Forum Replies Created
-
Posts
-
To introduce ‘Design Your Own Dark Sky Place’ in my classroom, I would turn this into a creative, hands-on project that combines science, art and environmental awareness. I would remind the children about out lesson on Light Pollution and its effects on the night sky and why dark skies and places are important for astronomy and wildlife. Then have children work in small groups and create their own dark location. They would draw maps, build models or create posters showing how they would reduce light pollution. They would then present their dark place to the other children in their class.
The best time to observe the moon is in the morning while at school. This phase occurs just all the full moon and is visible in the early morning sky as it rises late at night and remains up well into the day. At this phase the moon is bright and large, making it easier to see details on its surface with the naked eye. I will plan to do this each morning either before or after our daily mile.
Eleanor, having a class year explore a certain nocturnal animal, this would mean by the time they are in 6th they would have learned about an array of animals.
Its so important to constantly refer to wellbeing, great idea to integrate mental health into the lesson.
Great idea Rachel to use yard time in your lesson. At times it can take a lot of time to get children out of the class and can unsettle them.
To engage learners in exploring biodiversity and the impact of light pollution in their local area, I would use a hands-on, inquiry-based, and place-based learning approach.
I would start by eliciting curiosity from the children by asking, what is Biodiversity?
Activity: Nature Walk & Scavenger Hunt
I will take the students on a walk around the school or a nearby park. Use a biodiversity checklist or bingo card to help them identify different plants, animals, and insects. While walking I would ask the children different questions such as Why do you think we have so many different types of living things in one small area?
After the walk I would show a short video or infographic about local ecosystems.
After I would this introduce light pollution
We would use flashlights in a dark classroom to simulate how light affects nocturnal animals.
The children would complete a task of research one nocturnal animal (like moths, bats, or owls) and how it uses darkness to survive.How light pollution is impacting your local area.
I would first discuss what light pollution is with the children and show a video based on this.
Light pollution is the excessive or misdirected artificial light that brightens the night sky and disrupts natural darkness. It makes it harder to see stars, affects wildlife, and wastes energy.Elicit from the children different types of light pollution in their area and in rural parts of Ireland, light pollution is increasing due to:
Streetlights, especially in housing estates and towns
Sports field floodlights
Shops and building lights left on at nightDiscuss the consequences of light pollution in the area.
Fewer stars are visible in the night sky, especially near cities like Dublin, Cork, Galway, or Limerick.
Wildlife such as bats, birds, and insects are affected—nocturnal species rely on darkness.
Disrupted sleep patterns for humans
Energy waste and carbon emissions from lights left on unnecessarilyThe children would then complete a classroom project to help them investigate and reflect on light pollution in their local area.
1. Build Background Knowledge
Use visuals and videos to introduce types of light pollution
Show before-and-after images of night skies with/without light pollution.2. Night Sky Survey
Students record how many stars they can see from their back garden or local area.3. Light Audit
Take a walk around the school or local street and count:How many lights are on after dark?
Are they shielded or shining directly upward?
Are any left on with no one around?
Students can draw a “light map” of the school or street.4. Data & Discussion
Create bar charts showing “number of lights” or “stars visible by location.”When the children have completed their bar chat, they will discuss the differences and why there are differences, which could be because some children live in town, some in estates and others in the countryside.
After looking at the paper ‘Unravelling STEM: Beyond the acronym of science, technology, engineering and mathematics, Liston argues that STEM education is not just about teaching four separate disciplines (Science, Technology, Engineering, and Mathematics). Instead, she emphasizes an integrated approach that involves creativity, critical thinking, collaboration, and problem-solving. I planned this lesson based on this trying to include each approach.
Objective
Students will observe and record the position of the sun at different times of the day, including sunrise and sunset, to understand how the sun’s position changes.Materials Needed
Compass or compass app (to find directions: East, West, South, North)
Pre-made observation chart
Clipboards or notebooks
Pencils, crayons or markers
Camera or tablet
Shadows tracking stickFirst I would introduce key vocabulary and concepts
Sunrise (East), Sunset (West)
Direction (North, South, East, West)
Shadow, Position, Sky
Practice using a compass or app to find directions.
Show a time-lapse video of the sun moving across the sky.
We would then set up an observation area on the school grounds
Choose a safe, open location where the sun is visible most of the day. Mark key directions (East, West) using string, chalk, or signs.
Place a stick in the ground to track shadows.
Over the wee we would have daily observations
Students observe the sun’s position 3 times per day (example: 9 AM, 12 PM, 2.15 PM). Optional: Sunrise and sunset observations can be done at home.Each time the students would record the suns:
Time
Direction of the sun
Sketch of sun’s position in the sky
Length and direction of shadow from the stick
Weather conditions
Where the sun rises (direction, visible landmarks)
Where the sun sets
Use a simple drawing or label a photoReflection and Class Discussion
Compare all the data collected
Look for patterns (e.g., the sun moves from East to West)
Discuss how the shadow changes
Create a simple class chart or poster summarizing findingsThese are great pupil data collecting ideas- so many. I will definitely be taking inspiration for these in my classroom next year.
Sinead, thanks for the the ideas for introducing climate change facts into the classroom. You can never have enough resource ideas.
A hands on activity always works great for the children to learn about a certain topic. I think they find lessons far more interesting when included
