Forum Replies Created
-
Posts
-
Hi Aoife, some good points made here. I particularly like your suggestion of linking it to bealoideas in Gaeilge. A fun way to teach it.
A great list Susan. Love the more modern songs that would certainly be relatable to the senior classes.
Prepare a school project to collect Piseógs/Traditions/Stories of the Night
To engage my students in exploring local folklore, I would start with a class discussion about piseógs, traditions, and stories related to the night. I’d share examples like beliefs about the moon or stories of nocturnal creatures to spark their interest. Then, I would ask the students to interview family members or neighbours to gather any night-related superstitions or stories, encouraging them to write down or record what they learn.
In class, I’d have them share these stories in a storytelling circle, where everyone could hear and discuss the diverse traditions they’ve uncovered. Afterward, I would guide them to creatively present their findings through illustrations, writing, or by acting out the stories in small groups. To culminate the project, I would organize an evening event where the students could showcase their work through storytelling, art displays, or performances, inviting parents and the school community to celebrate and appreciate these cultural traditions. This project would not only connect the students with their heritage but also foster creativity and a deeper understanding of cultural practices related to the night.
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 junior/senior infants students in exploring local biodiversity, I would start with nature walks in a nearby park or school garden. I’d let them use magnifying glasses to look closely at plants, insects, and other small creatures. I’d organize a treasure hunt where they search for things like feathers, certain leaves, or animal footprints, using a picture checklist to guide them.
For storytime, I’d choose books about wildlife and plants, such as “The Very Hungry Caterpillar” After exploring, the students could draw or paint what they saw, make leaf rubbings, or create collages from natural materials. We’d also plant a small garden together to help them learn about plant life cycles and the importance of plants.
I’d set up a bug hotel or use jars with air holes so they could observe insects up close before releasing them. We’d sing nature-related songs and play games like animal charades to make learning fun.
Then in regards to the possible impacts of light pollution we could do a simple experiment with moths or other small insects. We could observe how they are attracted to a light source and discuss how this can be dangerous for them, as it distracts them from their natural behaviours. We could also do an activity where we compare two environments: one with natural darkness and one with artificial light. We could use small boxes create these environments, adding toy animals and plants. We’d shine a flashlight into one box to show how the light affects the animals, discussing how the bright light might make it hard for them to sleep or find food.
A community awareness programme is a great idea. It would help the students feel like they are making a difference and increase their levels of engagement.
Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme.
In creating a project for a 2nd class to participate in the International Dark Sky Association’s “Rising Star” Awards Programme I would include activities to teach students about light pollution and encourage community involvement. To begin, I would introduce students will to the concept of light pollution through story time and discussions, to help them understand its effects on the environment, particularly on nocturnal animals. They would then observe and identify sources of light pollution in their community by going on a supervised night walk and drawing what they observe, such as streetlights and house lights.
Following this, the students would learn about solutions to reduce light pollution through activities like listening to a guest speaker and creating DIY light shields using paper and cardboard. To raise awareness, they could make posters about the importance of dark skies and present their work to other classes or their parents. The project would also involve community engagement, where students write letters to local authorities or community leaders advocating for better lighting practices and start a “Dark Sky Night” campaign encouraging the community to turn off unnecessary lights for one night.
The entire project can be documented through photos, student journals, and a video compilation, showcasing the students’ activities and experiences. The documentation will be compiled into a project portfolio and submitted to the Rising Star Awards.
I like the idea of a moon journal because its very adaptable to the ability level of the students, some could sketch their ideas/observations whilst others might annotate with notes.
Create a short teaching resource using Stellarium/ WorldWide Telescope
“Moon Phase Exploration”Objective: To explore and understand the different phases of the Moon using the WorldWide Telescope.
2nd Class
Materials:
Computers or tablets with internet access
WorldWide Telescope website (https://worldwidetelescope.org/webclient/)
Moon Phase Guide
Instructions:Introduce the concept of the Moon’s phases and explain that they will be using the WorldWide Telescope to explore and identify the different phases.
Have students access the WWT website and navigate to the “Explore” tab.
Show them how to use the “Moon” button to view the Moon in real-time or select a specific date to view a specific phase.
Ask students to work in pairs or small groups to explore the different phases of the Moon using the WWT.
Provide them with a Moon Phase Guide and have them identify each phase as they explore. Encourage them to use the guide to match the phase they see on the WWT with its corresponding description.
As they explore, ask guiding questions such as:
What do you see on the Moon’s surface right now?
How does it compare to what we see in our Moon Phase Guide?
Can you find any craters or mountains on the Moon’s surface?
Allow students to share their findings and observations with the class.
As a class, create a diagram or chart showing all the different phases of the Moon, using images from the WWT and descriptions from their Moon Phase Guides.Hi David, I like the idea of including predictions. It encourages students to reflect on their learning and an easy way to show new knowledge if predictions are initially incorrect.
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
1. Start by introducing the concept of the sun’s movement across the sky to the students. Explain that the sun appears to rise in the east, move across the sky, and set in the west.
2. Take the students outside at different times of the day (morning, afternoon, and tell them to do so at home in the evening) to observe the position of the sun in the sky. Encourage them to look towards the east in the morning, towards the south at midday, and towards the west in the evening.
3. Provide each student with a notebook or journal to record their observations. Ask them to draw a simple picture of the sun’s position in the sky at each time of day and note down the direction they were facing.
4. Encourage students to make observations over several days or weeks to see how the sun’s position changes throughout the year. Discuss with them how the sun’s path across the sky is influenced by the Earth’s tilt.
5. As an extension activity, students can use a compass or a compass app on a smartphone to determine the exact direction of the sun’s position at different times of the day. They can also use a sundial to track the movement of the sun throughout the day.
6. Hold a class discussion to review the students’ observations and discuss what they have learned about the sun’s movement in the sky. Encourage them to share their journal entries and drawings with their classmates.
7. Ask students to create a poster or presentation to showcase their observations and findings about the sun’s position at different times of day. Display these in the classroom or school to share their knowledge with others.