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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The night sky has long been a profound source of inspiration for songs, poems, and art, creating a bridge between humanity and the cosmos. President Michael D. Higgins’ poem “Stardust” encapsulates this connection, evoking a sense of wonder and reflection. Vincent van Gogh’s “Starry Night” captures the mesmerizing beauty of a night untouched by artificial light, illustrating the profound influence of dark skies on art. Music also reflects this connection, with David Bowie’s “Starman” and the cover by Jack Lukeman with the National Children’s Choir, echoing the mystery and allure of the cosmos. Poetry by John O’Donohoe, like “The Wound at the Side of the House,” highlights the impact of artificial light on nature, blending cultural and environmental awareness. These artistic expressions not only celebrate the beauty of the night sky but also emphasise the importance of preserving it for future generations.
Hi Noreen. Seen as you mentioned Starry Night there is a lovely lesson that can be done on that painting that involves children painting the picture onto tinfoil to create a shiny impression on the sky. I will link the tutorial video below
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 learners in exploring local biodiversity and understanding the impacts of light pollution, I would start with a nature walk around the school to observe and collect various natural items. We wpould set up observation stations with magnifying glasses and plant guides to help children identify different species. I wpuld enhance their understanding by setting up motion-activated nocturnal wildlife cameras around the school grounds (if plausible!), allowing students to see the variety of species active at night and observe the impact of light pollution on these animals.
I could introduce the concept of light pollution with visual aids, such as night vs. day wildlife pictures, and read stories like “Lights Out” by Marsha Diane Arnold. I would discuss how artificial light affects nocturnal animals’ behaviors, such as feeding and mating. Activities like the Bat Moth Game may be useful here.
I would incorporate hands-on projects, such as drawing healthy versus light-polluted habitats, and invite local experts to speak about local species and biodiversity conservation. I would make use of resources like the ESERO day and night activities. Encouraging students to perform light pollution surveys at home may help them reflect on how they can protect local biodiversity.
By combining these activities with engaging discussions and real-world observations, students could develop a deeper understanding of biodiversity, the specific threats posed by light pollution, and practical strategies to mitigate these impacts, fostering an appreciation and stewardship for their local environment.
Hi Christine. I would definitely agree that this topic would be quite complex for younger classes. It ideally requires lots of inquiry-based learning which would be more suitable to the older classes.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Light pollution in Dublin significantly impacts various aspects of life and the environment. Growing up in the countryside in Mayo, the night sky was relatively clear, but moving to Dublin revealed the stark contrast of excessive artificial lighting, creating skyglow and obscuring the stars. This not only hampers stargazing but also disrupts local wildlife, altering the behaviors of nocturnal animals and affecting plant growth.
To engage students in exploring light pollution, I would start by acknowledging their perception of bright nights as normal. I would introduce the concept using visual aids and simulate a clear night sky in a darkened classroom. By gradually adding artificial light, students could observe the impact on star visibility. Additionally, students could share their experiences of clearer skies from rural areas or holidays.
We could also use the “Globe at Night” program to map light pollution levels in Dublin, comparing different areas. Exploring dark sky places in Ireland, students would learn about preserving these areas and brainstorm ways to reduce light pollution, such as using shielded lights and advocating for better lighting policies. This hands-on and reflective approach would deepen their understanding and foster environmental stewardship.
Observing the Moon: Best Phases and Dates for Morning Viewing from School in 2024-2025
When planning to observe the Moon in the morning from school, the first and last quarter phases are ideal. These phases occur when the Moon is half-illuminated and rise or set in the morning hours, making them visible during school time. For the 2024-2025 school year, the best dates to start observing are in late September 2024. This period aligns with the first quarter phase around September 18th, coinciding with a supermoon and partial lunar eclipse visible from Dublin, creating an exciting and engaging start to the project.
Introducing the topic with hands-on activities, such as creating models of the Earth, Moon, and Sun using papier-mâché or demonstrating lunar phases with Oreo cookies, can enhance student engagement. Using Chromebooks to explore digital resources like Stellarium, timeanddate.com, and moon phase apps will support learning, especially given Ireland’s unpredictable weather. Incorporating these tools allows continuous exploration at home, fostering a comprehensive understanding of the Moon’s phases and it’s orbit around Earth. This holistic approach not only makes learning fun but also ensures that students grasp fundamental astronomical concepts effectively.
Hi Christina. I think that would be a great way of teaching this in junior classrooms. I teach 6th class but will still use some of these ideas to engage the children and simplify the topic too!
Reflecting on Liston’s paper, STEM education in my classroom embraces an interdisciplinary approach that merges science, technology, engineering, and mathematics into real-world, problem-solving activities. We focus on collaborative projects that foster creativity, critical thinking, and communication skills, ensuring students apply these disciplines cohesively. Our lessons involve the Engineering Design Process, promoting innovation and deeper understanding, moving beyond isolated subject teaching to integrated, meaningful STEM learning experiences.
Constructing a sundial would be an engaging and educational STEAM activity for my sixth class, integrating subjects like history, geography, and maths. Our school’s garden area adjacent to the yardwould be ideal for this project, allowing students to research site-specific challenges and material requirements. Starting with tracing their shadows with chalk at different times of the day, students could observe how shadows change with the sun’s position. We would then construct a more permanent sundial in our garden, where students could mark the hours and track time year-round. This project may also encourage students to create their own sundials at home.
Hi Sean. Great ideas! Creating these good habits in the pupils’ school lives will naturally lead to them implementing change in other areas of their lives too!
It is important for students to understand how climate change is affecting their local area. Firstly, having open discussions about climate change and its effects on our local area would help raise awareness. We could dig into weather data, check out local reports, and share real stories to see how it’s affecting us here in Dublin. This will help make children realize that we need to do something about it.
To really get them engaged, they could go on trips around our area to witness climate impacts firsthand, like coastal erosion or changes in local ecosystems. It’ll help them connect the dots between what’s happening globally and right here in our own area.
In the classroom, I could assign research projects on climate-related topics specific to Dublin. They could then present their findings in presentations or digital media, so they could educate others and spread the word.
Having gained a knowledge about climate change, three things the school community could do to help combat it are:
1. Reduce our carbon footprint
2. Share knowledge and speak out for change
3. Plant trees in our local community to help make it a greener area.
The focus of climate change could be used as priority for SSE. Reducing our carbon footprint in the school could be done by focusing on recycling and encouraging Walk on Wednesday (WOW) days. Among the staff, weekly steps challenges could encourage more of us to walk to work.
Hi Conor! Fantastic to hear there is a local service such as KRSG in your area. There is a lot of pressure on schools to integrate refugees into society so it is great to have another organisation in the local area with the same goal.
There are numerous organisations in my area working with refugees including St. Vincent de Paul, Irish Red Cross and Doras to name just a few.
Schools can do many things to help welcome refugees to the community but educating young children is the first step. We could organize workshops or guest speakers to educate our students about the experiences and challenges faced by refugees. By promoting understanding and breaking down stereotypes, we can cultivate an environment of empathy and compassion. One novel that is very suitable in this regard is “The Boy at the Back of the Class”. This opened up lots of discussion on refugees and explored different views towards refugees.
Schools could also collaborate with community organisations like those mentioned above that support refugees. Guest speakers from these organisations could help tell true stories about refugees and advise children on how they could welcome refugees to the school community.
Water testing experiments are a brilliant way to integrate development education into science and show a concrete example of the inequalities that exist in the world with regards to clean water.
I’d like to focus on Sustainable Development Goal 6: Clean Water and Sanitation. It’s essential for students to recognize the privilege they have in having access to running water, unlike children in certain parts of the world. I believe some children may be genuinely surprised by this disparity.
Through SPHE and SESE lessons, students could gain a deeper understanding of the challenges faced by children in different regions regarding access to clean water and sanitation facilities. We could explore the impact this has on health, education, and overall well-being. I am travelling to Africa to teach this summer and will definitely be coming back in September with stories on how they live over there and how difficult it is for them to access basic resources such as water. By fostering empathy and compassion, students could be inspired to take action at a local level, e.g. by reducing their own water usage at home and in school.