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”HOME” really is a visually stunning documentary. I look forward to using clips from it with my 6th class and eagerly await their thoughts.
The video “HOME,” directed by Yann Arthus-Bertrand, is a visually stunning documentary that explores the intricate relationship between Earth’s natural systems and human impact, particularly focusing on climate change, biodiversity loss, and environmental degradation. The film is part of a broader educational module that includes various video clips aimed at illustrating the urgency and scale of climate change.
To introduce these climate change facts to 6th class students, I would start with a brief discussion to assess their existing knowledge and concerns about the environment. I would introduce the video ‘’Climate aid 2020’’ to my class to encourage a discussion on what is leading to such changes in our climate and the horrific natural disasters witnessed in the video. Using selected clips from “HOME,” I would guide students through the key themes, such as the beauty of our planet, the consequences of human activities, and the importance of sustainability. I’d follow up with activities that encourage reflection, such as group discussions, creative projects such as posters or short presentations, and hands-on experiments that demonstrate climate concepts for example the greenhouse effect.
To make the material more relatable, I would connect the global issues discussed in the film to local examples, such as changes in Irish weather patterns or the impact on local wildlife. Additionally, I would incorporate interactive elements, like using online resources or simulations, to make the learning process more engaging and tangible for my students.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.Ann this is a great lesson outline. I know my class would really enjoy it and I look forward to using the lesson with them during the year.
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 agree Carmel re eco-anxiety. It is about finding a happy balance for the children as I see with my own nieces and nephews, when they hear about the impact of increased temperature they get very worried. I know when I was a child I would have been similar so how we approach the teaching of these topics is very important.
I really like how clear and concise this is Ann. My 6th class would really enjoy this lesson and your plan.
I love the idea of the weather station. I’m trying to think of a location in our school we could put one but unfortunately like alot of schools outside space is limited when not the yard.
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.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.