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2. Introduce students to light pollution using the Globe at Night citizen science programme. Begin with a short video and discussion about why we can’t always see stars at night. Then, show students how to use the Globe at Night website to submit observations.
For homework, students could go outside on a clear night with a parent/guardian, find the constellation Orion (as it’s visible from Ireland), and compare what they see to the sky charts on the website. They log their location, time, and sky brightness using the online form.
Back in class, students share their findings and discuss how light pollution varies depending on where they live. You can plot results on a map or compare with data from other countries. It’s a simple, hands-on way to build awareness about our environment and participate in real science.
this is a great idea- making students aware of their usage and helping them to actively encourage their homes to make necessary changes too.
I love this idea and also the multiple curriculum links, linking mythology to teaching in todays classroom can be so exciting for students and seeing the links from ancient thinking to modern science can open up great discussions!
I’m really excited to use Stellarium with my class. I’d start by blacking out the classroom and showing a video of the night sky to get them thinking about patterns, planets and constellations. They’d record what they noticed. Then, using our iPads, we’d go outside during the day and point them at the sky. Stellarium lets students see planets and stars that aren’t visible in daylight, which is such a great hook. I’d then encourage them to use the app at home to spot constellations and compare what they could see, depending on their location and light pollution. It would lead to great class discussions about visibility, conditions and how stargazing works in cities like Dublin. We could also check StargazingIreland to find out the best nights for spotting planets and stars.
I remember creating a sundial in school and can still recall the excitement it brought — I know my class would love it too. I’d start by pre-teaching the history of sundials and how they led to the clocks we use today, as well as introducing the concept of shadows using paper and a torch to model the sun’s movement.
In small groups, we’d head to the garden to build our own sundials, checking them at intervals throughout the day to estimate the time. Working in groups allows for comparison and encourages discussions around variables: Should the sundial be moved? Where should we stand when recording the time? Why might a sundial not always work? This activity would spark curiosity, develop observation skills, and support scientific thinking in a really hands-on and memorable way. I also love that this activity can be altered for younger classes or older, depending on discussion points- an activity that can be redone throughout the years!