[Cora O Donohoe]

Light pollution definitely has an astronomical impact and is affecting animals and humans well being. It is causing a disruption to the natural patterns of the local wildlife and harms biodiversity. It has risks to human wellbeing causing sleep disruptions from the excessive lighting. This can lead to developing sleep disorders and increased risks of depression, anxiety and stress. Due to the excessive brightness from the lights it makes it more difficult to see the stars, planets and celestial events in my locality. When I look at the town, I see the use of lights constantly 24/7 which is a massive waste of money and energy. This over use of energy is contributing to climate change.

This is a very interesting topic that I cannot wait to teach this coming year.

The children will be given a set of the following questions:
– What is light pollution?
-What are the main sources of artificial lighting at night?
-How does light pollution affect animals, humans and the environment?

Using the following videos ( What is pollution video and video from Siding Springs), children in groups will identify the key information for each question. Following this, we would have a whole class discussion on Light Pollution and create a concept map with the important points.

We would participate in the Globe Night Project where the children can submit observations about light pollution in their area. Over time, the children can in groups create maps of their observations and clearly see where the light pollutions hotspots are. The maps can then prompt a discussion on the best ways to reduce light pollution in the locality. A prompt video (Loosing the Dark) would be used for children to further identify how we can prevent light pollution. The images of what types of lights reduce light pollution would be discussed and give pupils more understanding. A poster on Reducing light pollution for Art would be created.

An experiment would be conducted on what is the best material to create shielded lights to reduce light pollution. Groups would choose their material, create their light design and conduct light tests with a torch and streetscape. Findings would be discussed.

[Cora O Donohoe]

I like the idea of the children research the constellations around the world and documenting the differences, and then, linking it back to the Ancient Greeks. Great scope for discussion and learning. I think an art lesson on creating constellations would be very enjoyable for all children. They could create one they have learned about and create their own constellation, and choose their constellations name.

[Cora O Donohoe]

Plan to observe the moon:

I have 4th class and this would be an excellent activity for September. The Full moon
is visible in Carlow on October 17th and December 15th, in the morning, according to Time and Date. The third quarter is visible on the mornings of 24th October.

It would be a great idea for pupils to learn about the phases of the moon before the observation of
of the moon. This could be done by having a guided research project on the phases of the moon. An art lesson couldbe integrated into the projects by creating paper mache phases of the moon displays. Pupils could then present their projects to the class along with their art models.

A research lesson can be done using Time and Date to identify the times and dates where each phase will be visible in the mornings. All dates and times documented on a class phases of the moon schedule.

Once the date arrives to observe the phases of the moon in the mornings, we will spend the week before this
identify the phases and creating a chart for observing the moon phases. In school, we will
observe the first quarter and last quarter as much as it is visible according to the time and date
website. Pupils will then be encouraged to observe all the phases at home at the different times given
on the time and date website. Each observation will be discussed and documented in relation to what
affects the visibility of the moon. We will complete ESERO 62 activity also to use our findings to see how the sun
moon and earths positions affects the visibility.

[Cora O Donohoe]

Construct a sun- dial:

This is an excellent activity for all class levels. I will have 4th class this year, and this activity would allow for excellent cross curricular links. There’s a wide scope of learning in all SESE curriculums, Maths and STEM.

To begin the construction of sundials, we would first focus on the history of sun- dials to generate discussion and interest in the topic. Pupils would then be given time in groups to research sun-dials using the following questions to guide their learning: (These questions can be generated with the help of the pupils)
– What are sun-dials used for?
-When were sun-dials established and by who?
-How are sun-dials constructed?
-What materials can be used to make a sun-dial?
-How does a sun-dial tell the time?
-Where can we find some in Ireland?

Following the groups research on sun-dials, a whole class discussion on everyone’s finding would occur. This will give all pupils a chance to find out the key information on sun-dials.

Before construction, we would go on a sun-dial walk around school to identify key areas for a sundial. A whole class discussion on the best location would help pick the area. Once an area is decided, the class would in groups research and identify the best materials needed to make one. They would need to think about durability and strength against Ireland’s every changing weather. A brief on how to make a sun-dial would be given then and each group would make their sun-dial with the materials they have decided to use.

Once made, all sun- dials would be placed in the chosen area. The groups can then identify the positions and angles of the sun-dials on the hour, throughout the day. And this can be revisited throughout the year to see if sun-dials angles/ positioning changes with the different seasons. The groups can also see how durable and strong their sun-dials are throughout the year and document their observations. Also, the groups could discuss and compare their sun-dials recording to see if the positions of the different sun-dials gave different results and if so, why.

I am excited to try this activity out with my class!!!

[Cora O Donohoe]

I agree Michelle that this is a great idea to give pupils their own planet. It allows for a lot of cross curricular integration which is valuable for both pupils and teachers. I love your idea of pupils creating a mind map following their learning, and the peer teaching is an excellent idea for others to learn about another planet. This could be further extended by the pupils teaching another class at their level, or another class level about their planet.

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