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1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would ask my 5th class pupils to investigate the lighting around our school, identifying areas that are brightly lit, and drawing it on a plan. We will then consider whether the lighting is necessary, and whether there is any unnecessary lighting. In groups, pupils could then come up with their own plan, drawing a map of the school grounds and showing changes such as using motion sensors, switching off unnecessary lights, using warmer and lower-intensity lighting, and directing lights downwards rather than towards the sky. Each group could present its design to the class, explaining how their ideas would protect biodiversity while keeping the school safe. We could then create a class Dark Sky Charter with practical actions the school community could adopt. This could link with Science, Geography, Art and SPHE.
Great list- thank you. It’s amazing how so many songs, stories and poems can link to this topic when you really think about it.
I agree with all points of extending lessons to home to get the wider community involved. There is already great work being done by various committees in towns and villages across Ireland, they would be delighted to see children getting involved.
- How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
I would engage my 5th class learners in exploring biodiversity in a rural North Dublin area through an outdoor investigation of the local environment. We usually organise activities for Biodiversity week in May so it could be incorporated into this. We would begin by discussing what biodiversity means and identifying habitats such as hedgerows, fields, woodland and streams, which we are very lucky to have in close proximity to our school. In small groups, pupils could observe and record different plants, insects, birds and other wildlife, using tally charts, sketches and photographs. We could then investigate light pollution and consider how artificial lighting may affect local biodiversity, particularly nocturnal animals such as bats, moths and other insects. For homework, pupils could compare areas with bright artificial lighting to darker areas and record differences in the wildlife observed, while ensuring observations are carried out safely and without disturbing animals. Back in the classroom, groups could compare their findings and discuss how light pollution may affect feeding, movement and reproduction. Pupils could then create posters or information leaflets suggesting ways the local community could reduce unnecessary lighting and protect biodiversity.
All lovely ideas- children partaking in the Globe at Night citizen science programme will no doubt give them a sense of ownership, and hopefully make them realise the positive difference they can make to our environment.
Light pollution is an increasing issue in my local area. It is a rural area which is becoming increasingly built up with streetlights, housing developments, sports facilities and commercial buildings. Although we can still see the night sky clearly, there is a fear that many of our pupils experiences of a truly dark sky or observed features such as the Milky Way are becoming limited due to the excessive artificial lighting (especially at Christmas time) which is reducing the visibility of stars and planets. Light pollution also affects wildlife by disrupting the behaviour of nocturnal animals and can waste energy through unnecessary outdoor lighting.
To engage my 5th class learners, I would begin with a discussion about the purpose of outdoor lighting and its benefits and drawbacks. Pupils would carry out a simple survey of lighting around their homes and school, recording where bright lights are located and considering whether they are necessary. They could compare observations with a light pollution map of Ireland and discuss how different areas are affected. As a follow-up activity, pupils could design posters or models showing ways to reduce light pollution, such as using downward-facing lights, timers and energy-efficient bulbs. This investigation would develop scientific enquiry skills while promoting environmental awareness and responsible citizenship.Great idea- I also teach in a rural location which is of a great advantage to us in the teaching of this topic.
1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
For my fifth class, we would begin by discussing what planets are and how they differ from stars. Using a simple star chart or astronomy app, pupils would identify which planets are expected to be visible in the autumn evening sky. Together, we would create an observing plan, choosing one evening each week for pupils to observe the sky from home with the support of a parent or guardian. This would be their only homework that night to help sustain interest. Pupils would record the date, time, weather conditions and any planets they could identify, along with simple sketches of what they observed. In class, we would compare observations and discuss why some planets appear brighter or change position over time. As I teach in a rural area, we could also identify the direction in which each planet was seen and relate this to the movement of the Earth and the planets around the Sun. The completed observations could be displayed on a class chart and linked with Geography, Mathematics and Art through mapping, recording data and observational drawing.
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”.
We could begin with an outdoor lesson where pupils observe the position of the Sun and predict where it has risen and where it will set, while reinforcing the importance of never looking directly at the Sun. As I teach 5th class, I would encourage pupils to develop their own ideas for tracking the Sun’s apparent movement, such as using the direction and length of shadows at different times throughout the school day. Pupils would record their observations through measurements, sketches and written notes, before comparing their findings in a whole-class discussion. Together, we would identify patterns in the changing position of the Sun and create a class chart to illustrate its apparent movement across the sky. This would provide an opportunity to explain that these changes are caused by the Earth’s rotation. To integrate with Art, pupils could draw observational sketches of their shadows at different times of the day, encouraging creativity while reinforcing their scientific understanding.