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I like how you’re using a wide range of multimodal resources e.g. carols, paintings, songs and film. It’s a great way to engage different learners. I also think the inclusion of more current songs will make the learning feel more relevant. These resources also provide plenty of opportunities for cross curricular integration.
Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom.
I would engage the students by asking them ‘Where is the darkest place you have ever been?’ I would have students compare photos of dark skies (reserves and areas affected by light pollution). I have some images from a trip to Mount John’s Observatory in New Zealand which would be perfect. Students would discuss and record questions that they would like to investigate. Students would then walk around the school and complete an audit of all the lights in and around the school area. They would discuss whether they are essential or could be removed. Afterwards, students would take a walk around our local area and identify places that could become a dark sky area. In groups, students would then be asked to design their own dark sky map. This could be a poster or a 3d model with recycled materials. After students have completed their design, they would share with the class.
I like the idea of using identification charts and magnifying glasses to identify animals/ plants. They are such simple resources, but they encourage children to slow down, observe and identify what they’re looking at, without relying on the teacher.
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.I would engage students by bringing them on a nature walk around the school grounds. I would ask the students to identify and record any animals, insects or plants they see. We could then look at the question on how artificial light at night might affect the wildlife around the school. Students would think-pair-share. Students would then watch the RTE video about long eared bats and read an extract from Gardening for Biodiversity about how wildlife relies on suitable habitats. Students would work in groups to discuss practical solutions to solve the issue of artificial light for nocturnal animals. Students would be asked to design one improvement for the school grounds that would help support biodiversity and reduce light pollution e.g. pollinator patch or a bat box in a dark area.
The star jar activity is a creative way for students to explore how artificial lights affect what they see. I also like the way you mentioned practical solutions like shades and timers to allow children to think about how they can reduce light pollution.
The home night sky observation is a great activity as it actively encourages students and their families to make real-world observations. I also think that it’s so important after doing all of this research and collecting data that students follow up and explore practical ways to reduce light pollution.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would follow the framework for inquiry. I would display two contrasting photos: one of the Dublin skyline at night and one of a designated dark sky location in Ireland. Ask the students: Why can we see more stars in one image than the other? Students think-pair-share and record their ideas on a KWL chart. Students would then investigate light pollution in their local area. They would conduct a light survey in their neighbourhood after dark and record their findings. They could use the Globe at Night to measure sky brightness. Students would analyse data and come up with practical solutions to reduce light pollution. Students would share their action plans with the class.
I like the way you’ve started the lesson with an engaging hook to grab the student’s attention. I think the wondering questions will spark curiosity among the students too. It’s also great that you’ve integrated STEM with local history. It gives the students an opportunity to appreciate their local heritage and encourages place-based learning.
Option 1: Create an observing plan for autumn that shows which planets are visible in the evening sky.
For this activity, I would follow the Curious Minds approach of Engage, Investigate and Next Steps.
I would start by projecting the Stellarium app on the board. I would ask the children, “Are all the bright lights we see in the sky actually stars?” Students will have time to think-pair-share their ideas. I would record ideas on a chart. Students watch the Discovery of Pluto video.
My starter question would be – Which planets can we observe in the evening sky in Autumn? Students predict which planet will be easiest to spot and share why they think this. Children will go outside each day for two weeks and observe the bright objects in the sky. They will use the sky map or Stellarium app to identify planets. Children can sketch the sky each week. Children can share their findings from their observation table.
I think it’s a great idea to activate student’s prior knowledge at the beginning of the lesson. It’s a great way to engage students and spark curiosity. I also really like that you’re making strong connections with Maths e.g. language, measurement, direction etc.
In my classroom, STEM education involves working collaboratively to solve real world problems. This does not happen every lesson. This year, I am going to put more of an emphasis on the engineering aspect when planning activities for the students.
Option 1: Gravity/ Weight – Assemble an Earth tube and one other planet tube – decorate in a suitable manner
For this activity, I would start by engaging the students with a stimulus. I would show them images of astronauts walking on the Moon and people standing on Earth. I would ask them whether they think their weight would stay the same everywhere in the Solar System. Students would think-pair-share their ideas/ predictions. Next, I would ask the starter question: How does gravity affect our weight on different planets? Students would make predictions and then collaboratively construct an Earth tube and a second planet tube. Students would compare their weights on Earth versus other planets. They would record and discuss the results.
I love the layout and scheme for teaching weather in the ‘Weather vs Climate’. I think it’s so important to distinguish weather from climate at the beginning of the topic. Analysing statements about weather and climate is a great assessment tool to check for understanding and correct any misunderstandings. Having pupils measure the temperature is active and engaging. The ‘Climate Reporters’ activity will link nicely with environmental awareness.
Nose Up In The Sky’ provides plenty of opportunities to introduce new vocabulary and extend oral language skills. It’s also very hands on, giving students the opportunity to create their own weather station and monitor. This would link closely with Maths as student calculate average rainfall, wind speed etc.
I think it would be a fantastic idea to set up a STEM leadership group in the school with representatives from each of the classes. Students could choose particular instruments they will create, monitor and record. After a period of a month, classes could possibly rotate.
I think this is a great idea Clīona! The amount of waste that can build up in a classroom in a week can be scary – exploring this research question with students will make them waste conscious and hopefully promote awareness of waste and its impact on the environment.
The research question I have chosen to explore is: How do the ways pupils and staff travel to school contribute to our school’s carbon footprint?
I would encourage pupils to participate by making the process engaging. Initially, as students are building knowledge in this area, students would be engaged through questioning, videos, web research and mind maps.
Once the research question has been chosen, each student would be given a role whether it’s asking classes how they travelled to school, recording the data, plotting journeys on maps, calculating averages or creating posters to encourage students to use energy efficient modes of transport. Each week, two students could take on the role of leaders of the Climate Detectives Initiative in the school.