[Carmel Wright]

Hi Orla,

Thank you for your post. I am delighted to see you are now looking forward to the next full Moon, armed with information about when it will happen next. Heres hoping for clear skies! The website is very helpful for planning.

A moon observation log is a great way to make learners aware of the constant changes to how the Moon looks throughout the month and consolidate learning of new terms. It also affords ample opportunity for cross-curricular links, including art. Young learners may enjoy using play dough to create the various moon phases.

[Carmel Wright]

Hi Alyson,
Thanks for your post, and welcome to the course.
I am delighted to see this module’s positive impact on how you plan to deliver STEM in the classroom. You make a good point- sometimes the terms are used in an intertwined way, so getting a firm understanding of the differences between climate and weather may take a couple of exercises for learners to grasp both concepts, and the videos are a most helpful starting point for this.

The climate in different countries activity is a lovely way to learn more in a global context, and you may be fortunate to have a learner from another part of the world who can share how different the climate is and how it impacts day-to-day living.

[Carmel Wright]

Hi Katie,
Thanks for your comprehensive post and detailed plans on how you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.

It sounds like your school already has some great initiatives to support native wildlife, and some just need a revisit and revamp, like the bug hotel. Even the simple act of leaving fallen leaves from trees in designated areas or on the grass provides bugs with much-needed shelter during the winter. Thanks for sharing the links; they are great sources for further information.

I couldn’t agree more with your concluding sentences; well said! Learners will grow holistically in response to these challenges and responsibilities, sowing the seeds for an environmentally aware generation.

[Carmel Wright]

Hi Brendan,

Thanks for your post, and welcome to the course!
It’s great to read a post from someone who has already completed this activity so well with SEN pupils. I really like how you used this as an opportunity to develop time reading skills, integrating with maths and literacy.

It’s wonderful to see how you let the learners discover what the sundials do and create their predictions, using tech to record the dial, create notes and do a book creator project.

I liked how you extended the project further through research opportunities and asking questions, and learners creatively sourced materials to make their own dials, before finally presenting to others. So many STEM skills developed on this journey of discovery!

Here’s hoping for more sunshine for any future sundial projects!

[Carmel Wright]

Hi Laura,

Thanks for your post. It’s great to see that your school already has a firm grasp of the fundamentals of biodiversity and can focus on specific topics of interest.

I really like the idea of linking Christmas, robins, and light, creating meaningful connections with a common and much-loved bird and time of year! The robin is a great example to use, as they are adapted to hunting insects in dim light and are thought to be particularly sensitive to the effects of artificial lighting, now reported to be singing at night in cities.

The article is a great read; thanks for sharing, and best of luck with this interesting project for the coming academic year!

[Carmel Wright]

Hi Simon,

Thanks for your post. I see you have been busy observing what satellites have passed overhead, with some interesting discoveries. This app is a great tool for showing learners how our skies are home to a diverse range of satellites orbiting us.

Space junk is a growing problem, as you mention the Chinese satellite being a form of space debris. It could make for an interesting space research project for Space Week. Here’s an interesting site with some numbers on existing space debris etc: What is space junk and why is it a problem? | Natural History Museum (nhm.ac.uk)

[Carmel Wright]

Hi Clare,
Thanks for your post.
This is a topic that is quite broad and, as such, can take as much or as little time as you can accommodate for it, depending on how deep you want to dive into it. You are very fortunate to have a parent who works for Met Eireann; they could make for a great and insightful speaker on this topic and give local insights. Alternatively, there is often an environmentalist group in a locality that I am sure would be delighted to give a talk on the actions underway.

I like how the focus is on the positive and on what we can do. Another poster on this forum mentioned how learners can benefit from discussing the circle of control during this topic to alleviate any eco-anxiety. You have some lovely ideas about saving energy, creating posters and working with the Green Schools committee.

[Carmel Wright]

Hi Odhran,

Thanks for your post, and welcome to the course.

The EO Browser certainly is a great tool – we have come a long way to have satellite imagery only a few clicks away accessible to everyone. Through this tool, learners can explore the world. It is a great way to get a bird’s eye view of the various landscapes of our world, from cityscapes to flooding and deforestation, some changed by people, others at the mercy of nature, and can be tied into a news story prompt from a specific region, like bush fires in Australia.

With some guidance from the teacher at the start, learners will quickly grow in confidence using this. As you said, it is straightforward and engaging. It can also be something the learners continue to practice at home as homework.

[Carmel Wright]

Hi Bronagh,

Thanks for your post, and welcome to the course. It sounds like you have a deep understanding of STEM education and how to create meaningful learning opportunities for your learners, with a strong focus on fostering critical thinking among the students through inclusive student-led and inquiry-based activities.

I am delighted to see you plan to use these resources with your class in the coming academic year. I think the plan to let the learners create their own definitions is a great way to make STEM vocabulary accessible, understandable, and memorable.

With access to the instruments already at hand, it will be relatively easy to get this project underway-and I agree that with regular use/readings, there are greater opportunities for learning with more data points to create graphs and averages, more potential for something to go wrong with the equipment, and for the class to problem solve by creating a solution, etc.

[Carmel Wright]

HI Odhran,

Thanks for your post. You created a comprehensive plan for protecting nocturnal creatures in your school as part of your school’s biodiversity plan. I like how the scope of your plan includes education, which is the foundational piece to change. First, we must understand the issue, and unfortunately, this is one that few people are aware of.

The good news is that light pollution is relatively easy to solve as a form of pollution, as outlined in your plan, and comes with so many benefits, not only for nocturnal creatures but also for us humans!

[Carmel Wright]

Hi Breda,

Thanks for your post, and welcome to the course.

You have put together an excellent plan for making this activity fun, accessible and interactive for your learners, and I can see it is aligned with the Curious Minds Framework for Inquiry, opening with a prompt, etc.

I like how you planned to have the learners work in teams to discuss their findings and will get them to present them on a chart. It could be a great showcase opportunity to bring to other classes or even a school science fair. It’s a perfect activity for Space Week, October 4-10.

[Carmel Wright]

Hi Marie,
Thanks for your post, and welcome to the course. The sundial is a wonderful activity, and I can see you have given considerable thought to how to run this activity in your school.

You have some nice ideas about how to integrate this topic into other subjects and provide students from other classes with an opportunity to learn more about this by coming to view it.

It could also serve as an opportunity for your learners to present their newfound knowledge of this ancient technology and develop communication skills by presenting to other classes, using ICT to create a PowerPoint presentation, etc.

[Carmel Wright]

Hi Daniel,

Thanks for your post. I can see that you have put thought into developing the “Design Your Own Dark Sky Place” project for your class, providing learners with teamwork opportunities to research, create maps or even 3D models.

Acting as stewards for this fictitious Dark Sky Place, your students will learn a lot about the importance of dark skies and the role we all play in being mindful of this easily solved form of pollution that has a detrimental impact on biodiversity and wastes so much energy.

If it is not possible to visit a dark sky location, even getting the learners to report on the level of brightness in their neighbourhood during the winter when the days are short could help raise further awareness of this issue.

[Carmel Wright]

Hi Caitriona,
Thanks for your post. That sounds like a great project choice for your 5th and 6th-class learners, with plenty of scope for exploration and energy usage improvements.

I like how you plan on exploring the national context of energy generation and then bringing it to your school and your supplier, looking at alternatives and finally, how we can take action on a personal level to move the dial in the right direction.

Presenting findings is a wonderful way to consolidate learning and provides learners with an opportunity to develop their communication skills. I have no doubt that both your school’s electricity bills and learners will benefit from this project!

[Carmel Wright]

Hi Aoife,
Thanks for your post, and welcome to the course.
I can see that you have put thought into how to run this activity with your learners, considering how to make it as meaningful as possible and using vocabulary development to deepen understanding.

You make a great point about the vital role teachers play in educating learners about the current challenges in an age-appropriate way, creating a climate-literate generation who understands the problems and the solutions.

It’s crucial to focus on the local aspects of climate change, as it makes the issue more relevant and relatable to learners. With increased storms and flooding becoming the new normal, it’s an issue that is and will continue to impact us all.

The solutions are starting to be seen across Ireland, and learners can reflect on what they (hopefully) see in their neighbourhoods, be it solar panels, wind farms, greater access to recycling, more public transport, and bike lanes. Etc.

[Author]

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