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This is a great idea. I am definitely going to try this next year with my class. Thanks for the inspiration!
“How can we make our school more environmentally friendly?”
How I Would Teach It
I would begin with a class discussion about what the environment is and what it means to be environmentally friendly. Children could brainstorm ways the school already helps the environment and identify areas for improvement.Next, the pupils would work in small groups to investigate different aspects of the school, such as:
Recycling and waste management
Energy use (lights, heating, devices)
Water conservation
Biodiversity (plants, insects, birds, bug hotel)
Litter around the school grounds
Each group would collect evidence by taking notes, tallying observations, or photographing examples (if appropriate). They would analyse their findings and decide on one or two realistic improvements.The class could then:
Create graphs or charts to present their data (Mathematics).
Write persuasive letters to the principal suggesting changes (English).
Design posters or digital presentations to encourage environmentally friendly habits (Visual Arts/SPHE).
Plant flowers or create habitats to support biodiversity (Science/Green Schools).
The project would conclude with each group presenting its findings and recommendations to the class or the wider school community. This inquiry-based approach develops observation, teamwork, critical thinking, communication, and problem-solving skills while giving pupils a sense of responsibility for caring for their environment.I really enjoyed the PAX video and found it to be an excellent teaching resource. As I teach Second Class, I would need to introduce some of the key vocabulary beforehand, as many of the children would be unfamiliar with the terminology. As a Green School, we always look for opportunities to connect new learning with the Green Flags we have achieved. This year, we are working towards the Biodiversity Flag, making this an ideal way to explore biodiversity through our bug hotel, polytunnel, and school garden. It also links well with planting activities, allowing children to investigate the conditions plants need to grow. They could use their critical thinking skills to predict and discuss whether plants would thrive better in a polytunnel or an outdoor planter. While I feel the TEAL tool may be too advanced for Second Class to use independently, pairing pupils with Fifth or Sixth Class buddies would provide valuable support and make the learning experience more engaging.
Liston’s (2018) Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths argues that STEM should be viewed as an integrated approach to learning rather than four separate subjects. The paper highlights the importance of inquiry, problem-solving, creativity, collaboration, and authentic real-world contexts that encourage children to make meaningful connections across disciplines. It also emphasises that effective STEM teaching develops critical thinking and supports learners in applying knowledge to practical situations.
In my classroom, STEM is reflected through hands-on, child-centred activities that encourage exploration and teamwork. Children investigate scientific concepts, use simple technologies, design and build solutions, and apply mathematical thinking during play and project-based learning. For example, they might construct bridges using recycled materials, measure and compare their designs, and discuss how to improve them. These experiences promote curiosity, resilience, and communication while integrating the four STEM disciplines in meaningful ways. Reflecting on Liston’s paper, I recognise the value of intentionally planning integrated STEM experiences that foster both creativity and deeper understanding.
Some great ideas here . Thanks for sharing. This will definitely help my planning from a different perspective for the next academic year. I love the poster design idea. I think this will instill creative thinking in pupils linked to SESE.
As a primary teacher passionate about biodiversity, I believe it’s vital that our school plans include the needs of nocturnal species—many of which are often overlooked. These animals, such as bats, owls, moths, and hedgehogs, depend on natural darkness to forage, hunt, and navigate. Artificial lighting can disrupt their routines, reduce food availability, and threaten their survival.
One practical step is to review outdoor lighting on school grounds. We can work with the school leadership and facilities team to reduce unnecessary lighting at night, install motion sensors, or use red-spectrum lights that are less disruptive to wildlife. These changes not only help nocturnal species but also teach children about the impact of human activity on nature.
In the classroom, we can explore the lives of these creatures through engaging, cross-curricular activities. For example, in science, children can investigate how light pollution affects animal behaviour. In literacy, they can write nocturnal animal fact files or imaginative stories set at night. Night-time school wildlife surveys using trail cameras or moth traps can offer rich, hands-on learning experiences.
We can also invite local wildlife groups to lead workshops or twilight walks, helping children connect with local nocturnal species and understand how they can help. Including nocturnal wildlife in our biodiversity plans broadens children’s awareness of ecosystem needs and empowers them to be caretakers of all nature, even the parts they don’t often see.
By valuing the dark as much as the daylight, we teach respect for all life, around the clock.
I never heard of the Kerry Dark Sky Parks so thank you for sharing and I am going to research more about this. Sounds very interesting.
Task 1: Implementing “Design Your Own Dark Sky Place” in a Third Class Classroom
To help Third Class pupils understand the effects of light pollution on biodiversity, I would implement a “Design Your Own Dark Sky Place” project over a week. We would begin by exploring what a Dark Sky Place is, using images, videos, and stories about nocturnal animals and starry skies. Pupils would learn how excess artificial light affects bats, moths, owls, and other wildlife.
In small groups, students would then design their own Dark Sky Place using cardboard, drawings, or digital tools. They would include features such as low-level lighting, shielded lamps, and green spaces for nocturnal animals. Emphasis would be placed on how their design supports both people and wildlife.
Through art, science, and geography integration, pupils would consider real-world solutions like motion-sensor lights, planting trees, and community education signs. Each group would present their model to the class, explaining how their design helps protect biodiversity.
This project encourages teamwork, creativity, and critical thinking, while reinforcing sustainability and environmental awareness in a fun and meaningful way. It also empowers pupils to see themselves as caretakers of nature, inspiring them to make simple changes at home and in their community.
1. Starting with a Nature Walk or Local Field Trip
Objective: Get students outside to observe local wildlife and plant life firsthand.
Activity: Take the students on a nature walk around the school grounds, park, or a local nature reserve. Have them observe and record different plants, animals, and insects they see.Activity Sheet: Give students an “observation sheet” where they can check off different types of plants, trees, birds, insects, etc. Include some prompts like, “What color is the bird?” or “Can you hear any sounds from insects?”
Group Discussion: After the walk, gather the students and have them share what they saw and learned. This can be a great way to get them thinking about biodiversity and the variety of living things in their area.
2. Classroom Exploration of Biodiversity
Objective: Help students understand the concept of biodiversity and how it’s important to the ecosystem.
Activity: Create a “Biodiversity Wheel” with the students.Instructions: Each student draws one of the animals or plants they observed on the nature walk in one section of a large wheel (which can be a poster or on the whiteboard). Talk about how each plant or animal is part of a bigger system.
Discussion: Discuss why biodiversity is important – it helps keep ecosystems healthy and balanced. Mention how if certain species disappear, it can affect others (e.g., pollinators, predators, etc.).
3. Exploring Light Pollution
Objective: Introduce the idea of light pollution and its potential effects on local wildlife.
Activity: Explain light pollution by showing images of cities at night with excessive artificial light. Compare this to natural nightscapes with stars and moonlight.
Experiment: Set up a small “light pollution” experiment. Place a few toy animals (e.g., birds, insects) in a dark corner of the room. Shine a flashlight on them and observe how the light seems to disturb their behavior (e.g., animals might move or get startled).Discussion: Talk about how bright lights can affect nocturnal animals like bats, moths, and owls. For example, moths are attracted to lights, which can disrupt their natural behaviors and even make them easy targets for predators.
4. Interactive Class Activity – “Design a Nighttime Habitat”
Objective: Help students understand the importance of darkness for certain species and create solutions to minimize light pollution.
Activity: Have the class work in groups to design a habitat that is friendly for both animals and humans, focusing on reducing light pollution. Provide craft supplies like paper, markers, and cardboard.Discussion: Ask questions like, “How would you design a park for animals like owls, bats, and insects at night?” “What changes can we make to city lighting to protect them?”
Afterward, each group presents their habitat design to the class.
5. Create a “Biodiversity and Light Pollution” Journal
Objective: Encourage reflection and creative thinking.
Activity: Have students maintain a simple journal or scrapbook over the course of the project. In the journal, they can record what they learn about biodiversity, light pollution, and its effects on the environment.Include activities such as:
Writing about their favorite local animal or plant.
Drawing a “before and after” picture showing what an area looks like with and without light pollution.
Including facts they’ve learned about how certain species are affected by artificial light.
6. Classroom Discussion on How to Reduce Light Pollution
Objective: Empower students to think about ways they can make a difference.
Activity: Have an open discussion about what students can do at home to help reduce light pollution. Some ideas include:Turning off unnecessary lights at night.
Using darker-colored shades for outdoor lights.
Advocating for “dark sky” areas or park designs in their community.
Action Step: Consider sending home a letter or a flyer for students to share with their families on how to reduce light pollution at home.
7. Reflection and Sharing
Objective: Reinforce what students have learned and allow them to express their thoughts creatively.
Activity: At the end of the unit, have the students work on a small project where they either:Write a letter to their local government or school about reducing light pollution.
Create a presentation (using a simple poster or slideshow) on what biodiversity is, how light pollution affects animals, and what actions people can take to protect the environment.
Additional Resources:
Guest Speaker or Video: Invite an environmental expert or local park ranger to talk about local biodiversity and how light pollution affects animals. Alternatively, you could show a kid-friendly video that explains these concepts.
Online Tool: Use apps like “iNaturalist” or “Seek” to help students identify local species during their nature walk.
By making the learning hands-on, interactive, and tied to their own environment, you will spark their curiosity and help them understand the importance of protecting biodiversity and reducing light pollution in their local community.We have the support of Heritage Ireland who visit us on our regular basis and get pupils exploring Biodiversity in our outdoor garden. This is an excellent support also.
