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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
In our school we have hallways which is based on a theme of the month for different classes. For example my 5th class would decorate the hallway based on new material they learned. For something like this the children could create a space which they feel represents Ireland’s Dark Skies, based on the location of the school, which is an urban area with many street lights.
The children could create the dark skies with the reflections of the light pollution, the little stars in the sky and the moon.
I completely agree Cathy, I think it is hugely important to have a strong link with what we are teaching in the school such as gardening for biodiversity in the school.
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.People all over the world are living under the nighttime glow of artificial light, and it is causing big problems for humans, wildlife, and the environment. There is a global movement to reduce light pollution, and everyone can help. Children love to be involved on aspects of life which are important to all and current. It is very clear how light pollution effects biodiversity.
Light pollution can impact biodiversity by changing the night behaviour of organisms.
Therefore as a teacher I would firstly teach the children about both aspects singularly, biodiversity and light pollution.
Once the children have engaged in both then the children will be asked to make the link on how they effect one another.
We can then identify different organisms that are in ecosystems nearby such as there is a peoples park near our school which has lots of wildlife, – how does light pollution effect them?
This would be such a cool activity to link with home too as children love to get parents/guardians involved in the fun activities in school.
I completely agree, I think a sun-dial has huge learning opportunities and ample cross-curricular links. This will be particularly useful in the Senior End classrooms.
I completely agree Sarah, children can even see the effects of light pollution in the area particularly in areas which are more built up.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this
Firstly, I would teach the children about light pollution, what it is, how it effects wild-life, humans and environments. The children will understand the effects and how we can try to reduce the light pollution in the local area of the school.
People all over the world are living under the nighttime glow of artificial light, and it is causing big problems for humans, wildlife, and the environment. There is a global movement to reduce light pollution, and everyone can help.
Children will explore which aspects are causing the most light pollution in the area such as local GAA stadium floodlights/astro-turf areas and how we can be most conscious about having the big lights on timers etc.
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
I am a mainstream teacher currently teaching 5th class, I can see huge opportunity for cross-curricular links for constructing a sun-dial.
This construction would be based on STEAM therefore engaging primarily with the subjects Maths, Geography, History, Art, Science and Literacy would be needed in researching about the sun-dial and reading/writing instructions. 5th and 6th class children would enjoy the challenge of creating something like this and it is academically engaging.
Fortunately, our school is built in a circular shape with a courtyard in the middle which all classrooms look out on. I would select this area as it means the sundial is visible for all classes and therefore all classes can use it once it is constructed and that children from different ages can engage in peer learning from my class who can teach others about it.
Children would have to research what materials would be most suitable for the construction based on durability, weathering and effectiveness. Children could take it in turns to take measurements and readings of the sundial.
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
Firstly, I would teach about aspects of the moon which children may or may not already know such as how the moon turns, the words associated when the moon and the sun overlap, the first person to walk on the moon and the challenges faced by people to get to the moon.
Having read the guide for the visibility of phases of the moon, it states that the morning time in September will be the time the moon will be most visible.
I would give the children independent time to research the moon then teach aspects sch as factors influencing the visibility of phases of the moon which will make it easier for the children to identify this. The children will be able to identify the moons phases and then later in the year such as November when the Winter solstice occurs we could revisit the topic and the moon might even be visible when coming to school.Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
I am a mainstream teacher currently teaching 5th class, I can see huge opportunity for cross-curricular links for constructing a sun-dial.
This construction would be based on STEAM therefore engaging primarily with the subjects Maths, Geography, History, Art, Science and Literacy would be needed in researching about the sun-dial and reading/writing instructions. 5th and 6th class children would enjoy the challenge of creating something like this and it is academically engaging.
Fortunately, our school is built in a circular shape with a courtyard in the middle which all classrooms look out on. I would select this area as it means the sundial is visible for all classes and therefore all classes can use it once it is constructed and that children from different ages can engage in peer learning from my class who can teach others about it.
Children would have to research what materials would be most suitable for the construction based on durability, weathering and effectiveness. Children could take it in turns to take measurements and readings of the sundial.