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Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I would start by exploring the children’s understanding of light pollution in our local area. Using videos, pictures and local walks to gain a better understanding of the types of light sources that creates pollution into our system. The children will log their findings by doing a survey of their area and light usage. As we are based in a large town, the children will have many sources of light to experience from street lights, security lights, flood lights, outdoor advertising and buildings. I would examine the difference between a rural area and our town to compare the levels of pollution. I would examine how light pollution has changed through the years in our area, from a small rural area to a large town. I would discuss artificial light awareness with the students and how it creates havoc with our natural body rhythms in humans and animals in our environment. I would make them aware of the overall difficulties it creates for people living in towns and cities to experience the beautiful detail of our night sky.
Plan to observe the moon-which phase of the moon is best for observing in the morning from school? What date will that be in 2024-2025?
To begin our observations, I would get the children’s prior knowledge of the moon and discuss the terms they are already familiar with. Using Paxi’s and Our Moon video -phases and Eclipses I would introduce the topic of the moon having phases and the vocabulary around it. I would discuss the four phases of the moon with the students and ask them to demonstrate these phases using pictures. Using the timeanddate.com website to help us observe and record as accurately as possible. Using the lovely resource by ESERO -the moon observation log to record the different phases. The end of September, the third phase of the moon, appears to be the best time to observe the moon in school. Also, before a new moon, the moon rises early morning and is evident before sunrise which would suit students for their observations. This allows us time to prepare students to examine what they should be observing, vocabulary, recording method and key terms used around the phases of the moon.
I love the idea Katie – Jo of designing posters showing the difference between a healthy, dark environment and one affected by light pollution. The children could display them around the school promoting the importance of our role in reducing this type of pollution.
I chose the topic of incorporating the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans.
I would begin by introducing and exploring the animals that are most active during the night to the children, like some insects, owls and bats through pictures, stories and videos. I would get the children to design a safe night habitat area with children in the school grounds. With the permission of school management I would set up a camera suitable to record these nocturnal animals in their natural environment. I would discuss how light impacts these animals and encourage the children to be more aware of their use of outdoor lighting at home. I would get the children to list all the advantages of dark skies for nocturnal animals and the importance of our role in providing this safe environment for these animals. I would use the ESERO resources to support the importance of this topic with the children in the classroom.
I love the idea of keeping a seasonal notice board and keeping it up to date with events occurring in each season. I also agree that many lessons covering this topic gives the children more opportunities to work outside which my group also love doing.
The topic I choose to examine was ‘One year on Earth’, with a special focus on the understanding of the various seasons we experience. To begin with, I would explore the prior knowledge and experience the children have of each season. From sequencing seasonal activities through visuals aids, examining what each season offers us through talk and discussion, to keeping a seasonal record diary in the junior end to fully explore what the seasons have to offer. In the senior end I would focus on why these changes occur and how Earth’s movements impact these events by exploring the differences in various countries. Using the resources on the ESA website to support these lessons would be hugely beneficial. These resources offer a lovely range of practical and visual aids for the students to gain more knowledge of this topic. I especially love the Earth observation satellites that can monitor the seasonal changes on Earth from space.
