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My school context is similar. Examining the school for manageable levels of light pollution could make a real difference in this context as opposed to a school in an urban context.
3. In order to create a trigger for the children as per the framework of inquiry I would first Look at the development of the technology around artificial light with the whole class. We would then have a general discussion on whether or not we think that these developments have been or are completely positive.
Following on from that discussion we would begin a lesson to Distinguish between types of light and types of light pollution. we would use this lesson to also distinguish what effects different types of lights can have on us and creatures around us. I would then use the pictures and maps shown in the slides to show the reduction in dark sky areas since 1997.
Our Investigation: how can we reduce light pollution in our? We would Predict outcomes. Are the lights on our school dark sky friendly? We would compare our locality to an urban area and assess whether or not we are more or less likely to cause light pollution.
I would then task the class, in groups to create a plan for making the school less of a light pollution contributor.
They will research online how to reduce our light pollution levels. I will suggest that they look at shields for retrofitting and budget to make the school night sky friendly I will task them to assess their solutions in terms of SHIELDING, LIGHTING LEVELS< ENERGY CONSUMPTION
This is a technical lesson , requires a lot of prep in terms of dates and phases. I think the added leg work would pay off particularly with the senior classes.
Task Number 2.
Following introductory lessons on the origin of the names of constellations, as a class we would log on to stellarium and explore the sky over the south of Ireland, altering locations to make the view as accurate as possible.
As a class project we would then explore the night sky on Stellarium and I would ask the pupils to observe and choose a selected constellation.
They would then research their selected constellations and create a profile of the stars/celestial bodies in their constellations. Then as and art activity each pupil would recreate their constellation and and we would create a classroom display along with our factfiles of each of the chosen constellations. I would encourage that the children would choose a constellation which hasn’t been chosen by anyone else.
I would look to complete the Earth Tube Activities with my 6th class.
I would begin by referring back to the Oceangate tragedy which took place a number of weeks ago. I would ask the pupils to consider if the pressure/force which the ocean places on us is in any way similar to any pressure/force we are experiencing at the moment. If the children fail to make any connections with the force of gravity I might ask them to consider how falling items are forced down to the ground.
We would then consider whether this may be the case on other planets. I would then help them to consider the relationship between the mass of an object/planet and its gravity. I would then show them a viseo demonsrating the effects of increasing gravity on humans. https://www.youtube.com/watch?v=PgRJdwipJng
I would then break my class up into groups and they would each work together to create their own solar systems using the crisp tubes and the table outlining the sand/rice to add to the tube.
When complete the children could feel the weight of the tubes on other planets and also use the tubes to create a pupil/moving model of the solar system.