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How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
To begin with, we would study the nocturnal species in Ireland. We will make a list of the ones we know about, and research any species that we may have forgotten. We will look at their images, their habitats, and in particular, find the ones that might live near an urban school that has a large park nearby. We will sketch some of their pictures and write 3 facts on each one, relating to their habitats, their young and specifically researching any threat to the animal where it lives.
In the next lesson, we will look at what light pollution is and how it affects the local area, specifically the wildlife. We will look at our local area on the map showing how much light pollution there is around us. We will take a walk around the perimeter of our own school and see if there could be any light pollution that we are contributing to.
We will discuss how our school and their homes could reduce light pollution, such as using warmer toned lighting, motion sensors for outdoor lighting or timers, and more importantly, educating the whole school community about the importance of protecting our wildlife from light pollution and how dark skies are beneficial for their protection. Along with informing the students and teachers in the school about our findings, we will share our projects with parents and followers on social media to emphasise the importance of protecting nocturnal species in our locality. We could ask for ideas as to how we, as a school community, could collectively help, by creating natural habitats. We can encourage people to plant more shrubs, put in water features and take surveys of the nocturnal species they see at night.
We are based in Kerry, an overnight trip would be a fantastic idea as we have the Kerry International Dark Sky Reserve. I would love to do a tour there some time!
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
With the pupils in 5th class, we will research what light pollution is. We will do a KWL wall, looking at what we know, what we would like to know and finish with what we have learned. We will find the definition and discuss our own local town and brainstorm what we think could be sources of light pollution in the area. We are in a small town, and we are not far from Shannon airport, we will consider all these factors when brain storming.
We will then discuss the impact that light pollution can have on ourselves. We will look at 3 different factors, how it affects humans, natural ecosystems and the quality of the night sky. I will split the class into 3 groups, with 3 large posters and a marker. One group will write how light pollution could effect humans, one will write how it could affect the ecosystem and the last will write about the quality of the night sky. Each group will present their ideas to the class.
The pupils focused on wildlife ecosystems should focus on disrupted biological rhythms, confusion,ecosystem imbalance and the impact on bats.
The pupils focused on humans should focus on sleep disruption and potential health issues.
Pupils focused on the quality of the night sky should write about skyglow, reduced visibility and the loss of dark skies.
We can hang the posters in the class and follow up by researching the local wildlife in the area and how it could mostly affect our local garden birds, which will be pre taught as an art and science lesson.
I have 5th class next year, based in Kerry. This exercise would be a great idea for us. Just need the clear night for it to work!!
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?
To observe the Moon towards the end of the year in 2025 is October 7th, November 5th and December 4th. This is when there will be a so called “super moon” visible in the sky.
I will preteach the Moon phases in class about the planets and their moons. We will look at how the Moon orbits the earth. We will compare the northern and southern hemisphere with regards the Moon phases, and how the full moon is best to observe half way through the phase at 14 days. We will also look at lunar eclipse and how the sun and moon align, using the YouTube resources Paxi.
As a practical exercise, we will do the experiment ESERO62 where 3 children represent the sun, moon and earth. The sun as a light source will be a child with a torch. During the experiment, we will ask questions such as, why do we not see lunar eclipses every month and investigate. To conclude, the children will keep a moon observation log.
Hi i love the ide of finding alternatives to sundials in the past and other ways they told time fadó fade.
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed:
My class would absolutely love this lesson. I would start by teaching the history of sundials, the Ancient Egyptians and the Maya in Mexico. We would research these civilisations and related peoples and find out if there were any old sundials found in Ireland, if so, where and what is the oldest.
We would follow up by using a torch indoors. Looking at how shadows can be cast, making some shadow puppets on the walls and changing direction of the light source to show the difference it makes with our hands.
Finally, we would go outside. I would draw a circle (I have the perfect place in mind where there is concrete and we can use chalk). We would make a centre point and using a compass (pre teach north and south and how compass works) find south. We would start by using a simple stick in a flower pot to make the first shadow line and write the time with chalk. We would check the times over the duration of the day and repeat the exercise the following day to compare the lines and times.
Any time the kids get to leave the classroom for an activity is a bonus. The love to be out and active!
