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I like the idea of designing a dark sky place and this is something I will try with a senior class next year. To engage the children i would begin with a starter question such as What is a dark sky place? Pictures will be used here. Who would live in a dark sky place? In groups children make lists of animals that live there. I would usee resources from mod 3 to explore light pollution and mod 4 resources to explore why darkness is important. We would begin our challenge wit a group discussion eg how can we prepare our dark space? Plan : During the planning step we would g=have to consider visitors needs eg facilities and information. Make: In groups children compile a list of needs eg parking, viewing spots. Next we would create a map . The map would clearly identify and display viewing points. We would add an information sheet listing nocturnal animals present in the park. Our next steps could include making connections eg how has artificial light evolved over the years. Teacher reflection could involve the following reflective question Are there opportunities for cross curricular links here?
I would begin by teaching about the term ‘biodiversity”. There were some nice resources given in the module for this eg : Gardening for biodiversity. I would then do a biodiversity survey around the school with the children. We would then draw a biodiversity map of our school grounds. A nice resource for this is the Bioblitz video. Next we would plan what we want to improve eg reduce area that is moved, allow hedges to flower, maybe add more bird boxes and an insect hotel. Perhaps ensure we have plants that suit moths (pollinators). We could also plant native trees on our grounds. We would also refer back to our light pollution survey and see can we tie elements of this into our plan. After a period of time we would review by perhaps seeing if we have and increase in numbers of an existing species or any new species.We could also further explore and research nocturnal animals eg moths & bats using the resources provided throughout the module
Hi Sarah, I like the idea of getting the children to observe the night sky from their homes and record their observations. This could lead to an interesting discussion eg Sally lives in the country and Ben lives in the town center …would we expect their observations to be the same? Why?
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I teach in a rural school which is relatively close to Waterford city. Firstly we would explore the concept of light pollution. We could begin using photos of the local area at night as a prompt. This could lend itself to exploring questions such as What are the sources of light at night ? Do you think all of these lights need to be on ? I would also like this with a study of the biodiversity around our school eg we have bird boxes around the building. Investigation: We would then do a daytime walk around the school building marking in the various lights ask child to note whether any lights are close to the bird boxes ..this would make a nice discussion point later. If possible we would have an after dark walk also to explore which lights are on at night etc. As an aside the lights of the city really light up the sky to one side of the school grounds…this could also be explored. Share results: Create a map pinpointing sources and types of light. There are a lot of street lights outside the school grounds which is an unusual thing for a rural setting…discussion around this ..eg are all these lights needed? Now ask children to work in groups to build a toolkit for reducing light pollution eg could outdoor lights be on a timer? could any lights near bird boxes be removed. Perhaps write to the council re the excessive street lighting. Finally to take the next step we could watch the you tube clip ‘ Time to protect the night’
I agree Sarah that the stellarium is a great tool to help find the planets in the night sky. I found it quite difficult to use but the instructional video was very helpful.
I liked many of the activities on constellations explored in this module. I will use ESERO activity 34 and I also liked the suggestion to link this topic to mythology etc. The activity that caught my interest the most was the Curious Minds activity : Seeing Stars: looking at the plough from different places. I think the pupils would enjoy making the model of the plough. Firstly I would give them a list of materials to organize : black card, wool, tape, tin foil, pencil, ruler, star map template and the distance chart. They then use the star chart to put holes in the black paper, one for each star. Next they make the stars by balling up the tinfoil and this is then taped to the wool. I kike the link to maths here where each piece of wool is 30 cm and they must use a ruler and the distance chart to work out how far to pull each piece through the holes. When complete they can stick their model to the ceiling. They can look up at it from bellow to see the plough as we do from earth and look at it from an angle to see what it would look like from space. I think this activity would suit 3rd to 6th but could be adapted for a younger class.
Hi Julie, I like the idea of getting children to observe and mark their shadows. I think this or a version of it would be enjoyed from infants to 6th.
I would begin by exploring shadows using a torch and various objects. The aim would be for the children to realise that as the light source changes the shadow cast does too.I would also bring the class outside at various times of the day to observe and mark their shadows, they could then compare their findings.I really like the idea of making a sundial with my class. There were 2 types explained in module 1 , a home made version using a stick or a ready made template to be made using cardboard on space week .ie I would opt for the stick version. First we would have to choose a good location in the school grounds which has direct sunlight all day. Then we would use a plant pot and a bamboo stick to create the basic model. As a class we would observe the shadow cast at 9 am and mark the spot and record the time with a stone and chalk. I would then send the children out in groups each hour for the rest of the day to mark each hour. We could also make the cardboard version and place it in a similar location to compare. I think this activity would link in very well with history and maths (theme: time)
Hi Grainne,
You have some great ideas there for science week. It is definitely something i would like to get up and running in my own school.
Shona
This module was once again been full of excellent resources, lesson plans and video clips. I really liked the idea of getting the children to make and use rockets.
Engage: I would begin with a story or book about space such as Marvin goes to Mars or the Sean the Sheep movie. I would then get the children to make the balloon rockets as outlined on primaryscience.ie. I would also use the Marvin and Milo resource here which poses nice questions.
Investigations: Starter question : Will blowing the balloon up more or less effect the distance that the rocket will go? Allow the children to make predictions. Carry out our investigations by using the rockets noting the distance.
Apply learning into other subject areas . The ‘Flying through the Air’. You could explore the history of space exploration, cover the topic of ‘space’ in science. The children could also create rockets in art (construction with cardboard).An obvious lint to maths would be measures, length in particular.Hi Caoimhe, I like your idea of 2 truths and a lie. I think it would lead to good discussion and can easily be adapted to differentiate for EAL pupils.
There were so many resources and ideas in this module that I can see myself using. For the purpose of this question I have chosen ESERO Activity 7 Animals in the cold.
1. Discussion : Types of weather – perhaps give the children 1 minute to work in pairs and come up with as many weather words as they can eg windy, storm, hot, cold etc
explain that different places have different types of weather and the North and South Poles have very cold weather. Pose the question ‘How do animals in cold places keep themselves warm?’Ask them do they know any animals in cold places? Perhaps a game of ‘who am I?’ would add some fun here.
2. share photographs of a polar bear and a penguin. what are these ? Perhaps a story here would be nice eg ‘Baby Polar Bear’ or ‘ Penguin can Dance’.
3. What do we wear in cold weather? A warm coat …polar bears and penguins have a thick coat of fur / feathers.
4. I also likes the idea of putting vaseline on each childs’ hand and pouring water water on it to demonstrate how they have a greasy layer on their coat which keeps them dry.
5. I would also discuss how on an extra cold day you might put a warm jumper under your coat and penguins and polar bears have a thick layer of fat under their coats for added warmth.
