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Hi Siobhán,
I really like the ideas that you have put forward here, keeping the activities fun, practical and engaging. I particularly like the idea of visiting a local park. It could be linked with a variety of Geography and SPHE lessons, while also increasing their awareness of their ability to take care of their local area.
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity?
As I work in rural school, the idea of exploring biodiversity has many different opportunities for teaching and learning. I would start this particular activity by introducing the idea of different habitats. I would take my class on a nature walk through a variety of different places such as grassy areas, forestry, and hedgerows. We would then document all of the different species of insect or animal that we find in each one.
Following that, I would ask the class if they can think of any reasons why animals in different habitats might need darkness and why light pollution might be harmful to them, and talk to them about how, for example:
Moths and other insects are attracted to artificial light, making them easier prey.
Bats rely on darkness to hunt and so their ability to feed may be impacted by too many lights in an area.
Birds may be confused by artificial light, which may in turn affect their nesting habits.
We could then carry out a light audit around the school grounds, and identify any light sources that are close to habitats and, therefore, might be harmful to wildlife.
Hi Edwin, I really like all of your ideas with regard to helping the children understand light pollution and its effects. The idea of yours that I thought was really interesting was to write to Dublin City Council with suggestions. I think this would not only encourage the children to really think about light pollution, but would extend it towards the idea of citizenship, environmental care and civic pride.
Hi Siobhán,
I really like a lot of your ideas, as they are all geared towards encouraging curiosity in the children while also providing opportunities for discussion. I also really like how you might link it with the impact that people might have on the environment in terms of light pollution.
- Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I work in rural school in County Kildare, which also happens to be close to a number of bigger towns. This would give me an opportunity to compare the differences between what the children in my class see at night time, due to the fact that some live in a rural area and some in an urban area.
I would start by asking my class what can they usually see when they look up at night time when they are at home. Hopefully this would yield a number of different responses. I would then ask why some people can see more stars than others. Following that, we would explore what is meant by sources of light and make a list of those that exist around us, before looking at reasons light is important/can help us.
Using the streetscape in a box activity, I would then demonstrate how light can make it difficult to see the stars and discuss the idea of light pollution. In groups, the children could then devise ways and means to reduce the impact of light pollution.
A nice follow-up activity could be for the class to carry out an observation when they are at home in the evening, listing what their view of the night sky looks like, as well as listing sources of light and whether or not they are light pollutants.
Hi Shannon, I really like the array of activities that you would integrate into this investigative activity. The idea of using stellarium to cross-reference the children’s findings regarding the appearance of the moon is very interesting. I think you have hit upon a really lovely blend of observational, investigative and communicative activities that would be sure to inspire the interest of the class.
Hi Irene, I really like how all of your activities are class and age-appropriate. The idea of leading with circle time, and developing through story and discussion, before allowing the children to approach the task creatively is really lovely.
Task: Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school?
I will be teaching 2nd Class in September, and think that the idea of observing the moon would be fascinating for the children. I would start by reading a storybook with them based on the moon, before asking them when can they see the moon and do they think that it is visible during the day.
I would then follow that up with the activity where children can observe how the moon can be observed differently based on the light source and its proximity. We would do this with a ball and torch, as shown in the module.
Starting around the 5th of September, we would then go outside each morning just before midday to see if we can see the moon.The class would then be given an opportunity to shade in the moon based on how much of it they can see. These pictures could then be put into a moon journal that would, hopefully, show the children how different parts of the moon are visible as the year progresses.
I really like your ideas, Caroline. I posted something similar in this forum post, but I really like how yours slightly differs. The idea of them working in groups, with a multitude of dials being created is excellent as it would get the children thinking, talking and communicating scientifically. Also, I like your mention of not only using the sundial to tell the time without the aid of a clock, but also allowing time for that reflection piece to take place.
I really like the ideas you have put forward here, Sandra. I think the hands-on, practical nature of your idea is very good, as it would allow the children to take ownership of the investigation. Also, the idea of keeping a running record of findings in a journal is excellent, as it would allow them to fully investigate and document any patterns they find.
Task 2. Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
The first task when approaching this activity with a class would be to identify a suitable place to set up a simple sundial. That place would have to be somewhere that sits in constant sunshine throughout the day, out of the shadows of buildings or trees. I would bring a class on a walk around the school grounds before asking them to choose a location or variety of locations they think are suitable.
The next step would be to ask the class to design a simple sundial, mentioning the equipment required as well as sketching a rough picture of how it would look. In tandem with this, the children could also explore the ideas of shadows moving at different times of the day by marking the shadows cast by objects both inside and outside the school with chalk.
The class could then set about making their own sundial with a long stick affixed to the ground, perhaps with modelling clay, or attached to a flower pot for example. Throughout the day, different children could mark the position of the stick’s shadow with stones and chalk, and cross-reference it with the actual time. Tweaks could be made to the positions of the stones over the coming days to ensure its accuracy.
