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Hi Rachel, I love how you have included a list of books here! These would be lovely for the Junior classes!
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The night sky has inspired countless works of art, music, and poetry, reflecting its mystery, beauty, and vastness. President Michael D. Higgins’ poem “Stardust” explores the human connection to the cosmos, emphasizing our shared origins with the stars. Similarly, Vincent van Gogh’s “Starry Night” captures the swirling, luminous beauty of the night sky and is a very useful resource for an art lesson, students enjoy creating their own versions.
Songs such as Coldplay ‘Sky Full of Stars’, Myles Smith’s ‘Stargazing’, David Bowie’s ‘Space Oddity’, Muse’s ‘Starlight’ and Madonna’s ‘Lucky Star’ are all inspired in some way by the stars and the night sky. Poems such as ‘The Light of Stars’ by Henry Longfellow, ‘Bright Star’ by John Keats and ‘A Night-Piece’ by William Wordsworth were similarly inspired by the night sky and its vastness and beauty.
There are also rhymes passed down through the generations that are inspired by the night sky, such as ‘red sky at night, shepherd’s delight, red sky in the morning, shepherd’s warning’.
These examples, among many others, highlight how the night sky connects us to something larger, stirring emotions ranging from awe to introspection, and reminding us of our place in the universe
Hi Aisling, there are some lovely ideas there! I really like the idea of relating their learning back to what they already know about animals form their pets etc.
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
To engage 4th class learners in exploring biodiversity in Kilcloon and Maynooth, I would start with a nature walk around our grounds, down to the local church and to Carton House, on each outing encouraging students to observe and record different plants, insects, and animals. We’d create a simple scavenger hunt to identify common species, making learning interactive and fun.
To explore light pollution’s impact, we’d compare observations between areas with varying light levels. The night-time sky observation from the previous assignment would help them see how artificial light affects visibility and discuss how this might impact nocturnal animals.
Back in the classroom, students would build bug hotels and bird feeders for our school garden, supporting local biodiversity hands-on. We’d also conduct a simple experiment by placing light near plants to observe any changes, connecting it to real-world effects.
Finally, students would reflect on their findings through discussions, drawings, or storytelling, and create awareness posters to share with the school community, highlighting the importance of protecting local biodiversity from light pollution. This blend of outdoor exploration, practical activities, and creative reflection makes learning about biodiversity engaging and meaningful.
Hi Catherine,
It is awful to hear of the impact on the animals! These are the things that most people just don’t consider! I’m glad of this course as it will enable me to bring awareness to young people in the hopes of making a change!
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution in the Maynooth area affects both the environment and the local community by obscuring the night sky, disrupting ecosystems, and impacting human health. Excessive artificial lighting reduces the visibility of stars and planets, making it difficult for students, and residents in general, to appreciate natural celestial events. Wildlife, particularly nocturnal species, can suffer from disorientation and behavioral changes due to the unnatural brightness, which also contributes to energy waste.
To engage my 4th class students, I would start with a night-time stargazing activity, I would ask students living in Maynooth (local built-up area) and Kilcloon (local rural area) to observe how many stars they can see and compare their findings with each other to see what the night sky looks like with more/less light pollution. I would incorporate a hands-on experiment where they create simple “sky quality meters” to measure light levels around Maynooth and Kilcloon. Students can then map light pollution from Maynooth to Kilcloon using their observations to discuss its causes and effects. Finally, I would have them brainstorm solutions to reduce light pollution, such as advocating for shielded streetlights or participating in a local “lights-out” event. This approach combines scientific exploration with civic responsibility, making the topic relevant and engaging.
Hi Sarah, you have put forward some lovely ideas. I love all of the ideas you have for subject integration and use of multimedia.
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
I would plan to have my 4th class students observe the Moon in the morning, the best phase is the waning crescent. During this phase, the Moon is visible in the early morning hours before sunrise, offering a clear and beautiful view. The thin crescent shape provides excellent opportunities to observe lunar features, such as craters. Each student will be given an ESERO moon observation log.
For the 2024-2025 school year, ideal dates for observing the waning crescent in the morning include:
September 5-7, 2024
October 5-7, 2024
November 3-5, 2024
December 3-5, 2024
January 2-4, 2025
February 1-3, 2025
March 2-4, 2025
April 1-3, 2025
Some of this work will be done as a home activity and select students will be asked to do some early morning observation sessions on each set of dates. Before the observation, I will explain the lunar cycle and why the waning crescent is visible in the morning. During these sessions, students would use binoculars or telescopes to focus on the Moon’s surface, sketch what they see, and discuss the changes in appearance compared to other phases. This hands-on experience would enhance their understanding of the lunar cycle and the Moon’s movement in the sky.Hi Mairead,
This sounds like a lovely activity in a special school! I like how you’ve divided up the activity into different jobs that might suit different students!
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
I teach in the senior end of a mixed, rural primary school in County Meath. With my 6th class this year I plan to engage students in planning and constructing a sundial on school grounds. I plan to start by introducing the concept of time measurement in ancient civilizations, sparking curiosity about how people told time before clocks. I would then divide the class into small groups, each responsible for researching different aspects: the science behind sundials, types of sundials, and the role of geography (latitude and longitude) in their accuracy.
Next, we would explore our school grounds (remaining in the groups) to find the ideal location, discussing factors like sunlight exposure and orientation. Luckily we have a large outdoor area in our school, so we would have plenty of options to explore. Each group would present their findings, and together we’d select the best site. We’d then collaborate on design ideas, encouraging creativity in integrating the sundial into the school’s aesthetic.
During construction, students would take on roles according to their strengths—measuring, marking the hours, building the base, and decorating. Throughout the process, I’d guide discussions on the mathematics of angles and the earth’s rotation, making the project a hands-on learning experience. Once complete, we’d reflect on the project, allowing students to share what they learned and how their contributions made the project successful. This approach fosters teamwork, critical thinking, and a deeper understanding of time and space.
Hi Emma, I really like your ideas. I especially like the sample questions for students to ask as they reflect on the art of their peers!
Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations
I am based in a Primary school in Meath, so I have elected to use Francis Beaufort, who hailed from Navan, as inspiration. I would plan a series of classroom science investigations centred around wind and weather patterns, with Beaufort’s contributions to meteorology in mind, particularly the Beaufort Wind Scale.
Project Plan:
Objective: Investigate wind speed, direction, and their effects on the environment.Introduction:
Introduce Francis Beaufort and the Beaufort Wind Scale.
Discuss the significance of his work in understanding and classifying wind speeds.Research and Observation:
Teach students how to use the Beaufort Wind Scale to estimate wind speed based on observed effects on trees, water, and other objects.
Conduct outdoor observations over several days, recording wind conditions and classifying them using the Beaufort scale.Data Collection:
Use anemometers to measure wind speed and compare with students’ Beaufort scale estimates.
Record wind direction using weathervanes and compasses.Analysis:
Analyse how wind speed and direction vary with weather conditions and geographic features (open spaces such as the pitch vs enclosed/ covered spaces such as our playscape)
Discuss the implications of wind patterns for weather forecasting and navigation.Experiments:
Design simple experiments to study the effects of wind on objects, such as building and testing small wind turbines or kites.
Explore concepts like lift, drag, and aerodynamics.Hi Barbara, I love the use of the Three Billy Goats Gruff in this example! That would make a fabulous introduction and would ensure that the children are engaged from the get-go.
Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
Researching the engineering landscape in Dunshaughlin, a notable feature is the Dunshaughlin Wastewater Treatment Plant, which employs advanced engineering techniques for sustainable water management. To inspire a classroom design and make project, I would use this facility as a case study in environmental engineering.
Project Plan:
Objective: Design a model of a sustainable water filtration system.
Introduction:
-Discuss the importance of wastewater treatment and its impact on the environment.
-Show pictures and diagrams of the Dunshaughlin Wastewater Treatment Plant.
-Class tour:Arrange a visit to the treatment plant to observe its operations and learn from engineers about the processes involved.Classroom Activities:
Research: Students research different water filtration methods and sustainable practices.
Design: In groups, students brainstorm and sketch their water filtration models, incorporating elements like sedimentation, filtration, and purification.
Build: Using materials like sand, gravel, activated charcoal, and clear plastic bottles, students construct their filtration systems.
Testing: Test the models with dirty water, observe the results, and refine the designs.
Presentation: Students present their models, explaining the engineering principles and environmental benefits.By connecting the project to a local engineering feature, students gain practical insights into real-world applications of engineering concepts and sustainability.
