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Light pollution is when too much artificial light brightens the night, affecting the natural environment. In Killarney, this extra light is causing problems for animals in the National Park. For example, nocturnal animals like bats and birds that are active at night can get confused by the lights, making it hard for them to find food or navigate. Plants can also be affected because they rely on natural light cycles to grow properly. Additionally, light pollution makes it harder to see the stars in the night sky, which is a big loss in a place like Killarney, known for its beautiful dark skies.
To help the children understand light pollution in Killarney, I would start by talking about what it is and why it matters. Then, we would go on a nighttime walk in Killarney to see the effects of light pollution for ourselves. The children could observe how the lights from the town affect the visibility of stars and the behavior of any animals we might see.
We could also talk to local wildlife rangers to learn about how light pollution is affecting animals in the National Park. Back in the classroom, we would do simple experiments to see how different types of light affect plants and animals. For instance, we could shine lights on plants overnight and see if it changes how they grow.
To make the project more hands-on, the children could work together to design and build models of light shields using LEGO or other materials. These light shields could show how we can reduce light pollution in our community. We might also create posters or plan an event to raise awareness about the importance of keeping our skies dark. Through these activities, the children would learn how light pollution impacts Killarney and what we can do to help protect the environment.
I really like this idea Michael; I think the link to the space race would make it very exciting for the children. The inquiry framework could also be used to add more questioning
I decided to work with the inquiry framework and chose the lesson on building a bird feeder. This year I worked with a number of schools on a lego project where the children used Lego to design ways of fixing local problems. To engage children aged 9 in an inquiry-based learning experience about building bird feeders I would start by asking them to observe and identify the different birds that visit our school.
We would discuss whether spotting birds is easy and explore if our school environment provides enough food, water, and shelter for them. This would lead to a brainstorming session where we would consider designing and building bird feeders using LEGO to attract more birds into our gardens.
We would explore various materials that could be used to create these feeders, focusing on sustainable and biodegradable options, such as pinecones coated in lard and seeds. The children would be encouraged to think critically about the types of food that would be most effective in attracting different bird species and how the design of their feeders could help.
After building the feeders, we would place them around the school grounds and observe whether birds begin to use them. This would involve recording the types of birds we see and noting any new species that appear. To further enhance this project, we would participate in the Garden Bird Survey from December to February, recording our findings and comparing them with national data. This hands-on, inquiry-based approach would not only teach children about bird ecology but also foster creativity, problem-solving, and environmental awareness.
Hi Nicole,
Book creator has a ready made travel journal template that could be adapted for your class. I love this idea and might steal it!
For the “Animals in the Night” activity in a Senior Infants classroom, begin by gathering the children to sit in a circle. Place photographs of both diurnal and nocturnal animals in the center. Initiate a discussion by asking the children if they think animals sleep at night just like people, and which animals might not. Engage them by exploring when these animals are awake. Gradually remove the photographs of diurnal animals, shifting the focus to the nocturnal ones. Use the images of a bat, an owl, a hedgehog, a fox, and a badger to discuss how nocturnal animals can be recognized by their larger eyes and other adaptations that help them live in the dark. Highlight that these features enable them to see and function better at night.
To extend the learning experience, take the children for a walk in Killarney National Park, which is close to the school. Investigate how the lights from the town and traffic noise might impact the animals living there. Engage with the wildlife rangers in the park to provide the children with expert insights into the local nocturnal animals and the effects of human activity on their habitats. Through this interactive activity and field trip, children will learn to identify the unique characteristics of nocturnal animals and understand the concept of day and night in the natural world, while also gaining awareness of environmental impacts on wildlife.
Maude Delap, a self-taught marine biologist from Valentia Island in County Kerry, is an inspiring role model for students, especially as I work in a girls’ school. Her story shows the importance of determination, resourcefulness, and following your passion, even when facing societal barriers. Students can create a book or a podcast episode about her life, highlighting her careful research and collaboration with other scientists. Discussing the challenges faced by female scientists can show Maude’s resilience and serve as a powerful example of perseverance. Additionally, students can design their own experiments in marine biology or other areas, developing hypotheses, conducting experiments, analysing data, and drawing conclusions. This encourages innovative and independent thinking, inspired by Maude’s significant achievements.
Great idea to include Bill Goats Gruff – London bride is falling down might be a good addition and get the children to guess why the bridge might be falling down… I’m sure you would get some great and amusing answers
Great ideas here Conor, using google maps or flyover of famous bridges on iPad would also help your pupils!
This project aims to draw inspiration from the architectural and engineering marvel of St. Mary’s Cathedral in Killarney to engage students in a hands-on learning experience. The project will involve researching the history and design of the cathedral, followed by a practical component where students will create their own scaled models and design elements inspired by the cathedral’s structure. Students will first study the history of St. Mary’s Cathedral, examining its Gothic Revival architectural style and key features such as pointed arches, ribbed vaults, and stained glass windows. They will then investigate the engineering techniques used in its construction, including materials, structural stability, and methods for building tall spires. Divided into groups, students will design and construct scaled models of different parts of the cathedral using materials like cardboard, balsa wood, and plastic. Instead of traditional CAD software, students will use Minecraft to create digital models of their designs, allowing them to visualize and plan their structures in a virtual environment. The hands-on construction phase will involve applying engineering principles such as load distribution and experimenting with different materials to ensure structural integrity. Each group will present their model, explaining their design choices and the engineering principles they applied, with evaluations based on accuracy, creativity, and teamwork. An optional outdoor component could involve creating a miniature park featuring scaled models inspired by the cathedral, with pathways, benches, and informational plaques. This project will help students appreciate historical architecture and engineering, develop practical design and construction skills, and foster teamwork, culminating in a visually impressive display of their models.
Hi Hilary,
It might be worth using a book creator template with your pupils. they are so easy to use and the children love creating digital books. I use the online version and here is an example of one to “remix” https://read.bookcreator.com/ONaAIYRkpXbgmgALGu4u8mBdvg93/SUxjlVppSD2w_rm2OoSOGg/ZXwe1IC5TjSbQrgljdmQ1w
To conduct a seasonal biodiversity project at Killarney National Park throughout the school year, I would use several resources to help students learn and explore. First, field guides and identification charts would help students recognise different plants, animals, and insects in the park. We would use recording sheets like observation logs and phenology charts to track changes over time. These sheets would include spaces for students to note the species they see, the habitat, weather conditions, and their thoughts.
We would go outdoors at least once a month to observe seasonal changes and collect data, allowing students to see how the environment changes over the year. To connect this project with other subjects, we would use maths to analyse data and create graphs. In science, we would study the roles and interactions of different species. For language arts, students would write journals and reports about their observations. Art projects could involve drawing or taking photos of what they see, and social studies lessons might explore how people impact the park’s biodiversity. Additionally, students would use Book Creator to compile their findings into a digital book, presenting their observations and reflections in a creative and organised way.
I would also involve the Education Officers at the National Park education centre. Their knowledge and guidance would be integral to this project. Located very close to my school, their expertise would enhance our understanding and ensure we make the most of the park, which is right on our doorstep. This collaboration would provide students with a well-rounded understanding of the park’s ecosystem and its importance.
To plan and conduct a lesson on map making for younger classes, I would turn it into an inquiry-based unit, beginning with the question, “What is marvellous about maps?” We would start by exploring different types of maps, encouraging the children to discuss what they observe. I would ask them what they see, think, and wonder about the maps.
Using storytelling, I would guide the children in creating a variety of maps. For instance, I would read the book *Rosie’s Walk* and then have the children create their own maps of Rosie’s journey. This activity would help assess their understanding of map creation and develop their oral language skills.
To incorporate online tools, I would use Google Maps and Geohive. I would show the children a map of Muckross Traditional Farms using Google Maps, utilising street view and layers to help them understand how these tools work. The children could explore different locations, observing various features and landmarks.
Using Seesaw, the children would make screen recordings of their maps, showing Rosie walking around. This would allow them to share their work and explain their thought process. Additionally, I would teach directional language through both literacy and maths lessons, exploring concepts like distance and estimation. This approach would make the lesson engaging and interactive, while integrating technology to enhance their learning experience.
I like when children can play their own inquiry in any subject. In a school I worked in the children had itime instead of golden time. iTime consisted of a self guided inquiry into a subject of their choice over the course of a half term. The children then presented their learning and findings to the class.
