APIEClass activity: Fenmoor Lamp Planners (Light Pollution Game)
Light pollution and dark skies
Answers and an explanation for each question appear once you add this activity to your own library.
Fenmoor Lamp Planners
A 20-minute communicative planning activity to reduce light pollution using the word 'it' structures.
Rules of the Game
Teacher Setup & Workflow
- Form student teams of three and distribute one Fenmoor map, card set, and planner sheet per team.
- Explain that Town Hall has no lighting problem, but the other five zones require one matching measure card.
- Keep strict timing across the 6 steps on the 20-minute timed plan.
- Ensure students defend each match aloud using their assigned phrase card containing 'it'.
- Direct teams to swap planner sheets at the end and use the Teacher Key to cross-score the results.
Student Instructions
- Examine the 5 problem zones on your town map with your teammates.
- Place exactly one Measure Card (M1–M5) onto each problem zone (P1–P5).
- Defend your choice out loud using the matching Phrase Card (A–E) with 'it' and a clear reason.
- Score 1 bonus point for every target Unit vocabulary word correctly used in your spoken defense.
- Swap planner sheets with another team to verify matches, check grammar, and tally final points.
Timed Plan (20 Minutes Total)
Step 1
Hand out cards and assign roles in teams of three.
Step 2
Read the 5 problem cards on the Fenmoor map.
Step 3
Match measure cards (M1–M5) to problem zones (P1–P5).
Step 4
Draft spoken arguments using phrase cards A–E and Unit words.
Step 5
Present proposals aloud to a neighboring team for scoring.
Step 6
Tally final points including vocabulary bonus points.
Card text at a glance
Fenmoor (an invented town). Map, read left to right: Row 1: Observatory Hill | Market Square | Riverside Flats. Row 2: Town Hall | Sports Field | Canal Path.
Problem cards: P1 Observatory Hill: lamps throw light up into the sky. | P2 Market Square: lamps burn at full strength all night, but residents still want some light. | P3 Riverside Flats: the harsh blue-white colour of the lamps is the complaint. | P4 Sports Field: floodlights stay on long after the last match. | P5 Canal Path: a lamp burns all night, but walkers pass only now and then.
Measure cards: M1 Shield (light shines only downward) | M2 Dimmer (lowers the light after midnight) | M3 Warm bulb (soft yellow light) | M4 Curfew (a fixed switch-off time) | M5 Motion sensor (the lamp comes on only when someone passes)
Phrase card: A find it hard to | B make it possible to | C take it that | D see to it that | E owe it to
🗺️ Fenmoor Town Map
Layout: 2 Rows × 3 ColumnsHigh elevation skyward glare issue.
Central pedestrian zone, all-night full light.
Residential apartment complex facing harsh light.
Compliant dark-sky zone. No measure needed.
Outdoor arena with late-night high-intensity floodlighting.
Quiet public walkway with constant low traffic.
🌙 Problem Cards (P1–P5)
Lamps throw light up into the sky.
Stargazing hindered by excessive upward light spill.
Lamps burn at full strength all night, but residents still want some light.
Energy wasted overnight without total blackouts.
The harsh blue-white colour of the lamps is the complaint.
Intensive glare disrupting sleep cycles of residents.
Floodlights stay on long after the last match.
Unnecessary high-wattage lighting late into the night.
A lamp burns all night, but walkers pass only now and then.
Constant lighting for infrequent nocturnal visitors.
💡 Measure Cards (M1–M5)
Shield
Light shines only downward.
Prevents skyward light pollution.
Dimmer
Lowers the light after midnight.
Reduces overall night lumens.
Warm Bulb
Soft yellow light.
Cuts harsh blue wavelength glare.
Curfew
A fixed switch-off time.
Automated complete night shutoff.
Motion Sensor
The lamp comes on only when someone passes.
On-demand path illumination.
🗣️ Phrase Cards (Assigned Grammar)
find it hard to
make it possible to
take it that
see to it that
owe it to
Team Planner Sheet
| Zone | Problem Card | Measure Card | Spoken Sentence Defense (With 'it' & Unit Word) | Peer Score |
|---|---|---|---|---|
| Observatory Hill | P1 (Upward light) | M ____ | ______________________________ | [ / 3 + bonus ] |
| Market Square | P2 (Full strength light) | M ____ | ______________________________ | [ / 3 + bonus ] |
| Riverside Flats | P3 (Harsh blue-white) | M ____ | ______________________________ | [ / 3 + bonus ] |
| Sports Field | P4 (Late floodlights) | M ____ | ______________________________ | [ / 3 + bonus ] |
| Canal Path | P5 (All night low traffic) | M ____ | ______________________________ | [ / 3 + bonus ] |
Scoring System
Correct Match
Assigning the correct Measure Card (M1–M5) to the corresponding Problem zone.
Target 'it' Structure
Formulating a spoken sentence using the assigned phrase card with object 'it'.
Valid Reason
Providing a clear, logical justification linking the solution to the zone's problem.
Unit Vocabulary
Per correctly integrated Unit word (e.g. floodlight, twilight, illuminate).
Sentence Starters
"Many families find it hard to see a single constellation from their garden."
"A better fixture would make it possible to enjoy the starlight from our balcony."
"I take it that the new lamppost will not shine into your bedroom."
"The school will see to it that the floodlight is switched off after the evening class."
"We owe it to our neighbours to keep the brightness down at night."
"Cyclists find it hard to see the road when a bright spotlight shines in their eyes at twilight."
Teacher Key & Common Errors
Correct Card & Phrase Combinations
⚠️ Grammatical Errors to Catch During Peer Review
-
find hard to
✓ find it hard toThe word 'it' is missing.
-
make possible to
✓ make it possible toThe word 'it' is missing.
-
owe to them to
✓ owe it to [noun] toIncorrect word order for 'owe it to'.
Activity Variations
Start with an example
Give teams P1-M1 as a completed example to model the sentence structure before starting.
Standard Match
Teams match all five zones under standard time constraints using exact phrase requirements.
Budget Challenge
Take away one measure card. Teams choose which zone goes without it and defend that choice aloud.
Town Hall Plan
Create a lighting plan for Town Hall proposing preventative measures with 2 bonus Unit words.
Closing Discussion Questions
How does unnecessary skyglow affect wildlife and astronomical research in small towns like Fenmoor?
Why is balancing public safety and energy reduction often a challenge when designing street lighting policy?
Which of the five proposed lighting measures do you think would be easiest to implement in your own neighborhood, and why?
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