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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.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 really like the idea a fellow participant Patrick suggested where the classroom is darkened and you use a projector to mimic the night sky to allow the pupils to experience a clear sky. This would allow them to see how their level of light pollution in the town isn’t actually normal/natural.
I think this would be a brilliant topic to cover with the pupils. I, myself, found this to be a really interesting module.
I really like the idea of the classroom experiment of darkening the room to mimic a dark sky. My 6th class would really enjoy that!
Create an observing plan for autumn that shows which planets are visible in the evening sky.
I created a plan using timeanddate.com for September which will show which planets are visible in the evening sky.
On September 1st Mercury, Venus and Neptune will be slightly difficult to see. Mars and Uranus will have average visibility, Jupiter will have fairly good visibility and Saturn will have perfect visibility.
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.
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.
