- This topic has 258 replies, 118 voices, and was last updated 2 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
ASSIGNMENT
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
-
Using the book Wild Things at School, we in 3<sup>rd</sup> class could study the swallow and in September have a look at the swallows close by the school gathering on the telephone wires. I would do a concept map on the swallow, including the things they eat, where they live, what they do, and what they look like, and we could observe them using school binoculars. I would also introduce the children to the Merlin Bird app to show how the bird song can be recorded and identified. This is a useful tool at home too to identify what birds are in your garden.
I would discuss how the light pollution of the sky at night from street lights could impact the migrating journey of the swallow, and for homework I would ask the children to carry out their own investigation. We could brainstorm the possible impacts of light pollution on birds, such as how do birds know when to get up and sing?
The children can carry out their own investigation at home with two particular questions to answer.
Will your eyes adjust better to the dark if you place a red filter over your torch?
Or will your eyes adapt better by closing them for 30 seconds and opening them again in the dark?
Conduct an investigation?
Pick a route. Maybe go to the garden and turn off the outdoor light. Measure how long the route is.
Walk the path and see how long it takes in daylight.
- Walk the same route and only change one thing each time.
- Change the light to red coloured.
- Close your eyes for 30 seconds.
-
There are a number of animals that we could investigate that are nocturnal that are easily followed in the Wild Things at School book, including the snail, the fox, and the hedgehog.
A lesson could begin with a KWL chart asking what the children know, what they want to find out, and a reflection after asking what they have learned.
Art, song, and poetry can be integrated by learning how to draw simple pictures following the teacher’s instructions. Acrostic poetry could also be integrated to help the children reflect on what they have learned. Wild Kids on RTE Player introduces the children to many of these creatures in their night habitat and how, for example, the fox has adapted to the urban environment.
The Urban Fox survey encourages children to record foxes they might see at night in their locality and information about the same can be found here
There are many folklore tales about foxes, including the story of Saint Brigid and the fox. Simple stories such as the Gingerbread Man, The Fox and the Goose and Fantastic Mr. Fox all show how clever our Irish Foxes can be.
-
-
The idea of the foxes waiting until it’s darker to come out in urban environments is really interesting and something I’ve noticed more of in recent years. I’ve wondered if it happens when streets are quieter or whether it is triggered by the nighttime light environment. I think it’s a really good example of using the events and trends in animal behaviour outside the classroom as a stimulus inside the classroom. Biodiversity learning becomes much more real for the children in those circumstances.
-
I think the integration ideas that you have mentioned are lovely and very simple to incorporate with this type of lesson. also for younger classes beginning any lesson or topic wiht a story immediately engages them and draws them in. I have used KWL a bit this year and its been great for extending the more able children.
-
Thank you Elizabeth for this great resource – I was aware of citizen surveys such as the Irish Whale and Dolphin group to help build a knowledge database of Irish marine life, but did not know about Urban Fox. One to bookmark for the future!
-
-
Hi and thank you for your post, I really like your idea because it shows taht everything is connected, in nature as well in our teaching subjects. I live in a big city in Italy and children don’t know either wild animals or fairy tales and I think that we, as teachers has to provide knoledge of such a things there where parents cannot afford to the “right access” to culture. It’s so interesting and with a bit of magic atmosphere. Thanks for you fox link
-
There are lots of good ideas in this lesson Elizabeth which I will also use with my class. I got The Wild Things at School book years ago and had completely forgotten about it, I must dig it out for September.
The urban fox survey is also something I would like to introduce to my class. Thanks for the ideas.
-
-
I really like this idea because it makes the learning very real for the children. Using Wild Things at School to introduce the swallow is a great starting point, especially as the children can then look out for swallows gathering on the telephone wires near the school in September. The concept map would be a simple way to get the children talking about what swallows eat, where they live, what they do and what they look like. Using the school binoculars would make the observation even more exciting.
I also think introducing the Merlin Bird ID app is a great idea. The children can use it to identify birds by their songs and can even use it at home to see what birds are visiting their gardens.
The investigation into light and night vision is also a nice hands-on activity. The children can make predictions, test the two ideas and record their results. I like that they only change one thing each time, as this introduces them to fair testing in a simple and practical way.
-
-
I particularly like the idea of beginning with a concept map. This would allow the children to share their existing knowledge about swallows while also identifying questions that they would like to investigate. Observing the swallows on the telephone wires using binoculars would make the learning meaningful and encourage the children to become more aware of the wildlife around their school.
-
Hi Elizabeth. I really love this plan and I think it could be an excellent scheme of work. We have swallows living in the outside of the top of the roof of our home. I think it would be really interesting to explore and discover different areas swallows make their homes, and how this can be negatively effected by light pollution. Thanks for the great ideas.
-
Elizabeth, I love your idea of exploring a particular species in detail, such as the swallow. I feel like specific animal studies are not something that is done as commonly as it would have been when we were in school- e.g. I remember clearly learning all about “The hedgehog” in my nature studies copy!
I love how you are integrating this with the Merlin Bird app also, to help with song identification!
-
-
I really like how you have linked the activity to something the children can actually see in their local environment, especially the swallows gathering on the telephone wires before migration. Using binoculars and the Merlin Bird app would make the learning very hands-on and engaging for 3rd class. I also like the investigation into how our eyes adjust to darkness, as it gives the children a practical way of exploring the importance of dark skies. Keeping the same route and changing only one thing each time is also a great introduction to carrying out a fair investigation. It would be interesting to hear what the children notice and whether the activity makes them more aware of artificial light around their own homes.
-
- How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.One of my favourite seasonal birds to study with the students is the Brent Goose. We have many football pitches in the local area where these birds congregate, making their unique quacking noise usually in the morning when everyone is on their way to school.
This and the previous module have given me food for thought as to why these habitats are suitable for the Brent Goose. An interesting lesson would be to look at the local area and identify places where we might encounter the flocks of Brent Geese. Building on the previous lesson where students use their knowledge of the impact of light pollution, depending on the writing ability of the class we could write a letter to the local council who plan to build a new shopping centre on the local football pitch. The children would have to use their prior knowledge on the impact of light pollution on humans, and use this to write a letter advocating for the protection of the brent geese and their habitat. Given that they would suffer many of the same impacts as humans I would hope they would transfer this knowledge into their biodiversity study.
- How you would engage your learners to explore biodiversity in your local area and
-
Hi Patrick, I think it is an excellent idea using an animal that is already well-known by the children in your school. I think it makes the lesson more meaningful when they can see the negative impact on a creature they see every day on the way to school. I think I would also adopt this approach as it has a better chance of having a long-lasting impact on the students.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
A school biodiversity plan would consider the needs of nocturnal species by reducing unnecessary artificial light and protecting our dark skies. We have a Green-Schools Committee in our school, made up of different children from different classes. This would be a great project for them to organise and to get the whole school as well as the local community involved. The children could explore how light pollution affects our local wildlife and in particular, our nocturnal animals. A survey of the school’s outdoor lighting could be carried out and monitored over time to see if lights are being left on unnecessarily; does the school use lighting that points upwards; is warm-coloured lighting an option? For families, or for homework, children could observe and monitor the night sky and record any wildlife sightings and share their findings in class. They could also monitor their gardens at nighttime and see if they notice any signs of wildlife and to check for any unnecessary lighting being used in and around their homes. A whole-school campaign, with ideas and strategies, could then be organised to help protect our nocturnal animals and our local wildlife.
-
Hi Lyndsy
Surveying the school’s lighting is a good idea and I like that you are first focussing on whether lights are being left on unnecessarily. Classroom lights left on overnight could have a big impact on light pollution levels outside and this would be an easy place to start before looking at the outdoor ligths and seeing which ones could be switched off. Looking at light direction, colour and shielding could be a follow up. Carrying the message home and looking at outdoor lighting in their own homes is a nice way to extend the project beyond the school with the added opportunity to look for nocturnal wildlife at home, which they couldn’t do in school.
-
I totally agree with you, we have such a waste of power evend during the day, that children do not understand that the loght is on and it is unuseful. Some years ago I read in class the “Guardiano della luce” a short novel, I can translate the title in Guardian of the light….
Here in my town, In Italy they assume that something in darkness is not safe, so we enlight everything and always, not to mention the rampant consumerism in Milan and the surrounding cities, where life never sleeps. It wouldn’t be a bad idea to get human life back on track as well, not just animal life.
-
-
-
I agree I think this is a great idea to extend this project to the local community as well as in their own homes. It is brilliant for the children to be in control of their own learning and reflect on how they can help the community outside school and inside school to reduce light pollution to protect our dark skies.
-
-
I like your plan Lyndsey, the idea of having the child working on it on home environs where they could record sightings of nocturals and other wildlife is good. I think it would encourage families to think about their everyday choices, like leaving outdoor lights on, and volume of noise etc. and how such can affect wildlife.
-
-
To engage the children in exploring biodiversity in our local area, I would start with a simple nature walk around our local area, asking children to spot and record the plants, insects, and animals they see. I have previously used a great app on our ipads called ‘chatterpix’ where they can take a photo and record their own voices over it with simple facts. This helps them notice the biodiversity already around them, even in a urban area.
Next, I would introduce the idea of light pollution reminding them to focus on too much artificial light at night. I would ask the children to list what animals what animals might be affected. We could talk about bats, moths, and birds, and how bright lights can confuse them, disturb their feeding, or affect their sleep patterns.
As an idea I would encourage homework one day to be to go on an evening walk (with parents) to look and listen for bats or night creatures, comparing brighter and darker areas. Children could then draw or write about what they noticed, linking it back to how light pollution changes the natural world around us and what we can do to help protect it.-
-
-
-
I really like this idea too. I had not heard of Chatterpix before this course, so it’s great to pick up practical ideas from other teachers. It seems like a great way to combine ICT with outdoor learning and gives children a chance to share what they have discovered in a fun way. I will definitely be giving it a try with my class in September.
-
-
-
-
Hi Sean
I really like the idea of using ChatterPix to allow the children to share what they have discovered. It would make the biodiversity walk more interactive and give them an opportunity to explain their learning in their own words. I also think the evening walk is a great idea, as it would help children make a real connection between light pollution and the wildlife in their local area. Comparing brighter and darker areas could lead to some interesting observations and discussions. It would also be a lovely way to involve parents in the children’s learning and encourage them to become more aware of biodiversity outside the school environment.
-
-
-
hey…..i have never heard of chatterpics APP. it sounds brilliant as i have 4 children who are in or ASD room and this is a brilliant way for them to be fully included and thrive with a task such as recording. They find writing difficult and laborious not to mention the multitasking of viewing, writing, describing. I am definitely going to introduce this to me nature walks, school tours, blogging lessons. Thanks so much
-
-
-
-
I really like your idea of an evening walk Seán to look out for and listen for night creatures and animals. This would all tie in really well with observing the night skies and the impacts of light pollution. It would be very interesting to compare different times of the year with changing sunset times. They could also compare urban and city walks, many children visit the countryside regularly and would be enthusiastic about sharing their stories and experiences.
-
-
-
-
Module 4:
I think exploring biodiversity in Newtownforbes, Co Longford (my local area) would be a really engaging way to help my learners see that science is all around them. Rather than simply learning about biodiversity from a book, I would like the children to become “biodiversity detectives” and investigate what they can find in our own school grounds and local area with our biodiversity walkway We could go on a nature walk and look for birds, insects, plants and other signs of wildlife. The children could record their observations through drawings, photographs and simple tally charts.
I would then introduce the idea of light pollution by asking the children what they notice about the night sky in Newtownforbes and whether artificial light might affect the animals living here. This could lead to questions about how insects, bats, birds and other nocturnal animals use darkness and how excessive artificial light might disrupt their behaviour.
I feel this would be an excellent opportunity for inquiry-based learning. The children could ask questions, make predictions, investigate and suggest solutions, such as reducing unnecessary outdoor lighting. It would also develop important STEM skills such as observing, recording, communicating and problem-solving.
As a teacher, I would hope this activity would help children develop a stronger connection with their local environment and understand that even small actions can help protect biodiversity. It could also support our SSE by promoting outdoor learning, environmental awareness and the development of science skills across the school.
-
Hi Laura,
The local area is always the best resource for learning about plants, animals, birds, insects and the biodiversity of the local environment. So i like how you are planning to explore the local area as biodiversity detectives and record their observations in multiple ways. You could consider including images of nocturnal animals on the tally chart which might lead to discussion why they didn’t find them during their investigation. This might lead to discussion on nocturnal animals and insects and light pollution.
I agree that we should ensure a stronger connection between our learners and the local environment and encourage the learners to take small actions to protect it.
-
-
I really like the idea of the children becoming “biodiversity detectives”, as it would make the learning fun and meaningful for them. Using the biodiversity walkway and then linking it to light pollution would give the children a great opportunity to explore their own local environment and think about how they can help protect it.
-
Hi Laura – I really like the idea of using the children as “biodiversity detectives.” Giving them the opportunity to explore their own school grounds makes the learning more meaningful and encourages curiosity. I particularly like how you connect biodiversity with light pollution, as pupils can investigate how changes in their local environment may affect wildlife. This would be a simple but effective way to develop observation and questioning skills.
-
Hi Laura, I also really like the biodiversity detectives idea. This could be such a comprehensive set of lessons looking at different animals over a few weeks. The children could also be split into groups in senior classes with each group having responsibility for investigating bats, birds, insects and plants and then report back on their findings to their classmates. Thanks for the idea!
-
-
In order to incorporate the needs of various nocturnal species into our school biodiversity plans, I would firstly ensure that lessons are carried out in each class to allow the students to become more aware of the nocturnal species in our community (from foxes to moths) and how and why it is our role to help to protect them.
One way in which my school biodiversity plan would protect these nocturnal species would be by reducing light pollution. Any outdoor lighting in our school building would be fitted with motion sensors where possible. LED lights of warm colours would also be used as it is less vibrant as bright lights. We would use as little artificial light as possible in order to expand biodiversity, reduce energy use and create a healthier environment for both wildlife and people. We would also ensure that there are areas of open spaces with bushes and hedgerows for foxes and badgers etc. to dwell on our school’s land and wildflowers or long grass for insects to thrive in. We would also work as a school to create some bug hotels and place them in the courtyard where they would stay safe from harm. We would also provide a bird bath for birds or other animals to use during the hot summer months. Wildlife corridors should remain dark so animals can move safely across the grounds. -
Biodiversity refers to the variety of plants and animal life in the world. It is the variety of life in earth. Our lives depend on having healthy ecosystems and therefore it is important to protect biodiversity. Clean water is essential for healthy living, plants can provide us with clean air as well as medicinal benefits. Plants have a natural purification system removing pollutants from the air.
I would introduce the idea of biodiversity to my class by showing them the video – what is biodiversity from Laois County Council. It shows how making space for nature in our lives is very important and we all have a part to play and can start in our own doorstep. The book Gardening for Biodiversity can be used to supplement t the video with some work sheets and activities fur pupils.
I would integrate Art with a Design Challenge., by first exploring the school grounds and garden and plan how we as a school can increase biodiversity in our school grounds. Pupils could work in groups to create bird boxes and bird feeders. Outdoor work could include planting native wildlife trees and shrubs and the creation of raised beds. We can evaluate our progress by repeating a survey and compare data each year. This is vital so pupils can modify their plan and see what has or hasn’t worked in our school garden. Pupils could oration the Citizen Science Project as well as the Green School initiative further exploring their knowledge and life skills.-
Hi Siobhan
I love the idea of planning for biodiversity and designing bird boxes, bird feeders or other soltions to help. the idea of carrying out biodiversity surveys in the school grounds on a periodic basis to see what has worked and what hasn’t is a really good way to teach the children about the importance of evidence based actions which is what Science is all about and is the basis of the All Ireland Pollinator plan. This is a good link with the new Nature of STEM strand in the new primary STEM curriculum.
-
Hi Siobhán,
Integrating Art is such a creative and practical way of children expressing their understanding of Biodiversity. It fosters creativity as well as ensuring an enjoyable element of a lesson is explored and celebrated. It also develops Pupil voice and leadership capacity as children feel that their creativity could lead to positive change in the school environment.
-
-
Exploring biodiversity in Strandhill
To start off I’d ask a question to get the students hooked/wondering – we often visit the local Shelly Valley dune system, and there are small wooded areas nearby as well – what do they think goes on in these dunes/forests at night? This would hopefully lead into discussions on local nocturnal species e.g bats/foxes and why they are suited/adapted for life in the dark. To make it a more formal scientific inquiry, children could run a science survey (eg surveying neighbours/family members) logging wildlife sightings around the area to get a clearer picture of the nocturnal species of Strandhill.Possible impacts of light on biodiversity
Once this is complete, we could then investigate how artificial light affects these animals. I would get them to consider their own homes and any light pollution nearby, to reflect on their own immediate surroundings. This would lead to learning about how certain streetlights can affect bats’ navigation, or disorient moths, which in turn negatively impacts insect numbers. By then directly referring to the Sligo Biodiversity Action Plan, highlights the importance of protecting our dark skies matters for their local area; from this children will hopefully be prompted to suggest actions we can take to support the plan (eg bat/pollinator boxes)-
Hi Michael
Bringing the children to the dunes and woods to imagine what wildlife are active there at night is a lovely exercise as being in the location will make it much easier to visualise than simply sitting in the classroom. I also love the idea of surveying family and friends about nocturnal wildlife sitings as this will help give a broader sense of what creatures are active in the local area. Referencing your county Biodiversity Action Plan is a great way to teach the children about public participation in decision making. As most county Biodiversity Action Plans are currently in the submission stage, it is an opportunity for a class to make a submission on something they are particularly interested in.
-
-
I found the point on how kids will be able to name an exotic endangered species but not an Irish endangered species very interesting. I think it is very important that children be taught about local biodiversity. The resource mentioned at the end of this module ‘Wild Things at School’ valuable and intend to bring it up in my school to be implemented across the ages.
To explore how light pollution affects birds, I would begin by asking learners how birds find their way during migration and introduce the idea that many species migrate at night, using the moon stars and sun for navigation. Learners would discuss why darkness is important for these journeys.
Using images, maps, and short video clips, I would explain how artificial lighting from buildings, streets, and sports facilities can disorient migrating birds causing them to fly off course, circle illuminated structures until exhausted, or collide with buildings. Learners would also explore how light pollution affects local birds by disrupting sleep, altering feeding and breeding behaviour and causing birds to sing earlier than normal which can interfere with natural daily rhythms.
Learners would carry out a local investigation by identifying brightly lit areas around the school or community and considering how these might affect bird habitats. In groups, they would create posters or presentations suggesting ways to reduce light pollution such as using shielded outdoor lighting, switching off unnecessary lights during migration periods and protecting dark spaces for wildlife.-
I agree that teaching children about local biodiversity is so important, as it helps them build a connection with the wildlife around them. I also liked your practical investigation into light pollution, as it encourages pupils to think critically and come up with meaningful, real-world solutions to help protect birds.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans:
I think it is important for children to understand that biodiversity does not stop when the school day ends. As part of our school biodiversity plan, we could look at how outdoor lighting is used around the school and discuss whether all lights are needed once it gets dark. The children could carry out a survey of lights on the school grounds and think of ways to reduce unnecessary lighting while keeping the area safe.
We could also create habitats that support nocturnal wildlife, such as leaving a wild area for insects or planting flowers that attract night pollinators. I would encourage children to learn about local nocturnal animals and why darkness is an important part of their habitat. This would help them see that protecting biodiversity is not only about providing food and shelter, but also about protecting natural dark skies for the wildlife that depends on them.
-
-
Hi Emma, I love that you said it is important for the children to know that biodiversity does not stop when the school day ends. I would hope that learning about this topic in school will spill over into children’s home lives, encouraging positive changes in a variety of settings to support biodiversity.
-
-
-
I would incorporate the needs of nocturnal species into our school biodiversity plan by helping pupils understand that darkness is an important part of a healthy ecosystem. Many animals, including bats, moths, hedgehogs and owls, depend on dark environments for feeding, navigation and avoiding predators. Too much artificial light can disrupt these natural behaviours and reduce biodiversity.
As a class, we would begin by exploring the wildlife found in our local area (Limerick city) and discussing which species are active during the day and which are active at night. Pupils could carry out a simple biodiversity survey around the school grounds, identifying habitats that could support nocturnal wildlife. We would also examine where outdoor lighting is located and discuss whether all lights are necessary throughout the night.
Working with the Green Schools Committee, pupils could suggest practical ways to make the school more wildlife-friendly, such as using downward-facing lights, switching off unnecessary lighting after school hours where safe to do so, and planting native flowers and hedgerows to support insects that are an important food source for bats and birds.
To extend learning beyond the classroom, families could be encouraged to take part in an evening nature walk or a simple night-sky observation activity. Pupils could record any nocturnal wildlife they observe while also reflecting on how artificial lighting affects their ability to see the stars.
This activity links well with the Primary Science curriculum by encouraging observation, investigation and environmental awareness. It also promotes pupil voice by involving children in creating a biodiversity plan that balances the needs of people with those of local wildlife, helping them become responsible stewards of their environment.
-
Hi Dara
That sounds like a great plan for observing wildlife in your local area and planning for dark sky friendly lighting practices in your school. I really like the idea of the evening night sky observation activity to be carried out with parents. This is a great way to increase parental involvement in the school and also to spread awareness of the problems of too much artificial light beyond the children themselves. As you said, the recording of nigh-time biodiversity sightings could be combined with a simple lighting survey. Having the children record their scientific observations both in school and at home and encouraging them to discuss and implement improvments for biodiversity in the school grounds is a great way to encourage pupils to be both active learners and active citizens, supporting 2 of the key competencies of the new primary curriculum.
-
-
• 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 learners in exploring biodiversity in our local area by encouraging them to investigate the variety of plants and animals that live around us. Living in Dungarvan, we are lucky to have a range of habitats nearby, including the coast, Colligan River, various woodlands and the Comeragh Mountains. I would begin with a simple biodiversity survey around the school grounds, allowing the children to record and map the different plants, insects, birds and other wildlife they observe.
We could then explore the less visible nocturnal biodiversity in our area, e.g. bats, moths and owls. The children could investigate how these animals are adapted to living at night and consider how artificial light might affect their feeding, movement and behaviour. We could combine our biodiversity survey with a lighting survey, identifying artificial light sources around the school and discussing whether they are necessary or could be changed.
I would encourage the children to suggest ways of making our school and local environment more welcoming to biodiversity, such as planting native wildflowers and trees, visit our school glasshouse and look at pollinator friendly planting e.g marigolds beside our tomatoes while reducing unnecessary lighting around and they will look into chatting to their families and neighbours about removing these or limiting lights at night time around their yards. This would help them understand how our actions can have an impact on the natural world and how small changes can make a positive difference.-
-
Hi Tracey,
I think you have made excellent use of the rich natural environment around Dungarvan to create meaningful learning opportunities for children. Beginning with a biodiversity survey is a great way to develop pupils’ observation and recording skills while helping them appreciate the variety of habitats in their local area. I particularly liked your idea of linking biodiversity with a lighting survey, as it clearly demonstrates the relationship between human activity and wildlife. The practical suggestions, such as exploring the school glasshouse and encouraging pollinator-friendly planting, make the learning authentic and achievable. Involving families and neighbours is also a fantastic way to extend environmental awareness beyond the classroom.
-
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
This year my class participated in the 8-Week Climate Literacy Programme provided by Education for Sustainability. The programme encouraged students to develop an understanding of climate change, biodiversity loss and the actions that individuals and communities can take to create a more sustainable future.
The children learned all about biodiversity and the importance of protecting local habitats. Through a range of hands-on activities and discussions, they explored the variety of plants, animals, and insects that live in our local environment and learned about the vital role each species plays within an ecosystem. They also examined how human activities can impact biodiversity and considered practical ways to support wildlife in our school community.
One of the most engaging aspects of the programme was the creation of a bug hotel for our school garden. The children worked collaboratively to design and construct the bug hotel using natural and recycled materials such as sticks, pine cones, bark, and straw. Throughout the process, they learned about the habitat needs of different insects, including bees, ladybirds, and beetles. The bug hotel provided a safe shelter for these species while also increasing biodiversity within the school grounds.
-
Before being a teacher I used to work at the blind institute of Milan, and to answer some questions were in the video, yes, we can orinetate ourselves without light, using sounds and mapping the roads and the spaces, but sure, as Uhman being we can be educated doing this and live without sight, as animals? Wild animals? we should check the evolution line….I don’t know whthere evryone could be tamed.
I use to feed some birds in my garden during the arsh wintertime, and once I put a camera to let my children see which birds were approcching and a part from birds, we saw that during the nights even mices and a dormouse arrived…doing something similar could help us to observe the night life of the school yard
-
Hi Elisa,
That must’ve been such a wonderful and educational experience working a the Blind Institute of Milan! As you said, humans, we know, can explicitly teach ways to cope with and overcome the lack or loss of certain senses and adapt quite rapidly to changes in our environment, it’s not so easy for animals.
I love your idea of putting out a wildlife camera at night. Really simple, but the children would love it and would make them realise that even though they might not see those animals during the day, that they are sharing the environment.
-
-
In my urban primary school, I would engage learners in exploring biodiversity and the impacts of light pollution through simple, hands-on investigations.
Firstly, I would organise a school grounds biodiversity hunt during the day. We are lucky enough to have a wild space in the school grounds and access to another in the university next door. Working in small groups, pupils would observe and record the plants, insects and birds they find in different parts of the school grounds and university. They could use tally charts, sketches or photographs to record their findings and discuss which habitats support the greatest variety of living things. This would help children appreciate that biodiversity exists even in urban environments and develop their observation and recording skills.Secondly, I would investigate light pollution through a home observation activity. Pupils, with an adult, would observe their local area after dark and identify sources of artificial light, such as streetlights, floodlights and illuminated buildings. They would consider whether these lights might affect nocturnal wildlife, including bats, moths and hedgehogs. In class, pupils would share their observations and discuss simple ways to reduce unnecessary lighting, such as turning off lights when they are not needed or using downward-facing outdoor lights.
These activities encourage children to connect classroom learning with their local environment while developing enquiry skills and environmental awareness.-
Hi Emily,
I really liked your ideas, particularly how you’ve made the most of the wild space in your school and the university grounds nearby. It’s a great reminder that biodiversity can be explored just as effectively in an urban setting. I also thought the home observation activity was a nice way to involve families and encourage children to look at their local area from a different perspective. It would be interesting to compare the pupils’ observations and see if they notice differences in wildlife or lighting depending on where they live. Thanks for sharing such practical ideas that could easily be adapted for different school settings.
-
Hi Emily
It is great that you have both a wild area in the school and access to the university grounds for observing wildlife. I love that your plan involves a comparison between different habitats and extensive data collection on plants and animals found in each area. The lighting survey completed at home is a great way to spread awareness to parents of the issue of light pollution and encourage responsible lighting as well as involving your pupils in active learnign and actiev citizenship
-
-
I would choose to explore **biodiversity in our local area and the impact of light pollution on wildlife**. As we are based in a rural part of the south of Ireland, the children are surrounded by hedgerows, farmland, mature trees and streams, making biodiversity something they can observe in their everyday environment.
I would begin by discussing the different plants and animals that live around our school and asking the pupils which species they are most likely to see during the day and which are active at night. This would lead into learning about nocturnal animals such as bats, hedgehogs, moths and owls, and how they rely on darkness to feed, hunt and navigate.
The class would carry out a biodiversity survey of the school grounds, recording habitats and signs of wildlife before discussing how artificial lighting could affect these species. We would also investigate ways to make our school grounds more wildlife-friendly, such as protecting hedgerows, planting native flowers for pollinators and ensuring that any outdoor lighting is used only when necessary.
As a follow-up activity, pupils could work in groups to design a “wildlife-friendly school” plan that balances the needs of people with those of local wildlife. This project would integrate Science, Geography and SPHE while encouraging pupils to think critically about how small changes in our own community can have a positive impact on biodiversity. It would also help to develop environmental awareness and a sense of responsibility for protecting the natural world.
-
I think this is a great idea Michael. It is also a great way on introducing them to the term nocturnal and learning about animals within that category. Great idea doing a survey of the school grounds biodiversity and then following up with the school plan that makes them research and become aware of how best to support local biodiversity and develop their environmental awareness.
-
I really like the idea of a wildlife friendly school. Children learning how they can promote biodiversity in their school helps them realise the impact they can make as individuals however small. Also the cross curricular approach of linking it with other subjects consolidates the children’s learning more.
-
-
To engage my learners in exploring biodiversity in our local area in West Cork, I would begin with a class discussion on the knowledge they already have on local flora and fauna (KWL). Because the school is in a rural area, a lot of the children are already quite knowledgeable so we would discuss, using pictures on the IWB, how to identify and record what they see on our nature walk.
We would then go outside for a nature walk around the local area. In pairs the children would observe and record the plants, insects, birds, and other wildlife they encounter. Learners would use simple identification charts, magnifying glasses, and nature journals to document their findings, helping them develop observation and scientific inquiry skills. We would discuss why biodiversity is important and how different species depend on healthy habitats.
With regard to light pollution, we would discuss how artificial light at night can affect nocturnal animals such as bats, moths, owls, and hedgehogs by disrupting feeding, navigation, pollination, and breeding behaviours. Learners could investigate local street lighting and identify areas where wildlife may be affected. We would ask the question, can anything be done in our local area to reduce the effects of light pollution.
Finally, we would explore practical actions the community can take to reduce light pollution, such as using shielded lights, switching off unnecessary outdoor lighting, and choosing warm-coloured bulbs. -
-
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 students by bringing them on a nature walk around the school grounds. I would ask the students to identify and record any animals, insects or plants they see. We could then look at the question on how artificial light at night might affect the wildlife around the school. Students would think-pair-share. Students would then watch the RTE video about long eared bats and read an extract from Gardening for Biodiversity about how wildlife relies on suitable habitats. Students would work in groups to discuss practical solutions to solve the issue of artificial light for nocturnal animals. Students would be asked to design one improvement for the school grounds that would help support biodiversity and reduce light pollution e.g. pollinator patch or a bat box in a dark area.
-
-
This lesson is designed to engage my 6<sup>th</sup> Class pupils in exploring the rich biodiversity surrounding their school, located beside Killarney National Park, while investigating the effects of light pollution on local wildlife. Pupils begin by discussing biodiversity, habitats and artificial light. Using our schools unique location the students will then take part in an outdoor biodiversity survey around the school grounds and in Killarney National Park. Working in groups, they identify and record plants, insects, birds and other wildlife using observation and tally charts. They then create a map of the school, identifying areas of bright and dark lighting, and compare biodiversity in these locations. Through class discussion and groupwork pupils will investigate how artificial lighting can disrupt the lives and behaviours of nocturnal animals such as bats, moths and hedgehogs. The lesson encourages pupils to analyse their findings, draw conclusions and propose practical ways to reduce unnecessary light pollution while maintaining safety. They can draw a link between the rapid growth of Killarney and it’s effect on the levels of light pollution in our community. As an extension, pupils can participate in the Globe at Night citizen science project to measure local night sky brightness.
-
First and foremost , the most important thing would be is to figure out what nocturnal animals are in existence in our local area: The Navan Road/ Phoenix Park. From our plan already in place we are familiar with such nocturnal animals like: foxes, bats, badgers and insects like moths. The Phoenix Park is a highly important site for biodiversity in Dublin City and is an extremely valuable resource for the people of Dublin and its visitors- it is vital that myself, teaching locally can assist the children understand the importance of night skies for these animals. The book titled “out and about night explorer” is a useful tool to get started. Showing children the images and getting them to brainstorm what these animals have in common, might get them focused on the requirements of nocturnal animals.
The school plan should cater explicitly to teaching children the benefits of darkness for each animal. For example at each standard, the classes study the following :
foxes: Infant level
bats: 1st/2nd classes
badgers: 3rd/4th classes
Insects: 5th/ 6th classes
These class standards will complete group projects on their specific animal and look at the benefits of night lighting to assist their growth and population upkeep.
As a school, the children could set up bat boxes or plant something as simple as “Night Scented Stock” to attract moths etc that assists with pollination.
By doing something practical, children can learn that small actions can help out nocturnal animals come alive at night time. Some suggestions to lower the light output: close some routes to traffic, dim the current lights and perhaps have some lights sensor operated. I am not an expert, but every little helps!
-
Number 1:
I would start with a KWL about biodiversity, find out any prior knowledge of it and find out what the students want to learn. This also allows for a reflection at the end for what they did learn. We would then do some research on that living things we might expect to find in the Dublin urban area so that we can have a lens for what we are looking for as we go on a nature walk to a local park to discover the different living things in our local area.
With regard to the light pollution, I would begin by introducing the topic of light pollution and ask learners how it might affect biodiversity. We would then investigate 2 location: 1 with high levels of light pollution and one with low levels of light pollution. We would take our recording and data back to class where we can investigate if there was any differences and discuss our findings. We could then link this with art to create a poster informing others of our finding about the affects of light pollution
-
-
1.
As a teacher of Second Class in an urban environment, I think it is important to provide children with meaningful opportunities to explore the biodiversity in their local environment and to understand the impact human activities can have on it. Where I live, we have access to a rich variety of habitats, including the seafront, mountains, local parks, woodlands, and school grounds, making it an ideal setting for hands-on learning. I would engage my pupils through nature walks, mini-beast hunts, birdwatching, and habitat surveys, encouraging them to observe and record the plants and animals they discover. Using age-appropriate storybooks such as The Darkest Dark by Chris Hadfield and Kate Fillon, discussions, and inquiry-based activities, I would introduce the concept of light pollution and explore how excessive artificial light can affect nocturnal species such as bats, hedgehogs, moths, and owls by disrupting their feeding, navigation, and natural behaviours. Pupils could investigate local lighting, create simple maps of brightly lit areas, and suggest practical ways to reduce unnecessary lighting. By connecting classroom learning with real-life experiences. I hope to foster an appreciation of the importance of dark skies and that they will appreciate that even small actions can contribute to creating better and healthier habitats for wildlife.-
Hi Catherine
It is fantastic that you have such a wide range of habitats accessible from your school and that you already make use of them for hands on learning in the outdoors. It would be fantastic to explore some of these these areas with the children or ask them to make notes if they are visiting any of these areas with their parents. It would be lovely to contrast the different habitats, looking at the plants and animals in each and also looking at which ones have the most artificial lighting.I like the idea of creating simple maps of light pollution and thinking of ways to combat it.
-
-
I have chosen to reflect on how I would engage my learners to explore biodiversity in my local area and the possible impacts of light pollution on local biodiversity.
Living in Dublin 24, I am based in a busy and built-up area with housing estates, roads, buildings and many sources of artificial light. Although it is an urban environment, there is still a wide range of biodiversity around us, including birds, insects, plants and other wildlife. Before learning more about light pollution, I had not fully considered the impact that artificial light can have on animals, particularly nocturnal species such as bats, moths and other insects that rely on darkness to feed, move and reproduce. As a First Class teacher, I would encourage my pupils to become ‘nature detectives’ and explore the biodiversity in their own school environment. We could take part in outdoor walks around the school grounds to observe and record different plants, insects and birds. The children could create simple biodiversity charts or drawings to show what they have discovered. To explore the effects of light pollution, I would introduce the idea of nocturnal animals and discuss how their lives may be affected by bright lights at night. We could investigate ways to make our school environment more wildlife-friendly, such as reducing unnecessary lighting and creating areas where animals can live. -
-
I think children learn best about biodiversity when they can get outside and explore it for themselves. Around our school we have the River Suir, the People’s Park and plenty of green spaces that are ideal for spotting birds, insects and plants. I’d start with a simple biodiversity survey where the children record what they find using photographs, sketches and tally charts. We could compare different habitats and discuss why some areas support more wildlife than others.
I’d then introduce the idea that biodiversity doesn’t stop when the sun goes down. Many animals, including bats, moths and hedgehogs, depend on darkness to feed and move around safely. Looking at light pollution helps children understand that artificial lighting doesn’t just affect our view of the stars; it can also disrupt local wildlife by changing natural behaviours. The module gave some great ideas for exploring nocturnal species and linking them to school biodiversity work, which I think would really engage pupils.
The children could investigate areas around the school that are brightly lit and compare them with darker spaces nearby. We could then discuss simple changes, such as directing lights downwards or only using them when needed, and how small actions can make a real difference for local wildlife as well as protecting our dark skies.
I recall last year a child telling the class that giant beetles were banging against her window late at night. This turned into an investigation in class where we found out together that it was may bugs that have an attraction to artificial light.
-
Hi Richard
It is great that you have a range of habitats around the school that you can use for biodiversity surveys and comparison of different habitats. Adding the lighting surveys adds another dimension that will get the children discussing the various reasons why some habitats support more or different species than others and whether light pollution might be a factor. While you can’t see nocturnal species during the daytime the children can learn about them and discuss their needs. I’m glad you found the resources in this module useful for learning about nocturnal animals. There is such a welath of online resources now about Irish wildlife and it is great to make use of them in the classroom. I love how the idea of the child’s observation of beetles banging off the window turned into a class investigation into Maybugs.
-
-
- How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.
Children learn better when they can fully immerse themselves in the task for example exploring themselves, gathering information, building and being in control of their learning. There are numerous activities which I think have numerous benefits to developing the learner’s skills. I think a great idea would to have a class scavenger hunt in the local park where the children can locate specific local species.
Another activity that our Senior School uses is using apps on the school iPads such as iNaturalist where the children can take photos of plants and insects in the school garden or the local park.
Some the children have undertaken activities like creating their own insect hotel where they create a safe space to view them by using pine cones and sticks to keep them together. Additional activities can be doing leaf and bark rubbings where the children can distinguish between different tree species.
With regards to impacts on light pollution experiments such as the Moth and Light Trap Experiment can be a great activity for the children to get involved with. It is paramount to get the children to reflect on their experiences throughout the activities and what they gathered and learned.
- How you would engage your learners to explore biodiversity in your local area and
-
My school is located close to The Phoenix Park. I would therefore use this as my focus and explore the animals that live in the park with the class group. I would bring the children on a walk in the park. In pairs I would encourage them to record the animals and insects they see along the way. We would discuss this as a whole class group and present our findings through art- draw a picture of the animals we found living in the park. I would then begin a discussion with the children about animals we didn’t see, I wonder why we didn’t see a hedgehog, bat, etc. We would focus on the bat and learn different facts about the bat, what it likes to eat, how it finds its food and how light pollution has an impact on it finding its food. The children could work in pairs and groups to explore ways we can help bats and other nocturnal animals by reducing light pollution.
-
I have decided to focus on the following question from Module 4 as I believe this is an extremely interesting topic: How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
In my experience I have always found that by giving my students hands-on, experiment or project-like activities, their engagement, enthusiasm and interest levels absolutely sky-rocket – pardon the pun for this module!
Understanding biodiversity can be made extremely accessible for our students. Recently, I read an article about David Attenborough who will be filming in Ireland. This video, when it becomes available will be a priceless resource for teachers in Ireland, something we have been crying out for years! https://www.independent.ie/entertainment/television/tv-news/david-attenborough-on-ireland-it-must-be-seen-to-be-believed-41917147.html
This trigger will begin a discussion of the biodiversity that exists in our locality. I will give the children 5 topics from which biodiversity can be explored: Woodland, Rivers/Lakes/Oceans, Our School, Birdwatching and finally Minibeast hunting! Across these areas children could make a collage of photographs from a field trip as well as a fact-file of key facts and information about the biodiversity of their local area.
The birdwatching element will incorporate the impact of light pollution: This can focus on how certain birds only are visible at dawn/dusk or if there is a greater variety of birds visible in areas where light pollution is not as significant e.g. finches, swallows, blue tits, sparrows or starlings.-
Hi Niamh
Having some good quality video footage of Biodiversity in Ireland is great as a trigger for a lesson on Biodiversity. It is lucky therefore that we have a wealth of such footage from the many wildlife documentaries filmed in Ireland such as The Ireland’s Wild Islands documentary series on RTE player and short video clips such as the ones featured in this module. I haven’t yet seen the few short clips of Ireland filmed by David Attenborough as part of his Wild Isles series a few years ago but I’m sure they would be good to add to the list. Incorporating field trips to see biodiversity first hadn is of course very important and I like your idea of creating photo collages and fact files for each habitat visited.
-
-
-
I would begin by using a photograph of our local area as a stimulus to encourage curiosity and questioning. The children could discuss what habitats they can identify, what wildlife they think might live there, and how humans and nature share the same space. Our school is close to a town, with housing developments nearby, but we are also surrounded by fields and a forest across the main road, providing a rich environment for exploring biodiversity.
The children could then work in groups to carry out biodiversity surveys around the school grounds and surrounding areas, recording plants, insects, birds, and other wildlife they discover. They could compare the different habitats and discuss why some areas support more species than others.
To explore light pollution, they could investigate how artificial lighting from homes, roads, and the school may affect nocturnal animals such as bats and insects. They could suggest ways the school community could become more wildlife-friendly, such as reducing unnecessary lighting and protecting darker areas for local wildlife. As I teach 5th Class, they are the perfect age for project and presentation work. The children could complete a project on this and present it to other classes in the school – things like the importance of making sure classroom lights are turned off in the evening is something that all classes could take control of and this would make a difference.
-
Exploring Biodiversity and Light Pollution in Valleymount Co Wicklow:
Living in the Valleymount area, I feel very fortunate to have such a rich natural environment on my doorstep. With the Blessington Lakes, farmland, hedgerows and woodland surrounding us, I would use the children’s own local environment to make the exploration of biodiversity meaningful and relevant.
I would start off brainstorming the concept biodiversity with the children and discuss. I would then bring my pupils on a biodiversity walk around the school and surrounding area and along the Lakeshore behind our school, where they could become “biodiversity detectives”, identifying and recording birds, insects, plants, trees etc. We could particularly explore our hedgerows and discuss how they provide food and shelter for local wildlife.
I would then encourage the children to think about Valleymount at night. As it is a rural area, we are lucky to experience relatively dark skies compared with larger towns and cities. The children could identify local sources of artificial light, such as houses, farmyards, football pitch lights, streetlights and traffic, and investigate how increased lighting might affect bats, moths, insects and other nocturnal wildlife.
At home, the children could carry out a simple night-time observation at home, recording the lights and wildlife they notice. We could bring our findings back to class and create a map showing darker and brighter areas around Valleymount.
Finally, I would encourage pupil voice by asking the children how we could help protect our local environment. They could create a “Keep Valleymount Dark and Wildlife Friendly” poster or presentation helping them recognise that small actions in their own homes and community can make a difference to local biodiversity. -
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
For a school biodiversity plan, educating the children on the needs of nocturnal animals is essential. They need food, water, shelter, safe places to move and importantly, areas of natural darkness. I would make protecting darkness part of our approach to supporting nocturnal wildlife. Children would be encouraged to observe the presence of nocturnal species around the school, such as bats, moths, owls and hedgehogs, without disturbing them.
We can support nocturnal species by making the school grounds a safe, dark and wildlife-friendly habitat by switching off unnecessary outdoor lights and using downward facing lighting where possible. Planting native species like wildflowers and hedgerows and leaving areas of grass unmown, provide food and shelter for wildlife. We have also recently installed a bat box and look forward to observing its visitors! Providing water in the form of a small pond or water feature also provide great support for wildlife. -
I would engage my students in exploring biodiversity in our local area by using the canal near our school as a starting point. We could take a short biodiversity walk along the canal and encourage pupils to observe and record the different plants, insects, birds and other wildlife they find. Working in groups, they could identify species and discuss how the canal provides food, shelter and habitats for a range of living things.
I would then introduce the idea of light pollution and encourage pupils to consider how artificial lighting around the canal could affect local biodiversity. We could discuss nocturnal animals such as bats, moths and other insects that are active after dark and investigate why darkness is important for them. Pupils could compare areas that are brightly lit with darker areas and make predictions about where they might find more wildlife. This would help pupils make a connection between their local environment and the impact that human activity can have on biodiversity.
-
We have a green schools committee in school and it would be a good idea for them to explore an area within the school grounds and do a biodiversity survey, looking at the animals they can find, native plants and talk about the nocturnal animals could be there. They could draw a base map of the school area with buildings, grass, trees, plants, insects birds and the type of lights used near or in the area. Children could research nocturnal animals, likes bats, hedgehogs, insects, moths. They could make a paln to establish if our biodiversity area in the school can be developed to establish how we can help nocturnal species. children could establish a wildflower area for pollinators, plant trees and native hedgerows for birds and bats or solitary bee mounds, bird boxes and reduce the lighting in the area. The import thing is to explore how light pollution affects bats and other nocturnal animals as it can reduce foraging time, impacts navigation and feeding. Light pollution can also increase Predation. This would help children make a connection to nature and have a deeper understanding.
-
Hi Julie,
Welcome to the course. Explroing biodiversity is a good starting point for the Green Schools Committee and you could consider how their initial exploration could support learning about biodiversity for the whole school.
I like how you are going to create a base map of the biodiversity initially with a plan to improve it with further consideration for nocturnal animals. Within the wildflower area you could also consider plants for night time pollination to further support nocturnal insects. I like how you are also including the learning from the light pollution module in the plan and considering reducing light in the area to support nocturnal animals. While the Green Schools Committee could be involved in the development of the plan, you could consider how this could be shared with other classes to involve more learners in bringing the plan into action and raise more awareness of biodiversity specific to nocturnal animals and insects.
Thanks for sharing, I hope you have enjoyed the course.
-
Hi Julie,
I really like your idea of involving the Green Schools Committee in carrying out a biodiversity survey of the school grounds. I think creating a map showing plants, trees, insects, birds and lighting would make the children much more aware of how their environment is connected. I particularly like your suggestion of creating wildflower areas and planting native hedgerows, as these could provide valuable habitats for pollinators and other wildlife. Exploring how light pollution affects nocturnal animals such as bats and moths would also be a very engaging way to encourage the children to think about how our everyday choices can impact biodiversity. I think this would be a great opportunity for children to become active participants in improving their own school environment.
-
-
-
I would start by getting the children to explore the biodiversity around our school and local suburban area. We could look at the birds, insects, plants and other wildlife we see and record what we find. As our area is quite built-up, I think it would be interesting to look at how urban sprawl and the loss of natural spaces can affect local biodiversity.
We could explore different areas around the school and compare places that have more green space with areas that are more built up. We could also compare brighter and darker areas and discuss how light pollution may affect wildlife, especially nocturnal animals such as bats, moths and birds.
Using simple observations, photographs and digital tools, the children could collect and record their findings. They could then discuss what they have discovered and suggest small changes we could make in our school or local area to support biodiversity and reduce the impact of light pollution. This would help them see that biodiversity is all around us, even in a suburban environment.
-
I would engage the children by getting them to explore the biodiversity around our school and local area. We could go outside and see what plants, insects, birds and other wildlife we can find. The children could work in small groups and record what they see by taking pictures, drawing them or making a simple list. We could then talk about where the different animals live and what they need to survive.
I would introduce the idea of light pollution by asking the children what happens to the sky at night when there are lots of streetlights and other lights around. We could discuss how this might affect animals such as birds, bats and insects, which depend on natural patterns of light and darkness. The children could also look around the school for different sources of artificial light and think about whether they are all necessary. We could then discuss some simple ways we could reduce light pollution and help protect the wildlife in our local area. -
I would engage my Fourth Class pupils in exploring biodiversity in our local area by starting with a nature walk around the school grounds and local area of Ashford and Wicklow. We could identify and record plants, insects, birds and other wildlife, using photographs, drawings and simple tally charts. We could then discuss the importance of each species and how they depend on their environment.
I would introduce the topic of light pollution and discuss how artificial light at night can affect biodiversity, particularly nocturnal animals such as bats, moths and other insects. Pupils could investigate where artificial lighting is most noticeable locally and consider how it might affect wildlife.
As a follow-up activity, pupils could create a biodiversity map of our school grounds, identifying areas that could be improved for wildlife. We could explore ways of reducing unnecessary lighting and creating darker, wildlife-friendly areas. This would encourage pupils to become more aware of their local environment and understand how small changes can help protect biodiversity.
-
-
Biodiversity and Light Pollution
As I teach in Cork City, I think exploring biodiversity in our local area would be a good way to get the children outside and looking more closely at what is around them. We could start by taking a walk around the school grounds and seeing what plants, insects, birds and other wildlife we can find. The children could work in small groups and make a simple record of what they see. As our school has a large yard and green space, there would be lots for them to investigate.
We could then talk about light pollution and how artificial light at night might affect some of the wildlife around us. I would ask the children questions such as, “What animals might be out at night?” and “What do you think happens when there are lots of bright lights around?” We could investigate how lights might affect insects, birds and bats.
The children could then look at lights around the school and discuss whether they think they could disturb wildlife. As a class, we could come up with ideas for reducing unnecessary lighting while still keeping the school safe. I think this would help the children see how our everyday choices can affect the environment around us.
-
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
This year I am working with Junior Infants, so therefore, I would look at a hands-on, interactive and play/story style approach to this. To begin, using a powerpoint we would look at different animals, insects and plants we find in our local area. After this we would go on a nature/biodiversity hunt on the school grounds or even local park. The children would be have a sheet with pictures of the animals, insects and plants we might find in the area and they can check the box beside each if they find them. While we are there we can sit and discuss what reasons the animals, insects and plants might choose to live in that particular environment (lighting/food/safety/comfort etc.). From here, we can discuss light pollution. As the children have previously learned about it, we could have a group discussion and how it might affect the animals, insects and plants in the locality. We can then talk about nocturnal and diurnal animals. Finally, once back in the classroom, the children can role-play and build dens using cushions/blankets etc. like animals and insects and can use flashlights to investigate what impact artificial lighting would have on them. From here, we can discuss ways to help reduce light pollution in our locality.
-
Biodiversity plans should recognise habitats of nocturnal birds, animals and insects as well as the wildlife itself. Owls need dark areas for hunting and nesting, while Ireland’s bats depend on darkness, hedgerows, trees and habitats full of insects. Artificial light can disrupt feeding, movement and food chain relationships. For a school’s biodiversity plan to be meaningful, children should help with the design. They can do this by mapping lights and habitats, conducting dusk wildlife surveys from locations, recording owl calls or bat activity and monitoring changes across a decided period of time. They could create posters encouraging families to reduce unnecessary lighting, present findings to the school board, and review the plan each year. Their conclusions may include creating “dark zones” by switching off unnecessary outdoor lights, using timers or motion sensors, and choosing wildlife friendly, downward facing lighting where illumination is essential. Planting native hedgerows, wildflower areas and trees can provide insects and shelter for bats and hunting habitat for owls. Bat boxes and owl boxes could be considered and the children would be extremely proud of their project once they begin to notice and become more aware of the wildlife out in the school yard.
-
I would engage the 3rd class children in exploring biodiversity in their local area by focusing on the plants and animals they can find around their urban school. I would begin by showing the children a short video of bats flying at night and asking them what animals they think are awake during the night. The class could make a list of nocturnal animals and discuss how they are able to live and find food in the dark.
As our school is in an urban area, I would take the children on a trip to the local town park and nearby hedgerows. Working in small groups, the children could look for different plants, trees, birds, insects and other signs of wildlife. They could record what they find on a simple biodiversity checklist and take notes or draw pictures of the animals and plants they see. The children could then make a simple map of the park, showing areas where animals can find food, water and shelter.
We would then discuss light pollution and how artificial light from streetlights, buildings and security lights might affect animals. The children could look at how bright different areas of the park are and predict whether they would find more nocturnal animals in darker places. We would discuss how light can affect bats, moths and other insects.Finally, the children could design a wildlife-friendly area for the school or town park. They could draw their ideas, such as planting wildflowers, providing shelter for animals and reducing unnecessary lighting. Each group could present their ideas to the class and explain how they would help local biodiversity.
-
I think learning about biodiversity is very important for children. Children don’t seem to know a lot about native plants and animals. I think it would be good for the children to do a biodiversity survey of our school area. We could use books from the library to find the names of any plants or animals that we don’t recognise. We could do this in each season as well and compare and contrast what we find.
The book Wild Things at School would be a great starting point for learning about native plants and animals. We already have a wildflower patch on our school grounds, and outside my classroom we have an old bird feeder. We could definitely bring that back into use this year, learning when and what to feed the birds. I could have books about birds as well as the Merlin bird app available for the children to identify the birds that come to the feeder. Again we could track this during the year and record any changes that we see through the seasons.
It’s interesting to see the resources online about bats. I could show these videos to the children and we could research the impact of light pollution on bats specifically. -
<p class=”PDq2pG_selectionAnchorContainer” data-start=”0″ data-end=”310″>Hi Sharon, I like how your activity brings the children out into their local environment rather than keeping biodiversity as something they only learn about in the classroom. Using the town park and nearby hedgerows would give them a good chance to see that even an urban area can support a surprising amount of wildlife.</p>
<p data-start=”312″ data-end=”637″>The link with nocturnal animals works well too, especially because bats and moths are species that children may know about but rarely get to observe closely. Asking them to compare brighter and darker parts of the park would help them make the connection between artificial light and animal behaviour in a very practical way.</p>
<p data-start=”639″ data-end=”983″ data-is-last-node=”” data-is-only-node=””>I also think the mapping activity is a strong idea because it gets them thinking about what animals actually need in order to survive, such as food, water and shelter. Finishing with a wildlife-friendly design gives the lesson a nice problem-solving element and lets the children use what they have discovered to suggest realistic improvements.</p> -
-
-
I would make sure that the school biodiversity plan considers what happens in the school grounds after we have gone home. Species such as bats, moths and hedgehogs are active at night, so protecting darker areas around the school is important. I would include the children in reviewing outdoor lighting, switching off lights when they are not needed and making sure necessary lights are directed towards paths and entrances rather than into trees, hedges or the sky.
I would also involve the children in identifying habitats around the school that could support nocturnal wildlife, particularly the hedgerows, our mature trees, the long grass at the bottom of the field and areas where insects are plentiful, especially around the bug hotels. I would draw on Éanna Ní Lamhna’s Wild Things at School and child voice when planning this work.
Planting could also support nocturnal species. Native honeysuckle is nice because its evening scent attracts moths. Other native plants such as red campion, meadowsweet, wild angelica and devil’s-bit scabious can also support insects that form part of the food chain for bats and other wildlife.
The children could help identify suitable areas and suggest simple actions for the biodiversity plan, helping them see that protecting wildlife also means thinking about the school grounds at night.
-
-
-
Hi Síofra, You’ve pointed out some good native plants species for planting which would be helpful to our native animals. Our students had a visit recently from a Heritage in Schools biodiversity specialist and it was a great introduction for them to this area. We hope to do more planting of native species in our school grounds this coming year so I’ll be adding on your list! Thanks for sharing, Maria.
-
-
School Biodiversity Plan & nocturnal animals & insects.
The school biodiversity plan should recognise the importance of darkness for nocturnal wildlife and aim to create a safer environment for species that depend on dark skies. One way would be to reduce unnecessary lighting around the school grounds, particularly near trees and hedgerows – habitats used by wildlife. Where lighting is necessary for safety, motion sensors, timers and low-intensity down lights could be used to reduce the impact on the nocturnal animals and insects.
The school could also protect habitats for nocturnal species such as bats, moths, hedgehogs and owls by maintaining native hedgerows, planting flowers and providing suitable shelter and nesting areas. The older classes could take part in simple biodiversity surveys – recording moths or watching out for wildlife. They could share the results with other classes.
Including dark-sky awareness in lessons and school biodiversity policy would encourage the whole school community to consider how everyday lighting choices affect wildlife and promote practical actions to protect local biodiversity. -
Using the videos and resources as a beginning point, as a class we could do a class study on bats in out area. I would encourage the children in pairs to conduct a study of various types of birds. We would decide on some investigative questions before beginning such as what do bats eat? how do bats see? what aids bat to fly? Once the children have discovered answers to these questions as well as some other information we will reconvene as a class and put all the knowledge we have discovered together.
We will then discuss species bats depend on in our area and the importance of biodiversity and insuring these species have a place to live in out local area. Our local Tidy Towns committee have done a lot of work in our village on Biodiversity. I would ask them to come and speak to us on initiatives they have put in place and how we can help. We would go on a walk with the Tidy Towns and examine the work they have begun.
While on our walk we could carry out a light survey with specific focus on how recent addition of street lights could effect bats in our area.
When we return to class, I would ask the children to put together posters about what they have learned about bats, how we can help bats through biodiversiry and light awareness at night.
-
This is a very practical and engaging approach for 5th Class. I particularly like the idea of connecting biodiversity with the children’s own local environment and giving them responsibility for positive change. Presenting their findings to other classes could also help create a whole-school culture of protecting wildlife and reducing unnecessary light pollution.
-
-
-
-
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity?Even though my school is in an urban area, I think the children would be surprised to discover how much variety there is in the nature around them.
I would start by exploring the school grounds, and then extend this to a walk to the nearest park.
The walk could be part of a scavenger hunt where children tick off certain plants/animals as they see them. This could be a nice experience to repeat a few times a year to help children experience the changes in nature with the changing seasons.
Back in school we could discuss how light pollution from artificial lights might impact the plants and animals we spotted. I think a nice idea to generate discussion could be to plot each plant/animal on a spectrum ranging from little impact to large impact from light pollution. The children could watch short video clips to help them understand this better, if necessary.
Children could then brainstorm any reasonable ways we could help to limit the effects of light pollution in the area. For example, turning off my sensor light in the garden at night time as it may be impacting negatively on the nature in the area.-
Hi Olivia,
I agree that the learners may be surprised to discover the biodiversity around them even in an urban area.
The school and local park allows for lots of exploration of biodiversity in the scavenger hunt. I like how you are considering this across the seasons to compare the changes in nature. You could consider including nocturnal animals on the list for the scavenger hunt to allow for discussion and critical thinking about the nocturnal animals.
I like how you are giving the learners the oopportunity to consider the actions we all can take such as sensor lights in our own gardens. Thanks for sharing.
-
-
Nocturnal species should be an important part of our school biodiversity plan, particularly in East Cork’s harbour towns, where artificial light can affect wildlife. Animals such as bats, moths, hedgehogs and owls depend on darkness to feed, travel and shelter. Our school could create a “Dark Skies for Wildlife” area by reducing unnecessary outdoor lighting, using motion sensors and ensuring lights point downwards rather than into trees or hedgerows. We could also plant native, night-friendly flowers and protect hedgerows and habitats where nocturnal animals live.
Sixth class could carry out a night-time biodiversity survey, recording moths, bats and other wildlife without disturbing them. Pupils could map areas of light and darkness around the school and investigate how harbour-town lighting might affect wildlife. We could then make recommendations to the school and local community.
This project links with several curriculum areas. In Science, pupils can study habitats, food chains, adaptation and light pollution. Geography can involve mapping light sources and local habitats. Maths can be used to record, compare and graph survey results. In English, pupils could write reports, persuasive letters or presentations about protecting dark skies. Art could be used to create posters encouraging responsible lighting.
By protecting darkness, our school can support biodiversity while helping pupils become responsible environmental citizens. -
Students could start off by completing a KWL chart on nocturnal animals in the vicinity of the school. We are lucky that we are based near woodlands in a rural setting so many students would be familiar with local nocturnal creatures.
Our green schools committee would take a lead role to ensure that the student voice is heard in the setting. After an initial assessment of nighttime lighting around the school, the student body could be encouraged to come up with ways to reduce light pollution around the school. We could also look at creating wildlife corridors on school grounds and look at what ways we could make the school grounds animal friendly.
Students could work on the topic at home by completing research. They could also create tally sheets identifying what nocturnal species they see as they could not do this at school.
All the new school activities and information drive could be compiled then to create a comprehensive child friendly biodiversity plan!
-
I love using KWL charts with my senior pupils Eanna and we use them on a regular basis on various topics. The children always enjoy coming back to their charts at the end of a set of learning and filling in the ‘L’ to show how much they have learned. I find that they are so informative and useful for planning purposes – before, during and after topics too!
-
-
Module 4 – Exploring Biodiversity
I would begin with a local biodiversity walk. I would take my class to a nearby park, woodland, school grounds, riverbank or other natural area.
I would ask them to identify and record different plants, insects, birds and other organisms they encounter. I would encourage them to look for evidence of biodiversity such as nests, tracks, webs and feeding activity. The pupils could use identification guides or apps to help identify species.
I would introduce the idea of light pollution by asking learners where they notice artificial light at night, such as streetlights, buildings, car parks and sports facilities. Discuss how artificial light can change natural day/night cycles and potentially affect wildlife. For example, artificial light can attract or disorient insects, alter the behaviour of nocturnal animals and affect feeding, migration or reproduction.
The class could carry out a simple investigation. Compare areas with different levels of artificial lighting—for example, a brightly lit area and a darker area.
Record observations such as the number and types of insects seen, bird activity, vegetation and other signs of wildlife.
The children should consider other variables, such as weather, temperature, habitat type and time of year. To analyse and communicate our findings the children might organise their observations into tables, graphs or maps.
I would ask them: “Does the amount of artificial light appear to affect the biodiversity we observed?”
Emphasise that correlation does not necessarily prove that light pollution caused any difference. In groups, pupils could design a wildlife-friendly lighting plan for their school or local community.
They might consider measures such as reducing unnecessary lighting, using motion sensors, directing lights downwards, reducing brightness and protecting darker areas.Hopefully by using this approach it will make biodiversity local, practical and inquiry-based, while allowing learners to develop observation, data-collection, critical-thinking and environmental-awareness skills. It also gives children an opportunity to connect a global environmental issue—light pollution—with changes they can actually observe in their own community.
-
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: I would ensure to involve the pupils in hands-on observation, investigation and outdoor learning activities. I would organise a biodiversity walk around the school grounds and local area. I would create a key which enables them to find different types of plants, insects, birds and other wildlife. I would then ask all pupils to create a biodiversity map which shows the different types of wildlife in our school and local area and we will display them and create a 3-D model.
Impacts of light pollution on biodiversity: Introduce light pollution using a video. Ask many question about the night sky and light in their local area – the types of light – artificial, commercial, street lights etc. Discuss how these lights may affect wildlife. Investigate whether there are more insects around a light source or a dark area – record and draw their findings.
Encourage the children to consider possible solutions, such as switching off unnecessary outdoor lights, using motion sensors or reducing the brightness of lights. This would allow them to understand that small changes in our local environment can have an impact on biodiversity.
I would aim to make the learning active, local and inquiry-based. By allowing children to observe biodiversity for themselves, ask questions and investigate the possible effects of light pollution, they can develop a greater understanding of their local environment and a sense of responsibility for protecting it.
-
Hi Dearbhail,
I love how you have included many very hands-on activities in your post. I think many of your ideas such as creating a biodiversity map, allowing the children to think for themselves of possible solutions and having the children collect their own evidence really make the topic meaningful. I think all these hand on activities really will help the children to develop a greater sense of responsibility for their local environment.
-
Hi Dearbhail,
I really like how you have made this learning active and connected to the children’s local environment. The biodiversity walk and 3-D mapping activity would be a great way to help pupils recognise the variety of wildlife around them. I also think the investigation comparing insects in light and dark areas would make the effects of light pollution much more meaningful. Encouraging pupils to suggest practical solutions is a great way to develop their sense of responsibility and show them that small actions can make a 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 would engage my 5th class learners in exploring biodiversity in a rural North Dublin area through an outdoor investigation of the local environment. We usually organise activities for Biodiversity week in May so it could be incorporated into this. We would begin by discussing what biodiversity means and identifying habitats such as hedgerows, fields, woodland and streams, which we are very lucky to have in close proximity to our school. In small groups, pupils could observe and record different plants, insects, birds and other wildlife, using tally charts, sketches and photographs. We could then investigate light pollution and consider how artificial lighting may affect local biodiversity, particularly nocturnal animals such as bats, moths and other insects. For homework, pupils could compare areas with bright artificial lighting to darker areas and record differences in the wildlife observed, while ensuring observations are carried out safely and without disturbing animals. Back in the classroom, groups could compare their findings and discuss how light pollution may affect feeding, movement and reproduction. Pupils could then create posters or information leaflets suggesting ways the local community could reduce unnecessary lighting and protect biodiversity.
-
As I will be teaching 4th class this year, I think exploring biodiversity in our local area would be a great way to get the children interested in the environment around them. I live in Drogheda and I would use our local surroundings as a starting point asking the class what types of wildlife they have noticed around their homes, gardens or in school. We would then discuss whether they think all animals are active during the day. I would then introduce the idea of nocturnal animals and ask the children if they think artificial light could affect them. We would discuss if it would disturb their sleeping, feeding or movement patterns. I would then put the class into groups and give them one nocturnal species to research and investigate how light pollution might affect them. They would present their findings to the class. I think this activity would encourage curiosity and develop the children’s research and teamwork skills.
-
I would engage my fourth-class learners in exploring biodiversity by connecting the topic to places they know in their local area of North County Dublin. We could begin with a discussion about the plants, insects, birds and other animals they might see around the school, in their gardens, parks or local green spaces. The class could then take part in a short biodiversity walk around the school grounds, recording and photographing the different species they observe.
To investigate light pollution, I would encourage the children to compare areas with different levels of artificial light, such as a busy road or town centre and a darker park or rural area. We could discuss how animals use darkness for feeding, sleeping, navigating and finding mates. The children could explore how artificial light at night may affect insects, bats, birds and other nocturnal wildlife.
As a follow-up activity, groups could create simple food webs showing how local species depend on one another and discuss what might happen if certain species were affected by light pollution. They could present their findings through posters or short presentations. This would allow the children to develop observation, research and teamwork skills while encouraging them to become more aware of and care for the biodiversity in their local environment. -
4th Class STEM Investigation: “Does Our Area Need More Darkness?”
Begin with a local mystery: “Our school and community are full of living things — but what happens to them when artificial light is introduced at night?” Children explore the school grounds/local area, identifying and classifying plants, insects, birds and other organisms. They record where they find them, habitat type and evidence of biodiversity.
Children then map sources of artificial light — streetlights, security lights, buildings, floodlights — and develop their own questions and hypotheses, for example: “Are there fewer insects in brightly lit areas?”
Working in small teams, pupils collect simple data from darker and more brightly lit locations, using observations, photographs and, where available, simple light meters. They compare results, create tables/graphs and look for patterns.
This directly supports the new Primary STEM curriculum, Stage 3, particularly Living Things: investigating biodiversity, habitats, food chains and the interdependence of living things; and Energy and Forces: exploring natural and artificial sources of light. It also integrates Mathematics, digital technology and communication.
Crucially, the pedagogy is inquiry-based and child-centred: pupils ask questions, predict, investigate, collect evidence, collaborate, analyse results and reflect rather than simply receive information.
Finally, present pupils with an engineering challenge:
“How could we provide necessary lighting while protecting local wildlife?”
Groups design and test a wildlife-friendly lighting solution, then present their evidence and recommendations to the school/community.
This develops the new STEM emphasis on agency, outdoor learning, collaboration, creativity, problem-solving, evidence-based reasoning and real-world action.
-
-
Reflecting on biodiversity in North Dublin City, I would encourage my second-class learners to explore the variety of plants, insects, birds and other living things that share their local environment. I would begin by asking the children what animals and plants they have noticed around their school, gardens, parks or streets. This would allow me to build on their existing knowledge and encourage them to recognise that biodiversity exists even within a busy urban area.
I would organise a short biodiversity walk around the school grounds or a nearby green space. Working in small groups, the children could look for different plants, insects and birds and record or draw what they find. We could then discuss what these living things need to survive, including food, shelter, darkness and suitable habitats.
I would introduce light pollution by asking the children what happens to the night sky when there are many artificial lights. We could explore how excessive artificial light may affect nocturnal animals and insects by disrupting their natural behaviours, such as feeding, navigating and finding shelter. The children could investigate local sources of artificial light and consider which areas might provide darker habitats.
We could then go about trying to build a bat box or bird box and set aside some of our school garden for biodiversity.
-
-
<p class=”isSelectedEnd”>I would choose the first option and engage my students in exploring biodiversity in our local area, with a particular focus on how light pollution affects the wildlife.</p>
<p class=”isSelectedEnd”>Firstly, I would begin by taking the children outside to observe the different flora and fauna that can be found around the school grounds, and in our local park across the road. We would have a discussion about the difference between animals that are active during the day and the nocturnal species that are active at night.</p>
<p class=”isSelectedEnd”>The children could then investigate how artificial light might affect nocturnal animals. For example, in groups exploring how bats use darkness to hunt and how artificial lighting can affect insects, which are attracted to lights and may become disorientated. The children could map sources of artificial light around the school and identify areas that could be made darker by using less of this artificial light.</p>
As a class, we could discuss simple changes that might support biodiversity, such as switching off unnecessary lights, using motion sensors or ensuring outdoor lighting is directed downwards. Working collaboratively in their groups, the children could make suggestions for improving the school environment. As always, this would allow them to develop observation, investigation and problem-solving skills while also understanding that small changes in our local environment can have a positive impact on biodiversity. -
To include nocturnal species in my school’s biodiversity plan I would like to:
- Create a dark habitat area: Designate part of the school grounds as a low-light/no-light zone, particularly around trees, hedgerows, wildflower areas or a pond.
- Plant for nocturnal insects: Include native plants that produce nectar in the evening or remain accessible to night-flying insects. This supports moths and other insects, which in turn provide food for bats and birds.
- Support bats: Protect mature trees and potential roosting sites. You could also install appropriately positioned bat boxes, ideally with advice from a local bat/ecology organisation.
- Reduce light pollution: Ensure outdoor lights are only used when necessary, are switched off when the school is closed, and are directed downwards rather than into trees or vegetation. Avoid illuminating potential bat habitats.
- Provide shelter: Retain hedges, dense shrubs, leaf litter, log piles and other natural areas. These can provide daytime shelter for animals that become active at night.
- Protect food chains: Avoid pesticides and herbicides where possible. A healthy population of insects is particularly important for nocturnal predators such as bats.
- Include nocturnal species in monitoring: Children could look for evidence of nocturnal wildlife without disturbing it—for example, using bat detectors, looking for moths around suitable plants, or recording tracks and signs during the daytime.
- Teach children about night-time biodiversity: Make nocturnal wildlife part of science and environmental lessons. Pupils could investigate questions such as “What happens in our school grounds after dark?”
- Consider seasonal disturbance: Avoid unnecessary night-time disturbance during important breeding, nesting or hibernation periods.
-
This is a practical approach to including nocturnal species within a school biodiversity plan. I particularly like the emphasis on creating a dark habitat area, protecting natural features and reducing unnecessary artificial lighting, as these actions can benefit a wide range of wildlife. The focus on native plants, insects and bats also demonstrates a understanding of how interconnected the food chain is. The suggestion to involve children in monitoring and investigating nocturnal wildlife is particularly beneficial. Activities such as using bat detectors, observing moths or recording signs of wildlife allow pupils to develop curiosity and scientific skills without disturbing the animals. The question “What happens in our school grounds after dark?” would provide an excellent starting point for an inquiry-based STEM project. I think the inclusion of seasonal considerations and pupil learning makes the plan really strong. These ideas would help create a school environment that not only supports biodiversity but also gives children meaningful opportunities to become young environmental scientists and active protectors of their local wildlife.
-
I would incorporate the needs of nocturnal species into a school biodiversity plan by recognising that biodiversity does not stop when the school day ends. Many species, such as bats, moths, hedgehogs and owls, rely on darkness for feeding, shelter and movement. Protecting dark areas around the school could be an important part of supporting local wildlife.
Also, as a class we could carry out a simple light-pollution audit to identify areas where artificial lighting is unnecessary or too bright. Where possible, lights could be switched off when not needed, use timers or motion sensors, and be directed downwards to reduce light spilling into gardens and habitats. Planting native trees, shrubs and wildflower areas could also provide shelter and food for nocturnal species.I would involve pupils by allowing them to investigate which nocturnal animals are present in the school grounds, keep wildlife records and learn about their habitats. This could lead to practical actions and help pupils understand that creating a healthy biodiversity area means considering wildlife both during the day and at night.
-
I love how practical these ideas are. I firmly believe that when learning about societal problems such as pollution, the biggest focus should be on ways in which children can help. I imagine they would get a great sense of responsibility and satisfaction from making real-life, school-wide changes to support 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’d start by taking the class outside into the woodland area near the school during the day. I would encourage pupils to look for and count living things like different plants, mini beasts, birds etc, using a simple tally sheet. This would hopefully give them a real feel for what biodiversity means and show the wide range of species we have in our school environment.
Next, we would have a discussion the animals that might live in our school environment and how they behave at night versus during the day. We’d look at pictures of our school area at night and talk about which spots are brightly lit and which are dark and where we think the animals prefer.
To create a home/school link and to take advantage of the various different types of areas where pupils live, I would encourage pupils to take a dusk walk with their parents and take note of well-lit versus dark areas and the animals/insects they see in both.
Finally, the children would draw or write about what they found, and suggest one simple idea to help nocturnal animals who live near either the school or their home.
-
I really like your idea here about the home/school link Caroline and encouraging the children to go on a dusk walk with their parents and look at the well-lit versus dark areas and the animals and insects they see in both. We are really lucky to have a lovely biodiversity walk right beside our school and we spend a lot of time on it over the course of the school year, but never at dusk because of the time so your idea is definitely something that I will be suggesting to the children in my class next term. I think it will give them a really different experience to the one they are used to on the trail and the opportunity to compare and contrast what they see and find at the different times too.
-
-
Module 4 Assignment
How would you incorporate the needs of nocturnal species, especially those that rely on dark skies into school diversity plans.
I would incorporate the needs of nocturnal species into school diversity plans by undertaking an environmental audit using what we have already learned about light pollution and its effect on nocturnal animals. Some areas we could look at are:
School lighting – Identify areas where artificial light is unnecessary or excessive, particularly around trees, hedgerows, ponds and other wildlife habitats. Could these be timed or dimmed?
Create dark zones – Where possible, designate parts of the school grounds as low-light areas to support nocturnal insects, bats, birds and other wildlife.
Use wildlife-friendly lighting – Install low-intensity, warm-coloured lights with timers or motion sensors, and ensure lights are directed downwards rather than towards habitats or the night sky.
Involve learners – Students could map lighting around the school, research local nocturnal species and suggest improvements. This would give them ownership of biodiversity decisions.
Monitor the impact – The school could record changes in wildlife activity over time, for example through bat detectors, insect surveys or observations.
These activities could be shared across the school so everyone was involved in the process.
-
I really like how practical and achievable your ideas are. Creating dark zones and using wildlife-friendly lighting would have a positive impact on nocturnal species while also making the children more aware of their local environment. I especially like the idea of involving learners in mapping the school’s lighting and monitoring changes in wildlife, as this gives them ownership of the biodiversity plan and makes the learning meaningful.
-
-
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans:
I would incorporate the needs of nocturnal species into our school biodiversity plans by encouraging the children to investigate how the school environment supports animals that are active at night. The children would be given the opportunity to carefully explore and investigate the world around them.
I would begin with a biodiversity survey of the school grounds. Working in groups, children could identify native plants, insects, birds and other animals that live in or visit the school environment. We could then investigate which animals are nocturnal and learn about species such as bats, moths, beetles and other invertebrates living in/ around our school. The children could explore how artificial light at night may affect these animals, particularly bats and insects, and discuss why dark areas with less artificial light are important for wildlife.
The children could record and organise their observations as data. They could create tables, tally charts and graphs showing the different species found or comparing areas with more and less artificial light. This information could then be used to improve biodiversity plans for our school.
Reflecting on this activity, I think it would help children understand that biodiversity is not only about what we can see during the daytime. It would encourage curiosity, teamwork and scientific questioning while giving the children an opportunity to make positive changes to their school environment. As a class, we could suggest practical actions such as reducing unnecessary outdoor lighting, protecting darker areas and planting native species that provide habitats for wildlife. This would make the learning purposeful and give children a sense of responsibility for their local environment.-
I really like how you have highlighted that biodiversity is not just about the animals and plants we see during the day. I think this is an important point for children to understand, particularly when considering nocturnal species such as bats, moths and beetles. The biodiversity survey is a strong starting point because it allows the children to investigate their own school environment and gather real evidence. I also like how you have included tally charts, tables and graphs, as this brings mathematics and STEM into the investigation in a meaningful way. The idea of comparing areas with more and less artificial light is particularly effective because the children can use their findings to suggest genuine improvements. I think the practical actions, such as protecting darker areas and reducing unnecessary lighting, would give the children a real sense of ownership and responsibility for their school environment.
-
-
I would engage my learners in exploring biodiversity in the local area by beginning with a discussion about the different plants, insects, birds and animals they might find around the school. We could take a walk around the school grounds and encourage the children to observe and record the different species they see using photographs, drawings or a simple checklist.
We would then explore how light pollution can affect local biodiversity, particularly nocturnal animals such as bats, moths and hedgehogs. The children could investigate where artificial lights are located around the school and discuss how these might affect wildlife and their natural habitats.
As a class, we could discuss ways to support biodiversity, such as reducing unnecessary lighting, creating darker areas and planting suitable flowers and plants. This activity would encourage children to observe their environment, ask questions and understand how human activity can impact wildlife. It would also encourage them to think about practical ways they can help protect biodiversity in their local area.
-
-
We could learn about how nocturnal animals depend on darkness to feed, navigate and avoid predators. The school could create a “dark sky” area by reducing unnecessary outdoor lighting, using lights only when needed and ensuring they do not shine into trees or hedgerows. We could plant flowers that attract moths and other insects, providing food for nocturnal wildlife. Hedgerows, trees and quiet corners should be protected as habitats and wildlife corridors. Children could carry out evening observations such as listening for bats or recording moths with an adult. We could also make posters encouraging the school community to switch off unnecessary lights at night. These activities would help children understand that protecting darkness is an important part of protecting biodiversity.
-
For my multi-grade classroom, I would explore biodiversity by encouraging the children to investigate the wildlife and habitats around our school and local area. I would begin with a nature walk, asking the children to observe and record the different plants, insects, birds and other animals they find. Younger children could draw or photograph their findings, while older pupils could classify species and record where they were found.
I would then introduce the link between light pollution and biodiversity, asking the children to consider what happens to animals that are active at night. We could investigate how artificial light may affect nocturnal insects, bats and birds, and discuss how this could impact food chains and local ecosystems.
This would connect strongly with the Primary School Curriculum Framework, particularly the emphasis on children being active learners, investigating their environment and developing problem-solving skills. I would also incorporate the new STEM approach by challenging groups to design a “wildlife-friendly” lighting solution for our school, using observation, creativity, teamwork, technology and engineering. This would make the learning practical, meaningful and connected to our 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.
As a school, we celebrate World Biodiversity Day each year by taking the short walk to a local resident’s ‘biodiversity garden.’ The owner of this garden is hugely passionate about local wildlife. He gives us information on local species and shows us the various strategies he implements to support biodiversity. Some of the ways he enhances biodiversity in his garden include:
– Bug hotels
– Ponds
– Wildflower patches
– Bird boxes
– Planting trees
– Dens for small animals to shelter from predators made from twigs and branches
– Hedgehog hotels
– Compost heapsThis resident kindly supports the school to implement these measures in the school grounds, and children are also encouraged to introduce some of the strategies in their own gardens at home. I would encourage any school to reach out to the local community and identify individuals with an interest in wildlife who may be willing to share their knowledge, ideas and practical solutions, helping children to understand how they can actively support and protect wildlife.
This year, I will definitely expand on this learning by introducing children to the idea of light pollution. We will discuss various species around our school who may be affected by light pollution, identify ways in which the school may be contributing to light pollution, and brainstorm ways in which it could be reduced.
-
-
-
-
I really like how you have built a strong connection between the school and the local community through the biodiversity garden. It gives the children a very authentic, hands-on opportunity to learn about local wildlife and, importantly, shows them practical ways they can support biodiversity themselves. The range of features in the garden, from bug hotels and ponds to wildflower areas and hedgehog shelters, would also provide lots of opportunities for observation and investigation.
I particularly like your idea of building on this existing learning by introducing light pollution. The children could investigate whether some of the biodiversity features they have already created might be affected by artificial light at night. This could lead to some interesting questions, such as “Where do insects go at night?” or “Would a hedgehog choose to travel through a brightly lit area?” It would be a great way to show the children that protecting biodiversity involves considering the whole environment, including the importance of darkness.
-
Hi Lauren,
I really like what you’ve outlined for World Biodiversity Day, especially the connection you’ve made with someone in the local community. It’s a great way for the children to see biodiversity in action and learn about practical things they can do themselves.
I’ve noted some of them myself and plan to celebrate this day within our school this coming year.
-
-
-
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.We would start by exploring the nature all around our school. We have made lots of bird feeders around the school so it will be a wonderful to watch the birds and their activity .We would go on a bug hunt and discover the insects in the area. We will discuss the link between the species and how they rely on each other for their survival. I would next introduce the theme of light pollution and how bugs and insects are drawn to the light and how many die as a result. Therefore there is less food for the bird and animals. We would discuss the variety of ways that we can help with light pollution. Use down lighters, yellow or orange lighting ect. We would create posters for around the school to help raise awareness about light pollution and we could create stories on book creator to show to each class.
-
Hi Lianna,
Thank you for all your contributions across the modules of the course. You have shared different ideas to respond to the different activities in the course. I like how you plan to use digital tools such as book creator when recording the observations of the sun. You could consider using Stellarium in the class to prepare and support learners for the night time observations of the planets.
You are fortunate to have bird feeders around the school and using this to introduce the bioidversity in the school grounds. You could consider the different habitats in the school grounds, whether trees or grass etc, depending on the area of your school and discuss the different insects and nocturnal animals in the local area too. This would then lead to the discussion on light pollution you have outlined above. I like how you plan to create posters to raise awareness and then encourage the learners to take action.
Thanks for sharing, I hope you enjoyed the course.
-
-
I would explore biodiversity and light pollution with 5th Class in a suburb in Dublin using the Curious Minds/ESERO Framework for Inquiry. To engage the pupils, I would start with a walk around the school grounds/local areas and ask the question “What living things can we find here?” Pupils could work in groups to record birds, insects, plants and other signs of biodiversity on a map. I would then introduce light pollution by asking “What happens to animals when it gets dark?”
Investigation could begin with a starter question such as “Does artificial light affect the biodiversity found in different areas?” Pupils could predict which areas would have more wildlife and compare a brightly lit area with a darker area. They could record their observations. We could focus on nocturnal species such as moths and bats and discuss how aritificial light may affect their behaviour.
In taking thenext step, pupils could map areas of light around Donnybrook and design ideas for making local spaces more biodiversity friendly, such as reducing unneccessary lighting or using donward facing lights.
Reflection: I would ask the pupils what surprised them about their investigation and findings about biodiversity andl light pollution in the local area. I would also ask them whether their predictions changed and what they could do differently in the future. -
In our school we try to focus on biodiversity through the Green Schools Programme. The committee have been very instrumental in organising seasonal nature walks for younger classes to explore the plant and wildlife in the local area. There is also a class each year that engages in helping with the local community allotments. The children really enjoy this and take great pride in what the plant in the allotments. There is also a bug hotel in this area which is hugely popular and a great way to show the children the different insects that are found in the area. This year we also focused on planting wildflowers in areas of the school playground. The committee explained the importance of wildflowers and how they help with biodiversity. In the past we have also had bird boxes on the school grounds and the children enjoy seeing the different birds that come and go throughout the year.
-
To engage 5th Class learners in exploring local biodiversity and the impacts of light pollution using the Wild Things at School book i would blend classroom based literacy activities hands on learning and links to SESE curriculum.
– first id read the bat profile from Eanna Li Lamhnas’s Wild thnigs at school book in class focusing on key native/ local Irish species like the common pipisthelle.
i would introduce how bats navigate in pitch darkeness and play a game of moth and bat where blindfolded pupils use clapping to locate moths by listening for the return sound.
– then map out what bats eat from the book highlighting a single bat can eat over 2,000 insects a night connecting to local insect biodiversity.
– Explore local biodiversity. pupils learn outdoors using sweep nets to see what food sources are available for bats.
– trip to community beside our school – woodland area. teaching students to spot narrow crevices in mature trees, old stone walls etc.
– have students draw a basweline biodiversity plan for schools map.
– introduce how artificial light disrupts the behaviour of nocturnal animals.
– explore how birght LED lights act as invisible barriers.
– get children to write guidelines for loval schools and tidy towns advocating to protect noctuurnal animals
– dedicate corner of our school garden to nocturnal animals -
To begin, I would ask the children to name some Irish nocturnal animals and discuss their behaviours and roles within local ecosystems. This could lead to small group research projects on species such as bats, owls, or hedgehogs, with a focus on how they rely on dark skies for survival. We would then consider the impact of light pollution, both globally and locally, and a light pollution survey of the school grounds could help pupils see the issue first-hand. To make the learning more engaging, we might identify nocturnal species that live around the school, perhaps even using trail cameras to capture their activity. The class could then discuss practical measures to support these animals, such as ensuring outdoor lights are turned off after certain times or creating sheltered spaces. Finally, students could design a biodiversity map of the school grounds, highlighting areas that already support nocturnal life and suggesting improvements.
-
I would engage my Junior/Senior infant class in exploring biodiversity by carrying out a simple biodiversity survey of our school grounds and local area. We could identify and record the different plants, birds, insects and other animals we observe, discussing what each species needs to survive. I would then introduce the idea of nocturnal animals and encourage the children to think about what happens to wildlife after dark.
As a class, we could investigate the amount of artificial light around the school and consider whether this might affect local wildlife. The children could observe insects attracted to lights and discuss how bats, birds and other nocturnal animals may be affected. For example, the module highlights that light pollution can reduce bats’ foraging time and affect their navigation, while bright lights can confuse migrating birds and disrupt the feeding of invertebrates.
Finally, I would challenge the children to suggest ways we could make our school grounds more wildlife-friendly, such as creating wildflower areas, planting native trees and hedgerows, and reducing unnecessary lighting.
-
Hi Bébhinn, I really like how you have made this suitable for Junior and Senior Infants. Starting with a simple biodiversity survey is a great way to get the children observing and talking about the wildlife around them. I also like how you introduce nocturnal animals by encouraging them to think about what happens after dark. The final part is particularly effective as the children are given the opportunity to come up with their own ideas for making the school more wildlife-friendly. The wildflowers, native planting and reducing unnecessary lighting are all simple, practical actions that children can understand and get involved with.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
From what I have learned throughout this course, I would include the needs of nocturnal animals in the school’s biodiversity policy. We could look at the lighting around the school and identify where lights are needed and where they could be reduced or switched off. We could use timers, motion sensors and make sure lights point downwards rather than into trees or other habitats. It is important to teach the children and wider school about the importance of our wildlife and the role they play in our community and environment.
As a school, we could also create wildlife-friendly areas with native plants and safe spaces for animals. Pupils could learn about different nocturnal species, such as bats, moths, hedgehogs and owls, and investigate how artificial light can affect them. This could be included in our Green Schools work and biodiversity projects. This would help children understand that small changes in how we use light can make a difference to local wildlife. -
Option One: How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Living in Co. Mayo provides a great opportunity for pupils to explore the biodiversity in their own local area and investigate how light pollution may affect it. As some pupils live on farms and others in towns and villages, they will have different experiences of local wildlife and artificial light.
I would begin with a trigger or provocation, asking the children: “What animals do you think are active when we are asleep?” We would create a class list of nocturnal animals they might find locally, such as bats, moths, owls, hedgehogs and other insects. I would then ask: “What do you think happens to these animals when we turn on lights at night?” This would introduce the idea that artificial light can affect the behaviour and habitats of nocturnal wildlife.
The children would become “Biodiversity Detectives” and investigate the wildlife around our school and local area. They could work in groups to identify plants, insects, birds and other animals they observe, using photographs, identification guides or suitable apps. We could compare areas with different levels of artificial light, for example, the school grounds, a village street and a darker rural location. Pupils could record what they find and look for differences in the types or numbers of wildlife present.
We would then investigate the possible impacts of artificial light. For example, bright lights can attract or disorient some insects, while other nocturnal animals may avoid illuminated areas. This could affect feeding, movement and predator-prey relationships. The children could explore these ideas through research, observation and simple data collection rather than simply being given the answers.
To bring the investigation together, I would ask: “How can we protect both people and wildlife while still having the lighting we need?” Groups could design a wildlife-friendly lighting solution, considering brightness, direction, timing, movement sensors and shielding. They could create models, drawings or digital presentations explaining how their designs could reduce the impact on biodiversity.
Finally, the children could identify an action we could take in our own school, such as ensuring unnecessary outdoor lights are switched off or encouraging the use of downward-facing, sensor-controlled lighting. This would allow them to see that biodiversity and dark skies are connected, and that even small changes in our local area can help protect wildlife.
-
-
This is a really engaging approach that makes excellent use of the children’s local environment in Co. Mayo. I particularly like the idea of pupils becoming “Biodiversity Detectives”, as this gives them an active role in investigating wildlife rather than simply learning facts. Comparing rural and village areas would also make the impact of artificial light more meaningful. The final design challenge is a great way to encourage problem-solving and allows the children to see how practical changes in their own school could help protect local biodiversity.
-
really like the idea of making the children Biodiversity Detectives. It would make the activity very engaging and give them a real purpose when exploring their local environment. I also think comparing pupils’ experiences of living in rural areas, on farms and in towns would lead to some really interesting discussions about the amount of artificial light they notice at night. The idea of asking the children to design their own wildlife-friendly lighting solution is a great way of bringing STEM into the activity too. It encourages them not only to identify the problem but also to think of practical solutions. I particularly like that the activity finishes with something the children could actually change within their own school, as this would help them see that even small actions can have a positive impact on local biodiversity.
-
-
Option 1
I would start by taking the children outside and seeing what biodiversity we already have around the school. We could do a simple survey of the school grounds and see what plants, birds and insects we can find. I think this would be a good way to get them interested before introducing the idea of light pollution.
I would then ask them what they think happens to wildlife when it gets dark. We could look at nocturnal animals such as bats, owls and moths and discuss how they rely on darkness. The children could look at areas around the school that are more brightly lit and areas that are darker and make predictions about where they might find more wildlife.
I would also introduce the idea that light pollution can affect insects, which can then have an impact on animals such as bats and birds that feed on them. To finish, I would get the children to think about some simple changes we could make around the school to make it more wildlife-friendly.<span class=”Apple-converted-space”> </span>
-
I would engage my 3rd class pupils by taking them on a local biodiversity walk around the school grounds or nearby area. Working in small groups, pupils could observe and record different plants, insects, birds and other living things using a simple biodiversity checklist or tablet to take photographs. Back in the classroom, we could create a class biodiversity map or display showing what we discovered. I would then introduce the idea of light pollution through pictures, videos and discussion, asking pupils what happens to the night sky when there is too much artificial light. Pupils could investigate how light pollution might affect nocturnal animals, insects and birds, for example by disrupting feeding, movement and sleep. They could work together to suggest ways our school or community could reduce unnecessary lighting and protect local wildlife. This would encourage curiosity, observation, teamwork and environmental awareness.
-
In my school we have a Green School committee who do fantastic work at monitoring lights in the classroom during the day however going forward this could be extended to monitor light pollution and see if there are areas that could potentially have an impact on wildlife. We do a ‘No Mow May’ in our school and over the last 2 years we have had a native orchid growing in the school grass. So the effects of not mowing are seen first hand by the children.
I do think we could be doing more to explore our local biodiversity. We live quite near a bog and I would love to do a big hunt or bio blitz on the bog with my class and observe and discuss our findings. While the bog itself is obviously quite rural, at the very front is a large hotel and coffee shop and tennis courts which are very busy. I’d be interested to see if there is an impact on the wildlife from the light pollution in this specific area.
Going back to the school the Green school committee could suggest ways to make the school more biodiverse friendly by ensuring all lights are switched off at the end of every day so as not to disturb any nocturnal animals, they could suggest that only downward facing shield lights are used in outside area and ensure that only native flowers and hedgegrows are planted in our school garden. I would also encourage them to spread an awareness regarding wildflowers to check before sowing them to ensure only ones native to Ireland are sown.
To link in with home children could also complete an observation report at home to take note of any nocturnal species they see in their gardens and to look up at the night sky and describe what they see or notice is impacting if any their vision of the sky in regards to light pollution etc. They could also be encouraged to protect any dark space in their own gardens for wildlife to thrive.
-
I love the natural link of the green school commitee. It is already such a busy committee but a great way of highlighting issues to other classes and get whole school working on improving light pollution firstly within the school. Then working as a whole school community to work together making suggestions to impove the wider community.
Great suggestions.
-
-
I would engage my learners by starting with a discussion about what biodiversity means and asking them what plants, insects, birds and other animals they have noticed around the school. We could take a biodiversity walk around the school grounds and record the different living things we find. Children could work in groups, using tally charts, drawings and photographs to record their observations. We could compare different habitats, such as grass, trees, hedgerows and flowerbeds, and discuss what each provides for wildlife.
I would then introduce light pollution and ask the children whether they think artificial light at night could affect wildlife. We could investigate sources of artificial light around the school and local area, such as streetlights, security lights and buildings. We could discuss how nocturnal animals may be affected by artificial light, including changes to feeding, movement and behaviour.
Children could create a simple map showing areas of high and low light pollution and compare these with the habitats they have identified. They could then suggest ways the school could support biodiversity, such as reducing unnecessary lighting, planting native species, creating wildlife-friendly areas and allowing parts of the school grounds to grow naturally.
This investigation links with the curriculum. It will develop observation, questioning, recording, communication and problem-solving skills while encouraging children to become responsible caretakers of their local environment. Biodiversity in school grounds can also be developed through practical actions such as planting, creating shelter and reducing pesticides.
-
Aislinn, I really like your idea of starting with a simple discussion about biodiversity and allowing the children to share what they already know. I think the biodiversity walk would be a great way to get the children interested, as they are able to see and record things for themselves rather than just learning about them in the classroom. I also like the idea of comparing different habitats, as it would help children understand why certain animals and insects are found in particular areas.
The link between light pollution and nocturnal animals is also very interesting. Creating a map showing areas of high and low light pollution would make the activity more practical and give the children a clear visual representation of what they have discovered. I think the final step of suggesting ways the school could help biodiversity is particularly useful, as it gives the children a sense that they can make a difference. It also links well with developing responsibility for their local environment.
-
-
How would you meet the needs of nocturnal species especially those that rely on dark skies into your biodiversity plans
Area: Swords, Co. Dublin.
To support nocturnal species, we would first survey the school’s lighting to identify where unnecessary light pollution is coming from. An easy place to start would be checking whether classroom and corridor lights are being left on overnight, as these could contribute to light pollution outside the school. We could then look at the outdoor lighting and identify which lights could be switched off when they are not needed, or replaced with motion-sensor lights. As a follow-up, we could investigate the direction, colour and shielding of outdoor lights to make sure they do not shine unnecessarily into trees, hedges or other wildlife habitats.
We could also create or protect darker areas around the school using native trees, hedges and planting, providing safe routes for nocturnal wildlife such as bats and moths. The project could extend beyond the school by encouraging students to look at outdoor lighting at home, considering whether lights are necessary and how they might be made more wildlife-friendly. This could also give students the opportunity to look for nocturnal wildlife in their own gardens, something they would not be able to do during school hours. This would help students understand that protecting dark skies is something the whole community can contribute to. -
As part of my teaching in Fifth Class in Gainstown, Westmeath, I would encourage my pupils to explore the biodiversity around our school and local area. I would first explain that biodiversity means all the different plants, animals and insects that live in an area. We could go outside and look for different types of wildlife, such as birds, insects, flowers and trees. The children could work in groups and record what they find. We could then make a simple map of the different types of wildlife and habitats around our school.
I would also introduce the idea of light pollution and explain how too much artificial light at night can affect animals. We could talk about animals that are active at night and how bright lights might make it harder for them to feed, move around or find shelter. The children could look around the school for different sources of artificial light and discuss whether they are necessary. We could then think of simple ways to reduce light pollution, such as turning off lights when they are not needed and making sure outdoor lights point downwards. This would help the children understand how small changes can help protect wildlife in our local area.-
I had a similar idea to yourself Eoghan with the children going outside and looking at biodiversity in the local area but I hadn’t thought of making a map of what they had found. This is a great one as it will give a visual picture of the work that the groups have done and is a great resource to hang on the wall to support the lesson.
Thanks for sharing!
-
-
-
Our school already has a really strong focus on biodiversity through our Green Schools work and our school garden. We have a pond, native trees, wildflower areas, a hedgerow, dead hedge, bird boxes, a bat box and pollinator-friendly spaces, so the children already have lots of opportunities to observe and learn about wildlife. Not bad going for an inner city school!
We could build on this by getting the children to think about what happens in our garden after dark and the needs of nocturnal species. We could investigate what animals might be active at night and consider whether the unavoidable light pollution could be affecting them. We could look specifically at bats, moths and other nocturnal insects and discuss how artiificial lighting might affect their behaviour and habitats. We could also avail of the resources on the urban fox as they tend to frequent our garden fairly often too. -
<p class=”western”>Our Coiste Glas/ Green-Schools Committee are about to start working on our new theme, Biodiversity so this module is of great relevance to my school. To engage learners to explore biodiversity in our local area should be easy as we have great amenities beside us. The first step would be simple, just to step outside!</p>
<p class=”western”>We are lucky to have the War Memorial Gardens beside us which is run by the OPW in Dublin. We have a very good relationship with the Park Wardens and they are happy to help us by accomodating our pupils for any cross-curricular themed lessons we are doing in the park and gardens.</p>
<p class=”western”>To start, I would plan a lesson where we discuss in class the nocturnal animals that the children think might be living in the park. We would discuss as well the effect that light pollution would have on these animals. After our inclass work, we would move outside and go to the park to interview the Park Wardens and ask them what nocturnal animals they know are living in the park and what area of the park they are living in, without going too close to these areas to disturb their habitat.</p>
<p class=”western”>I would ask the children to then look at the lighting in the areas around these habitats and to take note of the kind of lighting that it is, a soft light or a harsh LED light. The park runs along the River Liffey so I would ask the children to look at the kind of lighting that is used on the way down to the river from their habitat.</p>
<p class=”western”>We could collect our observations and have a whole-class discussion when back in school on the positive and negative impacts that light pollution will have in our local biodiversity.</p> -
We are very lucky in that our school was chosen by our local county council to receive a school “Biobox” as part of a pilot initiative to support biodiversity. A particularly useful resource included in the box was fans/swatches of trees, insects, plants etc. to help with species identification (like the ones seen in this module).
Based on these resources, over a series of lessons, I would have the children in my class create their own mini fans of trees and insects, using the templates provided. These would not be as detailed as the main fans but would cover most of the local species we would expect to see at the local lake area.
We would then go on a walk to the lakes, and use our fans to help identify the native plants, trees and insects. The children would work in small groups and take photos of their findings.
We would also note the presence and location of artificial lighting around the lakes, and the type e.g. shielded/ unshielded, LED etc.
When back at the school, I would ask the children whether they thought we observed all insect/ animal species that usually live at the lakes, and why/ why not.
We would then discuss the concept of nocturnal animals, and explore a species in further detail e.g. bats using the resources in this module. We would finally discuss and explore whether we thought the street lights we observed around the lake area might affect these animals, and why/ why not.
-
Engage the learners to explore biodiversity in the local environment and the possible impacts of light pollution on local biodiversity.
Explore: To begin the students would establish what biodiversity is present in the school grounds. They would carry out a biodiversity study or BioBlitz, recording as many plants and animals as possible and using books and websites to identify them. An enjoyable way is to do a bug hunt. Pupils will describe any plants and animals they can’t identify. These findings can be recorded by the pupils on biodiversityireland.ie. Students will draw a biodiversity map to show what plants and animals are found in their school grounds. They can use maps and species records to find out if any nocturnal species have been found locally. Useful videos from heritage in schools’ specialists can help to guide students with their exploration. Plan: students will need to decide what improvements to make in the school. They will make a plan by adding proposed actions to the biodiversity map or create a model from waste materials. Make: establish a wildflower meadow by reducing mowing to certain months e.g. no mow May. Make bird or bat boxes and link in with a local environmental specialist for advice. Evaluate: the students will evaluate whether their action plan has helped to provide food, water and shelter for a range of species. They will be asked to consider if the plan was easy to implement. Did the action plan have any effect on reducing light pollution? If a biodiversity study is carried out each year at the same time, the pupil’s data can easily be compared.-
Hi Maria
Welcome to the course and thank you for your contributions across the other modules.
I like the idea of the BioBlitz to explore the biodiversity in the school grounds. Spotters guides are also a great way to support their observations and I like how you are encouraging the learners to draw and describe anything they don’t know. You could include spotters guides or images of nocturnal animals to introduce the discussion on nocturnal animals and why they may not be seen during the day. A biodiversity map is a great way of the learners showing and recording their observations and gives them an opportunity to reflect on how it can be improved as you have outlined. A great idea to conduct the survey annually to compare data too.
Thanks for sharing, I hope you enjoy the course.
-
-
-
Living and teaching in west of Ireland, more specifically Galway, provides an excellent opportunity to explore biodiversity through the pupils’ own local environment. My local area is surrounded by a variety of habitats, including bogland, wetlands, hedgerows, woodland and areas connected to Lough Corrib and many other smaller connected lakes. The bogs are particularly valuable as a local biodiversity resource and provide an accessible context for pupils to investigate habitats and species.
I would like engage learners through doing a biodiversity investigation in the local area. Perhaps beginning with a nature walk, which is accessible from our school. Here children could record plants, insects, birds and other wildlife they observe. They could use identification guides or digital tools to photograph and identify species and create a class biodiversity map. I would supply cameras to groups of students to take pictures of birds they may see and then use the online Birdwatch Ireland website and give them the task of identifying them. This could then lead to an investigation into how light pollution might affect local wildlife.
Pupils could research how artificial light can disrupt nocturnal animals, particularly insects and bats (my local area is an area whereby the Lesser Horseshoe Bat is commonly found). This is especially relevant locally, as ecological assessments around us have identified concerns about artificial lighting affecting bat commuting and foraging routes. -
I would engage my learners by exploring biodiversity in our local area. Although we are in inner-city Dublin and have very limited outdoor space in our school grounds, there are still opportunities to observe birds, insects, plants and trees nearby. The Phoenix Park is close to us and would be a fantastic place to visit and experience a much wider range of biodiversity.
I would begin by asking pupils what wildlife they notice around the school and local streets. During a visit to the Phoenix Park, pupils could work in groups to record different plants, insects and birds using simple tally charts, drawings or photographs.
I would then introduce light pollution and discuss how artificial light might affect wildlife. Pupils could consider how street lights, buildings and construction may affect birds, insects and bats.
Back in school, pupils could compare the biodiversity found in the city environment with what they observed in the Phoenix Park. They could discuss the importance of protecting local wildlife and suggest simple ways to reduce unnecessary light pollution. This would make the learning practical, relevant and enjoyable.
-
To help the children explore biodiversity in our local area, I would begin with a simple nature walk around the school and the surrounding area. The children could look for different plants, insects and animals and record what they find. As we are in a Gaelscoil, we could learn and use the Irish names for the plants and animals we discover. This would help the children develop their Gaeilge while also becoming more aware of the nature around them.
The children could use the Seesaw app on the iPads to take photographs of the plants and animals they find. They could then record their voices describing what they have seen and share a simple fact about each one. Where possible, they could use Irish vocabulary and simple sentences. This would make the activity interactive and give the children an opportunity to use Gaeilge in a meaningful way.
I would then introduce the idea of light pollution by explaining that too much artificial light at night can affect wildlife. We could talk about animals such as bats, moths and birds and discuss how bright lights can confuse them or affect their feeding and sleeping patterns. The children could discuss which animals they think might be affected and why.
For homework, I could encourage the children to go on an evening walk with a parent or guardian. They could look and listen for bats and other night time creatures and compare what they notice in brighter and darker areas. They could then draw a picture or write a few sentences about what they observed. We could discuss their findings in class and talk about simple ways we can reduce light pollution and help protect wildlife in our local area.
-
-
-
Hi Katie,
I love the idea of using Seesaw to capture and record their observations on the nature walk. They could also use it for the homework activity, as it would be a great link between home and school. I love the Gaeilge aspect too — we’re not a Gaelscoil, but it would be a great opportunity for the children to learn the animal and plant names as Gaeilge.
-
-
To incorporate the needs of nocturnal species into out school biodiversity plan I would begin by having my classes complete projects on nocturnal animals which they could present at a school assembly. They could do research into which nocturnal animals are in the locality.
I would borrow a moth trap from a local group, the children will learn about how it works and we will set it up and leave it overnight at the school. The children will record what moths are caught before releasing them again. The moth trap uses light to draw the moths in so this would be a good way to introduce the children to the effects of light pollution on nocturnal animals. They could explore other sources of light in the school and how these might affect animals at night.
The children will then use what they learned to make suggestions to make the school more friendly to nocturnal animals like moths and these suggestions could be used in the biodiversity plan for the school.-
-
Denise,
I really like the idea of using a moth trap, particularly as it gives the children a practical, hands-on way of exploring nocturnal biodiversity. I also think the fact that the trap uses light is a great discussion point. The children can see first-hand how strongly moths are attracted to artificial light and then consider what might happen when they encounter outdoor lighting every night. It would make the impact of light pollution much more meaningful than simply learning about it in the classroom.
-
-
When considering how I would engage my learners in exploring biodiversity in our local area and the possible impacts of light pollution, I think our own school environment in Adamstown provides a great starting point. We have recently had a visit from a fox, and we also have a family of hedgehogs living in our school garden. These real-life examples would make the topic more meaningful and give the children an opportunity to explore in more details the nocturnal animals that live around us.
Using their Chromebooks, learners could research animals such as foxes, hedgehogs, bats, owls. They could investigate what they eat, where they live, when they are active and how artificial light at night can affect them. This could also be linked with literacy through report writing.The children could structure their reports using headings such as habitat, diet, behaviour and Nocturnal Adaptations, threats and light pollution, and how we can protect them.
I think this project would make biodiversity learning engaging while encouraging the class to think about how we can reduce light pollution and protect nocturnal wildlife. -
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Laois County Council has some excellent resources on biodiversity in the garden, including videos, books and colouring books, which can be ordered free of charge for pupils or added to the class library. I would use these resources to introduce biodiversity, along with the David Attenborough video on biodiversity.
It is important that children understand how every living thing has a role to play and contributes to the health of our planet. We depend on one another and on healthy ecosystems for life to continue. By encouraging children to appreciate the nature around them, we can help them understand why protecting biodiversity is so important.
We need to address issues such as pollution and climate change and protect species that are under threat. Starting at a local level can help children become more aware of the wildlife and plants in their own communities. Birds, bees and many other species in Ireland are facing challenges, so encouraging children to observe and value their local environment is a great starting point.
I found the RTÉ clip about the long-eared bat particularly interesting. Learning about Ireland’s different bat species and the threats they face, including light pollution, would be fascinating for children. The conservation work with the lesser horseshoe bat in Mayo was also inspiring. Activities such as the Bat Moth Game would make learning about echolocation enjoyable and memorable. The ESERO Day and Night in the World resource also offers useful activities exploring how artificial light affects plants and animals.
-
We are very fortunate in our school to have beautiful grounds with trees, fields and a bug hotel, providing a wonderful landscape for observing and studying local wildlife and biodiversity.
I would engage my Junior Infant learners in exploring biodiversity by encouraging them to investigate the plants, insects, birds and other living things that can be found in our school grounds. We would start this unit by going on a nature walk and wildlife hunt outside to identify the various plants and animals that we share our school grounds with. This would be a particularly nice activity to do with our 6th class “buddies” as the older students would be very helpful in directing the children’s focus and encouraging them to truly explore. They could draw or photograph what they find and, back in the classroom, I could share these photos on the IWB for us to discuss where each living thing lives.
I would then introduce the idea of light pollution and ask the children to consider what happens to animals when it becomes dark. We could explore the difference between nocturnal and daytime animals and discuss why some animals need darkness.
As a follow-up, the children could identify lights around the school and discuss whether they are necessary. We could consider simple ways of reducing unnecessary light, such as turning off lights when they are not needed.
All of this would need to be done over a number of weeks with Junior Infants. However, I think it would be a very enjoyable unit of work for them.
-
-
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
We are extremely lucky where I live and teach to have a Biodiversity walk literally across the road from our school and we make lots of use of it every term.
I am also involved in the local Tidy Towns and look after the school link with them through our Junior Tidy Towns committee which is made up of children from second to sixth class. We were extremely fortunate to be able to explore our local area with two biodiversity scientists who are currently writing a biodiversity plan for our community. They showed us an area right beside our school grounds that they felt would be perfect for a long-flowering meadow and gave us advice on how we might manage this, in conjunction with our local Tidy Towns committee. The children were really intrigued with all of the ideas that the two of them had, and in particular with all of the plants they identified for us, the uses they told us they have and how many different types of insects and animals would be found there and in the trees and hedges beside it if we manage the area properly as a long-flower meadow. We were able to go back to our school and share this information with the children in other classes and other teachers took their class groups down to see it as a result.
When we are settled back in school I am definitely going to take the Junior Tidy Towns children out there again to see how the meadow is looking now that it has been left to grow wild for the past few months and compare it the photographs we took before the summer. Following on from what I have learned so far on this course, I will also discuss with them the impact that the flood lighting from the adjacent football pitch might have in terms of light pollution for the plants and animals who have made this meadow their home and how we might approach the local GAA club with a view to diminishing this impact, especially over the darker winter months.
This is also something that I can see myself exploring with my own Junior Infant class. They love our biodiversity walk and the freedom that they have on it to look at trees, plants, flowers, insects and some small animals. Last year we even managed to spot a red squirrel on the path ahead of us and there was great excitement!
-
To engage my Rang 1 learners in exploring biodiversity in Spiddal, I would begin by taking learning outdoors. We could go on a biodiversity walk around the school and on the walkway in tge local area, where the children woukd be looking for plants, insects, birds and signs of other animals. We would record what we find through drawings, photographs or a simple class tally. This would help the children recognise the variety of living things in their own community .
I would then introduce the question, “What happens to these living things when the darkness of night comes?” We would explore nocturnal animals found locally, such as bats, moths and other insects, (We could look at these on our billboard at the pier on the coastal tour) and consider how artificial light might affect them. Through a simple torch experiment, children could observe how light attracts or changes the behaviour of night-time creatures in a classroom simulation. We could then identify bright lights around Spiddal and discuss simple solutions, such as shielding lights, reducing unnecessary lighting and protecting dark spaces for wildlife.
-
2. Biodiversity Plans
When developing a school biodiversity plan, I think it is important to consider not only the species we see during the school day, but also those that use the school grounds at night. As mentioned in the presentation, nocturnal species such as bats, moths and owls depend on darkness for feeding, navigation and shelter, and artificial lighting can disrupt these behaviours.
I would involve pupils in investigating which nocturnal species might live around the school and identifying habitats such as hedgerows, mature trees and green spaces.
The biodiversity plan could also include a simple audit of outdoor lighting, considering which lights are necessary and whether they shine towards trees, hedgerows or the sky. Actions could include switching off unnecessary lights and using timers or sensors.
We could also protect dark areas by maintaining hedgerows, planting native night-scented flowers for moths and other insects and installing bat or owl boxes. This would help pupils recognise that darkness itself is an important part of a healthy habitat and that protecting dark skies can play a valuable role in supporting local biodiversity.
-
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans:
I especially enjoyed the part of the module that discussed bats. I think they are an under-appreciated and sometimes feared creature. It would be great to instil a curiosity in children around bats and their space in biodiversity.
Something that would be easy to implement in the school biodiversity plan would be ‘bat boxes’. In my locality, we have several bat boxes made of wood by locals including the Men’s Shed and other similar groups. There are lots of cross curricular activities that could be implemented by the children and perhaps Green Schools’ Committee to go about having bat boxes in the school.
- Approach the principal to run by the idea of getting bat boxes.
- Write a letter to the Men’s shed asking if they would be in a position to build the boxes, based on similar previous local contributions they have made. This could also be opened up to parents and guardians who have these skills
- The children paint and decorate them in school.
- Caretaking staff install them in appropriate areas – the children would work on where would be most appropriate. Can they find sheltered areas? Areas away from potential predators? Would the bats have access to feeding when they are awake? Biodiversity Ireland has a wonderful resource on how to best set up bat boxes. This would be a simple but very beneficial method of protecting bats and providing nesting space for them.
It would be imperative to regularly check in on the efficacy and appropriateness of the bat boxes – are they working? Why? Why not? What can we do better? Are they still in line with original aims and goals? Can we add more?
-
As I teach 5th Class in Dublin 7, I would like to engage my pupils in exploring the biodiversity in their local environment. As our school is located beside Phoenix Park, I could bring the children on a biodiversity walk where they would work in small groups to observe, identify and record the different plants, insects, birds and other wildlife they encounter. On returning to school, the children could compare their findings from Phoenix Park with a biodiversity survey of our school grounds and discuss why different species may be found in each environment. This could lead into an investigation of nocturnal wildlife and the impact of artificial light on biodiversity. The children could explore how light pollution can affect animals such as bats, moths and birds by interfering with feeding, movement and behaviour. Finally, groups could create a biodiversity map and suggest practical ways that our school could become more wildlife-friendly, such as planting native species and reducing unnecessary artificial lighting.
-
I really like your idea of using Phoenix Park as a starting point for exploring biodiversity. Being so close to such a large natural area gives the children a great opportunity to learn outside the classroom and observe wildlife in a real environment. I especially like the comparison between Phoenix Park and the school grounds, as it would help the children understand why different species live in different habitats. The investigation into nocturnal wildlife is also a great way to link biodiversity with light pollution. Looking at bats, moths and birds would make the impact of artificial light more relevant and easier for the children to understand. Creating a biodiversity map is a great final activity as it allows the children to show what they have learned while also thinking about practical ways to improve their own school environment.
-
Hi Ailbhe,
Welcome to the course. Thank you for your contributions across the other modules. You are very fortunate to have your school located close to the Phoenix park which would allow for lots of discussion on biodiversity prior to the walk. The learners would also get to observe a wide variety of plants, animals, birds etc. I like how you plan to compare their observations from the park to the biodiversity survey on the school grounds. This would allow for lots of critical thinking and engage the learners in learning about different habitats and the nocturnal animals too. I also like how you plan to explore practical ways to reduce light pollution in the school grounds to support the nocturnal animals and insects. Thanks for sharing, I hope you enjoy the course.
-
-
I would engage my Senior Infant class by starting with a discussion about the plants, insects, birds and other animals that they notice around our school and local area. We could take a short nature walk around the school grounds and encourage the children to look carefully and record what they find using drawings, photographs or simple tally charts. We could talk about where different animals live and what they need to survive.
I would then introduce the idea of light pollution and ask the children if they think artificial light at night could affect animals. We could investigate this by looking at areas around the school that are lit at night and areas that are darker. The children could predict which areas might have more insects or other wildlife. We could also use torches to explore how different levels of light affect a small model habitat. This would help the children understand that too much artificial light can disturb animals, insects and their natural behaviours, while encouraging them to care for biodiversity in their local area. -
In my class, once we have explored light pollution activities as outlined in module three and discussed the effects light has on our environment, I would then move on to explore biodiversity in our local area as well as the impacts of light pollution on local biodiversity. Each year we focus on biodiversity. We are lucky, in our school, to have a large school garden and access to the local park next door which we often use for biodiversity activities and explorations.
To engage the pupils I would first show them a video on nocturnal creatures that could be seen in the area such as the bat video shared in module four or any of the ones on moths or owls. I would ask them questions to establish their prior knowledge around biodiversity, nocturnal animals such as bats and owls and also invertebrates. I would initiate discussion around seeing in the dark and how these creatures navigate the night sky when it’s dark. If possible I would set a homework task for the pupils to explore their own gardens in the evening and report back what they saw including what behaviours they saw especially in lit up areas.
From there we would discuss night vision, explore echolocation and try out the activities and games shared in module four. I think the game of “Bat and Moth” is something all children, regardless of age would enjoy.
While in school during the day, a walk around the school would take plscr to look at how many light sources are around the place, including the park close by and discuss the impact these might have on animals in the local area. Are lights facing down, are they bright white lights, are they shining near trees, are the lights situated every near each other. We would record our findings on a map of the school and make a plan to improve the biodiversity value of the area. Our next steps could be to bring the findings to the school management team in the hopes that some or all the plan could be implemented. Having a voice in the development and changes made in the school is always something that engages pupils. -
Biodiversity
I would engage my 5th class in exploring biodiversity by focusing on our school grounds and local area. We would discuss the meaning of biodiversity and identify plants, insects, birds and mammals that the children have noticed locally. Using the ESERO videos and resources, I would introduce nocturnal animals such as bats, moths and owls and discuss the adaptations that help them travel, feed and hunt at night.
The children could carry out a biodiversity survey around the school, working in groups to observe and record different species and habitats. Identification guides or the Seek by iNaturalist app could help identify unfamiliar species.
I would then explore the connection between biodiversity and light pollution. The children could identify sources of artificial light around the school and consider how these may affect nocturnal wildlife, particularly moths and bats.
I would also use the ESERO night vision investigation to demonstrate the importance of darkness and how our eyes adapt to lower light levels.
To conclude, the children could suggest practical ways to improve biodiversity around our school and reduce unnecessary lighting. This would provide an engaging, inquiry-based learning experience while encouraging the children to consider how their actions can help protect local wildlife.
-
-
I would engage my learners by exploring the biodiversity that can be found in and around our school grounds. We would begin with a discussion about what plants, insects, birds and other animals the children have noticed locally. Working in small groups, students could take part in a biodiversity walk, recording the different species they observe using drawings, photographs or simple tally charts. This would encourage careful observation and help children understand the variety of life in their local environment.
We would then explore how light pollution might affect this biodiversity. I would introduce the idea that some animals are active at night and depend on darkness for feeding, navigation and reproduction. Students could investigate areas around the school that are brightly lit and compare them with darker areas, recording observations such as the number of insects or other animals they notice.
To extend the learning, students could discuss ways to reduce unnecessary lighting and design a lighting plan for the school. This would encourage curiosity, teamwork and problem-solving while helping learners understand how human activity can impact local biodiversity and how small changes can support the environment.
-
Hi Cian,
Welcome to the course and thank you for all your contributions across the other modules and outlining lesson ideas for observing the sun and the evening sky.
I like how you plan to have a class discussion about the biodiversity in the school ground prior to going out on their walk. This would encourage careful observation as you have mentioned and I like how you plan to record their observations using different methods. You could consider more discussion on nocturnal animals before the walk and ask will they get to observe them today, introducing the concept and then leading into the discussion on light pollution.
I also like how you are planning for the learners to reflect on action that could be taken in designing a lighting plan. As you have mentioned this would encourage teamwork and problem solving, thanks for sharing. I hope you have enjoyed 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.To engage learners in exploring biodiversity, I would begin in our school garden. Last year, the children planted potatoes, providing an excellent opportunity to investigate how plants support biodiversity. Since we planted the potatoes last March and only harvested some very small baby potatoes, we have a bed full of potatoes ready for harvesting. I am planning on developing some lessons using the potato bed and also the various beds that we have used for re-wilding.
I will take the class to the garden and divide them into small groups.
Activity 1: Potato Bed Biodiversity Hunt
Children use magnifying glasses and observation sheets to look for:
- Insects (bees, flies, beetles, ants), Worms, Spiders
- Birds visiting the area
- Weeds and other plants growing nearby
Children tally what they find and then compare their findings to the wildflower bed.
Recording
Children complete a “My Potato Bed Habitat” worksheet:
- Draw the potato plant.
- Draw three living things they observed.
- Write one sentence: “The potato plant shares its habitat with ______.”
Discussion
How do these living things help the biodiversity in our school garden. As an extension we would explore the impact of light pollution on the school garden and also explore the local park, Kilbogget Park to explore further the various artificial light sources and their possible impacts on nature in the area.
-
I would choose to explore biodiversity and the impact of light pollution in our local area with my class. I think this would be an interesting topic for children as it gives them the opportunity to investigate what is happening around them and think about how our actions can affect local wildlife.
I would begin by taking the children on a biodiversity walk around the school grounds and nearby area. We could look for different plants, insects, birds and signs of other animals and record what we find using photographs, drawings or a simple checklist. We could also discuss animals that we might not see during the school day, such as bats, moths and owls, and talk about why these animals are more active at night.
I would then introduce the idea of light pollution by looking at photographs of brightly lit towns and darker countryside areas. We could identify sources of artificial light, such as streetlights, houses, shops and cars. I would encourage the children to think about how this light might affect nocturnal animals. For example, we could discuss how moths are attracted to artificial lights and how bright lighting may affect bats when they are feeding and moving around at night.
As a follow-up, the children could identify sources of artificial light around the school and suggest simple ways of reducing unnecessary lighting.
Through this activity, I would want the children to develop a better understanding of biodiversity and recognise that our local area is home to many different plants and animals. I would also want them to understand that some animals depend on darkness to feed, move around and survive. Most importantly, I would hope they would begin to see that our everyday actions can have an impact on wildlife and that small changes can make a difference. I would like the children to become more aware of their local environment and develop a sense of responsibility for protecting it.
-
Considerations for creating a School Biodiversity Plan – Protecting the Night
1. Create a “Dark Corner” of the school garden where a designated area without artificial lighting, allowing children to create a safe habitat for nocturnal wildlife. Native shrubs, hedging, wildflowers, grasses and log piles could provide shelter and food.
2. Reduce unnecessary lighting where the children could carry out a simple school light audit, identifying which lights are essential and which could be switched off. Where lighting is necessary, the school could consider timers, motion sensors, appropriate brightness and downward-directed, dark-sky-friendly lighting.
3. Support bats and night-flying insects
We could plant native flowering plants to provide food for moths and other insects, while maintaining dark corridors around hedges, trees and planting areas.
4. Make the garden a learning resource where children could use photographs, simple observation sheets to investigate “Who visits our garden at night?” They could compare a brightly lit area with a darker area and record what they discover.
5. Develop a pupil-led Dark Skies action plan where children could create posters with simple messages such as: “Lights off when not needed”, “Keep our garden dark”, “Protect our bats / moths” and “Let the stars shine!” -
-
How would you engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
We would start off by learning what biodiversity is, why it is important and that it is in decline due to several threats such as clearance of land, climate change and pollution (of many kinds). We will learn that we can work together to improve biodiversity in our local area – starting with our school grounds. The children will brainstorm ideas that we could do to help biodiversity such as not mowing the grass, only planting native trees and plants, adding bird boxes and allowing native wildflowers to grow in many parts of the grounds. To learn about the biodiversity in our school, we will begin by observation and conduct a Bio-Blitz to find out what plants and animals are already living in our school grounds. We will use books, keys and websites to help us identify what we find and record everything by sketching or taking photos with school iPads. I will show the children photos of a family of foxes that lived under one of the cabins on the school grounds during Covid, and this may lead the children to wonder/discuss why we didn’t observe them ourselves and lead us into a discussion about nocturnal animals. We can develop a biodiversity map and species record of the school to share with the school community. Recording what we find on the National Biodiversity Data Centre as Citizen Scientists would be a fun and practical way to develop our sense of active citizenship. I love the feature of this that we can see what other people have recorded in our area also. As we learn about biodiversity, we will discuss the effect that light pollution is having e.g. disrupting navigation, feeding etc. and what we can do to help. Doing an audit of the lighting in and around our school with respect to the direction of the lights, the colour of the bulbs, the timing of their use etc. will be very useful to help us to come up with changes that may be necessary in order to reduce the impact of light pollution on nocturnal creatures. The children will then be able to replicate the Bio-Blitz and the lighting survey at home and perhaps go on an evening nature walk with their families and record anything they observe. They could also try some stargazing and notice the impact that light pollution is having on their ability to see the stars. This may encourage families to do their small part to reduce light pollution in their own area. -
I would engage my learners by exploring the biodiversity on our school grounds and looking at how light pollution may be affecting plants and animals. I would begin by asking the children what plants, insects, birds and other wildlife they notice in their local area and where they are most likely to find them. We have done biodiversity surveys in the past but I never considered the effect of light pollution.
We could take short walks around the school and local area to observe and record different species using an observation sheet. The children could then investigate how artificial light at night might affect wildlife. For example, we could explore how insects are attracted to lights, how birds and bats may be affected by artificial lighting, and how plants can be influenced by changes to natural periods of darkness.
I would encourage the children to compare areas with lots of artificial light to darker areas and discuss what differences they notice in biodiversity. We could use videos and resources from the course to support our learning. The children could then work in groups to suggest ways our community could reduce unnecessary light pollution and protect local wildlife. The Green School’s committee could lead this or create survey sheets/questions.
-
To engage my learners to explore biodiversity in our local area I would conduct a biodiversity survey of the school grounds or a nearby hedgerow.
to do this I would follow the heritage council videos from teh garen walk and also the wildflower walk, we would draw a birds eye view map of the schoolyard/hedgerow firstly, or hedgerow, I would take note of lighting/sensor lights and see whether the children think this will affect he biodiversity. Note all insects found,
When investigating the possible impacts of light pollution on local biodiversity, the study on insects around londons streetlightin, staying near the lights instead of pollinating the plants, would be a nice stimulus.We could then find a local hedgerow near street lighting, eg near local church, and one in a truly dary akear eg down a bog road, and compare findings.
-
I would engage my class in exploring biodiversity by starting with the school grounds and local area. I think children are much more likely to engage with biodiversity when they are investigating the plants and animals that are actually around them rather than only learning about them through books or videos.
We could begin by carrying out a simple biodiversity survey of the school grounds, recording the different plants, insects, birds and other wildlife we can find. I would then ask the children to consider what animals might be using the same area at night when we are not there. This would provide a good introduction to nocturnal species such as bats and moths and how they depend on darkness.
We could then identify sources of artificial light around the school and local area and discuss how these might affect nocturnal wildlife. Children could investigate issues such as insects being attracted to lights or artificial lighting affecting how bats feed and navigate.
I would like the activity to finish with the children suggesting practical improvements we could make around the school. This could include considering where lighting is actually necessary and how we could better protect darker areas for wildlife. I think this would give children a much better understanding of biodiversity as something that exists in, and is affected by, their own local environment.
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
To date, much of the focus of biodiversity in our school has been on diurnal species. Five years ago, with the help of a local community gardening group, we planted a wildflower meadow at the front of our school using locally sourced wildflower seeds. Since then, the children have had a great opportunity to observe daytime visitors to it, during spring and summer (e.g. bees, hoverflies, butterflies, birds, etc.). To be honest, nocturnal animals have been somewhat neglected in our biodiversity plan, so this is a great opportunity to focus on them now!
A nice starter would be ‘Animals of the World’ from Esero 30, to introduce diurnal and nocturnal animals. I would discuss what ‘nocturnal’ means and why animals are active at night rather than during the day (i.e. avoiding predators/competition, temperature, food availability).
The children would then follow up with a lighting survey of the school grounds, similar to the one on light pollution in the previous module, to assess whether our school is welcoming to nocturnal animals. I would make use of trail cameras, which will be essential in identifying nighttime visitors to the grounds.
I would then focus on nocturnal animals found in Ireland (hedgehogs, foxes, badgers, bats, owls) and ask the children to think of ways we could encourage some of them to visit our school, perhaps focusing on one particular animal, e.g. a bat or hedgehog.
Following on from learning about nocturnal animals, the children will complete a biodiversity survey of the school grounds and see what changes we can make, e.g. by increasing wild areas, reducing light pollution etc.
They could then design a habitat for the animals, such as a bat box or a hedgehog house (a pile of logs, leaves, moss, etc.).
I would then invite an expert from the local branch of BirdWatch Ireland or Hedgehog Rescue Dublin for an educational visit. -
-
Hi,
I would start by reading Owl Babies by Martin Waddell with my Senior Infant class. We would talk about the owls and animals that might live around our school. I would ask the children what animals they have seen near their homes or in the school playground.
We could go outside and look for plants and animals. We might see birds, insects, flowers, trees or signs of animals. The children could draw what they find and tell the class about it.
I would then talk about light pollution. We would discuss how lights at night can make it harder for animals to live and find food. We could talk about animals that come out at night and why they need the dark.
I think this would be a good activity for Senior Infants because they can learn by going outside and looking. It would help them notice nature around them and understand why it is important to look after it.
Thanks,
Michelle -
-
First of all we would have to explore our school grounds and do a biodiversity survey to see what plants, animals and minibeasts live in our school area. We could also invite a local biodiversity expert into our school to give us more information about the plants and animals around our school, especially the nocturnal species as they would be trickier for us to take note of during the school day without some expert assistance. We could also get the pupils to look at biodiversity maps Ireland to check if there are many nocturnal species around Boyle. After a quick search I have seen that there are bat habitats located near our school. This would give us an opportunity with the help of our heritage expert to investigate maybe where the bats are near our school but most importantly is there any sources of light pollution near these habitats.
We would then move on to making our biodiversity map where we could indicate the plants and animals that we found and the actions we could take to improve biodiversity. Such as;
- No Mow May
- Letting our hedges flower.
- Not using pesticides
- Identifying light pollution/waste and minimising it.
- Allowing different areas of the school to be mowed at different times and heights to allow time for pollinators.
- Make Bat & Bird Boxes.
- Establish a wildflower area for pollinators.
- Label the species of plants and animals in our school grounds.
I feel this would be a very good starting point to improve biodiversity in our school and bring this matter to life for our pupils while also focusing on our nocturnal species and protecting our darker skies.
-
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
A school biodiversity plan would consider the needs of nocturnal species by reducing unnecessary artificial light and protecting our dark skies. We have a Green-Schools Committee in our school lead by an APII post holder and made up of different children from senior classes. This would be a great project for them to organise as a whole school initiative as well as the local community involved to promote home school community links as I’m in. DEIS school. The children could explore how light pollution affects our local wildlife and in particular, our nocturnal animals. They would love this. A survey of the school’s outdoor lighting could be carried out and monitored over time to see if lights are being left on unnecessarily; does the school use lighting that points upwards; is warm-coloured lighting an option? For families, or for homework, children could observe and monitor the night sky and record any wildlife sightings and share their findings in class. They could also monitor their gardens at nighttime and see if they notice any signs of wildlife/species and to check for any unnecessary lighting being used in and around their homes. A whole-school campaign/action plan, with ideas and strategies, could then be organised to help protect our nocturnal animals and our local wildlife. This would be brilliant and so effective.
-
School biodiversity plans should consider nocturnal wildlife and the importance of maintaining dark skies. As we have learned, many species including bats, moths and owls, depend on darkness for feeding, navigation, breeding and avoiding predators.
Schools could create dark zones by switching off unnecessary outdoor lighting at night and using motion sensors where lighting is essential. Security lights should be directed downwards and designed to minimise light spill into trees, hedgerows and gardens. Where possible, schools could avoid installing lighting near bat roosts, nesting areas and wildlife corridors. They could also used warm toned lighting where lighting can’t be avoided.
Planting native, night-friendly habitats can also support nocturnal species. Night-scented flowers such as evening primrose and honeysuckle can provide food for moths and other pollinators, while hedgerows, long grass and log piles offer shelter for insects and small mammals. Schools could also protect mature trees and install bat boxes where appropriate.
Students could monitor nocturnal wildlife through moth trapping, bat detectors or wildlife cameras, helping them understand how artificial light affects biodiversity. The school could then use their findings to set targets for reducing light pollution and improving habitats.
By treating darkness as an important habitat feature, schools can create biodiversity plans that support wildlife throughout the entire 24-hour cycle.
-
I completely agree with you Carmel. Biodiversity awareness and plans are becoming more prominent but there is little consideration for nocturnal wildlife and dark skies. I like your idea of using motion sensors on outdoor lights so they only turn on when needed. Another great point is ensuring light is not shining into vegetation as it isn’t needed there and is harming biodiversity. I think making and installing bat boxes is another great idea and ensuring they are put in a place that is not effected by artificial light at night. These are excellent steps to ensure biodiversity is being supported 24/7
-
-
I would engage learners in exploring biodiversity in their local area by making the learning relevant to their own lives and experiences. As many of the pupils come from farming backgrounds, I would use the local farming landscape as a starting point. We could explore the biodiversity found around farms.
One particular focus could be bats. Bats are a familiar but often less visible part of our local biodiversity and they provide an excellent opportunity for pupils to investigate how farming practices, buildings and changes to the environment can affect wildlife. We could discuss where bats might live and feed, what they eat and why hedgerows, trees, ponds and areas of rough grassland are important to them. Pupils could investigate whether bats are likely to be found around their own farms or local areas and consider what features of the landscape might encourage them.
Light pollution would then provide an opportunity to explore how human activity can affect biodiversity. Pupils could investigate artificial light from farmyards, houses, roads and other buildings and consider how this might affect nocturnal animals such as bats. We could discuss how bats use darkness to hunt and how artificial lighting can alter their behaviour, feeding patterns and movement between habitats. This could lead to a wider discussion about finding a balance between providing necessary lighting for people and reducing unnecessary light for wildlife.
A practical activity could involve pupils mapping areas of artificial light and dark areas around the school or local community. They could compare these areas with places where bats might feed or travel, particularly along hedgerows, tree lines and waterways. If appropriate, bat detectors could be used to listen for bat activity, allowing pupils to collect and compare simple biodiversity data.
Bat boxes would provide another strong connection with the farming community. Pupils could investigate why bat boxes are used, where they should be placed and which features make a suitable location. They could design their own bat box or work with a local farmer or landowner to identify suitable locations for boxes on an acre of farmland. This would help pupils see that farmers can play an important role in supporting biodiversity while continuing to use their land productively.
-
How would you engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
I would begin by ensuring that the children understand what biodiversity means. I could break it down into bio meaning life and diversity meaning different. I would further explain that it means the variety of living things in an area, including plants, animals and microorganisms. I would then engage learners through a hands on biodiversity hunt around the school grounds or local area. I would organise the children in groups and give each child a role, for example, recording findings on paper, taking photographs on an iPad, identifying plants and animals or mapping where they were found. This would allow pupils to collect real data about biodiversity in their own locality. I would also explore the possibility of contacting Heritage in Schools to invite an expert to the school to deliver a biodiversity workshop.
To investigate the impact of light pollution, I would focus on nocturnal species like bats and insects. Pupils could investigate how artificial light may affect bats’ navigation, foraging and feeding, as bats rely on nocturnal insects for food. They could also explore how insects are attracted to artificial light and consider the wider effects this may have on food chains and ecosystems.
-
I would incorporate the needs of nocturnal species into the school’s biodiversity plan by recognising that protecting biodiversity means providing suitable habitats during the night as well as during the day. The school grounds could be assessed to identify areas that are important for nocturnal wildlife, particularly bats, moths, owls, hedgehogs and other night-active species.
Unnecessary outdoor lighting could be reduced, switched off when it is not required, or controlled using timers and motion sensors. Where lighting is necessary for safety, the school could consider using low-level, well-directed lighting that does not unnecessarily illuminate trees, hedgerows or other wildlife habitats.
Bats would provide an excellent focus for this work. Children could investigate the importance of hedgerows, mature trees, ponds and other habitats as feeding and commuting areas for bats. Bat boxes could be installed in suitable locations, with advice from a local wildlife organisation or bat specialist, and pupils could monitor the boxes and investigate bat activity using appropriate equipment such as bat detectors. It would be important that bat boxes and potential bat roosting areas are not directly illuminated, as this could make them less suitable for bats.
The school could also improve habitats for nocturnal species by planting native flowers, shrubs and trees that provide food and shelter. Creating areas of wildflower meadow, maintaining hedgerows, leaving some areas of grass uncut and providing suitable habitats for insects would support the wider food web. This is particularly important because many nocturnal animals depend on insects for food.
The school could establish a simple “Dark Skies Policy” as part of its biodiversity plan. This could include reducing unnecessary lighting, protecting hedgerows and trees, providing habitats for nocturnal wildlife, avoiding disturbance to known bat roosts, and considering the impact of any new outdoor lighting before it is installed.
This approach would allow pupils to understand that biodiversity conservation is not only about what we see during the school day. Darkness itself is an important habitat condition, and protecting naturally dark spaces can support a wide range of nocturnal species. It would also give children an opportunity to take practical action within the school and local community to protect biodiversity.
The Green School Committee could be very active working on the biodiversity plan as well as individual classes.
-
-
I would choose the first option and explore biodiversity and light pollution in our local area. I think this would be a great topic for the children because they can connect it to wildlife they may already know.
I would start by asking the children what animals they think are active at night, such as bats, moths and hedgehogs. We could then talk about how too much artificial light might affect these animals and their habitats.
The children could take a walk around the school grounds and look for different sources of light. They could record what they find and discuss which areas are bright or dark. We could then talk about simple ways we could make the school more wildlife-friendly, such as turning off unnecessary lights or keeping certain areas darker.
I think this would be a simple but meaningful way to get the children thinking about how we can look after biodiversity in our local area.
-
Module 4:
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.I would introduce the book Wild Things at School to explore the range of biodiversity in the school grounds. We would explore different areas of the school such as the trees, bushes, grass, tarmac to see the contrast between the range of animals, plants and insects we could see. We would then create a biodiversity map of the school showing the range of biodiversity in the school. They could photograph their findings and present them to the class.
This would be followed on by looking at how light pollution can affect biodiversity in our area. The children would research project on the impact of light pollution on nocturnal animals such as bats, moths, birds and insects. The children would present their findings to the class and suggest actions we as a school and community could do to protect biodiversity and lessen the impact of light pollution in the school and in our locality. -
How to Explore biodiversity in our local area with a focus on how light pollution could have a possible impact on it
My school is based in Balbriggan so we are a coastal town with a farming and textile history but a town which has experienced signifiant growth in the last decade. We are a town with plenty of new build estates surrounding the school but thankfully we still have many green areas and the fabulous Ardgaillan castle and gardens are right on our doorstep.
As i have 5th class and it is only a 2km walk I would base this lesson in the grounds of Ardgillan castle as we have easy access to it via public pathways.
I would ask the children to work in groups and given them 5 minutes to list as many different living things around them in the grounds
I would then go through the definition of what Biodiversity means in its most simple terms – a variety of living things in a place.
As the grounds have book grass, hedgerow, flowerbeds, pavement, playground and woodland areas I would ask the groups to tell me which area they feel would have the most bio diversity and why?
Which area would have the least?The area closest to the castle has a huge amount of artificial lighting as the castle is often used for gigs and shows and historical talks.
I would ask the class to compare the area around the woodlands and the area around the castle.
once we were back in the class room I would ask the class to imagine what happens in the grounds of Ardgillan castle and night?
Where do they think creatures are most content?What about when there is a concert at the castle?
What changes would need to be made to make the castle safe for people?
Why would extra lighting be needed?
How would this effect the bio diversity of the area in a negative way?
How could we ensure that the local habitat is kept safe during times of hight human traffic?
What plan would you make? -
I would explore biodiversity by encouraging children to investigate the variety of plants, insects, birds and other wildlife found in our local area. This would make the topic meaningful because the children would be studying the environment immediately around them rather than biodiversity as an abstract concept. We are also fortunate to have some great local forests nearby.
I would begin with a biodiversity hunt around the school grounds, where pupils work in small groups to identify different plants, insects, birds and habitats. They could use simple identification sheets or photographs and record their findings on a class biodiversity map. Students could compare areas such as grassy spaces, hedgerows, trees, flowerbeds and walls, discussing why different species might choose particular habitats. They could also look for signs of wildlife, such as nests, feathers, webs or insect activity, without disturbing living organisms.
I would then introduce light pollution and ask the children to consider how artificial light might affect the biodiversity they have discovered. For example, artificial light at night can affect nocturnal insects such as moths, as well as bats and other animals that rely on natural patterns of darkness. This could lead to questions such as: Where are the brightest areas around our school? Where are the darkest? Which animals might prefer each area?
As a hands-on investigation, the class could create a simple map showing light and biodiversity hotspots around the school. Pupils could compare areas with strong artificial lighting to darker areas and discuss whether lighting could influence where certain wildlife is found. Rather than suggesting that light pollution is the only cause of differences, I would encourage children to think about other factors such as food, shelter and habitat.
Finally, groups could design a “Wildlife-Friendly School at Night” plan, suggesting ways to reduce unnecessary lighting while maintaining safety. This could include switching off unused lights, using motion sensors and directing outdoor lights downwards.
-
Hi Gary,
Welcome to the course and thank you for your contributions across the other modules in the course.
The location of your school sounds ideal with local forests nearby, this gives the learners the opportunity to explore biodiversity in different areas and could consider comparing them also. A forest would also allow for lots of discussion on nocturnal wildlife in the area.
I like your idea to create a map with biodiversity hotspots and also including the artificial light sources, this would encourage the learners to make more connections between artificial light sources and the biodiversity and to raise awareness of light pollution. I also like your Wildlife-friendly school at night plan, something the learners would engage in as it is meaningful and would encourage them to take action.
Many thanks for sharing, I hope you have enjoyed the course,
-
-
I would include nocturnal animals in our school biodiversity plan by helping the children learn about animals that are active at night. With Senior Infants, I would start by reading Owl Moon by Jane Yolen. We could talk about the owl in the story and what other animals might come out at night.
I would explain to the children that some animals need the dark to find food, hunt and move around safely. Too much light at night can make this harder for them. As a class, we could look around our school and see where we have lights and discuss whether we really need them all on at night.
We could make a simple plan to help our nocturnal animals. This could include turning off unnecessary lights, keeping some areas of the school darker and planting flowers and plants that attract insects.
I think this would help the children understand that small changes in our school can help wildlife. It would also give them a chance to take care of nature in their own school environment.
-
- You must be logged in to reply to this topic.