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I completely agree Orla about the value of a stargazing night at the school as I feel that last 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
That is an excellent use of ChatGPT Dennis. I have not used it much and am only beginning to recognise its usefulness withing the classroom. Morning observations sound like a great idea, hopefully we will be able to do something like this in the year ahead. Linking it with other areas is also a very interesting idea.
That is a fantastic idea Mary. 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
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 on introducing the compass points and initiating a discussion on daylight savings.
Consider how many songs/poems/artwork connect us to the night sky- For the younger classes one of the first songs any child learns is Twinkle Twinkle Little Star. Another lovely song linked to the Disney Film Pinocchio is ‘When you wish Upon a Star’. A suitable poem for this age group would be ‘Star Light, Star Bright first star I see tonight. I wish I may, I wish I might, Have the wish I wish tonight’. Another fun song for this age group is by Raffi ‘Aikendrum’ and is all about a man who lived on the moon. Stories suitable would be ‘Bringing Down the Moon’ and ‘I Took the Moon for a Walk’.
For the Senior Classes Starry Night by Van Gogh and Moonlight by Winslow Homer would be sources of inspiration. The poem which most inspires in terms of imagery of dark skies and alludes to Cassiopeia is ‘A Christmas Childhood’ by Patrick Kavanagh.Some great example for the younger classes Anne. Two more books also suitable for the younger classes would be ‘I Took the Moon for a Walk’ and ‘Bringing down the Moon’.
Incorporating the needs of nocturnal animals especially those affected by light pollution into school biodiversity plans: We would first conduct a light pollution survey to ensure that the lighting on the school grounds is properly shielded and targeted to where needed, no brighter than necessary, used only when useful and warm in colour. We would map out the area and include areas with trees and wildflowers for moths such as honeysuckle. We would also make sure that there is adequate tree cover for bats. The children could look into the possibility of having a bat box installed depending on the suitability of the school environment. Raising a moth as described in this module would be a fantastic way for children to appreciate the level of intricacy in the life cycle of a moth. As described in this module releasing the moth into an appropriate place is key. As other participants have said, the children could use a night vision camera to see if there is any area of the school grounds attracting moths unnecessarily.
Delighted to see that many schools have an area dedicated now to rewilding. Many schools also have bug hotels, native wildflower gardens and mini orchards with three or four fruit trees. Composting is another great activity which children can get involved in for the benefit of the whole school.
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.
