Forum Replies Created
-
Posts
-
Impact of Light Pollution in Dublin
Light pollution in Dublin, is having significant effects on various aspects of life and the environment. The phenomenon of skyglow, caused by excessive artificial lighting, has made it increasingly difficult for both amateur and professional astronomers to observe the sky. This brightening of the night sky reduces the visibility of stars and other planetary events, thereby diminishing opportunities for public stargazing and educational activities centred around astronomy.
Beyond its impact on stargazing, light pollution disrupts local ecosystems, particularly affecting wildlife. Nocturnal animals, such as birds and bats, experience altered behaviours due to the presence of artificial light. Birds can become disoriented during their migratory patterns, leading to increased mortality rates, while bats may face challenges in foraging effectively. Additionally, plants are not immune to these changes, as artificial lighting can affect their growth, potentially altering the local flora and fauna dynamics.
Human health is another area significantly impacted by light pollution. The interference of artificial light with natural circadian rhythms can lead to sleep disorders and other health issues. The energy wasted due to inefficient lighting designs adds to carbon emissions, exacerbating climate change and increasing energy costs.
Engaging 5th Class Students
To help my class explore the impact of light pollution in Dublin, I created a structured and interactive lesson plan. The lesson could begin with an introduction to light pollution, discussing what it is and how it differs from other types of pollution. Using visual aids such as pictures of night skies with and without light pollution can make the concept more tangible for the students.
Delving into the local impact of light pollution, the lesson would show the effects on Dublin. These could cover the disruption to wildlife, the altered growth of plants, and impact on humans. Inviting a local astronomer or environmental scientist to speak to the class would provide real-world insights and make the issue more relatable.
The exploration phase of the lesson could involve several engaging activities. A night-time trip to a less light-polluted area (perhaps Phoenix Park) would allow students to observe the night sky using telescopes, comparing their observations with what they see from school or home. This hands-on experience would help them understand the difference in star visibility caused by light pollution. Another activity could involve using online tools or smartphone apps to map areas of Dublin with varying levels of light pollution. Students could then analyse the data collected, discussing why certain areas have higher levels of light pollution than others.
A project on the impact of light pollution on local wildlife would further deepen the students’ understanding. Small groups could investigate different aspects of this topic and present their findings to the class, fostering collaborative learning. This could be complemented by brainstorming sessions on ways to reduce light pollution, encouraging students to think creatively about solutions like promoting better street lighting designs or advocating for “dark sky” policies within the local council.
To conclude the lesson, students could develop a class project aimed at raising awareness about light pollution. This could take the form of a poster campaign, a presentation at an assembly, or a letter-writing campaign to local authorities as part of a literacy lesson. Reflecting on what they have learned and discussing how they can make a difference in their community would help reinforce the importance of taking action. Follow-up activities could involve students observing changes over time and reporting back on any measures they or their families take to reduce light pollution.
Combining hands-on activities, real-world problems, and community involvement, this lesson can help the class gain a deeper understanding of light pollution and its impacts. Encouraging critical thinking and environmental awareness, the students can become more aware of the importance of preserving the night sky and reducing light pollution in the local area.
To engage the children in my 5th class in observing the Moon, I would plan an interactive activity that combines classroom learning with outdoor observation. Here’s how I would structure the activity:
Preparation Phase:
To begin, I would introduce the topic of the Moon, its phases, and its importance in both science and culture. I would use the video “Paxi and Our Moon: Phases and Eclipses,” which explains the topic of Moon phases with bright visuals and clear explanations. This would help the students grasp the concept easily. Key terms such as waxing, waning, crescent, gibbous, and the different quarters would be introduced. We would discuss the significance of the third quarter phase for morning observations.
In addition to the video, I would create hands-on activities where students could create their own posters to represent the four main phases of the Moon: New Moon, First Quarter, Full Moon, and Third Quarter. We would also use a torch and balls to simulate the Moon’s phases.
Observation Phase:
I would explain that the third quarter phase is best for observing the Moon in the morning. Using resources like http://www.timeanddate.com, we would check the Moon phases and plan observation sessions for dates when the Moon is in the third quarter phase during the school year 2024-2025. The best third quarter observation dates for 2024-2025 are September 10-16, 2024. I would also encourage the children to observe the moon as a homework activity at other times during the school year.
For the morning observation sessions, I would organise small group outdoor observations on the school grounds early in the morning. Students would be equipped with binoculars and telescopes. I know some of my students are curious about space and have their own telescopes but I would put a general call out to the school community and if there are enough binoculars and telescopes perhaps turn it into a whole school observation activity. The children would be taught how to locate and identify the Moon’s current phase.
Post-Observation Phase:
After the observation sessions, we would have a classroom discussion where students could share their observations and what they learned. They would be encouraged to draw or write about their experience and the Moon’s appearance. This would help reinforce their learning and provide a creative outlet for their thoughts.
I would integrate the observation with lessons in science (astronomy), maths (calculating Moon phases), and art (drawing the Moon). This multidisciplinary approach would help students connect their observations with different areas of their curriculum. Additionally, we would use the Moon Observation Log from ESERO (European Space Education Resource Office), which asks children to illustrate how the Moon looks each day by shading in circles. Each day, one child would be assigned the task of filling in the log, fostering a sense of responsibility and participation.
By making the activity interactive and multi-disciplinary, students would be more engaged and would gain a deeper understanding of the Moon and its phases. This hands-on approach would spark their curiosity and encourage them to explore astronomy further.
Like you, I am looking forward to incorporating the hands-on activity of observing the Moon’s phases into my classroom. It will be a nice activity at the start of the year for the children as the moon is best visible in the morning from school in September 2024.
I liked your idea of using models—balls representing the Earth and Moon, and a light source for the Sun— so the children will recreate the phases of the Moon. This hands-on approach will help them understand the concepts better and prepare them for real observations.
This activity involving the construction of Planet tubes is both engaging and educational, providing a hands-on way for children to understand the concept of gravity and how it varies across the solar system. This practical approach to learning not only makes the abstract concept of gravity tangible but also sparks curiosity and interest in planetary science.
As you alluded to the cross-curricular potential of this activity is immense. In Maths, students can calculate weight differences, ratios, and even delve into unit conversions between Earth and other planets. In Science, they explore fundamental physics concepts, planetary characteristics, and the role of gravity in the solar system. Meanwhile, the artistic element of decorating the tubes allows for creativity and reinforces the identity of each planet.
Assigning different planets to each child or group ensures that every student gets to explore and present unique aspects of their planet, promoting collaboration and communication skills. The research component encourages independent learning and critical thinking, as students look up interesting facts to add to their decorated tubes.
Review of “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics” by Maeve Liston (2018)
The paper provides a detailed exploration of STEM education, emphasising its integrated and interdisciplinary nature. It is alluded that STEM education should not be confined to the traditional boundaries of its individual subjects—science, technology, engineering, and mathematics. Instead, it should foster critical thinking, creativity, and problem-solving skills by weaving these disciplines together, reflecting their interconnectedness in the real world. This approach is vital for equipping students with the skills they need to navigate the complexities of modern life, where knowledge and applications are intertwined.
The paper also highlights the importance of creating an engaging learning environment through inquiry-based learning, collaboration, and hands-on activities. This type of pedagogy not only captures students’ interest but also demonstrates the practical relevance of their learning. Additionally, the role of educators is emphasised as being pivotal; they must be flexible, innovative, and open to moving beyond traditional teaching methods to facilitate this type of learning effectively.
Sundial Construction Activity
To engage my 5th class students with STEM in a meaningful and interdisciplinary way, I plan to undertake a project where we construct a sundial on the school grounds. This activity will integrate science, technology, engineering, and mathematics, aligning perfectly with the principles discussed in Maeve Liston’s paper.
Activity Plan:
Firstly, we will start with an introduction to sundials and their historical significance. I’ll provide a brief history of timekeeping and the crucial role sundials played in ancient civilizations. This will lead into a discussion on the scientific principles behind sundials, particularly focusing on the Earth’s rotation and the sun’s movement.
Next, I will divide the students into small groups and provide materials such as cardboard, sticks, protractors, and markers for the design and engineering phase. Each group will design their sundial, considering essential factors like the angle of the gnomon (the part of the sundial that casts the shadow) and the placement of hour markers. This collaborative design process will encourage teamwork and creative problem-solving.
Following this, we will delve into the mathematical calculations necessary for the accurate placement of hour lines on their sundials. This phase will involve understanding and applying angles, measurements, and basic trigonometry. By guiding students through these calculations, they’ll see the practical application of mathematical concepts in a real-world context.
We will then integrate technology by using digital tools to simulate the sun’s position at different times of the day. Students can use apps or online resources to predict where the shadow will fall at various times, enhancing their understanding through interactive learning.
Once the designs and calculations are complete, students will construct their sundials based on their plans. We’ll survey the school grounds to find the optimal location for their sundials, considering factors such as direct sunlight and the absence of obstructions. This hands-on activity will bring the theoretical aspects of their learning to life.
Finally, students will observe and record the time indicated by their sundials at various points throughout the day, comparing these readings with actual clock times and analysing any discrepancies. This observation and analysis phase will foster critical thinking and reinforce their understanding of the scientific principles at play.
Engagement and Reflection:
This sundial project will engage students by allowing them to apply theoretical knowledge in a tangible and hands-on way. It will encourage collaboration, critical thinking, and creativity as they design, construct, and test their sundials. The project will also provide a clear example of how different STEM fields interconnect in real-world applications, embodying the holistic approach advocated by Liston. By reflecting on their findings and discussing any challenges they encountered, students will develop a deeper understanding of the importance of precision in engineering and mathematical calculations in technology and timekeeping.
I really like your classroom activity focused on exploring the impact of urban development in Carrickmines, Dublin, on local temperature and air quality compared to surrounding rural areas. It is very topical and brings a real-life element to the children’s learning Understanding climate issues at a local level is crucial as it allows students to see the direct effects of human activities on their immediate environment. By starting with a discussion on the differences between urban and rural environments, students are provided with foundational knowledge that sets the stage for deeper exploration. The children will love the hands-on activities of collecting data from various locations in Carrickmines and nearby rural areas. Using tools like thermometers and air quality sensors not only engages students actively in scientific research but also empowers them with practical skills in data collection and analysis. This experiential learning will deepen their understanding of climate science but will also cultivate critical thinking and problem-solving skills as they interpret their findings.
It is a great way to get the wider school and local community involved and aware of your project by sharing the findings with the school community through presentations or a school newsletter. The project will certainly empower your students to make meaningful contributions towards sustainability and environmental awareness.
Research Question:
How does urbanisation impact the temperature in different parts of our city, and what can we do to make our city cooler?
This research question examines the relationship between urbanisation and local temperature variations, aiming to explore the urban heat island (UHI) effect in our community. The UHI effect occurs when urban areas experience higher temperatures than their rural surroundings due to human activities. This is mainly caused by the concentration of buildings, roads, and other infrastructure that absorb and re-radiate heat more than natural landscapes. By utilising the Climate Detectives research question planner, students can investigate how urban development influences temperature differences across the city. They can gather temperature data, analyse patterns, and understand the factors contributing to higher temperatures in urban areas.
To encourage participation, I would start by discussing noticeable differences in temperature they have experienced around the city, making the topic relatable and interesting. Using the Climate Detectives framework, students will become ‘climate detectives’ to investigate these changes scientifically. The class will be divided into small teams, each focusing on different aspects of the research. One team could collect temperature data from various locations using thermometers or mobile apps, another could analyse the data to identify patterns, and a third could study the impact of urban materials and green spaces on temperature.
We would also incorporate hands-on activities such as field trips to different parts of the city, where students can measure and compare temperatures in urban centres of dense high-rise buildings, parks, and residential areas. Regular discussions and collaborative sessions will be held to share findings and refine our research. Inviting guest speakers like local climate experts or urban planners can provide valuable insights and further motivate the students in my class.
Finally, students will present their findings to the school community, proposing actionable measures such as planting more trees, creating green spaces, or using reflective building materials to mitigate the UHI effect. By involving students in every step of the research process and emphasising the real-world impact of their work, I aim to foster a deep and lasting engagement with climate science and environmental activism.
I agree the ESA resource “Nose Up High in the Sky” is a resource that will engage pupils with practical and hands-on learning activities focused on weather conditions. By observing weather with their senses, building a weather station, and measuring various elements like rain, wind speed, and air temperature, pupils can develop essential skills in Geography, Maths, and Science in a fun and interactive way.
I see the value in all the resources presented in this module and I think linking the ESA resource with the EO browser would give the children a wonderful experience of assuming the role of meteorologists providing a tangible connection between their ground-based observations and the data collected from space. Such an integration can ignite curiosity and foster deeper discussions on the role of satellites in weather forecasting and climate studies, ultimately offering a more comprehensive and engaging learning experience.
The EO Browser provides easy access to full-resolution satellite images, enabling you to select areas of interest, adjust time ranges, and explore various visualizations. It’s ideal for teachers, students, and anyone interested in Earth observation.
Classroom Application:
The EO Browser is an excellent tool for enhancing SESE knowledge. In geography lessons, you can use real-time satellite imagery to show students different regions and discuss land cover changes, urban growth, and natural disasters. For more scientific inquiries, you can analyse vegetation health using NDVI (Normalized Difference Vegetation Index) or monitor deforestation patterns. It ties into the new maths curriculum by allowing data visualisation, comparison from different satellites, and investigation of phenomena like wildfires or air pollution. For topics like studying ice, you can examine sea ice extent, glacier retreat, and temperature anomalies over time.
This tool is free and user-friendly, making it accessible for both beginners and those more familiar with technology.
How to Use It With Students:
1. Start by guiding students through the tutorial to ensure they are comfortable using the tool.
2. Use satellite images to initiate discussions in groups, encouraging students to think critically about environmental issues.
3. Assign research projects where students can select an area and compare images over time, fostering integration with geography lessons.
4. Give students hands-on experience with real-world data, helping them understand and visualise global phenomena.
The EO Browser is like a window to the Earth from space, offering a bird’s eye view of forests, oceans, and cities. It makes learning fun and interactive, sparking curiosity about the world and deepening appreciation for our planet’s beauty and complexity. This tool also supports the new primary language curriculum by encouraging descriptive language and using satellite imagery as a stimulus for learning.
Hi Ann, I completely agree with you, “HOME” by Yann Arthus-Bertrand is indeed a powerful documentary that showcases both the beauty of our planet and the significant impact human activities have on it. Breaking the film into segments for group discussions is something I also intend to do with my students. This will allow students to process and reflect on the information in manageable chunks, fostering deeper understanding and engagement. It is true that incorporating the carbon footprint calculator is a fantastic way to make the abstract concept of climate impact tangible and personal for students. It can help them see the direct link between their daily actions and the environment, reinforcing the idea of individual responsibility. Greta Thunberg’s speeches are incredibly inspiring and can serve as a real-world example of how young people can influence change. Her message can empower students to feel that their voices and actions matter, combating feelings of eco-anxiety by focusing on positive actions they can take.
“HOME” by Yann Arthus-Bertrand is a powerful documentary that vividly illustrates the impact of human activities on our planet. It weaves together breathtaking aerial shots, compelling narratives, and scientific facts to convey urgent messages about climate change and caring for the environment. Some of the key facts that stood out for me were that life on Earth has existed for nearly 4 billion years, with humans appearing only 200,000 years ago; rivers carry minerals to oceans, making them salty; and cyanobacteria are becoming increasingly important and that plant life changed the atmosphere by breaking apart water molecules.
To introduce these climate change facts to my pupils, I would use a multi-faceted approach that blends visual engagement, interactive activities, and critical discussions:
1. Engage with Visuals and Narratives: I would start by showing the snippets of the documentary “HOME” to capture the students’ attention and interest. The stunning visuals and compelling narration provide a comprehensive overview of the environmental issues we face.
2. Deep Dive into Key Facts: After watching the video, I would have the students work in groups to research some of the key facts presented, such as the history of life on Earth, the role of rivers in ocean salinity, and the significance of cyanobacteria. This research activity encourages students to explore and understand the underlying science and also take ownership of their learning around this topic.
3. Interactive Experiments: To contextualize the ideas further, we could conduct experiments such as creating a water cycle model in a Ziploc bag to illustrate the movement of water through the environment. Additionally, using digital tools like the carbon footprint calculator would help students understand their personal impact on the planet.
4. Class Discussions and Critical Thinking: I would facilitate a class discussion by asking open-ended questions like, “What surprised you the most?” “How can we make a positive impact?” and “What changes can we implement?” This discussion would help students process the information and think critically about their role in slowing the effects of climate change.
5. Local and Global Perspectives: Discussing local climate change issues and relating them to broader climate trends can make the issue more relatable for my students. Sharing stories of how climate change affects people globally, such as those presented in the documentary and in Greta Thunberg’s TED talk, can inspire students to think about the global impact of their actions.
6. Hands-On Activities: Hands-on activities could include using an interactive climate model tool to show the impact of different human activities on future temperatures. We could also conduct simple classroom experiments, such as using jars, thermometers, and heat lamps, to demonstrate the greenhouse effect.
7. Assessment and Reflection: To assess the students’ understanding, I would use a Kahoot quiz at the end of the lesson. This fun, interactive tool allows me to gauge their learning and it is fun and engaging for my students alleviating the anxiety some students may feel around traditional style assessment activities.
8. Student-Led Initiatives: I would encourage my students to take part in projects that reduce waste, conserve energy, and support sustainable practices not just in our classroom but as a school-wide initiative or local community project.
Hi Ciara,
I completely agree that pre-teaching key vocabulary and technical language, such as Greenhouse Effect, Palaeoclimatologists, and Global Warming, is essential when covering this topic. This foundation will undoubtedly enhance students’ understanding and engagement in activities. Utilizing the Paxi Video and other resources from Module 2 is a great strategy to solidify these concepts. You are correct the TEAL tool and the group project idea will greatly enrich the children’s learning experience and encourage discussion and collaboration within the class.
To incorporate Activity 3, which involves predicting future temperatures based on greenhouse gas emissions, into my class, I would follow a structured yet engaging approach to ensure that students not only understand the scientific concepts but also appreciate the ethical and practical implications of climate change.
Introduction and Brainstorming
I would begin the lesson with a brainstorming session to gauge my students’ prior knowledge about climate change and greenhouse gas emissions. This initial discussion would help identify any misconceptions and tailor the lesson to their current understanding. I would also introduce key vocabulary, allowing students to familiarize themselves with terms they will encounter throughout the activity.
Attention Grabber Starter: Paxi Video
The next step would involve showing the Paxi video, which has a clear and engaging explanation of the greenhouse effect using vivid imagery. This video would serve as a visual and relatable introduction to the topic, making the complex concept of greenhouse gases more accessible to all students in my class regardless of their preferred learning style. The positive outlook presented at the end of the video would also inspire students to think about actionable steps they could take to mitigate climate change.
Hands-on Simulation
Following the video, I would introduce the temperature prediction simulation tool. I would ask the children in my class to first make their own predictions about future temperatures to engage their critical thinking skills. Then, they would use the tool to manipulate variables, greenhouse gas emissions and observe the impact on temperature predictions. This hands-on approach would deepen their understanding of how different factors contribute to climate change.
Group Work and Research
To facilitate differentiated learning and collaboration, I would divide the class into groups, providing each group with a laptop. They would be encouraged to conduct their own research on climate change, allowing them to explore the topic from various angles. Group work would also enable the children in my class to share ideas and learn from each other, fostering a collaborative learning environment. They could then propose practical solutions based on their findings, encouraging them to think critically about how individuals, families, and the school could implement practical changes to tackle climate change. These suggestions could be presented and shared at green school meetings or with other classes, promoting school-wide dialogue on climate action.
Improvement
While the activity would work successfully with my 5th class pupils I feel it could be further enhanced by having an interactive elements such as quizzes or games related to climate change perhaps with the help of Paxi to continue making the learning process engaging for the children.
I completely agree with your insights on Dr. Maeve Liston’s “Unravelling STEM”. It’s wonderful how the integration of STEM across subjects not only enhances understanding but also fosters critical thinking and problem-solving especially in the younger pupils. The emphasis on the Engineering Design Process and the practical activity of the “Weather Detectives” worksheet is excellent for young learners. It’s inspiring to see how these hands-on experiences can make STEM concepts accessible and engaging, encouraging curiosity and long-term observation in children from a young age. Hopefully this practical long term approach to teaching weather will capture the children’s interest and perhaps stretch over into the next class level where they can further develop their vocabulary and knowledge on the topic.
Having reviewed the paper “Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics,” I found it truly enlightening. It reinforced my belief that critical thinking, active learning, and a hands-on approach are vital for children to thrive in STEM. I really enjoyed this module, especially the resources “Nose Up High in the Sky” and “Weather Vs Climate.” They provide fantastic teaching tools with their video links, worksheets, and hands-on activities.
Currently teaching 5th class, I’ve covered weather and climate before, but the idea of creating a weather station accessible to the whole school had never crossed my mind. I’m excited to incorporate this next year. I plan to set it up at the front of the school away playground activities but not hampered by the buildings around it to make sure results are accurate. I would like to invest in the proper equipment like outdoor thermometers and anemometer but I also want the students build their own instruments in groups so they can compare results.
This won’t be a standalone project; the students will use the station daily or weekly to record and analyse data, making STEM a continuous part of our learning. I also see this as a wonderful opportunity to engage the entire school, with younger and older students contributing to and learning from the project. Perhaps each class can record the data on a different day of the week. I can’t wait to see how this hands-on, collaborative approach will enrich our understanding of weather and climate, and foster a love for STEM in all our students.
