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2. Creating a teaching resource using the “Globe at Night” citizen science programme
Living and teaching in Dublin, light pollution is an immediate and visible issue. Skyglow from suburban development, commercial areas, and unshielded streetlights means many of our pupils rarely are able to see the stars or see a truly dark night sky.
To explore this, I have created a SESE plan using the “Globe at Night” citizen science programme, suitable for 5th or 6th Class.
First, we would investigate the impact of light pollution on biodiversity in the local area. We would focus on native animals e.g. hedgehogs and birds.
Next, pupils would observe the night sky at home (or from a local park/outdoor area accessible to them) and match what they see to simple charts.
Finally, back in class we would plot our observations onto a digital map of Dublin, compare light levels across different areas and brainstorm some ideas on how to reduce light pollution in their local area (e.g. through advocacy, linking in with other community groups, contacting their local councillor/politician, etc.)Giving the students a chance to compare their work is often really valuable I find, they can share great insight with each other.
That’s a great idea using the hands on resources of the ball, chair and torch to visualise the phases of the moon, I’d say it would really help the children to grasp the concept.
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school?
For the new school year 2026/27 I would begin with some pictures of the moon to prompt discussion around when we see it. I would include some pictures of the moon at night as well as during the day.
For times of day we could either observe it in the south/south east from around 1pm onwards (possible with children from 1st class up), or in the morning time before 11.30am in the west/south west (for junior or senior infants to suit the shorter school day).
The moon is usually visible during the daytime for roughly 2 weeks out of each month, however I have to allow for the possibility of overcast weather making it harder to see. In October the week of the 19th would have the moon visible in that afternoon ‘window’ (after 1pm), and the week of the 25th of January 2027 would have it visible for the morning.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’d plan to first fill in a KWL grid with my students to identify what they know already about the positions of the sun throughout the day. I’d identify a suitable place where we could observe the sun at different times of the day, keeping it consistent so that it would be clear for the students to note where it was and to make observations about its movements. In my school I would choose a location in the school yard or garden, preferably south facing. I would use a compass myself to choose the location, and then have the students use compasses themselves to help them identify the direction the sun is facing as they observe it. For recording I would give students the option of drawing, marking it on a worksheet or using school iPads to take a picture of the sun’s position. Due to the constraints of the school day, I’d plan to record at 9am, at 12pm and at 2pm. I would also encourage students to record the positions of the sun at home for example on a weekend. We would discuss the results of our recordings in the classroom and I would prompt with questions about what they notice about the direction the sun appears to ‘travel’ in.
