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Hi Eleanor,
That is such a lovely idea for senior infants! I can imagine their excitement creating their picture log book! Having a daily chat about the climate would be lovely too, as you said you need to keep it simple and to their level and then continue to build upon their knowledge in 1st class.
Activity 3, “Climate Reporters,” is a valuable resource for my 6th class students, encouraging them to engage with the concepts of weather and climate through research and reporting. The activity promotes critical thinking by having students investigate current climate issues and present their findings, enhancing both scientific literacy and communication skills.
In my classroom, this activity could be highly effective by allowing students to explore local climate patterns and changes, connecting global concepts to their immediate environment. Incorporating national data or case studies, such as the impact of climate change on local agriculture or coastal regions, would make the activity more relevant.
To enhance the activity, I would suggest using online databases or news sources for research, and perhaps creating digital presentations or videos rather than just written reports. This would not only make the task more engaging but also help develop digital literacy which is a goal in my school.
Providing clear guidelines for the reporting process could help students understand expectations and improve the quality of their work. Including peer review sessions where students give and receive feedback on their reports would also add a collaborative element, encouraging critical evaluation and discussion among classmates.
I really like both of your ideas Elspeth! The use of the pupils’ birthday is a great way to get them to buy into the activity also. The use of a graph to show the results is a great link to the maths curriculum.
The paper Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018) critically examines the limitations of the STEM acronym, advocating for an integrated approach that emphasises interdisciplinary connections and real-world applications. The importance of context and creativity in STEM education, urging educators to move beyond isolated subject silos. In my 6th class classroom, STEM education is about fostering curiosity through hands-on projects that blend science, technology, engineering, and mathematics. We focus on problem-solving and encourage pupils to see the connections between different STEM fields. Activities 1 and 2 are well structured for introducing students to the differences between weather and climate. They promote critical thinking and engagement through practical tasks like identifying weather patterns and analysing data. However, I would add a collaborative component, such as group discussions or presentations, to enhance peer learning. Additionally, incorporating technology, like weather apps or online data tools, could make the activities more interactive and relevant for my pupils.
I can imagine infants would adore this Christina. They would create amazing dark sky places with their amazing imaginations.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Exploring songs, poems, and artworks that connect us with the night sky can provide a rich and inspiring context for understanding the importance of dark skies and the impacts of light pollution. There are so many songs, poems and artworks that come to my mind when I think of the night sky. Yellow by Coldplay contains the famous line “Look at the stars, look how they shine for you,” celebrating the wonder of the night sky. Space Oddit by David Bowie captures the imagination of space exploration and the vastness of the universe. Counting Stars by OneRepublic uses the imagery of stars to convey hopes and dreams. These are songs that frequent my Spotify playlist. As a first time mother, Twinkle Twinkle Little Star is now a frequent tune in my home also. The Starry Night by Van Gogh is one of the most famous depictions of the night sky in art. Starry Night by Edvard Munch is a different artist’s interpretation of the night sky. These are two pieces of artwork I explore each year with my 6th classes. Stardust by President Michael D. Higgins reflects on our connection to the universe and the stardust that makes up all of us. The Starlight Night by Gerard Manley Hopkins celebrates the beauty of the night sky. Stars by Sara Teasdale is a short poem that marvels at the beauty and tranquillity of the night sky.
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 plan a series of lessons introducing the pupils to the term biodiversity. We have a green schools’ committee in our school so I feel it would be good to link in with them for this. I would facilitate a classroom discussion and presentation on biodiversity focusing on what it is, its importance and examples of local species in our town. We would then progress to visiting the local park to observe and identify various plants, animals and insects. On returning to the classroom we would take the information gathered at the park and create map of the town showing where we observed the different species. We would then split into small group and research different aspects of our local biodiversity such as birds, plants, insects etc. The groups would then present their projects to the class.
Following on from that busy week of biodiversity learning we would commence our light pollution learning. Like the previous week, I would plan a series of lessons introducing the pupils to the term light pollution through classroom discussion and videos on light pollution (great examples in this module). We would then explore how light pollution affects humans and wildlife. Where possible (using our overnight trip as mentioned in module 3’s assignment possibly) we would carry out a night sky observation in a lesser light polluted area and compare it to the town where our school is. We would carry out observations on nocturnal wildlife in our area and research how artificial light affects their behaviour.
We would then do a whole class research project on how light pollution affects local species such as bats.
By teaching the above lessons and providing the pupils with the opportunities to observe and research I would hope the pupils would become well informed and could then spread the important information to those around them. This in turn would hopefully make the community more aware of the impact on the local environment that the artificial light in the town is causing. Perhaps even prompt the community to look into changing the lights the improve the light pollution.
Olive I like the linkage to SPHE wellbeing, such an important topic to discuss in regards to sleep/fatigue. I’ll be taking this idea and using it myself.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I grew up in a lovely rural area in Co. Limerick where we always had a lovely clear view of the sky at night. The only light pollution in the area was from the neighbouring homes but once everyone was in bed there would be zero artificial light to be seen. It was always a wonder to go out and admire the night sky then.
I teach in a large town in North Co. Cork. The majority of the pupils live in the town with a small amount living in surrounding rural townlands.
The impacts of light pollution in this town are:
• Wildlife disruption – Artificial lighting can disrupt nocturnal wildlife, including bats, moths, and other nocturnal insects, by altering their natural behaviours and habitats.
• Plant Growth: Light pollution can interfere with the natural growth cycles of plants by altering their photoperiod, potentially impacting local agriculture.
• Skyglow: Increased artificial lighting reduces the visibility of stars and celestial bodies, affecting amateur astronomy and the natural beauty of the night sky. This is particularly relevant in areas like the town my school is on, where rural charm and natural scenery are valued.
• Exposure to excessive artificial light at night can disrupt human circadian rhythms, leading to sleep disorders and other health issues. This can affect the well-being of Charleville residents, impacting their overall quality of life.
• Loss of Heritage: The night sky has cultural and historical significance, and light pollution can erode this heritage by masking the view of the stars. This loss is significant in communities that value their cultural and historical ties to the natural world.
I would engage my pupils (6th class) in a few different ways. The first would be to explore what light pollution is. We would discuss what they can see when they go outside their front/back door at night and look up. It would be interesting to see what differences there are between the pupils who live in the town versus outside the town. I would try and have images to show the pupils what I see when I stand outside my house and look up. I live in a really rural area with little light pollution so there would be a big difference in our experiences.We take our 6th class on an overnight trip to a local village education centre. This would be an ideal time to have an observation night of the night sky. It would provide an opportunity for the pupils to see what is closer to the natural dark sky.
I think this would be a brilliant topic to cover with the pupils. I, myself, found this to be a really interesting module.
I’m really looking forward to using stellarium with my pupils, it wasn’t something I was aware of before and I can image some of my 6th class pupils would really engage with it.
I created a plan using timeanddate.com for September which will show which planets are visible in the evening sky.
On September 1st Mercury, Jupiter, Mars, Saturn, Venus and Mercury will have good visibility to the naked eye.
I will introduce this plan to my 6th class by introducing the solar system to them focusing on the planets we will be observing. I will engage them by creating a model of the solar system using clay/Styrofoam balls.
The pupils will then be split into groups and research a planet each and create a poster with interesting facts about each planet. We will then use the stellarium software to take a virtual sky tour. This will allow the pupils to have a chance to see what the sky will look like during their observation session.
For the observation night the location will be well chosen with the correct equipment. I will provide simple star maps showing the positions of the planets for the date. I will create a planet spotting checklist for the pupils to allow them to mark off the planets they spot and write any notes they have.
I hope that the above would really engage my pupils.
2. Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
6th class
This lesson would generate great excitement in my classroom. There are so many teaching points in relation to sundials that it would integrate across a variety of subjects such as history, maths and geography.
I would begin by discussing the history of timekeeping and how ancient civilisations used sundials. Then I would explain the science behind sundials: the Earth’s rotation, the concept of shadows, and how they relate to time. I would show them images of different types of sundials and bring in one that I have at home.
We would discuss where would be the best location for the sundial. I would hope that they would select a large area in our school field which has no obstructions near it and has exposure to the sun. I would highlight the importance of finding true north using a compass for the sundial.
The pupils would then work in groups to discuss what materials we would need for the sundial. They need to be strong enough for the Irish weather. Once decided we would set to work constructing it and then positioning it. The pupils would mark the time at each hour using stones. It would be a great activity for the entire school to enjoy.
