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I would implement a version of “Design Your Own Dark Sky Place” in my school by encouraging pupils to explore how artificial light affects people, animals and the surrounding environment.
We could begin by discussing what the night sky looks like in our local area and identifying sources of light pollution around the school, such as streetlights, security lights and classroom lighting. Pupils could then work in groups to design their own ideal “Dark Sky School”, considering where lighting is necessary and where it could be reduced or switched off.
As part of the project, pupils could create maps or drawings of the school grounds, showing areas that should remain darker to support nocturnal wildlife. They could research animals such as bats, moths and owls and consider how artificial light can affect their behaviour. We could also explore practical solutions, such as motion-sensor lights, closing blinds at night and using softer, downward-facing lighting. This project would combine Science, Geography, Art and SPHE while helping pupils understand the importance of protecting our night skies and local biodiversity.
Hi Síofra, I like your idea of planting certain plants to support the surrounding wildlife, I think the children would really enjoy this.
<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.I would choose Option 1 and explore how light pollution is impacting my local area with my students.
Light pollution is something that children mightn’t recognise as an environmental issue because artificial lighting is an ordinary and essential part of everyday life.
Firstly, I would ask the children what they notice when they look at the night sky from home (which is a major suburban area) compared with being in a more rural area, such as the countryside. We would discuss how streetlights, buildings, sports stadiums/pitches and other artificial lights can make it more difficult for stars and other objects in the night sky to be visible.
As a class, we could investigate light pollution around our school by observing the amount of artificial lighting in the local area. The children could work in groups to record their observations and identify areas that are particularly bright. We could also use online light-pollution maps to compare our local area with darker, quieter rural areas.
I would encourage the children to consider both the pro’s and cons of artificial lighting. They could then investigate ways of reducing unnecessary artificial light without causing any inconvenience/disruption. This activity would develop skills such as scientific observation, data collection, environmental awareness and problem-solving, while helping the children to understand that their local environment can be investigated through STEM approaches.
Hi Heather,
I really like how it is a continuous activity over the Autumn months. I think this would keep the children engaged throughout.
I would engage the children in my class by using Stellarium to explore the night sky, developing their understanding of astronomy in an interactive, practical way.
Firstly, I would ask the children their thoughts of what they would see if they observed the sky from our school at night time. We would discuss familiar objects such as the Moon and stars before introducing planets and constellations.
Using Stellarium on the interactive whiteboard, I would set our school’s location and allow the children to explore the sky at different times and days. Working collaboratively in pairs/groups, the children could investigate questions such as:
Which planets can we see tonight?
Where will the Moon be tomorrow?
Does the sky look the same throughout the year?
They could record their observations on a simple chart and draw what they discover.
I would encourage the children to make predictions before using Stellarium and then check whether their predictions were accurate. This would develop the student’s curiosity, questioning, observation and critical-thinking skills. The activity could be extended by asking groups to create a short presentation about a planet/constellation tof their choice that they discovered.
Using Stellarium would make an abstract topic such as this one much more accessible, because children can manipulate the time, date and viewpoint of their own accord. It would also demonstrate how technology can be used meaningfully within STEM education to investigate, explore and answer questions rather than simply as a tool for presenting information.Hi Erica,
I chose the ‘One Year on Earth – Understanding the Seasons’ activity, but your choice of creating a sundial also caught my eye. I think it would be a great, hands-on activity that would interest young students.
I would choose the ESA resource ‘One Year on Earth – Understanding the Seasons’ as an interactive, inquiry-based STEM activity to do with my students. The resource focuses on helping pupils to understand the basic mechanisms behind the seasons, dividing them into activities which enable a gradual development of understanding.
After demonstrating a KWL chart for the class, I’d then begin by gathering data on what the students already know about the seasons and why in particular they think we experience the contrasting seasons of Summer and Winter. This would identify any misconceptions amongst the students and encourage them to share and discuss their ideas. We would then fill in the ‘K’ section of the chart.
Working in small groups, the children could then use the likes of globes, torches and other relatable materials to model the Earth’s position and movement in relation to the Sun. They could investigate how the Earth’s tilt affects the amount of sunlight received in different parts of the world at different times.
This activity would incorporate several elements of STEM.
1. Science would be developed through investigating the Earth, Sun and seasons. 2. Maths could be incorporated through measuring, recording and comparing daylight hours.
3. Technology could be used to explore images, animations or data
4. Engineering skills could be developed as the students design and adapt their own models.I think that in allowing the students to work collaboratively in their small groups, it would allow for discussion in predicting outcomes, testing their ideas and explaining their conclusions. This reflects Liston’s (2018) view that effective STEM education should develop problem-solving, critical thinking, creativity, communication and teamwork rather than simply combining the four STEM subjects.
Overall, I feel this ‘One Year on Earth – Understanding the Seasons’ activity would demonstrate how STEM can be naturally integrated into everyday classroom learning, while also giving students an opportunity to investigate a question relevant to their own experience of the forever changing seasons.