🔦 Phase 2 - Encounter
🎞️ Slides
⏱ 4 minutes
Task 2 - When Does Light Become Pollution?
An unexpected idea: light itself is not the problem; how we use it matters.
Step 1 - Try the torch simulator
🔒 Safety note: never shine a real torch into anyone's eyes.
☁️ Skyglow: none
Try pointing the torch down, sideways, then up.
Artificial light becomes environmental pollution when it is excessive, unnecessary, badly timed, or directed where it is not needed.
Step 3 - Who, or what, might need darkness?
Who, or what, might need darkness?
🦋 Insects · 🦅 Birds · 🦇 Bats · 🌿 Plants · 🧍 Humans · 🦉 Other nocturnal animals - all rely on natural patterns of darkness in some way.
Information is not simply "turn it off" or "leave it on" - who needs it, when, and how much?
What happens in Task 2
A 4-minute Phase 2 - Encounter activity. Students try a torch simulator pointing light down, sideways and up, read the definition of light pollution, explore four types with tappable key terms, then reflect on who or what might need darkness.
🎯 Learning objectives
To understand that light itself is not the problem - how it is used matters - and to recognise skyglow, glare, light trespass and overlighting.
♿ SEN Adaptations
- Tactile torch-and-shield demonstration at home; read-aloud; symbols for the four types
🖨️ No-Tech Format
- Lab Booklet page 2 with illustrated cards of the four types and the three torch positions