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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.
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.
I really like how you have connected light pollution to the children’s own local environment. Comparing the rural night sky in Galway with the city would make the topic very relevant and help the students understand the difference. I also like the idea of surveying the school and their homes, as it encourages them to identify practical ways they can reduce light pollution themselves.
I would explore light pollution with the children by beginning with a discussion about the night sky and what they can see from their homes. We would discuss artificial light and why it is used, before considering whether having too much light could have negative effects. The children could investigate light sources around the school and record their observations through drawings, photographs or simple tables. They could compare brighter areas with darker areas and consider how this affects what we can see in the sky.
We would then explore how light pollution can affect wildlife, people and our ability to observe stars and planets. The children could work in groups to discuss possible ways of reducing unnecessary light in our local area. They might suggest ideas such as turning off lights when they are not needed or using lighting more carefully. This activity would allow the children to develop their observation, questioning and problem-solving skills while learning about an environmental issue that directly affects their local community. It would also encourage them to think about how small changes can have a positive impact on the environment.
I really like how you have connected the inquiry to something that is current and engaging for children. Using rocket launches as a stimulus is a great way to capture their interest and encourage questioning.
I would engage the children in an autumn observing plan where they investigate which planets can be seen in the evening sky. I would begin by asking the children what they already know about planets and whether they think planets can be seen from Earth without a telescope. Using Stellarium or another age-appropriate astronomy resource, I would show the children how the night sky changes and identify the planets that may be visible during autumn.
As a class, we would create an observation chart showing the date, time, planet observed and any other observations. Children could work in pairs to look at the evening sky from home with an adult and record what they notice. We could also use Stellarium in school to check the position of the planets and compare this with their observations. Children could draw the planets and record whether they were easy or difficult to see.
This activity would develop curiosity and encourage children to make observations, record information and identify patterns. It would also integrate technology, science and mathematics while giving children an opportunity to explore space in a practical and meaningful way.
I really like how practical and hands-on your activity is for Second Class. The children would have a great opportunity to learn through observation and experimentation while developing their understanding of how shadows change throughout the day.
I would engage my students with the “One Year on Earth – Understanding the Seasons” resource by exploring why we experience different seasons throughout the year. I would begin by asking students what they notice about changes in daylight, temperature, weather and nature across the seasons. Students could make predictions about why these changes occur before using the resource to investigate the Earth’s movement around the Sun and the Earth’s tilt.
The activity would provide an opportunity for students to develop their understanding through investigation, discussion and practical modelling.
This activity demonstrates how STEM can be integrated rather than taught as four separate subjects. Science would be developed through learning about the Earth, Sun and seasons; Technology through using digital resources to investigate and present learning; Engineering through creating and adapting models; and Mathematics through recording, comparing and interpreting data.
Hi Gráinne,
Thanks so much for sharing the video link for the song. It is another great resource for the classroom.
I really enjoy teaching about space. I find in particular that the children love learning about the different plants and they enjoy comparing them to each other. So I have chosen The Planets activities.
I would introduce the planets with the song, “We are the planets”, https://www.youtube.com/watch?v=ZHAqT4hXnMw. I have first class this year and I know they would really enjoy this song and it is a great chance to integrate music into SESE.
I really liked the planet games on the activity. I could see myself using it in PE and I know the children would really enjoy the active element to activity.
The planets are a great opportunity to lead to group project work, where the groups work together to pick and planet and learn about that planets. It promotes inquiry based learning and cooperative skills too.
These ideas are very practical for the classroom and I know my class would enjoy them due to the hands on learning elements within them.
Class: 1st class and 2nd class
Theme: Light
Strand: Energy and forces
Strand Unit: Light
Engage
Trigger: Picture of a classroom, use interactive game on Folen’s explorers site to label light sources in the classroom.
Wondering: In pairs the children explore different sources of light around the classroom. Discuss what we would do without light in our classroom and how would we get light if the power went out.
<b>Investigate</b>
Starter: Introduce the words Transparent and opaque to the class using classroom examples.
Predict: predict whether classroom items will be transparent and opaque and record their predictions.
Investigate: Use a torch to test each item and record their results.
Take the next step
Sharing: The children will share and compare their results with the class and we will have a class discussion on transparent and opaque items.
Take the next step: A follow up lesson could involve the children making shadow puppets with their hands or out paper either.
