – does the garden suffer from light pollution (glare, waste light or wrong coloured light) Are there ways we could mitigate this?
-
I really enjoyed reading your post. I liked how you began by helping the children identify the nocturnal species in their own school environment before exploring ways to protect them. The moth box is a lovely hands-on idea, and I particularly liked the link to creating symmetry art using the photographs. I also think your focus on food chains would help children understand how different species depend on one another and why protecting biodiversity is so important.
-
Hi Edwin, I really like your ideas. The children would love learning about all the nocturnal animals that might live in their area. Taking photos and then linking to art is a great idea.
Thinking of ways to help nocturnal animals is a great way for children to realise that they can make a difference by doing simple things.
-
I would engage my learners by exploring biodiversity in our local area, linking the lesson to our previous work on Bray Seafront. We could begin by discussing the different plants and animals that live along the coastline and why these habitats are important. I would then introduce the idea of light pollution and ask the children to compare three familiar places – Bray Seafront, Sidmonton Park and our school grounds. Together, we could think about which areas might be brightest at night and how this could affect nocturnal wildlife such as bats, moths and other insects. We could discuss why some animals rely on darkness to feed, navigate and avoid predators, and consider how people can balance the need for lighting with protecting nature. As a SET teacher, I would use photographs, simple sorting activities and plenty of discussion to support understanding. If possible, we could visit our school garden or a local park to observe signs of biodiversity and compare what we find with our earlier learning about Bray Seafront. I think linking the lesson to places the children already know would make the learning more meaningful and encourage them to think about simple ways we can all help protect local wildlife.
-
I like the plan you have put in place here – I will be working in SET too next year and would love to incorporate the course materials into my work with groups and individuals. Sorting activities and themed and correctly levelled materials are one way of doing so. I feel that getting pupils from SET into nature and the school garden would pay definite dividends in terms of engagement and general regulation.
-
Hi Siobhán,
I really like the ideas that you have put forward here, keeping the activities fun, practical and engaging. I particularly like the idea of visiting a local park. It could be linked with a variety of Geography and SPHE lessons, while also increasing their awareness of their ability to take care of their local area.
-
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
As I work in rural school, the idea of exploring biodiversity has many different opportunities for teaching and learning. I would start this particular activity by introducing the idea of different habitats. I would take my class on a nature walk through a variety of different places such as grassy areas, forestry, and hedgerows. We would then document all of the different species of insect or animal that we find in each one.
Following that, I would ask the class if they can think of any reasons why animals in different habitats might need darkness and why light pollution might be harmful to them, and talk to them about how, for example:
Moths and other insects are attracted to artificial light, making them easier prey.
Bats rely on darkness to hunt and so their ability to feed may be impacted by too many lights in an area.
Birds may be confused by artificial light, which may in turn affect their nesting habits.
We could then carry out a light audit around the school grounds, and identify any light sources that are close to habitats and, therefore, might be harmful to wildlife.
-
Engaging Learners to explore Biodiversity in the local area.
A huge amount of time and effort has been invested in the design and establishment of an incredibly thoughtful school garden and the promotion of biodiversity within our school grounds. We have a gardening club that meets weekly to maintain the garden along with individual classes having their own raised beds.
In class we would consider useful vocabulary relating to the different types of plants and animals in our garden. (Butterfly, ladybird, sage, flowers, vegetables, leaves, soil, habitat) before embarking on a nature hunt in the school garden.
The Nature hunt worksheet would contain pictures of plants in the garden in one column and pictures of possible bugs in another column
Working in pairs, I would encourage the child to find particular plants and try and match the bug most likely associated with it (we had a profusion of ladybirds living in our herb bed). I would ask the children to consider what might happen if bees or flowers were to disappear from our garden? How would it look?
I would also encourage the children to visit our ‘Bug Hotel’ a count the number of different bugs that they can see. This is and hands on learning activity based in the garden not the classroom. As housing developments multiply in the surrounding areas, perhaps the School Gardening Club could record numbers across the year and consider the impact this has on the number of visitors to the hotel.
-
-
-
I would take my class for a walk around the school or local area to look for plants, insects, birds, and other living things. The children could write down what they see or draw simple pictures. This would help them understand biodiversity as the different kinds of living things in a place.
I would also ask them to look at lights nearby, such as streetlights and house lights. We would talk about how bright lights at night can affect bats, moths, birds, and plants. For example, some animals may find it harder to feed, move, or sleep.
Then, in class, we would compare what we saw during the day and at night. The children could make a simple biodiversity map of the area. Finally, they could suggest ways to help nature, such as using less bright lights or turning lights off when they are not needed.
This would help them see that dark skies are important for local wildlife.-
I really like how this activity encourages children to explore their own local environment and make connections between biodiversity and light pollution. Comparing observations from the daytime and nighttime is a simple but effective way to help pupils understand how human activity can affect wildlife. The biodiversity map and discussion about practical actions, such as reducing unnecessary lighting, also give children a sense that they can make a positive difference in protecting local habitats.
-
-
For this assignment, I have chosen to discuss how I would incorporate the needs of nocturnal species, particularly those that rely on dark skies, into our school biodiversity plan.
In our school, we are fortunate to already have some initiatives in place to support biodiversity, and I think these provide an excellent foundation for considering the needs of nocturnal species. We recently installed wildlife cameras to capture the animals that visit our school grounds at night, along with bird boxes fitted with cameras. These have sparked great curiosity among the children and encouraged them to ask questions about the wildlife that shares our environment. The local Men’s Shed has also supported our school by making bird boxes, bug hotels and a wormery for our garden, helping to create habitats for a range of species.
Building on these initiatives, I would encourage pupils to investigate how artificial light might affect nocturnal wildlife such as bats, moths and owls. We could review the lighting around the school grounds and discuss simple changes to reduce unnecessary light while continuing to create safe, wildlife-friendly spaces. I think this would help children appreciate that even small actions can make a positive difference to local biodiversity.
-
-
I love that you installed wildlife cameras and bird boxes with cameras to capture the animals that visit the school grounds at night. I would imagine the children love that! It’s definitely something I’d like to add to our school garden. It was also a great idea to get support from the Local Men’s shed. I know ours had helped a few years ago in updating our library and I wonder if i could reach out to get their help with these habitats.
-
-
To engage my Senior Infants in exploring biodiversity in Dublin, I would begin with a nature walk around the school grounds or a nearby park, such as Bushy Park or a local green space. Children would use simple picture checklists to identify birds, insects, plants and trees, encouraging observation and curiosity. Back in the classroom, we would sort our findings into groups and discuss how living things depend on their habitats. To introduce light pollution, I would read a picture book about nocturnal animals, such as bats or hedgehogs, and explain that bright lights at night can make it harder for these animals to find food, travel safely and rest. Learners could compare pictures of dark and brightly lit environments and discuss which habitats would be best for wildlife. As a follow-up, children could design posters showing how people can help protect biodiversity by turning off unnecessary lights and caring for local habitats.
-
Hi David,
Welcome to the course. Thanks for sharing your lesson idea to explore biodiversity and nocturnal animals with your class. I like how you are planning to explore the local area with the class initially and identify birds, trees etc. You could also consider checklists which include nocturnal animals to see if this sparks curiosity and allows for some critical thinking, The ESERO resource 30, Day and Night has lovely images to sort for day and night time animals which might also work for your lesson.
I think using photos to explore light pollution is a great focus for the infant classes as it helps to engage and create curiosity too. I like how you are planning for the infants to make posters too to turn off lights when not needed to encourage these young learners to take action.
-
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
Something I have done before with my students which has always peaked their interest has been some sort of nature walk/outdoor adventure. I would task the children to find three different insects, 3 different birds, 3 different plants etc and keep a record of them through notes and drawings. Google lens is also a great tool that gives you information about something from simply taking a picture. Bringing the lesson back into class, we could examine what we found and if there was a particular insect that appeared more than once. From here the children are equipped to look into the local animals and plants in more detail and discuss why they live where they live. What are the benefits? Why were the school grounds an ideal habitat for them?</span>
<span style=”font-weight: 400;”>Along with the pros, the children can discuss the negative side effects of their habitats and I would begin to incorporate the effects of light pollution on such habitats. Through sorting activities, children can group together examples of artificial light vs natural light and how both pose a particular effect on local environments.
-
I would engage my learners in exploring biodiversity in our local area by encouraging them to investigate the plants and animals that live around our school and community. We would begin with a nature walk to identify different habitats and record any birds, insects, plants or mammals we observe. This would lead to discussions about biodiversity and why it is important to protect it. I would then introduce the concept of light pollution and ask pupils to consider how excessive artificial lighting might affect nocturnal wildlife such as bats, moths and owls. Using an inquiry-based approach, children could compare brightly lit areas with darker spaces around the school and predict which locations are more suitable for wildlife. They could record observations, create simple biodiversity maps and suggest ways to make our school grounds more wildlife-friendly, such as reducing unnecessary outdoor lighting and planting native species. This activity would help pupils develop scientific inquiry skills while fostering environmental awareness and a sense of responsibility for protecting local biodiversity.
-
-
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 Senior Infant children in exploring biodiversity, we will go on a nature walk around our school grounds and a nearby green space just outside our school. The children will be paired up, they will have a magnifying glass and a checklist of plants, birds, insects and trees that are found locally (I will have researched these before the lesson and activity). The children will observe and identify different items from their checklists. Through discussion and drawing, they will learn that different habitats provide food and shelter for living things.
To introduce light pollution, I will begin this part of the lesson with a book called ‘Owl Babies’ as owls are nocturnal animals. We will then discuss how these animals need darkness to find food and stay safe. In our classroom, children can compare a dark habitat with one lit by a torch, using toy animals to explore which environment would be more suitable. This simple investigation encourages children to think about how excessive artificial light can affect wildlife.
During the plenary the children will have a discussion about ways to care for local biodiversity, such as planting flowers for pollinators, creating bug hotels and turning off unnecessary outdoor lights.
-
Being based in a rural school, we are fortunate to already have a close connection with nature and a variety of habitats around us. When creating a school biodiversity plan, I think it is important to help children recognise the wildlife that exists on their own doorstep and understand how we can support it. I would encourage the children to explore the school grounds and surrounding area to identify habitats that may be used by different species, including nocturnal animals such as bats, moths and other insects. We could look at how our current lighting impacts these species and consider small changes we could make, such as reducing unnecessary lighting and protecting darker areas. Especially during the darker months when the school is used by outside groups for training etc. I would like the children to see that biodiversity is not just about planting more or adding new features, but also about creating an environment where wildlife can thrive. Small changes within our school community can make a real difference.
-
-
- 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 begin by discussing the term biodiversity and what it means. We would discuss that every different area has it’s own biodiversity. I live in a rural area but my school is in an urban area. We could discuss how our two localities could have different biodiversities and why this might be.
We could then go on a hunt around our school to see if we can find any animals/creatures.
I could let the class know the types of animals and creatures I see where I live and compare.
To link this to light pollution which we would have learned about in previous lessons, we would discuss how light pollution might impact the animals and creatures in each area. Would there be much light pollution in my rural area compared to their urban area. How would nocturnal animals do in a highly light polluted area? What could we do on our school grounds to help this?
- How you would engage your learners to explore biodiversity in your local area and
-
Many animals—including bats, moths, hedgehogs, owls, and some amphibians—depend on natural darkness for feeding, navigation, breeding, and avoiding predators.
When creating a school biodiversity plan I would consider the following actions:
Turn off unnecessary outdoor lights after school hours.
1. Use motion-activated lighting instead of lights that stay on all night.
2. Choose warm-coloured lights instead of bright blue-white lights.
3. Designate parts of the school grounds as “dark zones” where no artificial lighting is used.
4. Connect these areas with hedgerows or trees so nocturnal animals can move safely.
5. Install bat boxes and ensure they are placed away from bright lighting.
6.Maintain hedgerows, mature trees, and log piles that provide shelter for nocturnal wildlife.
7.Include native night-flowering plants such as evening primrose, honeysuckle, and jasmine to support moths and other night pollinators.-
-
<p class=”isSelectedEnd”>I like the idea of creating dark zones around the school grounds, as this would help the children to understand that wildlife needs safe spaces away from artificial light.</p>
The suggestion of installing bat boxes and planting native flowers such as evening primrose and honeysuckle is also a lovely way to encourage biodiversity while giving the children an opportunity to take an active role in protecting local wildlife.
-
-
In our school’s biodiversity plan, I would give particular attention to nocturnal species that depend on darkness, such as bats, moths, owls and other night-active insects. As our school is located in the rural area in south Laois, we have an opportunity to protect and enhance habitats that may already support these species. I would begin by auditing outdoor lighting around the school grounds, identifying unnecessary lights, overly bright bulbs and fittings that shine upwards or across hedgerows. Where lighting is needed for safety, I would recommend warm-coloured, low-intensity lights fitted with shields and timers or motion sensors.
We would also protect hedgerows, mature trees and quiet corners that provide shelter, feeding routes and nesting opportunities. Native night-scented plants could be added to attract moths and other pollinators, while avoiding pesticides. Pupils in 3rd and 4th class could help create a simple nocturnal wildlife map, monitor bat activity with suitable equipment, and record moths using safe observation methods. This would help children understand that darkness is an important habitat worth protecting. -
I would incorporate the needs of nocturnal animals such as bats,foxes, owls etx into a school biodiversity plan by helping learners understand that biodiversity is not only about what we see during the day, but also about the many animals that depend on the dark in order to surrive.. This topic provides an excellent opportunity to connect science learning with environmental responsibility and everyday actions. I would begin by asking children to investigate which nocturnal species live in the local area, such as bats, moths, hedgehogs, owls, and other nighttime animals. Learners could explore how artificial light affects these animals by affecting feeding, navigation, breeding, and predators. Activities such as creating projects such as species fact files and creating maps of outdoor locations would be a good way to teach this topic. Children could also carry out an audit on lighting in the area and create ideas on how the lights can be reduced. This links in well with the biodiversity plan. This would promtote children’s scientific skills and also allow them to think more critcally and becomre more enviormentally aware.
-
Teaching in a 4th class in Dublin city, I think this topic would help the children make connections between science and their local environment. Many of the children are familiar with parks such as St. Anne’s Park, Phoenix Park or smaller green spaces near the school, but they may not realize that animals living there are affected by artificial light at night. I would begin by asking the class what animals they think are active at night. We would discuss bats, hedgehogs, moths and owls, and why darkness is important for them. The children could then complete a simple biodiversity survey in the school grounds, recording any insects, birds or plants they find. We would also identify the different light sources around the school, such as security lights, streetlights and lights from nearby buildings, and discuss how these might affect wildlife. As a follow-up, the children could work in groups to suggest ways our school could become more wildlife friendly while still keeping everyone safe. For example, they might recommend switching off unnecessary outdoor lights when the school is closed, using downward-facing lights where possible, or planting more native flowers to attract insects. Each group could present their ideas to the class and decide which suggestions could be included in the school’s biodiversity plan. I like this activity because it encourages children to investigate a real issue in their own community. It also helps them understand that small changes can have a positive impact on local wildlife and shows them that they can play a role in protecting biodiversity.
-
Hi Mikey,
This is a very practical and meaningful approach. I like how the children would investigate both biodiversity and light sources in places they already know. The group suggestions would also give them a real sense of responsibility, while showing that simple changes to lighting and planting can help protect local wildlife.
-
-
We have a local bat population near our school is a fantastic, children often report seeing them fly around the soccer and gaa pitches. I think it would be a great to continue this conversation and explore why we can see them here- the light attract insects and the bats eat them.
I think next year we could look at supporting the bat population by making bat boxes to attach to some of the poles around our school. We could follow this up by investigating what the bats eat, and subsequently creating a night garden that attracts moths, beetles etc. Our first step would be to examine pollinators at work during the day, do any insects work at night? What insects come out after 9pm? Just because we are asleep doesn’t mean the world stops. If possible we could install or borrow a cheap wildlife trail camera near our night garden to try capture the activity at night. I think the children would be amazed at what they see!
-
To engage my learners, I would begin by exploring the biodiversity in our local school grounds and surrounding area. My school is located in Buttevant, North Cork and the town has a trail from the back of the school to the local castle. We have participated in nature walks previously to the castle, where students had to identify birds, insects, plants, and other wildlife, recording their observations in pre-prepared trail documents. Going forward, we could compare areas with bright artificial lighting to darker areas and discuss how light pollution may affect nocturnal animals such as bats, moths, hedgehogs, and owls. Pupils could investigate ways to reduce unnecessary lighting and consider how protecting dark skies benefits both wildlife and people. We would also create posters and presentations to raise awareness within the school community. These activities would encourage curiosity, teamwork, and scientific inquiry while developing environmental responsibility. By linking biodiversity with light pollution, pupils would gain a deeper understanding of how their local environment can be protected and how small actions can make a positive difference for nature.
-
I think the use of the nature trail from your school to a local castle is a great way to make learning meaningful for pupils. Providing pupils with opportunities to observe and record local wildlife firsthand helps them develop important scientific skills while also fostering a personal connection with their environment. I like how you build on previous nature walks by introducing the concept of light pollution. Comparing brightly lit areas with darker spaces gives pupils a practical way to investigate a real-world environmental issue that directly affects local biodiversity. The focus on species such as bats, moths, hedgehogs, and owls helps learners understand that human activities can have unintended consequences for wildlife. The inclusion of posters and presentations is also a great idea.
-
Hi Orla
What a fantastic opportunity for the school to have a trail from the school to the castle. It is great that you make full use of this trail and use it to study Biodiversity on a regular basis. Adding observations of lighting would really add another dimension to this and I love your ideas for getting the children involved in promoting the idea of dark skies and actions to reduce light pollution withing the school community. As it is a town trail, perhaps the school could share their work with the local community through displaying their posters in the local library or talking to people who manage the trail.
-
I really like this idea. It is lovely to have such a nice nature trail and historical site so close to your school. We are lucky in Foxford, Co. Mayo to have some lovely trails too, and I often take my class on nature walks when possible. The children really enjoy learning outdoors and are always excited to spot different plants, birds and insects. Giving them clipboards and a checklist really makes them feel important!! I also like how you linked biodiversity with light pollution. It is a great way to help pupils understand how small actions, such as reducing unnecessary lighting, can make a big difference for wildlife and help protect our local environment.
-
-
To engage pupils in exploring biodiversity in the local area, I would use a hands-on approach that encourages observation, data collection and reflection. I would begin with a biodiversity survey of the school grounds. Pupils could work in small groups to identify and record different plants, birds, insect, and animal species. This activity would help them develop observation skills while building an appreciation for the variety of life that exists in their locality. To investigate light pollution, I would encourage pupils to observe local areas at night and compare locations with different levels of artificial lighting. They could research how excessive lighting affects nocturnal animals such as bats, moths, and birds by disrupting feeding, migration, and breeding. Pupils could collect evidence through photographs, and surveys and use this information to evaluate how local artificial lighting may impact ecosystems. Pupils could discuss practical solutions, such as using shielded lighting, reducing unnecessary outdoor lighting, or promoting dark sky initiatives.
-
I would engage my First Class pupils in a Monaghan Day and Night Nature Hunt. During the day, we would explore the school grounds and our nearby green area and look for trees, wildflowers, birds, insects and signs of animal life. The children would record what they find using drawings, tally marks and photographs. We would then discuss which local animals are active at night, such as bats, moths, owls and hedgehogs. The module highlights that artificial light can affect nocturnal animals, including their feeding, movement and ability to navigate.
To make this practical, we would create a simple map of the school grounds showing bright and dark areas. Children could place star stickers on darker spaces and light-bulb stickers near lamps. At home, with an adult, they could observe whether insects gather near outdoor lights. Back in class, we would compare findings and design a Dark Corner for Wildlife plan, suggesting shielded lights, lights turned off when unnecessary and planting areas that support moths and bats. This would help the children connect Monaghan’s local biodiversity with simple actions that protect wildlife.
-
Living in a rural area, many of the children in my class are fortunate to have access to green spaces, farms and woodlands. However, light pollution is becoming more noticeable, even in smaller communities, due to increased street lighting, sports facilities and lights around homes and businesses. I think it is important that children understand the impact this can have, not only on our view of the night sky, but also on the plants and animals that share our environment.
To introduce the topic, I would bring the class on a biodiversity walk around the school grounds and local area. The children would work in groups to identify different plants, birds and insects and record their findings using checklists and photographs on the school tablets. We would discuss which animals are active during the day and which come out at night, such as bats, moths and hedgehogs.
Back in the classroom, we would investigate how artificial light can affect these animals by disrupting feeding, migration and sleeping patterns. The children could compare photographs of brightly lit areas with darker spaces and predict which places would be most suitable for wildlife.
As a follow up activity, the class could carry out a simple survey of outdoor lighting in the local area and suggest ways to make it more wildlife friendly. They could create posters or presentations to share with the rest of the school and encourage others to think about the importance of protecting biodiversity. I think this topic provides an excellent opportunity for children to engage in real world learning while developing their observation, communication and problem solving skills.
-
I would introduce the children to biodiversity by encouraging them to explore the natural environment around our school. We would begin with a nature walk around the school grounds, looking for different plants, flowers, insects and birds. The children would work in small groups with simple checklists and magnifying glasses to help them identify what they find. We would discuss the importance of each living thing and how all plants and animals depend on one another.
Once the children have developed an understanding of local biodiversity, I would introduce the concept of light pollution. We would discuss the different sources of light in our local area, such as streetlights, houses and sports facilities, and think about how these lights affect animals that are active at night. We would focus on familiar nocturnal animals such as hedgehogs, bats and owls and discuss how bright lights can make it more difficult for them to find food and shelter.
As a follow up activity, the children could create a day and night sorting activity, identifying which animals are active during the day and which come out at night. They could also complete observational drawings and create artwork based on the wildlife they have discovered.
To involve families, I would encourage the children to go outside with an adult one evening and look and listen for signs of wildlife in their gardens or local area. Back in school, we would compare our findings and discuss simple ways that we can protect biodiversity, such as planting flowers, creating habitats for insects and reducing unnecessary outdoor lighting. I think this topic provides a wonderful opportunity for young children to develop curiosity and a sense of responsibility for the natural world around them.
-
To support nocturnal species in our school biodiversity plan, 1st and 2nd class pupils will learn about animals such as bats, owls, hedgehogs and moths, and why they need dark skies to survive. Through stories, pictures and class discussions, pupils will learn that many animals are active at night and depend on darkness to find food, stay safe and care for their young. They will also discover how bright artificial lights can affect wildlife and why reducing light pollution is important.
As part of the project, pupils will explore the school grounds and discuss simple ways to make them more friendly for the wildlife in our area. They will create a “Keep Our Nights Dark” campaign by designing posters to encourage turning off outdoor lights. They can also plant native flowers to attract insects, providing food for bats and other wildlife.
Using Book Creator, pupils will create a digital class book with drawings and short voice recordings explaining why dark skies are important and how we can protect them. The finished book will be shared with families to raise awareness of light pollution. This project will help pupils understand biodiversity and show them that small actions can make a big difference in protecting local wildlife and our night skies.
-
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 this topic over a number of weeks. They would begin by exploring different habitats around the school for example- school garden, trees, bushes etc. They would note which habitat contains the greatest biodiversity and why. They would then look at light pollution and how some animals depend on darkness for example- bats hunt insects in the dark, moths navigate using the moon. owls hunt in darkness etc. We would then complete a school investigation by exploring brightly lit areas, dark areas etc. Recording the number of lights, brightness, shadows and wildlife seen. The children will work collaboratively to design ways to help wildlife. If needed I will prompt them with ideas like ‘switch off’ campaign posters, wildlife friendly garden plans, pollinator gardens, dark zones around the school. The children will present their ideas to their peers. We will put some of the plans into place and explain them at assembly to the whole school
-
I really value this approach as it encourages children to become active participants in protecting biodiversity rather than simply learning about it. Beginning with exploring familiar habitats around the school allows children to develop curiosity and recognise the variety of life that exists in their own environment. I think the focus on nocturnal species is particularly meaningful, as it helps children understand that many important creatures depend on conditions that humans often overlook, such as darkness and natural cycles of light.
The investigation into light pollution provides an excellent opportunity for children to ask questions, gather evidence, and understand how our actions can impact wildlife. I also like the emphasis on collaboration and problem-solving, as children are encouraged to design realistic solutions that can make a difference. Sharing their ideas with the wider school community empowers them to become environmental leaders. This approach supports a deeper connection with nature and helps children develop a sense of responsibility for protecting the biodiversity around them.
-
Hi Ciara,
I really love your ideas here. Getting the children to investigate around their school grounds first to see what the biodiversity is like in different areas and then discussing why some areas might have more than others is an excellent way to get the children thinking critically about their school environment. I also like your idea of exploring the different areas in your school that are brightly lit and coming up with ideas with your class as to how you could change these to support the wildlife in your area.
-
-
-
As a primary school teacher living in Galway, I would incorporate the needs of nocturnal species, especially those that rely on dark skies, into our school biodiversity plan by helping pupils understand that protecting nature does not only mean caring for plants and animals that we see during the day. Many important species are active at night and depend on darkness for feeding, navigation, breeding, and survival.
I would begin by introducing pupils to local nocturnal wildlife found in Galway, such as bats, owls, hedgehogs, and moths. Through classroom lessons, nature walks, stories, and observation activities, children could learn how artificial light pollution affects these species. For example, we would explore how excessive lighting can disrupt bats’ feeding patterns, confuse migrating birds, and reduce the number of insects available as a food source.
As part of the school biodiversity plan, I would encourage the creation of a “dark sky friendly” school environment. This could include reducing unnecessary outdoor lighting, using motion-sensor lights where possible, choosing warm-coloured and low-impact lighting, and ensuring lights are directed downwards rather than into the sky. Areas of the school grounds could be kept darker at night to provide safe habitats for nocturnal animals.
We could also develop wildlife-friendly areas within the school grounds by planting native flowers and shrubs that support insects, creating habitats for small animals, and protecting mature trees and hedgerows that provide shelter for bats and birds. Pupils could take part in biodiversity surveys, such as using bat detectors, identifying moth species, or recording nighttime sounds, while following appropriate safety guidelines.
Working with local groups in Galway, such as biodiversity organisations and astronomy or dark sky groups, would help children connect their learning with the wider community. Activities could include a “Dark Skies Awareness Week,” where pupils learn about the importance of reducing light pollution and share information with families.
By including nocturnal species in our biodiversity plan, I would help children develop a deeper understanding of ecosystems and their responsibility as environmental stewards. Protecting dark skies would become part of creating a healthier school environment where both people and wildlife can thrive.
-
I would encourage children to explore biodiversity by getting them outside to discover the wildlife around our school. We could go on a biodiversity walk, looking for birds, insects, flowers and trees, and use simple picture checklists to record what we find. The children would enjoy using magnifying glasses to observe bugs and plants more closely, and we could chat about why every living thing is important. We could also use the Backyard BioBlitz and Wildlife Safari resources to help identify the different species we spot.
To introduce light pollution, I would begin by reading a story about nocturnal animals before discussing how bats, moths and hedgehogs depend on darkness to find food and move around safely. We could sort pictures into day and night animals and use torches in a darkened classroom to explore how light changes what we can see. To help children understand the impact of artificial light, we could compare our own daily routines with those of nocturnal animals. We could ask questions such as, “How would you feel if you had to eat your dinner in the dark?” or “Would you sleep well if someone left a bright light on all night?” This would help the children understand that, just like us, animals need the right conditions to eat, sleep and stay healthy.
As a follow-up, we could create a bug hotel, plant wildflowers for pollinators and leave a small wild area in the school grounds-
I love these ideas Emma, especially beginning with a story about nocturnal animals, sorting the day and night animals, exploring light with the torches, and then enabling the children to empathise with the nocturnal animals and relate the light pollution problem to their own lives in imagining eating in the dark or sleeping with a light on etc. This is so effective in helping them understand the animals’ needs.
-
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
To support nocturnal species in our school biodiversity plan, we need to look closely at our own school grounds. Because we are surrounded by beautiful lakes and forests, we have a rich population of local bats, moths, and owls that desperately need dark skies to survive.
First, we can run a “lighting audit” of the school. The students can investigate our outdoor security lights and help us make a plan to ensure they face downwards, have protective shields, or are put on motion sensors so they aren’t shining into the sky all night.
Second, we can plant a night-pollinator garden. By planting night-scented flowers like honeysuckle, jasmine, and evening primrose, we will attract moths and other night insects. This creates a fantastic feeding ground for our local Cavan bats.Finally, we can build and install bat boxes in the quietest, darkest corners of our school hedgerows, safely away from any bright windows or security lights.
By making these simple changes, our school grounds can become a safe, dark haven that connects beautifully with the wider natural lake environment around us.
-
-
-
These are really engaging, hands-on, active lessons for the children. By doing a ‘lighting audit’ children would have to work together to come up with solutions for improving the lighting around the school. I really like your idea of planting a night-pollinator garden also. Children could feel that they have made a huge impact for biodiversity in their local area. They would be able to monitor the results of the things they have changed also and see the impact they have had. Great way to get children to be active citizens!
-
-
Question 1:
I would engage my learners by encouraging them to explore and connect with the biodiversity found in their own local area of Killarney. Through outdoor activities and fieldwork, learners could investigate the plants, animals, and habitats around them, particularly in areas such as Killarney National Park. They could take part in simple biodiversity surveys, observe different species, record their findings, and discuss the importance of protecting local ecosystems. I would also encourage learners to explore how human activities, such as light pollution, can affect wildlife. They could investigate how artificial light at night may interfere with the natural behaviours of animals like bats, foxes, deer and insects, as well as impact the balance of local habitats. By carrying out information collection, sharing ideas, and discussing possible solutions, learners would develop a greater appreciation for Killarney’s natural environment and understand the importance of protecting biodiversity.
-
Hi Michelle
Living near Killarney National Park would be a good opportunity to look at lighting outside and within the park by doing lighting surveys on the streets of Killarney and also in places within the park. It should be possible to map the lights they see, both on walks with the class but also when walking with parents or other groups during evenings and weekends. Mapping the position of the lights, it might be possible to draw conclusions about how far the street lights will penetrate into the park and which areas are likely to be best for night time Biodiversity which could really add to your discussions around protecting biodiversity.
-
I like how you have focused on helping pupils investigate the impact of light pollution on local wildlife, as it makes the learning relevant to their own community. Giving children the opportunity to collect information and discuss possible solutions is a great way to encourage critical thinking and develop a sense of responsibility for protecting biodiversity. It sounds like a very engaging and worthwhile activity.
-
-
Q.1. How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.
The lesson would start with a K.W.L. to access what knowledge the children already possess on biodiversity in their local area.
The children would then explore the school yard and grass area for insects, birds and animals. The children would record what they find and take note of where they found it. Later we would discuss the areas in which the animals predominately were found and why that might be. This is when light pollution would be introduced again. The children would have prior knowledge of light pollution from previous lessons.
Then in groups the children would research various species of animals such as bat, moth and hedgehog. The children would research what role this species plays in the ecosystem, how light pollution affects it and what the wider consequences are.
An extension activity to this could be the children creating a ‘wildlife-friendly lighting plan’ in their school.
-
the KWL, and WALT approach would really speak volumes in a classroom setting – as children could then have the opportunity to share their own lived experiences with each other – putting them as expert in the room – sometimes listen more to students, than to the teacher so it is a great way to solidify the learning outcomes through explorative discussion/s
e
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
– So I recently attended Oide Creativity’s Biodiversity Day in Wicklow on Biodiversity which made me think about the life/life cycle of bees, the nocturnal species of foxes, hawks and bats. Which are all nocturnal so it begs a wider question in our school population to respect such animals and their habitats – either by providing a habitat, or not using insecticide in the garden because of the possibilities of diminishing the population/s.
As part of the day, we also made a solitary bee habitat, which I thought was really important for students to understand – that everyone needs a home. Also, I can see that moths and hedgehogs are not really seen much more – so it is important to understand their place in the living cycle biodiversity model. As I live in Wicklow, but work in inner city Dublin – it is important to acknowledge that a lot of students wouldnt’ see the amount of wildlife I do – so I always share my lived experience- but this makes me want to make lesson plannning more direct.
-
Hi June
That sounds like a great opportunity to be able to attend that Biodiversity day and take on practical tasks as well as learning about Biodiversity. It is good to be able to share what you see in Wicklow with your pupils living in inner city Dublin as it is a good way to discuss differences. It is also good to highlight species that might live in the city and to do what you can in school to encourage smaller creatures like moths and bees. It might also be a good idea to highlight urban wildlife such as urban foxes and seagulls. People often consider these a nuisance but it is important to realise that wild animals and birds like these are forced to move into urban areas and scavenge our waste becasue we have destroyed their habitats and forced them into smaller areas.
-
-
-
First, I would carry out a wildlife audit with the students to identify areas that could become safe spaces for nocturnal animals. We could reduce unnecessary outdoor lighting by switching lights off when they are not needed and using motion sensors where possible. Planting native flowers and shrubs, leaving a small wild area, and creating log piles would provide habitats for insects, hedgehogs, and other wildlife. As a longer-term goal, I would work towards creating a dedicated “dark zone” where artificial lighting is kept to a minimum and install bat or bird boxes. I would also introduce activities such as moth surveys, bat walks with local experts, and lessons about light pollution. By involving students from Junior Infants upwards they would develop a sense of responsibility and understand that protecting biodiversity includes caring for wildlife that is active at night as well as during the day. By reviewing these actions each year and with the help of the Green schools committee the school could build on its progress and ensure that protecting nocturnal wildlife and reducing light pollution become an ongoing part of our biodiversity plan and our schools community.
-
Exploring the biodiversity of the local area would be a lovely activity to do with the pupils in my infant class. Although the school is in a very built up urban area, we are very lucky to have a wonderful park within a five minute walking distance from the school that we regularly use for nature walks and play time. The children could spend some time learning about the types of animals that may be found in the local areas from minibeasts to foxes and squirrels in the classroom before venturing out to investigate the local environment with a visual checklist. A nice home school link could be made by asking the pupils to bring their visual checklist home and investigate what minibeasts or nocturnal animals they might they find at night at home with their parents. When this is completed we could discuss the impact of light pollution on these animals seen linking back to the possible previous lesson discussed in module 3.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans.
Having recapped the definition of nocturnal animals and as a follow on from our light pollution surveys, we would consider how light pollution may have an impact on wildlife around our school grounds and local area.
We would request for an adjustment to unnecessary lights around our school at night , with the introduction of sensor, or warm white/ amber LED bulbs in favour of whiter lights.
We would discuss the benefits of bat boxes in the trees around our school.
We would carry out a survey of our pond area to ensure it meets the conditions to promote biodiversity- quiet area, dark corridors.
The children could design dark corridors within our grounds, among our existing hedges with the addition of log piles.
We would allocate areas around the school to other classes to plant up night scented flowers such as honeysuckle and night scented stock to increase/ introduce new insects, ensuring that the wildflower seeds chosen are native to Ireland.
We would take photos on our i-pads of the flowers already growing in our school garden with the goal of identifying them and assessing their impact on biodiversity and nocturnal insects.
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans.
In the past year we have rescued several trapped hedgehogs and seen signs of foxes (dropppings) in our yard. I would introduce biodiversity by discussing these incidents with my 5th and 6th class students. We could then discuss the importance of biodiversity to humans and brainstorm the ways in which we could help. Then we would conduct a biodiversity survey of our school yard, and examine the levels of light pollution occuring from our school at night.
After discussing our results, we would then research how we can help the animals and insects we have found. We could look at creating a hedgehog highway through the school fencing so that hedgehogs can move back into the fields without help. We could also examine building a bug hotel in an appropriate place in the school yard. Finally, we could discuss how to reduce our light pollution levels. My class could then present our plans/actions to the whole school body as an assembly topic for Science week.
-
-
I would engage my class to explore and improve biodiversity around our school by first of all discussing what they understand about the term biodiversity in a brainstorm, then encouraging them to help create a biodiversity survey to record what various plants and animals currently exist around our school gardens and yards in a Bioblitz. This survey could be categorized into Plants and Animals section, or in more senior classes more precise categories could be trees, wildflowers, birds, insects, mini-beasts etc. The children can make predictions about what we might find or what they hope to see, and use nets, trays, clear containers and magnifying glasses to get a closer look, then draw or photograph the various species we observe, without picking any of the plants or flowers. After discussing findings we could then research if perhaps light pollution has driven away anything, and how to improve our school’s biodiversity, by asking the caretaker to mow less and reduce pesticides that could make the animals sick, then perhaps make a re-design of our school garden with a bug hotel and bird boxes, and plant fruit and herbs. A follow up Bioblitz survey a year later could compare results and see if there are any more or different wildflowers, plants or varieties of insects or minibeasts.
-
Three things I would do to incorporate the needs of nocturnal species, especially those that rely on dark skies are:
1. Plant trees and native
hedgerows for birds and bats
2. Make bat boxes, bird boxes or
solitary bee mounds if possible
3. Make changes to lightingFirstly, I would work with the children to design a biodiversity garden map of our school. We would then identify areas that we could plant native trees and hedgerows to create shelter and habitats for birds and bats. We would identify suitable locations for bat boxes, bird boxes and solitary bee mounds and then I would divide the children into groups and give them a choice of what they’d like to construct. Finally we’d do a lighting audit of the school grounds to see if we could reduce light pollution for nocturnal animals e.g. change the tone of outdoor lights from bright to dim/warmer tones, make sure there are overhead coverings on outdoor lights etc.
-
Hi Paula, I really enjoyed reading your post. I like how you’ve focused on practical changes that the children could actually be involved in. Designing a biodiversity map of the school is a great idea and would really help them take ownership of the project. I also like the idea of carrying out a lighting audit, as it’s something I hadn’t really thought about before this module. It sounds like a really meaningful way to encourage children to care for their local environment while learning about biodiversity.
-
Paula I really like your idea to plant native trees and hedgerows around the school to help attract different wildlife back around the local area. The addition of animal safe areas and nesting areas for them with bat and bird boxes is a great idea too. These could also be used for teaching the children about these creatures if they were located on the school grounds.
-
-
I would choose to engage my class in exploring biodiversity around our school while investigating how light pollution might affect the animals that live there. I think this would be a really meaningful way for children to make connections between what they learn in the classroom and the environment around them.
To begin, we would go on a biodiversity walk around the school grounds and record the different plants, insects and birds that we could find. I’d ask the children questions such as, “Who do you think comes out at night?” and “How might bright lights affect these animals?” This would encourage them to think about nocturnal wildlife such as bats, moths and hedgehogs and the important role they play in our ecosystem.
Back in the classroom, we would watch a short video about nocturnal animals before carrying out some of the investigation activities from the module, such as exploring night vision or learning about echolocation. We could then work in small groups to design simple ways of making our school grounds more wildlife friendly, for example by planting more wildflowers for pollinators, reducing unnecessary lighting or creating quiet areas for wildlife.
I really like this activity because it encourages children to observe, question and problem-solve while developing an appreciation for biodiversity in their own local area. It also links naturally with Science, Geography and SPHE and helps children to understand that small changes can make a positive difference to the environment. I think it would be a lovely way to encourage children to become more aware of the wildlife around them and how they can help to protect it.
-
Our school has a small garden between the main yard and the carpark, providing a simple but meaningful space for pupils to explore local biodiversity. Students would begin by identifying the plants, insects and birds using the garden and recording there observations over several weeks. They would then investigate how the bright lights from the restraunt carpark beside the school may effect nocturnal wildlife such as moths, bats and other insects. Pupils would compare observations made during the day and at dusk, research how artificial light can disrupt habitats, and discuss why biodiversity is important in an urban area like Newcastle.
As a class, pupils would use there findings to develop a practical Biodiversity and Light Pollution Improvement Plan for the school. This could include sugestions such as planting more pollinator-friendly flowers, creating darker wildlife areas, or asking the neighbouring restraunt to consider downward-facing or timer-controlled lighting. Pupils would present there recommendations to the school and local community, showing how small changes can help protect local biodiversity.
-
After working on light pollution with my class they will all have a clear understanding of how the absence of dark skies affects nocturnal animals. This will be a good starting point to incorporate nocturnal species into biodiversity plans. Whether an animal is nocturnal or not is something that children learn as early as junior infants and being able to list some animals awake during the night usually seems to fascinate young children so I think the desire to protect these creatures from pollution will already be of interest to young children.
We would start incorporating their needs by doing a school audit to see where in the school are brightly lit areas and where areas that are naturally dark. We will try to reduce artificial light where possible. We will make areas that are biodiversity friendly such as areas of longer grass, log piles and planting native flower species. -
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
School biodiversity plans, particularly Green School plans, could easily incorporate the needs of nocturnal animals. Firstly, the school should look at it’s own light pollution. Look at what lights are left on at night time and whether these could be switched off or put on a timer or sensor.
The children could play a role here. Secondly, look at native planting and wild areas for animals. Most schools could leave an area wild and without making any major changes, a decision to make sure all future planting is native could be taken. Log piles are very useful for small animals like hedgehogs and also insects. The children could undertake a bug hunt or mini beast hunt to create a survey of what we have in the area. Bay boxes and bird feeders are also useful tools.
Moths are important creatures too and schools can raise awareness of these small creatures and their important role in nature -
-
Question 1 : How would you engage your learners to explore Biodiversity in your local area and the possible impact of Light pollution on local biodiversity.
Firstly, to explain Biodiversity in simple term it is the variety of life on Earth. This year and teh coming year in school we are actively working on the Green Schools Biodiversity flag. We engage our learners by conducting a survey of their prior knowlege of Biodiversity, the positiv eimpact it has to our school environment and teh threats that it is faced with. This is alos done by the Green Schoools Community. Actively , we note and record plants and animlas in teh school community and create new habitats like bug hotels. This can be seen on our school website http://www.rathcorschool.com.
Whilst, all this great work is ongoing there are many threats to Biodiverrsity and one that came from the survey and whuch I have learned about in this course is Light pollution. Light pollution is the excessive artificial light shining into the night sky. It disrupts the natural day and night cycle, harms human sleep disorients wildlight pollution and biodiversity to name a few negative impacts. Bright lights can confuse migration in birds and birds feed on insects that are affected by light pollution. It was fascinating to watch the video about moths in may dark sky. Light pollution is the key bringer of insect apocalypse. Britain’s moths decline by a third in fifty years study has found due to Light pollution.
Light pollution plays a very negative impact on outr local and far and wide Biodiversity.
-
-
Hi Catherine
It is great to see the work that your school have engaged in for their Biodiversity flag. I took a look at your website and it looks like the children are very involved in both learnign about and improving biodiversity in their school and local community. As light pollution is one aspect of biodievrsity loss that is not widely understood or talked about, I was pleased to hear that it had already come up in your Green School surveys. Hopefully your own new knowledge gained from this course will help you to highlight it with your pupils and the wider school commmunity and get everyone thinking about the problem and its solutions,
-
-
-
The first thing I would do with my class is a biodiversity study to understand exactly what the bio-landscape of our school grounds is. This would include examining sources of artificial light in the grounds.
We could set up an overnight camera to see if we can pick up on any nocturnal species in the school grounds.
We could then do a class project on the nocturnal species we saw on camera, as well as other nocturnal species we suspect may be there. This information could be presented at assembly and is central to incorporating the needs of nocturnal species in the school biodiversity plan by raising awareness of the needs of these creatures.
We could include a commitment and plan to plant wildflowers for nocturnal pollinators such as moths, and task the green schools committee with making bat boxes and bird boxes. We could also look to see how we can reduce the presence of artificial light in the school at night as part of the plan.-
These are fabulous ideas. The students would be very excited and engaged by using a camera in night mode. It would make the learning personal to them and their own school. By presenting their projects at assembly, it would raise awareness of the topic with the whole school. Including the Green School Committee is a wonderful idea also.
Using a whole school approach like this will ensure its success and continuity over time. Thank you for these ideas.
-
-
-
Q1: I would begin by encouraging pupils to explore the biodiversity that already exists in our local area. Although our school has a garden that is currently underused, it has great potential as an outdoor learning space where children could observe insects, birds, pollinators and native plants throughout the year. The school is surrounded by fields, farms and hedgerows, giving pupils access to a rich variety of habitats within walking distance.
To help pupils understand light pollution, I would first ask them to identify the different sources of artificial light in our community. These might include street lighting in the village, security lights on farms and houses, and the bright floodlights used on nearby astroturf pitches. We could discuss how these lights can affect nocturnal wildlife such as bats, moths and hedgehogs by disrupting feeding, pollination and natural behaviour. Pupils could compare areas that are naturally dark with those that are brightly lit and consider the differences they observe.
As a follow-up activity, we could develop our school garden to become a more wildlife-friendly and “dark skies aware” space by planting pollinator-friendly flowers, creating insect habitats and ensuring that any future outdoor lighting is used only when necessary and directed appropriately. This would help pupils appreciate the importance of protecting biodiversity while also understanding that responsible lighting can benefit both people and nature. Through these practical investigations, pupils would develop observation skills, environmental awareness and a greater sense of responsibility for caring for their local environment.
-
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 teach the concept of biodiversity to the class. What is it? Why is it important?
The children could do a mini beast hunt and identify what insects they have found. They could observe what birds live in the hedgerow and trees on the yard. What mammals may enter the school ground exploring when the children are not in school.
We could go on a walk around the school grounds and see already what is in place that promotes biodiversity. We would then brainstorm ideas on how to improve biodiversity. A good idea is the bug hotel. We could make a simple own one with the help of the caretaker. A second idea would be to plant wildflowers in a section of the yard. A third idea would be to let a part of the school grounds go wild to encourage pollinator friendly plants to grow such as brambles, ivy etc. A particular emphasis could be put on planting plants that attract nocturnal species such as moths.
I like to take part in ‘No Mow May’ and ‘Let it Bloom in June’ – the children enjoy seeing the area develop over the 2 months and observe the bees that are attracted to it.
The children could explore the impacts of light pollution on biodiversity and we could come up with ideas on how to interact it with the use sensor lights and using warmer lights. Perhaps the children could share their ideas with their parents when installing lights around their house.-
Hi Olive, I really like the idea of ‘no mow may and let it bloom in june’ ideas. I think this is something that the children could then extent to their own gardens at home and surrounding communities. As a school community we could work together to help and support others in the community also, neighbours, grandparents etc.
-
-
How you would incorporate the needs of nocturnal species, especially
those that rely on dark skies into school biodiversity plans.I think the first thing we would do is as a class walk around our school and see what areas might be adding to light pollution in our school. As we are a city school our general area suffers from light pollution but we are fortunate to have lots of little alcoves for nature around our school site. We will make a log of all the lights around the building and interview the principal and caretaker about which lights are left on and the possibility of reducing this number, especially in our central quad area where we have some raised beds for planting.
The back of our school has lots of trees and it might be a nice project to build some bat and bird boxes to encourage these creatures to nest around our area. In previous years, our senior classes did workshops with a local secondary school to build bug hotels so there is a link there that can be revisited and the possibility of birdhouses/batboxes discussed as the next project. -
-
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 doing a series of lessons on biodiversity ensuring that the children have a good understanding of what biodiversity means, explore examples of biodiversity in our local area and identify those under threat. These lessons would be presented in various methods such as nature walks, videos, quizzes, project work etc.
I would pose questions such as How can we improve our school grounds to increase biodiversity. We already have a bug hotel, perhaps the students may suggest growing some wild flowers, etc. Choose from one of the suggestions and as a class project, create a wildflower garden, etc.
I would then do a study on nocturnal species. After an initial introductory lesson, I would ask the students in groups to choose a nocturnal creature in our locality and do a study/research this species. Give the students guide questions and access to iPads with carefully prepared learning paths that would be suitable for their research. I would then explore how light pollution is affecting these species. As a class, can we come up with ways to reduce our light pollution. Walk around the school building identifying sources of light, what changes could be made to reduce our impact on local biodiversity?
Present their findings and share with the school community.
-
Engaging Learners to Explore Biodiversity and the Impacts of Light Pollution
To help learners explore biodiversity, I would use an inquiry-based approach that combines classroom learning with practical outdoor activities. Learners would take part in a biodiversity survey around the school grounds or a nearby park, where they would identify and record different plants, insects, birds, and other wildlife. Working in small groups, they would collect and compare data from different habitats to see how biodiversity varies across locations.
To introduce the topic of light pollution, I would explain how artificial light can affect nocturnal animals such as bats, moths, and owls. Learners could compare areas with higher and lower levels of artificial lighting and investigate how this might impact local wildlife using their own observations or existing data. After analysing their findings, they would discuss practical ways to reduce light pollution. This approach encourages learners to develop scientific investigation skills, work collaboratively, think critically about environmental issues, and gain a better understanding of the importance of protecting biodiversity.-
Hi Jamie
I like the idea of comparing different habitats within the school or the surrounding area to see the variety of wildlife they encounter. This exercise should help them to realise that different plants will grow in different areas because of factors like sunlight, soil depth, slope, space and human disturbance or management. Animals in turn will have their own needs and will depend on having the right trees, hedges or flowers for food and shelter. If we consider light pollution, we add in another human factor that plants and animlas have to contend with. Combining the biodiversity data they have gathered with the surveys on light levels, should allow pupils to develop their own understanding of the impact of artifical light in their area and to get them thinking about solutions.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
One of the main things that we would do in our school would be to assess the lighting in the area, We would examine the security lights, car park lighting and any other lights around the area. We could rate the level of light pollution they could be causing and the impacts it may have on the nocturnal animals in the area. We could then create an action plan to help to reduce the impact of these lights.
Another area that we could explore is the tress and plants in the school and the school garden. How can we have a positive impact for creatures and insects in our locality. We can incorporate the green schools team to help to promote an insect friendly school garden that helps to attract nocturnal insects and create safe spaces for nocturnal animals.
-
- How would you engage your leaners to explore biodiversity in your local area and possible impacts of light pollution on local biodiversity.
I would start by introducing children to the term biodiversity and explaining that biodiversity means all the different living things that live on the planet. I would then encourage children to think about their local biodiversity and what living things they think live there. We would go on a walk around the school and investigate. I would ask children to count the different living things they can find. My school is located near a village and there is also a forest near by. I would take the children on a walk around the forest and compare the biodiversity there to around our school. Is there more or less living things? We would then compare it to the local village. I would display results in the classroom comparing all three locations. We could investigate further by looking at different parts of the world and the biodiversity that is there.
We would then look at the impact of light pollution on all these areas. Which area do children think has the most light pollution? Why? What impact can this have on different animals living in the area. I would encourage children to make posters to display around the school encouraging others to think about light pollution and to choose warm, yellow or amber bulbs, turn off more lights, close curtains at night etc. (Link to persuasive writing in English)
-
Hi Olwyn
I love the idea of investigating Biodiversity in 3 contrasting local areas and displaying their findings in school. It would be good to visit each area a few times if possible, to increase the likelihood of seeing a variety of living things. Dividing what you see into categories such as trees, wildflowers, birds, minibeasts etc would help to break down the audit into manageable tasks, with pupils recording the number of different types of trees or wildflowers they see or ticking or tallying groups of minibeasts from a list. You might also consider taking photographs of some of the specific species you find in each location. Tying your findings in with a lighting survey and thinking about ways to reduce light pollution is a great way to get the children involved in active citizenship and outdoor learning.
-
The opportunity to use the forest is great for exploring biodiversity and it will be wonderful to be able to compare and contrast that forest habitats with that of the school grounds and the village. This should make for very interesting learning and a good opportunity for children to explore and wonder and then look at their findings critically.
-
• 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 begin by looking at books about minibeasts and explore minibeasts in our school garden with our insect kits. We would then read the story You’re Invited to a Moth Ball: A Nighttime Insect Celebration by Loree Griffin Burns and photos by Ellen Harasimowicz. This is similar to the video about moths in Module 4 http://www.heritageinschools.ie/online-tutorials/discovering-the-hidden-world-of-moths-albert-nolan and the story talks about creating snacks for moths and such as banana and putting them on tree trunks. The book also talks about using a sheet and light at night to look at moths. The pupils could do this as part of their home school links.
We would then look at the lights in the school and with the green school committee talk about how to reduce light pollution and design and create light shields or change the lights to sensor lights only.
We would read the story The Very Lonely Firefly by Eric Carle who uses his tail to light his way and attract other fireflies. We would talk about how important it is for insects like this to have as much darkness as possible. -
- How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
I would start by explaining to the children what the term ‘biodiversity’ is and the importance of darkness as an essential to the habitat of nocturnal species. I would use some video clips and photos as a stimulus for further discussions.
We could do an audit of the night time lighting in our school and identify if there is any unnecessary lighting or if we can change any existing lighting to less evasive and softer bulbs. We will consider motion sensors as an effective change to lighting being left on all night. We have a garden and some log piles but are there any dark corners for bats and other ground nocturnal species that could be created or where could bat boxes go?
We could map out areas of our school where light pollution is high and discuss any changes that could be made. The children could design posters to raise awareness and involve the student council to further raise awareness of biodiversity in our school and our local environment. Having some guest speakers come in and involving the parents with any garden improvements would also be very positive for our school action plan for biodiversity.
-
Hi Noreen
Combining a lighting audit of your school with a light pollution map is a greta way for children to visualise the problem of light pollution as well as being a great integrated STEM activity. Combining this with some biodivcrsity monitoring and an audit of the exisiting features you have added for biodiversity such as your log pile and planting will help children to connect lighting in school to the needs of nocturnal creatures and consider what changes could be made. Involving guest speakers and parents in their plans is a great way to promote active citizenship.
-
I would begin by asking the pupils what biodiversity means and encouraging them to identify the plants and animals they have seen around our school and local area. We would then carry out a biodiversity walk around the school grounds, recording native trees, wildflowers, birds and insects that we observe. Back in the classroom, we would discuss how artificial light at night can affect wildlife, particularly bats, moths and birds that rely on dark skies for feeding, navigation and survival. We would compare areas around the school that are brightly lit with those that remain darker and discuss which areas are more suitable for nocturnal wildlife. Pupils would then work in groups to suggest ways our school could become more biodiversity-friendly, such as planting native wildflowers, creating habitats for pollinators and ensuring outdoor lighting is only used when necessary. This activity would develop pupils’ observation, teamwork and scientific enquiry skills while helping them understand the importance of protecting biodiversity and reducing light pollution in their own community.
-
-
Module 4
2. How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
I think it is really important to incorporate the needs of nocturnal creatures into our school biodiversity plan. Children should also play a big part as it further highlights the importance of this for them. The first thing we should consider is the lights in the school area at nighttime. We can ensure that all lights that are non-essential are turned off at a certain time. We can consider our security lights – are there ways in which we can minimise their impact and reduce their light pollution. We can change our security lights to motion centred lights to ensure that these lights are not on at all times. We can also look at the types of bulbs we use to minimise disruption to different insects, animals etc. We can also ensure the lights don’t shine unnecessarily upwards.
We can also look at our sensory garden. We have built bug hotels and habitats. We can research ways to promote nocturnal pollinator patches, such as planting particular flowers to attract moths, bats and nocturnal insects. We can ensure safe habitats by not over cutting grass / hedges etc. We can ensure there are safe habitats for different nocturnal creatures.
We can also incorporate more teaching in STEM across the school – educating about light pollution and the importance of minimising the effects of this. We can reference resources from Dark Sky Ireland to assist with this.-
Hi Ciara
Welcome to the course, thanks for sharing your thoughts on the biodiversity plan to support nocturnal species.
I like how you are using information from the other modules as part of the plan such as the use of sensor lights or changing the bulbs used in outdoor lights to reduce the impact of lighting on nocturnal species.
I like how you plan to develop the sensory garden too to allow for plants to attract nocturnal insects and moths. While we often think of pollinators and insects we see every day, we can forget the nocturnal insects. I like how you are planning to incorporate this learning across the school and minimise light pollution where possible. Thanks for sharing, I hope you enjoy the course.
-
-
Exploring biodiversity in the local area provides children with meaningful, hands-on learning opportunities while helping them develop a sense of responsibility for the environment. I would begin by taking my learners on a biodiversity walk around the school grounds or a nearby green space to identify native plants, birds, insects, and other wildlife. We would record our observations through photographs, sketches, or simple biodiversity surveys before discussing how different habitats support different species. As part of this investigation, I would encourage pupils to consider how artificial light at night affects local wildlife, particularly bats, moths, and other nocturnal species that depend on darkness for feeding, navigation, and reproduction. We could compare brightly lit areas with darker locations and reflect on how light pollution may reduce biodiversity. Learners would then work collaboratively to suggest practical actions, such as planting native wildflowers, reducing unnecessary outdoor lighting, or creating wildlife-friendly spaces. This inquiry-based approach would promote scientific thinking, environmental awareness, and active citizenship while encouraging children to recognise that even small changes can make a positive difference for local biodiversity and the protection of our dark skies.
-
-
Q4: An engaging lesson for my 4th class exploring biodiversity and the effects of light pollution can be based on the inquiry approach mentioned, where pupils are encouraged to become “biodiversity detectives.” I would begin the lesson by discussing biodiversity, looking at the video ‘What is Biodiversity?’ and introducing light pollution through images of brightly lit and naturally dark environments. Pupils will investigate the school grounds and surrounding community, identifying plants/trees/hedges, animals and habitats while noting areas with artificial lighting such as streetlights or security lights. They will draw up a Bio Blitz in pairs/groups. They can record their observations and consider whether wildlife appears more abundant in darker or brighter areas. Pupils will share findings and discuss how artificial light can affect nocturnal animals such as bats, moths and hedgehogs by disrupting feeding, movement and natural behaviours. Pupils will then design a bio-diversity garden map to make the school more wildlife-friendly. This map/plan will include the following ideas; eliminating pesticides, providing nesting sites, establishing wildlife garden, planting native trees, , creating small pond, allowing hedges to grow. To extend this the children could create a bird/bat box. They could also plan to reduce unnecessary lighting or use downward lighting where possible. This hands-on investigation develops scientific observation, environmental awareness and critical thinking while helping pupils understand the relationship between human activity and local biodiversity.
-
I really like the idea of the children becoming ‘biodiversity detectives.’ It makes the learning very hands-on and gives them a chance to explore their own local environment. The biodiversity garden map is a lovely follow-on activity too, as it encourages the children to think of practical ways they can help wildlife.
-
-
-
How you would incorporate the needs of nocturnal species, especially
those that rely on dark skies into school biodiversity plans.Engaging learners to explore biodiversity requires practical, meaningful experiences. At present, I am engaging with ecologists and have organised a number of biodiversity classes for both teachers and students to promote awareness of local ecosystems and environmental conservation.
As my class is an autism class with learners who have complex needs, a hands-on approach is essential. I would organise nature walks around the school grounds or a local park where learners can explore plants, insects, birds, and other wildlife using their senses. Learners could collect natural materials, take photographs, or use picture-based identification cards to support observation and communication.
To introduce light pollution, learners could compare a brightly lit area with a darker natural space through simple observation activities. Using visual supports and sensory experiences, they can begin to understand how artificial light disrupts nocturnal animals, insects, pollination, and plant life. Follow-up activities such as creating artwork or simple posters about protecting wildlife would reinforce learning. These practical experiences promote scientific enquiry, environmental awareness, and an appreciation of biodiversity while meeting the diverse learning needs of my students.
-
I think the best way to teach children about biodiversity is to get them outside and let them explore their own local area. We could go on a nature walk around the school grounds or a nearby park and see what plants, insects and birds we can find. The children could work in pairs to record their observations using simple checklists or drawings and then share what they discovered back in the classroom.
After this, I would introduce the idea of light pollution by asking the children if they have ever noticed how bright the sky is at night or if they have seen bats, moths or owls near their homes. We could discuss how these animals depend on darkness to find food and move around safely. I think activities like investigating night vision or learning how bats use echolocation would make the topic much more interesting and help children understand why dark skies are important.
To finish, I would ask the children to come up with simple ideas to help local wildlife, such as switching off unnecessary outdoor lights, planting wildflowers for pollinators or creating wildlife-friendly areas around the school. I think giving children practical ways to help makes the learning more meaningful and encourages them to care for their local environment -
I teach Junior Infants in a DEIS 1 Urban school so I would use a highly active, sensory, and playful approach when teaching about biodiversity and the effects of light pollution.
I would introduce the topic by helping them to explore local urban biodiversity. I would use the following methodologies:Predictive Drawing: Before heading outside, I would have children draw creatures they think live in the schoolyard. This illicits prior knowledge and builds anticipation.
Sensory Yard Safari: I might take pupils to the concrete edges, fence lines, or grass areas of the yard. I would give them cardboard “magnifying glasses” or toilet paper roll binoculars to narrow their focus and for an element of fun and excitement!
Give them a focus by searching for:
Minibeasts: Woodlice under rocks, snails on walls, ants in tarmac cracks.
Plants: Dandelions pushing through concrete, clover, or moss on walls, leaves, buds etc
Birds: pigeons or robins nesting in nearby gutters, and also mention endangered species of birds in Ireland such as puffins and how we might help them.
I might use a resource such as a minibeast checklist or Spring checklist depending on time of year (Twinkl have some good ones)
Picture Books: Night Monkey, Day Monkey, The Very Hungry Caterpillar, Superworm, etc
It might also be useful here to mention common Irish nocturnal animals that we don’t see during the day such as moths, hedgehogs, foxes and bats, and discuss how light pollution might affect them more.To explore the effects of light pollution in an age appropriate way, I might do the following:
Set up a pop-up tent or drape a dark blanket over a classroom table.
Have children climb inside with the blanket down. It is dark, cosy, and perfect for a “sleeping hedgehog.”
Shine a bright flashlight directly through the blanket. Ask: “If you were a little animal trying to sleep or hunt in the dark, would you like this bright light in your eyes?”
Streetlamp Mapping: Walk to the front of the school where streetlights are visible. Point them out. Ask them to look out their bedroom window at home that night. Is there a big bright light shining into their garden or street?
Light Detectives: make colourful stickers/signs near light switches etc as reminders to turn off lights. This can be part of a Green Schools campaign also.
Make bug hotels:Gather loose sticks, leaves, and bark from around the schoolyard. Stack them in a quiet, shady corner to make a mini-beast hotel. Explain that this creates a safe, dark, damp place where bugs can hide from bright city lights during the day and night.-
-
Hi Louise,
Welcome to the course and thanks for sharing your biodiversity plan with your infant classes.
I like how you plan to use playful learning approaches to raise awareness of biodiversity in the school grounds and also light pollution and the impact on nocturnal animals. The playful approach would be very engaging but could also lead to guided discussion by the teacher and critical thinking by the learners. While exploring the concept of the sleepy hedgehog initially they can then transfer their learning when looking at the street lights around the school.
I like how you plan to get the learners engaged in turning off lights with the stickers. It is important for all learners to recognise the action they can take themselves. Many thanks for sharing, I hope you enjoy the course.
-
-
Module 4 Assignment:
Engaging my learners to explore biodiversity in our local area and the possible impacts of light pollution on local bio diversity.
As a teacher, engaging my students with biodiversity is very important, and all it requires is some hands on discovery outside the confines of our classroom.
I would begin by introducing the concept of biodiversity , what it means and how important clean water, fresh air, and lots of plants are to our health and wellbeing.We would brainstorm the benefits of clean water, plants, trees . bogs and pollination. I would recomend the book DEE THE BEE BY DOLORES KIVNEY here, which explains all about polination in a child friendly manner.
I am fortunate to teach in a country school so we have lots of green areas around us and a lake , forest and bog in our locality. Children love investigating so I would begin by giving each group of children a magnifying glass and some string. Here, in their groups they cordon off specific areas of our yard/ green areas with the challenge of finding living things, weeds, moss etc.Texture rubbing of various plants etc that they find can be lots of fun here too.
We have a school garden soI would focus in on the benefits of pollination and we have a local bee keeper who visits our school each year to do a workshop. This is highly successful and so interesting. We also have a bug motel.
I really liked the idea of the gardening colouring book as a resource to reinforce our lessons here and also the video Gareding For Biodiversity.
The Curious Minds framework forinquiry lesson planon the impact of light pollution would be very useful. We would discuss the imacts of light pollution on our local ecosystems such as the disruption and disorientation of nocturnal creatures , insects / moths( which ase very good pollinators) flying around street lamps confused, and artificial lights ruining natural dark habitat spaces where hedgehogs , bats etc would have lived and huntede for food. -
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
As a teacher, I would incorporate the needs of nocturnal species into our school biodiversity plan by first helping children understand the importance of dark skies for wildlife. I would teach pupils about animals such as bats, moths, hedgehogs, and owls, explaining how excessive artificial light can disrupt feeding, navigation, and breeding. Together, we would carry out a biodiversity audit of the school grounds to identify areas where unnecessary lighting could be reduced or managed responsibly.
I would encourage the class to create wildlife-friendly spaces by planting native species, installing bat or bird boxes, and leaving undisturbed habitats for nocturnal animals. The children would also develop information posters and presentations to raise awareness among the wider school community about reducing light pollution.By linking this work with Science, Geography, and SPHE, I would foster environmental stewardship while giving pupils practical opportunities to protect local biodiversity and appreciate the importance of preserving dark skies for wildlife.
-
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 focus on helping my class explore the biodiversity that is already around our school. I think children learn best when they can see things for themselves, so I would begin with a nature walk around the school grounds. We are lucky to have a school garden and also many trees and hedgerows growing around our football pitch. We could look for different plants, insects and birds and talk about the habitats they depend on. The children could record their observations in a nature journal or take part in a simple biodiversity survey.
I would then introduce the idea of light pollution and encourage the class to think about how artificial light at night might affect wildlife. Before this course, I had never really considered how animals such as bats, moths and owls rely on darkness. I think the children would find this interesting too and it would help them see that darkness is an important part of nature.
As a follow-up activity, the class could discuss simple ways to reduce unnecessary lighting at home or in the community. We could also tie it in with Geography, Science and SPHE by encouraging the children to think about how our actions can have a positive impact on the environment.
-
I really enjoyed this module. In particular, I enjoyed looking at the resources from Heritage Schools Ireland, the gardening for biodiversity worksheet and the website about irish wildflowers. I really enjoyed the videos about the bioblitz and the nature safari. I could really see this working in my special school setting.
Biodiversity is a hard concept for some students to grasp as a word but not the essence of biodiversity. We have a beautiful sensory garden in our school and I feel it would be the perfect setting for my students to learn more about biodiversity. Before embarking on the nature safari worksheet, I would pre teach some vocabulary around biodiversity especially lamh symbols and vocab on their AAC devices. Language such as wildflower, bee, spider, ladybird etc. During the safari I would ask the students to work in pairs and take photos of their discoveries. I would explain that biodiversity is how many different animals, insects, plants and wildlife all live together.
I would then do a practical activity that is sensory at the same time. We would plant some Irish wildflower seed bombs to encourage butterflies and bees. By planting them, we would be able to visit regularly and increase our knowledge around biodiversity and study the effects of light pollution on our garden creatures. We could discuss how some animals, such as moths, bats, and hedgehogs, are active at night and need darkness to feed, move safely, and find their way. We could compare areas of our school grounds that are brightly lit with areas that are darker and consider which places might be better for wildlife.
Through these regular visits, students would begin to understand how creating spaces with native wildflowers and reducing unnecessary artificial light can help protect local biodiversity especially our school garden. I think my students would really enjoy this approach as it is at their level and appeals to their love of the outdoors and practical skills.
-
As a teacher in an urban school, I would engage pupils in exploring biodiversity in their local area by encouraging them to become “nature detectives” and investigate the variety of plants, animals, and habitats that exist around them. The school grounds, nearby parks (Ice House Hill, St. Helena Park), green spaces, and coastal areas such as the Navvy Bank or Dundalk Bay provide excellent opportunities for outdoor learning and biodiversity studies.
Pupils could begin by carrying out a biodiversity survey of the school grounds, recording the different species they observe, such as birds, insects, wildflowers, trees, and other plants. They could use identification guides or digital tools to help classify species and create biodiversity maps of the school environment. This would allow them to develop observation skills while recognising the importance of local habitats and the role each species plays within an ecosystem.
To explore the impacts of light pollution, pupils could investigate how artificial lighting affects local wildlife, particularly nocturnal species such as moths, bats, and some bird species. They could compare areas with different levels of lighting, for example brightly lit areas around the school with darker areas nearby, and record differences in wildlife activity. Students could also take part in a night sky observation activity, using programmes such as Globe at Night, to measure light pollution levels and compare their results with observations from other locations.
The investigation could lead to discussions about how light pollution can disrupt natural behaviours, including feeding, migration, reproduction, and sleep patterns in animals. For example, excessive artificial light can attract and disorient insects, which can affect food chains, while it may also interfere with bats that rely on darkness for hunting. Pupils could consider practical solutions, such as using motion-sensitive lighting, reducing unnecessary outdoor lighting, and protecting darker areas for wildlife.
By connecting biodiversity and light pollution to their own local environment, learners would develop a stronger sense of place and understand that their actions can influence the natural world. The project could finish with pupils sharing their findings through posters, presentations, or suggestions for making the school grounds more wildlife-friendly, helping them become active participants in protecting local biodiversity in Dundalk and the wider County Louth area.
-
Biodiversity and light pollution in schools.
Explore: Establish what plants and animals are in the school grounds by doing a bio blitz using books, keys and websites to help identify plants and animals. Draw up a biodiversity map to show up what habitats are in the school grounds. Use heritage in the schools video to teach this.
Make a plan as to what we want to improve. For example, reducing mowing to encourage wild plants to flower, eliminating pesticides and allowing hedgerows to flower, reduce lighting around the school grounds.
Construct model from materials to show what you want the school to look like. Make bat boxes or bird boxes. Make adjustments to lighting. Make planters for vegetables. Encourage tree growth for bats.
To evaluate you must repeat the biodiversity survey. Ask questions such as: Has our work helped to provide food, water, shelter for a range of species? Was our plan easy to implement? Have we recorded any new species or an increase in numbers of a particular plant or animal? Were we able to do anything to reduce light pollution?
-
Hi Triona, I really like how you have structured the plan around exploring, constructing and evaluating, giving pupils an active role in improving biodiversity in the school grounds. I particularly like the idea of creating a biodiversity map and then repeating the survey to measure the impact of the changes made.
-
Hi Triona
Welcome to the course. Thanks for sharing your biodiversity plan.
I like how you are beginning with the school environment and the bio blitz using many resources and digital tools to indentify the different plants, animals and insects. The biodiversity map would compile all the learners observations and learning. You could consider including images of nocturnal animals and insects and ask if they were spotted and why not? This would introduce the concept of nocturnal animals as part of the biodiversity plan also.
You could also consider including the different light sources on the map also to have more focus on light pollution. This would help the learners in the next part of the lesson as they focus on what the school should look like and consider how to reduce the light pollution.
I like how you will repeat the survey to see if the plan worked and what has changed as a result.
Thanks for sharing, I hope you enjoy the course.
-
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Exploring biodiversity in our school and local area would be an exciting and meaningful lesson for my 2nd Class pupils. I would begin by introducing the word biodiversity in a simple way, explaining that it means all the different plants, animals and living things that share our environment. I would ask the children what living things they have seen around the school or at home and encourage them to share their ideas and experiences.
We would then go on a nature walk around the school grounds, including the garden and field, to look for signs of wildlife. The children would work in pairs to search for minibeasts, birds, plants and trees, recording what they find by drawing pictures or using a simple checklist. Earlier this year, our school was fortunate to have a swallow’s nest with four chicks in the roof of the building. The children enjoyed quietly watching the adult swallows bringing food to their young. We also have swift boxes with cameras installed at the school, giving the children an opportunity to learn about these birds and how they use our school as a nesting place.
Our school garden is another wonderful place for learning. The children enjoy planting and caring for vegetables, herbs and flowers while learning how these plants provide food and shelter for insects and other wildlife. We could also visit the local park, which is cared for by the Tidy Towns committee, to observe the insect hotel, herb garden and other habitats. During our discussions, I would explain that we all have a responsibility to care for nature. I would also introduce the recent fish kill in our local river in a simple and sensitive way, explaining that pollution can harm plants and animals and that it is important to protect our waterways and wildlife.
To help the children understand the effects of light pollution on biodiversity, we would look at the lights around our school and local area. Together, we would carry out a simple light survey, noticing where lights are needed and where they might be too bright or left on unnecessarily. We would discuss how bright lights can affect animals such as bats, moths and other nocturnal creatures. As a follow-up activity, the children could create posters with ideas for protecting wildlife, such as turning off unnecessary lights, using lights that point downwards and respecting nature at night.
By exploring biodiversity in their own community, the children would develop a greater appreciation of the living things around them and begin to understand how their own actions can help to protect local habitats and wildlife.
-
Hi Karen,
Welcome to the course. It is great to see you starting with the vocabulary and discussing the meaning of the word biodiversity with your learners. This will give them a good understanding of biodiversity before they explore the school grounds.
You are very fortunate to have the swift boxes to observe the birds nesting, and watching the swallows going back and forth to the nest, the swift boxes will allow the pupils to see what happens next. While we have swallows nesting in the school, we have seen them passing by the classroom window and now I am thinking of how we could have spent some time watching them and making our own observations.
Exploring the lights around the school through the survey is a lovely idea for 1st & 2nd class and I like how you are planning to make posters to reduce the light pollution. This will encourage the learners to take action and maybe continue this action at home.
Thanks for sharing, I hope you enjoy the course.
-
H Karen, Many thanks for you informative and insightful post to this forum. I loved reading all your wonderful ideas and certainly gave me some food for thought. I love the experience of observing the dependency baby birds (chicks) have on their parents to bring them food, take care of them and protect them from harm. As a junior infant teacher I can see how this would certainly link back with the children on the topic of who looks after them, how they look after them and who they can trust. Furthermore, your idea of placing a camera on a nest is such a wonderful idea and would bring great excitement to the class for sure as the children have access to daily updates and would certainly build anticipation to the big day of hatching, and the days that follow as the chicks grow up and get older. Thank you for your great post and as I said, it has given me great food for thought.
-
-
- 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 engage my student in exploring biodiversity in our local area by using our class novel ‘The Owl Who Was Afraid of the Dark’. Chapter 5, ‘Dark is Fascinating’ provides an excellent opportunity to discuss nocturnal animals. We can explore how darkness is an important part of their natural environment. I would focus on bats, encouraging pupils to investigate their role in local ecosystems and why they are important for biodiversity. I would link this to report writing, using a google classroom assignment to provide links to child friendly bat websites and videos highlighted in this module.
As a class, I will pretend that the local Gaa club has successfully been granted funding to build a full sized Astroturf pitch with lights in an area outside the village which would not be very developed. I would ask the children to consider the benefits of the development for the community in small groups. I would then ask them to consider the cons, directing them towards cost, biodiversity and light pollution. To finish we would have a walking debate to decide whether the Astroturf facility should be built.
-
- How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Every year, our 6th class pupils take part in a study of their local Biosphere and start with nature walks where we use local research and our own observations, including the arrival of Brent Geese, to learn about the environment and how it is protected. Our school is within the UNESCO Dublin Bay Biosphere area and has the protected Sluice River and Baldoyle nature reserve only a few hundred metres away so there are a lot of resources available. Until now though we have never really considered/looked at light pollution or the conservation of nocturnal wildlife. This module reminded me and highlighted the fact that artificial light can affect bats when they are feeding and navigating, disturb bird migration and breeding patterns and also have a major impact on nocturnal invertebrates. It also stressed that school biodiversity plans should include practical ways to reduce these pressures and support species that depend on darkness. After doing some local research I found that the current Tidy Towns Biodiversity Action Plan includes a proposal to install bat boxes along the lane behind our school. I would now add this to our unit and have the children research suitable locations and design and make bat boxes of our own. We already have bee and bug hotels in our nature garden so I would also like to create safe spaces for hedgehogs and other nocturnal animals and review any unnecessary outdoor lighting around the school. I could invite members of the Tidy Towns in to the school to discuss their efforts or to join us on our nature walks to show us the work that they have been doing.
-
Our Green School’s committee would love to do a biodiversity survey and present it to the different classes either by visiting individual classes or at our monthly assembly. As part of the Climate Ambassador programme we are aiming to create a pond on the school grounds to improve our biodiversity. A survey before and after would provide evidence of success and we could also look at light pollution with regard to where the pond would go.
The project could be carried out by my third class or the Green Schools Committee or a combination of both.
Picking the right location, marking it out, lining it, filling it, planting around it, signage etc would definitely engage all children and would hopefully provide great excitement throughout the school for the whole school year.
Possibly frog spawn in the spring, pond skaters, dragonflies, damsonflies – the learning opportunities would be endless and would be a fabulous legacy.
I was planning to get the Tidy Towns Committee in again in September to advise us on planting because we won a voucher for plants, trees, flowers and shrubs. They could also help advise us on optimum conditions that we could create to attract the most biodiversity.
The Green Schools programme is also great for advising and guiding. I’m not green-fingered at all so I need all the help, support, guidance and advice I can get!-
Hi Michelle,
This is a really thoughtful and exciting project idea. The pond would be a wonderful legacy for the school, and I love how you are thinking about it not just as a habitat, but as a long term learning project involving pupils, staff, the Green Schools Committee, Tidy Towns and the wider school community.
The before-and-after biodiversity survey is an excellent idea, as it would allow pupils to gather evidence and see whether the pond is increasing biodiversity over time. Linking this to light pollution is particularly strong. Pupils could investigate whether the proposed pond location is affected by outdoor lighting and consider how darker areas might better support frogs, insects, bats and other nocturnal species.
There are lovely engineering and design opportunities here too, from choosing the best site and marking out the pond, to considering depth, planting, access, safety, signage and observation points. The pupils could also create habitat maps, species ID charts, pond diaries or assembly updates throughout the year.
Green-Schools Biodiversity resources, the National Biodiversity Data Centre’s school grounds course and DarkSky’s Five Principles for Responsible Outdoor Lighting might all be useful supports as the project develops.
Thanks for sharing such an inspiring plan, and best of luck with it.
-
-
This September I will be teaching a wonderful class of 25 Junior Infant students. We are fortunate enough to have our school located only a 10 minute walk from the plains of The Curragh of Kildare which is rich in its biodiversity. This will give the students in my class a wonderful, hands on and real life experience with local biodiversity. I would begin by bringing the class on a little nature walk identifying plants, inspects and animals. Using simple picture checklists the children could carry out their own field research and develop their understanding of how the Curragh is such an important environment for so much life. With the children we would talk about the importance of sleep and how animals need their sleep too. We would talk about how bright lights might interfere their sleep and also explore the impact of light on nocturnal animals. Bright lights at night can make it more difficult for these creatures to find food, navigate and communicate. To conclude the lesson we would make posters in the class of the importance of turning off lights at night, especially ones that are not needed and share it with the school community.
-
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversityTo start, I’d open up a class discussion to find out what the students already know about biodiversity. Then, we’d head outside into the school garden for a “minibeast hunt”. Using bug collectors and ipads to take pictures, the children can safely gather, photograph, and identify various insects, birds, and plants before releasing the bugs back into nature. This is a great way to kick off conversations about how local wildlife relies on these habitats.
From there, we’d narrow our focus to nocturnal animals and how light pollution affects them. For homework, the children will keep an eye out for nighttime creatures around their own homes to see which ones are drawn to artificial light. I also love the idea of running a night vision investigation, where students record their findings and compare them with the rest of the class. Finally, we’ll bring everything together by having the kids brainstorm practical ways we can protect local biodiversity—like reducing outdoor lights and creating wildlife-friendly habitats right at school or home. -
-
To explore biodiversity in my local area, I would encourage learners to become environmental investigators and examine the plants, animals, and insects that live around the school grounds. I would begin by discussing what biodiversity means and asking pupils to share examples of wildlife they have noticed locally. The class could then complete a biodiversity survey by exploring different habitats, recording species they find, and creating a map of the area. To investigate the impact of light pollution, pupils could compare areas with different levels of artificial lighting and discuss how this may affect nocturnal animals such as bats, insects, and birds. They could research how animals depend on natural patterns of light and darkness and consider ways we can reduce negative impacts. Pupils could present their findings through posters, displays, or a class project. This activity would encourage curiosity, scientific observation, and a greater appreciation for protecting local ecosystems.
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans:
To support nocturnal species in our school biodiversity plan, I would focus on a great resource in my school, our garden. First, we could carry out a student-led lighting audit of the school grounds to map out exterior lights. Pupils could research how artificial light disrupts nocturnal wildlife like bats and moths, and we could advocate for fitting outdoor lights with downward shields, using warm-toned LED bulbs, and placing non-essential lights on motion sensors or timers.
In the school garden, we could plant night-blooming and heavily scented native flowers such as honeysuckle, evening primrose, and jasmine to attract night-flying pollinators like moths. We could also work with local groups to install bat boxes and log piles in darker, shaded corners away from security lights to give bats and hedgehogs safe resting and foraging spaces.Finally, we could use resources from Bat Conservation Ireland and maps from Biodiversity Ireland to learn about local species, encouraging children to log sightings or participate in simple citizen science projects.
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
Following on from learning about light pollution, I would ask the children to do an investigative walk about the school grounds to see can we spot any lights that might be non-essential or may even be using bulbs that might be too harsh. This might lend itself nicely to our school council that is made up of students from 3rd to 6th class who may request that our bulbs be changed to warm light rather than blue light. We might also ensure that our school flowerbeds have flowers to attract nocturnal insects, wildflowers to attract pollinators and we might also see about installing bird boxes or a bug hotel.
-
I really like the idea of involving the student council in this. It gives the children a real sense of ownership and shows them that they can make positive changes in their school environment. I also think combining a lighting survey with creating habitats like wildflower areas and bug hotels would be a great way to help pupils see the connection between reducing light pollution and supporting local biodiversity. It’s a lovely example of children taking meaningful action for wildlife.
-
-
Living in Navan and working in Lucan, I have become more aware of the differences in biodiversity between the two areas. Navan has plenty of quieter green spaces, making it easier to spot wildlife such as birds, bats and insects, while Lucan is much more developed, with busier roads, housing estates and more artificial light. This is a great opportunity for pupils to investigate how the local environment can impact on biodiversity and how light pollution can impact on wildlife. Artificial light can interfere with nocturnal species such as bats, owls and moths in terms of feeding, navigation and migration, the module points out.
To get my class interested, I would begin with a biodiversity walk around the school grounds and a nearby green space in Lucan. Pupils would learn to identify native plants and animals, think about which species might also be active at night and whether the area provides suitable habitats. They could even do a simple light survey identifying bright areas around the school and discuss how this might affect local wildlife. Pupils would then finally work in groups to respond to a design challenge to improve biodiversity by proposing practical actions such as planting native wildflowers, installing bat or bird boxes or reducing unnecessary outdoor lighting. This hands-on, inquiry-based approach would help pupils develop an appreciation of biodiversity and the important role dark skies have in protecting local ecosystems. -
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversityTo help my primary school pupils explore biodiversity, I would begin by taking them on a nature walk around the school grounds or a nearby green space. I would encourage them to observe and record the plants, birds, insects, and other wildlife they find, using checklists or nature journals. We would discuss why biodiversity is important and how different habitats support living things. I would then introduce the topic of light pollution by asking pupils how artificial lights at night might affect wildlife. Together, we would explore how bright lights can disrupt bats, moths, owls, and other nocturnal animals by affecting feeding, pollination, and movement. Pupils could compare daytime and evening observations, create posters promoting responsible lighting, and suggest simple actions such as turning off unnecessary lights. This inquiry-based approach would develop their scientific skills, environmental awareness, and appreciation of the biodiversity within their local community.
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
The school is situated at the edge of a town. We are lucky enough to have a lot of green area, hedgerows, birds, squirrels, passing foxes and we used to have frogs. I would start by showing them Albert Nolan’s video on biodiversity. The start of the What is biodiversity video would be suitable for the age group that I have but it might be a little too serious towards the end. I would ask them to explore the school grounds and note the plants that are growing there. We have ipads which they could use to take a picture of what they see and then use the Wildflowers of Ireland site to identify them. I would then give the children a blank copy of a biodiversity map of the grounds and ask them to mark the plants that they have found.
At a later time we could explore the creatures in the school grounds. We could use the umbrella trick under the trees and bushes, bird feeders at the windows would attract birds where the children could observe them and use the keys from the Heritage in schools resources to identify them. I could ask the children to imagine what other creatures could be around us that we don’t see, why don’t we see them and what clues might they leave for us. The national biodiversity database would give us some information on what creatures we could expect to find in the area. This could lead to a conversation about nocturnal creatures. As a homework assignment I could ask the children to do a nocturnal walk at home using the starter questions and predicting questions in the ESRO resource. The video resources on how creatures see at night were very child friendly and should spark the children’s interest on the impact of light pollution on these creatures.
We could then explore the relationship between the plants and creatures on the school grounds eg long grass for travel, hedgerows for passage and shelter, flowers , nuts and seedheads for food and water sources. there is a sports complex being built next to the school. When completed we could compare our biodiversity survey before and after the complex with it’s lighting. A small stream that used to be beside the site was blocked and we haven’t seen frogs since!
-
To incorporate the needs of night species into our school’s biodiversity plan I would first use the many articles linked and video clips to teach the children about the importance of our bats, moths, owls, hedgehogs and foxes. Once awareness has been raised, I would then ask the children to create a list of all the potentially harmful issues which need to be addressed- light pollution, lack of local pollinators etc.
Then I would ask them to put forward some suggestions as to improvements we can make for our nocturnal friends. We will then create an action plan, assigning jobs and tasks and seek help from adults within the school community and the wider community- and possibly the heritage in schools team.
I would suggest we buy and sow native wildflower seeds. construct and erect bat boxes. Appeal to the people in the neighborhood to help reduce light pollution, through a targeted campaign of posters to help educate them on the harm of light pollution.
Then we can review plans annually, maybe involve nearby residents to make note of any nocturnal species present and see if we can do more specifically for those which were not recorded.
-
-
-
I like the idea of having real, positive actions as part of the lessons – for example the bat boxes and sowing wildflower seeds. I think it is very easy to talk about all the negative issues to do with pollution and forget to take action and promote a positive, all is not lost attitude amongst the children.
-
-
Engaging learners in exploring local biodiversity can be achieved through hands-on, inquiry-based activities. I would organise a nature walk around the school grounds or a nearby park where learners identify and record local plants, insects, birds, and other wildlife using observation sheets or biodiversity apps. Learners could compare habitats and discuss why different species are found in certain areas.
To investigate light pollution, they could observe the same location during the day and at night, or examine images and case studies showing how artificial lighting affects nocturnal animals such as bats, moths, and hedgehogs. Group discussions and simple investigations would encourage learners to consider how human activities influence ecosystems.
Finally, learners could create posters or presentations suggesting practical ways to reduce light pollution, such as using shielded outdoor lighting or switching off unnecessary lights. This approach promotes environmental awareness, scientific enquiry, and a sense of responsibility for protecting local biodiversity. -
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
I would protect nocturnal animals’ needs for dark skies and environments by modifying lighting, and maintaining areas for natural habitats.
Some efforts would include:
Taking an assessment of all of the lights on the school premises that contribute to lighting the night sky or have glare access to animals’ natural habitats.
Ensuring that all lights are fully shielded and point downwards.
Replace blue lights with warmer-toned lights. Instead of constant lighting throughout the night, install motion sensors.
Preserving or creating unlit corridors to safely allow animals such as hedgehogs and foxes to move through the area.
Planting flowers to support nocturnal pollinators, thereby supporting local bat populations. Flowers that are ideal for this include honeysuckle and evening primrose.
Join the Green Schools initiative, teaching children about local species and how to preserve animals’ natural habitats.
-
To engage learners in exploring biodiversity in our local area and the impacts of light pollution, I would begin by showing the class the video *How do Animals See in the Dark?* by Anna Stöckl, along with online identification resources from Buglife and MothsIreland. These would act as thought-provoking stimuli, encouraging pupils to discuss their ideas and develop their own theories about how light pollution might affect wildlife.
Next, the children would carry out a biodiversity blitz of the school grounds, working in small groups to identify and record different species, including flowering plants, trees, invertebrates, birds, and mammals. They would then create a map of the school grounds, identifying areas where artificial lighting may impact biodiversity. Pupils who live nearby could photograph the school at night, providing visual evidence for a class discussion on how lighting may affect nocturnal species such as bats and moths.
Using resources such as RTÉ’s *Living the Wildlife – Long-eared Bats*, Learn About Bats, and Bat Conservation Ireland, pupils would investigate local nocturnal wildlife and explore ways to make our school grounds more wildlife-friendly. Working with the school caretaker, they could suggest practical improvements, such as directing lights downward, reducing unnecessary lighting, and planting native hedgerows. Finally, the class would write to local councillors and TDs, advocating for wildlife-friendly lighting, before incorporating these actions into our school biodiversity plan.
-
– There are many ways to engage my learners to explore biodiversity in my local area. Firstly, I would invite a guest speaker from the Tidy Towns to speak to the class. I would also arrange for the students to visit the allotments in Ballincollig. The students would be able to see fertilised compost as well as various plants and pollinators. I would ensure the students understand the importance of protecting the pollinators. Throughout the year I would work with the students to plant vegetables, crops and pollinator friendly plants. I would also encourage bug hunts and get the students to create bug hotels in groups. The All-Ireland Pollinator Plan is an excellent guide to understanding the importance of no mow areas and increasing wildlife such as dandelions. Light pollution can have an impact on local biodiversity. Too much light is a big impact on nocturnal animals; it turns from night into day. It threatens the hell of every living thing on earth. Videos and whole class discussions could be used to illustrate what we can do to bring back the dark of night to planet earth!
-
I would engage my class in exploring biodiversity in our local area by beginning with a discussion and eliciting prior knowledge from the children of the biodiversity area, The children are quite familiar with the biodiversity as they have had some wonderful talks from guest speakers from Heritage Schools, Ireland. Working in groups, the children would identify the animals that are active during the day and night and those active at dusk and dawn and create a habitat map. The children would then investigate how light pollution may affect these animals. They would do this through the many excellent resources presented in this course.
The children would then research small, achievable changes that can be made by the school community that and in a group, come up with solutions to help with light pollution around the school. They would design a presentation and present it to stakeholders, hopefully convincing them to reduce light pollution in the locality. -
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 it could be really interesting to begin by doing a biodiversity walk and habitat map of the area. As a class we could explore the area and take note of the possible habitats we come across. Children could then conduct research into the wildlife that could potentially live in these areas.
In small groups, children could then research these plants, animals and insects and investigate what impact light pollution could have on them.
We could then do the biodiversity walk again, except this time surveying what potential sources of light pollution could have an impact on the wildlife. Children could then take action based on what they have discovered – for example ask the school principal to make changes to aspects of our lighting, write to the council with specific concerns, set up a campaign highlighting the impact of light pollution in our area.
-
In my junior class I would explore biodiversity by encouraging them to look closely at the plants and animals around our school and local area. We could go on a nature walk around the school grounds to look for birds, insects, flowers, trees and other living things. The children could collect leaves, make nature pictures or complete a simple scavenger hunt to help them notice the variety of living things around them. Back in the classroom, we could sort and talk about what we found and discuss why each plant and animal is important.
Then to introduce light pollution, I would begin by asking the children what they notice when it gets dark and what lights they see outside at night. We would talk about how some animals, such as bats, owls and hedgehogs, come out at night and how very bright lights can make it harder for them to find food or move around safely outside.
The children could create pictures showing the difference between a dark night and a brightly lit night and discuss which one would be better for nocturnal animals. We could also read a story about animals that are active at night and talk about how we can help protect them. As a class, we could make a poster with simple ideas such as turning off unnecessary lights and respecting nature. These activities would help children develop an appreciation of the natural world while learning that even small actions can help protect local wildlife and biodiversity.
-
<p class=”isSelectedEnd”>I would begin by talking to the class about what biodiversity means and encourage pupils to think about the different plants, animals and insects they see in their own gardens, local parks and green spaces. Living in the Rathfarnham/Firhouse area, we are lucky to have places such as Marlay Park, St Enda’s Park and the Dublin Mountains nearby, which provide excellent opportunities to explore local biodiversity.</p>
<p class=”isSelectedEnd”>As a class, we could carry out a simple nature walk to observe birds, insects, trees and wildflowers, recording what we find using a checklist or nature journal. Back in the classroom, we would discuss how these habitats support different wildlife and why they are important.</p>
<p class=”isSelectedEnd”>I would then introduce the topic of light pollution and ask pupils to think about how bright artificial lighting at night might affect animals. We would discuss how bats, moths and other nocturnal animals rely on darkness to feed, navigate and avoid predators. Too much artificial light can disrupt these natural behaviours and reduce biodiversity over time.</p>
To finish the lesson, pupils could suggest simple ways to help protect wildlife, such as turning off unnecessary outdoor lights, using lights only when needed and protecting green spaces. This would encourage pupils to see that even small actions can have a positive impact on biodiversity in their local community while helping to protect the natural environment. -
As our school has a local lake near us, I would bring the class on a walk to the area and spark some interest and curiosity in some local knowledge around biodiversity in our area. We take regular trips so the older classes would be very familiar with the area. While we are there, we would observe any animals around. When we return to school, I would ask them what would be the difference if we went at night time. We could then make some checklists with day and night. The children could draw some pictures and play some different games around animals that come out at night time. We could then extend to speak about light pollution in relation to these animals at night. Helping children understand shadows and how and where light shines will be helpful in this lesson. Hands-on activities would be suitable here working with their own shadows outside with chalk or a shadow map based on lights inside the school also.
-
After completing this module, I learned more about how light pollution can affect animals that come out at night. I think this is an important topic for second class because children enjoy learning about animals and how we can help them.
I would start by asking the children if they know any animals that are awake at night. We would talk about bats, hedgehogs and owls and discuss why they need darkness. We would look at pictures and watch a short video to help the children understand how bright lights can make it harder for these animals to find food and move around.
We would go outside and look around the school grounds. The children would think of ways to make our school more friendly for wildlife. We could plant flowers for insects, make a bug hotel and talk about only using lights when they are needed.
To finish the lesson, the children would make a poster showing one way they can help animals that are active at night. I think this would be a fun activity that helps children learn about nature while also encouraging them to care for the environment.
-
I would discuss biodiversity with the class and explore the importance of having a variety of plants and animals in an area. There would be scope here to examine eco systems, food chains and food webs. We would explore our school environment and assess the biodiversity in the school environment by doing an animal plant hunt exercise. We could explore ways to increase the biodiversity in the school environment such as exploring ways to make the area more inviting. It would be a good opportunity to make a things like bug hotels.
We could follow on from our lessons on light pollution to explore how it may impact on creatures in our local habit. We could explore its effects on nocturnal animals and the migration of birds. There would the be scope to explore specific animals like bats, do a case study on them and explore the effects of light pollution on them and how it impacts them.
-
Option 1: 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 teaching principal in a small rural primary school, I believe our local area offers endless opportunities for children to learn about biodiversity. We are fortunate to have such a rich natural environment nearby, making it easy to bring learning outside the classroom. I would encourage pupils to take part in nature walks, identify local plants and wildlife, and carry out simple biodiversity surveys during different seasons. These hands-on experiences help children build a real appreciation for the environment and understand why it is important to protect it.
I was particularly interested in learning how artificial light can affect wildlife, especially nocturnal animals such as bats, moths and owls. As part of our school biodiversity plan, I would encourage simple changes such as reducing unnecessary outdoor lighting and planting more native flowers to support local wildlife. By involving children in these practical actions, they can see that even small changes can have a positive impact and help them become more environmentally responsible in their everyday lives.
-
Before completing this module, I hadn’t really thought about how artificial light at night could affect wildlife. It made me realise that something as simple as leaving unnecessary lights on can have an impact on animals that rely on darkness to find food, move around and stay safe. I think this is a really interesting topic to explore with primary pupils because it helps them see the connection between their local environment and the wider world.
I would begin by taking the class on a nature walk around the school grounds or a nearby green area. The children could identify different plants, birds and insects and discuss where these living things might live. Back in the classroom, we would talk about which animals are active during the day and which come out at night. This would naturally lead into a discussion about how bright lights can affect nocturnal animals such as bats, moths and hedgehogs.
As a follow-up activity, the children could work in groups to come up with ways our school could become more wildlife-friendly. They might suggest turning off unnecessary outdoor lights, planting pollinator-friendly flowers or creating quiet areas for wildlife. I think this would be an engaging lesson because it encourages children to observe nature, work together and realise that even small actions can help protect biodiversity. It also creates meaningful links with Science, Geography and SPHE while developing children’s awareness of environmental issues.
-
- You must be logged in to reply to this topic.