Forum Replies Created
-
Posts
-
I think Van Gogh’s Starry Night is such a striking piece of work and inspirational to all children. Its a beautiful piece to display in a classroom at any stage of the year.
In my class i would do the following to implement my own version of a Dark Sky Project. This is aimed at 4th class.
Firstly i would show pupils pictures of Dark Sky Reserves (e.g. Mayo Dark Sky Park).
I would ask questions such as; What would the sky look like if there were no streetlights? Why do people want to protect the night sky?Then in groups, i would get the pupils to brainstorm what makes a “good dark sky area”: e.g. fewer streetlights, shielded lights, special habitats for bats/owls, clear skies for stargazing.
We would make a mind-map on the board.Pupils could then “design” their own Dark Sky Place by: drawing a map or poster (town, park, or school yard). They could add features like stargazing spots, wildlife areas, low-energy lights. They could write a short description of how their design protects the night sky.
Finally the groups would present their work to their class for feedback and appraisal.
These are all fantastic ideas for how to use practical suggestions with children . They are all so hands on and i definitely will be adding a few of these in to my work this year.
Here are ideas for exploring biodiversity in our local area.
School Grounds Safari – Give pupils simple ID charts (birds, trees, insects) and send them out to record what they see on the yard or green spaces nearby.
Mini-Beast Hunt – Use magnifying glasses and bug pots to explore hedgerows, grass patches or soil.
Bird Count – Carry out a tally of bird species in the area at different times of day.
Habitat Mapping – Pupils draw a simple map of the school/local area and mark habitats (hedges, grass, trees, walls, ponds).We could add to that with the following
Local Survey – Walk around the school area at dusk (or use photos/Google Street View) to spot streetlights and ask: Could these affect nearby habitats?
Creative Work – Pupils design posters, write diary entries from the perspective of a nocturnal animal, or debate “Should streetlights be dimmed at night?”
Andy, i think that linking light pollution to the use of phones and how it impacts on the human brain and sleep pattern would be a great starting point for a project as it is something so many children could relate to. You could then move on to its impact on the animal world.
Here is a suggestion for a project for the Rising Stars Awards.
Our class will participate in the Rising Star awards by combining science, geography, and environmental awareness with practical projects. We will begin with lessons on light pollution, exploring its impact on wildlife, human health, and our ability to see the night sky. Using Stellarium, pupils will compare skies in urban versus rural settings. Students will then carry out a “Sky Quality” survey from their homes or local area, recording visibility of constellations such as Orion or the Plough. In art, pupils will create posters promoting dark-sky awareness, while in English they will write persuasive letters to local representatives about reducing unnecessary outdoor lighting. We will invite a guest speaker from a local astronomy club to deepen learning. Finally, the class will create a display or digital presentation titled Protecting Our Night Skies, showcasing findings, artwork, and recommendations, which will be submitted as our entry.
Colm, i like your idea of giving students the choice of what to look for and how to present their findings. As a senior class teacher i find that the more authority that the children have over their learning , the more invested in it they can be.
I am a senior class teacher to 3rd- 6th classes. We are based in rural Ireland, and our school has been used as a host venue for night sky exploration. Stellarium is a fantastic resource which i can use in future to connect the night sky workshop with our classroom learning. Like the previous poster i would teach the children how best to use the app/website through modeling on the iwb. Working in groups and using their chromebooks i would hope that the children could ; identify some major constellations visible in Ireland, observe how the night sky changes over time and understand that Earth’s rotation causes the apparent movement of stars. The benefit of Stellarium is that the children can identify a star/ constellation in the night sky and watch/track its movement. I would provide them with a worksheet on which to draw a constellation and write a number of facts about it. The children can then combine their facts into a group presentation and teach eachother.
Ann,
You are lucky to be in such close proximity to a real sundial that ye can visit it regularly. I agree that the children would have to visit it a number of times during the day to get a sense of the changing shadow. I love the idea that this can work in as movement breaks.
“Day and Night in the World, developed by ESERO/ESA is an engaging primary-level STEM resource that helps primary children to grasp why day and night occur. It would be most suitable for 1st class to 4th. Through four hands-on activities ; namely ; exploring diurnal versus nocturnal animals, crafting a paper-world model, and using an orange or globe with a torch to simulate the Sun’s illumination—students investigate how Earth’s rotation leads to the varying periods of light and darkness. The resource helps pupils to recognize how animals have adapted for night-time activity, it also helps them to show that when day occurs in one part of the world it is night elsewhere, and it helps them understand that sunlight only reaches half the globe at any one time. This documents learning goals include understanding diurnal vs nocturnal behaviors, Earth’s movement, and its effects on day and night rhythms. The learning is achieved through the creation of earth/sun/moon models and reflective activities for the children. The lessons also promote a sense of global citizenship by emphasizing that all humans share the same rotating planet and experience day and night in varying ways.
.”
