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Research question
How does the amount of light pollution around our school and local area affect the visibility of the night sky and local wildlife?
This would be particularly relevant in a school located close to a natural area such as Killarney National Park. The question is open-ended and allows pupils to collect their own evidence rather than simply researching information from books or the internet.
How I would encourage 6th Class participation
I would begin by showing the pupils photographs of the night sky from areas with little light pollution compared with photographs taken in towns and cities. I would ask them to discuss what differences they notice and whether they think artificial light could affect animals and plants.
The class could then develop predictions about where light pollution might be highest around the school and surrounding area. Working in small groups, pupils could use Globe at Night or similar resources to record the brightness of the night sky. They could also investigate local sources of artificial light, such as streetlights, buildings and sports facilities.
To make the project more engaging, I would give each group a specific responsibility—for example, data collection, mapping, wildlife research or analysing results. Pupils could record their findings in tables, create graphs and produce a map showing areas of higher and lower light pollution.
Finally, I would encourage the children to consider what could be done to reduce unnecessary light pollution while still keeping the community safe. Each group could present its findings and recommendations to the class, and also to the wider school community. This would give the pupils a genuine sense that their research could contribute to positive environmental change.We already use the deposit return scheme in our school and it has proved to be a huge success. The student council are in charge of collecting and depositing the plastic bottles. They then decide on where the money is spent. It gives them a great sense of responsibility and develops their environmental awareness.
I downloaded the satellite tracker app and came across these satellites that have passed over Ireland. I researched them and found out what their primary tasks are.
Sentinel-2C Sentinel-2C takes detailed photographs of the Earth’s surface using different wavelengths of light. It monitors vegetation, forests, farmland, rivers, lakes and coastal areas. It can help scientists track changes in vegetation and land use and is particularly useful for studying biodiversity and environmental change.
Sentinel-2B
Like Sentinel-2C, this satellite studies the Earth’s land surface. It can observe plant health, water quality, agricultural land and changes to habitats. Together, the Sentinel-2 satellites provide frequent observations of the same areas, making them useful for detecting environmental changes over time.
Sentinel-1C
This is particularly interesting because it uses radar rather than ordinary photography. Radar allows it to observe Earth day or night and through clouds. It can monitor flooding, changes in land, coastal areas, sea ice and even some forms of land movement.
Landsat 9
Landsat 9 has been observing the Earth’s land since its launch in 2021. It measures different wavelengths, including visible, infrared and thermal energy. Scientists use its information to study forests, crops, water quality, land-use change and the effects of climate change.
Metop-C
Metop-C is primarily a weather and climate satellite. It measures things such as temperature, humidity, clouds, atmospheric composition, sea-surface temperature, ocean winds, soil moisture and vegetation. Its information is used in weather forecasting and long-term climate monitoring.
This could make a very engaging STEM activity for my 6th Class. Give each group one satellite and ask them to become the “scientists” responsible for it. They could investigate: What does our satellite see? What information does it collect? How could that information help Ireland? For example, pupils could investigate how satellite images might help scientists monitor Killarney National Park, flooding, forests, farming or changes in local habitats. This would connect easily with the themes in Home and your work on climate change and biodiversity.Like so many others I found the Satellite tracker app to be hugely interesting. I am certain that the children in my 6th class would be equally impressed. I am already a huge fan of the flight radar app that tracks aeroplanes so this is another app that I can see myself becoming obsessessed with!
I really enjoyed the film. It shows the beauty of our planet and looks at how human activity is changing it. The film explains how population growth, industry, the burning of fossil fuels, deforestation, farming and over-consumption have contributed to climate change, pollution, the loss of natural resources and biodiversity. It shows that these problems are connected and are largely caused by human actions. Although the film presents serious environmental problems, it also has a hopeful message. It encourages people to take responsibility for protecting the planet and to think about how we use its resources. Its main message is that Earth is our shared home, and the choices we make today will affect its future.
I would make any class discussion on the facts presented in the movie relevant to an Irish context. Pupils could consider how climate change might affect Irish weather, farming, coastal areas and wildlife. As my school is close to Killarney National Park, pupils could also think about how changes in temperature, rainfall and habitats might affect animals and plants in their local area.
As a follow-up activity, I would use a “Fact or Question?” board. Groups could choose one fact from Home, explain it in their own words and create a question about how it could affect Ireland. This would help pupils think about cause, effect and personal responsibility.
Finally, I would emphasise that Home is not just about environmental problems, but also about choices and solutions and what we can do to protect our planet.Yes I completely agree that watching the whole movie would be overwhelming especially for younger classes. Focusing on particular excerpts and doing a deep dive into the issues raised in those would be much more beneficial.
The PAXI video provides a clear explanation of how the greenhouse effect works and highlights how everyday human activities contribute to climate change. After showing the video, I would use a whole-class discussion to identify the main ideas and check the children’s understanding.
I particularly like the idea of using the TEAL tool to help children explore possible future climate scenarios. It gives them a hands-on opportunity to work in groups, test different scenarios and predict how these could affect future temperatures. This could also develop a sense of responsibility and encourage children to think about how they can help tackle climate change.
The information gained from these activities could be used to develop a whole-school climate action plan. Older pupils could take on leadership roles and explain to younger children why climate action is important and how small changes can make a difference. A Climate Action Team, made up of pupils from different classes, could also be established to lead projects and encourage the whole school to become more environmentally responsible.Liston (2018) challenges the idea that STEM is simply the teaching of Science, Technology, Engineering and Mathematics as four separate subjects. A key message from the paper is that not every activity involving technology, science or mathematics can automatically be described as STEM. Authentic STEM education should remove the barriers between the four disciplines and provide pupils with real-world problems that require creativity, critical thinking, collaboration, problem-solving and the engineering design process.
Reflecting on my own classroom, I can see that there are already elements of STEM in the learning experiences I provide, particularly through Science, Mathematics and the increasing use of digital technology. For example, pupils regularly investigate scientific questions, collect and analyse data, use technology to research and present information, and work together to solve problems. However, Liston’s paper has made me realise that there are many area I need to develop. These include the engineering element of STEM and an increased focus on student-led investigation.
I love the child friendly nature of the ESA Resources. They are easy to use and provide the children with a framework in which they can lead investigations, experiments and analyse their results. Activity 1 straight away challenges the widely held belief that weather and Climate are the same thing. Throughout this lesson I would refer to Local weather conditions and the children’s own experiences of weather.
Activity 2 is more data based but provides loads of opportunity for student led investigation through ideas such as a school weather station. This gives the chance for students to collect and analyse their own data and as others have mentioned allows for this sort of learning to take place over a longer period of time.Hi , I think the Weather Journal is such a good idea. Keeping a simple weather log will keep the children engaged for a much longer period of time. It also takes the work away from the teacher and puts the responsibility back on the students.
The links between the night sky and religion, culture and arts in Ireland are really interesting. The likes of Newgrange are integral to our amazing history and culture. The links between this and the winter solstice and other traditions e.g Samhain can really appeal to todays students.
<p class=”isselectedend”>The more I thought about this subject the I realised that Ireland has a rich cultural tradition that celebrates the beauty and mystery of the night sky through songs, poetry and art. Traditional songs such as The Parting Glass, The Star of the County Down and Raglan Road use stars, moonlight and the changing sky as symbols of hope, love and remembrance. Present day Irish musicians, including Enya, Clannad and Hozier, also draw inspiration from the night sky to create music that reflects Ireland’s landscapes and heritage. These are songs that kids in school today can easily relate to.</p>
<p class=”isselectedend”>Irish poets have long explored Sky themes in their work. W. B. Yeats, Patrick Kavanagh, Seamus Heaney and Eavan Boland use images of stars, moonlight and darkness throughout their work.. Their poetry encourages readers to appreciate the beauty of the natural world and our place within it.</p>
Irish artists have similarly been inspired by the sky. Jack B. Yeats captured the atmosphere of evening landscapes, while Harry Clarke incorporated stars and celestial imagery into his stained-glass masterpieces. These themes can easily be transferred into creative lessons for students. Together, Irish songs, poems and artworks demonstrate how the night sky has inspired creativity for generations.This lesson is designed to engage my 6<sup>th</sup> Class pupils in exploring the rich biodiversity surrounding their school, located beside Killarney National Park, while investigating the effects of light pollution on local wildlife. Pupils begin by discussing biodiversity, habitats and artificial light. Using our schools unique location the students will then take part in an outdoor biodiversity survey around the school grounds and in Killarney National Park. Working in groups, they identify and record plants, insects, birds and other wildlife using observation and tally charts. They then create a map of the school, identifying areas of bright and dark lighting, and compare biodiversity in these locations. Through class discussion and groupwork pupils will investigate how artificial lighting can disrupt the lives and behaviours of nocturnal animals such as bats, moths and hedgehogs. The lesson encourages pupils to analyse their findings, draw conclusions and propose practical ways to reduce unnecessary light pollution while maintaining safety. They can draw a link between the rapid growth of Killarney and it’s effect on the levels of light pollution in our community. As an extension, pupils can participate in the Globe at Night citizen science project to measure local night sky brightness.
I really like the idea of using the local area as a resource for studying biodiversity. My School is located on the doorstep of Killarney National Park. I can think of no better place to start Children on their biodiversity journey!
This lesson is geared towards 6th class students but can be adapted for any level quite easily. It introduces 6th Class pupils to the issue of light pollution through participation in the Globe at Night citizen science programme. The lesson begins with a class discussion comparing images of urban and rural night skies to encourage pupils to think about why some places have more visible stars than others. The teacher explains what light pollution is, its causes, and its effects on astronomy, wildlife, human health and energy use. Pupils are then introduced to the Globe at Night project and learn how citizen scientists contribute valuable data to real scientific research by observing the night sky.
Using star charts, pupils practise identifying different levels of sky brightness before completing an evening observation at home. They record details such as the date, time, weather conditions, location and the number of visible stars before submitting their findings to the Globe at Night database. During the follow-up lesson, pupils compare and analyse the class results, identifying patterns between urban and rural observations. Through discussion, graphing activities and reflection, pupils develop scientific observation skills and data interpretation skills. This leads to a greater awareness of how individuals can help reduce light pollution using ideas such as Dark Sky Friendly lights and help protect the natural night sky.