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Some really good suggestions for poetry and Art that I had never though of. Also, must look up Johnwalshastro on Instagram.
Q.1 Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
This activity would encourage 6th class pupils to explore the importance of dark skies in protecting biodiversity. I would start the lesson would begin with a discussion on light pollution and its effects on nocturnal wildlife, such as bats, owls, moths, and hedgehogs.
Pupils would learn about the features of a Dark Sky Place, including reduced artificial lighting, native planting, wildlife habitats, and environmentally friendly lighting design. Working collaboratively in groups, they would create a poster or digital design of their own Dark Sky Place, incorporating features that support both wildlife and the local community.
Each group would label and explain how their design promotes biodiversity and reduces the impact of light pollution.
Pupils would then present their designs to the class, encouraging discussion and reflection.
To conclude, the class would identify practical ways to improve biodiversity within the school grounds, such as planting native species or reducing unnecessary outdoor lighting
I agree I never thought of light pollution and the impacts on biodiversity. I think it is very relevant the way you said to conclude the lesson is to bring the discussion into the home. For the children and their families to see how they could reduce light pollution in their homes.
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
To support nocturnal biodiversity, our school in Blessington is close to important natural habitats, including Blessington Lakes, the Wicklow Mountains National Park, and surrounding farmland and woodland. These areas support bats, moths, owls, hedgehogs, foxes, and many other nocturnal species that depend on darkness to feed, navigate, and reproduce. Our long term plan will reduce unnecessary outdoor lighting by using motion sensors and warm-coloured, downward-facing lights.
We will preserve dark areas around hedgerows and trees to provide safe routes for bats and other nocturnal wildlife.
We will plant native flowering plants that attract night-flying pollinators will be planted, and bat boxes and log piles will be installed where appropriate.
Students will participate in evening biodiversity surveys, including bat walks, moth recording, and wildlife camera projects, helping them understand the importance of dark skies for local species. By protecting natural darkness, our school will contribute to the conservation of nocturnal wildlife in the Blessington area and support the rich biodiversity of County Wicklow.
The survey sounds really interesting and the children would be very interested in this as it relates to them, this would also create conversations in the home as the evenings start to close in quickly and street lights etc. are starting to come on earlier in the evenings.
This 6th Class lesson introduces pupils to the topic of light pollution and explores how it affects the local area of Blessington, Co. Wicklow. Pupils begin by discussing where they see artificial light in their community, such as streetlights, homes, shops, and sports facilities. They learn that while lighting improves safety and visibility, excessive or poorly directed light can have negative effects on wildlife, human health, and the environment. Using photographs, maps, and class discussion, pupils investigate how light pollution can disrupt nocturnal animals like bats, owls, and insects, reduce energy efficiency, and make it difficult to see the stars above the Wicklow landscape. Working in groups, they identify ways to reduce unnecessary lighting, including using energy-efficient bulbs, shielding outdoor lights, and turning off lights when they are not needed. By connecting the lesson to their own community, pupils develop environmental awareness and understand how simple actions can help protect the natural beauty and biodiversity of Blessington for future generations.
Having 6th. class myself, I also plan on doing the phases of the moon. At this age they seem to be interested in the moon and the phases of the moon. A great lesson and covers so many learning objectives, whilst the children are learning.
Q.3 Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
I will Begin by asking students: “Have you ever seen the Moon during the day?”
I will the allow them to share their experiences and discuss whether they think the Moon is only visible at night. Show photographs of the Moon in both a daytime and night-time sky and ask students to predict when they think the Moon can be seen.
Explain that they are going to become “Moon detectives” by observing the Moon from the school grounds. Outside, encourage pupils to locate the Moon, sketch its shape, estimate its position in the sky, and describe its appearance using an observation sheet.
Back in the classroom, compare the children’s observations, identify the Moon’s phase, and discuss why the shape appears to change over the month, allow the class to discuss this question.
The children can keep a moon diary for one week and return to the class the following week to discuss the observations.
2024
2 April 2024
1 May 2024
28 May 2024
26 June 2024
24 July 2024
21 August 2024
24 September 2024
24 October 2024
22 November 2024
22 December 2024
202521 January 2025
20 February 2025
22 March 2025
20 April 2025
20 May 2025
18 June 2025
17 July 2025
16 August 2025
14 September 2025
13 October 2025
12 November 2025
11 December 2025I think this is a great activity and the class could learn so much from the hands in experience.
By grouping the children and each child is responsible for bring in certain materials teaches responsibility also.
Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I would introduce this lesson in an Art lesson where the children will watch the video in Module 1 and then make their own sundial.
We will then move on to investigate the movement of the Sun by observing and recording its position at different times of the day. Working from the same location, they will note the time, the Sun’s position in the sky, and the length and direction of shadows using an observation sheet. They will use these observations to create a simple diagram which will use in our maths when covering graphs, showing the Sun’s path from east to west and discuss how its position changes throughout the day.
Through group discussion, students will conclude that the Sun appears to rise in the east, reach its highest point around midday, and set in the west, and that this apparent movement is caused by Earth’s rotation.
Throughout the activity, students will follow the important safety rule of never looking directly at the Sun.
It was crazy to look at all of the satellites on the tracker and to see where they came from and what they are doing. To think that this is going on all the time around us and we (I ) don’t know. The class will love this activity.
Yes, I agree that integrating the STEM subjects helps pupils develop the knowledge, skills, and dispositions needed to solve real-world problems. Rather than teaching each subject in isolation, an integrated STEM approach encourages pupils to make connections between disciplines through inquiry, collaboration, and hands-on learning.
I agree that showing the children the video on Greta Thunberg is a great way to get the children interested in environmental awareness.
Also, I would do the video in sections and investigate each section at various stages and look at one fact at a time.
Fact: Deforestation; I will find out what the children already know about forests and how important they are, I will then move on to explain what deforestation is and show images of forests and forests land where deforestation has occurred. In groups the children will discuss this. We will then move on to discuss carbon dioxide and how it regulates the climate.
Fact: Human activity is connected all around the globe; I would start by explaining the language around this and then explain that if large areas of rainforest are cut down in Brazil, there are fewer trees to absorb carbon dioxide. This means more greenhouse gases remain in the atmosphere, contributing to climate change around the world—including in Ireland. I would also show the Paxi video on greenhouse gases. I will then lead on to discuss pollution in the air and how far it can travel in the atmosphere. Also, how pollution released into the air can travel thousands of kilometres with the wind.