[Fionnuala Ni Riain]

Great idea to connect it to the wider community Christine. I feel strongly that we can’t place all the emphasis on children and after doing this course I wonder how much councils and governing bodies are actively doing to reduce light pollution. It seems like light pollution is getting worse rather than better. While awareness in children is great and asking individuals to reduce their lighting councils and state bodies must also play their part. Whole building lit up all night are a common sight now. Surely shops and public buildings could make use of sensor lights rather than having buildings lit up from dusk until dawn.

[Fionnuala Ni Riain]

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I think my 4th class would really enjoy a “Design Your Own Dark Sky Place” project as it combines Science, Geography and Art in a creative way. We would begin by discussing what makes a good Dark Sky place and why darkness is important for people, wildlife and our view of the stars. We would also talk about how the Firhouse and Rathfarnham area has changed over the years. Not that long ago, much of the area was countryside with far fewer houses, roads and streetlights. Today, the area has grown significantly, bringing more traffic and brighter lighting, making it much harder to enjoy the night sky and observe stars and planets.

Working in small groups, pupils would design their own Dark Sky community. They would include homes, parks, roads and wildlife areas, while thinking carefully about where lighting is needed and where it could be reduced. I would encourage them to think about practical solutions such as downward-facing streetlights, motion sensors and lighting that is only as bright as necessary, helping to reduce unnecessary light while still keeping people safe.

Each group would present their design to the class, explaining the choices they made and how these would help protect the night sky and local wildlife. We would compare the different designs and discuss which ideas could work in our own community. I would also encourage pupils to think about who is responsible for reducing light pollution. While families can make small changes at home, local councils and planners also have an important role in providing lighting that is safe, energy efficient and designed to minimise light pollution. The aim of this activity is not to place responsibility on children, but to help them understand how communities, local authorities and individuals can all contribute to protecting our environment and preserving our dark skies. Perhaps as a class we could write to the local council and ask them what they are doing in terms of light pollution and how they are trying to preseve our night sky.

[Fionnuala Ni Riain]

A great way to get the kids involed Bernie, sounds like a good idea to bring them out to observe their local area and encourage the children to come up with their own ideas on how we all can have an impact when it comes to light pollution and trying to decrease the amount of light in our local area.

[Fionnuala Ni Riain]

<p class=”isSelectedEnd”>I would begin by talking to the class about what biodiversity means and encourage pupils to think about the different plants, animals and insects they see in their own gardens, local parks and green spaces. Living in the Rathfarnham/Firhouse area, we are lucky to have places such as Marlay Park, St Enda’s Park and the Dublin Mountains nearby, which provide excellent opportunities to explore local biodiversity.</p>
<p class=”isSelectedEnd”>As a class, we could carry out a simple nature walk to observe birds, insects, trees and wildflowers, recording what we find using a checklist or nature journal. Back in the classroom, we would discuss how these habitats support different wildlife and why they are important.</p>
<p class=”isSelectedEnd”>I would then introduce the topic of light pollution and ask pupils to think about how bright artificial lighting at night might affect animals. We would discuss how bats, moths and other nocturnal animals rely on darkness to feed, navigate and avoid predators. Too much artificial light can disrupt these natural behaviours and reduce biodiversity over time.</p>
To finish the lesson, pupils could suggest simple ways to help protect wildlife, such as turning off unnecessary outdoor lights, using lights only when needed and protecting green spaces. This would encourage pupils to see that even small actions can have a positive impact on biodiversity in their local community while helping to protect the natural environment.

[Fionnuala Ni Riain]

Hi Monica

I think it’s a great idea to get the children to begin to obsere the night sky where they live and then to compare that with other children some who live in urban areas, some who live in rural. I think that children have an inherent sense of wonder and that this type of lesson would inspire them to pose questions and also ask why their night sky is being polluted with light. It’s great to get them to come up with ideas on how to decrease the level of light pollution that is occuring. Simple changes can make a big difference and it is things that children can do in their own homes such as switching off outdoor lights etc.

[Fionnuala Ni Riain]

<h1>Light Pollution in My Local Area</h1>
Living in Rathfarnham, close to the Dublin Mountains, I am fortunate to have access to areas where the night sky can still be enjoyed. However, light pollution has become much more noticeable in recent years. During this course, I learned that light pollution in Dublin has increased significantly since 1997, making it much harder to see stars and planets. Although many streetlights have been replaced with LED lighting, these often seem much brighter than the older lights and create more sky glow, especially on cloudy nights.

To help pupils explore this issue, I would begin with a discussion about why we need outdoor lighting and how too much artificial light affects our view of the night sky, wildlife and even our sleep. Pupils could compare the night sky from their own homes with a darker location, such as the Dublin Mountains, or, if they are visiting family or on holiday in the west of Ireland, record how many stars they can see there. We would then discuss ways to reduce light pollution, such as switching off unnecessary outdoor lights, using downward-facing lights and dimming streetlights during quieter hours where it is safe to do so. This would encourage pupils to think about how we can balance public safety with protecting our dark skies for future generations.

[Fionnuala Ni Riain]

I think your lesson would work really well Orla. Getting the children to actively participate in the lesson and to be the actual sun, moon and earth would further their understanding of how the planets move in space.

[Fionnuala Ni Riain]

<h1>Autumn Evening Sky Observing Plan – 4th Class</h1>
I will begin this activity by revising the Solar System and discussing how some planets can be seen in the evening sky without a telescope. We will talk about the difference between stars and planets, explaining that stars appear to twinkle, while planets usually shine with a steady light. Before starting the observations, I will check which planets are visible during the current autumn season, as this changes from year to year.

Pupils will be encouraged to spend 10–15 minutes outside on one evening each week for four weeks with the support of an adult. They will look at the evening sky shortly after sunset and record the date, time, weather conditions and any planets they can identify. Pupils will also draw a simple sketch of what they observe.

Depending on the time of year, pupils may be able to identify Jupiter, Saturn, Venus or Mars. Back in the classroom, we will share our observations and compare what we noticed over the four weeks. This will provide opportunities to discuss how the night sky changes over time and reinforce pupils’ understanding of the Solar System. I will assess the activity through class discussion, pupils’ observation records and their ability to identify and describe the planets they observed.

[Fionnuala Ni Riain]

I agree Olive , art is a great subject to integrate with STEM and the children get to express their ideas and learning in a different more visual way.

[Fionnuala Ni Riain]

I would start this activity by having a class discussion about the Sun and asking the children where they think it rises and sets. It would be interesting to hear their ideas first before carrying out any observations. If the weather allowed, we could observe the Sun at different times during the school day and record what we notice using drawings, simple notes or photographs. We could also use a compass to help identify directions and compare our observations each day to see if we notice any patterns. In reality, with the Irish weather, it would probably be difficult to get five sunny days in a row, so I would be flexible with the activity and spread it over a longer period if needed or use photographs and online resources to support our observations on cloudy days.

For me, STEM is about giving children opportunities to explore, ask questions and learn through hands-on activities rather than teaching each subject on its own. I try to create lessons where the children are actively involved, working together and making connections across different areas of learning. I think this activity does that really well because it brings together science, maths and technology in a meaningful way. It also encourages the children to be curious about the world around them while developing their observation, recording and communication skills.

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