[Emma Kenny]

Question 1:

A very interesting question, which really got me thinking about where I live and the light pollution is impacting our area. After reading a little about it, I know the children inn my class would be very interested to find out more.

When looking at the light pollution map of Ireland, I can see that light pollution in our area is moderate as we are located on the coast of Ireland. Studying this map alone with the children, would bring a considerate amount of information and question to our classroom. A map I will definitely bring to the class this year for discussion.

Some local knowledge for 6th class on our area.
1. Moderate light pollution: Rosslare lies in a semi-rural zone—enough local lighting from housing and tourism spills upward, brightening the night sky and reducing visible stars.
2. Loss of the Milky Way: Over 50% of Irish residents can no longer see the Milky Way from home, likely including those in Rosslare, especially nearer to built-up areas
3. Energy waste: Upward-facing or excessive lighting in the village and surrounding developments contributes to wasted energy and a brighter sky dome

These alone could be observed through a lesson with the children by

1. Observation and recording
2. Taking action as to how to reduce light pollution
3. Making people in the area more aware of what is happening due to light pollution in the area.
4. Comparing areas on the map (red/orange areas) and bring a it the attention of other areas future afield.
5. Invite local council or Dark Sky Ireland to discuss best-practice lighting.
6. Host a “Lights-Off Challenge” evening where households dim non-essential lighting and students measure night-sky differences before and after

Reflection – there would be so much to discuss from the above tasks. children would share and compare.

[Emma Kenny]

Autumn Planet Observations (6th Class)

Leaning Intentions:

Identify Mars in the evening sky over multiple weeks.
Record its position, brightness, and motion relative to stars.

What will they need: Evening-sky star observation Diary
Observation log sheets with date, time, sketch, direction, brightness
Pencils, coloured pencils
Compass for direction

1.Understanding the sky and the planets. Recapping over the solar system.
Present the evening sky chart with labelled planets
Highlight which planets are visible in the evening this autumn—focus on Mars.

Understand
Why planets move compared to fixed stars.
Model the chart
Show how to use the chart to find Mars just after sunset.
Demonstrate filling out the observation sheet

3.Outdoor observation – DAY 1

30–60 minutes after sunset.
Guide students in locating Mars using the chart and compass app.
Pupils record its position and sketch it, and where it sits relative to horizon and constellations.
4. week observations. approx. 2 times per week.
Record date, time, direction, and sketch.
Note changes—does it move each week? Is brightness changing?

5. Reflection
Children will share their observations.
Children will conclude by answering

“Why does Mars change position nightly?”

• This reply was modified 1 year, 2 months ago by Emma Kenny.

[Emma Kenny]

Some fabulous ideas here, that could lead into other beautiful and meaningful lessons. Thank you for sharing with us.

[Emma Kenny]

Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”

Observing and Recording the Sun’s Position

Class Level: First Class

Lesson: To investigate how the sun’s position in the sky changes over the course of the day and across several days, and to record observations using drawings, notes, and a simple chart.

Safe, pre-marked observation spot
Simple sun dial (or a fixed stick in the ground)
Whiteboard and markers
Individual recording sheets with space for drawings and labels
Wall chart for class results
Stickers or coloured markers
Sun-themed songs or rhymes

Bring the class outside at 3 set times each day: morning, midday and before hometime.
Stand in the same safe spot each time for accuracy.
Use the sun dial to demonstrate how the shadow changes position and length.
Discussion & Questioning

“Where is the sun now compared to this morning?”
“Are the shadows longer or shorter?”
“What direction is the shadow pointing?”
Introduce or revise terms such as east, south, west, horizon, overhead.
Recording Observations

On the whiteboard, draw the sun’s position for each time of day and label the drawings – children can copy this down into their observation journal
Children draw and label their own observations on recording sheets.
Encourage them to note shadow length and even measure it using a metre stick.

Add each day’s results to a class wall chart.
Use stickers or colours to show different times of day.
Note any differences day by day and overall at the end.

Sing a short sun song or rhyme to close each observation.
Link to other learning, e.g., how the sun helps plants grow or why we need sun protection.

[Emma Kenny]

I really like this Idea, Thanks Sarah. I agree with Grainne, the idea of the ‘sky diary’ sounds brilliant.

[Author]

Posts