[Doireann Ní Mhurchú]

Light pollution is impacting on my local area as I am living in Cork City. There is a glow of the city lights at night time causing a glare, sky glow and light trespass. As the nights are already at their shortest during the summer months, the impact of flood lights during matches, stage lights during concerts and other night time events, have resulted in light pollution being amplified. This is impacting wildlife, people’s circadian rhythms, and overall visibility of the Milky Way.

I would engage learners to explore this by asking them to brainstorm ways to reduce light pollution in the skies at night. Once these have been discussed I would highlight the 5 principles for responsible out door lighting- making sure the lights are:-

1. Useful

2. Targeted

3. Have low light level

4. They are controlled

5. That they use warm coloured light.

I would also encourage the children to survey the lights in the immediate area and question if there is need for all the lighting measures, if there are timers in place or if the lights are focussed downward.

[Doireann Ní Mhurchú]

Hi Andrew, I really like reading about the new exploration journey into the phases of the moon. The combination of visuals, interactive tools (binoculars/ telescopes), hands on approach to the calendar and the use of the websites would ensure maximised participation and interest in the unit of learning. It sounds like a great way to encourage an enthusiasm in future space gazers.

[Doireann Ní Mhurchú]

Create a short teaching resource using Stellarium 

Engage:

Prompt: Story of Pegasus: Mythical White Winged Horse

Wondering: I wonder what he would have looked like… Show 3 different star constellations : Which of these 3 constellations would the ancients have thought could have been Pegasus? Discuss & share ideas.

Explore: Using Stellarium allow the children explore the sky and find Pegasus using the constellation feature and then using the constellation art feature. Extend to see the other constellations posed in the initial question. Teacher demonstrate how to navigate website noting stars, and planets, while also adjusting the time, date and location showing how they all move across the sky at different times of the day/night. Using the day/night feature to show when different items are visible and also looking at the time line to see when other planets and celestial bodies are within view. Allow children explore website.

Investigate:

Introduce activity of making a planetarium box of a constellation.

Starter Question: How am I going to make a planetarium box to show Pegasus?

Predicting: Recording the predictions the children make about the best materials, light source and the tools used. Also note the predictions how to see the results best of all once completed?

Conducting the investigation: Organising, planning, designing and building (through trial and error) the most efficient planetarium box.

Interpreting Data/Results: Hold class discussion about what worked, what needs to be changed/ improved upon, etc.

Take the Next Step:

Applying Learning: Using what was learned about Pegasus- revisit the website Stellarium and focus on other constellations.

Making Connections: Looking at the different constellations and recognising some from horoscopes or mythical creatures/ characters.

Thoughtful Actions: Discuss how the shared sky can connect the wider world while we all see the same space/ moon/ constellations as one another.

Reflection: What could we have done better while making the planetarium in the box, what I would like to extend my learning to after this learning block?

[Doireann Ní Mhurchú]

I think this lesson would be hugely enjoyable for all students as it would engage STEM and Arts. The concept of having different weights on different planets is a ‘far out there’ concept, so broadening perspectives on how things can drastically differ based on gravity and density is amazing when it can be done in a classroom. It is a great chance for students to be engaged in scientific thought without being burdened down with facts and figures.

[Doireann Ní Mhurchú]

One Year on Earth – Understanding the Seasons Resource (ESA)

 

Having read the One Year on Earth PDF and having seen the images, I felt they would be good trigger points to engage a meaningful discussion about the seasons and having an awareness of the wider world around us. I think it also is a good open-ended concept that seasons differ throughout the world regarding how many months are in each season and duration of the seasons.

I think that the lessons in the PDF are clear and practical allowing the children to guide their own learning based on prior knowledge and also steering the discussion in accordance to the level of interest.

I also think discussion of the seasons would work as a stepping stone to delve into other scientific concepts like gravity and density as, on face value, it seems like an ‘easy’ topic that the students just take for granted that they know, but unravelling the science behind the ‘obvious’ is empowering. Like stated in the recommendations on STEM and the Arts in Education, we are encouraging knowledge, skills and values- going from knowing what the seasons are, to knowing how the seasons change in different parts of the world, and finally knowing why that occurs.

Finally I think the curious minds framework, encouraging children and teachers to engage, investigate, follow on and reflect, will be hugely beneficial as to how I will structure my SESE/ STEM lessons next year.

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