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How to design our own dark sky place:
To introduce the topic, I would ensure the children were familiar with the concept and language surrounding the topic: IWhat is light pollution?
Types of light pollution: glare, skyglow, light trespass, clutter.
We could the explore the effects on wildlife, human health, energy use, and astronomy.We could conduct a schoolyard light audit (identify sources of excessive or misdirected light).
Then, we could research other areas of dark sky preservation and see the efforts of other projects where dark skies are promoted.
The, I might Assign teams to let students work in small groups.
We could jointly decide the location: Students can choose to design:
A real place (their town, school campus, etc.)
A fictional or future community
A natural park or urban neighborhood
With support, each group could decide on a lighting plan: Types of fixtures, placement, shields, brightness.
Decide how to record and communicate their project design proposals. Try to envision how their dark skies will have an impact on their local environment.
Finally they could decided on their map or layout: Sketch the area with specific lighting zones and natural areas.Many nocturnal species—bats, owls, moths, hedgehogs, amphibians—are sensitive to light pollution, which disrupts their natural behaviors such as foraging, mating, and navigation. By addressing this, schools can support biodiversity more holistically.
There are practical Steps to Include in a School Biodiversity Plan
1. Minimize Artificial Light at Night
Audit Outdoor Lighting: Review existing lighting on school grounds and assess which lights are necessary.Use Motion Sensors or Timers: Ensure lights are only on when needed (e.g., security lighting after hours).
Install Shielded, Low-Glare Fixtures: Use downward-facing, fully shielded lights to prevent skyglow.
Switch to Warm Light Bulbs (<3000K): Cooler lights are more disruptive to nocturnal wildlife.
2. Create ‘Dark Zones’ or Wildlife Corridors
Dedicate parts of the school grounds as low-light or no-light areas, particularly near trees, ponds, or hedgerows.These can serve as shelter and transit routes for bats, badgers, and other nocturnal animals.
3. Habitat Enhancements for Nocturnal Wildlife
Install Bat Boxes on trees or buildings in dark areas.Create hedgehog highways—small gaps in fences—and provide undisturbed leaf or log piles.
Build a pond or improve existing ones for frogs, toads, and newts (many are active at night).
4. Education and Engagement
Student Projects: Monitor moths, bats (with bat detectors), or nocturnal camera traps.Night Walk Events: Host eco-evenings to help students appreciate nocturnal biodiversity.
Include nocturnal species and light pollution in the science or geography curriculum.
5. Work with the Local Community
Encourage dark sky awareness in nearby homes and businesses to reduce cumulative light pollution.Coordinate with local councils if possible to promote wildlife-friendly street lighting.
Monitoring & Evaluation
Track nocturnal species sightings or audio recordings (e.g., bat activity via detectors).Include “light pollution” in biodiversity audits and improvement plans.
By intentionally supporting nocturnal species, schools not only protect key parts of the ecosystem but also teach students about the importance of light and dark cycles in nature
I live in rural westmeath where light pollution has a range of environmental, ecological, and cultural effects. While rural areas generally experience less light pollution than urban centres, increasing development and poorly designed outdoor lighting can still have significant impacts.
1. Disruption of Natural Darkness
Westmeath, known for its lakes, bogs, and natural beauty, should ideally offer dark skies. However, even modest artificial lighting (from housing developments, roadside lighting, and agricultural facilities) can:Reduce the visibility of stars – diminishing opportunities for stargazing and disrupting dark-sky tourism potential.
Affect nocturnal wildlife – many rural species rely on darkness to hunt, breed, or migrate. Even small increases in skyglow can:
Disturb bat activity (Westmeath is home to several bat species).
Affect moths, which play an important role in pollination.
Disrupt amphibians and birds whose behaviors are tied to natural light cycles.
2. Ecological Consequences
Disruption of ecosystems: Artificial light alters predator-prey relationships and the behaviour of nocturnal animals.Impact on agriculture: Pollinators such as bees can become disoriented, potentially affecting crop yields in farming communities.
3. Human and Cultural Effects
Sleep disruption: Even in rural homes, excessive outdoor lighting or nearby illuminated roads can affect circadian rhythms.Loss of heritage: The night sky has cultural, historical, and spiritual significance. Increased light pollution erodes this connection.
Reduced appeal for astro-tourism: Westmeath has potential as a dark-sky destination (especially near Lough Derravaragh or the boglands), but light pollution can undermine this economic and cultural opportunity.
4. Contributing Factors in Westmeath
Expansion of rural housing and commercial developments with poor lighting design.Roadway lighting on national and regional roads.
Agricultural lighting used during extended work hours, especially in winter.
I live in rural westmeath where light pollution has a range of environmental, ecological, and cultural effects. While rural areas generally experience less light pollution than urban centres, increasing development and poorly designed outdoor lighting can still have significant impacts.
1. Disruption of Natural Darkness
Westmeath, known for its lakes, bogs, and natural beauty, should ideally offer dark skies. However, even modest artificial lighting (from housing developments, roadside lighting, and agricultural facilities) can:Reduce the visibility of stars – diminishing opportunities for stargazing and disrupting dark-sky tourism potential.
Affect nocturnal wildlife – many rural species rely on darkness to hunt, breed, or migrate. Even small increases in skyglow can:
Disturb bat activity (Westmeath is home to several bat species).
Affect moths, which play an important role in pollination.
Disrupt amphibians and birds whose behaviors are tied to natural light cycles.
2. Ecological Consequences
Disruption of ecosystems: Artificial light alters predator-prey relationships and the behaviour of nocturnal animals.Impact on agriculture: Pollinators such as bees can become disoriented, potentially affecting crop yields in farming communities.
3. Human and Cultural Effects
Sleep disruption: Even in rural homes, excessive outdoor lighting or nearby illuminated roads can affect circadian rhythms.Loss of heritage: The night sky has cultural, historical, and spiritual significance. Increased light pollution erodes this connection.
Reduced appeal for astro-tourism: Westmeath has potential as a dark-sky destination (especially near Lough Derravaragh or the boglands), but light pollution can undermine this economic and cultural opportunity.
4. Contributing Factors in Westmeath
Expansion of rural housing and commercial developments with poor lighting design.Roadway lighting on national and regional roads.
Agricultural lighting used during extended work hours, especially in winter.
I
Lesson Outline for 4th class
I would begin by asking some questions e.g. “Have you ever looked at the night sky in Autumn? What did you see?”We could then discuss stars vs. planets, how to identify them and their differences
I could then show some images of common visible planets (Jupiter, Saturn, Venus) on the interactive whiteboard along with a brief overview of the Solar System (focussing on the visible planets: Jupiter, Saturn, Venus, possibly Mars)
We might explore why we can see some planets during Autumn evenings (based on their orbit and position relative to Earth)
We might then investigate Hand out sky maps and see how to use them (e.g., facing south around pm in 6-8 pm in October)
They might complete some homework on the topic by using the map to identify planets on the map
I think it is a topic that will really appeal to the children.
There are some lovely ideas here from Shauna. I particularly liked the ideas about creating a portfolio of photos for the children to refer back to.
To teach the lesson about sundials to my 4th class, I might introduce the lesson with some opening questions, like “How did people tell time before clocks and watches?”
We are lucky enough to have a beautiful working sundial in school our sensory garden which they could look at and compare to pictures of ancient examples in Egypt etc.
We could then move into the yard to create out own sundials.I would explain the movement of the sun across the sky, and experiment with creating shadows, looking at how they change position with the sun.
We could schedule the lesson at noon when shadows are shortest. Then, with their own paper plate, each student could poke a hole in the centre and use a straw as the gnomon. Using a compass to identify north and marks it as 12 noon, they could then use markings around the plate to denote times as shown by where the shadows are.
They could then compare and contrast their sundials, noting any limitations of their designs
<p class=”MsoNormal”>We didn’t use Microsoft teams during lockdown in our school, we opted for Google classroom instead. So, while I have heard other teachers using it, it has not been part of my teaching toolkit up until now. Having interacted with it as past of this module, I can see why it was a popular choice for some schools. It seems very user friendly and intuitive. It has so many features to help make vibrant, interesting and interactive lessons, I can’t believe I thought it was just another version of Skype! I also admit to having a very outdated opinion of powerpoint, I had no idea it could be so interactive and creative.</p>
<p class=”MsoNormal”>Its shareability across so many platforms is a big plus as well. A possible hindrance that I can see to its use could be a reluctance of some staff to pivot from the platform that they have become familiar with though.</p>The 21st century skill that I will focus on is that one of collaboration. Collaboration is so important, as a life skill, but also as it invokes all of the other skills to i.e.in order to be able to collaborate, you must be an effective communicator. Exploring the subject of volcanoes, I would give a brief introduction to volcanoes. I would then divide the class into groups and ask them to find, research and present a project on a volcano of their choosing. The groups could use Sway as a tool to present their project to the class. I particularly like how easy Sway made it to incorporate video, social media and pictures into presentations.
The project could be easily expanded on with follow up exercises for the groups to complete a design and make project, a written report and could then be easily shared with other classes and parents/guardians.
https://sway.office.com/kqA0rJS5AbTXTRmDigital technology has become a more common learning tool in the classroom since Covid forced us all to embrace the technology available to us. I use a variety of technology in my classroom. We use the interactive board daily. We have a weekly Ipad slot available to use where the children use Mathletics, Kahoot, PowerPoint, Lexia and various search engines and online encyclopaedias. We completed an educational Minecraft class project this year which was very popular with the children. We use Google classroom as a communication tool mainly.
The school self evaluation guidelines would be good to apply to digital learning in the school, as I feel that a cohesive school plan would optimise the use of these technologies. At the moment, the extent of use of these technologies in the classroom is largely down to the expertise or interest of the individual teacher, while a school plan would encourage all staff to buy into the use of these excellent resources.
I must admit to being really impressed by the wide range of functions that are provided by One Note. I have heard about OneNote from a colleague, but had not had the opportunity to really learn about it until I had completed this module.
I spent seven years as a SET teacher and can see how much the immersive reader would add to literacy classes. I can see how it can tailor a lesson so easily to suit the needs of different children. For EAL children, the descriptive picture is brilliant. For children with dyslexia there is the option to change background colour and fonts. And for struggling readers, the read aloud function and the segmenting of words would be so so helpful. The fact that ALL of this is available in one space for the teacher to employ during lessons is just wonderful. And the best bit is that it can be saved, shared and used in the future among staff if needed.
I would also love to see children use the two themselves to create their own content. The could use some of the interactive featured to produce their own reports, projects, creative writing etc. The possibilities are really endless.I had access to Micorsoft 365 in my school last year as we had a staff subscription, but I have to admit to have being very ignorant of the scope of its use and all the Apps that are available to us for use in the classroom. Due to Covid lockdowns, almost all children have had engagement with online learning and educational technology, so I feel like the Microsoft 365 suite will be of great use in the coming years.
I was very impressed with how easy Sway was to use. It is easy to see how to create interesting and creative content for lessons. Indeed, a super application of it could be to allow children to showcase their own work, and then share it with both their classmates and home.
I am familiar with the use of forms, and have always thought that they are a great way for parents to send in their opinions on school business in a simple and effective way.
The Education Centre is an exciting development for teachers and a space that I look forward to using to upskill myself in the coming years. As mentioned by a previous poster, I feel like this could be a really excellent use of Croke Park hours on a whole school level.
