[Amy Newman]

ESERO 30 Day and Night in the World

There are so many ways you could approach this with your students.

For younger students I would begin with an interesting statement or questions, for example, what happens to the rest of the world when we go to sleep? What happens to the world when it goes dark outside? Students would have some prior knowledge of maybe relatives in Australia or knowing about nocturnal animals which would give us a nice place to start.

Then I would place a globe in the centre of the room and close the blinds, making the room as dark as possible. I would then shine a strong torch on the globe from one point in the room. Each child could suggest a location and explain how much light is on that part of the world. What do we think people in the world are doing at that time? Who else is doing the same? Who is doing something different? Do we notice anything about the placement of the countries who are similar?

Then I would rotate the globe and allow the students to discover what is happening. I would encourage them to give their own explanations initially as this aligns with promoting curiosity and discovery.

This activity can be extended further by introducing a discussion around animals. Hopefully some will have been mentioned in our initial brainstorm and that would be the foundation of our next investigation.

• This reply was modified 2 months, 2 weeks ago by Amy Newman.

[Amy Newman]

This is such a great breakdown of how to approach the topic.  Active learning is happening in all your suggestions and they all sound very engaging and interesting but simple in terms of resources.

[Amy Newman]

This a great list Shane with lots of examples I hadn’t known of. The descriptions and relevance is also very helpful.

[Amy Newman]

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”

 

There are endless opportunities to connect the Arts with the Night Sky and a lovely way to integrate a thematic approach across a number of subjects.

Just some of the examples I would use are:

Art

• The Starry Night – Vincent Van Gogh
• Café Terrace at Night – Vincent Van Gogh
• Edvard  Munch – The Starry Night
• The Nightingale’s Song – Joan Miró

These paintings would allow for discussion around the methods they may have used, what they were thinking when they decided to paint the night sky; why paint it? Vincent Van Gogh and Edvard Munch’s work give great opportunity for comparison while the introduction of Joan Miró’s work allows for contrast.

Poetry

• Michael D. Higgins -Stardust
• WB. Yeats – The Sorrow of Love
• Gerard Manley Hopkins – The Starlight Night
• Robert Frost – Stars
• Robert Frost – Fireflies in the Garden 
• Whitman – When I Heard the Learn’d Astronomer
• Emily Dickinson – The Moon was but a Chin of Gold
• Sara Teasdale – The Falling Star
• John Keats – Bright Star

This range of poetry includes both male and female voices and it also has poetry from the 1800s, 1900, and 2000s allowing for some comparison between styles.

Songs

• Twinkle Twinkle Little Star
• When you Wish Upon A Star
• Sky Full of Stars – Coldplay
• The Big Sky – Kate Bush
• Fly Me to the Moon – Bart Howard
• Starman – David Bowie
• Clair De Lune – Debussy
• Timbres, espace, mouvement (“The Starry Night”) – Henri Dutilleux
• Star Wars soundtrack

These songs start from a simple nursery rhyme all the way to epic soundtracks. The fact that the moon and stars are inspiration for so many pieces of work across such a expansive timeframe prompts students to look at how significant the Night Sky has always been. As mentioned above this list also allows for comparison and contrast between modern and classical.

• This reply was modified 2 months, 2 weeks ago by Amy Newman.

[Amy Newman]

This is a great idea to include your Tidy Towns committee as they have so much relevant knowledge. There are probably other local groups/entities that would be an invaluable resource. A great suggestion!

[Amy Newman]

Module 4 Assignment

How would you incorporate the needs of nocturnal species, especially those that rely on dark skies into school diversity plans.

I would incorporate the needs of nocturnal species into school diversity plans by undertaking an environmental audit using what we have already learned about light pollution and its effect on nocturnal animals. Some areas we could look at are:

School lighting – Identify areas where artificial light is unnecessary or excessive, particularly around trees, hedgerows, ponds and other wildlife habitats. Could these be timed or dimmed?

Create dark zones –  Where possible, designate parts of the school grounds as low-light areas to support nocturnal insects, bats, birds and other wildlife.

Use wildlife-friendly lighting – Install low-intensity, warm-coloured lights with timers or motion sensors, and ensure lights are directed downwards rather than towards habitats or the night sky.

Involve learners –  Students could map lighting around the school, research local nocturnal species and suggest improvements. This would give them ownership of biodiversity decisions.

Monitor the impact –  The school could record changes in wildlife activity over time, for example through bat detectors, insect surveys or observations.

These activities could be shared across the school so everyone was involved in the process.

[Amy Newman]

Some great ideas here Niamh on how to use two very different locations to investigate light pollution. This could lead into a discussion/debate about who is better off/what would happen if we reduced the light levels in Dublin vs increased them in Kerry. Would there only be benefits or some downside?

[Amy Newman]

A reflective piece on how light pollution is affecting your local area and how you would engage your learners to explore this.

 

I live 8km outside of a midsized town and have lived in this area my entire life. Light pollution has increased over the years as the town size has grown and I have noticed changes in my local area as a result; particularly relating to nocturnal life and my ability to see the stars.

I would engage learners by encouraging them to investigate light pollution from their own home. They could carry out a simple evening survey, recording different sources of artificial light in residential areas, roads, parks and nearby countryside. Using photographs, maps or sky quality meters if available, learners could compare their own area with a Dark Sky Park in Ireland and discuss why different levels of light might occur. What are the differences between these areas and our own? What, if anything, is stopping our area from being a Dark Sky Park/Reserve?

Students could then investigate the effects of artificial light on nocturnal animals and the night sky. Finally, based on the research carried out in the classroom they could suggest practical solutions, such as using lower-intensity lights, timers or directing lights downwards. This would develop observation, teamwork and environmental awareness while helping learners understand how local choices can affect the wider environment.

[Amy Newman]

I love the idea of children continuing their observations at home so it’s not just an isolated learnng experience. Stellarium is easily accessible if the students have a device at home and they could make their own discoveries which would be highly motivating for them and for the other students in the classroom.

[Amy Newman]

Module 2 Assignment

Plan to observe the moon – which phase of the moon is the best for observing in the morning from school? What dates will that be?

 

Before beginning an observation I would have begun with an assessment of children’s prior knowledge using some prompts and questions.

For a school based in Westmeath the waning phases of the moon would be the best for students to observe and investigate. Waning gibbous would be the easiest to see in the morning as it is bright and stays visible after sunrise. Last quarter moon would also be a good option as it is high in the sky; especially if your school has access to a telescope and/or binoculars. The ideal dates for observation would be a few days after the full moon through to the last quarter moon. This would give us a bright moon that is in a good position for morning viewing and shows us plenty of surface features.

 

Stellarium provides us with an opportunity to look at the moon as a whole class, in pairs or as individuals. The zooming function makes it easy for students to identify features and track how the moon changes as time moves on.

• This reply was modified 2 months, 3 weeks ago by Amy Newman.

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