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I really like the idea of using the story and the character Shadow to introduce the topic, as it would make the activity very relatable for younger children. The shadow puppets and shadow pictures would be great follow-up activities too, especially as they bring in Art and Drama while still developing the children’s understanding of light and shadows. I also like the idea of taking the learning outdoors and seeing how our own shadows change.
I would use the Sun and Shadows activity with my class as I think it would be a good way for younger children to explore something they can see every day. I would begin by asking the children what they think a shadow is and what they think makes a shadow. We could go outside and look at the shadows of different objects and people around the school.
I would then get the children to make some predictions about whether shadows will change during the day. We could choose a few objects in the school yard and record the length and direction of their shadows at different times. The children could draw the shadows or take photographs using a tablet. We could look at the photographs together afterwards and talk about what changes we noticed.
I think this activity would work well because the children are learning through doing and making their own observations. It would also encourage them to ask questions about why shadows change and how this is connected to the position of the Sun. I could keep their drawings and photographs as a digital record of their learning.I really like the “Guess the Planet” idea, especially for Second Class, as the children would enjoy trying to work out the answer from the clues. The Venus fact is a great one too, and I can imagine it leading to lots of questions from the children. I think the group work would also be a great way to build their confidence in sharing their ideas.
Hi everyone, my name is Katriona and I am looking forward to doing this course and learning some new ideas for teaching space in the junior classes. My favourite space fact is that it takes about 8 minutes for light from the Sun to reach Earth. I think that is amazing when you think about how far away the Sun is.
One activity I would like to try with my class would be exploring the question, “What is a planet?” I would start by asking the children what they think a planet is and what planets they already know. I would write their ideas on the board and see if we can come up with some questions we would like to find out the answers to.
We could then look at pictures and models of the planets and talk about what we notice. The children could sort pictures into groups and explain why they chose to put them together. I think this would work well with younger children because they are naturally curious and enjoy asking questions. It would also give them the opportunity to explore their ideas rather than just being given the answers.I really like the way you have linked The Starry Night with both Art and Science, as it gives the children a chance to be creative while also learning about the night sky. I also think getting the children to write their own poems would be a lovely way to encourage their imagination and allow them to express what the night sky means to them.
There are lots of songs, poems and pieces of art that could be used to connect children with the night sky. Some examples that came to mind are Twinkle, Twinkle, Little Star, Fly Me to the Moon and A Sky Full of Stars. For younger children, Twinkle, Twinkle, Little Star would be an easy starting point, while older children could explore the meaning behind songs such as A Sky Full of Stars.
I would also use President Michael D. Higgins’ poem Stardust as an example of how the night sky can inspire poetry. The children could listen to or read the poem and talk about what images and feelings it creates for them.
For art, I would use Vincent van Gogh’s The Starry Night and allow the children to create their own night-sky artwork. They could use different colours, patterns and materials to show what the night sky means to them. I think using music, poetry and art would make learning about space more creative and enjoyable.I really like the idea of the children becoming “biodiversity detectives”, as it would make the learning fun and meaningful for them. Using the biodiversity walkway and then linking it to light pollution would give the children a great opportunity to explore their own local environment and think about how they can help protect it.
I would engage the children by getting them to explore the biodiversity around our school and local area. We could go outside and see what plants, insects, birds and other wildlife we can find. The children could work in small groups and record what they see by taking pictures, drawing them or making a simple list. We could then talk about where the different animals live and what they need to survive.
I would introduce the idea of light pollution by asking the children what happens to the sky at night when there are lots of streetlights and other lights around. We could discuss how this might affect animals such as birds, bats and insects, which depend on natural patterns of light and darkness. The children could also look around the school for different sources of artificial light and think about whether they are all necessary. We could then discuss some simple ways we could reduce light pollution and help protect the wildlife in our local area.I really like the idea of the children carrying out their own night sky observations at home, as it makes the topic relevant to their everyday lives. The connection between the increase in development and the impact on local wildlife is also very interesting. I think discussing ways to reduce light pollution would encourage the children to think about how they can make a positive difference in their own community.
I really like the comparison between Dublin and North Kerry, as it shows the children how much location can affect what we see in the night sky. Using Stellarium and carrying out a light pollution survey would make the topic very practical and give the children a chance to investigate their own local area. I also think discussing ways to reduce unnecessary lighting is a great way to help them understand how small changes can make a difference.
Light pollution is something that we can see in our local area, particularly around roads, houses, shops and other buildings where streetlights and outdoor lighting are used. The amount of artificial light at night can make it difficult to see the stars and planets clearly. It can also affect animals and insects that rely on natural patterns of light and darkness.
I would engage my learners by first asking them what they notice when they look at the night sky from home or around the school. We could compare what the sky looks like in a brightly lit area with somewhere that has less artificial light. The children could make observations and record how many stars they can see from different locations.
We could then discuss why we need artificial lighting and whether all of it is necessary. The children could work in groups to think of ways our school could reduce unnecessary light, such as turning off lights when they are not needed. This would help them understand how light pollution can affect our environment and what small changes we can make.
I really like the idea of creating an Autumn Skywatching Diary, as it would give the children a reason to keep looking at the sky and noticing changes over time. Using Stellarium alongside their own observations would also make the activity more engaging and help them connect what they see in the real sky with what they are learning in the classroom.
For my autumn observing plan, I would give the children the opportunity to look at the evening sky and see which planets they can spot. I would begin by talking to the class about what they already know about planets and asking them if they have ever seen a planet in the night sky. We could look at a simple sky map together and identify where the planets should be. I would choose a few evenings during the autumn when the weather is suitable and send home a simple observing sheet for the children to complete with an adult. They could record the date, time, weather and which planets or other objects they can see. They could also draw what they see in the sky. The following day, we could discuss our observations in class and compare what everyone saw. This would encourage the children to ask questions, make predictions and develop an interest in space and astronomy.
