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How light pollution is affecting my local area:
Light pollution is undoubtedly affecting my area and it is evident even without the contrasting maps shown in this module. Modern homes have sensor lights, decorative lights in the apex of rooves, driveway lights, lights at entrance walls…and most of it is unnecessary. Furthermore many homes now are built with a floor to ceiling glass feature wall which also may contribute to light pollution. Urban sprawl has meant that commercial light pollution has spread further and further into suburbs and satellite towns. Street lights in new housing estates also contribute to light pollution.
How I would engage learners to explore this: The children would conduct research by investigation potential sources of light pollution in the school environs and local area. The children would walk around these areas and record sources of light, shielding, timing and light colour. The children would examine each light source using the 5 principles for responsible outdoor lighting (useful, targeted, low levels, controlled, colour). Children could approach the local town council with suggestions to improve light pollution in their area e.g use of extra shielding. The children could also create an informative flyer for parents and local residents informing them of the 5 principles. The children could encourage a ‘day of action’ where every homeowner would make one improvement to the light quality on their property. Finally the children could conduct a survey of local residents to investigate if they changed one aspect in their home to lessen light pollution.
Your point Michelle really reminded me of when I moved from a rural area to a city when attending college. I will never forget hearing the birds singing at 2am and how abnormal it seemed. Just one small way that the light pollution in cities is affecting the circadian rhythm of birds.
I completely agree about the value of a stargazing night at the school as I feel that this year’s incredible visibility of the northern lights really captivated the interest of the entire school population…even those who may not have previously been too interested! It also brings the opportunity for ICT integration with use of apps which identify planets and stars in the night sky.
With my class I hope to make a 3D model of the plough as demonstrated in this module. I will base the work around the ESERO framework for inquiry. The children will engage with the topic by first creating 2D models of the plough with pegboards, plasticine etc and discuss the limitations of these models in terms of showing each star’s distance from each other. The children will then investigate various ways of overcoming this keeping the chart of distance from the earth in light years in mind. One method which could be used is the method in this module…. The children will stick the starmap to cardboard, poke a hole through each of the stars on the map, make the stars by sticking the end of a piece of wool to the centre of a piece of foil. Crumple the piece of foil and repeat this process for all seven stars in the constellation. I like that there is some maths involved when the children thread the string through each hole and have to consult the chart of distance from the earth in light years and measure the equivalent string lengths. This different perspective of the stars distances from each other is one that the children will probably have not encountered before. Taking the next step then may involve making different constellations using the same method or continuing to work on the topic of the plough by making a planetarium box.
Construct a sundial- I would plan this activity in advance with my class by going on a trip to visit a sundial in our area, maybe the sundial in Coole Park. This would stimulate the children’s interest and curiosity. Back at school we would research a sunny spot which receives sunlight all day and is not obscured by trees or buildings. We would first construct the model of the sundial with the upturned flower pot and the bamboo stick. Children would be sent out in pairs during the school day to mark the shadow with chalk and a rock. Maybe children who live near the school could mark the shadows before and after school when the school is closed. We would then paint the lines with yard paint to make the sun dial a permanent fixture. I would also construct the card sun dials with the children that were demonstrated as it is a good way of introducing the compass points and initiating a discussion on daylight savings.
That is a fantastic idea Michelle. I think that making the sun dial a permanent fixture in the yard or garden would really motivate the children to research the absolute best location for the sun dial and to make sure that the area has light all day. It would also bring in art through the strand of paint and the elements of line, shape and colour. I think that having a permanent fixture would entice all classes to learn about time and the seasons due to the ease with which they could access the school sundial. Children are also naturally curious and will ask questions about the sun dial when they encounter it in the garden.
