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When I read the question, Van Gogh’s The Starry Night was the first thing that came to mind. It captures the beauty and mystery of the night sky and would be a great starting point for exploring stars, star gazing and the science behind our universe. I love the lovely link between art and science and how both can spark curiosity and imagination in children.
Describe how you could implement a version of “Design Your Own Dark Sky Place” in your school/classroom.
I would introduce this activity by getting the children to think about what the night sky looked like before we had so much artificial light. We could begin with a class discussion about what they notice in the sky at night and how street lights and buildings can affect what we see. We would also look at how light pollution can impact animals that are active at night.
The children could then work in small groups to create their own idea of a Dark Sky Place for the school or local area. They could use drawings, maps or models to show where they would place paths, lighting, wildlife areas and places for people to look at the stars. I would encourage them to think about different viewpoints, such as a visitor who wants to stargaze, a person who lives nearby, or an animal that depends on darkness.
After creating their designs, each group could share their ideas with the class and explain the choices they made. We could finish by looking at small changes we could make in our own school, such as reducing unnecessary lighting or creating spaces that encourage wildlife.
I really like the idea of creating a “night-time ecosystem” within the school grounds. The Moon Garden is a lovely idea as it gives children a chance to see that plants and animals are connected in ways we might not always notice. I also think the idea of creating a Dark Zone is a great way to get children thinking about how our everyday choices, like lighting, can affect wildlife. The hedgehog highway is a simple but practical idea that could make a real difference too.
Being based in a rural school, we are fortunate to already have a close connection with nature and a variety of habitats around us. When creating a school biodiversity plan, I think it is important to help children recognise the wildlife that exists on their own doorstep and understand how we can support it. I would encourage the children to explore the school grounds and surrounding area to identify habitats that may be used by different species, including nocturnal animals such as bats, moths and other insects. We could look at how our current lighting impacts these species and consider small changes we could make, such as reducing unnecessary lighting and protecting darker areas. Especially during the darker months when the school is used by outside groups for training etc. I would like the children to see that biodiversity is not just about planting more or adding new features, but also about creating an environment where wildlife can thrive. Small changes within our school community can make a real difference.
- Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution is something that many children do not think about because artificial light has become such a normal part of their lives. In my local area, street lighting, housing and outdoor lights mean that the night sky is not as dark as it would have been in the past. I would use this as a starting point to encourage pupils to become “night sky detectives” and investigate what is happening around them.
We would begin with a discussion about what pupils notice when they look up at the sky and whether they think children living in different areas would see the same things. Pupils could carry out a simple observation at home and around the school, recording the amount and type of artificial lighting they see. We could then use the Globe at Night programme to compare our observations with other locations.
To finish, pupils could share their findings and suggest small changes that could reduce unnecessary lighting. This would help them understand that protecting dark skies is also about protecting wildlife, saving energy and caring for our environment.
I love the idea of comparing where you live with where the children live. It will get the children really interested from the start! Getting families onboard is brilliant too.
I really like this idea. Using Stellarium would make the lesson much more interesting for the children. I like how the children get to make predictions and investigate rather than just being given the answers. The Autumn Planet Guide sounds like a great way to finish the activity too.
I would begin this activity by asking the children in my class what they already know about the moon and what they would like to find out. We would talk about how the moon appears to change shape and discuss why it can be seen at different times. Using a simple moon calendar or Stellarium, we would explore when the moon is visible from our school.
The children would observe the moon over a number of days and record their findings through drawings, notes or photographs. We would share our observations as a class and discuss any patterns we notice. This activity would allow the children to practise important skills such as observing, questioning and recording information. It links well with the SESE curriculum by helping pupils understand more about the moon, the Earth and their connection. It would also encourage teamwork, discussion and curiosity as the children explore questions about space.
I really like how your activities allow the children to investigate the reasons behind the seasons rather than just learning facts. It’s a lovely way to integrate different subjects and make the learning playful and enjoyable for the them.
Question 3:
I think using chalk shadow drawings would be a simple and effective way for a younger class to explore the sun’s position throughout the day. Students could choose an object in the yard and trace its shadow at different times, recording the time and noticing how the shadow changes during the day. They could make predictions, compare their drawings and discuss why the shadow moves. It’s a lovely hands-on investigation that encourages curiosity and observation. It would also be a great opportunity to talk about the sun rising and setting and how its position appears to change during the day. I think this activity could also lead nicely into exploring sundials and students would begin to understand that shadows can be used to track the sun’s movement and tell the time. After observing and recording their own shadow patterns they could investigate how a simple sundial works and then create one themselves.
We had energy monitors in our school and it worked really well. They gave points to classes who had remembered to turn off the lights and IWB.
The effects of climate change are becoming more visible in my local area in recent years. Winters are becoming warmer and wetter, while summers are getting drier. There are many easy ways a school can help fight climate change but three keys ways we might tackle this in our school are – we can walk, cycle, or scoot to school instead of using cars.
In classrooms, we can turn off lights and close doors to save energy. We ran a competition in our school where Energy Monitors visited classrooms at lunchtime and the gave points to classes who had remembered to turn off their IWBs and lights.
And finally, planting trees or flowers in the school garden or setting up a gardening club at lunchtime is a lovely and hands on way to tackle climate change. And gardening has so many benefits for so many children. Teaching children about climate change and involving them in activities can encourage their parents and the whole community to make better choices for the environment too.
St Catherine’s Community Support Centre work with new communities arriving in Carlow to support their resettlement. In schools, we can begin by partnering with local groups like these to find the best ways to support new students and their families from migrant backgrounds. It is essential to make our schools a friendlier and more welcoming place for all students. This will help create a school environment where everyone feels accepted and supported.
Some helpful initiatives might include buddy systems, where new pupils are paired with classmates who can help them settle in, as well as simple language support through fun activities, games, and visuals. After-school clubs or homework help groups can give extra support especially with language. These groups can also be a great way to make friends.
It’s also important to help students understand what refugees go through. We can do this by running awareness campaigns, sharing stories, and having talks that build empathy and understanding. Giving children a deeper understanding about where migrant families have come from and gone through will hopefully encourage children to be kinder, more respectful and ensure inclusion is part of everyday life in school.
Gosh Orla, what a success story! It’s lovely to hear these positive stories. It just goes to show the very positive influence a school can have on a child’s life.
