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Detail how light pollution is impacting your local area and how would you engage your learners to explore this.
To begin, we would brainstorm and discuss what the word pollution means. Once we have a definition I would link in light pollution and we can discuss what this might mean. Using a powerpoint we would look at different types of natural and artificial light sources. I would then use photographs of the local area (light sources – street lights/shop fronts/housing/billboards etc.) and discuss how this light impacts the natural dark sky. For a homework activity I would ask the children to count the number of stars they see in the night sky that evening from their back garden. The next day the children can share their information with the class. From here I will use photographs from other areas in Ireland and around the world where light pollution is and is not present. We will discuss and compare the differences between remote areas of no light pollution to built up urban areas. Finally, we will discuss ways to combat light pollution using the five principles for responsible outdoor lighting from the international dark sky association. Using a worksheet the children could mark the images that show dark sky friendly lights. In addition, the children could draw a picture of their locality and add in dark sky friendly lights such light shieldings on street lights, low but warmer colour lights on street street signs and shop fronts and more targeted lighting from light fixtures in their area.
ESERO Framework For Inquiry Activity – Constellations
As I have an infant class I think this activity would be ideal for this age group. To begin, we would begin with a class discussion about stars in the night sky. I would show pictures of constellations without the lines drawn and ask what can people see (any patterns). Then I would explain what constellations are by showing the same pictures with lines drawn to connect them. I would also use a fun video about constellations to engage the children. As a further activity I would use constellation colouring sheets that the children can design. We would talk about the name of some constellations and how they got their name. After this, the class could then make their own constellations. Using paper, pencils and colours the children would make their own join the dot picture. They could create their own name for the constellation and some background history as to why it is called that. Following this, this could use straws and playdough to make their own constellation become 3-D. To finish, we would review the lesson by discussing what we have learned and children can even present their own constellations to the class and the other children can say what they see in each ‘new’ constellation.
I really like the idea of the children tracing their friends shadows as a way to see how it moves throughout the day. It’s a great way to create interest in the lesson.
Sun Dial Activity – Infant class
To begin, we would explore the idea of shadows. In class children can use flashlights and paper card to create different shadows. This is a fun way for the children to engage with the lesson. Following on the class would go outside to the yard and the children would be encouraged to find different shadows around the yard. Have a discussion on my different objects make different shadows. Let the children find their own shadows. As a small activity ask them to create different shadows e.g. how can you make your shadow shorter/longer/wider etc. Have a discussion on what a shadow is – a shadow is created because light cannot pass through objects/our bodies.
For safety, talk about how it is not safe to look directly at the sun. This is important as for the next part of the lesson you can explain to the children that our earth is constantly moving which makes it look like the sun moves across the sky throughout the day. Explain we will investigate this using a sun-shadow clock called a sundial. Tell them this is a way people used tell the time many years ago. Have a quick discussion about what we use nowadays to tell the time.
For the experiment give each child a cone and a piece of chalk. In a section of the yard, ask the children to place their cone on the ground. Ask them to mark the end bit of the shadow with the chalk. Beside that give the time e.g. ten o clock. Explain that every hour we will come back out and see if the shadow has moved and we can mark the new one with the time. At the end of the day have a discussion about what happened the shadows over the day. Did they move/get longer/shorter etc. Have a review of what we have learned today.
As a follow up activity the next day the children could have more fun marking their own footprints and using themselves as the gnomon on the sundial. I feel this activity is a very fun interactive way for the children to learn about this topic without going into too much technical terms as they are only an infant year group.
Good idea. Using how the children get to school is an engaging way to start the topic project of transport method affecting the environment.
Research Question: How does the weather in our local area affect the growth of plants in our school garden?
Firstly, I would begin this project by discussing the differences between weather and climate. As previously thought the children should be reminded that weather occurs over a short period of time whereas climate is over a very long period of time. We will then discuss the ways we measure weather and decide what we will use in our own school garden.
1. Thermometer
2. Rain gauge
3. Anemometer
Secondly, we can spend a lesson making our own rain gauges and anemometers and the school can buy a thermometer. As this is taking place in the school garden it would be nice to invite the rest of the school to partake someway in this project. One way they could participate is by leaving each individual class plant a different seed (the garden is very big) and that way they will have a special interest in their own section.
Thirdly, we can then set up each weather instrument in the garden making sure they are not covered or inhibited in anyway.
This project will last over a couple of months to see any significant results. We will plant the seeds in early spring and be able to monitor the results right up until the week of the school summer holidays. Results will be collected everyday at the same time (preferably noon) and recorded in our project journal. This can be carried out each day by a different pair of students. To record the height of the plants the children can use a ruler/meter stick etc. each day, once ground has broken.
Finally, if the project was then carried out every year (a long term project) at the same time by another class in the school the results could be used to calculate climate rather than weather.
I agree showing the children an aerial view of the school building and surrounding buildings would be engaging and a great start to the lesson.
I thought the ESA – The Nose High Up in the Sky resource was very useful and paved the way for a great lesson on Earth Observation. To begin my lesson we would have a discussion about space exploration e.g. what is the name of a person whose job it is to go to space etc. Afterwards, we could discuss how they get there and finally move on to where they base themselves during their stay in space. As this would lead to the ISS it would open the discussion of satellites in space – their function/purpose and how they move/orbit around the Earth. For activity 1 I would show the class the pictures taken by the astronauts from the ISS. Ask if they know where each picture is taken of, what are their thoughts etc. This will then lead into activity 2. In groups the children would get a folder of the printed pictures. 1 set will be numbered and the other set will be lettered. The children would then have to try match the corresponding pictures for Earth Observation and Ground Observation. Discuss how they can use clues such as vegetation, soil, landscape, cloud cover, sea, buildings etc. Finally, after a lengthy discussion on each picture I would use the sentence starters about what benefit EO and GO’s have and why we would use them.
I really enjoyed the film ‘Home’. I thought it detailed a very powerful message. It highlighted Earth’s beauty but also the dangers it faces from climate change as we continue to burn fossil fuels. It shows everything from the melting of polar ice caps, to deforestation and even animal extinction. It highlights the importance of the action we need to take to try reduce or prevent further destruction. I thought the TED talk from Greta Thunberg was passionate and inspiring. In my classroom I would show different reels from the film ‘Home’ as it is quite long. I would integrate it into a lesson on how to spread awareness of climate change action supplemented by snippets of Greta Thunberg’s TED Talk. The children could design posters, do research projects, write a persuasive piece or even have a classroom debate.
I like the idea of carrying out the experiment as it reassures the learning after watching the Paxi video also.
Activity 3 – climate reporters
To start this lesson we would brainstorm what a greenhouse is and has anyone seen one or what its purpose is. Afterwards give a quick explanation and then I would use the Paxi video. I found the video very engaging and it gave a clear description with nice imagery which the children could follow and understand. It also is quite reassuring to the pupils as it outlines how we can help reduce the effects by carrying out simple activities such as recycling, powering off electronics, cycling more and conserving water.
The tool I would choose for my class is the temperature predictor. It shows how temperatures can increase in our local area and predict future temperatures.
Finally, as a concluding activity the class could design posters for raising awareness around the school/local community on ways to try combat climate change. They would draw pictures, create slogans and put in factual information learned, such as information gathered from temperature predictor of local area.
I agree that creating homemade instruments is more cost effective for the school and will be a better learning experience for the children.
Having reviewed the paper it is clear that STEM in the classroom is when the children take a hands-on approach to problem solving. Rather than teaching the answers, the teacher provides opportunities for the children to explore and investigate different projects and by doing so have a better understanding as they learn by doing.
Activity 1 – is it weather or climate?
This activity is a great way to introduce the topic. You can do a think pair share on what they think the difference is before eventually explaining weather is over a short period where as climate is measured over a longer period. You can then move onto different climate zones using the map and having the children guess where each one goes.Activity 2 – weather detectives
Following on from first activity, introduce different ways/instruments to measure weather/climate. Show the children how they work and then discuss areas around the school where we could set these devices up. Discuss all varying factors of different locations and how much one area could impact the results for example temperature – in a warm sun trap vs. a well ventilated area. In groups then the children can take measurements at the same time each day for a period of 2-4 weeks and discuss their findings. A further lesson can be spent making such instruments like a rain gauge.