[Caolan Kelly]

Preparing a school project to collect Piseógs, traditions, and stories of the night can be a valuable way to connect students with their cultural heritage while enhancing their understanding of local folklore. Drawing inspiration from the Dúchas Folklore Commission, this project would involve students in gathering stories from their families and communities, focusing on beliefs and practices related to nighttime, such as superstitions, tales of mythical creatures, and old traditions.
To start, I would introduce students to the concept of Piseógs and their significance in Irish culture, using resources like the Dúchas archives to provide examples. Students would then be tasked with interviewing older family members or neighbors to collect stories, ensuring they document the details accurately. This could be done through audio recordings, written accounts, or even video interviews.
In addition to preserving cultural heritage, this project would develop students’ research and communication skills. It would also foster a deeper appreciation for the oral traditions that have shaped their communities. Finally, compiling these stories into a school archive or presentation would create a lasting resource that honors the rich tapestry of local folklore.

[Caolan Kelly]

Incorporating the needs of nocturnal species into school biodiversity plans is essential for fostering a more holistic understanding of ecosystems and promoting environmental stewardship among students. Nocturnal species, such as bats, owls, and certain insects, rely heavily on dark skies for their natural behaviors, including hunting, mating, and navigation. Recognising this, I would integrate several strategies into our school’s biodiversity initiatives.
First, educating students about the importance of darkness for nocturnal wildlife would be a priority. Through lessons on light pollution and its effects on these species, students would learn how artificial lighting disrupts natural behaviors, leading to long-term ecological consequences. This could be complemented by activities such as nighttime nature walks or using tools like the “Globe at Night” program to measure light pollution.
Next, practical steps to reduce light pollution around the school could be implemented, such as installing shielded lighting that directs light downward and using motion sensors to minimise unnecessary lighting at night. These changes would create a more welcoming environment for nocturnal species.
Lastly, involving students in the creation of “dark sky zones” in school, where artificial lighting is minimised, would empower them to take active roles in conservation. By aligning the school’s biodiversity plan with the needs of nocturnal species, we would not only enhance local biodiversity but also deepen students’ appreciation for the delicate balance of our ecosystems.

[Caolan Kelly]

Creating a teaching resource using the “Globe at Night” citizen science program offers a unique opportunity to engage students in real-world scientific research while fostering environmental awareness. This program, which encourages participants to measure and report light pollution levels in their area, serves as an excellent tool for teaching students about the impact of artificial lighting on our environment and the visibility of the night sky.
In designing the resource, I focused on making the activity both educational and empowering. Students learn how to observe the night sky, identify constellations, and assess the brightness of stars, contributing their data to a global database. This hands-on experience helps them understand the importance of dark skies for ecological balance and scientific observation.
Moreover, by participating in a global initiative, students gain a sense of connection to the larger scientific community. They realize that their contributions, no matter how small, can have a significant impact. This resource not only teaches scientific concepts but also instills a sense of responsibility and stewardship for the environment, making science relevant and accessible to students.

[Caolan Kelly]

Create a short teaching resource using Stellarium/ WorldWide Telescope

Objective:
Students will use Stellarium or WorldWide Telescope to explore and identify constellations, planets, and other celestial objects in the night sky.

Materials Needed:

Computers or tablets with Stellarium or WorldWide Telescope installed
Notebooks for recording observations
Internet access for additional research
Instructions:

Introduction to the Software:
Begin by introducing students to Stellarium or WorldWide Telescope. Explain how to navigate the sky, zoom in on celestial objects, and change the time and location to observe different parts of the sky.
Exploration Activity:
Assign students to explore specific constellations or planets. For example, ask them to locate the Orion constellation and identify its main stars. They can also explore the visible planets, such as Jupiter or Mars, and observe their position relative to Earth.
Recording Observations:
Have students document their findings in their notebooks, noting the location, appearance, and any interesting facts about the objects they observed.
Discussion:
Conclude with a class discussion, encouraging students to share their observations and reflect on how technology enhances our understanding of the universe.

[Caolan Kelly]

Liston’s (2018) paper critically examines the concept of STEM education, arguing that it is more than just an acronym representing Science, Technology, Engineering, and Mathematics. The author emphasizes that STEM should not be approached merely as a collection of subjects but as an integrated and interdisciplinary approach to learning that fosters problem-solving, critical thinking, and creativity. The paper highlights the importance of moving beyond traditional teaching methods to embrace hands-on, project-based learning that connects STEM concepts to real-world applications. Liston also critiques the tendency to prioritize STEM subjects at the expense of the arts and humanities, advocating for a more holistic educational model that values diverse ways of knowing and learning.

In my classroom, STEM education is implemented through project-based learning that encourages students to explore concepts across disciplines. For example, when teaching about gravity and weight, students assemble an “Earth Tube” and another planet tube, such as Mars. These tubes represent the gravitational forces on different planets. Students decorate the tubes to reflect the characteristics of each planet, enhancing their understanding of gravity in a creative and engaging way. This activity exemplifies how STEM education in my classroom is not just about mastering isolated facts but about connecting ideas, fostering creativity, and making learning meaningful by linking it to the broader universe.

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