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I agree Jonathon. Giving children critical thinking skills is very important than just giving them facts.
I found the article “The Role of Global Citizens in Today’s World,” very good as our classrooms are becoming increasingly diverse, with children coming from a range of backgrounds and bringing different experiences and perspectives with them. As teachers, we have an opportunity to explore issues of social injustice, both within our local communities and on a global scale. Children are also exposed to a huge amount of information through the news and social media, so it is important that we address these topics in an age-appropriate and meaningful way within our schools. Ehigie states that “to be a global citizen, is to care,” and this really resonated with me. As teachers, we have the opportunity to promote global citizenship in our classrooms and schools and to demonstrate that we care about issues at a local, national and international level. We can begin by simply showing that we care. I think that, as part of our SSE process, our school could create a shared folder on the school drive containing useful resources on global development and citizenship that all staff could access. We could also use some time during staff meetings to share key learning and ideas from CPD courses, allowing staff to build their knowledge and explore practical ways of incorporating global citizenship into their teaching.
The Globe at Night project offers a fun, hands-on way for 5th or 6th class pupils to explore light pollution while taking part in genuine scientific work. The class begins by discovering what light pollution is, how it affects humans, wildlife, and our ability to view the night sky. Using the Globe at Night website, pupils learn how to gather and share observations. Each is given a star chart for a chosen constellation, such as Orion, along with a recording sheet. On a clear night, they head outdoors with their families, compare what they see to the chart, and note their results. These are then uploaded to the Globe at Night database. Back at school, pupils map their findings, compare them with data from around the world, and discuss patterns. The activity builds skills in science, geography, and technology, while showing pupils they can contribute to global environmental research in a meaningful way.
Great ideas highlighted Rachel. It is great to see how the topic of light can be adapted for younger classes.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I can think of lots of songs/ poems/ art that connects us to the night sky. This connection has given me ideas for integration when looking at the umbrella topic of ‘light’ in art and music for example.
In art, the learns can look at, respond to and be inspired by so many famous paintings such as ‘Starry Night’ by Vincent Van Gogh. This also creates a conversation about how lighting and is used in art and painting to capture a certain atmosphere/ to highlight area and to create shadow. This can be seen in Vermeer’s ‘The Girl with the Pearl Earing’.
In music, night and light is often plays a centre stage in many songs. For example, ‘A Sky Full of Stars’ by Coldplay and ‘Counting Stars’ by One Republic. It would be a very fun way to integrate this topic into music lessons.
When it comes to poetry, light can even be seen in ‘Twinkle Twinkle Little Star.
Hi Damien,
Really good ideas here. I like your idea of doing a group project on a nocturnal animal. Vert engaging!
To engage my infant students in exploring local biodiversity and the impact of light pollution, I would begin by discussing what they already know about animals, plants, and sources of light. This helps activate prior knowledge and sets the stage for meaningful learning and help create engagement for the lesson.
My school is located just outside a major city, but we’re lucky to have nearby parks and grassy areas. We would take a nature walk in one of these spaces, where children would use a simple, visually supported checklist to spot and identify signs of biodiversity—such as birds, insects, trees, and flowers. This approach keeps the activity accessible and engaging for young learners.
Next, we would explore where light comes from in our environment, identifying sources such as streetlights, building and infrastructure. We’d then talk about how light can affect people’s sleep and begin to consider its effects on local wildlife. This would help children make connections between human activity and nature, creating awareness for the living things in their community.
Question l
To help 4th class pupils explore light pollution and its impact on our local area, we will begin with a class discussion and create a KWL wall—noting what we know, what we want to know, and later, what we have learned. We’ll research the definition of light pollution and consider its sources in our small town, including our proximity to Shannon Airport, street lighting, shopfronts, and car headlights.
Next, we’ll investigate how light pollution affects three key areas: humans, natural ecosystems, and the night sky. The class will be divided into three groups. One group will explore sleep disruption and health effects on humans; another will look at the impact on wildlife, such as disrupted biological rhythms, confusion, and the effect on bats; and the final group will examine skyglow, reduced visibility, and the loss of dark skies.
Each group will present their ideas on posters, which we’ll display in the classroom. As a follow-up, we’ll research local wildlife—especially garden birds—and how light pollution may affect them, linking this to previous science and art lessons.
Question 1
5th & 6th Class
This could kick off a chat about how to spot the planets from Ireland, especially during autumn, and the best ways to go about it. The top tip would be to pick a night that’s nice and clear, with as little cloud as possible—though that’s not always easy with Ireland’s weather! It might also get people talking about how to find a good dark spot, away from streetlights and town glow, which makes a huge difference when you’re stargazing. Places like Donegal or Wicklow are great for this, while here in the midlands, you’d probably need to head out into the countryside a bit.
You don’t actually need fancy gear—planets can be seen with just your eyes—but a pair of binoculars or a telescope will definitely give you a better look, especially when it comes to Jupiter or Saturn. It’s also a good idea for students to have an adult around to help check the weather and make sure everyone’s dressed for cooler temperatures, since it can get chilly in the evenings. And lastly, just be patient and give your eyes a few minutes to adjust to the dark—you’ll see a lot more that way.
2. Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
Answer:
Any class would absolutely love this hands-on sundial unit. We’ll begin indoors with a history lesson on sundials, to create background knowledge for the children. We’ll research whether any ancient sundials have been found on Irish soil, and if so, where and which is the oldest. Next, we’ll investigate shadows using a torch: students will create shadow puppets on the wall, experimenting with hand shapes and light angles to see how the direction and length of shadows change.
On a sunny day, we’ll venture outdoors to the tarmac in the yard. I’ll draw a large circle in chalk, mark its center, and teach compass skills to identify south. We’ll insert a stick into a pot at the center and trace its shadow, labeling each line with the time. We’ll repeat these measurements throughout the day—and again the next day—to compare shadow positions. This active and fun lesson not only reinforces concepts of time and astronomy but also gets the students outside where they love to learn eagerly!
