Forum Replies Created
-
Posts
-
Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
Our school is in a Gaeltacht area with very strong culture and traditions. We had grandparents Day last year, the theme was Naomh Bríd and the traditions such as Bábóg Bhríde, crios Bhríde and the making of the crosses. The grandparents had so much knowledge to share with us and it was a great success. We don’t have a theme for this year’s Grandparent’s Day but písreogaí or stories of the night would be a lovely project to work on and resurrect the oral tradition of storytelling that was associated with our area..
Beforehand we could discuss the significance of stories of the night, which could include tales of spirits, faeries, creatures of the dark, or activities that take place in the nighttime hours. Include examples like the Púca, Banshee, Selkies, or Sidhe. (This might be better suited to the older classes)
We could also look at the stories that belong to seasons, for example stories to do with Imbolc, Samhain and Bealtaine.
Na réalta a béith i ngár do’n gealaigh. This is a seanfhocal I came across on the dúchas folklore commission website under the schools section forecasting bad weather!
Totally agree Edel, grandparents are a wonderful resource and often love to be asked to contribute to school learning.
Love the idea of using globe at night! Lots of midgets coming in these evenings if lights are on and window is open!!
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Our school is situated on an island and therefore a large part of the local biodiversity is Marine life.
The island’s has a unique ecosystem, with a rich marine and terrestrial biodiversity, for example the key species found in the area, both above and below the water’s surface, such as seabirds, dolphins, seals, marine mollusks, and fish. The marine biodiversity in Galway Bay is significant.
We often link with the Galway aquarium and have guided tours of our coastline, and afterwards learn about species we have found locally. There is also fish farms locally.
Light pollution also effects marine animals, for example marine life like sea turtles (which are disoriented by artificial lights when they hatch) and nocturnal species like bats and moths as discussed in this module. It would be an idea to study marine animals that use moonlight for navigation and discuss a more eco friendly light system so not to interfere with this.
Local knowledge from families that through generations depended on the sea for their income could tell us how changes have impacted our local marine biodiversity.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I must say this question has taken me down rabbit hole! I discovered the website http://www.darksky.ie and from there Galway astronomy club! I need to see can we link up with this club in any way.
Our setting is very rural. Light pollution has an impact on wildlife, marine life our own wellbeing, our environment and energy waste.I would start by asking what pupils understand by light pollution and then expand on the above points and discuss our accountability and what we can do to reduce light pollution and what improvements we can make.
The website darksky has some useful resources on how to reduce our light pollution and some available as Gaeilge as we are a Gaeltacht school, unfortunately we are too far away from Mayo or Kerry to make a school trip to either Dark Sky place.
Light pollution in rural areas like ours may not be as severe as in urban centers, but it still has notable impacts on the environment and the community. By engaging pupils through a combination of scientific investigation, creative expression, and local activism, we can raise awareness and inspire action to reduce light pollution in the area. Combining outdoor experiences with hands-on learning projects would help instill a sense of environmental stewardship and a deeper appreciation for the natural world, especially the night sky.
As we live in a rural setting I would not have considered light pollution but you have highlighted how in all home settings we are guilty of it.
Thanks for the dates above and for mentioning the moon calculator. Children won’t expect to be able to see the moon during the day.
Create an observing plan for autumn that shows which planets are visible in the evening sky.
This a lovely activity that needs parents collaboration, as an adult needs to be present.. If there are children living near each other, they could observe together. Pupils need to be told to dress warmly and not look directly at the sun.
A time of 30 mins between 7-9pm is best suited to this age group.
Give a sky map to pupil:
Sky Map: How to Find the Planets
Here’s a simple guide to finding the planets:Look towards the west: Venus will be there just after sunset.
Look to the southeast/east: Jupiter and Saturn will be visible in the early evening, with Jupiter higher up.
Look higher in the sky or closer to the horizon: Mars will rise from the east, and Mercury may show up in the twilight.
Following on from this a sky journal can be recorded by pupils and this can be discussed and compared in school. By the end the pupils will have seen some of the most beautiful planets in the sky, learned about the solar system, and made lovely memories.
A Sky Diary is lovely and the children could use it to present findings to an other class/es maybe during assembly,
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
I have middle classes and we visited a Bridget’s Gardens last year where they seen a sundial. We could recap on this and then discuss how and where to construct our own sun dial. This would also be a cross curricular lesson bringing art, math, history and geography together.
We could revisit the sundial at different times throughout the day to track how the shadow changes. This would incorporate in some movement breaks, especially nice for staring back in September.
Over time, it may also be interesting to observe how the sundial’s accuracy changes with the seasons, since the position of the sun shifts slightly throughout the year.
This would be a hands-on way to learn not just about telling time, but also about the natural worldI would encourage the children to then recreate this at home and for them to be aware of where their North, South, East and West lies.
I like the idea of a return bin, recently as a family when we were out and about if we have plastic bottles we have no where to dump them. It ran through my mind that a separate collection bin was needed in public spaces.
Sustainability is an increasingly vital focus in our world today, and in my local area, there are several initiatives that demonstrate a commitment to preserving the environment for future generations. These practices range from community-based recycling programs to organic farming which supplies to local shops and cafes.
In my local area, one of the most prominent examples of sustainability is the comprehensive recycling and waste management system. This system encourages residents to separate their waste into categories—organic, recyclable, and non-recyclable—ensuring that materials like plastic, paper, and glass are repurposed rather than ending up in landfills. This initiative is supported by regular community workshops and campaigns that educate people on how to minimize waste and make more sustainable choices in their daily lives.Another notable practice is the emphasis on heating, ie solar panels. Our school has recently been fitted with them.
Organic farming is another key aspect of sustainability in my area. Local farmers’ markets are held regularly, providing residents with access to fresh, locally-grown produce. These markets not only reduce the carbon footprint associated with transporting food over long distances but also support local farmers and promote the benefits of eating organic.
To further engage pupils in exploring sustainability, I would begin by incorporating these local examples into classroom discussions and activities. I believe that making sustainability tangible and relevant to their immediate environment can have a profound impact on students.
Pupils could also take part in an energy audit of the school, identifying ways to reduce energy consumption and promote efficiency. These hands-on projects would not only educate students about sustainability but also empower them to make a difference in their community.
Incorporating technology and digital literacy, we could explore the concept of sustainability through research projects where students investigate global sustainability challenges and compare them with local practices. They could use digital tools to create presentations, videos, or even social media campaigns to raise awareness about the importance of sustainability.
Moreover, fostering a sense of global citizenship could be achieved by connecting with schools in other regions or countries to share ideas and experiences related to sustainability. This could lead to collaborative projects, where students not only learn from others but also contribute their insights on how sustainability can be practiced more effectively in different contexts.
In conclusion, sustainability in my local area is manifested through various initiatives that promote environmental responsibility, from recycling to organic farming. By engaging pupils in these local practices, through hands-on projects, field trips, and digital exploration, a better understanding of sustainability can be fostered and encourage them to take an active role in shaping a more sustainable future.
I enjoyed this module very much and I learned alot from it for my own benefit. I actually did a bit of I spy myself while doing the groceries yesterday!
I teach first and second class and while do do look at the food pyramid, we mainly investigate the amount of sugar in certain foods. The pupils bring in labels from foods they like and we hang them in zip lock bags with the amount of sugar visible.
I had never considered doing a similar exercise with protein for example, where we could make a visual graph of our findings thus promoting fish as a healthy food choice, using packaging and the BIM handbook.
I enjoyed the HSE healthy eating guidelines, I would have been more familiar with these when mu own children were younger.
Its wonderful to discover that there are fantastic resources such as these available to a school. The first tew lessons, “Three Main Types” and “Nutrition” are appropriate for all ages groups, especially incorporating the Salmon of Knowledge.
Personally I was most drawn to lessons 3 and 4, “Aquaculture and Community” and “Sustainability”. From 4th class upwards, considering where our school is geographically these lessons are ideal to foster an appreciation of what we have naturally and man made on our door step. I am interested in asking if perhaps a an trip can be organized so we could visit our local salmon farm and perhaps have someone come an d present to us. Hopefully these are resources available as gaeilge as we live in a Gaeltacht region.
I love the idea of highlighting to the pupils, through cross curricular lessons, the amount of other work/jobs also dependent on these fish farms, jobs that are accessible to them should they choose. Careers within aquaculture such as aquanaut instead of astronaut being a great example are based on the topic of stem.I live on the west coast of Ireland which is suited to farming at sea and not agriculture, but again I didn’t question why where I live is more suited to aquaculture, fish farming than say the east coast of Ireland. This provides employment for local families thus avoiding having to move away. This module has made me more mindful of where I live and prompted me to think about why there are salmon farms in this region and what this means to the people and the area.
Our goldilocks climate has its advantages which I had never really thought about. Along with features such as the gulf stream and their significance to our region. I think I have a new appreciation and better understanding of my surroundings.