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ASSIGNMENT
Review the paper Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018) and reflect on what STEM education looks like in your classroom.
Choose one of the following…
- Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
- Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
- Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
- ESERO 30 Day and Night in the World
- One Year on Earth – Understanding the Seasons Resource (ESA)
Share a descriptor (150 words minimum) in this forum as a reply to this post on how you would engage your students with this activity.
Also, please respond to at least one other participant’s post in this forum.
Use of AI Tools: Our facilitators occasionally observe that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines.
Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and authentically your own. -
Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
The children could take part in a variety of activities to check the position of the sun at certain times of the day.
Firstly, they could go out the yard with a compass and when facing each direction, they could take note of the position of the sun. They could do this at the same time every day and note if there is a pattern. They could then repeat this at a later time and see what has changed and what position the sun is moving in.
Students could keep a diary at home and take note of what time the sun rises and sets at, what the weather is like at these times and then compare their findings with their classmates.
Using the video in module 1, students could make their own sundial and compare the positions of the sun with the times at each point on the sundial.
These activities could be incorporated with the strand Data in Maths, and the students could map out on a graph all of their findings.
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As a modification to this activity for younger children without the use of compasses, the children could go to the yard at three different times of the day (morning, midday and afternoon) and observe the position of the sun at the different times and draw it’s position on a piece of paper or sky picture. They then could discuss their observations and the sun’s patterns at the end of the day and note how the sun appears to move across the sky from east to west.
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I think this would be a fantastic learning experience and would be completely compatible with STEAM/STEM orientated learning. I think this could be something that is easily incorporated into a typical weekly routine and the students could quickly take ownership of this. Completing the measurements would tie in very nicely with their ongoing learning on angles in maths and also give them a beneficial, “Real-life” application of angles. Once data is collated, the students could easily graph and present their findings to their peers and fellow class groups. This would be ideal for an annual Science Fair for example
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Hi Dervla
Welcome to the course. Combining school and home observations is always a good idea as the children get to observe the sun over a longer part of the day instead of just during school time. It is also a great way to involve parents and make them aware of the learning that is happening in school. Asking the children to make observations and record patterns for themselves heps them to understand the movement of the Earth. Graphing the positions and using it as a practical way to link with maths is a great idea.
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Question 1. Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I would design my lesson/ activity around the ESERO Framework for Inquiry and start the lesson by asking students questions such as ‘would they weigh the same on every planet?’ The questions at the start would be to ‘engage’ them. I would then introduce the concept that gravity is the force that pulls objects towards a planet, explaining that while our mass stays the same, our weight changes because each planet has a different gravitational pull. I would then proceed to the next step of the activity where they would ‘investigate’ by assembling an Earth tube and a couple of other planets. They could decorate them according to how they look and their features. During this part I would ask further questions such as “Which planet has stronger gravity?” and “How would moving or jumping feel there?”. I would ask them to compare tubes. The activity would conclude with them hopefully ‘making connections’ by sharing their completed models and discussing what they discovered about gravity and weight.
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Hi Aisling. I like your idea of using the ESERO Framework to start the lesson. It’s a great idea to introduce the topic, get the children thinking and also helps us as teachers guide the lesson in the right direction. Your lesson is very clear and easy to follow and I would try this in my own classroom!
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Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I will definetly use this activity with my 4th Class next year.I would start with a KWL and I would then move on to watching the videos on the solar systems and draw a solar system.I would then put children in to groups and each group would use a Pringle Box for one planet.One child could bring in the box, others rice, others do artwork , another use scales which would be the basis of a great group work activity.Then each group would present their planet to the whole class and give a brief overview.Then teacher would ask a few questions on gravity etc and ask each group to formulate a question based on their planets and gravity for whole class discussion and question time activity.We could then move on to a literacy activity in Science Journals as a form of assessment.Children love to share activities that are hands on so a further continuation could be to take their ‘planets’ to another class and give a lesson on gravity to a younger group.
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Hi Monica, I will also be teaching 4th class this September. I really like your idea of letting the children experiment with a torch first before moving on to the sundial. This would give them a great chance to explore how shadows change in a fun, hands-on way. I also like the idea of involving the class in choosing the best location for the sundial, this would encourage interesting discussions and problem solving.
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I really like your idea of using the Pringle boxes to create the planets. It gives every child a role within the group and makes the activity very hands-on and collaborative. Having the pupils teach a younger class is an excellent idea as it reinforces their own understanding while building confidence and communication skills. It sounds like a fun and engaging STEM lesson that encourages creativity, teamwork, and enquiry-based learning.
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Hi Monica,
I also chose the Gravity/Weight – assemble an Earth Tube and one other planet tube activity, however I work in an infant and special education setting. It is really interesting to see how the activity could be extended so much further in the older classes such as your 4th class. The idea of having science journals is so lovely and such a nice way of keeping all their ideas and learning together in their own words. I also thought of bringing the children around the school to discuss their activity. Through working in special ed I have seen the importance of encouraging children to share ideas and achievements and how much it can improve their confidence and encourage communication. -
Hi Monica,
I really like your idea of using group work and hands-on materials to make learning about gravity meaningful. In my autism class, I would adapt the activity by using smaller groups with the support of two SNAs and assigning simple, structured roles based on each pupil’s strengths. I would also use visual schedules, first-then boards and short video clips to prepare pupils for each step of the activity and support understanding. Instead of oral presentations, pupils could share their learning by showing photographs of each stage, using AAC or simple sentences to describe their planet. I also like your idea of visiting another class, as it would give my pupils a valuable opportunity to build confidence and practise their communication skills in a supportive way.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
Stem in my classroom can look very busy noisy and fun. I think that going forward I will make use of the ESERO framework as an opening to a lesson. It will be a great segway into a lesson or topic and a great way of getting the children to think.
If I was to construct a sundial with my group in 2nd class I would begin by exploring Shadows – I would ask questions such as Has anyone made Shadow Shapes on walls before? I would read a book about Shadows called What Makes a Shadow by Clyde Robert Bulla. After the introduction the class could go to the yard and explore shadows and shadow casts. I would use a cone as a focal point of reference and the class could note and mark where the shadow of the cone falls at various points during the school day.
The next step in the lesson would be to introduce Sundials and their uses. In class we could use the Ipads to look up about the world’s largest sundial Samrat Yantra. Explore the civilisations throughout history who used Sundials etc. WE would then design our own sundials and once happy with the finished ones we would decide on a safe and suitable location in the yard to place them. -
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Hi Geraldine,
I like how you would find the children’s PRK before getting into the content of the lesson. The use of the ESERO framework is very beneficial and gives a good structure to teacher and student. It’s also a great idea to apply the integration of history to the topic of the sundial as in what ancient civilisations used them before! Your lesson is very clear and easy to follow!
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Love this idea Geraldine, exploring shadows is a great introduction to it. Drawing shadows in art outside might be a nice extension of it as well – they could draw the shadow outline of simple shapes or draw the shadow of their partner.
A student teacher I had recently did sundials and the class really enjoyed it so I’d like to try it as well. Really like your integration with history and geography there too.
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Hi Geraldine, like you, I believe that the framework will be very useful going forward. I am also glad to hear that stem can be busy and noisy for others and of course. I never read the book shadows, but plan to check it out after this cours. Really like your idea of bringing i pads into the lesson too.
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Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I would introduce this lesson in an Art lesson where the children will watch the video in Module 1 and then make their own sundial.
We will then move on to investigate the movement of the Sun by observing and recording its position at different times of the day. Working from the same location, they will note the time, the Sun’s position in the sky, and the length and direction of shadows using an observation sheet. They will use these observations to create a simple diagram which will use in our maths when covering graphs, showing the Sun’s path from east to west and discuss how its position changes throughout the day.
Through group discussion, students will conclude that the Sun appears to rise in the east, reach its highest point around midday, and set in the west, and that this apparent movement is caused by Earth’s rotation.
Throughout the activity, students will follow the important safety rule of never looking directly at the Sun.
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I really like the way this lesson on looking at the movement of the sun could then be used in maths to teach graphs and data, recording hours of sunlight in summer vs winter. One group could take on this task during the month of December, whilst another group could then complete it in June, the children could compare and contrast the results of this experiment showing the different path from east to west and how its position changes throughout the day.
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I really like your idea of having the children keep a diary of sunrise and sunset times at home. It would be a great way to involve parents and help children make connections between their classroom learning and the world around them. I also agree that linking the activities with the Data strand in Maths would make the learning even more meaningful and show pupils how STEM subjects naturally connect.
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Q1:Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I would begin with a discussion about the planets in our solar system and encourage the pupils to share their prior knowledge about Earth and another chosen planet. Using visual supports, key vocabulary, and real-life images, I would explain that each tube represents the composition of a planet and that the different weights symbolise the materials and matter found within them. Based on my class; Pupils would work collaboratively in mixed-ability groups, with clearly defined roles such as reader, recorder, assembler, and presenter to ensure every child can contribute meaningfully. Instructions would be broken into manageable steps and supported with visual prompts. Higher-achieving pupils would be encouraged to predict, compare, and justify why the planets differ in weight and composition, while pupils requiring additional support would focus on identifying similarities and differences with guidance. Throughout the activity, I would use questioning to promote critical thinking and scientific reasoning. The lesson would conclude with group presentations and a class discussion, allowing pupils to reflect on their learning, communicate their findings, and develop confidence in scientific enquiry.
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After looking around our chool in Dublin, I think the best place for a sundial would be in our largemain yard. Our school has over 600 pupils and the yard gets lots of sunshine during the day, so the shadow would be easy to see. It is also an area where classes pass every day, so everyone could use it. Our 6th class could measure the space, make a simple plan and choose the safest place away from games and busy walkways. We would learn how a sundial works and set the gnomon at the correct angle. We could mark the hour lines by checking the shadow at diferent times before making them permanant with paint or paving stones. This would be a fun STEM project that would improve our school grounds and leave something usefull for future pupils to enjoy and learn from.
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I think the activity that you described is excellent. I find that the children love the topic of the sun and would be really engage with this. Repeating the activity daily and recording their findings would be something that they would look forward to. The home diary activity is great with the opportunity to discuss and share their findings. The resources from the module are great and they explain clearly how to make a sundial which will further increase their understanding of the topic.
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Children observe the Sun at different times during the day (e.g., morning, midday, and afternoon) and record its position using simple drawings or a recording table. They note the time, where the Sun appears in the sky, and any changes in shadows. If possible, children also observe the Sun at sunrise and sunset from home with family support. After comparing their observations, they discuss the pattern that the Sun appears to rise in the east, move across the sky, and set in the west. Throughout the activity, children are reminded never to look directly at the Sun.
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I really like the idea of the children keeping a diary at home and I wonder if sunrise/sunset is challenging due to their ability, time of the year and family schedules, that it could be broken down as: morning/before school, afternoon, and before bed. Children could note the time, the suns position or an observation of something that is “in the sun”. It would give them lots of discussion in the classroom, many variations and encourage them to be more observant throughout the day.
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- ESERO 30 Day and Night in the World
I would engage the children in the activity by posing to them a problem I have a cousin in America and when I tried to call her to chat on the way to work she doesn’t answer, but another teacher has phone calls with her sister on the way to work and they are in Australia. Why might this be the case?
I will let the children discuss and gather their information and then pose further questions to continue their wondering.
We will then begin creating our 2D models that will help highlight when it is dark and light in different places of the world. We will make connections as what areas are similar in time and what is different.
We can discuss how the darker evenings or longer evenings impact us and our moods. Then I would connect to the starting activity about dirunal and nocturnal animals. How they have adapted to this. This could lead into connection on how we have adapted based on the sunlight we get
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<p data-start=”136″ data-end=”424″>Hello, after reading Liston (2018), I realised that STEM is much more than teaching Science, Technology, Engineering and Maths separately. In our small school by the sea, STEM happens every day through practical, hands-on activities (visits to the sea) where the children work together, ask questions and solve problems.</p>
<p data-start=”426″ data-end=”839″>I would like to use the ESERO 30 – Day and Night in the World activity with the junior room classroom. We would begin by discussing why we have day and night before using a globe and a torch to model how the Earth rotates. The children would make predictions, test their ideas and record what they notice. We would then look at countries around the world and compare when it is daytime there and night-time in Ireland.</p>
<p data-start=”841″ data-end=”875″ data-is-last-node=”” data-is-only-node=””>This activity encourages curiosity and Wellness</p>
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2. Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
I would start by letting the children experiment with light and shadows. The children could stick a pencil in an upright position in a lump of bluetack and experiment with a torch to see how to make long and short shadows. How does the position of the torch affect the shadows?
I show children images of sundials and ask them what they thought they were. We could discuss how they are used to tell the time. We could construct simple sundials from paper/card and experiment with them using the torches again.
I would use the fact that we are due to get a new school building next year as a stimulus for picking a good location on the grounds. We could examine the plans for the new building and try to pick a location that we think might be suitable for a sundial. We could experiment with various locations, using a pole in an upturned flower pot method described in the video. We could mark each hour or half hour throughout the school day. We would have to observe whether the chosen location was in sunlight for the whole day or whether current or new buildings would block the light.
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I love your simple idea of blue tac and a pencis for a sundial.I usually would start a lesson like this with integration with history and how sundials were used to measure time in the past.Children love any hands on activity and I often make shadow puppets which we use on a sunny day against a white wall and they little dramas and unknowingly are making shadows longer and shorter.Definite sundial activity if weather permits in September
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Having reviewed the paper ‘Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018)’ and considered its content for the lesson on planning how to make and where to place a sun dial in school seems like the perfect STEM project. For a sixth class project I would break it up into the following components:
It would have the identification of a problem – how to tell the time of day without a clock or watch, researching ways people worked out time in the past to help find an answer to our problem now, leading on to deciding how to create a sundial, then the planning and designing on how to build or construct the sundial would begin, leading to the construction and building and testing of the sundial creation/prototype and finally the decision on where best to place the sundial in the school grounds looking at sunlight and shade and also can our creation withstand the weather elements, followed by evaluation and adding improvements if needed.
To introduce the project of making and finding the best position for a sundial in the school grounds connects learning to the real world and for 6th class encourages team work, critical thinking and creativity.
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1. Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
For this lesson my students will make an Earth tube and a Jupiter tube. The objective of the lesson will be to understand that weight changes based on a planet’s gravity, but mass stays the same.
The children will need 2 Pringles tubes and 2 marbles. They will label one tube Earth and the other Jupiter and decorate accordingly. They will fill the Earth tube with cooking oil and the Jupiter tube with water. They will then drop the marble into each tube. They will secure the lids on the tubes with tape.
I will ask the students if they believe they would weigh more or less on Jupiter? I will explain that gravity is an invisible pull between objects and that bigger planets have stronger gravity.
They will flip both tubes upside down at the same time and observe that the marble in the Jupiter tube fell much faster. This is because the gravity on Jupiter is much stronger than on Earth. The water mimics the strong gravity on Jupiter while oil mimics Earth’s weaker gravity. -
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Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I would introduce this in September and present this as a year long project that we would return to each month to notice differences in time and location. As we are only in school from 9am to 3pm we could only record the position of the sun during these times during the school day and we would be relying on a sunny day.
1. Record the sun position at 9.30 am, 12pm and 2.30 pm.
2. Chose the same central point in front of the school (south facing) to make note of suns position.
3. Sketch and photograph the suns position at this time. Alternatively have a map drawn for the children where they can accurately pin point the location of the sun at the various times.
4. Use a compass to for location (east to west)
5. Record and discuss the data collected.
A resource I often use with the children is my iphone weather app where it gives the time of sunrise and sunset daily. So we could discuss this in class also and once they are familiar with the lesson below they could use the skills they have learned to record the sun-rise and sun-set from their homes.
At the end of the year we could compare our data and see how the data changed as the year progressed
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To engage my students in this activity, I would begin with a class discussion about gravity and ask questions such as, “Why do we stay on the ground?” and “Would you weigh the same on every planet?” This would allow students to share their ideas and make predictions before the investigation.
I would then get the students to work in small groups to assemble an Earth tube and one planet tube (such as the Moon or Jupiter). Each tube would be decorated to represent its planet using colours, pictures, and interesting facts about the planet’s environment and gravity. This creative task would encourage teamwork while reinforcing science concepts.
Next, students would compare the two tubes and discuss how gravity differs between Earth and their chosen planet. Using the provided worksheet, students would calculate how much they would weigh on different celestial bodies and explain why their weight changes while their mass stays the same. They would also complete the lifting activity to experience how weaker gravity, such as on the Moon, would make objects feel lighter.
To conclude the lesson, each group would present their planet tube to the class, explaining how gravity affects weight on their chosen planet. Students would discuss on what they learned by writing a short paragraph.
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1. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I really enjoyed the video where the two ladies were observing the movements of shadows cast to record the times and used their own makeshift sundial. It would be really fun to do this lesson with any age group and to develop an interest in this area.
Starting off I would pick a sunny day and remind them not to look directly at the sun. We would pick a few times during the day to observe the position of the sun. The idea of the chalk drawing is pretty fun. We would gather rocks and a stick. Using the stick in the ground (vertically) we can measure the end of the shadow. We would, at the beginning, measure every hour. We could continue to do this long-term and eventually we could also progress by seeing how the sundial operates during different seasons (longer and shorter days). We could have a specific scientific log book for recording our findings.
As a progression to the above, the children could do their own log of this at home and compare the positions to that of school.
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Super idea Aine and especially the fact the pupils could create their own sundial at home and compare it to the schools one. I thought the idea of create a sundial using rocks could incorporate some art where the pupils could paint and design a number of rocks first with initials and colours they like.
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Super idea Aine and especially the fact the pupils could create their own sundial at home and compare it to the schools one. I thought the idea of creating a sundial using rocks could incorporate some art where the pupils could paint and design a number of rocks first with initials and colours they like.
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Hi, I really like your lesson idea. I like that it is project based and would be used across the curriculum. Decorating the tubes with interesting facts and decorations would be a brilliant art lesson. I love that the whole class will learn about so many planets and their gravitational pull as each group presents their work.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
To spark the lesson I would explore shadows. I can link this with Art, with shadow drawings. I would bring the children outside and explore the yard and the shadows being created, creating our own shadows and comparing our shadows. Building on this lesson our next thing is to become ‘Shadow Detectives’ by placing a cone in the yard and discuss how the shadow will fall on this object – predicting where the shadow will move, observing and recording the shadow throughout the day and we could even mark it with chalk on the ground. Our next thing to do is designing our sundial. As a class we can create mind maps, discussing the pros and cons of each idea, looking at other sundials online, etc. At this stage we can link up with our buddy from the older classes and get their help with constructing our sundial. Once we have constructed our sundial we can visit the sundial at different times during the day and discuss our findings.-
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I like the idea of introducing this topic as an art idea initially. Children are always engaged with art ideas. I also like the idea of the children coming up with their own ideas for creating sundials. I often find the children have better ideas than I do and their input is very valuable. Lastly the idea of older and younger children buddying up is great! This lesson ticks alot of boxes – there would be lots of Oral language learning as well as maths and science of course.
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Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I would introduce the lesson with talk and discussion around the planets. Id use pictures to generate this discussion. Focus of discussion would be around similarities and differences of the planets- colours, temperature, surfaces and moons. I would then present the hands on activity, giving clear instructions and a modelled example of how to decorate the tube.
The children would be asked to present their work to the class afterwards. They would be asked to explain why they made certain decisions, chose certain colours, and share some of the attributes of their chosen planets.
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Question 2:
I would introduce this topic by reading ‘My Shadow’ by Robert Louis Stevenson and ask some questions, for example, what happens to our shadows during the day/at night, do they all point in the same direction. We would go outside on a sunny day and choose one child to stand in the same spot in the middle of the yard. We would trace his shadow using chalk. We would ensure to take note of the time of our first shadow. We would repeat this at various times throughout the day, doing the same thing with tracing around our shadow. After discussing what we found doing our investigation, we would then look at sundials. We will learn about all sundials and as a class we will decide where the best location around our yard would be. Once we construct our sundial, the children can explain to the other children in different classes about it.
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Hi Rachel,
Welcome to the course. Using a poem to introduce the concept of shadows is a great idea to engage the younger learners. I also like how you are planning to explore shadows initially before introducing the concept of the sundial. The learners can make observations on how the shadows move and then when creating a sundial they can make connections with their learning on shadows and the sundial. Thanks for sharing, I hope you enjoy the course.
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I would begin this topic I would show the class pictures of Earth and Mars and ask questions such as, “Would we weigh the same on another planet?”, “Why can’t we float off Earth?”, etc. This would spark the children to share their own ideas and make predictions before we completed our investigation. In our groups I would get the children to create their Earth tube and they choose another planet. They can investigate their chosen planet more and decorate their tube according to their findings. We can discuss and compare their two planets on how gravity differs between them. We would look at ‘ESERO 68: How much do you weigh on other celestial objects?’ and discuss our findings. Each group can present their plants and their findings how gravity affects weight on their chosen planet.
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Question 1. Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I would design my lesson/ activity around the ESERO Framework for Inquiry and start the lesson by asking students questions such as ‘would they weigh the same on every planet?’ The questions at the start would be to ‘engage’ them. I would then introduce the concept that gravity is the force that pulls objects towards a planet, explaining that while our mass stays the same, our weight changes because each planet has a different gravitational pull. I would then proceed to the next step of the activity where they would ‘investigate’ by assembling an Earth tube and a couple of other planets. They could decorate them according to how they look and their features. During this part I would ask further questions such as “Which planet has stronger gravity?” and “How would moving or jumping feel there?”. I would ask them to compare tubes. The activity would conclude with them hopefully ‘making connections’ by sharing their completed models and discussing what they discovered about gravity and weight.
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Sundial Activity
For this activity, I would engage my class by constructing a simple sundial in our school yard. Before building it, the children would discuss how people told the time before clocks and make predictions about where the shadow would fall during the day. Working in small groups, they would help position the sundial, measure the shadow at regular intervals throughout the school day and record their observations in tables and drawings. We would compare the results over several days and discuss why the shadow changes in length and direction as the Earth rotates. We also are very luck to have a school garden. We could position the sun dial there also and compare results. I think this would work very well with both older and younger classes.
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Hi Siobhan
Welcome to the course. It is a great idea to link with History when learning about sundials and how people told the time before clocks.I like how you are planning to position the sun dial in the school garden for other classes to access it. There is lots of opportunity for both skills development and collaborative learning as you have mentioned in positioning the sundial and measuring shadows at different intervals. There are also great follow up learning opportunities as pupils compare results and make connections with other learning about the Earth. Thanks for sharing.
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I really like this activity because it gives children the opportunity to learn through hands-on exploration. It encourages them to make predictions, observe carefully and record their findings like real scientists. I think using a sundial is a great way to connect science with history by showing how people told the time before clocks. Comparing the shadows over several days helps children develop a better understanding of how the Earth rotates. Using both the school yard and the school garden makes the investigation even more interesting and meaningful. I also like that the activity can be adapted for both younger and older classes, making it suitable across different age groups. Working in small groups encourages teamwork, communication and problem solving skills. I think this is a creative and engaging activity that would make learning about the Sun and shadows enjoyable for all children.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
As part of our primary science curriculum, we recently explored timekeeping by planning and constructing a simple sundial on the school grounds. The project was designed to help pupils understand the movement of the sun and how shadows can indicate the time of day. After observing where the sun shines for the longest period, we selected an open, flat area near the playground, free from trees and buildings that could cast interfering shadows.
Using a stick and a paper plate marked with hourly intervals, pupils recorded the shadow’s position at each hour throughout the school day. They took turns marking the shadow’s tip with chalk and labelling the time, reinforcing the link between the Sun’s position and timekeeping.
This hands-on activity supported learning in both science and maths, encouraging teamwork, observation, and recording skills. It also sparked discussions about historical methods of telling time and the Earth’s rotation. For schools without suitable outdoor space, this can be simulated indoors using a torch and globe.
The sundial remains in place as a learning station, and pupils now regularly refer to it, developing their understanding of time in a meaningful, memorable way. It’s a simple, effective cross-curricular project that brings science to life.
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Cobstruct a sundial –
For this activity, I would work with my class to make a simple sundial in our school yard. First, we would talk about what a sundial is and how people used the Sun to tell the time before the invention of clocks. I would ask the children to predict where they think the shadow will fall at different times of the day.
As a class, we would place a stick or pole in a sunny area and mark the position of its shadow using chalk or small markers. We would return at different times during the day to see how the shadow changes. The children would compare the length and direction of the shadow and discuss why it moves. We would record our observations with drawings, photos, and simple labels.
This activity would encourage curiosity, observation, and teamwork while linking with Science, Maths, and Geography. It would also help the children understand that the Earth’s rotation causes the Sun to appear to move across the sky. To finish, we would reflect on what we discovered and discuss how a permanent sundial could be added to our school grounds for future classes to use.
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Hi Fiona,
Welcome to the course. Thanks for sharing your lesson idea on the sundial. I think this allows for lovely integration with history comparing shadow clocks from ancient Egypt with sundials from the Romans.
I als0 like how you are planning to take photographs of the changes in the shadow across the day which allows for more detailed observations as the learners can compare the images and allows for lots of critical thinking. I agree that it could encourage curiosity, observation and teamwork while also covering many areas of the curriculum. Great ideas. I hope you enjoy the other modules in this course.
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Cobstruct a sundial –
For this activity, I would work with my class to make a simple sundial in our school yard. First, we would talk about what a sundial is and how people used the Sun to tell the time before the invention of clocks. I would ask the children to predict where they think the shadow will fall at different times of the day.
As a class, we would place a stick or pole in a sunny area and mark the position of its shadow using chalk or small markers. We would return at different times during the day to see how the shadow changes. The children would compare the length and direction of the shadow and discuss why it moves. We would record our observations with drawings, photos, and simple labels.
This activity would encourage curiosity, observation, and teamwork while linking with Science, Maths, and Geography. It would also help the children understand that the Earth’s rotation causes the Sun to appear to move across the sky. To finish, we would reflect on what we discovered and discuss how a permanent sundial could be added to our school grounds for future classes to use.
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Observing and recording the suns position:
Objectives:
1. Observe the movement of the sun across the sky.
2. Record the direction of sunrise and sunset.
3. Collect and organise observational data.
4. Recognise patterns in the suns changing position over time.
5. Explain that the Earths rotation causes daily movement of the sun, while the earths orbit and tilt cause seasonal changes in where the sun rises and sets.
Materials needed:
1. Compass or compass app.
2. Observation chart,
3. Pencil.
4. Cardboard.
5. Camera or tablet.
6. Schoolyard.
Activity 1: Choosing a landmark.
Children to identify landmarks e.g. tree, flagpole, church steeple, buildings.
These will help estimation of where the sun rises and sets.
Activity 2: Sunrise and Sunset observations.
Some observations will need to be made from home
Activity 3: Midday Sun position
During school students can observe where the sun is by using shadows.
Record:
1.Date
2.Time
3. Length of a sticks shadow.
Direction of the shadow.
4. Weather.
Students will notice:
1. Shadows move
2. Shadows change length
3. The sun appears higher or lower depending on the season.
Activity 4: Shadow stick investigation:
Place a 1m stick vertically in the ground.
Every hour:
1. Trace the tip of the shadow.
2. Label the time.(Could use yard chalk)
Students will see the shadow:
1. Move in a curve.
2. Is longest in morning and evening.
3. Is shortest around noon.
Recording Sheet:
Sunrise, Midday Sun, Sunset.
Discussion Questions:
1. Did the sun rise in exactly the same place today?
2. Is the sunrise moving north or south?
3. Did the sunset move?
4. Were todays shadows longer or shorter?
Extension Activity:
Students can create a class graph showing:
1. Sunrise direction versus date.
2. Sunset direction versus date.
3. Daylight hours versus date.
They will discover that:
1. The sunrise point gradually shifts along the horizon.
2. The sunset points also shifts.
3. These changes repeat every year.
Assessment:
Students can:
1. Maintain an observation journal.
2. Draw the suns apparent path.
3. Explain why the sun appears to move.
4. Compare observations made in different months.
Expected learning outcome:
By the end of the investigation, students should be able to explain that:
1. The sun appears to move from east to west each day because the earth rotates.
2. Sunrise and sunset do not occur at exactly the same point on the horizon throughout the year.
3. The changing sunrise and sunset positions are caused by the earths tilted axis as it orbits the sun.
This lesson can run with an investigation time of 4-8 weeks which allows students to identify patterns from their own observations rather than being told the answers.
I would teach this lesson to 3rd/4th but it could be adapted for younger and older classes also.
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I would plan an investigation where they observe and record the position of the sun at sunrise, midday, and sunset over several days. Children would work in small groups to measure the length and direction of shadows using simple markers placed in the yard. They would record their observations in a science journal, sketch the shadows, and compare how they change throughout the day. We would then use digital tools to graph the data and identify patterns. This activity naturally integrates science concepts about Earth’s rotation with mathematics through measurement and data handling, technology through digital recording, and engineering by discussing how knowledge of the sun’s movement can be used to design buildings or solar panels.
The investigation would encourage the children to ask questions, make predictions, and explain their findings using evidence. It also provides opportunities for discussion about why the sun appears to move across the sky and how this relates to day and night.
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“Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I will be teaching 4th, 5th and 6th this coming September. The children I will be teaching have a great interest in Science and I think the content from module 1 will be great for them!
I think it would be a good idea to bring the class outside at different times during the day and get them to note where the sun is in the sky. This could be done in groups. I would ask them to predict where they think the sun will be in an hour or in 2 hours. They could also have an object that creates a shadow and observe the position of the shadow throughout the day.
I think this would be a fantastic interactive way to make the children be active learners.
As the Liston paper says, STEM should be more than just ‘teaching science’. It should involve meaningful learning and I think this lesson would be perfect for that.-
Hi Siobhan,
some great ideas here to get the class outside. The classes will gain so much from being outside and learning which direction is north, south, sunrise, sunset etc about their own environment and place in earth. The Liston article has some good food for thought and the importance of enquiry and investigation. Many thanks.
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Hi Siobhan
Welcome to the course. It is great to hear that your class will enjoy the many ideas and content from this module.
It is great to take the learning outside when observing the sun. You could also consider observing from a specific spot which has a tree or building that they could compare the location of the sun with each time, this can sometimes help to guide the observations and notice the changes in the sun’s location. And as you have mentioned this also allows for meaningful learning in STEM. Thanks for sharing, I hope you enjoy the other modules.
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I really like this idea. I taught 5th and 6th class for many years and found that pupils learned best when they were actively involved. I believe science should be something you do, not something you just read about. Watching the Sun, making predictions and recording shadows will help pupils understand the topic in a fun and meaningful way.
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Hi all
I would like to do the Gravity/Weight activity as I think it would be very engaging for the children. I would start by using the excellent Cosmic High Jump site as a stimulus to show that different planets have a stronger or weaker gravitational force depending on their size/mass.
We would then look at the sizes of the plants in the solar system before introducing the crisp tube for Earth which I think is 240g. Then the children would work in groups to predict how much sand or rice would be added to each empty tube for each planet. Each group could add the correct amount of sand and decorate their tube – nice integration with art activity – before the solar system of crisp tubes are brought together for each group to compare to show how heavy the crisp packet would feel on different planets.
Lastly to finish we would look what the surface gravity of the sun would be and what the tube of crisps would weigh on the sun – I think it would be 7kg approx. – we would brainstorm things that weigh 7kg – maybe a chair, a cat or they could find and weigh objects. Nice activity to carry out some practical maths measuring skills, and the differences in the planets etc
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Hi Gary
Welcome to the course. That sounds like a nice activity incorporating lots of practical maths such as predicting, estimating and measuring. The Cosmic jump is a nice visual way to start off the lesson. The decorating of the tubes as well as incorporating art integration could also involve some research on the planets. By learnign more about each planet, children could consider how to represent this information in a visual form in the decoration of their tubes. I also like the idea of the children trying to find things that weigh 7kg.
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I would make a sundial in the school yard. I would choose an spot in the yard that gets full sun (easy in our yard) and that is accessible to all classes.
Before making the sundial I would teach the children about the movement and rotation of the earth in space.
I would get each child to make an individual sundial using the template shown here.
To make the large sundial in the yard I would use a pot,a stick and chalk. I would begin as a whole class, pick out the area and make out the first hour or two as class. I would then allow children mark out the rest of the hours in small groups. We would use our small sundials to confirm the time. The children could then use paint to make the sundial a permanent fixture in our yard.
This could be linked to many different subject areas for example geography – finding south, maths – lines, angles and degrees, art – design the sundial, history – the history of sundials.
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Hi Aishling,
Welcome to the course. Thanks for sharing your ideas on making sundials with your class.
I like how you are planning to explore the rotation of the earth initially and use this knowledge when teaching about the sundials. This will allow the pupils to make real life connections when creating their own sundial. I also like how you are planning to make the sundial more permanent on the yard and accessible for everyone. Great ideas, thanks for sharing.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
First I would visit the Obliesk near my school, which has 4 sundials, one for each cardinal point. As its close we would visit at two different times. Open questions – what do you notice about the sundials, what are they used for, what are the Roman numerals for?
Then we would examine a metal garden sundial I have myself. Allow pupils to come up with ideas for building their own. Plan, build, test, review, redo process.
As a class evaulate different designs and then consider how we would make a large one in the yard. Begin with observing and chalking own shadows. Then move to measuring and marking time using watch.
Observe over number of days. Revisit later in the year, after solstice for example. Linkages outside Science and Geography – time in Maths, timepieces in history.
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Hi Edwin,
Welcome to the course. You are very fortunate to have the Obelisk near your school. What a great opportunity to use the explore the heritage and science in your local areas. It is a great idea to visit twice and at different times of the day to explore the different sundials. I like how you plan to allow the children to design and make their own sundials using what they have learned about the obelisk and exploring the garden sundial. This allows for lots of creativity, collaboration and critical thinking. There are lots of cross curricular integration opportunities as you have mentioned. Thanks for sharing.
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I really like the idea of using your local area and using the obelisk. This would be a great introduction to history and to geography locally. It would be interesting to introduce that these were first built in Egypt to the Sun God Ra and then for important events. This might engage the children to look at something they see every day in a new way.
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I am very fortunate to teach in a school that has a lot of natural amenities on its doorstep. There is a forest just at the back of the building and various activities are completed with all class levels using the resources. Creating a sundial could be an excellent undertaking to benefit the pupils learning in a number of areas including maths, art and science outdoor.
I would choose an open grassy area near the school where it gets direct sunlight for most of the day and is not shaded by trees or buildings. Using a stick firmly in the ground or a flower pot we would create the gnomon and then begin recording the tip of the shadow every hour. Children could work in groups of 3-4 to mark their findings. Maybe as an art lesson beforehand we could design and paint stones to use to mark the shadows and compare findings on a different day to make sure our findings were accurate.
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I really like your sundial idea. It is a great way to make learning real for children. I agree that it’s a nice activity to integrate maths, art, and science together. The idea of including painted stones adds creativity and makes the activity memorable. I agree that comparing shadow patterns on different days would ensure findings are more accurate it also helps pupils see real changes in sunlight.
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After reading Liston (2018), I was reminded that STEM is much more than teaching science, technology, engineering, and mathematics as separate subjects. It is about helping children explore real-world questions, think critically, collaborate, and make meaningful connections across different areas of learning. I want my classroom to be a place where curiosity is encouraged and every child feels confident to investigate and discover.
The ESA One Year on Earth – Understanding the Seasons resource is a wonderful way to support this approach. I would begin by asking students why they think we have different seasons, encouraging them to share their ideas. They would then explore the ESA animations to investigate how the Earth’s tilt and orbit affect sunlight. Working in groups, students would build a simple Earth-Sun model using everyday materials to test their thinking. They could also create a digital presentation explaining the seasons and use simple data to compare daylight hours. This integrated activity develops scientific understanding while strengthening teamwork, problem-solving, digital skills, and mathematical thinking.
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Hi Triona,
Welcome to the course. Thanks for sharing your thoughts on Liston’s paper and how we can reflect on our current practice to improve the teaching of STEM rather than individual subjects. It is important to ensure meaningful connections across the different areas of STEM, this could be done in more project based learning.
The resource One year on Earth allows for lots of discussion and as you have suggested allowing the learners to create their own model to demonstrate and share their learning. I also like how you plan to include digital learning and using simple data to address all areas of STEM. As you have mentioned this would allow for lots of skills development from the curriculum but also for collaboration. Thanks for sharing, I hope you enjoy the course.
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2. Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
The children in my class love drawing on our yard. They were also facinated with a unit of work we did last year on hand shapes making different shadows using their hands. In September, We would start with a KWL on shadows/ light. I would invite them to choose a small animal and draw around it. We will then come back outside a few hours later to check if our animals still fit in their shadow. We could then create one in the yard together. We will use chalk to mark the changes. We are getting markings put down in our yard this September so it might be an option to look at a human sundial marked out. From this learning then we will create a sundial in our class using paper. We would revisit the KWL chart.
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Hi Charlotte,
Welcome to the course. This sounds like a lovely, playful way to introduce the children to shadows, light and the idea of a sundial. Beginning with a KWL chart is a great way to find out what the children already know and to encourage them to ask questions before beginning the investigation.
I really like how you are building on their existing interest in drawing in the yard and making hand shadows. Asking the children to draw around a small animal and then return later to see if it still fits within the shadow is a very clear and visual way to show how shadows change over time.
Thanks for sharing.
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”:
After reading Liston (2018), it really made me think about what STEM looks like in my own classroom. I think STEM is at its best when children are actively involved in their learning rather than just being given information. I try to give my pupils opportunities to ask questions, work together and explore ideas through hands-on activities, as I find they are much more engaged when they are discovering things for themselves.
For this activity, like others have said, I would choose to have the children observe and record the position of the sun at different times of the day. I would start by asking them what they already know about the sun and whether they think it stays in the same place in the sky throughout the day. We would chat about their ideas first and make some predictions before beginning our observations.
Using a fixed object in the school yard, such as a pole or even a metre stick, we would observe the direction and length of the shadow at the same times each day for a week. The children could record what they notice by drawing the shadows, measuring them or taking photos on the iPads. At the end of the week, we would compare our results and talk about any patterns we noticed. This would lead into a discussion about why shadows change and how the Earth’s rotation makes it look like the Sun is moving across the sky.
I think this is a lovely activity because it gets the children outside, encourages them to work together and helps them make sense of something they see every day but may never have really thought about. It also links Science, Maths and Technology in a very natural way and shows that STEM learning doesn’t have to be complicated. Sometimes the best learning comes from observing the world around us and asking simple questions.
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Hi Caoimhe,
Welcome to the course. Thanks for sharing your thoughts and reflection on your current practice in light of Liston’s paper. I agree and find that my own class are always more engaged when they are discovering things for themselves and often while I may have the lesson planned, their own thinking and reasoning can at times lead us in a different direction as they explore their own ideas.
I think using a fixed object in the yard will be a great help in guiding their observations and looking at where the sun is in relation to the item. You could also consider a tree, pole, even chimney of nearby building as a focus point when observing the sun’s location. I also agree that focusing their observations will encourage them to reflect on something they see every day and haven’t thought about it.
Thanks for sharing, I hope you enjoy the course.
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2. Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
Our school is close to a beach, and we often take class trips there. I think making a sundial would be a lovely side activity to do during one of these visits. We could begin the activity in the morning and return to the sundial every hour to mark the changing shadow and watch how it moves as the Sun travels across the sky.
Firstly, choose a flat, sunny area of sand that will stay dry while you are working. Push a straight stick firmly into the sand so that it stands upright. If you have a compass, use it to find north and mark it in the sand. If you do not have a compass, you can still make a simple sundial by observing the shadow.
Each hour, mark the tip of the stick’s shadow with a small stone or shell. Write the correct time beside each mark and draw straight lines from each mark back to the stick. These become the hour lines of your sundial.
As the Sun moves across the sky, the shadow will move from one line to the next, allowing you to estimate the time using only the Sun and its shadow.
To make the project even more enjoyable, the children could collect shells and use them to decorate the circumference of the sundial. I think it would be a beautiful, hands-on activity that combines science, geography, creativity, and outdoor learning.
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Hi Aileen,
What a lovely setting for this activity! Using a nearby beach to construct a sundial would make the learning very memorable for the children and would allow them to connect STEM learning with their local environment in a really tangible way.
The use of a compass to identify north would provide a nice link with geography, while marking the time and drawing hour lines would bring in practical maths skills. Decorating the sundial with shells would also allow for art integration and give the children a sense of ownership over the activity.
Thanks for sharing, and I hope you enjoy the course.
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Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
Students could observe and record the Sun’s position over one week to identify patterns in its movement. I would begin with a discussion about Sun safety, reminding students never to look directly at the Sun. They will observe the Sun indirectly by noting its position in the sky, the direction of shadows, and the time of each observation.
Each day, students will make observations at three set times (e.g., 9:00 a.m., 12:00 p.m., and 3:00 p.m.). They will stand in the same location in the schoolyard and use a compass to identify direction. Students will record the Sun’s approximate position (east, south, west), sketch its location on a simple sky diagram, and measure the length and direction of a fixed object’s shadow, such as a metre stick. If possible, they will also note where the Sun rises and sets by observing the horizon before or after school, or by using teacher-provided photographs – we could also record time of sun rise and sun set here.
Students will put their findings into a table including the date, time, Sun’s position, and shadow observations. At the end of the week, the class will compare results, identify patterns, and discuss how the Sun appears to move across the sky from east to west. They will conclude that the Earth’s rotation causes these apparent changes in the Sun’s position. This could be simplified for younger students or provide a great opportunity for multi class work.
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Hi Niamh,
I really like your idea of taking photos of the sun’s position at set times each day over a period of time. I wonder could they go a step further after creating the table, by uploading the photos in order to iMovie or something similar and create a ‘video’ of the sun’s movement across the sky each day?
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Having reviewed the paper ‘Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018)’ and considered its content for the lesson on planning how to make and where to place a sun dial in school seems like the perfect STEM project. For a sixth class project I would break it up into the following components:
It would have the identification of a problem – how to tell the time of day without a clock or watch, researching ways people worked out time in the past to help find an answer to our problem now, leading on to deciding how to create a sundial, then the planning and designing on how to build or construct the sundial would begin, leading to the construction and building and testing of the sundial creation/prototype and finally the decision on where best to place the sundial in the school grounds looking at sunlight and shade and also can our creation withstand the weather elements, followed by evaluation and adding improvements if needed.
To introduce the project of making and finding the best position for a sundial in the school grounds connects learning to the real world and for 6th class encourages team work, critical thinking and creativity.
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After reading Liston (2018), I reflected on how STEM education should move beyond teaching Science, Technology, Engineering and Mathematics as separate subjects. Instead, STEM should encourage students to investigate authentic problems, collaborate, think critically and make connections between different areas of learning. In my classroom, I try to provide opportunities for inquiry-based learning where students ask questions, gather evidence and communicate their findings.
For this activity, I would engage students in observing and recording the position of the Sun at different times throughout the school day. Working in small groups, students would use a compass and simple measuring tools to record the Sun’s direction and the length of shadows cast by a fixed object in the school grounds. They would record their observations in a table, take photographs using tablets, and create graphs to identify patterns. We would compare our findings over several days and discuss why the Sun appears to move across the sky, introducing the concept of Earth’s rotation.
This activity integrates all aspects of STEM. Science is explored through investigating day and night and the movement of shadows. Technology is used through digital photography and recording observations. Engineering is incorporated as students design a method for measuring shadows consistently. Mathematics is applied when measuring, estimating, graphing and interpreting data. The activity also promotes teamwork, communication and problem-solving, reflecting Liston’s view that STEM education should be meaningful, interdisciplinary and connected to real-world experiences rather than simply teaching the four disciplines independently.
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I’m glad you mentioned ‘authentic problems’. Children are often more engaged when they investigate authentic problems that are relevant to their lives and surroundings. As a teacher it’s hard to come up with authentic problems that the children have to solve as they often believe that the teacher knows the solution so why bother. I’ve come up with some great authentic problems about creating a sun dial reading the posts on this forum that might get the children thinking. It’s also important that these authentic problems can be solved and the children don’t feel defeated.
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As I teach a multi-grade 1st and 2nd class, I would make this activity simple and practical. We would choose a sunny area in the school yard, away from buildings and trees, to build our sundial.
The pupils would place a stick upright in the ground. At different times during the day, we would look at the shadow and mark where it falls using chalk. We would write the time beside each mark. Over a few days, pupils would see how the shadow moves as the Sun changes position in the sky.
This activity helps pupils understand how the Sun and shadows work. It also develops their observation and recording skills. We could link it with Maths by measuring the length of the shadow and comparing it at different times. Pupils could also decorate the finished sundial during Art. This is a fun, hands-on activity that encourages curiosity, teamwork and learning outdoors.
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Q2: Plan to Construct a sun dial on school grounds.
I would use the framework of enquiry to help students identify an appropriate place for a sundial in school. I would engage students by exploring examples of sundials in history and discussing their purpose and design.
I would then provide students with a collection of basic materials needed to create a sundial. Their task would be two-fold: create a sundial from the materials and to choose a practical place for the sundial to be set up in the school yard. A discussion of where the sundial would be most accurate will take place.
Students (in groups) would then create their sundial in their desired spots. On the hour each hour, students will place another stone marking the time.On day two, students will attempt to tell the time using the sundial. Finally, each group will reflect on their design choices and sundial placement. A class discussion would then take place on both topics, to share what they have learned and reflect on what they would change in the future.
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I really like your ideas, Caroline. I posted something similar in this forum post, but I really like how yours slightly differs. The idea of them working in groups, with a multitude of dials being created is excellent as it would get the children thinking, talking and communicating scientifically. Also, I like your mention of not only using the sundial to tell the time without the aid of a clock, but also allowing time for that reflection piece to take place.
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3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
Objective:
Students will learn how to observe, describe, and record the Sun’s position when it rises, sets, and moves across the sky during the day.
1. Morning Observation – Sunrise
Go outside early in the morning.
Look to see where the Sun comes up (usually in the East).
Write down or draw what you see.
Example: “The Sun is low in the sky and feels cool. It rose near the tree on the left side.”
2. Midday Observation – Noon
Go outside again around 12 PM.
Observe the Sun’s position. Is it high up in the sky? Is your shadow short?
Record what you see and how it feels.
Example: “The Sun is straight above me. My shadow is very short.”
3. Evening Observation – Sunset
Go outside before the Sun goes down.
Watch where it sets (usually in the West).
Draw or describe the scene.
Example: “The Sun is near the horizon and everything looks orange.”
The children can record there answers and identify the common results they find, and discuss if the results were the same as their predictions before we began the activity. -
Esero 30
To start with, we would all sit together in a circle and look at pictures of animals. Then I’d ask the children to tell me which animals sleep at night – like we do. And which ones stay awake. Then we’ll look at the nocturnal animals and hopefully the kids will notice that the nocturnal animals often have bigger eye so that they can see better at night. Hopefully one of the kids would mention the bat or owl or hedgehog and how they live in the dark. Then the children would fold the paper showing children all around the world. When they unfold it, they’d see the ring of children holding hands. I’d explain that two opposite children live far apart, one in Europe and the other in Australia at the other side of the world . This will hopefully help them imagine how day and night can be different depending on where you live. After that we’ll build the spinning day‑and‑night model with the pin. As they turn the top circle, they’d see Europe move into the light while Australia moves into the dark. Hopefully that will help them understand that the Earth turns on its own axis once in every 24 hours and the Sun only shines on the half of the Earth that is facing the Sun. To finish the lesson, I’ll bring an orange and a torch and close the blimnds and tun off the lights. The torch will represent the Sun, and the orange will represent the Earth. If we turn the orange, the children will see that one side is bright and the other side is dark. This will hopefully cement the idea of day and night.
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In Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, Maeve Liston (2018) emphasises that STEM should be an integrated, inquiry-based approach where children actively investigate real-world questions. In my classroom, STEM would involve hands-on learning, collaboration, and opportunities for children to make meaningful connections across subjects.
I would choose the sundial activity because it encourages children to explore how the Sun’s position affects shadows throughout the day. Before building the sundial, I would ask the children to predict where the shadow would fall at different times and then test their ideas through observation and recording. This develops scientific thinking, while measuring and recording observations incorporates Mathematics. I would extend the lesson through a Montessori birthday walk to reinforce the Earth’s movement around the Sun and finish with a silhouette art activity, linking Science with Visual Arts in a meaningful and engaging way.
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I have completed a similar activity to “Complete an Earth tube” in the past with my previous 6th class- albeit minus the heavy focus on gravity. I have found that students become highly engaged with planetary conditions within our solar system and enjoy comparing aspects such as length of day, atmospheric conditions and gravity levels etc. This task would be excellent for group work and allow collaboration. I think this would also allow them to apply mathematical skills in a very meaningful way and allow them to make comparisons with our own gravitational pull on Earth.
I also believe that completing this group project could also encourage children to design further experiments on the theme of gravity and allow further scope for investigation on the basis of “Pupil-led experiences”.
Once again, all of the above would be entirely keeping with the aims and objectives of STEAM/STEM based learning.-
Hi Rory, I enjoyed reading your post. I agree that activities like the Earth Tube really capture children’s interest, especially when they can compare the different planets and imagine what conditions would be like there. I also liked your point about extending the activity into pupil-led investigations. Giving children the opportunity to design their own experiments is a great way to develop curiosity, problem-solving and collaboration, while making meaningful links between Science and Maths. It really reflects the inquiry-based approach promoted throughout this module.
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After reading Unravelling STEM by Dr Maeve Liston, I reflected on how STEM learning is most effective when children are actively investigating real-world problems rather than learning each subject separately. In my classroom, I try to encourage questioning, predicting and discussing ideas, so I feel the sundial activity would be an excellent example of integrated STEM learning.
I would complete this activity with a senior primary class. We would begin by discussing how people told the time before clocks and watches. The children would make predictions about where shadows might fall at different times of the day. Working in small groups, they would help to choose a suitable sunny location in the school grounds and construct a simple sundial. Throughout the day they would observe, measure and record the position and length of the shadow, comparing their predictions with the actual results.
The activity provides many opportunities for cross-curricular learning. In Science, pupils investigate light, shadows and the movement of the Earth. In Geography, they observe the position of the Sun throughout the day. In Mathematics, they measure shadow lengths, record times, create tables and graphs, and identify patterns in the data. There are also opportunities to integrate Art by designing and decorating the sundial and English through discussion and reflective writing.
This activity follows the Curious Minds/ESERO Framework for Inquiry by encouraging pupils to engage with a real question, investigate through observation, make connections with everyday life and reflect on what they have learned. I think children would enjoy taking ownership of the investigation and would develop a deeper understanding of day, night and the apparent movement of the Sun through first-hand experience rather than simply reading about it.-
Hi Marie,
Welcome to the course. Thanks for sharing your thoughts on Liston’s paper and also how this could be reflected in the sundial lesson. It is important to make real life connections when engaging in STEM topics. I like how you are planning to look at telling time in history initially, this would allow for real life links but also critical thinking and making connections with life in the past.
There are also other cross curricular links such as Geography and Maths as you have suggested and I agree that giving the learners ownership of the investigation would engage them fully and allow them to make their own meaningful connections with what they know already and real life scenarios.
I hope you enjoy the other modules.
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‘Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day’
I have previously tried to teach my students how to observe and record the position of the sun at different times of the day. This activity captures the imagination of younger children and older children alike and is quite simple and doesn’t rely on many resources or involve much preparation.
At the start of the day, I bring the children outside with some different coloured chalk and a clipboard. I ask them to stand in the same marked spot. They observe and record the position and length of their shadows. Every hour, we return to the same location and repeat the activity, noting any changes in the direction and size of the shadows. The students record their observations in a simple table and drew diagrams to show the shadow positions throughout the day. We also discuss where the sun appears to be in the sky at each observation point and how this relates to the shadows they can see. By the end of the activity, the children recognise (hopefully) that the sun appears to move across the sky from east to west and that shadows change position and length as the sun’s position changes. This provides a practical and engaging way to explore the movement of the sun.
Obviously there are some challenges when carrying out this activity. As we live in Ireland the weather conditions are variable so it might need to be extended over a month rather than a day as the activity depends on a sunny day. Also time management is another obstacle in a busy day. Taking the children outside every hour requires careful planning. Ensuring that each child stands in exactly the same spot for every observation can be challenging but is important for accurate results. And also some children may lose interest if the activity feels repetitive, so it may be necessary to incorporate discussion, prediction and recording tasks to keep them engaged, with the hopes of creating a display board with the results.
One of the reasons I undertook this course was because I found it difficult helping children move from simple observations to a deeper understanding of why the changes occur. I have heard fellow teachers wonder why it can be warmer at various times of the year when it’s the same sun so it’s clearly a hard concept to grasp. While the children can easily notice that shadows change position and length throughout the day or we can point where East and West are, concepts such as the Earth’s rotation and the apparent movement of the sun can be abstract and challenging for younger learners to grasp.
In the future I will refer back to this course and encourage the children to discuss their findings with their peers and suggest explanations based on their observations. This hands-on approach is great for promoting inquiry-based learning, allowing the children to develop critical thinking skills, make predictions, test their ideas and build their understanding through direct experience and observation.-
Hi Martin,
Welcome to the course. Thanks for sharing such a thoughtful and honest reflection on this activity. It sounds like a very practical and engaging way for children to observe how the position and length of shadows change throughout the day. Bringing the children outside regularly, asking them to stand in the same marked spot, and recording their observations through tables and diagrams provides a really clear structure for inquiry-based learning.
I particularly like how you have included prediction, discussion and observation throughout the activity, as this helps children to move beyond simply noticing changes and begin thinking about why those changes occur. Creating a display board with the results would also be a lovely way to consolidate the learning and allow the children to share their findings with others.
You have also raised very real challenges, especially around Irish weather, time management and helping children understand more abstract concepts such as the Earth’s rotation. Extending the activity over a longer period, when needed, is a sensible way to work around this. Thanks for sharing such a reflective response, and I hope you enjoy the rest of the course.
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Question 3: “observe and record the positions of the sun when rising and setting and at different times of the day”
As a 4th class teacher, I would help my 4th class students observe and record the sun’s position by making it a daily activity.
First, we would talk about how the sun seems to move across the sky and how shadows change during the day. Then we would go outside to the yard and choose a place to stand. We would return to the same spot each time for the activity. We would mark this spot with chalk so the children always start from the same point. We would repeat the activity three times each day; morning, lunchtime, and afternoon and the class would return to the spot and look at where the sun is.
The children would draw a quick sketch of the sky, mark the sun’s position, and note the length and direction of their shadow. Each child would keep a journal with drawings and short sentences.
At the end of the week, we would look at all our recordings and talk about the patterns we see, such as the sun rising in the east and setting in the west.
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I really like the ideas you have put forward here, Sandra. I think the hands-on, practical nature of your idea is very good, as it would allow the children to take ownership of the investigation. Also, the idea of keeping a running record of findings in a journal is excellent, as it would allow them to fully investigate and document any patterns they find.
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Hi Sandra,
Welcome to the course. Thanks for sharing your observation plan with your 4th class. It is important to get the learners to stand in the same spot and as you have suggested, marking it with chalk. You could also consider the poles, trees, houses or other man made items to guide their observations, is it closer to the pole now, has it moved from behind the tree? Just some examples.
I like how you are planning on measuring shadows and comparing the length of shadows across the day, this will also be a great example of real life maths and making connections between maths and science and the skills of using a compass to find the direction also. Great ideas, thanks.
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Task 2. Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
The first task when approaching this activity with a class would be to identify a suitable place to set up a simple sundial. That place would have to be somewhere that sits in constant sunshine throughout the day, out of the shadows of buildings or trees. I would bring a class on a walk around the school grounds before asking them to choose a location or variety of locations they think are suitable.
The next step would be to ask the class to design a simple sundial, mentioning the equipment required as well as sketching a rough picture of how it would look. In tandem with this, the children could also explore the ideas of shadows moving at different times of the day by marking the shadows cast by objects both inside and outside the school with chalk.
The class could then set about making their own sundial with a long stick affixed to the ground, perhaps with modelling clay, or attached to a flower pot for example. Throughout the day, different children could mark the position of the stick’s shadow with stones and chalk, and cross-reference it with the actual time. Tweaks could be made to the positions of the stones over the coming days to ensure its accuracy.
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Hi Karl. I think this is a great idea for pupils because it combines science, maths, observation, and teamwork in a practical way. I like your suggestion of taking the class on a walk around the school grounds to identify the best location for the sundial. This encourages children to think critically about sunlight, shadows, and the environment before beginning the activity. It also gives them ownership of the investigation. Having pupils compare their predictions with real observations throughout the day is a really good way to develop inquiry skills.
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Hi Karl,
This sounds like a very well-planned and practical approach to constructing a sundial. I really like that you would begin by bringing the children outside to explore the school grounds and identify the best location themselves. This would encourage agency, observation, prediction and hopefully discussion around sunlight, shadows and the impact of buildings or trees.
Asking the children to design and sketch their sundial before constructing it is a great way to include engineering design skills, while also encouraging planning, teamwork and problem-solving. The idea of marking shadows with chalk is great – not only would it help children to notice how shadows change throughout the day in a very hands-on way, but it would also be very visually engaging!
Thanks for sharing, and I hope you enjoy the course.
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For this assignment, I have picked constructing a sundial. This is an accessible, engaging and fun activity which is impactful and effective and has many opportunities for integration.
I would start with music as a prompt. Some of the songs on this link would be suitable: https://open.spotify.com/playlist/3CBYdIYiZG4CzJa3LaFYLz
There would be a class discussion on the passing of the time every day, how we punctuate our day with all of our routines, breakfast, school arrival, break, lunch, home time, etc. We would discuss how we tell the time, looking at clocks, fitbits (as so few have watches now!), time on laptops, chromebooks, phones, etc. We would discuss how people tracked the passage of time before any of these methods were in use and that the sun was used to track time.
I like that this can be a group sundial or individual sundials depending on your class, space, arrangements, etc. The trickiest part of this is waiting for a guaranteed sun day! There are lovely opportunities for integration with Art as the children can decorate their own sundials, and also with History for research on sundials, and also with Geography for exploration of weather. For Junior Infants, the basics of the four cardinal points can be introduced effectively. The use of pebbles in 1st and 2nd can provide more accurate time telling. These sundial activities will effectively introduce relevant vocabulary for the children, e.g. sundial, rotation, position, gnomon, angle, shadow, etc.
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Valerie, I really enjoyed reading your post. Your sundial activity is creative, practical and offers excellent cross-curricular links with Science, Geography, History and Art. I especially liked how you connected the lesson to children’s everyday experiences of telling the time, making the learning meaningful and engaging.
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Hi Valerie,
Welcome to the course. Constructing a sundial is a lovely choice and, as you have outlined, it provides lots of opportunities for meaningful STEM integration. I really like your idea of beginning with music as a prompt. This is great cross-curricular learning and would be an engaging way to open up discussion around time, routines and how we measure the passing of the day.
Your planned discussion around clocks, watches, Fitbits, laptops and phones is a great way to connect the activity to the children’s everyday experiences before introducing how people used the sun to track time in the past. This creates a nice link between science, history and geography.
Thanks for sharing, and I hope you enjoy the course.
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I love the idea of using music as a starting point as it’s something I hadn’t considered. It would be a lovely way to get the children thinking about the passing of time before introducing the sundial. I also like how you’ve linked the activity with so many other subjects, especially History and Art. Giving the children the opportunity to create their own sundials would make the learning much more memorable.
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I found the “Successful STEM activities and lessons explained (Jolly, 2017)” graphic in Liston’s paper very useful and something that could anchor STEM work in my classroom. Reflecting on this in terms of the resource “One Year On Earth”, I could engage my students in the following ways:
· Follow the excellent lessons in the document
· Start a year-long project running September to June to observe natural plant life in our school and how plants grow/change in light of the seasons. This is connected to understanding the 4 seasons within one year which represent Earth’s orbit around the sun
· Connect scientific observations on plant life with a project on the mini-satellite Proba-V which is tracking vegetation on earth
· Integrate this work with the wider Arts using music (“Vivaldi’s 4 Seasons”) and dance to interpret movements associated with the seaosns. Visual arts would also be integrated as we make textured colour collages to represent the seasons.
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Module 1 Assignment – Earth in Space
For this activity, I would explore Day and Night with a Senior Infants and First Class class using the ESERO inquiry-based approach.
I would begin by asking children questions such as “Why is it daytime?” and “What makes it night?” to encourage curiosity and discussion.
Using a lamp as the Sun and a globe as the Earth, pupils would observe how the Earth’s rotation creates day and night. The children would sing the ESERO Day and Night song while rotating to model the Earth’s movement.
We would also investigate shadows by observing them at different times during the school day and recording our findings.
Pupils would discuss how the Sun provides heat and light and why it is essential for life.
This lesson links with the SESE Science and Geography curriculum by developing observation, prediction and recording skills.
The activity is hands-on, engaging and encourages children to think like young scientists while developing a better understanding of the Earth in space.-
Hi Dolores, this is a highly engaging approach for Senior Infants and First Class! Integrating the ESERO song to physically model rotation is great for this age group, turning abstract concepts into joyful, kinesthetic learning. The progression from classroom modeling to real-world shadow observations perfectly supports their developing SESE inquiry skills. Thanks for sharing!
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Thinking about bringing this sundial project to our students at St. Ita’s and St. Joseph’s special school, I think this is a project that really fits their needs. For our kids, abstract concepts like the earth rotating or hours passing can be so hard to grasp. But a sundial is a physical object that they can help make and see working.
Instead of jumping straight into the making, we could start with a sensory-rich planning walk around the school grounds in Tralee. We can look for the brightest, least shaded patches of grass or pavement, letting them physically feel the warmth of the sun versus the cool shade of the building.
To keep it accessible and highly interactive, we can use simple, tactile materials—like a paper plate and a brightly colored pencil. The real learning will be in going out together every hour, letting them place a mark or sticker exactly where the shadow falls. Hopefully, this turns a complex scientific concept into a physical, predictable routine they can see, touch, and understand.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
Having read Liston’s paper ‘Unravelling STEM’, it has reminded me of the importance of ensuring pupils are actively involved in their learning through a problem solving, enquiry based approach. Because of this, I think the ESERO framework for enquiry is an excellent resource to plan lessons which will allow children to have responsibility for their own learning, with the teacher being responsible for providing an opportunity to learn as well as the resources to do so.
I would use ESERO framework for inquiry from the discover primary science website which has a lesson on the sun and shadows for guidance.
Before creating sundials, we would have a class discussion on light and shadows and talk about ways of making shadows, and discuss how they move. We would talk about how a shadow changes position every day. I would bring the children outside to draw around each others shadows on the playground using chalk and repeat this twice more during the day. Leading on from this, we would discuss the use of sundials throughout history and in groups the children would be asked to come up with ways of creating their own sundials in the school grounds. I would remind them of the importance of choosing an appropriate location and to consider how they would go about recording the changing position of the shadow throughout the day. Reflection following the lesson is an important aspect for children to consider the learning they have achieved.
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Hi Katie,
Welcome to the course. Thanks for sharing your thoughts on the activities in this module.
Your plan for the sundial allows for lots of inquiry based learning, while the learners may have covered shadows and how they changed. They can make meaningful connections with their learning on this topic when creating the sundial. As you have mentioned this also links with history and how they told the time in ancient civilisations.
Reflection is also great to allow learners opportunity to recognise their learning and also what they can change if they were to repeat the task. I always try and allow time for reflection in STEM based activities.
I hope you enjoy the course.
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I would choose the sundial activity as I think it would be a really fun, hands-on way for children to learn about the movement of the sun. Before making the sundial, I would ask the class to predict where they think the shadow would fall at different times of the day and then test their ideas by observing and recording the results. This would encourage discussion, curiosity and scientific thinking. I could also link the activity to a Montessori birthday walk to reinforce how the Earth moves around the Sun over the course of a year and help children understand their place in space. I enjoy activities that get children outdoors and actively investigating, and this lesson would provide plenty of opportunities for observation, prediction and discussion while making learning meaningful and enjoyable. We could use our focus on shadows in an Art lesson by drawing silhouettes using a bright light and reflecting on how people used these to capture someone’s likeness before cameras became widely available.
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Hi Siobhan,
Welcome to the course and thank you for taking the time to share your response. I really like your ideas of how to make the sundial activity more meaningful for your class. Linking the activity to the Montessori birthday walk is a lovely way to extend the learning and help children understand the relationship between the Earth and the Sun over the course of a year.
I also really like the cross-curricular connections you have made with art and history through silhouettes. As you suggested, this would allow the children to explore shadows creatively while also learning about how likenesses were captured before cameras became widely available.
I hope you enjoy the course.
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Observing the Sun is a great way to help children understand that the Earth’s rotation causes the Sun to appear to move across the sky. They should observe its position in the sky or the direction of shadows.
While studying the shadows or position in the sky, they will observe that the Sun appears to move across the sky during the day. They should then record where the Sun rises and sets.
This will allow them to recognise patterns in the Sun’s apparent movement. One activity that I have done with classes in the past is the following:Step 1: Draw Around a Partner
Choose a sunny area of the playground.
One child stands still while another carefully draws around their feet or their whole body using chalk.
Mark the position of the child’s feet so they stand in exactly the same place each time.
Step 2: Trace the Shadow
Carefully trace the outline of the child’s shadow with a different coloured piece of chalk.
Label the shadow with the time (e.g., 9:30 a.m.).
Step 3: Repeat Throughout the DayReturn to the same spot:
Mid-morning
Lunchtime
Early afternoon
Late afternoonEach time:
The child stands in exactly the same footprint.
Draw around the new shadow.
Label each shadow with the time.
Step 4: Observe and DiscussAsk children:
Which shadow is the longest?
Which is the shortest?
Which direction is each shadow pointing?
How did the shadow change during the day?
Why do you think this happened?-
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Hi Sarah,
Welcome to the course.
This is a great hands-on activity for helping children observe how the Sun appears to move across the sky and how this affects the direction and length of shadows throughout the day. I really like how clear and structured your steps are, as this would make the investigation easy for children to follow.
I also like the way you have included discussion questions at the end. Asking children to identify the longest and shortest shadows, notice their direction, and suggest reasons for the changes encourages prediction, observation and scientific thinking. This activity would also provide nice opportunities for maths links through measuring, recording times and comparing shadow lengths.
Thanks for sharing, and hope you enjoy the rest of the modules.
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Q.3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
Prior to our investigation I would show the children the video from module 1 of constructing a sundial in the garden. I would bring the children out to the yard where we would investigate where would be a good position to place a sundial. Using compasses, I would encourage the children to choose a space that is brightly lit during the day and facing south. We would then construct our sundial.
During the first day (which would hopefully be sunny enough), I would send a group of children out on the hour to mark where the shadows are marking the time. Another idea might be to take photos of the sundial at these times to then display in the classroom, almost as a “school day clock”.
We would also observe where the sun’s position is in the sky at the time, the length and direction of shadows and also the movement or path of the sun across the sky throughout the day i.e the sun is on one side of the school in the morning as opposed to the other side of the school in the evening.
Another activity to link to home might be where I could look up the sunrise and sunset times of that particular day and encourage the children to observe where the sun is at sunset for example, what side of your house does the sun set? What does this tell us about the position of your home seeing as we know that the sun sets in the west?
Another activity for older children could be to link the lesson on position of the sun to Irish, the notion that “taobh thiar” meaning “behind” literally means “to the west side” insinuating that the speaker is facing east. Why would east be important? Where does the sun rise? Why would the sunrise be important to generations before us? Can we think of any other examples of linking the sun to phrases or sayings that we have in Irish, English, Polish etc.
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Hi Niamh
Welcome to the course. Thanks for sharing your thoughts on the sundial lesson. I like how you are engaging the learners with the video initially and then allowing them to choose a location in the school grounds prior to making their sundial. This allows for meaningful connections with the video and applying what they have learned from the video.
I also really like your plan to integrate it with Gaeilge and explore the meanings of words and phrases as Gaeilge, I actually hadn’t thought of the term taobh thiar before. Thanks for sharing!
I hope you enjoy the other modules in the course.
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I have chosen activity 1 from the “One Year On Earth- Understanding the Seasons” resource. I teach in an ASD class with a number of children who have very limited verbal language so I need my activity to be very hands on, with little discussion and lots of opportunities to demonstrate understanding in other ways. I’d start by printing out the tree pictures and satellite pictures from the activity and laminating them so my class can touch and move them around. I’d let each pupil match a tree picture to its season, then match it to the right satellite picture. I’d use a visual timer so they know how long each step takes, and a simple picture checklist showing: look at tree, sort, match satellite. I’d keep my questions short and clear, like “Which tree has no leaves?” instead of asking “why” questions that need more thinking. I’d let pupils sit with a fidget toy if they need to. I’d bring the children around the school grounds in the days prior to the activity to collect some real leaves so they have something to touch that connects to the topic.
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Hi Aoife,
This is a very thoughtful and inclusive adaptation. I like how pupils can show their understanding through touching, sorting and matching rather than relying on verbal responses. The visual checklist, timer and short questions will also make the activity clear and predictable. Collecting real leaves beforehand is a lovely sensory way to connect the seasons to their own environment.
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Module 1
One Year On Earth. This lesson would be aimed at the junior/middle end of the school.The teaching objective would be to be familiar with the names of the seasons and gain an understanding of how this would be reflected in our clothing and in what we see around us
We would begin by watching Paxi, Day, Night and the Seasons. Using prompter questions, we could discuss the different weather and items of clothing worn by Paxi on his travels.
Using Collaborative work, in tables, each group would have a selection of pictures of different clothes, flowers in blossom,and different pictures with words related to the seasons. It would link nicely with Maths and Time, so I would also include cards with the names of the different months to consolidate a broader knowledge of this topic. The use of word cards would also afford the opportunity to sound out and practice reading the months.
A picture pertaining to a particular season would appear on the interactive white board eg an ice-cream or flower buds etc. There would be music akin to that used in 1% Club, with a countdown. The aim of the exercise would be to find the appropriate clothing, months, and seasonal pictures amongst the selection available to the different tables of children.
When the countdown has been completed, we would discuss the different choices made by each table and explore why they chose particular pictures.
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Hi Darerca
Welcome to the course. Thanks for sharing your lesson ideas based on the One Year On Earth resource. The video provides a child friendly explanation and as you have mentioned allows for discussion guided by prompt questions.
I like how you are linking with time in maths for the collaborative work and using different images, this would allow for critical thinking and discussion among the learners. And as you have also said, there is the opportunity to link with literacy also. I really like how you are planning to engage the learners with the activity to create a game including music. It sounds like good fun.
I hope you enjoy the other resources across the modules in this course.
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Question 3:
After reading, it made me think about how STEM works best when children are actively involved in their learning. I think children learn far more when they are investigating, asking questions and figuring things out for themselves instead of just being told the answers. In my classroom, I try to include as many hands-on activities as possible and encourage the children to work together to solve problems.For this activity, I would have the children observe and record the position of the Sun at different times during the school day. Before going outside, we’d have a chat about where they think the Sun is in the morning, at lunchtime and in the afternoon. I’d ask them to make predictions and explain their thinking.
Outside, we’d place a metre stick in the same spot in the yard and use it to observe the shadow at three different times during the day. The children would work in groups to measure the shadow, draw what they see and record the time in their science copies. They could also use the class iPads to take photos so we could compare them later.
At the end of the week, we’d look back over all our observations and discuss any patterns we noticed. This would lead into a discussion about why the Sun appears to move across the sky and how the Earth’s rotation causes this. I like this activity because it gets the children outdoors, encourages teamwork and links really well with Maths through measuring and recording data. It’s a simple activity but one that gives children the chance to investigate something they see every day and helps make STEM meaningful.
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Hi Michelle,
Welcome to the course. Thanks for sharing such a thoughtful reflection on STEM learning. I really like your point that children learn best when they are actively involved in investigating, questioning and working things out for themselves. STEM definitely works best when it is focused on meaningful, connected learning experiences.
Your plan to observe and record the position of the Sun throughout the school day sounds very practical and engaging. Beginning with predictions is a great way to encourage curiosity and discussion before the children move outside to test their ideas. Using a metre stick in the same location each time will help make the investigation clear and fair.
I also like how you have included measuring, drawing, recording and using iPads to take photographs. This brings together science, maths and digital learning in a very natural way. Looking back over the observations at the end of the week would give children a valuable opportunity to identify patterns and develop their understanding of the Earth’s rotation. Thanks for sharing.
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Having the children make predictions before observing the Sun is a great way to encourage scientific thinking and spark curiosity, Michelle. Using a metre stick in the same location each time also makes the investigation fair and allows the children to clearly see how the length and direction of the shadow changes throughout the day. I also like how you’ve integrated Maths by measuring and recording data, while using the iPads to capture evidence. It adds a technology aspect to the lesson and promotes active technology skills.
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I would explain to the children that through the tube activity, the students will experience how the force of gravity varies around the solar system by feeling how the weight of a familiar object, a tube of crisps, would change on different planets.
I would give the list of materials needed to the children:
• One full 200 g crisp tube (or similar)
• Seven empty crisp tubes (of the same size)
• Sand or rice
• Scales (for measuring in grams)
• Tape
• Labels
• Newton meterAfter a demonstration of how to construct the tube, the children are put in pairs to start making the tubes themselves. The children then hold and feel the weight of the tubes representing other planets made by other groups and compare their own to them. They discuss what this means in relation to planets as a class discussion. The children write in their investigation booklets about their observations and results.
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I really like how this activity gives the children a chance to compare the different tubes and discuss their observations together. I think working in pairs would encourage lots of good conversations and allow everyone to contribute. Recording their findings afterwards is also a nice way to help them reflect on what they discovered rather than just completing the activity. It sounds like a fun and memorable lesson that would really bring the concept of gravity to life.
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One activity I would love to do is Earth Tube and Planet Tube investigation. I think this is something my class would really enjoy because anything to do with space always grabs their attention. It’s the type of lesson where the children are learning without even realising it because they’re so busy exploring and discussing what they notice.
I’d start by showing a short video of astronauts walking on the Moon and ask the class why they think the astronauts move differently to us. I’d let the children come up with their own ideas before introducing the word gravity. Rather than explaining everything straight away, I’d encourage them to test the Earth Tube alongside another planet tube and decide for themselves why the marble moves differently in each one.
The children would work in pairs to decorate their tubes to match their chosen planet. I think giving them ownership over the activity makes them much more invested in it. As they test the tubes, I’d ask questions like, Which planet do you think has the strongest gravity? or How would it feel to jump there?
To finish, we’d come back together and chat about what surprised us. I think this is where a lot of the real learning happens because children love comparing their ideas and explaining their thinking. After reading Liston (2018), this is what STEM should look like in the classroom. Children are curious, asking questions, working together and learning through doing instead of just listening to the teacher.
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Hi Michaela,
Welcome to the course. This sounds like a really engaging and hands-on activity that prioritises inquiry-based learning. I really like how you would begin with a video of astronauts walking on the Moon, as this would immediately capture the children’s curiosity and encourage them to start asking questions. Testing the Earth Tube alongside another planet tube would then give them the opportunity to observe, compare and draw conclusions for themselves. This makes the learning much more meaningful than simply explaining the concept to them.
I also like the creative element of decorating the tubes to represent different planets, giving pupils ownership over the activity while allowing for art integration. Your reflection on Liston (2018) is very relevant here, as the activity encourages collaboration, curiosity, questioning and learning through doing.
Hope you enjoy the course.
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Hi Michaela,
I really love this itea too. I think you are right that allowing the children to decorate their plan tubes would give them ownership and make them more interested in this project. It also engages children who have different interests – maths, art and design and English/Irish for the write up afterwards.
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
First, for homework, the children will sketch a local horizon line in their science copies, marking an X where the sun rises and sets against nearby houses or hills. Further to this they could watch the sun over the weekend while they are at home and track how it moves across the sky line throughout the day.
To track the sun’s movement safely, we’ll measure shadows in the school yard, linking them to the sun’s changing position in the sky.
During the school day, groups will plant a 30cm wooden ruler into a heavy block of clay on a sunny patch of tarmac. At three key intervals—just after morning roll (09:30), right before big break (12:30), and just before home time (14:45)—the children will head out with chalk and metre sticks. They’ll trace the stick’s shadow, write the time at the very tip, and measure its length in centimetres.
Back inside, we’ll map the data onto a Maths chart. By spotting how the morning shadow was long and pointed West, shrank to its shortest length pointing North at lunchtime, and stretched out toward the East by afternoon, the class can clearly deduce that the sun arcs across the southern sky from East to West.
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Q3
I would use the pupils in the class to create a “human” sundial.
Possible Learning Intentions:
Observe how shadows change during the day.
Introduce/use compass directions.Potential Lesson
Draw a large circle in the playground and mark out the N, S, E and W compass points. Mark the middle with a circle or other 2D shape.
At different points in the school day, e.g., before break, lunch and home, a pupil stands in the middle and their shadow is outlined onto the ground.
The pupils could compare the direction of the shadow with the time of day on a worksheet or table completed in their book. They could then make predictions for other times in the day based on what patterns they have noticed.
This is a draft outline for a lesson, or a few lessons. There would be things to be altered depending on the resources and size of the school. It could be differentiated to include hour lines on the circle instead of compass points. This differentiation could introduce angles and further mathematical concepts.
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Inspired by Liston (2018), I would use the Earth Tube and a second planet tube, such as Jupiter or the Moon, to help children explore the concepts of gravity and weight through a STEM approach. I would begin by asking the class whether they think they would weigh the same on every planet. The children would make predictions and explain their thinking before carrying out the investigation.
Working in small groups, the pupils would assemble and decorate an Earth Tube and a second planet tube using facts about each planet. They would then compare how the same object would weigh on Earth and on the other planet by using the information provided on the tubes. The children would record their observations in tables and discuss why weight changes while mass stays the same. This activity integrates science through learning about gravity, technology through researching facts, engineering by constructing the tubes and mathematics by comparing and interpreting measurements.
To conclude, each group would present their findings to the class and reflect on whether their predictions were correct. This lesson encourages collaboration, problem-solving, creativity and critical thinking, while showing pupils that STEM is about making connections between subjects rather than learning them in isolation. It provides a meaningful, hands-on learning experience that is engaging and appropriate for a 5th class classroom.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
6th class
This lesson would generate great excitement in my classroom. There are so many teaching points in relation to sundials that it would integrate across a variety of subjects such as history, maths and geography.
I would begin by discussing the history of timekeeping and how ancient civilisations used sundials. Then I would explain the science behind sundials: the Earth’s rotation, the concept of shadows, and how they relate to time. I would show them images of different types of sundials and bring in one that I have at home.
We would discuss where would be the best location for the sundial. I would hope that they would select a large area in our school field which has no obstructions near it and has exposure to the sun. I would highlight the importance of finding true north using a compass for the sundial.
The pupils would then work in groups to discuss what materials we would need for the sundial. They need to be strong enough for the Irish weather. Once decided we would set to work constructing it and then positioning it. The pupils would mark the time at each hour using stones. It would be a great activity for the entire school to enjoy.
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Hi Grainne,
Welcome to the course. Thanks for sharing your lesson ideas on the sundial.
I like how you are planning to link with history initially and explore how ancient civilisations were able to tell the time. I also like how you are planning to bring your own sundial in for the learners to explore prior to making their own. Using the compass will allow for lots of skills development too.
It is a great idea to use stones to mark the time each day as other classes might benefit from this too. I hope you enjoy the other modules in this course.
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Construct a sundial in your immediate area, or plan where to put one in your school grounds.
To begin this activity I would use our school buddy system between sixth class and junior infants. I would repeat an activity we did earlier this year. Sixth class drew the junior infant shadows at 9am, at 12pm and again at 1.45. There was much discussion as to why the shadows had moved, with some very entertaining responses. Children were very curious as to why the shadows were not the same length or facing the same direction despite their feet being in the same position as earlier in the day.
I would use this activity at a few different times in the year to show how the seasons also have an effect on the shadows, following on from this, I would engage sixth class in a discussion as to what we might need to take into account before making our own school sundial. I think this would be a very engaging project for the school.
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Hi Carol,
Welcome to the course. What a lovely idea to use the school buddy system and drawing shadows to explore this concept initially. While the junior infants will learn about their shadow moving, the 6th class will get the opportunity to use this knowledge and apply it when they are making their own sundial.
The shadow activity, while very engaging, also allows for lots of discussion and critical thinking and as you have mentioned, the sundial would then be a very engaging project for the school. Thanks for sharing, I hope you enjoy the course.
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I would engage my students in this activity by encouraging them to become “Sun Detectives” over the course of a week. We would begin with a discussion about where students think the Sun rises and sets and whether they believe it stays in the same place throughout the day. Students would make predictions before collecting any observations.
Each day, at the same times (morning, midday, and afternoon), students would observe the Sun’s position from the same location in the school grounds. For safety, we would never look directly at the Sun. Instead, students would use landmarks, shadows, and simple observation sheets to record the Sun’s position and the length and direction of shadows cast by a pole or a stick placed in the ground.
Back in the classroom, students would compare their observations, identify patterns, and discuss how the Earth’s rotation causes the Sun to appear to move across the sky. They could create simple diagrams, graphs, or a class display showing how the Sun’s position changes throughout the day. To extend the activity, students could compare their observations with those made on another day or in a different season and consider how daylight hours change over the year.
This hands-on investigation develops observation, recording, and scientific enquiry skills while linking directly to the primary science curriculum. It also integrates mathematics through measuring and graphing, geography through understanding direction and place, and literacy through discussion and reflective writing. The activity encourages curiosity, collaborative learning, and evidence-based reasoning as students use real-world observations to explain everyday phenomena. -
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I would plan this as an inquiry-based STEM investigation, for 6th class, rather than simply observing the Sun. Over the course of a week, the children would work in small groups to observe and record the position of the Sun at set times during the school day( e.g. 9am, 12pm, 2pm). They would use compasses, simple recording sheets, and digital devices to photograph and plot the Sun’s position. They would then analyse the patterns they notice and use the data to explain why shadows change throughout the day.
To extend this into an authentic STEM activity, I would challenge the children to design and build a simple sundial that accurately tells the time in our school grounds. They would test, evaluate and improve their designs using the Engineering Design Process. This integrates science, mathematics, technology and engineering in a real-world context, reflecting Liston’s view that authentic STEM removes the traditional barriers between subjects and engages pupils in solving meaningful problems through design, collaboration and critical thinking.
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I have never been introduced to the ESERO 30 Days and Nights in the World resource before beginning this module. It is a well-designed educational resource that helps students understand the solar system, the day and night cycle and time zones through engaging and inquiry-based learning. The resource includes detailed teacher guidance, lesson plans and interactive activities that encourage learners to investigate scientific concepts for themselves. It also provides visual materials that promotes differentiation throughout your science lessons. The activities encourage observation, prediction, problem-solving, and teamwork, building up children’s agency as scientists. I particularly like how the resource is easy for teachers to use, with clear instructions and adaptable activities suitable for different age groups. By combining practical investigations with high-quality teaching materials, the ESERO resource makes learning about Earth and Space enjoyable, accessible, and meaningful, while encouraging curiosity and developing important STEM skills.
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Hi Claire,
Welcome to the course, it is great to hear your thoughts and feedback on the 30 Days and Nights in the World resource. As you have mentioned it has great use of images to explore nocturnal animals and recognise the difference between nocturnal and diurnal animals. The resource also includes practical activities to explore day and night in the world.
For this assignment task, you should also consider how you could use this resource and adapt it for your own class.
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To carry out a lesson regarding tracking the movements of the sun, I would encourage the use of hands on materials to engage the students. Firstly, I would start by asking the children if they notice anything about how the sun moves, where it appears in the morning time and where it is by the end of school. I have 3rd class next year so questions would be appropriate for their age group but could be adapted for any class. To carry out this investigation, we would place a metre stick, broom handle etc upright in the same sunny location in the school yard. In the morning, I would ask pupils to predict where the shadow will be and whether it will be long or short. Children could mark the tip of the shadow with chalk and label it with the time we went out in the morning. This observation would be repeated at midday and again in the afternoon. Pupils can record each shadow by drawing it or measuring its length on a simple worksheet with the help of the ESERO 30 resource. At the end of the day, as a class we can compare the results and discuss how the shadow changed as the Sun appeared to move across the sky due to the Earth’s rotation
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I have chosen ‘Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed’.
I would begin by showing the children a number of sundials on the interactive whiteboard. I would ask them what they think they are. If no one guesses, I would then give them the name of it. I would then ask what they think it could be used for and discuss.
We would then move outside and use our bodies to act as temporary sundials and see what type of shadows they make. We would discuss how the earth fully rotates every 24hrs (discussed in previous lesson- giving us day and night) and this rotation is how and why the shadow changes throughout the day.
We would then discuss where would be the best place to place a permanent sundial in our school, experimenting with sticks.
I would bring the children outside at different times of the day and throughout the year to show how the seasons change the shadow created.
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I love the idea of a school sun dial. We have quite a bit of ground and plenty of sunny spoots. I’d get the children involved from the very start instead of just showing them a finished sundial. We’d chat about how people told the time before clocks and then make predictions about where shadows fall during the day. The children could measure and mark shadow positions every hour, record their findings and look for patterns. We’d work together to decide the best place in the school for a sundial by thinking about where gets the most sunlight and least shade. They could sketch designs, build a simple model first and then help create the final sundial.
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I would engage students in this activity by beginning with a simple question: “Where does the Sun appear in the morning, at lunchtime, and in the evening?” This would tap into their prior ideas and encourage curiosity before any recording begins. The class could work in small groups to observe the Sun from the same fixed point on the school grounds, helping them notice that its position changes across the day and across the seasons.
To support accurate observation, I would provide individual recording sheets with space to draw the Sun’s position, note the time, and describe any shadows. Linking the task to the curriculum objective of observing, describing and recording the position of the Sun would make the learning purposeful and science-based.
I would also connect the activity to the Curious Minds ESERO inquiry approach by moving from engagement to investigation, prediction, and reflection. This would help students compare morning, midday, and evening observations, identify patterns, and discuss why sunrise and sunset positions appear to change over time.
A simple class activity would be tracking the Sun for a week and then using the evidence to create a shared timeline or display in our classroom. We might repeat this at a different time of the year to examine seasonal effect. -
I have chosen to discuss topic 5: One Year on Earth – Understanding the Seasons Resource (ESA)
I would use the One Year on Earth – Understanding the Seasons resource with my 3rd class as it encourages children to investigate and discover rather than simply being told why we have seasons. I like that the lesson begins with children exploring photographs of the same tree throughout the four seasons before moving on to satellite images, helping them connect changes they see in their own environment with changes that can be observed from space.
I particularly like the hands-on Earth–Sun model using a polystyrene sphere and torch. It gives children the opportunity to investigate why the seasons occur and helps address the common misconception that the seasons are caused by the Earth’s distance from the Sun.
There are excellent opportunities for integration across the curriculum. Pupils could record seasonal observations in Science, graph changes in daylight hours in Maths, create seasonal artwork and write explanatory or report writing pieces in English. I also like that the resource encourages pupils to create their own short video to explain the seasons, giving them an opportunity to demonstrate and consolidate their learning in a creative way.
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
Firstly, I would start the lesson by showing my Senior Infant children the video of ‘Paxi – Day, Night and the seasons’. I would only show them until 1:55 as this introduces to the children that it is Earth that is constantly spinning and how we have day and night. We will discuss what we learned from the video and then we will observe and record the position of the Sun at different times during the school day. After discussing where they think the Sun rises and sets, the class will make three observations: after they come into school (9:10), before lunchtime (12:10), and before they go home (1:30). Standing in the same safe location each time, the children will identify where the Sun appears. They will use simple drawings or even use chalk on the ground or wall to record whether the Sun is low, high or lower again in the sky and compare their observations throughout the day. Children will also notice the direction and length of shadows, helping them recognise that the Sun’s changing position affects shadows. As sunrise and sunset cannot be observed during school hours, I will encourage the children to observe these at home with the support of a family member and share their findings with the class the following day. We will continue this over the course of a week and then we will discuss what we observed, introducing the ideas that the Sun appears to rise in the east, travel across the sky during the day and set in the west.
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Hi Niamh
Welcome to the course and thanks for sharing your observation plan and lesson ideas.
I like how you are planning to use parts of the video with your infant class. A small clip is ideal for learners at this age to keep them engaged. As you have mentioned it allows for discussion of the content before they go out to do their own observations. Outdoor chalk is a firm favourite of mine and a great idea to record their observations and compare them. You could also take photographs across the day for comparison too. I really like how you are planning for observations at home also and getting families involved.
I hope you enjoy the other modules in the course, thanks for sharing.
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Children could usea globe, a lamp to represent the Sun, and the ESA resource, students would investigate how sunlight reaches different parts of the Earth throughout the year. Working in small groups, they would rotate the globe while keeping its axis tilted, observing how the Northern and Southern Hemispheres receive different amounts of sunlight during different parts of Earth’s orbit. Students would record their observations in diagrams and explain how changes in daylight hours and the angle of sunlight influence seasonal temperatures.
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Gravity/Weight activity
I would begin this activity by showing a short video as a stimulus to introduce the concepts of mass, weight, and gravity. The video would explain that mass and weight are different, with weight changing depending on the force of gravity. I would then show a short clip of astronauts on the Moon and encourage the children to observe how they can jump higher and move more slowly. Through questioning, I would guide the class to recognise that this is because there is less gravity on the Moon.
The children would then work in pairs to complete the activity. Each pair would first assemble an Earth tube as the control and then create one additional planet tube to demonstrate how the same object would weigh differently on another planet. They would decorate their tubes and briefly present them to the class.
To conclude, the class would compare the different tubes and discuss how gravity varies across the planets. As a fun extension activity, students could use the Earth tube as a reference before trying to identify another planet tube by its weight with closed eyes
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Hi Ciaran
Welcome to the course. It is a great idea to begin with the video to explore the concepts of mass, weight and gravity. This will give the learners background information before they begin to great the Earth tube.
Creating different tubes will allow for hands on comparison of the mass of each object on different planets. They could decorate the tube to represent the planet they have chosen too.
I really like you extension activity to ensure playful learning opportunities to further explore the concept of mass and gravity. Thanks for sharing, I hope you enjoy the course.
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Question 3:
I think using chalk shadow drawings would be a simple and effective way for a younger class to explore the sun’s position throughout the day. Students could choose an object in the yard and trace its shadow at different times, recording the time and noticing how the shadow changes during the day. They could make predictions, compare their drawings and discuss why the shadow moves. It’s a lovely hands-on investigation that encourages curiosity and observation. It would also be a great opportunity to talk about the sun rising and setting and how its position appears to change during the day. I think this activity could also lead nicely into exploring sundials and students would begin to understand that shadows can be used to track the sun’s movement and tell the time. After observing and recording their own shadow patterns they could investigate how a simple sundial works and then create one themselves.
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Observing and Recording the Sun (Senior Infants)
My senior infant pupils will observe the Sun at different times of the day over one week. We will begin by discussing when they see the Sun and the importance of never looking directly at it. From a safe location, children will observe where the Sun appears in the sky during the morning, midday, and afternoon. I will also show photographs of sunrise and sunset if direct observation is not possible. Pupils will record their observations by drawing the Sun’s position on a simple sky chart and using arrows to show its movement. They will compare observations from different times and discuss how the Sun appears to move across the sky, rising in the east and setting in the west. The lesson will conclude with children sharing their recordings and identifying patterns, reinforcing observation, recording, and communication skills while developing an understanding of daily changes in the natural environment. -
Liston’s Unravelling STEM encouraged me to think of STEM as an integrated, inquiry-based approach rather than four subjects taught separately. In my First Class classroom, STEM education should allow children to ask questions, make predictions, observe patterns, record evidence and communicate their ideas creatively. This links closely with the Curious Minds/ESERO framework in the module, which moves through engaging, investigating, taking the next step and reflecting. The module also highlights observing, questioning, predicting, measuring and recording data as important skills.
I would create a Sun Post Office where my First Class children send picture postcards from the Sun at different times of the day. We would observe the Sun’s general position safely in the morning, at lunchtime and before home time, using familiar landmarks such as a tree, wall or school roof. The children would never look directly at the Sun. Instead, they would notice where the bright area appears in relation to these landmarks.
After each observation, the children would draw a postcard showing the sky and place the Sun in the correct position. They would add a simple message such as, Good morning, I am low beside the tree, or It is lunchtime and I am high above the roof. Sunrise and sunset postcards could be completed at home with family support and brought back to school as part of a creative homework project.
We would arrange all the postcards on a large washing line in time order. The children could then compare them, discuss patterns and create a class story. This activity would combine science, geography, mathematics, literacy, art and technology in a playful and meaningful way.
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I liked your idea of using outdoor observations and translating this to designing postcards to help pupils develop an understanding of the movement of the sun. Your emphasis on encouraging pupils to make this a creative homework project is very nice. These hands-on experiences are essential for STEM learning that pupils can engage with.
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To help pupils observe and record the positions of the sun when rising and setting and at different times of the day, I would organise a project across a week. I would engage the pupils by asking them, why does the Sun appear to move across the sky and show photographs of sunrises and sunsets and discuss where the Sun appears in the sky at different times. Pupils investigate by working in groups to observe the Sun’s position from a safe designated observation area, either in the classroom or outside. Observations would take place at morning, midday and afternoon times.
Pupil safety to be ensured by directing never to look directly at the sun. Pupil record: creating a simple observation sheet showing: date, time, direction of the sun, position in the sky, weather condition at the time. Analyse: Pupils compare observations over several days.
They identify patterns, noting that the sun rises in the east, reaches its highest point around midday and sets in the west. Communicate: Groups present their findings using posters, charts or digital presentation and pupils discuss seasonal changes and compare their results with online resources. -
Last week while visiting New York, we went to the American Museum of Natural History. Across the road, beside the Theodore Roosevelt Memorial, there is a sundial. My ten-year-old asked me lots of questions about how it worked, and I was delighted that after today I could answer them more scientifically. I even learned the correct term gnomon, which was new to me. As I teach Junior and Senior Infants, I would introduce the topic using the picture book What Makes Day and Night by Franklyn M. Branley. I would then let the children investigate outdoors by placing two simple sundials in different locations. One would be in direct sunlight and the other in a shady area. Rather than simply telling the children why one works and the other does not, they could observe, compare and discuss their findings themselves. . I think this age also need lots of hands on play, using torches, placing toys and teddies on the ground examining their shadows,drawing around shadows. Finding shadows in our outdoor space, for example under a tree This hands-on approach encourages curiosity, prediction and scientific thinking while linking learning to real-life experiences.
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I would introduce this activity by asking students to describe signs that tell them a season is changing, such as colder temperatures, longer days, new flowers, falling leaves, or snow. Students would first work in small groups to examine the photographs of the same tree across the year, identify each season, and justify their choices using visible evidence. This provides an accessible starting point and encourages observation, discussion, and evidence-based reasoning. The activity then expands students’ perspective by asking them to interpret satellite images of landscapes in different seasons, helping them connect familiar local changes with patterns that can be observed across Earth from space.
To maintain engagement, I would organise students into collaborative “space science teams.” Each team would construct an Earth & Sun model using a sphere, skewer, paper orbit, and torch. Students would rotate through roles such as model builder, light operator, recorder, and scientific observer. The model allows them to investigate how Earth’s tilted axis and movement around the Sun affect seasons, sunlight, and day length. As students move their model through the four orbital positions, I would pause for predictions before they observe the illuminated areas. This prediction, observation, explanation structure would help reveal misconceptions, especially the common belief that seasons are caused mainly by Earth’s distance from the Sun.
I would conclude with a class discussion in which students explain why summer is warmer than winter and apply their learning to a real-life scenario, such as choosing a warm destination during their local winter. This combination of visual analysis, teamwork, hands-on modelling, questioning, and real-world application would keep students actively involved while strengthening their understanding of seasonal change.
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STEM works best when children are actively involved in learning and making connections across different subjects. Rather than teaching science, maths, and technology separately, I think activities are more meaningful when children can explore ideas through hands-on experiences. The activity I would choose is observing and recording the position of the Sun throughout the day. I would start by having a class discussion about what the children already know about the Sun and where they think it is at different times of the day. We would then go outside at a few set times and observe from the same spot each time. The children would record where the Sun appears to be in the sky and look at how their shadows change during the day. Back in the classroom, we would compare our observations and talk about any patterns we noticed. The children could use tablets to take photos and keep a simple record of their findings. I think this activity would really engage students because it involves them in investigating something they can see for themselves. It encourages curiosity, discussion, and teamwork, while also helping them understand that STEM is about exploring and making sense of the world around them
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Q3.
To help my students observe and record the position of the Sun, I would discuss the importance of observing the sun safely and remind them never to look directly at the Sun. Before we begin to observe the sun. The students would make a simple Sun observation wheel using a paper plate, a compass rose, and arrows to label the cardinal directions. They would also create a recording sheet to sketch the Sun’s position at different times of the day. We would use these tools from the same location in the school grounds, recording the time, weather, and the Sun’s position relative to nearby landmarks. If possible, students would observe the sunrise or sunset at home with their families and add these observations to their journals. Afterward, we would compare our results and discuss the patterns we noticed, including how the Sun appears to move from east to west and changes height during the day. This would help them to develop their understanding of the sun when it rises and sets at different times of the day.-
Hi Jennifer, I like your idea of the children continuing this work at home which promotes parental involvement. I could have included this in my activity too, the children observing the sunrise and sunset at home and perhaps using a compass for this. This allows for comparing results over time to that the sun doesn’t always rise and set in the exact same spot!
I also love that you mentioned telling your students not to look directly at the sun!
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- Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
An activity that I could see being very effective for children observing and recording the sun’s path would be using an object to track shadows. In pairs or small groups, children could pick an object, for example a stick, a toy etc. The children would set up their object in an open, sunny area of the schoolyard. The children would then measure and mark the tip of the shadow with chalk or they could use something from the classroom such as a cube or a colour. They would repeat this at regular intervals, maybe 9am, 11am, 1pm and 3pm. The children should notice that the shadow is longest in the morning/evening and shortest at noon, moving in an arc opposite the Sun.
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As an infant and special education teacher, I feel like the children would really enjoy the activity Gravity/Weight – Assemble an Earth Tube and one other planet tube. This activity would be a lovely way to engage the children in a multitude of different ways and would integrate a number of subjects such as science, maths, art and wellbeing. The children could first be introduced to the concept of the different planets and discuss their characteristics using the ESA Paxi videos and introduced to the concept of weight and gravity on different planets. Talk and discussion could be used to hypothesise what a tube of pringles would weigh on different planets. The children could pick two planets they would like to compare. The children could decorate the tubes to represent the planets based on the Paxi video and description of its features. With teacher support, they could fill the two empty tubes with the correct amount of rice to mimic what the tube of crisps would weigh on the different planets. As the school completes thematic teaching as a whole school, they children could visit other classes to demonstrate the concept and show their learning.
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One Year on Earth – Understanding the Seasons Resource (ESA)
A lesson that I chose to engage the pupils with was ‘Colours on Earth in the Four Seasons’.
I would begin with a KWL chart. This will help with establishing what the students already know, what they want to know and what they will have learnt. The children will be given an image of the same tree but in a different season. They will explore and examine the differences between the trees as per the season noting the colours of the leaves. We are lucky to have a wide variety of mature trees on our school grounds so I would take a picture of the trees at the different seasons and display them on a board. The children could collect leaves and nuts (acorns etc) to show different seasons (mainly spring/autumn for this) and put them on a nature table to highlight the difference autumn in particular has compared to other seasons. I would incorporate images of shrubs and flowers at different seasons aswell.
Relating the images to the children’s lives is nice as they could be asked what clothes would they wear if they stood next to the tree/ would they play outside in that season/ would they spend time sitting under the tree? Why/ Why not?
It’s always nice to incorporate an art lesson to highlight the difference in the colour of the leaves to compare the seasons.-
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Hi Olive
Investigating seasonal changes in nature is great for children’s obsevration and understanding of the natural world and I like how you have integrated the study of the trees in your school into this resource. Rather than taking pictures yourslef, I would encourage you to go outside with the children during each season starting in Autum and finishing in summer, making this a year long project, and allow them to observe all of the seasonal changes for themselves. They could take photographs and draw pictures of the trees in each season that they could then use to look back on as a reminder at the start of the next season.
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Olive I really like your idea of the children collecting different natural objects to display beside the pictures of the trees. Children love collecting things from nature and bringing them into the classroom and what a great way for them to see the changing seasons if you could leave the items displayed all year.
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I would start this activity by having a class discussion about the Sun and asking the children where they think it rises and sets. It would be interesting to hear their ideas first before carrying out any observations. If the weather allowed, we could observe the Sun at different times during the school day and record what we notice using drawings, simple notes or photographs. We could also use a compass to help identify directions and compare our observations each day to see if we notice any patterns. In reality, with the Irish weather, it would probably be difficult to get five sunny days in a row, so I would be flexible with the activity and spread it over a longer period if needed or use photographs and online resources to support our observations on cloudy days.
For me, STEM is about giving children opportunities to explore, ask questions and learn through hands-on activities rather than teaching each subject on its own. I try to create lessons where the children are actively involved, working together and making connections across different areas of learning. I think this activity does that really well because it brings together science, maths and technology in a meaningful way. It also encourages the children to be curious about the world around them while developing their observation, recording and communication skills.
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Hi Fionnuala,
Welcome to the course. Thanks for sharing your reflection.
I really like that you would begin by asking children to share their own ideas about where the Sun rises and sets before carrying out observations. This would encourage prediction, discussion and curiosity from the beginning.
Your plan to observe the Sun at different times of the school day and record findings through drawings, notes or photographs is a very practical way to support inquiry-based learning. Using a compass would also help develop pupils’ understanding of direction and link nicely with geography and maths.
You have also made a very realistic point about the Irish weather. Spreading the activity over a longer period, or using photographs and online resources on cloudy days, is a sensible way to keep the learning going.
Hope you enjoy the rest of the modules.
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
From this module , I can see that for my 5th Class pupils, it would be an ideal lesson to integrate with Ancient Egypt ( history). This would be an ideal way to hook the children for this lesson.
I was impressed by the sun and earth youtube video. It explains and illustrates the process very clearly. I will pause the video at certain points to recap what the children have been shown and to ask them to predict what will happen next.
We will then move onto a discussion of how we could create our own system for recording the shadows / positions of the sun throughout the day. I can see from this module that I have overcomplicated sundials I have made in the past with my pupils, so this time I would love to use the stick and flower pot method! The use of stones to mark the shadows is lovely and simple too.
The children will investigate the sunniest areas of the school grounds to place our sundial. They will have recording sheets as we visit the area throughout the day. We will contimue to use our predicting skills as the day goes on.
I would encourage this activity to be carried out at home through the week also with links for parents. And there is certainly the scope for further integration with Maths to plot our recordings on charts to give us a further/ deeper understanding of the movement of earth and the positions of the sun.
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Q1: To engage my 4th class pupils in learning about the seasons, I would use an investigative, hands-on approach. Working in small groups, pupils could build a simple Sun–Earth model to investigate how the Earth’s tilted axis causes seasonal changes. They would explore how the Northern Hemisphere receives more direct sunlight during summer and less during winter as the Earth orbits the Sun, leading to differences in daylight hours and temperature. Using the Climate from Space app, pupils could then analyse the satellite images and seasonal data/photos to identify changes in sunlight, vegetation, and weather patterns throughout the year. They would compare this information with observations around their community/school, discussing how increased sunlight promotes plant growth in spring and summer, while reduced sunlight in autumn and winter slows growth and leads to seasonal changes. By looking at physical models with real data, pupils develop a deeper understanding of the relationship between sunlight, seasons, climate, and living things. This approach could be used from 3rd to 6th class.
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I really enjoyed reading your lesson idea, Claire.
I love how you have combined a hands-on investigation with the use of technology to help pupils understand a concept that can often be quite abstract. Building a simple Sun – Earth model gives children the opportunity to explore and discuss their ideas, while the Climate from Space app provides real-world evidence to support their learning. The link you made between seasonal changes, plant growth and observations in the local environment ,is great as this helps pupils connect science with their everyday experiences.
Your approach encourages curiosity, collaboration and critical thinking, and I think it would keep pupils highly engaged. I can see this lesson leading to some excellent discussions and further investigations about weather, climate and how living things adapt throughout the year.
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Hi Claire,
Welcome to the course.
Your idea to combine a hands-on Sun–Earth model with real satellite imagery and data from the Climate from Space app would make for a very intereting investigation. I also like how you would ask pupils to compare digital data with observations from the school or local community. This supports inquiry-based learning and helps children see how science, geography, technology and environmental awareness can work together.
To strengthen this further, pupils could begin by making predictions about why seasons happen, including common misconceptions such as whether summer is caused by the Earth being closer to the Sun. They could then revisit these ideas after using the model and satellite data to reflect on how their understanding has changed.
Thanks for sharing, and hope you enjoy the course.
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Hi Claire,
The climate from space app is a great resource to support the children’s learning in this lesson. Combined with the children’s Sun-Earth model, it gives the children a multi-faceted approach to exploring how the Earth’s tilted axis causes seasonal changes according to each hemisphere.
I agree that it would lend itself to further discussions about how plants, animals and weather patterns adapt throughout the year.
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Lesson: Gravity and Weight – Build an Earth Tube and a Moon Tube
Learning Objective:
Students will understand that gravity is different on different celestial bodies. They will learn that a person’s weight changes depending on gravity, but their mass remains the same.Materials:
2 empty Pringles tubes with lids
2 marbles (one for each tube)
Water
Thick syrup or golden syrup (or glycerine)
Tape
Art supplies (markers, coloured paper, stickers, paint)Activity:
For this lesson, students will create an Earth tube and a Moon tube. They will decorate one tube with pictures and colours representing Earth and the other with craters, stars, and the Moon’s grey surface.
The Earth tube will be filled with water, while the Moon tube will be filled with thick syrup. A marble will be placed into each tube before the lids are securely taped on.
Before carrying out the investigation, I will ask the class:
“Would you weigh more or less on the Moon than you do on Earth?”
“Would your body have more mass on the Moon?”We will discuss that gravity is the force that pulls objects toward the ground. The Moon has much weaker gravity than Earth, so people would weigh less there, even though their mass would stay exactly the same.
Students will then turn both tubes upside down at the same time and watch how quickly the marbles travel through the liquids. The marble in the Earth tube (water) will reach the bottom first, while the marble in the Moon tube (thick syrup) will move much more slowly. The different liquids provide a simple model to help students visualise the idea of stronger and weaker gravitational effects, even though they do not perfectly recreate real gravity.
Discussion Questions:
Which marble reached the bottom first?
Which tube represented stronger gravity?
Why would you weigh less on the Moon than on Earth?
Why does your mass stay the same wherever you go?-
Hi Ciara,
This is a practical and memorable way to demonstrate to the children the effects of gravity. They will certainly enjoy making the earth and moon tubes and turning them to see the marbles move through the liquids. Could extend it with other liquids, vegetable oil, washing up liquid etc. Thanks for the idea!
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Hi Ciara,
Re: Your lesson about Gravity and Weight,
I thought your lesson was very well thought out and it was very clear and sounds so much fun.
Your Learning Objective:
Students will understand that gravity is different on different celestial bodies. They will learn that a person’s weight changes depending on gravity, but their mass remains the same.I believe this is a very impotant lesson to teach children and for life and by doing a hand on and practical and fun lesson, itt will truly be a very valuable learning memory. Well Done.
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Q.3 Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”.
The lesson I have planned is suitable for 3<sup>rd</sup>- 6<sup>th</sup> class. First we would refresh our prior knowledge on the positions of the sun when rising and setting and why this occurs.
The children will then come up with their own ideas of how they could record the positions of sun in the school yard.
The children will then go outside and place a stick in the ground. They will do this first in the morning and they will record the time on their worksheet. They will draw a shadow line from the stick in chalk on the yard and also draw a diagram of this on their worksheet. The children will repeat this activity later in the school day in the afternoon time.
The children will be encouraged to repeat this activity at home in the evening time when the sun is setting. I would also encourage the children to get their parents involved in the task.
The children could repeat this activity each school day in the week and then analyse the data they collect.
This lesson contains the science of the sun rising and setting, the engineering of creating a tool to record the position of the sun and mathematics in analysing the data they collect.
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1. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”.
As a primary school teacher, I would plan a simple investigation over one week to help pupils observe and record the Sun’s position at different times of the day. Each morning, before lessons begin, the class would go outside to identify where the Sun rises. We would repeat this at lunchtime and again before home time, always reminding pupils never to look directly at the Sun. Instead, they would observe its position in the sky and the direction of the shadows it creates. Pupils would use a simple recording sheet to note the time, weather, the Sun’s approximate position and the length and direction of a chosen object’s shadow, such as a flagpole or playground marker.
When we are back in the classroom, we would compare observations and discuss how the Sun appears to move across the sky from east to west during the day. The aim would be for pupils to use their findings to create a class chart showing the Sun’s changing position over time.
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Making a sundial is a fun and practical way for pupils to discover how the Sun moves across the sky and how people told the time long before clocks were invented.
Using ideas inspired by the European Space Agency (ESA) education resources, pupils can work together to design, build, and test their own sundials. As they watch the shadows change throughout the day, they make predictions, record what they notice, and compare their results with the actual time.
Along the way, they ask questions, solve problems, and improve their designs based on what they learn. The activity encourages teamwork, creativity, and curiosity while helping pupils make connections between science, maths, geography, and everyday life.
By exploring the relationship between the Sun, Earth, and time through a hands-on investigation, pupils experience science in a meaningful and memorable way, building confidence as young scientists and engineers.
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Michael this is a great answer and many thanks for sharing your thoughts and ideas with us. What stood out to me in your post was how you draw attention to the history of the clock and how there was a time humans told time without numbers and devices using only shadows, the sun and angles. You cleverly mention how the children can work together, learning form one another and opportunities to make predictions, ask questions and wonder. You very instinctively link other curricular subjects and show how this is a highly beneficial lesson activity in which you can cover objectives in science, maths, geography and everyday understanding of the world around them. I am sure all students in every class would enjoy this hands-on learning experience and a lesson I am sure they will remember for very long time. They will make promising young scientists and engineers. Well done and thanks again.
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1. Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
To engage my student on this topic I would first begin with a video of the world record high jump. We would then go outside and practice jumping for height as a PE lesson. We could use a jump height tester to see who in the class has the highest stationary vertical jump. We could talk about basketball and why the scoring rings are placed 3.05m high. We can discuss what helps our vertical jump (practice, height etc) and what hinders it (weight, gravity,etc)
On return to the classroom we can watch the video of astronauts jumping on the moon and discuss why they seem to jump easily even with 80 to 90kg spacesuits on. We will discuss gravity and moon’s gravity being 1/6 of earths. We would lean on previous knowledge of the planets in our solar system and their sizes. I would ask the children to rank the planets according which we could jump highest to lowest in groups on their whiteboards.
We would then use the ‘Planetary Picnic’ resource enjoying the art and measuring elements to explore how much a tube of crisps would weigh on each planet perhaps also including a tube for our moon.
Finally I would bring the lesson back to our PE lesson. What height would our basketball rings need to be on the moon? What other considerations need to be made to play a game of ‘Moonball’? How would the game change on Jupiter etc. -
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I’d plan to first fill in a KWL grid with my students to identify what they know already about the positions of the sun throughout the day. I’d identify a suitable place where we could observe the sun at different times of the day, keeping it consistent so that it would be clear for the students to note where it was and to make observations about its movements. In my school I would choose a location in the school yard or garden, preferably south facing. I would use a compass myself to choose the location, and then have the students use compasses themselves to help them identify the direction the sun is facing as they observe it. For recording I would give students the option of drawing, marking it on a worksheet or using school iPads to take a picture of the sun’s position. Due to the constraints of the school day, I’d plan to record at 9am, at 12pm and at 2pm. I would also encourage students to record the positions of the sun at home for example on a weekend. We would discuss the results of our recordings in the classroom and I would prompt with questions about what they notice about the direction the sun appears to ‘travel’ in.-
Hi Jessica,
Welcome to the course. Thanks for sharing such a clear and practical plan for observing the Sun with your students. I really like that you would begin with a KWL grid, as this gives pupils the chance to share their prior knowledge, ask any questions and make predictions before beginning the investigation.
Choosing one consistent location in the school yard or garden is a great idea, as it will help pupils make fairer observations across the day. The use of compasses would also support geography skills and help children connect the Sun’s apparent movement with direction.
I also like that you are giving pupils agency in the investigation by offering different recording options, including drawing, worksheets and iPad photographs. Recording at 9am, 12pm and 2pm is realistic within the school day, and encouraging home observations would extend the learning nicely. Thanks for sharing.
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Sundial Activity
In preparation for this activity, the children would discuss how people told the time before clocks were invented. We would discuss the direction of the sun as it rises and sets in relation to our school and make predictions about where the shadow would fall on a sundial.
In groups, the children would construct a large sundial. We would then move to the outdoor classroom and make predictions about where the shadow would fall on our sundials, at different intervals throughout the day.
Over the course of a week, we would measure the angle of the shadow on the dials at different times throughout the day and record our findings. We would compare the results over several days and discuss why the shadow changes in length and direction as the Earth rotates.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
I really think this speaks to me and my situation. I remember being curious to the sundial and how it worked, and funnily enough have a sundial that my husband bought my father-in-law as a present which we have somehow ended up with. Now, I want to position it properly! I have often discussed this sundial, and the students seem genuinely shocked when we discuss together, as part of that teaching dialogue – a time before mobile phones! So, the students would love to check in on this sundial, at several times a day in fact if the classteacher will let them! This is a lovely activity that would link into Me and My Shadow, School SSE of belonging and DLT plan if I used Makey Makeys somehow in my planning!
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I would start this lesson by using the Storybots song ‘The Sun’ as a trigger and to grab the students attention. We would then discuss vocab from the song and I would focus particularly on the words ‘east’, ‘west’, ‘rises’ and ‘sets’. We would discuss these and I would get the children’s thoughts on what it means.
I would next set the children a task to do with there parents over a few days. Simply make note of where in the sky the sun is in the mornings and in the evenings. We would talk about this in class and see if the children got similar answers. This would lead to us talking about the movement of the sun so we would decide to check it’s position during the school day. First we would predict where we think it might be during the day. We would go outside together to check at three different times of the day: morning, midday and hometime. I would ask the children questions such as ‘IS the Sun low or high’ and ‘What part of the sky is the Sun in now?’ In pairs the children would have an observation sheet and would take note of the position of the Sun and the time of day.
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I love these ideas; particularly the Storybots song or another one similar as a trigger as these are so attention grabbing. Also including follow up work at home and getting parents and other family members involved in the learning would make it even more engaging and memorable, as well as including the topic in outdoor learning with observation sheets for the class to write the position or draw it, and which could be included in self evaluation. I really like the effective, to the point questions which allow the children to actively investigate and record the sun’s position at different times.
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I like the idea of using a song as a prompt, its not the first prompt I would think of so Ill definitely try that. The junior classes would love the Storybots song and it would start a memorable lesson. It is also nice to lead up to the lesson by completing the given task over a few days to make observations and maybe rethink their initial thoughts over a few days.
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I found the resources and links to lessons plans and videos very good in this module. I have selected Gravity and Weight.
During my planning, I would plan a series of lessons relating to gravity, weight, mass and force. I would use KWL charts to elicit previous knowldege from the students and mindmaps duering lessons to help them foramulate ideas.
I woudl introduce the topic by showing the video in this module about the moon to spark their interest and allow the students come up with questions about gravity.
I would then do several lessons based on mass using Esero 68 resources. By carrying out investigation, it may make more sense to the students.
Then we would move on to the Earth and planet tubes.
I would present the experiment to the students with a list of materials. We would then source these materials. I woudl provide a table with information from the Ogden Trust foundation resource. In groups the students will weigh out the amount of sand or rice need and fill each tube with the correct amount. labelling each tube. THey would then research what each planet looks like and this would help them to decorate it. The Ogden trust resource provides lots of further prompt questions and allows for further research. I could create a learning path on scoil net or on padlet, with suitable webistes and links for further research. There are so many ways the pupils could present their projects and research – canva, boook creator, google slides etc.-
Hi Elaine,
Welcome to the course.
I really like that you would begin with KWL charts and mind maps, as these would help elicit prior knowledge and support pupils in developing their ideas and predictions. Using the Moon video as a stimulus is a great way to spark curiosity and encourage pupils to generate their own questions about gravity. I also like how you would build understanding through a series of investigations before moving on to the Earth and planet tubes.
The practical element of sourcing materials, weighing rice or sand, labelling the tubes and decorating them based on planet research gives pupils ownership of the investigation. Creating a learning path on Scoilnet or Padlet would also support independent research and digital learning. To strengthen the inquiry-based learning element of this lesson further, you could let the students decide what elements they were most interested in investigating, and discuss how they might go about that, before introducing the list of materials.
Hope you enjoy the rest of the course.
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One Year on Earth – Understanding the Seasons: I would engage my Senior Infants class with this topic next year by first of all including it as part of our calendar discussion every morning. We begin by asking “What Day is it Today?” and moving the labels Yesterday was, Today is and Tomorrow will be to the correct days of week on the board, before moving on to the date, month and then season which leads on to the weather; including songs, rhymes, Numeracy and Gaeilge wherever possible. After seeing the resource “One year on earth- understanding the seasons” in this module I will now include more observation and chatting about the day length and also the position of the sun. Our calendar is done every morning at the same time so I liked the idea of marking the position of the sun on the window or display, perhaps a Velcro cut out and previous marks so the children can observe changes in its position throughout the seasons and link it to daylight length in their minds. For stand-alone seasons lessons in Maths and Science I loved the 4 trees resource where the children can match the season to each photo and explain their reasoning. The children are so observant and absolutely love our seasonal activities in every curricular area.
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The “One Year on Earth – Understanding the Seasons” provides an excellent opportunity to engage my senior class pupils through inquiry-based and active learning. I would begin by asking students to share their own ideas about why we have seasons, encouraging them to discuss common misconceptions, such as the belief that the Earth is warmer in summer because it is closer to the Sun. This would provide a useful starting point for exploring the scientific explanation.
Using the ESA interactive resource, students could observe how the Earth’s axial tilt and its orbit around the Sun create the changing seasons. Rather than simply watching the animation, I would encourage them to make predictions, record observations, and discuss what they notice at different points in Earth’s orbit. Working in pairs, students could complete a seasonal observation sheet, identifying which hemisphere experiences summer or winter and explaining their reasoning.To reinforce learning, I would incorporate a practical role-play activity. One student would represent the Sun using a lamp or torch, while another would hold a globe tilted and slowly orbit the “Sun.” This hands on approach allows pupils to visualise how sunlight strikes different parts of the Earth throughout the year and why day length changes.To extend the lesson, students could compare the seasons in Ireland with those in countries in the Southern Hemisphere, such as Australia or New Zealand. This encourages global awareness while reinforcing the concept that seasons occur at opposite times of the year in each hemisphere.
Finally, students could create an explanatory poster on canva or short video summarising what causes the seasons. This cross curricular activity integrates STEM, Geography, ICT, and Oral Language while encouraging collaboration, critical thinking, and communication. I think this would appeal to variety of learners and all abilities can access these concepts.-
Hi Ciara,
Welcome to the course.
Thanks for sharing such a clear, well-structured lesson idea. I really like that you would begin by exploring pupils’ existing ideas about why we have seasons, especially common misconceptions such as the Earth being closer to the Sun in summer. This aids with the prediction part of the investigation, and will also make the learning much more meaningful.
Using the ESA interactive resource alongside prediction, observation and discussion would help pupils engage more actively with the concept of axial tilt and orbit. The practical role-play with a lamp or torch and globe is a great idea – such a hands-on way to make this abstract idea more visual and accessible!
I particularly like the extension comparing Ireland’s seasons with countries in the Southern Hemisphere, as this would deepen understanding and link nicely with geography. Creating posters or short videos would also support creativity, digital learning and communication skills.
Thanks for sharing, and hope you enjoy the rest of the course.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
I will be teaching First and Second Class in September so I would introduce this topic at their level looking at how people told the time before modern clocks. We would look at pictures of famous Irish sundials including the 5000 year old Sundial stone in Boyne Valley to more modern sundials in Ireland and abroad. We would look at the lines on the sundials and how they show time. We would then go to the yard with chalk. The children would draw their shadows with chalk standing at a fixed point. This would be done at different times of the day or on the hour over a few days. The pupils would then see how the shadow moves. We would then find a point in the garden. We would use a wooden pole/brush handle we would place in the ground and mark the sundial with painted and varnished pebbles showing the hour at each point. The pupils could place little pebble in lines towards the bigger rounded pebble/stones. We could look at the sundial at different times of the year and the seasons and see does our sundial still work. We could also integrate this into maths, geography, art and music.
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Hi Mairead
Welcome to the course. I am sure your first and second class will enjoy learning about how people told the time in the past. This would be a nice tie in with time in maths and making the sundial is a nice way of investigating time in a hands on and playful way as well as investigating the movement of the Earth through investigation of shadows. I love the idea of the painted / varnished stones which the children could design and paint as an art activity.
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3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I will begin by explaining the importance of observing the Sun safely and remind students that they must never look directly at it. I will take the class outside at different times of the day, such as in the morning, at midday, and in the afternoon, to observe the Sun’s apparent position in the sky. Students will work in small groups to record the time, the Sun’s direction using landmarks or a compass, and the length and direction of shadows cast by a fixed object, such as a stick. If observing sunrise or sunset is not possible during school hours, I will ask students to complete these observations at home with an adult or use photographs to support learning. Students will record their observations in a table or draw the Sun’s position on a sky chart. We will then compare our results, identify patterns, and discuss how the Sun appears to move across the sky from east to west.
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Hi Keith
That sounds like a great plan for observing the sun including lots of examples of practical maths such as measures, shape and space (directions) and the creation of data tables as well as scientific observation. The addition of dta gathering at home at sunrise and sunset is a great way to extend the learning to home and include parental involvement. When comparing patterns and discussing how the sun appears to move, the two ESERO activities outlined in this module would be a great follow up to understand the rotation of the Earth and is orbit around the sun.
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Q.2 Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
To introduce the topic to the class I would start a discussion about how we tell the time. Explore things like watches, phones, clocks, computers etc. and then pose questions about how people told the time before that. Question the children around sun dials, have we seen any, where are they located etc.
Explore with the children how the sun is used to tell the time, where does the sun rise, where does it set and what direction does it travel. We can then use this information to investigate suitable areas around the school premises that would be suitable for a sun dial. Explore ideas like accessibility to sunlight, objects of impact, the direction of the suns orbit on the area.
Utilise the video from module 1 to create sun dials as a class and then use them out at home.
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I found the ‘Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics’ really interesting. After reading the article and reflecting on my own practice, I think often I view STEM subjects separately often as separate entities that I have to tick off the timetable. Going forward I need to incorporate inquiry, creative and a spirit of inquisitiveness in STEM learning and throughout the school day and in STEM. Taking this forward, I chose to plan an activity to observe and record the positions of the sun when rising and setting and at different times of the day.
I teach in a special school, so this appealed to me most as it is an activity that can be done across classes and additional needs. I would start with the song mentioned in the first module as my students respond well to songs plus they grab attention straight away. I would then present my students with a picture of the moon and the sun and ask them to find the sun. I would share our learning intention-Today we are going to see where the sun is in our sky. We would then do 3 observations outside that link in with our schedule for the day-Our morning walk, before lunch and our garden time at the end of the day. At each visit, students will be asked to
point to where the Sun is (without looking directly at it), look at the shadow of a chosen peer and then I will ask them to place a sun sticker on a picture of our yard and sky-low, high or low. Then I ask them to circle the time of the day.My students love stickers and it would be highly motivating. The next day we would use the worksheets for a class discussion on what we discovered. I think this would really fit the activity and my students.
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4. ESERO 30 Day and Night in the World
I would introduce the idea of day and night in the world to the children by showing them the pictures of the diurnal and nocturnal animals. I would elicit prior knowledge of both types and lead the children in a discussion of the animals and the similarities and differences between them. The children will then sort the animals into diurnal and nocturnal.
From this point, I would ask the children about day and night for people in the world. Using the children of the world activity template, the children will make the cut out of the children on both sides of the world. We would then look together at a video simply explaining and using visuals to show the children the idea of day and night. Then, the children will be prompted to discuss the idea of day and night in Ireland and Australia (using our cut outs and a globe).
Finally, I will demonstrate to the children using an orange and pin, the idea of day and night at opposite sides of the world.-
Hi Anna, I really enjoyed reading your post. I like how you’ve started with the children’s prior knowledge by using diurnal and nocturnal animals before introducing the concept of day and night around the world. I think the cut-out activity and using a globe would really help to make what can be quite an abstract idea much easier for children to understand. The demonstration with the orange is a lovely hands-on way to finish the lesson too. It sounds like a really engaging activity that would encourage plenty of discussion.
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One activity that I would enjoy carrying out with my class is observing and recording the position of the Sun at different times throughout the day. I think this investigation would really capture children’s curiosity because it allows them to discover something they see every day but may never have stopped to think about.
I would begin by asking the children where they think the Sun goes during the day and whether they think it moves across the sky or if the Earth moves instead. I would encourage lots of predictions and record their ideas before beginning the investigation. We would then choose a fixed location in the school yard and, at different times during the day, observe where the Sun appears in the sky and the direction and length of the shadows it creates. The children could use chalk to trace shadows, take photographs using iPads and record their observations in a simple table.
Back in the classroom we would compare the photographs and measurements, discussing any patterns that emerged. This would provide an excellent opportunity to introduce the concepts of day and night, the Earth’s rotation and how shadows change as the Sun appears to move across the sky. I also like how naturally this activity integrates Maths through measuring, comparing and recording data, while developing important scientific skills such as observing, predicting, questioning and communicating.
I feel this activity would work particularly well in the primary classroom because it is practical, engaging and encourages children to learn through first-hand investigation rather than simply being told the answers. It also follows the Curious Minds/ESERO inquiry approach by allowing children to ask questions, investigate and reflect on their learning.
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I like these ideas. One thing I think could work really well in my school, and I’m sure many others, is to investigate which classrooms are have sunlight streaming into them at different times of the day. We have classrooms with windows facing north, south, east and west. I think this could make for a really engaging, and relevant, study into the sun’s positions throughout the day.
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<span style=”font-size: 15px;”>I chose the One Year on Earth – Understanding the Seasons activity.I found it an interesting read and it clearly demonstrates how the Earth’s tilted axis, rather than its distance from the Sun, is responsible for the changing seasons. I think this is an excellent way to challenge common misconceptions that many children have.</span>
<span style=”font-size: 15px;”>To help children connect the model to what they observe in the real world, I would encourage regular observations throughout the school year. Now I do teach Junior Infants at the moment, but older classes could, for example, pupils could record sunrise and sunset times, note changes in daylight hours, measure the length of shadows at the same time each week, (this could be achieved using blocks/cubes/ribbons etc for Junior classes-easily linking with hands on maths activities) and they could also simply observe the Sun’s position in the sky. </span>
<span style=”font-size: 15px;”>As already pointed out, this activity also provides excellent opportunities for cross-curricular learning. In mathematics, pupils can collect, organise and graph data such as daylight hours or temperatures, identify patterns, and compare seasonal changes. In science, they develop their understanding of Earth in space, weather, climate, and how seasonal changes affect plants, animals, and human activities.</span>
<span style=”font-size: 15px;”>Overall, I found this resource engaging, practical, and easy to adapt for different age groups. It encourages inquiry-based learning and promotes discussion, prediction, observation, and evidence-based thinking. I can see myself using it in the classroom to help pupils build a deeper understanding of the seasons while integrating science, mathematics, geography, and STEM skills in a meaningful and enjoyable way.</span>
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Hi Louise
When typing elsewhere and copying in to the forum just right click in the window and choose paste as plain text. That will copy without all the extra formatting. You can leave this post if you like as the extra formatting isn’t too much of an issue. I won’t delete it and leave you with nothing.
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Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
I would begin by telling children that we are going to record the position of the sun at different times of the day. Ask children how they think we could do that. Getting children to work in pairs we would go to the school yard and draw their shadows with chalk at different times of the day, remembering to stand in the same spot each time.. We would record where the sun was in the sky as a class when we return to the classroom. Ask children questions about what they notice about the shape and size of their shadows at different times of the day.
At home I would ask children to observe where the sun is in the morning and evening in their houses. Then report back to the class. Ask questions like what does this tell you about the position of your house in comparison to your friends? Children will begin to understand East and West by observing the sun throughout the day.
I would also add in an Art lesson and get children to draw themselves or an object on a sunny day. Based on where they put the sun in the sky children would then sketch on the shadow also.
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Hi Olwyn, I really like how you’ve made this activity so practical. Using chalk to trace the children’s shadows is a lovely way for them to see how the sun’s position changes throughout the day. I think I did something similar in school in the 80s. I also like that you’ve linked it to Art and encouraged observations at home, as it helps children make connections between what they learn in school and their own environment. It’s a simple activity that would work really well in a small school.
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Question2: Construct a sundial in your immedicate area/ or plan for your school grounds to see where a sundial could be placed.
I would engage students by this topic by doing a KWL chart about the Sun, it’s function, it’s purpose and both teh positive anad negative aspects of the sun.
After this topic discussion, I would divide the children in to differentiated group and allow them time to discuss how we could do about making a sun dial and it we were to make one outside on teh grounds of the schoool, which location would they think would be suitable?
Afterb each group has recored their points of view I would demonstare how to make a sun dial and talk with the class of it’s function:
Making the sun dial would nbe a hands on learning experience fo rteh children. One can be built by poking a pencil or straw through teh centre of a paper plate. When you place the plate in the sun, the pencil casts a shadow. As the Earth turns, the shadow moves to show the time. Just like Frances and Danielle spoke about in teh video, long agao shadows were used to tell teh time.
After each group have tehir opportunity to make their own sun dial , we will self-assess our work and go out in the sun.
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Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
In terms of this lesson, we are fortunate to have two large circles printed on our yard. Many years ago they were used for yard games but most of the writing and images have faded except for the circular outline. To teach about the positions of the sun we could use these circles as sundials. Placing a stick on a cone in the centre will create a shadow. To begin we will have to mark the very tip of the shadow that the stick is making. At different points during the day we could go out and mark where the shadow is. Discussing how it has moved. It might be worth marking it in different coloured chalk and writing the time beside the new line. As the day goes on, it will be quite obvious that the sun is moving around. With older classes we could even keep a record of the different angles the sun is making to the stick.
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
1. Pre-teach the four cardinal directions. Use a mnemonic such as, ‘Naughty Elephants Squirt Water’ to help the pupils to remember these.
2. The teacher will distribute a clipboard and a diagram of the layout of the schoolyard displaying the key landmarks in the direction that they will be observing the sun. Remind children not to look directly at the sun.
3. During the first lesson of the day, arrange to bring the children outside and ask them which direction the sun has risen from and observing where it is lying now. The children will plot this position on their schoolyard diagram. They will also work in pairs to draw their partner’s shadow on the ground using chalk, whilst the other partner stands still. They will use their footsteps to measure the shadows.
4. They will complete these tasks, once in the morning, at midday and at the end of the school day, using a different colour chalk each time for the shadows.
5.At the end of the day the class will discuss the movement and direction of the sun’s movement and make some predictions for its movement for the rest of the day. They will discuss the length of their shadows and if this changed at different times throughout the day. What could have caused this?
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Hi Bernadette
Welcome to the course. I had not heard that mnemonic before either and it is something I will use next year. You could also consider drawing out the cardinal points on the yard to reference for the location of the sun during the day.
I like how you are planning to record different items, the place of the sun in reference to specific points and key landmarks across the day and also looking at the shadows the children created at each stage of the day. You could also consider photographing the shadows created or the outlines of each shadow for further analysis and comparison back in the classroom. It is a great idea to predict at each observation where the sun might be next.
Thanks for sharing, I hope you enjoy the course.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
I would start with the ESRO framework and use a prompt to engage the children’s interest and get them thinking and wondering about time. What if we removed the clock from the room, how would we tell the time?If you had no watch would you still make the bus?football training?What did they use before watches thousands of years ago? We would try and make connection with what the pupils already know about the position of the sun and the movements of the planets.
Out in the playground, I would use a meter stick in an upright position to make a shadow and we could predict things like how long would the shadow be?What would a short/long shadow tell us?Would it be any different at other times of the day (Repeat activity after lunch for example)Which direction will it move-clockwise/anticlockwise?Words like rotation, axis and compass points will be introduced.
After more discussion and exploration, I would give a challenge that we will construct a sundial in our school and we must find the perfect spot using our previous knowledge in this lesson.
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Students will observe the Sun’s position at different times of the day by looking for its location in the sky during morning, midday, and afternoon. They will sketch or draw what they see and may mark the Sun’s position on a classroom window to compare changes throughout the day. Observations will be recorded in science journals, including the time, weather, and the Sun’s apparent position. Across the school year, children will revisit these observations to identify how the Sun’s path changes with the seasons. Class discussions will encourage students to recognise patterns in sunrise, sunset, and the Sun’s height in the sky. The One Year on Earth activity resource can be used to help students understand why these seasonal changes occur and how Earth’s movement around the Sun affects the seasons.
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
To help my Autism class observe and record the position of the sun, I would use a highly structured, visual and practical approach. The support of two SNAs would be crucial throughout the activity to provide individual guidance, maintain safety outdoors, support communication, and encourage engagement. Before going outside, I would introduce the lesson using a short class video presentation and visual sequence cards showing each step of the activity. This prepares pupils for what to expect and reduces anxiety.
In the school yard, we would place an upside-down plant pot on a flat surface and insert a stick into the centre to act as a simple sundial. At different times of the day (morning, midday and afternoon), pupils would observe the shadow and use chalk to mark its position and the time beside it. Staff would model the task while supporting pupils with hand-over-hand assistance where needed. Photographs would be taken at each observation to create a class photo portfolio. Back in the classroom, pupils would sequence the photographs with visual supports and discuss how the sun’s position changed during the day, reinforcing observation skills through concrete, meaningful learning experiences.
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Hi Karolina,
Welcome to the course, thanks for sharing your thoughts on the observation plan based on your education setting. I know of the importance of preparing the lesson and trips outdoors to allow for transitions and reduce anxiety as you have said.
I like how you plan to get the learners involved with the help of the SNA where needed to trace the shadow of the pot. I like how you plan to record yourself with photographs to allow for comparison and to sequence the photos which allows for concrete meaningful learning as you have mentioned. Thanks for sharing your plan for your educational setting. It reminds us of what we can do to support all learners in our class to engage in meaningful learning tasks.
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For this activity, I would choose ESERO 30: Day and Night in the World. I would begin by asking the children what they notice about the sky at different times of the day and why they think some countries experience daytime while others experience night. This would encourage predictions and spark curiosity. Using a globe and a lamp to represent the Sun, the children would work in small groups to investigate how the Earth’s rotation causes day and night. They would make predictions, test their ideas using the model and record their observations through labelled diagrams and simple written explanations.
To extend the activity, the class would identify countries experiencing daylight or darkness at the same time and compare these with Ireland. This links naturally with Geography and Mathematics through mapping, sequencing and recording data. Children could also keep a simple observation diary of sunrise, sunset or shadows over a week. This inquiry-based lesson develops scientific understanding while encouraging communication, teamwork and critical thinking -
I have a first and second class group. I really like the simple sundial with a bamboo stick and flower pot. It is easy to put together and move and has accessible materials so it is perfect for learning from trial and error, allowing children to learn from experience, problem solve and learn from each other. They find the analogue clock quite difficult to understand. I think showing them the connection between the movement of the sun on a sun dial and the passing of time on a sundial would help them understand the concept. Playing shadow chase would help children notice the sun and shadows. Children learn to be strategic about making their shadow smaller or narrower to make it more difficult to catch them. We have a large school ground and there is a noticeable difference in light and warmth in different areas. Growing sunflowers would also draw their attention to the sun’s movement. They could experiment where best to grow them, watching them lean towards the light or move them with the sun’s movement and compare their growth.
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Hi Niamh
Welcome to the course. Thanks for sharing your thoughts on creating a sundial for your class level. I agree that the bamboo stick in the pot allows for the task to be accessible for all learners. It also allows for trial and error from the learners as they make their own observations and compare them as you have mentioned. I like your shadow game as the learners engage in playful learning experiences while observing the sun’s location during the day. Sunflowers are also a lovely idea to track where the sun has moved during the day. Thanks for sharing, I hope you enjoy the other modules in this course.
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“Tracking the Sun”
The aim of the lesson will be for students to observe and record how the sun’s position changes from sunrise to sunset.
The observation will be carried out in the schoolyard on a clear and sunny day.
They will use a compass to draw a circle on the ground with chalk and then Mark “N, S, E, W” on it. They will place a stick upright in the center.
At 3 set times – morning, midday, and afternoon the class will observe where the circle and mark the end of the stick’s shadow with chalk.
For each time, they will note the time, draw the shadow’s direction on paper, and measure shadow length. They will also sketch where the sun appears in the sky, low in the east, high in the south, low in the west.
The class will compare their recordings. Students notice the sun rises in the east, is highest at midday, and sets in the west, while shadows are longest in morning/evening and shortest at noon. -
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Q.3
<p class=”p1″><span class=”s1″>Plan how your students could “observe and record the positions of the sun </span>when rising and setting and at different times of the day”.</p>
Using the ESERO Ireland Inquiry Framework, I would engage pupils in investigating how the Sun’s apparent position changes throughout the day. The lesson would begin with an inquiry question such as, “Does the Sun stay in the same place in the sky all day?” Pupils would share their predictions before planning how they will collect evidence.
At designated times during the school day, pupils observe the Sun recording the direction of shadows, the Sun’s approximate position, and the time of each observation. Where possible, sunrise and sunset observations can be completed at home with parental support. Depending on age group and ability levels, pupils could record their findings using tables and labelled drawings, compare results, and identify patterns.
During the discussion, they construct explanations linking the Sun’s apparent movement to the Earth’s rotation.Finally, in their groups pupils could communicate their conclusions and reflect on whether their evidence supported their original predictions, reinforcing the ESERO inquiry cycle of questioning, investigating, interpreting evidence, and communicating scientific understanding.
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I would choose the activity where pupils observe and record the position of the sun at different times of the day. I think this is an excellent hands-on investigation because it allows children to learn through observation and discovery rather than simply reading about it. We would begin by discussing what pupils already know about the sun and asking them to predict where it will appear in the morning, at midday and in the afternoon. We would then go outside three times during the day to observe and record the Sun’s position and measure the length and direction of shadows cast by the same object. Back in the classroom, pupils would compare their results and discuss any patterns they noticed. This activity also provides excellent links with Maths as pupils can measure, record and graph their findings. As an extension, we could repeat the investigation in another season and compare our results. I think this activity would encourage curiosity, teamwork and scientific thinking while helping pupils develop a better understanding of the Earth’s rotation and the movement of the sun.
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I am considering “ESERO 30 day and night in the world” as my assignment here.
For children to understand day and night it is important firstly that they get a good understanding of the difference between day and night and then that we get day and night from the Earths rotation. There are lots of lovely idaes from ESERO to explain and teach this to children. Using the photo resourses here of the day and night animals (nocturnal and diurnal)is a lovely way to introduce this lesson. Sorting these photos and describing how the night animals have bigger eyes and why .It is also very interesting about how bats use sound to vibrate to see how far away their prey is. The children of the world paper craft is a nice carry on from this. Before this activity I would use a globe and a flash lightto explain that the sun ( flash light ) gives us day and night. when the globe/Earth moves / rotates around the flashlight we get day and night ( night when the globe rotates to the back ofthe sun/ flashlight. I would also encourage the children to see different countries are located on the globe, and that when one side has day the other has night. ie Ireland /Australia
A nice game to play with infant classes here is BE THE EARTH movement game where one child is the sun and children walk around the sun…who is at nightime /daytime?-
I really liked reading your ideas. Using the globe and torch is such a simple but effective way to explain day and night, and I think the children would understand it much better by seeing it. I also liked the idea of using the animal pictures at the start of the lesson to get the class talking and thinking. It’s a fun way to introduce the topic before moving on to the science behind it.
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I agree that this activity deepens the children’s understanding and interest by being a hands on activity. There are great curricular links with this project measuring and predicting. Even including graphs is excellent idea. Bringing in other seasons is really interesting and great to continue the learning further.
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Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
To begin the lesson, students will engage in a Think-Pair-Share activity exploring how ancient civilizations tracked time before modern clocks were invented. After setting out the learning objectives, there will be a whole-class discussion into shadows and light sources. This will be supported by a PowerPoint presentation on sundials, shadow formation, and the Earth’s rotation. Working in small groups, pupils will then construct simple sundials using a paper plate and a central pencil as the gnomon. Next, the children will head outside to conduct a site survey of the school grounds, selecting the best location for their sundial and justifying their choice based on sunlight exposure and shadow obstacles. Throughout the day, students will revisit their chosen spot at regular intervals to measure, record, and mark the shadow’s length and direction. Finally, groups will compare their recorded data with one another to reflect on how shadow patterns shift as the Earth rotates.
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Module 1
Sundial Activity with 3<sup>rd</sup> Class
I would start my activity based on Sundials through History. We would discuss how sundials were used in History to tell the time. We would discuss this, look at some examples and investigate them.
We will then look at designing and making our own. Through observation we will identify the changes in shadows depending on the position of the sun throughout the day – through shadow puppets / measuring our own shadows using chalk etc.
Using the resource provided in the Module we will construct our own sundials. We will experiment with them using torches and record our findings. We can use them outside in the yard and discuss where would be the best place to construct a sun dial in our playground.
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This September I will be teaching Junior Infants in an Educate Together School. For the purposes of this post I have decided to talk about the Day and Night Activity. As I will be working with Junior Infants I would adapt the lesson so that is it language rich and play based in its approach. As a stimulus we would gather on the carpet and open a conversation about activities they do during the day and activities they do during the night. We would then look at photographs in which we would establish if it is an activity you would do during the day or night. The focus of this part of the lesson would to be to draw on the children’s own experiences and understanding of the world while encouraging to develop their language orally. What really stood out to me in this lesson was the paper-chain activity whereby children begin to explore the idea that what they are doing during their day time, other children around the world are doing their night time activities. Using a lamp and a globe we can show the children how the sun shines on the earth and rotate the globe to show day and night. I would conclude this activity with a drawing task where children can draw a picture of them during the day doing something and on the opposite side of the page drawing a night activity. This is a great lesson as it allows the children scope for curiosity, room for dialogue and tasks to demonstrate existing and new knowledge.
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Hi Tommy
Welcome to the course. Thanks for your feedback on the day and night activity. Thanks for sharing how you would adapt the lesson to suit the learners in your infant class. I agree that you can adapt it to allow for more language and play based approaches to explore day and night at this level.
I like how you plan to explore day and night across the world and introduce the learners to the concept that it can be day time here and night time somewhere else. Lots of ideas, thanks for sharing. I hope you enjoy the course.
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Hi Tommy, I really enjoyed reading your post. I like how you’ve adapted the activity for Junior Infants by making it language rich and play based. The idea of starting with the children’s own experiences is a great way to keep them engaged, and I especially like the drawing activity at the end. Using the lamp and globe is such a simple but effective way to help young children understand day and night. It sounds like a fun lesson that encourages lots of discussion, curiosity and active learning.
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I love the idea of constructing a sundial on our school grounds. This is something I’m going to do next year with my 5th class.
I think it is amazing how little children know about the sun and it’s various positions throughout the day and year, especially considering how much of an influence it has on our lives. This module really made me realise that it’s something I need to focus on more with my classes.
I like the idea of children constructing their own sundials at first and this could lead in to a whole school approach to construction of a permanent sundial on our grounds. This active learning approach should be really beneficial for the children.
As a suburban Dublin school it is a challenge to find an area to build a permanent sundial that isn’t blocked by buildings or trees. However, we are lucky enough to have a single storey extension that has solar panels on the roof. This area can be seen by any of the upstairs classrooms. I think it could be really interesting to have a sundial built next to the panels and it would provide many different cross curricular learning opportunities.
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Hi Ronan,
Welcome to the course. Thanks for sharing such a thoughtful reflection. I really like that this module has encouraged you to think about how much more children could learn about the Sun and its movement throughout the day and year.
Constructing individual sundials first is a great way to give pupils hands-on experience before moving towards a whole-school permanent sundial. This would allow them to test, observe, refine and understand how a sundial works before contributing to a larger shared project.
I also think your idea of placing a sundial near the solar panels is very interesting. It would create lovely cross-curricular links between science, maths, geography, sustainability and energy. Even the challenge of finding the right location could become part of the investigation, as pupils could survey the school grounds for sunlight and shadow.
Hope you enjoy the rest of the course.
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Reflecting on Dr. Maeve Liston’s Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (2018) has encouraged me to think more critically about STEM in my classroom. Liston highlights that authentic STEM goes beyond teaching subjects separately or simply using technology. Instead, it integrates science, technology, engineering and mathematics through real-world, inquiry-based learning where pupils collaborate, solve problems and think creatively. This aligns with the Curious Minds/ESERO Framework for Inquiry introduced in Module 1.
I would engage my pupils by constructing a sundial on our school grounds. The lesson would begin with questioning how people told the time before clocks, encouraging predictions about how shadows change throughout the day. Pupils would work in groups to identify the best location, measure and record shadow lengths, and design and build their sundial. This activity integrates Science through investigating light and shadows, Maths through measuring and recording data, Technology through documenting observations, and Engineering through designing and improving the sundial. Pupils would reflect on their findings, evaluate their designs and make meaningful connections between classroom learning and the world around them, demonstrating the authentic, integrated STEM approach described by Liston.
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3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”.
If I was doing this activity with my 3rd and 4th class, I would begin by asking the children what they already know about the sun and whether they think it stays in the same place all day. We would make some predictions before going outside to observe it.
Over the course of a week, we would go to the same spot in the school yard at different times of the day. The children would record where they see the sun in the sky using simple drawings and notes. We would also look at the shadows made by a pole or another fixed object and compare how they change throughout the day. This would help the children to see the connection between the sun’s position and the length and direction of shadows.
Back in the classroom, we would discuss our observations and compare them with our original predictions. The children could work in small groups to create a poster or timeline showing how the sun appears to move across the sky. I think this would be a very engaging, hands-on activity that encourages the kids to be curious and observe carefully. It would also link well with Science, Geography and Maths through measuring and recording.
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Hi Mary,
Welcome to the course. Thanks for sharing your observation plan for 3rd & 4th class.
It is important to go to the same spot on the yard for each observation and you could choose a location where there could be landmarks to help the observations such as trees, another building etc. This will guide their observations and as you have mentioned it is important for the learners to record their own notes and drawings too for comparisons.
I like how you plan to create a timeline or poster for the learners to share their learning on this task. It is engaging and as you have mentioned, it allows for curiosity and also develops the skill of observation. Thanks for sharing, I hope you enjoy the course.
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One year on Earth- Understanding the Seasons
I would enjoy using this resource to teach my fourth, fifth and sixth class students. I think it is a great way to link the Earth’s relationship with the Sun and aid the children’s understanding in the seasons.
If completing this activity with my class I would begin my using a prompt, whether that be a picture, a video or perhaps taking them outdoors to make observations. I would then elicit any prior knowledge from the children and encourage them to write down their questions and wonderings. As well as using the resource provided, I would encourage the children to keep a nature diary throughout the school year, recording observations and data, sketching seasonal changes and taking photos. I think that this activity links very well with other curricular areas such as maths, art and history. It is also a fantastic topic to get the children outdoors for learning too.
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I really like your idea of keeping a nature diary throughout the year. I think it would make the learning much more meaningful as the children could see the seasonal changes happening around them rather than just reading about them. It would also be lovely to link it with art by sketching plants and trees or with maths by comparing daylight hours and temperatures over time. It’s definitely the kind of activity that encourages curiosity and gets children looking more closely at the world around them.
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After reading Liston (2018), I realised that STEM education is much more than teaching science, technology, engineering and mathematics individually. Real STEM learning should integrate all four areas in meaningful ways so that children can solve real-world problems through creativity, collaboration and critical thinking. I also liked the idea that engineering was the link that ties the other subjects together instead of just doing a science experiment or using technology in a lesson.
I would use the activity ‘One Year on Earth – Understanding the Seasons’ with my class to help pupils understand why we have different seasons. First, I would ask the children what they already know about the seasons and would encourage them to share their own observations from throughout the year. Pupils could use globes, torches and digital simulations to explore how Earth’s tilt and orbit around the Sun influence the hours of daylight and the seasons.
An authentic STEM activity could involve pupils working in small groups to design and build a simple model of how the Earth moves around the Sun. They would test their models, articulate their thinking and make suggestions for improvement. This activity encourages teamwork, communication and problem-solving skills and helps children to relate scientific ideas to everyday life. It reflects Liston’s belief that STEM learning needs to be collaborative, inquiry-based, and grounded in real-world problems rather than the isolated teaching of individual subjects.
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Having read “Unravelling STEM: Beyond the acronym of Science, Technology, Engineering and Mathematics” I can see that STEM is much more than teaching the subject topics science, technology, engineering and maths as individual topic areas. STEM is about problem solving and creating real world learning experiences where children can think critically and solve problems that are applicable to the world that they are living in. There are some fantastic ideas on how to incorporate STEM across all curricular areas in the course so far. I think the take away I have from this paper is that real world problems should be identified, perhaps a t a local level first and the children should be encouraged to use Science, Technology, Engineering and maths to come up with solutions to these problems. I really enjoyed the concept of ‘The simple pen’ – it proves that STEM does not have to be overly complicated or difficult, just chose a problem and try solve it!
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Sundial Activity: I really like the idea of creating a sundial in the school and after this module, began to look up different possible variations. I saw a lot of sundial art lessons and I love the idea of starting the learning with a creative discovery approach. So next year, I would hope to begin on the concrete school yard using a short basketball net as the centre point. The existing yard lines would help us place it in exactly the same position each time. From 9am to 2pm the children would mark the end of the shadow every hour using chalk paint. Each mark would represent one hour and could be coloured and decorated with a monthly theme to create a large shadow art sundial. We would repeat this activity every month until spring and take a photograph from above each time. The children could compare the changing length and direction of the shadows and record the results in a graph. In spring I would use these observations as a starting point for exploring lines and angles. The children would then apply their observations and what they had learned to design and create a correctly angled fixed sundial in the school garden. We would continue to check it each month and compare its readings and shadow patterns with those from the original movable version. This would allow the class to see how a playful first design could be tested measured and improved through scientific investigation.
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I would like to create a sundial with my pupils next year. I would start by asking the children where they think they could place it around the school and test out 4 or 5 suggested locations. I think this would be a good learning opportunity, as I know that- just like the lady in the video experienced, there are parts of the schoolyard where the building itself and the trees, and fencing create shadows/ block out the light entirely, 4 or 5 sundials in different sections of the yard would help highlight this issue. I would plan to place it in the middle of our concrete space on the back yard. It is easy to find north and south and there is a large area which is not overshadowed at any point during the day. I think the flower pot and stick, while using stones to mark the hour marks would work perfectly on a good day.
They could make predictions about which spot will be the best for sundial placement. This can be reviewed at the end of our observation period and the children can reflect on where the best spot was and why.
We could also discuss whether the planting pot and stick were suitable for the job, could they suggest any other items that would work as well. Explore various methods of recording the hour marks, stones, chalk, paper strips and explore the pros and cons of each. Really encourage scientific questioning and investigation. Using various ways of recording the results.
Then you could discuss advances in time pieces over the years.
This activity encompasses maths, science, engineering and technology.-
Hi Louise,
Welcome to the course.
Thanks for sharing such a well-considered plan for constructing a sundial with your pupils. I really like that you would begin by asking the children to suggest possible locations and then test several areas around the school grounds. This would make the investigation much more meaningful, as pupils could see how buildings, trees and fencing affect light and shadow.
Asking pupils to predict which location will work best, then revisiting their predictions after observation, is a great way to encourage scientific thinking. I also like how you would explore different materials for the sundial and different ways of marking the hour points, such as stones, chalk or paper strips.
The discussion around the development of timepieces would add a lovely history link too. This activity clearly supports STEM learning.
Thanks for sharing, and hope you enjoy the rest of the modules.
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- One Year on Earth – Understanding the Seasons Resource (ESA)
I would begin the lesson with talk and discussion. I would ask the pupils what time they go to bed. Do they go to bed at the same time in the summer as in the winter? Do they find it harder to go to bed in the summer when it is still light outside? I would conclude that during the summer the days are longer than during the winter. I would then use the detailed instructions on how to run the exercises found in the student guide to complete Part a, b and c outlined below.
Part A – Build a Sun-Earth model
Pupils work in groups to complete part A on the worksheet. Give each group a polystyrene sphere, cocktail sticks and a pen. Explain that meridians are imaginary lines and that the equator is an imaginary horizontal line that runs the Earth midway between the North Pole and the South Pole. The Earth’s axis is an imaginary line through the centre of the Earth from the North Pole to the South Pole. I would use a globe to show this.
Part B – One year on Earth
I would explain to pupils that the Earth completes a single orbit around the Sun in one year and a single rotation on its axis in 24 hours. Make sure that the flag is facing the Sun; that the pupils do not change the tilt of their Earth’s axis; and that they hold the torch at the same height as the equator. Pupils should conclude that their country is not always in the same position in the lit area. In summer, European countries are closest to centre of the lit area and in winter, the country is furthest away.
Part C – Long days, short days
This step adds the aspect of understanding day time and night time to the model. I would make sure pupils turn the Earth anticlockwise when investigating the length of the days and that they do not change the tilt of their Earth’s axis. Pupils should conclude that the season with the longest path is summer and the shortest occurs in winter.
I might also use the PAXI video to further explain the concepts.
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I would begin by using KWL chart to see what the class might already know. Make note of all the equipment needed for the plan. The children will need: clipboards, worksheet, pencils. This lesson could take place over the course of a week and different children could work in small groups to make observations. It will be organised that the sun will be observed at different times during the week and day to get an idea of its pattern. Children should be encouraged to record their findings in their own unique way depending on class level. Some ideas could be a sketch, co-ordinates, stickers or any other creative way. At the end, all findings will be accumulated. Each group will have an opportunity to reflect on their work and present it to the class. The children can be assessed as a group or individually based on the worksheet. It could be a nice display idea for inside or outside of the classroom if the children documented their findings.
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I love the idea of using a KWL chart. I find they are a valuable teaching strategy because they activate students’ prior knowledge, encourage curiosity, and provide a clear purpose for learning. In STEM education, KWL charts support inquiry-based learning by encouraging critical thinking, discussion, and ongoing reflection throughout the learning process.
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I really like how you begin with a KWL chart, as it helps identify pupils’ prior knowledge and encourages curiosity from the outset. Organising the observations over a week is a great idea because it allows children to see patterns develop over time rather than relying on a single observation. I also like the flexibility you give pupils to record their findings in ways that suit their age and abilities, as this promotes creativity and inclusion. Having each group present their results encourages communication skills and gives pupils the opportunity to learn from one another. Displaying the completed work in the classroom is an excellent way to celebrate their learning and provide an ongoing reference point.
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Liston presents STEM education as much more than teaching four separate subjects. Instead, Liston argues that STEM should be an integrated approach where students solve authentic problems by combining knowledge and skills from STEM areas. The emphasis is on inquiry, creativity, collaboration, and real-world learning rather than simply covering curriculum content. This is an approach that was flagged for development within our school upon a recent Evaluation.
Reflecting on my own school, I can see that elements of STEM are already present, particularly through hands-on science investigations and the use of digital technology to support learning. However, I also recognise that subjects are often taught separately, and there are opportunities to make stronger links between them through integrated projects.
The ESERO resource 30 Day and Night in the World provides an excellent example of integrated STEM learning. Students investigate why different places on Earth experience day and night at different times, using scientific concepts about Earth’s rotation alongside mathematical ideas of time zones. They also use technology to access maps, videos, and simulations, encouraging inquiry and global awareness.
Similarly, the ESA resource One Year on Earth – Understanding the Seasons demonstrates how STEM learning can be connected through observation, modelling, and problem-solving. Students explore the Earth’s orbit and axial tilt using practical models and visual representations, developing scientific understanding while applying mathematical reasoning and engineering thinking through model construction. These activities promote curiosity and critical thinking rather than rote memorisation.
In my classroom, these resources would encourage students to ask questions, test ideas, work collaboratively, and explain their thinking. Rather than focusing on finding one correct answer, students would investigate evidence and communicate their conclusions. This reflects Liston’s view that STEM education should develop transferable skills such as problem-solving, creativity, communication, and resilience.
Going forward, I would like to increase opportunities for project-based learning where students address real-world challenges that naturally combine science, mathematics, technology, and engineering. For example, students could investigate seasonal changes in Ireland, collect and analyse weather data, design simple devices to measure sunlight or temperature, and present their findings using digital tools. Such activities would create meaningful connections across the STEM disciplines while supporting the development of twenty-first-century skills.
Overall, Liston (2018) has encouraged me to think beyond STEM as an acronym and instead view it as a way of teaching that promotes integrated, inquiry-based learning. The ESERO and ESA resources provide practical examples of how this approach can be implemented.
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Hi Michelle,
Welcome to the course. Thanks for sharing your reflection on Liston’s paper and how this applies in your own school and how STEM could be developed.
Thanks for your feedback on the resources and activities in this module. They do allow for connections to real-life examples and problems while also addressing the different areas of STEM. It is great to hear how you will use these resources in your own class next year and how, through project based learning, you will engage the learners in STEM and also 21st century skills.
I hope you enjoy the course.
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I had hoped when I read the ‘Unravelling STEM’ paper that there would be more recognition of the difficulties faced by teachers, especially primary school teachers, in teaching science and engineering. We don’t get prep time, we go straight from one subject into the next. Prep is done outside of school hours – along with all the other subjects. Schools are seriously underfunded so we are relying on ‘leftovers’ essentially. While this is great from a sustainable point of view it’s not great from a teaching point of view. I know we can integrate and be creative but that is a huge burden on us, as we’re supposed to be creative and innovative with all our other subjects and that takes a lot of time. Recognition of the lack of support, resources, time and funding would be nice.
Having said all that I’ll have a go at the sundial question.
In fairness making a sundial is one of the easier activities you can take on during the year. We could use a paper plate and a pencil.
The children could discuss sunlight and shadows and the earth’s rotation (science), design and build it (technology), test improve and evaluate it (engineering) and measure the angles, tell the time (maths).
Teaching beyond STEM would be the vocabulary around the sundial and as other contributors alluded to – discuss civilisations who used sundials (history) etc.
It’s an activity that the kids could choose whether to do as a group or individually. Further challenges could involve making it waterproof. -
Question 1. Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I would plan this lesson using the ESERO Framework for Inquiry. I would begin by asking the children simple questions such as, “Do you think you would weigh the same on every planet?” and “Which planet do you think has the strongest pull?” These questions would help to get the children thinking and interested in the lesson.
Next, I would explain that gravity is the force that pulls us down to the ground. I would tell the children that our mass stays the same wherever we go, but our weight changes because each planet has a different amount of gravity. I would use simple language and examples to help them understand this idea.
The children would then investigate by making an Earth tube and one other planet tube. They could decorate each tube to match what the planets look like, using colours and pictures to show their different features. As they work, I would ask questions such as, “Which planet do you think has stronger gravity?” and “Would it be easier or harder to jump on this planet?” I would encourage them to compare their planet tubes and talk about their ideas with a partner.
To finish the lesson, the children would share their completed planet tubes with the class and explain what they learned. Together, we would discuss how gravity is different on each planet and how this changes our weight, helping the children make connections between their activity and the scientific idea of gravity.
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ESERO 30 Day and Night in the World
I would engage the children in the activity by posing to them a problem I have a cousin in America and when I tried to call her to chat on the way to work she doesn’t answer, but another teacher has phone calls with her sister on the way to work and they are in Australia. Why might this be the case?I will let the children discuss and gather their information and then pose further questions to continue their wondering.
We will then begin creating our 2D models that will help highlight when it is dark and light in different places of the world. We will make connections as what areas are similar in time and what is different.
We can discuss how the darker evenings or longer evenings impact us and our moods. Then I would connect to the starting activity about dirunal and nocturnal animals. How they have adapted to this. This could lead into connection on how we have adapted based on the sunlight we get
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<li style=”font-weight: 400;” aria-level=”1″><span style=”font-weight: 400;”>ESERO 30 Day and Night in the World</span>
<span style=”font-weight: 400;”>I would engage the children in the activity by posing to them a problem I have a cousin in America and when I tried to call her to chat on the way to work she doesn’t answer, but another teacher has phone calls with her sister on the way to work and they are in Australia. Why might this be the case?</span>
<span style=”font-weight: 400;”>I will let the children discuss and gather their information and then pose further questions to continue their wondering.</span>
<span style=”font-weight: 400;”>We will then begin creating our 2D models that will help highlight when it is dark and light in different places of the world. We will make connections as what areas are similar in time and what is different.</span>
<span style=”font-weight: 400;”>We can discuss how the darker evenings or longer evenings impact us and our moods. Then I would connect to the starting activity about dirunal and nocturnal animals. How they have adapted to this. This could lead into connection on how we have adapted based on the sunlight we get</span>
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Constructing a sundial in the immediate school environment is an engaging, hands-on activity that encourages pupils to explore science, mathematics, and geography. I would begin by asking pupils how people measured time before clocks, encouraging discussion and prediction. Working collaboratively in small groups, pupils would design and build a simple sundial using everyday materials, then observe and record how the shadow changes throughout the day. This activity promotes critical thinking, problem-solving, teamwork, and observation skills while helping pupils understand the relationship between the Sun’s position and the passing of time. I would encourage pupils to compare their observations with the actual time, discuss reasons for any differences, and reflect on the accuracy of their designs. This activity supports active learning and helps pupils develop a deeper understanding of Earth’s rotation and the movement of the Sun across the sky.
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Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
To help students observe and record the position of the Sun throughout the day, I would begin by using a tall, fixed object such as a bollard, stake or basketball pole in a sunny area of the school yard. In the morning, pupils would trace the object’s shadow with chalk and repeat this activity before home time. This would encourage discussion about why the shadow changes position and length during the day. The following day, pupils would work in pairs to trace each other’s outlines on the yard. They would then predict where their shadows would be at the end of the day by drawing them in a different colour of chalk before returning later to compare their predictions with the actual shadows. To extend this investigation, we could repeat the activity at different times of the year using a permanent sundial structure, allowing pupils to explore how the Earth’s tilt and changing seasons affect the Sun’s apparent path and shadow lengths. -
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
To help students observe and record the position of the Sun throughout the day, I would begin by using a tall, fixed object such as a bollard, stake or basketball pole in a sunny area of the school yard. In the morning, pupils would trace the object’s shadow with chalk and repeat this activity before home time. This would encourage discussion about why the shadow changes position and length during the day. The following day, pupils would work in pairs to trace each other’s outlines on the yard. They would then predict where their shadows would be at the end of the day by drawing them in a different colour of chalk before returning later to compare their predictions with the actual shadows. To extend this investigation, we could repeat the activity at different times of the year using a permanent sundial structure, allowing pupils to explore how the Earth’s tilt and changing seasons affect the Sun’s apparent path and shadow lengths. -
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After reading the article, I thought about how STEM can be part of everyday learning in the classroom. I chose Option 5, One Year on Earth: Understanding the Seasons because it is suitable for a second class and links with topics we already teach.
I would start by talking about the four seasons and asking the children what changes they notice during the year. We would use a globe and a torch to show how the Earth moves around the Sun and how this gives us the seasons. The children would ask questions and share their ideas.
Next, the children would work in small groups to make a seasons wheel with pictures and words for each season. We would also go outside to observe the weather and record what we see. The children could compare their observations over time and talk about how the seasons change.
This activity includes Science, Maths, Technology and Art. It gives the children a chance to work together, make observations and learn through hands-on activities. I think this is a fun and engaging way for young children to learn about the world around them while developing their STEM skills.
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I Enjoyed learning about all the activities in Module 1. From this Module, I would like to do the construct a sundial activity. I would engage the children with the song day and night. I would explore sources of light and then identify the sun as a source light. We would examine how the earth moves around the sun. We would look at how shadows get formed. I like the example of the people sun dial as outlined in blackrock castle. If there was no sun you could uses a torch. Use chalk to mark your shadow and notice does you shadow change over time. I would teach the class how to make the sun dial, by marking the hours and creating a folded dial. I would point the sundial south. This would be linked into our digital learning plan as children would be able to take pictures of the activity and put it into their online learning portfolio.
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The students could take part in an investigation to observe and record the position of the sun at different times throughout the school day. Before going outside, they could make predictions about where they think the sun will be in the morning, at midday, and in the afternoon. They could then return to the same spot in the school yard at set times to observe the sun’s position and record their findings through drawings, notes, or photographs.
The students could also observe the shadow of a fixed object, such as a flagpole or a cone, and measure how its length and direction change during the day. They could compare their results with their original predictions and discuss why these changes occur. The class could record their observations in a table before creating a simple graph to identify patterns, linking the activity with the Maths curriculum.
To extend the activity, the students could work in groups to design a simple observation station or create a class display showing the movement of the sun across the sky. They could also compare their findings with observations made on another day to see if the sun follows a similar path. This activity could encourage students to develop their observation, recording, and teamwork skills while gaining a better understanding of the Earth’s rotation and how it affects the apparent movement of the sun.
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