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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. -
5<sup>th</sup> and 6<sup>th</sup> class
Lesson on Sundials and telling the time
Asking a trigger question: What time is it?
It’s easy to look at the clock in our classroom or read our watch. But back in ancient Egypt, they found that people used to tell the time by using a sundial.
I will show them some photos of sundials and explain that we are going to make our own sundial.
We will have to find out the latitude of Galway City to pinpoint exactly where we are on planet Earth. We will learn a bit about longitude and latitude to find a geographic location and find this in relation to our school.
We can use iPads to find the exact location by using Google Maps. Clicking on the location of the school and right-clicking to bring up the information.
I will explain that we need to cut out the gnomon with the correct angle for where we live, being 53 degrees, and use the protractor to confirm.
The children can use the set on the paper printout and cut it out. We will place them outside the point south. Our school faces the east, and we can explore how the sun rises higher in the sky in the summer and lower in the winter. We can also connect the ideas of direction to the Catholic religion, where graveyards face the rising sun, and Newgrange, built circa 3,200 BC on the shortest day of the year, also faces the rising sun. In today’s modern age the orientation of our homes will dictate the usefulness of solar panels and whether rooms are warmer or cooler.
The children can work in pairs to create their sundials, and we can leave them in the school garden, which is south-facing.
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Some great ideas here Elizabeth! I did a project on Egypt with my class this year and this would have been a great addition. Another idea to spark the children’s curiosity would be to remove the class clock when asking them about the time! It would really get them thinking e.g. how would we know what time it is without a clock?
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That is a super block of work Elizabeth. I really like how you’ve planned it out. It is hands on, practical and relevant to their lives. I think they will find the part about planning home orientation useful as we find ourselves struggling with homes that are becoming unbearably hot during the summer.
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I really like how this lesson brings together science, maths, geography and history. Using the school’s location to work out the correct angle gives the children a real reason to learn about latitude, and the use of Google Maps would make it very engaging. This is a great idea!
Working in pairs to make the sundials would give the children plenty of hands-on learning. They could also test them at different times of the day, spot any problems and make small changes if needed. This would add a strong engineering element through designing, building, testing and improving. I might adapt elements of this, if you don’t mind!!
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I absolutely love the way you interconnected so many subjects and interests here in your lesson. The inclusion of google maps certainly brings it to life for children too as they are so familiar with this software today. The use of the trigger question is key- I regularly use this “grab” technique at the start of lessons to get the attention of the children . Well done. Some really nice ideas here, Elizabeth!
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Reading the ISTA article made me reflect on how STEM has become much more than teaching science as a stand-alone subject. In my classroom, I try to create opportunities for pupils to investigate, ask questions, collaborate and solve problems. I have found that children are much more engaged when they are exploring ideas for themselves and can see connections between science, maths, technology and engineering. I’ve used space and aviation in particular to build on the foundation that every STEM based lesson or learning experience needs to be first based on real life events or examples.
The ESA One Year on Earth – Understanding the Seasons resource is an excellent example of this type of learning. I particularly like how it begins with pupils observing satellite images of the Earth throughout the year before introducing the scientific explanation. This encourages children to identify patterns, make predictions and develop their own ideas using evidence.
I think Google Earth is a great resource here that can be used on an IWB in the classroom to promote discussion. Some polystyrene balls and torches for each group would be the beginning of a really hands on activity.
This would combine hands-on investigation with digital technology and gives pupils opportunities to think critically, communicate their ideas and justify their conclusions.
Overall, both the article and the ESA resource reinforced that effective STEM education is about creating meaningful learning experiences where pupils are actively involved in the learning process. When children are encouraged to explore, question and test their thinking, they develop a much deeper understanding of scientific concepts while also building the problem-solving and teamwork skills that are at the heart of STEM.
It is essential though that this is done in a way that is practical as the reality of large classes is that hands on lessons like this can drift away from the objective very quickly.
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Liston (2018) argues that authentic STEM education should move beyond simply teaching Science, Technology, Engineering and Mathematics as separate subjects. Instead, children should engage in meaningful, real-world problems that develop creativity, problem-solving, critical thinking, collaboration and communication. This approach would be particularly valuable in my 6th class urban classroom.
I would introduce a “Design a Sundial for Our School” STEM challenge. First, students would investigate the position of the Sun by recording where the Sun rises and sets and measuring the direction and length of shadows at different times throughout the day. They would use tables, graphs, estimation and measurement to identify patterns and determine the most suitable location and orientation for a sundial. Students would then work collaboratively to design, construct and test a model sundial, evaluating and modifying their designs based on their observation. This single investigation creates rich curricular connections. Science develops understanding of light, shadows, Earth’s rotation and patterns in the natural world. Mathematics involves time, angles, measurement, data collection, coordinates, scale and graphical representation. Engineering and Technology are developed through designing, making, testing and improving a functional solution. SEE/Geography connects learning to the local environment, mapping, direction and place, while English supports discussion, explanation, recording findings and presenting conclusions.
This reflects the new Irish Primary Curriculum, which promotes scientific inquiry, design thinking, real-life problem-solving and integrated STEM learning. -
Hi Eric,
Welcome to the course. It is great to hear that Liston’s approach to STEM would be valuable for your classroom.
I like how you are planning to observe the sun’s position in the sky initially and use that information to make connections with the sundial. I also like how you are planning to allow for data and using tables and graphs to estimate, measure and record patterns. You have allowed for engineering in designing their own sundial and allowing for reflection and modification too.
Great ideas, thanks for sharing. I hope you enjoy the other modules in the course.
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I really like this approach, particularly because the sundial challenge gives the children a genuine problem to solve rather than teaching each STEM area separately. I think 6th class pupils would enjoy having a real purpose for their learning and being able to see the results of their own investigations. The fact that they would have to test, evaluate and modify their designs makes it feel much more authentic.
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I really enjoyed reading your reflection, particularly your point about STEM needing to be connected to real-life events and experiences. I completely agree that children are much more engaged when they are given opportunities to investigate and discover concepts for themselves rather than simply being given the information.
I also really like your idea of using Google Earth alongside the polystyrene balls and torches. It would provide a great balance between technology and hands-on learning and would allow children to visualise something that can otherwise be quite difficult to understand.
Your final point about the practical challenges of hands-on STEM activities in large classes really resonated with me too. While these activities can be hugely beneficial, good organisation, clear instructions and defined group roles are essential to keep children focused on the learning objective. It is definitely about finding that balance between allowing children to explore freely while still providing enough structure to make the learning purposeful.
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I really agree with your point about STEM being much more than just teaching science. I also like the idea of using space and aviation as real-life contexts, as it gives children something interesting and meaningful to explore. The use of Google Earth, torches and polystyrene balls sounds like a great way to make learning about the seasons more hands-on and visual. I think your final point is especially important, as managing large classes during practical activities can be challenging. Having clear instructions and a focused learning objective would help keep the activity on track while still allowing children to investigate and ask questions. Overall, I think this is a really practical approach to making STEM engaging for pupils.
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Hi Elizabeth,
I really like the idea of using a trigger question. This can create a superb start to a lesson as it grabs the attention of the students immediately. The creation of a sundial is something the students would be really interested in. Construction of a unit of measurement provides opportunities for creativity.
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I would use the Curious Minds inquiry framework to encourage pupils to predict, explore, question and discover through practical investigation. I would begin by asking the class a trigger question “How did people used to tell the time in the past?” This would allow pupils to share their ideas and make predictions during a class discussion. The pupils could then observe images or videos of sundials used in the past. The pupils would then investigate shadows around the school grounds before working in groups to design and create their own sundial. Different roles would be assigned in each group so that pupils would work together to measure, investigate, record observations and track how the shadow changes throughout the day.
This activity links well with Dr Maeve Liston’s paper which highlights that STEM should be viewed as an integrated approach to learning rather than four separate subjects. A STEM classroom encourages pupils to solve real-world problems, collaborate, test ideas and reflect on their designs. The sundial activity incorporates science through investigating shadows and the Sun’s movement, mathematics through measuring and recording time, engineering through designing and improving the sundial, and technology through using tools such as a compass. As a teacher it is our role is to guide and support pupils while allowing them to take ownership of their learning through collaboration and problem-solving.
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Hi Erica,
Welcome to the course.
It’s great to read your reflections on the sundial activity and how you would approach it through using the curious minds framework. Beginning with the question, How did people used to tell the time in the past? is a lovely way to spark curiosity and connect the activity with cross-curricular history.
Investigating shadows around the school grounds before designing their own sundials would give pupils a meaningful opportunity to test ideas in a real-world context. Thanks for sharing and hope you enjoy the rest of the modules.
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Hi Elizabeth, I love some of the ideas you have suggested here. The importance of understanding direction is very important and linking it to your own location is vital for this lesson and the use of Google maps is a fantastic idea!
I really likes how you suggested using photographs of sundials to ensure the children understand what a sundial looks like.
I think the idea of linking it to the Catholic religion and Newgrange is brilliant – I may be stealing this for when I do this lesson too! I think it really makes sundials and their importance in Irish history and our own local area so relevant.
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Hi,
I really enjoyed reading your idea for using sundials as a practical way of teaching children about time, the Sun and the Earth. I particularly like how you have linked the activity with latitude, longitude and the children’s own school location, as this makes the learning very relevant and meaningful. Using iPads and Google Maps is also a great way of incorporating technology into the lesson while allowing the children to investigate for themselves. I think the opportunity for the children to make their own sundials and place them in the school garden would be particularly engaging. They could record the shadow at different times during the day and compare their results. I also like the links you made to Newgrange and how the position of the Sun has influenced buildings and our lives throughout history. This is a great example of how one simple activity can link Science, Geography, History, Maths and Digital Learning.
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This is a brilliant idea. It is a very practical, hands on experience for the children. This meaningful learning is when the most valuable learning experiences. It is a difficult concept for children and with learning occuring naturally like this, it ensures they get a solid grasp of the concept and get to apply their knowledge.
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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”
As a sixth class teacher, I have found that the children are incredibly engaged with lessons that are new, exciting and fun. Children are naturally curious and I want to allow that to flourish in my classroom. I would begin this lesson by showing the Paxi – Day, Night and the Seasons YouTube video to spark the children’s interest and encourage discussion. After watching, I would ask questions such as “Does the Sun always rise in the same place?”, “Why do our shadows change during the day?” and “Where do you think the Sun goes at night?” These questions would encourage the children to be curious and share their own ideas.
The class would then make predictions before carrying out observations over a week. We would observe the Sun at different times of the day and record its position using sketches, notes and compass directions. Pupils would compare their findings and look for patterns in the data they collect.
This lesson reflects the Science and Technology area of the new Primary Curriculum Framework, particularly the emphasis on inquiry-based learning. The children would be actively questioning, observing, predicting and interpreting evidence rather than simply being given information. From my own classroom experience, pupils are far more engaged when they are investigating a real question and discovering patterns for themselves. By combining the Paxi video with outdoor observations, the concept of the Sun’s apparent movement becomes much more meaningful and memorable.
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Hi Miriam
Welcome to the course. I agree that as a senior class teacher myself, the learners are engaged in exciting and fun lessons that bring something new to the classroom. It is great to hear that you want this to flourish in your classroom.
I like your questioning prior to any observation to explore prior knowledge and also allow for critical thinking during the discussion. This would also focus and guide their observations of the sun. You could consider using trees or buildings and compare the location of the sun to them initially and then use compass points etc.
Thanks for sharing your lesson plan and how it represents the new STEM specification. I hope you enjoy the other modules in the course.
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Hi Miriam ,
As a 4th class teacher, I agree that the children are much more engaged with lessons that are new, exciting and fun.I like that the children will complete this activity over one week and I think this timeline will keep them excited and really give them opportunities for discussion about their findings.
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Hi Miriam
This is a really engaging and well thought-out lesson that puts the children’s natural curiosity at the centre of their learning. I particularly like how you combine the Paxi video with questioning, predictions and real outdoor observations. Allowing pupils to record the Sun’s position over a week gives them a meaningful opportunity to identify patterns for themselves. Your lesson also clearly reflects the inquiry-based approach of the new Primary Curriculum Framework and makes what could be an abstract concept practical, memorable and enjoyable for sixth class pupils.
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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”
As an infant teacher, I would teach this through a simple observation activity. We would talk about the Sun and ask the children what they notice about it during the day. I would ask questions such as, “Where is the Sun in the morning?” and “Is it in the same place in the afternoon?”
We would go outside at different times during the day, such as in the morning, at lunchtime and in the afternoon. The children would look at where the Sun is in the sky and talk about what they can see. They could make a simple drawing each time to show where the Sun was. We could also take photographs to help us remember what we saw. We could also use chalk trace/mark shadows on the ground to give the children a visual point on the ground or use blocks/toys to mark where we stood and where our shadows were.
At the end of the day, we would look at all our drawings and talk about how the Sun had moved.
I would also maybe tie in some picture books such as ‘Sun up, Sun Down’ & “What makes a shadow”
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Hi Clodagh,
As a former JI teacher I could really see how this would be such a fun and thought provoking activity to do with a younger class. I especially like the idea of using shadows, as this gives the children a clear way of noticing how the sun’s position changes throughout the day and using photographs would allow for both a record and an easy comparison.
‘Sun up, Sun Down’ would be an excellent follow on read, or even a lovely way to engage the children in the activity initially.
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I used the ESERO 30 lesson guide as the basis for my lesson. Day and night can be taught very effectively through this lesson because it is entirely hands‑on, visual and rooted in real‑world observation. The orange activity is especially powerful: drawing a rough outline of Earth’s continents on the orange helps children link the model to the real planet, and I’ve used this successfully in the past to strengthen their spatial understanding. When the torch shines on one side, children immediately see how Europe can be in daylight while Australia is in darkness, exactly as described in the lesson: “the Sun only shines on the half of the Earth that is facing the Sun… on the other side of the planet it is then night.”
Having the children see the orange and a globe and a torch move in tandem is a very visual & Spatial experience for them and can help to remove the misconceptions around Earth in space.
I’ve found that taking the class to a shaded outdoor area also enriches vocabulary around light, dark, shade, parasol and shadows, reinforcing the idea that light travels in straight lines. A follow‑on sundial activity works beautifully here—children construct a simple sundial, measure shadow lengths, and link these changes to the Earth’s rotation. This adds mathematical measurement, prediction, and pattern‑spotting, making it a natural STEM extension.
The Department of Education emphasises Ireland will have the highest‑quality STEM learning, and this lesson aligns strongly with the ISTA Liston document’s aims: authentic STEM requires real‑world relevance, problem solving, creativity, and hands‑on engagement. “STEM lessons encourage children to go deeper… students become innovative critical thinkers… and understand how to approach and solve problems.”
By combining questioning, modelling, construction, and outdoor investigation, this lesson becomes a rich, authentic STEM learning experience.
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Hi Yvonne,
I also chose Day and Night for my assignment as it is a concept that children already have a basic understanding of when they come into school, however, there is so much scope to develop it further, from junior infants all the way up to sixth class. I too liked the Day and Night activity with the orange from the ESERO 30 lesson activities, as it clearly demonstrates how day and night occur in different parts of the world at the same time. I love your idea of using a shaded area in the outdoor environment to investigate light and develop the children’s science vocabulary. I think that this would be particularly well suited to junior/senior infants.
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Hi Yvonne,
Welcome to the course. Thanks for your feedback on the Day and Night lesson.
I agree that the orange activity is very effective in exploring day and night across the planet and drawing the equator and adding detail such as the continents would allow the learners to make connections between places they know and how their day and night times are different to ours.
I really like how you plan to extend the learning by creating a sundial and as you have mentioned the activities lead to a rich, authentic STEM learning experience which allows for skills development and outdoor learning.
Thanks for sharing, I hope you enjoy the course.
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Hi,
I would use a simple book about the Sun as a stimulus for this activity. I like the book, “Sun! One in a billion” by Stacy McAnulty. We would talk about the Sun and what we already know about it. I would ask the children questions such as “Where do you think the Sun is in the morning?” and “Will it be in the same place later?”
We would go outside at different times during the day and look at where the Sun is in the sky. The children could draw what they see on a simple recording sheet. We could do this in the morning, around lunchtime and again in the afternoon. We could then look at our pictures together and talk about what we noticed.
I think this would work well with Senior Infants as it is very hands-on and allows them to learn through looking and talking about what they see. They could make simple predictions and then see if they were right. We could use words such as higher, lower, morning, afternoon and evening. The children could work together and share their ideas. It would be a simple way of introducing STEM through something they see every day.
Thanks,
Michelle
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You have some really great ideas, Elizabeth. Thanks for sharing. I would really like to make a sun dial in the coming year…there are so many interesting ways to engage the children and I think that using the stones to mark on the hour and combining it with the cardboard one would be really interesting.
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This lesson I have posted involves many different mathematical elements, including learning about longitude and latitude, angles and using a protractor plus telling time.
Another great idea for younger classes is to use the bucket and stick and place stones where the shadows land for each hour to see how the shadows move. For infants it would be lovely to just explore shadows. On a dark, overcast winter day the children used white paper and torches to create hand-puppet shadows on paper and learned to make different animals by making shapes. It can be difficult for children to understand the concept of each spinning to create night and day and that at night we are simply in the shadow.
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I like the idea of allowing the children to simlpy explore with shadows. It would link nicely with my own lesson idea for measuring the movement of the sun. Children love to make shadow puppets using torches. I have seen some ideas on twinkl that allow the children to copy them. It also allows for great pair work and turn taking if the children are working in pairs with only one torch. I’ve seen this in younger classes and it is interesting to see how they compromise!!
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Option 3:
I would get my class to observe and record where the sun is at different times of day.
To begin the lesson I would ask the children where they see the sun in the morning on the way to school. I would explain that the sun seems to move across the sky during the day. We could check by looking out of the window where the sun is now. I might take this opportunity to introduce or revise North, South , East and West.
For the main activity to measure the movement of the sun I would take the class outside three times that day. Once in the morning, between the breaks and in the afternoon. Each time I would encourage the children to point to where the sun is and describe it using simple words: “low,” “high,” “behind the tree,” “near the school gate.”
I would get the children in pairs or small groups to choose a spot with a cone. One child would lie down with their feet at the cone facing the school and the other child will outline their shadow. The children can take turns doing this at the other times when they come out and they must ensure that they lie down in the same spot. The children could use their feet to walk along the shadow in order to measure the length of the shadow at the various times of the day.
I would then at the end of the day ask them what they observed with the shadows and why they think this happened. Children draw a simple picture of their findings to record what they have observed and learned. They could stick the three drawings in sequence on a “Sun’s Day” chart.
To conclude I would show them the read a loud story ‘The Day I Met My Shadow’ by Melissa Brun https://www.youtube.com/watch?v=8L52xSUtJNg-
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I like these ideas Sean also, the vocabulary development is so important also, its surprising the lingo we take for granted that the pupils dont actually have.
I also used the compass in the local playground to help the children find North/South East and West. and to tell me something thats to the N/S/E/W of them to verify their understanding.
For drawing the shadows, the kids in our yard are very happy anytime we give them chalk to mark things out.
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Great ideas Sean – using a child’s own body to trace and measure shadows makes the abstract concept of the sun’s movement completely tangible and memorable for 10-year-olds. Integrating cardinal directions and finishing with a story links the science, math, and literacy elements together beautifully.
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Your lesson is very engaging and age-appropriate, particularly because it begins with children’s own experiences and observations. I like how you connect the changing position of the Sun with measurable changes in shadow length, making the learning practical and meaningful. Working in pairs also encourages collaboration and communication. The “Sun’s Day” chart provides a simple visual way for children to identify patterns, while the story is a lovely way to consolidate and reinforce their learning.
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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:
There are lots of fun and interactive ways for the children to explore this. I have Second Class in September and this could be a nice activity to do in September. I would show them Paxi – Day, Night and the Seasons to spark their curiosity. We would engage in a discussion then to discuss what the children already know and anything new that they have learned from the video. This will lead onto further conversation about the sun and how the sun changes position throughout the day. We will then investigate the different positions by going outside at different times throughout the day. I will remind the children about the importance of avoiding direct eye contact with the sun. We will do a morning time check first – go outside and face East to see where the sun rises low. The children will pictorially represent this on paper. We will then go back outside just before noon and observe how much the sun has moved – the children will pictorially show this. Towards the end of our school day, we will pop back outside and look towards the West to observe how the sun is starting to go down – once again, the children will draw a picture of their findings. Afterwards, in pairs, the children can discuss their findings and then share them with the class. Hopefully, everyone will have noticed that the sun rises in the East and sets in the West!
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Hi Lyndsy
This sounds like a really well structured structured and engaging sequence for Second Class. Using Paxi – Day, Night and the Seasons is an excellent way to introduce the topic, as it gives the children a clear visual anchor before moving into their own observations. I like how you build on the video with a discussion of prior knowledge — it’s a great way to gauge their understanding and set the scene for the outdoor investigation.
Your plan to observe the sun’s position at three points during the day is very effective. The pictorial representations will help the children make sense of what they’re seeing and the repeated safety reminder about avoiding direct eye contact with the sun is essential. The East–noon–West progression is simple, memorable and perfectly pitched for this age group.
The paired discussions at the end are a lovely way to finish, giving pupils time to process their findings before sharing with the class.
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I will definitely use some of these ideas in the classroom. I think actively going out to the school yard three times during the school day helps the children to fully emerge themselves in the activity and help them to remember their experience more thoroughly. I agree it is really important for the pair discussion. The children can reflect on their findings but also take on the findings of their classmates. Each pair may interpret different things and learn from their peers.
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Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
To plan this activity for 9–10-year-olds, I would begin by introducing the ideas of gravity and weight, explaining that while mass stays the same, weight changes depending on the strength of gravity on different planets.
I would show pupils examples of gravity on Earth and another planet, such as the Moon. Working in small groups, pupils assemble two simple gravity tubes using clear plastic tubes and objects that fall through them. One tube represents Earth and the other another planet (the moon) using different fillers or labels to illustrate the effect of stronger or weaker gravity. Pupils then decorate each tube with colours, images, and facts that match the chosen planet.
I would encourage predictions about which object would appear to fall faster or slower before testing the tubes.
Conclude with a class discussion comparing observations and reinforcing that gravity differs between planets, affecting weight while an object’s mass remains unchanged.
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Hi Anne
Welcome to the course. I’m sure your class will enjoy the Earth tubes activity you have outlined.
Just a note on formatting. When typing your replies elsewhere and pasting in, right click on the box and click on past as plain text. This will get rid of the extra formatting and make your posts easier to read
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Hi,
I discovered on my own that understanding the aspect of gravity is not so easy for young children, but even 9-10 years old. Once I used an old game I used to play as a child, we called it “Onion” .
The children sit on top of one another. The first in the line sits on a chair, and the others sit on the lap of the child in front of them. One child does not sit down and becomes the farmer who has to ‘harvest’ the onion by pulling the last child by the arms, whilst all the others try to hold him down. They immediately realise that there are either external forces that could make us float, or, for example, astronauts who need a force greater than gravity to go further and dock with the orbits they need to follow.
They enjoyed and immidiately understand gravity and forces
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Thanks for sharing this activity. It’s a great example of how children learn scientific concepts best through hands-on experiences. I like how the “Onion” game helps pupils physically feel the forces involved, making the idea of gravity and pulling forces much more meaningful than simply reading about them.
It also highlights the importance of using familiar games and play to introduce abstract concepts in science. I could see this leading to a useful class discussion about gravity, friction, balanced and unbalanced forces, and even how astronauts experience gravity differently in space.
Thanks for the creative idea! -
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I really liked this lesson idea. I think it would work very well with a 3rd/4th class because it explains a difficult science topic in a simple and fun way. Starting with a discussion about gravity and weight gives the pupils a good understanding before they begin the activity.
The gravity tubes are a great hands-on activity. Asking pupils to guess what will happen before they test the tubes encourages them to think like scientists. Working in small groups also helps pupils share ideas, work together, and learn from each other.
I also liked the activity where the children decorate the tubes with pictures and facts about the planets. This makes the activity more enjoyable and helps them remember what they have learned. The class discussion at the end gives everyone a chance to talk about what they noticed and understand how gravity is different on different planets.
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Hi Sharon,
Welcome to the course. Thanks for sharing your thoughts on the gravity and planet tube activity. You have identified some lovely strengths here, especially how the activity encourages pupils to predict, test, observe and discuss their findings. Working in small groups would also support collaboration and help pupils learn from one another.
Just a small note: it looks like some of your posts and replies may have been posted as separate topics rather than as responses within the existing forum threads. Could you copy and paste your responses into the relevant moderator topics so they are easier to track?
Also, don’t forget to include your reflection on Liston’s paper and what STEM education looks like in your own classroom to fully complete the assignment.
Hope you enjoy the rest of the course.
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Day and night in the world using ESEEO 30
the Day/Night song “ the sun is shining” is a very hands-on way to explain day and night to younger learners. Pupils face a lamp while they sing “ the sun is shining” and rotate so their backs face the lamp as they sing “the sun is gone”. This enables pupils to recognise that the sun is a source of light .
The ESERO 30 activity uses models to encourage pupils to make predictions about what part of the world will be in darkness when another part is in daylight. It emphasises that the sun is the source of daylight, and the cause of day and night is the earth turning so that one side is in Earths shadow.
the ESERO 30 activity also introduces the concept of “Animals in the night” and how they have adapted to living in the dark eg nocturnal animals often have bigger eyes than diurnal animals so that they can see better at night.
The Paxi Day and Night Video is also an excellent resource to explain day and night in a visual way.-
Hi Siobhan,
Welcome to the course. Thanks for sharing your thoughts on the resource and video in this module.
The video is a great resource and as you have mentioned, it explains night and day in a very visual way. You could consider watching this prior to the day and night song and activity to consolidate their learning and then you could consider how to extend the learning on nocturnal animals with the ESERO 30 Day and Night activity. I hope you enjoy the other modules in this course.
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To engage my Second Class pupils with the topic of Day and Night in the World, I would begin by referring back to the Paxi – Day, Night and the Seasons video, as I mentioned in my reply to an earlier post. I think it is an excellent resource for introducing the topic and sparking children’s curiosity. After watching the video, I would ask questions such as, “Is it nighttime everywhere in the world right now?” and “What do you think people on the other side of the world are doing while we are asleep?” This would encourage discussion and give me a chance to check prior knowledge.
I would then use a globe and a torch to demonstrate how the Earth rotates and how different parts of the world experience day and night at different times. The children could take turns holding the torch (the Sun) while another child slowly rotates the globe. This hands-on activity would help them visualise why one side of the Earth is in daylight while the other is in darkness.
As a follow-up activity, the children could create a drawing showing Ireland during the day and on the other half of the page show another country experiencing nighttime at the same moment. We would finish with a class discussion to reinforce that the Earth is constantly rotating, meaning that while it is daytime in one part of the world, it is nighttime somewhere else.
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Hi Emma,
Welcome to the course. It is great to hear your thoughts on the video and resources in this module. I like how you are planning for lots of discussion initially and guiding the discussion with the questions you have outlined.
I like how you are planning to further explore day and night through the torch activity and following up with an art based activity which is ideal for the 2nd class group. Thanks for sharing, I hope you enjoy the course.
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I really like how you used the globe and torch to make the concept of day and night easy for children to understand. The hands-on activity is engaging and gives pupils the opportunity to visualise the Earth’s rotation, while the follow-up drawing task helps to reinforce their learning in a meaningful way.
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I think these are some great ideas for teaching day and night. I also think it would be interesting to learn about the time in the countries where children come from or have been on holidays. For example, last year I had children from countries including Bangladesh, Ukraine and Peru. The children would enjoy comparing the current time in each of those countries with the time in Ireland throughout the day.
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Hi Emma, I really like your post. I think using the globe and torch is a great hands-on way to help the children understand day and night. I also like the idea of asking what people on the other side of the world might be doing while we are sleeping. It would definitely get them thinking and talking.
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Module 1:
The ESERO 30 “Day and Night in the World” activity is a useful STEM resource for helping children understand why we experience day and night. It focuses on the Earth’s rotation, using models and practical investigation to develop children’s understanding. I learned that children can have misconceptions about day and night and may think that night happens because it is time to sleep, rather than understanding that the Earth rotates on its axis.
Using practical models makes this difficult concept much more concrete and accessible. I would begin by asking:“ Why is it daytime in Ireland when it is night time somewhere else in the world?” Children could make predictions and discuss their ideas. I would then use a globe and torch to represent the Earth and Sun. Children could investigate what happens as the Earth rotates and identify which parts are experiencing day and which are experiencing night.
Children could then:
• make a simple 2-D or 3-D model of Earth and the Sun
• label day, night, Sun, Earth and rotation
• work in groups to demonstrate day and night
• record their predictions and findings
• explain their model to another group
• investigate which countries are experiencing night when Ireland is experiencing day. -
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I would love to do with a 2nd class group. I’d introduce this activity by doing an odd one out activity on different clocks and a sundial and hopefully prompt a discussion on how people might have told the time before clocks and watches were invented. We would then go down the field together and look for place that is not shaded by the school or any trees. As sunshine can be unpredictable (!) in Ireland, we would have to carry out the observations over several good days. I think it would be a lovely activity to do in September.
To include an engineering element, the children could work in small groups to design and build their own simple sundials. They could choose from different materials such as cardboard, paper plates, clay, sticks etc. Before building, each group would draw a plan and decide how to keep the upright pointer steady, make the base weather-resistant and ensure the sundial would not move. We could also work together as a class to create a larger sundial using a stick and stones, as outlined in the video.
The children would then place their sundials outside, mark the shadows at different times and compare how well each design worked. They would look for problems, then improve its design and test it again.
Before each observation, I would ask the children to predict where the shadow might appear next. We could compare the length and direction of the shadows and discuss, in basic terms, how the Earth’s movement makes the Sun appear to move across the sky. If it was cloudy, pupils could record that no clear shadow was visible and discuss why a sundial is less reliable in Ireland than a clock.
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Hi Síofra,
Welcome to the course. It is great to hear your thoughts on how to use this activity with a 2nd class group. I like how you plan to engage the learners initially with the odd one out activity and make links to history too.
I also like how you are planning for an engineering task in allowing the learners to choose the materials for their sun dial initially and I like how you have planned for critical thinking in discussing why a sundial might be less reliable in Ireland.
Great ideas, thanks for sharing. I hope you enjoy the other modules across this course.
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Síofra, this lesson sounds like it would definitely engage the children. I love how it will get the children thinking about how people might have told the time before clocks and watches were invented. I love how the children will be active in their own learning when predicting where the shadow might appear next or how they get to work as engineers and design their own simple sundials.
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Wow, Síofra I love this idea for engaging the kids using the odd one out activity. I think this is really engaging and offers kids ample opportunity to share their opinions. I think questioning kids on telling the time in the past is also a brilliant idea linking History getting children to really think about and question.
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This sounds like a thoroughly enjoyable lesson with many different elements to it. I think that students would love the challenge of making their own sundial and by allowing them to use different materials would allow the class to compare what materials were effective and what materials were not so effective.
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<p class=”isSelectedEnd”>Number 3; I would begin the lesson by showing the student the students the day and night video with Paxi following this, ask the children where they see the Sun at different times of the day and discussing how it appears to move across the sky. We would revise the compass directions (North, South, East and West) and identify where the Sun rises and sets. The class would then make predictions about how their shadows might change during the day.</p>
<p class=”isSelectedEnd”>For the investigation, the children would work in pairs outside at three different times: morning, midday and afternoon. Using a marked spot, one child would stand still while their partner traced and measured their shadow before swapping roles. They would repeat this at each observation time, ensuring they stood in the same place each time.</p>
Back in the classroom, the children would compare their results and discuss how the length and direction of their shadows changed as the Sun’s position changed. To conclude, they would draw and label their three shadows and write a short sentence explaining what they observed.-
Hi Evin
Revising compass directions and talking about where the sun rises and sets is a nice way to start a practical lesson on the sun and shadows. There are lots of simple games that could be used to practice compass directions so it could possibly tie in with going outside for PE. Asking the children to predict where their shadow will be at each of the times is a nice idea. I also like your plan of getting each child to draw and label their shadows and write a sentence explaining what they observed. This sentence is a great way to assess their understanding of the topic and perhaps you could ask a selection of children to share their sentence with the class. The activity could also be repeated at a difefrent time of year to see if they expected or noticed any differences.
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Lovely lesson idea Evin, I really like the way this lesson could link with other areas of the curriculum. As Una mentioned about the possibilities for PE with compass directions. There are nice opportunities too to integrate Maths by measuring and comparing the length of shadows, and Gaeilge by using simple directional vocabulary such as tuaisceart deisceart srl, meaning and engaging cross curricular links.
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To engage my students in constructing a sundial, I will start with an inquiry-based investigation into light and Earth’s rotation. We are lucky to have uninterrupted views of Ben Bulben and the beach, which provide reference points for sunrise/sunset, which can be used as prompts for discussion on the suns position in the sky during the day. Students will trace their own shadows at different times of the day using chalk in the yard ( or perhaps on the beach on a sunny day out!), observing firsthand how shadow length and direction shift with the sun.
Students will collaborate in small groups to map and evaluate the optimal location for a permanent sundial. Using compasses and digital tools, considering factors such as whether the location is free from building/tree/sand dune obstructions.
As well as dealing primarily with the topic of Our Earth in Space, this activity seamlessly weaves together many different aspect of the STEM subjects, such as using a compass, and measuring angles, time intervals, and proportions. It anchors abstract astronomical concepts while making them relevant to the local context.
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Hi Michael
Welcome to the course. I love the idea of using local landmarks such as Ben Bulben to study sunrise and sunset and the movements of the sun across the sky. I love the idea of going to the beach to study their shadows. It could be part of a whole STEM fieldtrip if you wanted to be there long enough to observe the shadows over a period of time throughout the day. The beach is also a nice place to make observations about the curve of the Earth as you look at the horizon out to sea.
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Hi Michael,
I love the practical and hands on elements of this lesson. The idea of using local landmarks as a teaching tool is a great idea. Given my own schools location right next to a national park this method is something that I could easily apply to my STEM lesson. The cross-curricular pieces of the lesson are also very appealing and in line with how we should approach the teaching of STEM.
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One simple way in which my students will observe and record the positions of the sun during the day is by using chalk and shadows in the school yard. On a sunny day, I plan to place a traffic cone in an open area. Students will use chalk to trace the tip of the object’s shadow at regular intervals, for example every hour. They will then label each mark with the time and can also measure the length of the shadow. As the day progresses, students will notice that the shadow changes direction and length because the Sun appears to move across the sky. The children will observe that the shortest shadow usually occurs around midday when the Sun is highest. The students will record their observations in a table or draw a simple diagram showing the changing shadow positions. They will compare their results over several days and make note of where the sun rises and sets. This activity will definitely develop their scientific inquiry skills and expand their knowledge of how the position of the sun changes during the day.
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Observing and Recording the Sun’s Position Using the Curious Minds/ESERO Inquiry Framework
Learning Intention: We are learning to investigate how the Sun’s apparent position changes throughout the day by gathering, recording and interpreting evidence.
Engage: Pupils examine photographs of the school grounds taken in the morning, at midday and in the afternoon. Using a Think–Pair–Share strategy, they discuss what they notice about the position of the Sun and the changing shadows.
Wonder: Pupils generate their own inquiry questions, for example: “Does the Sun stay in the same place all day?”, “Why do shadows change?” and “Does the Sun always rise and set in the same place?” Their ideas are recorded on a Wonder Wall, and the class agrees on the investigation question: How does the Sun’s apparent position change throughout the day?
Investigate: Working collaboratively in mixed-ability groups, pupils predict where they think the Sun will appear at three agreed observation times (e.g. 9.00 a.m., 12.00 p.m. and 3.00 p.m.). From the same safe observation point each time, pupils use a compass rose to identify the Sun’s apparent position (east, south or west) and observe the direction and length of the shadow cast by a one-metre gnomon. They record the time, weather conditions, Sun’s apparent position and shadow length on a structured investigation sheet. Pupils are reminded never to look directly at the Sun.
Take the Next Step: Groups compare their findings, identify patterns and use evidence to explain how the Sun’s apparent position changes during the day. They reflect on how repeating the investigation in different seasons could provide evidence to explain changes in daylight hours and seasonal patterns.
The investigation develops the STE learning experiences of questioning, predicting, observing, measuring, recording, analysing evidence, communicating explanations and reflecting on learning. Universal Design for Learning (UDL) principles ensure all pupils participate meaningfully through flexible recording methods (drawing, writing, photography or oral explanation), visual supports, clearly defined group roles, accessible observation points and predictable routines that support pupils with additional educational needs, including autistic learners and pupils with physical disabilities
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Hi Shane
I really like your plan for observing the sun’s position and especially your ideas for differentation. I love the use of the compass rose for predicting the sun’s position at each of the 3 times. I also like that you have added in the measurement of the length of the shadow and the discussion on how this might vary during the year. By recording the information and marking the position of the gnomon in some way, they could potentially repeat the investigation at other times of year, recording predictions during their first investigation and then checking them at a later date.
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In September I will have 5th class and I think the ESERO Day and Night in the World activity is a brilliant classroom resource. To engage the children I would begin by asking an interesting question such as, “If we called someone in Australia right now, what would they be doing?” This would encourage pupils to think about how different countries experience day and night at different times. I would then use a globe and a torch to demonstrate how the Earth’s rotation causes day and night. Pupils would observe which side of the Earth is lit and which side is in darkness, helping them to visualise the concept. I thought the video with PAXI explaining Day and Night brilliant and children could watch this and discuss.
Next, pupils would work collaboratively in small groups to complete the ESERO worksheet. Looking at all the children in the world and Day and Night. Throughout the lesson, I would encourage active participation through questioning, discussion, and peer learning. I also really like how the vocab nocturnal and diurnal are introduced- reports could be completed on these in another lesson
To conclude, pupils would share their findings with the class and complete a short exit ticket explaining what causes day and night. This would allow me to assess their understanding while giving pupils the opportunity to reflect on their learning. This hands-on, inquiry-based approach promotes curiosity, collaboration, and a deeper understanding of Earth’s rotation and its effect on day and night.
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Hi Niamh
Welcome to the course. I like your plan for using the Day and Night in the World resource with 5th class. The idea of the exit ticket to assess learning is great as it allows pupils to think about what they have taken from the lesson, check their own understanding and then explain it on their own words. It amy also be an opportunity for pairing or grouping children for a follow up activity, allowing an opportunity for those who didn’t quite grasp the concepts to learn from their peers.
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<u>ESERO 30 Day and Night in the World</u>
- Lessons on the topic of day and night are always firm favourite in the classroom. When introducing the theme, especially in the junior end of the school, I would present the children with a Mystery Box. In this box I will put various items linked to day and night; sunglasses, teddy bear, sunscreen, picture of sun, picture of moon and so on. Children then take turns pulling out an item and discuss when the item is use, is it for day/night, how do you know, etc. This gets children thinking and talking about the differences between day and night and it’s a lovely way of introducing the topic.
- The Paxi – Day, Night and the Seasons video is another excellent engaging resource for introducing the topic of day and night to children in the classroom. The video uses age appropriate language and provides a clear visual explanation of why we experience day and night. It provides plenty of opportunities for explaining, discussing and reflecting.
- The Animals In The Night activity is another lovely lesson to develop the children’s understanding of day and night and how the time of the day affects the lives of our animals in the same way as it affects us.
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Hi Mairead,
Welcome to the course. Thanks for sharing your ideas on lessons and resources from this module.
I like your idea of the Mystery Box as it would be very engaging for younger learners. It also allows for critical thinking suitable for younger learners as they explore the item and say when it is used. This is a lovely way to introduce the topic.
The Paxi video and Animals in the Night are also great to engage the younger learners and make connections between their own experience of the night time, understand the concept of day and night and also connections with the nature around them. Thanks for sharing, I hope you enjoy the course.
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I really like the idea of using a Mystery Box to introduce the topic of day and night. It is a lovely example of active learning and would immediately pique the children’s curiosity about the topic. I also like how it encourages oral language and discussion, while allowing the teacher to assess the children’s prior knowledge in a fun and informal way.
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Observing and recording the suns Position.
STEM Lesson: Observing and Recording the Position of the Sun
In this STEM lesson, students will investigate how the position of the Sun changes throughout the day by observing and recording where it appears during sunrise, midday, and sunset over several days. The lesson begins with a class discussion about why the Sun appears to move across the sky and how this movement affects our daily lives. To engage students, I will ask them to make predictions about where they think the Sun will rise and set and encourage them to share their ideas with the class.
Students will work individually or in small groups to observe the Sun from an outdoor location at designated times. They will record their observations in a science journal by drawing the Sun’s position, noting the direction using a compass or landmarks, and recording the time and weather conditions. I will model how to make accurate observations, ask guiding questions, and encourage students to compare their findings with those of their classmates. We will also use simple tools, such as a shadow stick or compass, to help students identify changes in the Sun’s position.
At the end of the investigation, students will analyse their recorded data to identify patterns and discuss how the Earth’s rotation causes the Sun to appear to move from east to west. To reinforce learning, students will create a simple graph or diagram illustrating the Sun’s changing position throughout the day and reflect on how their observations supported or changed their original predictions. This hands-on investigation promotes scientific inquiry, observation skills, data recording, and critical thinking while actively engaging students in exploring an everyday natural phenomenon.
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Hi Michael
Welcome to the course. Thanks for sharing your plan to observe the sun across the day.
I like how you are planning to record the observations in the science journal and use the compass or landmarks around the school to guide them in their observations. You could consider using playground chalk to create a compass on the yard to also guide their observations and to identify patterns as you have mentioned.
This does allow for lots of skills development and scientific inquiry as you have said. Thanks for sharing, I hope you enjoy the course.
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There are many fun and interactive ways for younger children in a Gaelscoil to explore this topic. In September, I would introduce it by showing Paxi Day, Night and the Seasons to spark the children’s curiosity. Afterwards, we would have a simple plé ranga in Irish about what they noticed and introduce key vocabulary such as an ghrian, lá, oíche, maidin and tráthnóna.
We would then go outside at different times during the school day to observe where the sun is in the sky, reminding the children never to look directly at the sun. The children would draw simple pictures of what they observe each time and compare how the sun appears to move across the sky. We could also trace our shadows with chalk in the morning and again later in the day to see how they change. Finally, the children would share their observations with the class and discuss what they discovered, helping them to develop their scientific understanding and Irish vocabulary through active, hands on learning.
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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:
For this lesson, I would engage children through an enquiry based, hands on approach, working in small groups. I would begin by asking the children what they already know about keeping the time and how people told the time before clocks existed, hoping to spark curiosity and encourage them to make predictions about how a sundial works.
Working collaboratively in small groups, pupils would investigate different locations around the school grounds to identify the most suitable place for a sundial. They would observe the movement of the Sun, investigating where shadows fall throughout the day. Children would be observing, questioning, investigating and communicating their findings. When making their sun dials, I would include BCO Education’s video ‘how to make a sundial’ and talk the children through the activity in a step by step manner.
Aswell as using scientific reasoning when considering where the shadows fall throughout the day, this lesson also provides opportunities to develop mathematical understanding. Pupils would use measuring tapes and compasses to measure distances, identify directions such as north and south, estimate shadow lengths and record their observations in tables or simple graphs. They would compare measurements taken at different times of the day, identify patterns and use mathematical language to describe position, length and time.
I would differentiate this lesson by providing the children with visual supports, prompting questions and extension challenges, such as asking more capable pupils to explain why the shadow changes direction and length throughout the day. Throughout the investigation, I would encourage discussion using open-ended questions such as, <em data-start=”1663″ data-end=”1714″>”Why do you think this location would work best?” or <em data-start=”1718″ data-end=”1771″>”How could we improve the accuracy of our sundial?” The lesson would conclude with each group presenting and justifying their chosen location, allowing pupils to reflect on their findings, communicate their reasoning and appreciate the links between mathematics, science and everyday life.
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Hi Ellie,
Welcome to the course. Thanks for sharing your lesson idea on creating the sundial in the school. I like how you are planning to explore their prior knowledge and even linking with history and how people told the time before clocks were invented.
I like how you are planning to let the learners explore different areas of the school grounds to identify where to put the sundial. This allows them to take ownership of their learning and to use the information from the video. It allows for lots of collaboration and discussion too. You have allowed for lots of mathematical investigations too to support the learners and allow them to justify the location of their sundial. Great ideas, thanks for sharing. I hope you enjoy the course.
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In my classroom, STEM education involves working collaboratively to solve real world problems. This does not happen every lesson. This year, I am going to put more of an emphasis on the engineering aspect when planning activities for the students.
Option 1: Gravity/ Weight – Assemble an Earth tube and one other planet tube – decorate in a suitable manner
For this activity, I would start by engaging the students with a stimulus. I would show them images of astronauts walking on the Moon and people standing on Earth. I would ask them whether they think their weight would stay the same everywhere in the Solar System. Students would think-pair-share their ideas/ predictions. Next, I would ask the starter question: How does gravity affect our weight on different planets? Students would make predictions and then collaboratively construct an Earth tube and a second planet tube. Students would compare their weights on Earth versus other planets. They would record and discuss the results.
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Hi Emma,
Welcome to the course. Thanks for sharing your reflection on STEM in your own classroom. Through reflection we can see what has been working well and identify what to work such as engineering that you have mentioned.
I like how you are planning to use the images of astronauts to engage the learners and allow for discussion and explore the concept of the weight across the different planets before you create the tube. The starter question would allow for guided discussion too. This task allow for collaboration and develops prediction skills too as you have mentioned. 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 use the sundial activity as a way for students to explore the relationship between the Sun, shadows, and time in a practical and engaging way. I think this activity would work really well with my 5th class group as it allows them to investigate something they see every day but may not fully understand.
I would begin by bringing the class outside to observe and record the position of the Sun at different times of the day. The students could work in groups to measure the length and direction of shadows and keep a record of their observations. We would then discuss the patterns they notice and explore why shadows change throughout the day due to the movement of the Earth.
Following this, the students would design and create their own sundials using materials available in the classroom. They would have to think carefully about the design, placement, and accuracy of their sundials, testing and making improvements as they go. We could also work together to identify the best location on the school grounds for a permanent sundial.
I feel this activity would be a great way to develop curiosity, teamwork, and problem-solving skills in my class. It would allow students to take ownership of their learning while making connections between science, maths, and the world around them.
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Hi Marie,
Welcome to the course. I really like how you would begin by bringing pupils outside to observe the position of the Sun and measure the length and direction of shadows at different times of the day. Asking pupils to work in groups to record their observations would support collaboration, discussion and careful data collection. It would also help them notice patterns before exploring why shadows change due to the Earth’s rotation.
The design and construction of their own sundials adds a strong engineering element, as pupils would need to consider materials, placement, testing and accuracy. I also like the idea of identifying the best location for a permanent sundial on the school grounds. This would make the learning meaningful and connected to their own environment.
Thanks for sharing and hope you enjoy the rest of the modules.
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Hi Marie,
I really liked how your activities could be integrated so easily into other subjects. Measuring the shadows ties really well into length in Maths, and the children could extend this further by making data charts or showing various shadow lengths as fractions of each other.
I think that students would also really enjoy designing their own sundials. It not only adds an engineering dimension to it (as Shannon mentioned), but also works well as an activity in an art lesson.
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After reading Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics (Liston, 2018), I reflected on how STEM education is most effective when learning is integrated, inquiry-based, and connected to real-world experiences. Rather than teaching science, mathematics, and technology as isolated subjects, Liston highlights the importance of meaningful problem-solving and collaboration. In my classroom, I aim to create opportunities where students ask questions, collect evidence, and use technology and mathematics to make sense of their observations.
To engage my students, I would plan an investigation where they observe and record the position of the Sun at different times throughout the day. Students would work in small groups to mark the end of a shadow cast by a metre stick placed in the same location each time. Observations would be recorded in a science journal, including the time, weather conditions, shadow length, and direction. If possible, students could also note the approximate position of the Sun during sunrise and sunset using photographs or observations from home with their families.
Students would use measuring tools to compare shadow lengths and identify patterns, integrating mathematical skills with scientific inquiry. They could create graphs of shadow length throughout the day and discuss why shadows change as the Earth rotates. Technology could be incorporated by using tablets to photograph observations or digital mapping tools to compare sunrise and sunset times across seasons.
This activity encourages curiosity, teamwork, careful observation, and evidence-based reasoning while helping students understand the relationship between the Earth’s rotation and the apparent movement of the Sun. It reflects the integrated STEM approach described by Liston by combining science concepts, mathematical measurement, technological tools, and collaborative investigation in an authentic learning experience.
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One Year on Earth: Understanding the Seasons (3rd Class)
The ESA provides excellent educational resources to help children understand how the Earth’s movement around the Sun creates the seasons. I would use the One Year on Earth resource to support pupils in exploring why different parts of the Earth experience seasonal changes throughout the year. The animations and satellite images make this easy to understand for primary age kids and I know my 3rd class group would engage well with it.
To introduce the topic, I would begin with a class discussion about the signs of each season that pupils notice around them. We are very close to woods that we regularly visit so would focus on changes in the trees and along the paths looking at photos we have taken on our nature walks throughot the year. Pupils would then use the ESA interactive resources to observe changes in daylight, weather, and vegetation across the year. Working in small groups, they would create a seasonal wheel showing how the Earth’s position relates to the changing seasons. They would also compare photographs of the same location in different seasons and discuss the differences they observe.
For my 9 and 10 year olds I’d keep the language and discussion very hands-on and linked to their everyday experiences. I’d also encourage lots of talk and sharing of ideas and experiences.
This activity encourages curiosity, scientific thinking, collaboration, and observation skills while helping pupils develop a clear understanding of the relationship between the Earth, the Sun, and the changing seasons.-
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Tracey I think your use of the real world resources around you is crucial to the core learning in STEM. Every time the children would return to the forest, they’d be considering what it looked like before; whether the leaves are the same, whether the shadows even are shorter or longer. With an older class I could see myself bringing some interesting short videos based on other forests around the world during different seasons etc. The possibilities there are endless and you’ve really emphasised how the resources we have around us can be used to great effect.
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I think there are lots of possibilities for activities and engagement with ESERO 30 Day and Night in the World. The children can explore how the sun is a source of light and how the earth’s rotation affects day and nighttime. They would use a globe and a lamp to explore what parts of the world are in darkness during our daytime. I would integrate this with art and get the children to create shadow art to explore how light creates shadows.
The children could look up and record the time of sunrise and sunset once a week and examine how these change throughout the year. They would calculate how many minutes it changes by each week. This would lead us to explore the equinox and winter solstice.
I thought that the Paxi video of day and night was very good and I would use it as an introduction and to engage the children in discussion.-
Hi Denise
Welcome to the course. I love your idea of integrating the Day and Night in the World activity with shadow art which is a lovely way to explore the sun and light. Recoding sunrise and sunset and calculating the time changes is a great maths activity but also gives children a greater understanding of the world around them. Using this to talk about solstices and equinoxes is a great lead in to learning about the Celtic calendar and ancient peoples, and how people’s lives in the past were governed by the movement of the Earth around the sun even though they didn’t have our present scientific understanding of astronomy.
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<p data-path-to-node=”6,0″>Hi! I’m writing from Italy, in September my pupils will be 8-9 years old. I would like to work on day and night, going even deeper in the concept of Shadow, compare to Sun position.</p>
<p data-path-to-node=”6,0″>Chosen Activity: 4. ESERO 30: Day and Night in the World (with Latitude Extension)</p>
<p data-path-to-node=”6,1″>Engagement Strategy:</p>
<p data-path-to-node=”6,2″>To introduce the concept of day, night, and sunlight angles, I would start by dimming the classroom lights and drawing the blinds to create a space-like atmosphere. I will spark curiosity with a real-world hook:</p>
<p data-path-to-node=”6,2″>Why in Australia are sleeping while we are here at school?</p>
<p data-path-to-node=”6,2″>Working in small collaborative groups, students will use a globe and a bright flashlight to simulate the Earth-Sun system. They will place a small marker (like a sticker or a miniature figure) on our current location and another on the opposite side of the planet. By slowly rotating the globe counterclockwise, students will visually explore how light and shadow change, discovering firsthand how the Earth’s rotation creates day, night, and different time zones.</p>
<p data-path-to-node=”6,2″>In addition : comparing shadow lengths in real-time with a partner classroom in Ireland.</p>
<p data-path-to-node=”6,3″>Since my school is located in Northern Italy (Monza, ~45.5° N) and my teacher friends in Ireland (~53.3° N), students will measure the shadow of a standard 30 cm stick at solar noon on the same day. By exchanging photos and data, they will discover that, even at the same relative moment, shadows in Ireland are noticeably longer because the Sun sits lower on the horizon at higher latitudes.</p>
<p data-path-to-node=”6,5″>Rather than explaining the mechanics upfront, I will act as a facilitator, asking open-ended questions: “Why is the shadow longer for our friends in Ireland right now?” and “What happens to the shadow as the globe turns?” Students will document their findings through comparative diagrams, connecting concrete local observations with global astronomy concepts.</p> -
Having read Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Mathematics, it reinforced for me that STEM is about much more than teaching four separate subjects. It is about encouraging children to be curious, ask questions, investigate, problem-solve and make connections across different areas of learning. In my classroom, I try to provide practical, hands-on experiences where pupils can actively engage with their learning. The ESERO 30 “Day and Night in the World” activity is a nice example of this. It would children understand why we experience day and night by exploring the Earth’s rotation and how different parts of the Earth move into and out of sunlight. Working off the starting question, “Why is it daytime in Ireland when it is night-time somewhere else in the world?”, I would use a globe and torch to represent the Earth and Sun. Children could work in collaborative groups to model day and night, record their findings and explain their understanding to others. There are great cross-curricular links, such as exploring time zones and sequencing time in Maths, while Gaeilge vocabulary such as an ghrian, an Domhan, lá, oíche, could be naturally incorporated, i can envision Drama being incorporated here too. This activity shows how STEM can bring different areas of learning together through meaningful, practical experiences. Looking forward to giving it a go.
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Hi Lorraine
I like your ideas for incorporating maths, Gaeilge and even drama into the ESERO Day and Night in the World activity. I can imagine the children incorporating the globe and torch into a dramatic exploration of time zones around the world. You had talked about the children explaining what they have learned to others, which is a greta way to check their understanding of the topic and doing this through drama would be a lovely way to integrate subjects. I hope you enjoy the rest of the course and find lots more inspiration for both intergrated STEM and cross curricular learning.
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Option 3 :
<p style=”text-align: left;”>To introduce the concept of day and night, I would first explore the children’s prior knowledge by asking questions such as, ‘Where does the Sun rise?’, ‘Does everyone all over the world have daytime at the same time?’ and ‘What have you noticed about the Sun during the day?’ the children would engage in a KWL chart in pair work or small groups. This allows me to assess their understanding and build on their existing knowledge first.</p>
I would then use the short stimulus such as the Paxi – Day, Night and the Seasons video and Think-Pair-Share to create interest, followed by a hands on activity using a globe and a torch to model how the Earth’s rotation causes day and night and encourage to explore this too.The children would then carry out their own investigation by observing and recording the Sun’s position at different times during the school day—morning, midday and afternoon.
They would record their observations through labelled drawings, simple diagrams or tables and then work in pairs to compare patterns before sharing their findings with the class.
The children could also link in with Geography to locate Ireland and another country on a globe to compare day and night. As well as using Google Earth to see where it is daytime and night time around the world. There is also great opportunity for integration with Maths by using bar charts to demonstrate the position of the sun.
We would conclude by discussing the evidence they gathered, allowing the children to construct the understanding that the Earth rotates, making it daytime in one part of the world while it is night time elsewhere.
Throughout the lesson, I would use questioning, observation and discussion and use exit tickets to assess their learning and explore the concept in other practical enquiry based ways if required.
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Activity 2:
To get the children making a sundial, I would first take them to visit an actual one in the grounds of the university in the town on a sunny day. Here I could draw on their prior knowledge by asking questions like
• What do you think this object is used for?
• How do you think people told the time before clocks and watches?
• What do you notice about the shape of the sundial?
• Why do you think there is a raised piece in the middle?
• Do you think the sundial will work on a cloudy day?
• What do you predict will happen to the shadow over the next hour?
• How can you make your own one back at school?
Back at school we are lucky enough to have an outdoor classroom in a sunny spot so we could work out there to create our sundials. Each small group will need a stick/pencil and something to mark the ground, like chalk or stones.
They would put the stick in the ground where the sun can shine on it. Every hour or so, they would mark where the stick’s shadow falls with their stones. By the end of the school day, they’ll see how the shadow has moved and turned their marks into a simple sundial.
I would finish the lesson by talking about how the sun’s position changes and how people used sundials in the past. -
I would engage my pupils with the Gravity/Weight activity by constructing an Earth tube and a Moon tube. Before using the tubes, I would ask the children to predict whether the same object would weigh the same on both planets and explain their thinking. Working in small groups, they would test different objects, record their observations and compare the results. This would encourage discussion about the difference between mass and weight and help pupils understand that gravity varies from planet to planet.
The activity naturally integrates all four areas of STEM. Science is explored through investigating gravity, mathematics through measuring and comparing results, engineering through constructing and testing the tubes, and technology through using digital resources or videos to learn more about space. Pupils would work collaboratively, ask questions, make predictions and reflect on their findings. I believe this type of hands-on learning makes abstract scientific concepts more accessible and enjoyable while developing problem-solving, communication and critical thinking skills. It is an engaging way to bring STEM to life and encourages children to see the connections between different areas of learning. -
To observe and record the positions of the sun when rising and setting and at different times of the day. I have tried to do this many times, but from my experience children love the hands on approach to learning the most. I would set the children into groups of three and supply them with chalk. When the sun is in the sky in the morning, assign each group to a specific area in the yard marked with tape, its is essential that they keep to their specific marked area. Each child gets their two partners to draw around their shadows as best as they can. Label the chalk outline with name and time. Measure each shadow with a measuring tape. Then at midday return to the same marked spot and get the children to draw the new shadows in a different colour chalk. Label again as previously done. Pose the trigger questions: Are the shadows the same ? Why? Are the shadows long? Short? Check to see if the children can guess why the shadows have changed even though they haven’t!? Complete this activity at home, provide the children with a chart etc to report their findings back to the class.
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I really like the activity ‘One Year on Earth’ included in this module. If I were to carry out this with a junior class I would explore the seasons regularly throughout the school year and plan my lessons in a thematic way. I would integrate the teaching of the seasons with a variety of curriculum subjects including maths, art, music and drama. For infant classes, picture books and song is always a lovely way to explore the seasons. I also like to integrate this with history and explore the many festivals and traditions celebrated in Ireland and around the world during different seasons. My school is close to a park and a senses walk in the park is always a lovely way for the children to see the change in seasons for themselves. I would encourage the children to record what they can see, hear, smell, and touch on their walk. Exploring our sense of taste is always a fun activity for children e.g., in spring we can taste hot cross buns, ice-cream in summer, apples in autumn and hot chocolate in winter. I always like to have a display based on the seasons in my classroom. This display can be changed throughout the school year to reflect the changes in seasons. In this display, I would include photos taken by the students to show the changes they have seen from season to season on our walks in the park and observations from outside in the yard, classroom window, etc.
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Hi Katie,
Thanks for sharing such a lovely, child-centred approach to exploring the One Year on Earth activity with a junior class. The senses walk in the park sounds especially engaging, as it would allow children to notice seasonal changes through direct experience while also building on their communication skills as they explore and describe to each other.
I also really like the idea of using taste, picture books and songs to support learning, as well as all your other cross-curricular suggestions! Creating a changing seasonal display with children’s photographs and observations would be a lovely way to document learning over time and help pupils see patterns across the year.
Hope you enjoy the rest of the course.
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I really like the activity which allows pupils to construct a sundial in their immediate area.
To spark curiosity in the children and to introduce this lesson to them I would put a sundial under a box and reveal it to them. I would ask them questions like – What do you think this is? How do you think people told the time before clocks and phones? Can you guess how this object works without touching it?
I would then take the class outside and complete an activities that show them the relationship between the sun, shadows and time.
Ask the pupils many different questions about their shadows – Can you always see your shadow? How is your shadow formed? Can you stand on your shadow? They will then become shadow detectives to find out the answer.
Call out a statement to the pupils that will enable them to engage in a discussion in pairs
‘Imagine we all jumped into a time machine and travelled back in time maybe 3000 years. When we arrive back in time we discover that there are no phones, watches, clocks or even electricity. How do you think we can tell the time ? We need to know what time to have dinner and what time to go to school’.
See what they come up with then introduce them to the idea of using the sun.
Use chalk and the pupils to record the movement of the sun. Create an imaginary clock – the pupils will be the hands. Record with chalk the movement of their shadow and record the time.
Extra activity – get them to predict where their shadow will be in an hour.
Activity – Imagine you are a child living before clocks were invented. Write a short diary entry explaining how you used a sundial to know when it was time to work, eat, or meet your friends.
Finish up the lesson by reading the fairy tale ‘The Sun Thief’ https://youtu.be/2-NQG7OJFYs
Assessment activity – Give each child a piece of paper with the following prompts
- One thing I learned about a sundial is…..
- A sundial tells the time by…..
- A question I have is….
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Hi Dearbhail,
Welcome to the course.
Thanks for sharing such an engaging and creative approach to the sundial activity! I really like your approach, as involving so many imaginative prompts and questions will be sure to have the students really invested.
Even how you introduce the sundial – from under a box – initiates a sense of mystery and curiosity from the outset. There’s also a lot of active learning going on there getting the pupils to explore the relationship between the Sun, shadows and time including prediction, discussion, diary writing and reflection prompts. This creates strong links across science, history, literacy and outdoor learning. Reading The Sun Thief at the end would add a nice storytelling element too.
Hope you enjoy the rest of the modules. -
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I am a first class teacher and the lesson which I really would like to try is the lesson where the children would “observe and record the positions of the sun when rising and setting and at different times of the day”. To begin, we would have a class discussion about the sun and perhaps make a KWL chart about the sun. We would then discuss where they think the sun is in the sky at different times of the day (morning, lunchtime, before home time). I would encourage them to make predictions on where the sun is at the different times.
I would give each child a worksheet which would have ‘prediction’ and ‘result’ written on it along with space to draw a picture of each time of the day (morning, lunch, home time). I would also encourage them to look at the shadows on the ground and perhaps observe and compare how the shadows change throughout the day. I would then get the children to have a discussion with their partners and with their class about what they learned.
I would also perhaps ask them to have a look at the sun when they home for homework and write/draw what they observed.
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Observe and record the positions of the sun when rising and setting and at different times of the day.
I would start by showing the children pictures of some of the oldest sundials in the world, without telling them what they are. What are these? Why might they have been made? How might they have been used?Recap directions, which could link up with Geography, PE (outdoor and adventure strand) and Gaeilge. Then use a compass to find North on our school playground. Then use an atlas to figure out our latitude. Use a protractor to measure the degrees accurately.
Next, use a stick and stones to mark the position of the sun on each hour for a full school day. Show the whole class how to do it and then give the children the chance to make their own sundials.
I know that the children in my class were looking at their own shadows in relation to the sun last year, so it would be great progression to make their own sundials.
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Hi Aoife,
Welcome to the course and thanks for sharing your response to the activity. I really like the idea of beginning with images of ancient sundials without naming them, as this would spark curiosity and encourage pupils to think like historians and scientists.
Your links with geography, PE and Gaeilge through directions are excellent, and using a compass to find north would give pupils a practical way to connect classroom learning with the school environment. The use of latitude and a protractor would also add a strong maths element for older pupils.
It is lovely that this builds on the children’s previous work with shadows and gives them a natural progression into designing their own sundials. Hope you enjoy the rest of the course.
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I have chosen Esero 30 Day and night in the world.
I will start with a read aloud of a book called ‘Sun Up, Sun Down: The Story of Day and Night’. I will read this to the class and stop and discuss and answer questions at different points of the story. I will then show them the Paxi day, night and seasons video and we will have further discussion.
After this I will turn off the lights. I will have a large globe, and I will point a bright torch at the globe. I will explain to the children that the globe is the Earth and the torch will act as the sun.
I will place a sticker where Ireland is and slowly spin the globe around in a circle around the torch. Show that when Ireland faces the light it is daytime and when Ireland faces away from the light it is night. Discuss with the children what they see in the sky during day or night such the sun, moon, stars.
To finish, ask the children to draw two pictures on a page split in half showing one thing that can be done in daytime like school or going to the playground. and on the other side what can be done at night like sleeping-
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I think that is a great lesson and I think the read aloud idea is great to get the children listening and involved from the beginning. They love to hear a story instead of reading themselves. I agree, the Paxi day and night videos were really good and I will be using them in my own class. They provided great information with great visuals.
I also really like your idea of using the torch, sticker, globe and lights out. It’s great them watching it but actually showing them in class is much more engaging and gives them opportunities for discussion.
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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”.
We could begin with an outdoor lesson where pupils observe the position of the Sun and predict where it has risen and where it will set, while reinforcing the importance of never looking directly at the Sun. As I teach 5th class, I would encourage pupils to develop their own ideas for tracking the Sun’s apparent movement, such as using the direction and length of shadows at different times throughout the school day. Pupils would record their observations through measurements, sketches and written notes, before comparing their findings in a whole-class discussion. Together, we would identify patterns in the changing position of the Sun and create a class chart to illustrate its apparent movement across the sky. This would provide an opportunity to explain that these changes are caused by the Earth’s rotation. To integrate with Art, pupils could draw observational sketches of their shadows at different times of the day, encouraging creativity while reinforcing their scientific understanding.
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Hi Mary,
I really like how this activity encourages pupils to make predictions and investigate their own ideas. Using shadows to track the Sun is a simple, hands-on way to develop observation skills while making the science meaningful. The integration with Art is a lovely addition, allowing pupils to reinforce their learning in a creative way.
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1. Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner
At the beginning of this lesson, I would have a discussion with the children about their prior knowledge of gravity and weight and to give me examples of different activities where things may fall faster or slower. For example, each of the children jumping up, dropping things from a height. Describe what happened and why. Following discuss the effect the Earth has on bigger objects with regards to weight and mass.
I would allow the children to pick another planet for example Mars or Jupiter and create an Earth tube and Mars tube using cardboard and paints. For Earth you can paint it blue for the sea, green patches to resemble the land and you can stick cotton wool on the tube to represent the clouds on it. For the Mars tube you can paint it red and stick darker patches on it to represent the craters.
Allow the children to research in groups or pairs and gather facts for each planet to compare. They can label and write out their findings and then share what they have found with their peers.
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To engage my first class students in September I would introduce a simple sundial activity in the school yard. We would begin by talking about the Sun and asking the children what they notice about shadows during the day. The class would predict what might happen to a shadow as the day goes on. Together, we would place a stick in a sunny area and mark the position of its shadow at different times of the school day using chalk. The children would record their observations by drawing the shadows and discussing how they changed.
This activity links science by exploring light, shadows and the movement of the Earth, mathematics by comparing lengths and sequencing times of the day, engineering by helping to design and improve our simple sundial, and technology by taking photographs on a tablet to compare the shadows. The activity encourages curiosity, teamwork and observation skills while showing pupils that science and maths can be explored through everyday experiences. It also supports the development of language skills as children describe, predict and explain what they observe. -
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The activity that I have chosen in this assignment is Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”.
This is a really interesting activity that I am looking forward to doing with my class this year. I would begin the lesson by asking the students to write down in a KWL Chart what they know about the sun and what questions they would have as to what they would like to know about the sun.
I really like using Provocation videos to really get the children thinking about a new topic. This would be a great opportunity to look at how mankind has observed the sun, used it in order to develop a sense of time and the history of its relevance in Ireland such as at Newgrange during the solstices.
This activity could be attempted for a three-week period during September, December, March and June. The children would work in a group of 4-6 to record the different stages of sunrise and sunset depending on the time of year. One such observation could also be when the sun shines into the classroom window and how this differs throughout the year.
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The activity I have chosen to get my pupils to do is tracking the sunrise and the sunset.
Stimulus Question:
How do the times and positions of sunrise and sunset change over several weeks or months?Materials
- Notebook or observation sheet
- Pencil
- Compass (or compass app)
- Clock or phone
- Camera (optional)
- Safe observation location with a clear view of the horizon
Procedure
- Choose a consistent observation spot.
- Observe either sunrise, sunset, or both at regular intervals (daily if possible, or 2–3 times each week).
- Record:
- Date
- Sunrise or sunset time
- Weather conditions
- Compass direction where the Sun appears or disappears
- A sketch or photograph
- Repeat for 4–12 weeks.
Questions for Students
- Is the Sun rising earlier or later?
- Is it setting earlier or later?
- Does the sunrise position move along the horizon?
- How does the length of daylight change?
- What patterns do you notice over time?
Extension Activities
- Graph sunrise and sunset times.
- Calculate the total daylight each day.
- Compare observations with published sunrise/sunset data.
- Relate the changes to Earth’s tilt and seasons.
- Compare results with students in another city or country.
This investigation works well over one month to show noticeable changes, while three months or longer reveals the seasonal shift much more clearly…. though not always practical in Ireland during school time. It also naturally introduces concepts such as Earth’s axial tilt, seasonal daylight changes, and the apparent motion of the Sun across the sky.
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Observing the Sun throughout the day is a simple and engaging way for a Naíonáin Bheaga class to develop early scientific observation skills. Children would be encouraged to predict where they think the Sun is in the sky before going outside to observe it safely from the same location at three different times during the day, for example in the morning, at break and before going home.
During each observation, the children would discuss whether the Sun appears “Ard nó íseal sa spéir” and how the length and direction of their shadows have changed. One of the children could stand in the same place each time while the class trace their shadow with chalk, allowing the children to compare the different shadow lengths throughout the day. This provides a concrete way for children to notice patterns and begin to understand that the Sun appears to move across the sky.
The children would record their observations using simple drawings by placing the Sun in the correct position on a picture of the playground or school building. At the end of the activity, the class would discuss what they discovered and compare their recordings. This investigation encourages curiosity, develops observation and communication skills, and supports early scientific enquiry through hands-on exploration. Most importantly the children would be learning in a fun manner without realising!
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Hi Lorna,
Welcome to the course. Thanks for sharing such a lovely activity for Naíonáin Bheaga. I really like how you would begin by asking the children to predict where they think the Sun will be before going outside to observe it safely from the same location, this is a very important step in the framework for inquiry.
Tracing a child’s shadow with chalk at different times of the day is a very concrete and visual way for young learners to notice changes in length and direction. It would also create lots of opportunity for discussion and language development, especially as you say, through phrases such as “Ard nó íseal sa spéir.”
The use of simple drawings to record the Sun’s position on a picture of the playground or school building is very suitable for this age group. This activity supports early observation, prediction and communication skills in a fun, hands-on way. Thanks for sharing.
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I think this is a great idea for Naíonáin Bheaga! Chatting about where the sun is at different types of the day could be an informal lesson while the pupils are lining up to come in in morning, and after little and big break each day. Pupils could record their findings in their scrapbooks or assessment folders.
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For my 1st class, I would use the “30 Days and 30 Nights in the World” document to explore day and night and how they are different. We would use pictures, stories and simple experiments to investigate that the Sun gives us light and that different parts of the world can experience day and night at different times. Children are encouraged to ask questions, make observations and talk about their ideas through playful engagement with the content.
Children would recognise and describe activities that happen during the day and the night like going to school, eating breakfast, playing outside, having dinner and bedtime. Children must then differentiate between day-time and night-time activities and sort. They would then add one activity they like to do during the day and night.
Children would develop an understanding of Earth, sunlight, light and darkness using the song “The sun is shining”. Also using a globe and a torch the children will take turns holding a globe and observing which side of it is lit and which side is dark when the torch (sun) is shining on it. -
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Planning a lesson on how to observe and record the positions of the sun when rising and setting at different times of the day, I would first look at the inquiry based framework for guidance on the sun and shadows.
A trigger would be a few pictures of a cloudy and a sunny day with shadows, Wondering question could be why is it darker on a cloudy day?
Exploring: I would then take the children outside on a sunny day in the morning time and get them to use chalk to mark where their shadow on the ground.
I would repeat this between the two breaks and again before the children go home for the day.
Starter question could be what other shadows can you see on a sunny day in the school yard?
Prediction: children could predict what shape, size and colour the shadows could be.
Then conduct the investigation- let the children play outside and note the position of the sun, then mark where their shadows are.
children could measure the shape and length of their shadows and record them using cm.
Inside the classroom they can discuss and share their findings of the size, shape and length and we could put a display together of what the children found out about shadows at different times of the day depending on where the sun is positioned in the sky. -
I would look at the second topic – construct a sundial in your immediate area or plan for your school ground to see where a sundial could be placed.
I would begin with a KWL chart on telling time and encourage the students in groups to discuss what they already know about time and how time is told/has been told throughout time. We would contrast how time was told in ancient times to today.
We would then move onto how time is told on a sundial and how it functions. We would take a tour of the school and discuss possible locations for our sundial. We would discuss how the shadow on the sundial might change as the day progresses. I would create a worksheet for students to complete in groups on how they will make their sundial after watching the relevant video on the topic. This would include differentiation in terms of difficulty of questions asked. different materials would be provided to measure the distances and a compass as to what direction the shadow length is facing.
As a group we could discuss what opportunities are possible including groups measuring different times, other possible locations etc.
Once completed, students would complete a reflection on their work and then present their work to the group.
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Hi Eanna,
Welcome to the course. There are some great cross-curricular links with history with the KWL chart on time, and taking a tour of the school grounds to identify possible sundial locations is a great way to make the activity investigative. It would encourage pupils to think carefully about sunlight, shadows, direction and the impact of buildings or trees. I also like how pupils would work in groups to plan, measure, use a compass and test their ideas. The reflection and presentation element at the end is very valuable, as it builds on so many skills while also giving students the chance to expand their learning and decide where the experiment goes next.
It would be interesting to hear more about your thoughts on Liston’s paper and what STEM teaching is like in your classroom. Thanks for sharing and hope you enjoy the rest of the modules.
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This year I will be teaching 6<sup>th</sup> class. In order to begin this lesson on constructing a sundial I will ask the children the trigger question what time is it? I will illicit answers and then discuss how we tell the time and what instruments we use. With 6<sup>th</sup> class I would hope one of the students would volunteer the sundial. I will then revise and discuss with the children how the earth rotates on its axis while orbiting the sun I will use video(I think Paxi’s videos are great even for 6<sup>th</sup> class) and the orange with sticks as suggested in this course as a way of reinforcing this. My aim for the lesson is to ensure the children understand how the movement of the earth and the position of the sun creates shadows that can be used to measure time.
I will then discuss how we are going to construct a sundial. I will briefly explain the origins of where the sundial came from and then illicit from the children how they think we would construct one. We are lucky that we have a large area of free space in our school outdoor which we will use to set up a class sundial like how Francis did in the video using a bamboo stick, a flower pot and stones. Before we begin we will investigate how we identify north, south, east and west. Once these are established we will mark where the shadow of the stick is and with chalk note the time. We will set a timer for every hour and a different group of children will go and mark where the shadow is for each hour. As a class we will check with the sundial at small lunch and big break. Before home time we will go back and check the stones placed on the ground throughout the day and see could we estimate where the stones for the rest of the hours should go.
The next day we will revisit the outdoor sundial but I will also make the sundials using the template provided in this lesson with the children working in pairs. I feel this is important to get the children to all have hands on experience of using sundials.
To conclude we will revise what we have learned. We are very proactive in shared learning in our school so I would use the opportunity to join with a younger class and let 6<sup>th</sup> class show their sundials and what they learned. Assessment will be very important throughout and I will do this through questioning, observing, their predictions, their recorded observations and their ability to explain how the sundials work to the younger class.
I think the idea of a permeant sundial in the school would be a fantastic idea and something we may look at investing in as a school.
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Hi Sheelagh
Welcome to the course. I like how your school encourages shared learning and you plan to use the sundial and allow your 6th class to share their learning with the younger classes.
I also like your plan to create the sundial outdoors as shown in the module but also giving the learners the opportunity to create their own. As you have said it is important for the learners to have hands on experience in creating and using the sundials to make the concept concrete for them.
There are great ideas here, thanks for sharing. I hope you enjoy the course.
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I would use the ESA One year on Earth Understanding the Seasons resource as a fun and visual way to help children understand why we have different seasons. I would start by asking the children what they think causes summer, winter, spring and autumn. I would record their ideas and check for any misunderstandings, such as thinking summer happens because the Earth is closer to the Sun.
I usually explain this using a globe to show the tilt of the Earth, but I think this video would be much better!! It would really help the children understand the idea more clearly. I would pause the video at different points to give the children time to discuss what they can see. They could then work in pairs to explain how the Earth moves around the Sun and how sunlight changes throughout the year.
To finish, the children could draw a simple diagram showing why we have different seasons.
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Sun dial
I was out for a walk in a local garden earlier when I noticed a sundial. I must have walked past it several times and never spotted it before. I would like to take a photograph of this in order to start a conversation with the class around sundials.
In groups, the children could answer questions about sundials – Why are they used? Does their position matter? What features do they have in common with analog clocks, if any?
Walking around the school grounds we could pick suitable areas to place a sundial, based on the criteria developed by the children. It could be interesting to place sundials in many places around the school and see their effectiveness. The children could then work in groups to create sundials using a different materials including card, paper, colours, clay, ruler, blue tac. I would use the Space Week lesson on creating sundials to structure this. The children would observe their sundials at various stages during the day and make notes about which structures and locations work best, and why.
I think there is a lot of natural integration with other subjects in this lesson eg measurement in math; people in the past in history; construction in visual arts.-
Olivia I really like your idea of taking a photograph of the sundial you found in your local garden as a way of introducing the topic to the class. Your idea of integrating the activity into other subjects such as Maths, Visual Arts or History is something that I would like to incorporate into my 4th class too. It shows how STEM activities can naturally connect to other areas of the curriculum.
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Hi Olivia,
Welcome to the course, how interesting that you noticed the sundial in the local garden today and maybe not have noticed it before. It does allow for an ideal introduction to the sundial if this garden is local to where you are teaching. I like how you will encourage the learners to choose the locations for the sundials initially as this will allow for creativity and critical thinking as they choose which location works best and why, as you have mentioned.
There are lots of opportunities for cross curricular integration as you have mentioned including the measure of time in different ancient civilisations in history. Thanks for sharing. I hope you enjoy the other modules in the course.
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I will be teaching 4th class this year and I feel that creating a sundial would be a great STEM activity. I would begin with posing the question to the class of how do they think people knew what time it was before clocks were invented. I think this would be a good way to get children talking and sharing their ideas. I would then introduce the idea of a sundial and ask my students to predict how the shadow of a stick might change throughout the day. I would encourage them to share their previous knowledge and make predictions.
My students would then work in small groups with the task of designing and constructing a simple sundial. I would give them materials such as cardboard, a paper plate, a pencil or stick, and a compass. They would need to choose a suitable location around the school where their sundial would receive direct sunlight throughout the day. They would then place their sundial in their chosen location and record position of the shadow at regular intervals. Students could compare their observations and discuss why the shadow changes direction and length.
I feel that this activity combines Science, Technology, Engineering and Mathematics in a practical way encouraging teamwork and problem- solving. I think it would be a really enjoyable hands on way for 4th class to learn about shadows, the sun and how people knew the time in the past.
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This sounds like a very engaging lesson Laura! I like how you decided to begin the lesson by posing a question about how people told the time in the past. It is very important to choose a location away from anything that could block the sun during the day. I did a lesson like this with my 5th class last year where they made sun dials from paper plates and a pencil in the middle. They really enjoyed it and loved going outside multiple times during the day.
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Hi Laura,
Welcome to the course.
Your ideas for approaching the sundial activity with your 4th class sound really hands on. I really like that you would begin by asking how people told the time before clocks were invented, as this would encourage discussion, curiosity and links with history. There are also so many amazing stories and visuals that could be used to engage this discussion further, such as Alice in Wonderland’s White Rabbit.
Asking pupils to predict how the shadow of a stick might change throughout the day is a great way to promote scientific thinking before they begin testing their ideas. Working in small groups to design and construct their own sundials would also support teamwork, problem-solving and communication.
You could extend this further by asking pupils to test the accuracy of their sundials against a classroom clock and then make improvements to their design. This would add a lovely engineering-design element, encouraging pupils to predict, test, evaluate and refine their work.
Thanks for sharing, and hope you enjoy the course!
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As I reflect on how STEM is used in my classroom, I think I need to provide more opportunities for pupils to explore real-life problems, test ideas and learn from mistakes. This reflection has encouraged me to make STEM experiences more practical and pupil-led. I also need to stop thinking of it as four separate subjects.
Gravity/Weight lesson aimed at 5th class.
First, I would begin with a simple discussion, asking students what they think would happen to an apple/book/pencil if the let it go. Why? I would introduce the idea that gravity is different on each planet. What would happen to their weight if they travelled to the Moon or a different planet?
Students would then work in small groups to assemble an Earth Tube and a second planet tube. Each group could research their chosen planet and investigate its size, gravity, atmosphere and other interesting features. They could then decorate their tubes using colours, images and information to represent the chosen planet.
To finish, I would give students different objects and ask them to research how heavy they would be on each planet. Students could record and discuss their findings. This would develop scientific thinking, collaboration and creative skills.-
Hi Eileen,
Welcome to the course. Thanks for sharing your reflection on STEM in your classroom. It is important to reflect on Liston’s article and as you have mentioned to consider how all 4 areas of STEM can be explored in solving real life problems. This allows for lots of creativity and as you have said opportunities for the class to learn from their mistakes.
The Earth tube and Planet tube allows the learners to explore the mass of a specific object across the planets, this is a very hands on task and as you have mentioned it would allow for some research for the older classes too. Thanks for sharing, I hope you enjoy the other modules in the course.
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I really like the practical and pupil-led approach you have taken. The Earth and planet tubes sound like a great way to engage pupils while developing collaboration and creativity. I particularly like the idea of pupils making predictions first and then researching and comparing their findings. It really demonstrates how STEM can move beyond the four individual subjects and become an integrated learning experience.
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For this activity, I would like my students to observe and record the position of the Sun at different times during the day. I think this would be a good activity because it is something that the children can see for themselves rather than just learning about it from a book or a video.
I would start by asking the children what they notice about the Sun in the morning, around lunchtime and in the afternoon. I would ask them if they think the Sun is in the same place at each time and where they think it will be later in the day. We could make some predictions before going outside.
The students could work in small groups and record the time of each observation, where the Sun appears to be in the sky and the direction and length of any shadows. We could repeat this over a number of days and compare our results. The children could then draw or create a simple chart showing how the position of the Sun changes throughout the day.I think this activity links well with Liston’s (2018) ideas about STEM being more than just the individual subjects of Science, Technology, Engineering and Maths. The children would be using observation, questioning, measuring, recording and comparing results. They would also have an opportunity to work together and discuss what they have noticed. It could lead to further questions about why the Sun appears to move, why shadows change and how this connects to day and night and the Earth’s rotation. Most importantly, the activity would allow the children to investigate something in their own surroundings and learn from what they observe.
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Hi Katriona,
Welcome to the course. Thanks for sharing your observation plan for the sun. I like how you are planning for discussion and predictions before the observations to engage the learners. I like how you are planning for a number of observations across the day and to repeat the activity over a number of days also. You could consider focusing the learners on where the sun is in relation to landmarks such as trees or other buildings to guide their observations. Photographs may also allow for comparison of their observations back in the classroom. I like how you have considered different options for the learners to present their learning such as drawing or creating a chart of the position of the sun. Lovely ideas, thanks for sharing. I hope you enjoy the other modules in this course.
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Sun Dial Activity – Infant class
To begin, we would explore the idea of shadows. In class children can use flashlights and paper card to create different shadows. This is a fun way for the children to engage with the lesson. Following on the class would go outside to the yard and the children would be encouraged to find different shadows around the yard. Have a discussion on my different objects make different shadows. Let the children find their own shadows. As a small activity ask them to create different shadows e.g. how can you make your shadow shorter/longer/wider etc. Have a discussion on what a shadow is – a shadow is created because light cannot pass through objects/our bodies.
For safety, talk about how it is not safe to look directly at the sun. This is important as for the next part of the lesson you can explain to the children that our earth is constantly moving which makes it look like the sun moves across the sky throughout the day. Explain we will investigate this using a sun-shadow clock called a sundial. Tell them this is a way people used tell the time many years ago. Have a quick discussion about what we use nowadays to tell the time.
For the experiment give each child a cone and a piece of chalk. In a section of the yard, ask the children to place their cone on the ground. Ask them to mark the end bit of the shadow with the chalk. Beside that give the time e.g. ten o clock. Explain that every hour we will come back out and see if the shadow has moved and we can mark the new one with the time. At the end of the day have a discussion about what happened the shadows over the day. Did they move/get longer/shorter etc. Have a review of what we have learned today.
As a follow up activity the next day the children could have more fun marking their own footprints and using themselves as the gnomon on the sundial. I feel this activity is a very fun interactive way for the children to learn about this topic without going into too much technical terms as they are only an infant year group.
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I really like all of the ideas in this post and they are definitely food for thought in terms of teaching infants all about shadows, about the sun, night and day and about how people used the sun to tell the time many years ago. I know that the children in my infant class would especially love creating different shadows using their bodies and also seeing if they could “catch” each others shadows as they run around the school yard.
I also like the idea of using the cone and the piece of chalk to mark out the shadows over the course of the day and then keeping things simple in relation to “telling the time” by talking about what happened to the shadows over the course of the day and, as you said, not going into too many technical terms.
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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 split children into small groups and take them out onto the tarmac first thing in the morning. Each group would have a clipboard and pencil. The children would be encouraged to take note of where the sun is in the sky. Is it low, medium or high in the sky? Which part of the school is it closest to? One member of the group would be nominated to draw a picture of the position of the sun in the sky and note the time of the day. Next, another member of the group would lie on the ground and the remaining children would trace around their teammate using chalk. Children will repeat this in the afternoon before hometime taking note once again of the position of the sun in the sky, drawing a picture and retracing around their teammate with chalk in the same spot. Teams will then nominate one child to voice their findings.
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One Year on Earth – Understanding the Seasons Resource (ESA)
I would engage my students in this activity by showing them images of different places during different seasons. Ideally I would choose images of areas that are familiar to the children or in the locality to further support engagement. For example, I would show an image of a place in the summer time with trees in full bloom and the sun shining. An image from autumn time showing leaves on trees that have changed colour and have started to fall. An image in winter time showing no leaves on trees and snow or frost if possible. Then an image of leaves starting to grow on trees again in spring time. I would allow the children time to discuss what they see in each image and then compare each of the images by discussing what was the same and what was different in each photo. I would then ask them to use this information to try and guess what they will be learning about in this lesson.
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Hi Maeve,
Welcome to the course. I like how you are planning to use images from the local area across the seasons initially as the learners would be familiar with the places and this would be very engaging.
You could also consider the photos within the One Year on Earth lesson pack to explore the changes in the trees and allow for lots of discussion. This would then lead onto the seasons and exploring a hands on activity on why we have seasons, depending on the age of the learners in your class. The One Year on Earth has a great lesson outline to explore the changing seasons.
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This is a lovely engaging way to introduce the seasons. I particularly like your decision to use images of familiar places and the local environment. This gives meaningful context and helps children connect the concept of seasonal change to experiences they recognise. The progression through Summer, Autumn, Winter and Spring is clear and provides opportunities for children to develop their observation and comparison skills. Asking pupils to identify what is the same and what is different encourages them to notice changes in colour, temperature, trees, leaves, light and weather. The question, asking children to predict what they will be learning encourages curiosity and scientific thinking. This activity provides curricular links with Maths through sorting, matching and sequencing. It is a wonderful example of using observation, questioning, prediction and familiar experiences to develop children’s understanding of the changing seasons in an enjoyable and accessible way.
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I would use our large school yard and green space for this activity. I think it would be much more interesting for the children to actually go outside and observe the sun rather than just learning about it from a book.
We could go outside in the morning and look at where the sun is in the sky. The children could work in small groups and draw or mark where they think the sun is on a simple map of the school yard. We could then go outside again at different times, such as 10am, 12pm and 2pm, and record where the sun has moved to.
We could also look at the shadows made by trees, buildings and the children themselves. The children could measure or compare the shadows at different times and see if they change.
At the end, we could look at all of our results together and talk about what we noticed. I think this would be a nice STEM activity because the children are outside, working together, collecting information, using maths to compare their results and trying to explain what they have observed. It also gives them a chance to learn through doing rather than just listening to the teacher.
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Construct a sundial.
For this activity, I would use the open yard at the front of our school, which gets a large amount of sunlight during the school day. I would begin the lesson by asking my 5th class how people might have told the time before clocks, watches and phones. This would introduce the idea of a sundial and discussion about the Earth’s rotation and how shadows change throughout the day.We would go outside and, as a class, decide on the best position for our sundial. The children would need to consider where there is consistent sunlight and where the school building might create shade. We would place a stick in the chosen location and use chalk to mark the position of its shadow and the time.
At different stages during the day, groups of children would return to mark and measure the shadow. Before each observation, I would encourage them to predict where they think the shadow will be. At the end of the day, we would compare our results and discuss why the shadow changed.
This would be a practical and engaging activity for 5th class, encouraging teamwork, prediction, observation and measurement while helping the children understand the relationship between the Sun, the Earth and shadows.-
Hi Robbie,
Welcome to the course. I like how you are planning to explore how people measured the time in history initially to engage the learners. This would also allow for lots of discussion to see what the learners already know about sundials too.
I like how you are planning for the learners to do the observations, mark and measure the shadow. It is a great opportunity to predict where the shadow will be next as you have mentioned. You could consider taking photographs to compare back in the classroom or in the days following the construction of the sundial for further discussion and connections with their learning. Thanks for sharing, I hope you enjoy the course.
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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”
<p class=”isSelectedEnd”>I would begin by asking students what they notice about the sun’s position during the day and whether they think it rises and sets in exactly the same place every day. We would discuss how we can safely observe the sun without looking directly at it. Students could work in groups to choose fixed observation points around the school and record the direction and approximate position of the sun at different set times. They could use photographs or drawings/diagrams to record their observations.</p>
<p class=”isSelectedEnd”>Over the week, students could compare their results and identify patterns or changes. They could record their findings in tables and use maths to compare positions and times.</p>
<p class=”isSelectedEnd”>This activity reflects Liston’s view of STEAM as an integrated approach to learning. It combines science, mathematics and problem-solving while encouraging students to ask questions, collect evidence, collaborate and draw conclusions from their own observations. It would make STEAM learning active, inquiry-based and connected to the students’ everyday environment.</p> -
<p class=”isSelectedEnd”>I would begin by asking students what they notice about the sun’s position during the day and whether they think it rises and sets in exactly the same place every day. We would discuss how we can safely observe the sun without looking directly at it. Students could work in groups to choose fixed observation points around the school and record the direction and approximate position of the sun at different set times. They could use photographs or drawings/diagrams to record their observations.</p>
<p class=”isSelectedEnd”>Over the week, students could compare their results and identify patterns or changes. They could record their findings in tables and use maths to compare positions and times.</p>
<p class=”isSelectedEnd”>This activity reflects Liston’s view of STEAM as an integrated approach to learning. It combines science, mathematics and problem-solving while encouraging students to ask questions, collect evidence, collaborate and draw conclusions from their own observations. It would make STEAM learning active, inquiry-based and connected to the students’ everyday environment.</p> -
I would choose the option ‘Construct a sundial in your immediate area or plan for your school grounds to see where a sundial can be placed’.
I think this would be a really interesting and fun project for children to create their own sundial and see it work. I think it would be eye opening for them to see how clocks and telling time actually came about. Prior to completing the construction phase I would like to incorporate all the other aspects of time, the earth, its rotation and gravity. I think it would be beneficial to teach the children the basics of how the earth is in space, earths rotation and gravitational pull. Then, I would continue the order of lessons introducing them to where the 24 hour clock stems from using the education and engaging videos shown in this module. I believe the videos are pitched to a great level for children in primary school and has good opportunity for engagement throughout.
I would use the sundial project and investigation for children in 5th and/or 6th class. Collaboratively in small groups, pupils would investigate different locations around the school grounds to identify the most suitable place for a sundial and we would begin the investigation. They would observe the movement of the Sun, investigating where shadows fall throughout the day marking it with a stick like in the example shown using a bamboo stick. Children would be observing, questioning, investigating and communicating their findings. This opportunity also reinforces their prior learning of directions and will give them an opportunity to use a compass. I would support students throughout this activity and follow the step by step video while creating the sundials. Overall, this lesson would provide great opportunities for collaboration, investigation, discussion, questioning and exploration.-
Hi Patrick,
Welcome to the course. I really like that you would build up to the activity by exploring time, the Earth’s rotation, gravity and the 24-hour clock first. This would give pupils a stronger understanding of the science behind the sundial before they begin making one, and would give them plenty of opportunity to explore and ask questions.
Your idea of having pupils work collaboratively to investigate different locations around the school grounds is great. It would encourage them to think carefully about sunlight, shadow, direction and the suitability of each space, while also giving them the agency in making these choices.
I also like how you would include compass work and regular shadow observations, as this links well with geography, maths and science. Thanks for sharing.
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Hi Patrick,
You have shared some great ideas here and I do agree with you that the videos shared in this module are both engaging and educational. I can see them being used with senior pupils in my own school this year. Linking the sundial with Maths and time (clocks) will give the children the opportunity to explore real life situations and as you said they will explore how the clock we all use today came about.
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ESERO 30 Day and Night Around the World
I love the idea of using animals to introduce the idea of day and night as I teach in the junior end of the school and animals are always a popular theme. As I teach in Senior infants, I would give pictures of some common nocturnal and diurnal animals and ask children to divide them into two groups. We would discuss as a whole class how the groups decided to divide them. I would also do the activity myself so if none of the groups had divided them into nocturnal/diurnal we could discuss why I had grouped them in that way. The ESERO 30 lesson plan has very good examples of prompt questions which would help me lead the discussion. Allowing pupils to compare the two groups of animals would highlight the adaptations of the nocturnal animals.
I think Paxi’s Day and Night and the seasons is a another great resource as it explains the concepts of day and night in a very child friendly way.
Finally, as a closure/plenary for the lesson, the Day and Night song would consolidate their learning. This would be an introductory lessons for pupils and we would follow up by exploring why day/night and the seasons are different in countries around the world.
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Before planning a simple STEM activity to help the children to learn about the Sun I would explore the fact that the sun does not actually move around the Earth . This activity would take place over a week.
After the morning meeting , they would go outside to observe where the Sun is rising. They would draw a simple picture or mark its position on a chart. They would repeat this activity at 12p.m. and again later in the afternoon before home time. I would also set a follow up task for homework for that week. Children could observe where the Sun sets in the evening and record this at home in the same manner.
The class would use a recording sheet with the time, a simple drawing of the sky, and the Sun’s position. Students could also write a few words about what they noticed, such as the Sun getting higher in the sky during the day and lower again in the evening in their Science Journals at the end of the week.
At the end of the activity, the class would compare their results and talk about any patterns they noticed. They would see that the Sun appears in the east in the morning, is highest around the middle of the day, and sets in the west. This activity uses a simple STEM approach because students watch what happens, record what they see, look for patterns, and talk about their results. It helps them learn about the Sun by doing a real-life activity and hands on learning. -
Module One Assignment
I would engage my pupils in this activity by turning it into a practical investigation where they become “Sun Detectives.” I would begin by asking the students what they already know about where the Sun rises and sets, and whether they think it stays in the same position throughout the day. We could discuss predictions before going outside.
Working in small groups, students could observe the position of the Sun at several agreed times, for example, in the morning, around midday, and in the afternoon. They could safely observe the Sun’s position without looking directly at it by using landmarks such as trees, buildings, poles or playground features as reference points. They could record the time, date and approximate position of the Sun, such as east, south-east, south or west.
For a more visual record, students could make a simple sketch of the school grounds and mark the Sun’s position at each observation time. They could also use a shadow stick: placing a stick vertically in the ground and marking the end of its shadow at different times. Students could measure the shadow and record its length and direction in a table.
To investigate sunrise and sunset, students could observe these from home with a parent or guardian and record the time and the direction in which the Sun appeared or disappeared. Over several days, the class could compare their observations, discuss patterns and consider why the Sun appears to move across the sky. This would encourage observation, recording, teamwork and scientific questioning while linking the activity to real-life experiences. -
We are lucky to have plenty of space in my school and are encouraged to get our classes outside as much as possible. Looking at constructing a sundial in my school, I would ask the class where they think would be a good spot and hope that they would choose the middle of our school yard.
We would try to plan ahead looking athe weather forecast and pick a week with good sunlight. From there we would fix a cone with some bamboo attached to the top of it and mark it’s position with chalk. Then we would mark circles around it in a circle with chalk and note the times on the hour. The school day is only five or six hours so we would have circles marked from 9am to 2pm and I could mark a circle at 3pm after they had left.This is a great lesson for a class to plan and get involved in with active learning!
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- One Year on Earth – Understanding the Seasons Resource (ESA)
In the past I have explored the ‘reason for seasons’ with a 5th class group. We explored the topic around Christmas time, and my hook was a picture I took the previous Christmas of myself celebrating Christmas on a beach in Australia. This immediately started the discussion around ‘why is it winter here, but summer on the other side of the world?’ We followed up with some practical demonstrations with a torch and globe, and played a fun ‘human axis’ game whereby children slowly rotated while maintaining a tilt as their partner shone a torch on them. We talked about if their head was the North Pole and their feet where the South Pole which side was getting more light as they rotated.
Having read the ‘One Year On Earth’ activity, I would be keen to implement the activity whereby children build a sun-earth model from polystyrene balls, and track one year on Earth across poster paper. This is a really practical, hands-on activity which I think would consolidate understanding even more. I also liked the suggestion of looking at satellite images across the globe to determine seasons. I look forward to trying these activities in the future.
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Hi Lauren,
Welcome to the course.
The photograph of Christmas on a beach in Australia is a brilliant hook, as it immediately gives pupils a real-world reason to wonder why it can be winter in Ireland while it is summer in the Southern Hemisphere.
I also really like how you used practical demonstrations with a torch and globe, as well as the ‘human axis’ game to get the students both learning and moving. It sounds like a lot of fun while also helping pupils visualise the Earth’s tilt and understand how different parts of the Earth receive different amounts of sunlight.
The One Year on Earth model sounds like a great next step, as building and tracking the Sun-Earth relationship across the year would further consolidate understanding. Looking at satellite images would also strengthen the geography and digital learning links.
THanks for sharing and hope you enjoy the course.
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I really liked your stimulus for the lesson as it provides a striking juxtaposition of how people in the other hemisphere celebrate Christmas and would definitely generate a lot of questions and discussions surrounding the seasons in Ireland and abroad and how when it is one season here then it is another somewhere else.
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I would choose “Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed” because it provides an opportunity to move beyond simply teaching science content and engage students in a problem-solving STEM experience.
I would engage my students in a practical STEM activity based on designing and constructing a sundial in the school grounds. This activity would allow students to explore how the position of the Sun changes throughout the day while applying knowledge from science, mathematics, technology and engineering. Liston highlights the importance of STEM activities being student-centred, collaborative, hands-on and connected to real-world problems rather than simply combining the four subjects under the STEM acronym.
I would begin by asking the students how people could tell the time before clocks and digital technology were used. This would introduce the concept of sundials and encourage students to ask questions about shadows, the movement of the Sun and the Earth’s rotation. Working in small groups, students would investigate how the length and direction of a shadow changes at different times of the day from the yard outside. They would make observations and record their findings using drawings, and photographs.
The students would then be given the challenge of designing a sundial suitable for our school grounds. They would have to decide where it should be located, considering factors such as sunlight and safety. Using simple materials, each group would construct a model and test it at different times throughout the day. Mathematics would be incorporated through measuring angles, distances and time intervals, while science would involve investigating light, shadows and the apparent movement of the Sun. Technology could be incorporated through using tablets or cameras to document observations and, where appropriate, digital tools to record or analyse data.
Importantly, the students would be encouraged to evaluate their designs and make improvements based on their observations. They would communicate their findings to the class, explaining why their sundial works and how they could make it more accurate. This reflects Liston’s view of authentic STEM learning as an opportunity for students to investigate problems, collaborate, communicate, test solutions and apply their learning in meaningful contexts.
This activity would also encourage me to reflect on my own classroom practice. STEM education should not simply mean adding technology to an existing lesson; instead, it should provide opportunities for students to become active problem solvers, investigators and designers. The sundial challenge would therefore allow students to take greater ownership of their learning while developing curiosity, creativity, teamwork, critical thinking and communication skills. It would demonstrate how STEM can be naturally integrated into everyday classroom experiences and connected to the students’ immediate environment.
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Hi Micaela,
I really like how you have connected the sundial activity to authentic, hands-on STEM learning. The opportunity for students to design, test and improve their own sundials would encourage problem-solving, collaboration and critical thinking. I also think using the school grounds makes the activity meaningful and allows students to connect their learning to the real world. Your point that STEM should be more than simply adding technology to a lesson is particularly important.
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I would plan how my students could “observe and record the positions of the sun when rising and setting and at different times of the day”.
I would use this activity to demonstrate STEM as an integrated, inquiry-based approach, rather than teaching Science, Technology, Engineering and Mathematics as four separate subjects. This reflects Liston’s (2018) discussion in Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, which highlights the importance of making meaningful connections between disciplines and developing skills such as problem-solving, creativity and critical thinking.
Students would investigate the apparent movement of the Sun by observing and recording its position at different times of the day. They would make predictions and record the time, date, weather conditions and position of the Sun, using familiar landmarks such as trees or buildings as reference points. Observations could be made at school and supplemented with observations of sunrise and sunset at home.
I would ask my students to locate different countries on the globe and ask them to predict their sunrise and sunsets in reference to our location.
Students would then organise their results in a table or diagram, identify patterns and discuss why the Sun appears to move across the sky. This could lead to an exploration of the Earth’s rotation.
The activity incorporates Science through observation and investigation, Technology through recording and presenting data, Engineering through designing a simple sundial, and Mathematics through measuring time and analysing data. It therefore provides an authentic example of the interconnected approach to STEM advocated by Liston (2018).
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Hi Jennifer,
Welcome to the course. Thanks for sharing your observation plan for the sun. I like how you are encouraging predictions prior to the observations as this may help to engage and support the learners when observing the sun. Using landmarks such as trees and buildings as you have suggested will also guide and support the observations.
I also like how you plan to extend this activity by considering the sunrise and sunset in other countries too. Thanks for sharing, I hope you enjoy the course.
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I love this idea of linking in the time zones! It would make it so interesting for older classes. You could also use google Earth or we sometimes use live animal webcams on Explore.org to watch animals and at times, depending which animal we are watching, it is dark so this could be a good way to tie it in!
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After reflecting on the article, I see STEM education as more than teaching Science, Technology, Engineering and Mathematics as separate subjects. Instead, it involves creating meaningful, inquiry-based learning experiences where students investigate real-world phenomena, solve problems collaboratively, and make connections across different curriculum areas. In my classroom, STEM learning is most effective when students are actively exploring, predicting, testing ideas, and discussing their observations.
I would engage my students through the activity of observing and recording the positions of the Sun when rising, setting, and at different times of the day. Students would begin by predicting where they think the Sun rises and sets and how its position changes throughout the day. We would then observe the Sun safely from a designated outdoor location at several times during the school day, recording its position using simple drawings, photographs (taken safely without looking directly at the Sun), and shadow measurements.
Students would work in groups to compare their observations and identify patterns over several days. They could use digital tools to create charts or presentations, integrating technology into the investigation. Mathematics would be incorporated by measuring shadow lengths and discussing changes over time, while engineering could be included by designing simple shadow markers or planning the best location for a permanent sundial in the school grounds.-
I agree with Ronan that STEM education should not just be about teaching Science, Technology, Engineering and Mathematics as separate subjects. I think his approach of using real-world investigations would make learning more interesting and meaningful for children. The activity of observing the Sun throughout the day is a great example of this.
I particularly like how the activity allows children to make predictions before carrying out their observations. This gives them the opportunity to test their ideas and see if they were correct. Working in groups would also encourage children to communicate, share ideas and work together to solve problems.
I also agree that using technology would add to the learning experience. Children could use Chromebooks or tablets to record their findings and create charts or presentations. Measuring shadows would bring Mathematics into the activity in a simple and practical way. Overall, I think this is a very engaging STEM activity that would help children understand how Science connects to everyday life. -
Hi Ronan,
Welcome to the course. With all the talk about the eclipse yesterday, this would allow for discussion on the sun and observing it in the sky across the day when school reopens.
I agree that the predictions allow for the learners to engage in critical thinking and active engagement in their own observations. They can then test their hypothesis when they go outside. I also like how you are planning for different ways to show their observations and learning and considering what other curricular areas this would connect with. Thanks for sharing, I hope you enjoy the course.
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Hi Ronan, I like the idea of having the students predict what is going to happen with the sun. The structure of your lessons sounds like it would lend well to collaborative group work and some excellent discussions would arise from this. I also really like the idea of the groups creating shadow markers, which could be a really good junk art engineering design project. Thanks for sharing your ideas.
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If I were to construct a sundial in the immediate school environment or plan for where the sundial could be placed with my second class group, I would begin the inquiry by discussing how people in the past used the sun to tell the time before clocks were widely available using a video or picture as a stimulus for discussion. I would bring the children outside into the immediate school area and work with them to identify a suitable location for our sundial. Together we would look for an open, sunny area remembering from the video that it must receive light for most of the day and not be shaded by trees or buildings.
I would encourage the children to observe the movement of the sun and discuss how the position of the shadows change throughout the day. As a whole class, we would choose a suitable spot and place a stick in the ground (or in a bucket if on the yard). The children would help me to mark the position of the shadows at different times, such as morning, lunchtime and afternoon. We could then record the time beside each shadow marking and observe how the shadow moves and changes length.
If the are proves to be suitable, I would attempt to create a more permanent sundial to allow the children to revisit and use their observations to estimate the time throughout the school day. It would also make for interesting discussion further on in the year when the shadows and times do not match up to where they had been when the sundial had first been created.
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Hi Jack,
Welcome to the course. Thanks for sharing your sundial plan. Second class learners would be very inquisitve and could really engage with this lesson. I like how you plan to explore it in history also to allow time to think about how people told the time before clocks were widely available.
I like how you are planning to develop it with your own class first and then consider how to make it more permanent so other classes can benefit from it. Great idea, thanks for sharing. I hope you enjoy the course.
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I would choose the ESA resource ‘One Year on Earth – Understanding the Seasons’ as an interactive, inquiry-based STEM activity to do with my students. The resource focuses on helping pupils to understand the basic mechanisms behind the seasons, dividing them into activities which enable a gradual development of understanding.
After demonstrating a KWL chart for the class, I’d then begin by gathering data on what the students already know about the seasons and why in particular they think we experience the contrasting seasons of Summer and Winter. This would identify any misconceptions amongst the students and encourage them to share and discuss their ideas. We would then fill in the ‘K’ section of the chart.
Working in small groups, the children could then use the likes of globes, torches and other relatable materials to model the Earth’s position and movement in relation to the Sun. They could investigate how the Earth’s tilt affects the amount of sunlight received in different parts of the world at different times.
This activity would incorporate several elements of STEM.
1. Science would be developed through investigating the Earth, Sun and seasons. 2. Maths could be incorporated through measuring, recording and comparing daylight hours.
3. Technology could be used to explore images, animations or data
4. Engineering skills could be developed as the students design and adapt their own models.I think that in allowing the students to work collaboratively in their small groups, it would allow for discussion in predicting outcomes, testing their ideas and explaining their conclusions. This reflects Liston’s (2018) view that effective STEM education should develop problem-solving, critical thinking, creativity, communication and teamwork rather than simply combining the four STEM subjects.
Overall, I feel this ‘One Year on Earth – Understanding the Seasons’ activity would demonstrate how STEM can be naturally integrated into everyday classroom learning, while also giving students an opportunity to investigate a question relevant to their own experience of the forever changing seasons.
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Option 1
At the start of the lesson, I would do a KWL chart on gravity with the children. We would discuss what they Know, what they Want to know, and later what they Learned. I would ask simple questions such as, “Why do things fall to the ground?” and “Would you weigh the same on another planet?”
I am lucky to have access to Chromebooks in the classroom, so the children could use these to research Earth and another planet. They could find simple facts about their planet, such as its size, colour, surface and gravity. They could also look at pictures to help them decorate their planet tube.
The children would work in small groups to assemble an Earth tube and one other planet tube. They could then decorate the tubes in a suitable way using different colours and materials. I would walk around the room, ask questions and help where needed.
At the end, each group could show their tubes and explain some differences between Earth and their chosen planet. We could then complete the Learned section of the KWL chart.-
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reply to Eoghan Kenny
I love how this concept is presented on this course and on reading your submission, I think that your students would highly engage with this hands on activity. The KWL is an excellent way to begin the exploration of the concept of gravity. The students’ access to chromebooks would allow independent research and would provide the students with choice in their learning.
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I would like to create a sundial on our school grounds and I think the school garden would be the best location. This area receives plenty of direct sunlight, is open and accessible, and already encourages exploration and hands-on learning. A sundial here would link perfectly with lessons on shadow, time, and the movement of the sun. To begin, a stick could be placed firmly in the ground in a sunny spot, and students could mark its shadow at regular hourly intervals. Over the course of the day, they would notice how the shadow shifts and connect this to the way we measure time. Older students could take on the responsibility of constructing the sundial in a more permanent way, and then present their work to younger classes, encouraging peer teaching. Alongside the sundial, the school could also set up a small weather station, creating a space full of outdoor science learning opportunities.
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Hi Siobhan
Welcome to the course. It is lovely to hear about your school garden and how it already allows for hands on learning and exploration. So it is a lovely idea to incorproate the sundial into this location.
I like how you plan to explore the movement of the sun using a stick initially and allow the learners to represent the shadow at hourly intervals. This would allow for exploration and making connections to what the learners already know. I also like how you plan to encourage the older learners to use their knowledge and create a more permanent sundial for other classes to explore and observe.
Thanks for sharing, I hope you enjoy the course.
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Hi Siobhan,
I also chose the sundial activity, but I like your idea of connecting the activity/learning with an older class by giving them the task of creating the school’s permanent sundial, therefore creating a really lovely opportunity for peer teaching. I think the more classes that can be involved in this lesson the more children will take notice of, and understand the sundial.
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I would engage my students with the “One Year on Earth – Understanding the Seasons” resource by exploring why we experience different seasons throughout the year. I would begin by asking students what they notice about changes in daylight, temperature, weather and nature across the seasons. Students could make predictions about why these changes occur before using the resource to investigate the Earth’s movement around the Sun and the Earth’s tilt.
The activity would provide an opportunity for students to develop their understanding through investigation, discussion and practical modelling.
This activity demonstrates how STEM can be integrated rather than taught as four separate subjects. Science would be developed through learning about the Earth, Sun and seasons; Technology through using digital resources to investigate and present learning; Engineering through creating and adapting models; and Mathematics through recording, comparing and interpreting data.
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After reading Liston’s Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, much like others have mentioned above, I was reminded that STEM is not simply about completing a science experiment. It is about encouraging children to question, explore, solve problems and make connections between different areas of learning. I think this fits very naturally with the way young children learn in Junior Infants.
I would engage my class in constructing a simple sundial in our school grounds. We would begin by going outside on a sunny day and looking at our shadows. I would encourage the children to describe what they notice and ask questions such as, “Why do we have shadows?” and “Do you think our shadows will be in the same place later?”
We could then place a stick upright in a suitable sunny area and mark the position of its shadow at different times throughout the day. The children could make predictions about where the shadow will move and compare the different lengths and positions. We could use chalk, stones or pictures to record our observations.
I would also involve the children in deciding where the sundial should be placed permanently, considering which areas receive the most sunlight. This would give them an opportunity to work collaboratively, problem-solve and test their ideas.
I think this activity demonstrates how STEM can be integrated naturally into Junior Infants through hands-on, playful learning. It combines science, mathematics, engineering and observation while allowing the children to investigate something they can see and experience for themselves. -
I would engage my second class students in the “One Year on Earth” activity by starting with something that they are already familiar with – the changes they see around them throughout the year. I would show them four pictures of the same tree in different seasons and ask them what they notice. I would encourage them to work in pairs to decide which picture they think is spring, summer, autumn and winter and, more importantly, explain why they think that. I think this would be a good way to get them talking and sharing their ideas before introducing the topic. The resource uses this approach with photographs of a tree to help pupils identify seasonal changes.
I would then show the children the satellite images from the resource and explain that we can even see changes in the seasons when we look at Earth from space. I think the children would find this really interesting as it would give them a different perspective on something they see every day.
For the next part, I would use a globe and torch to represent the Earth and Sun. In small groups, the children could explore what happens as the Earth moves around the Sun and make predictions about which part of the Earth receives more sunlight. I would keep the explanation suitable for their age and focus on helping them understand that the Earth is tilted and that this affects the seasons.
I think this activity would work particularly well with second class because it is visual, practical and encourages the children to observe, question, discuss and investigate rather than simply being told the answers. It would also give them an opportunity to work together and connect their learning about space with changes they can see in their own environment.
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I really like the way you have approached this activity, particularly how you begin with something familiar to the children before moving into the more complex idea of Earth and space. I think using the pictures of the tree is a lovely way to encourage the children to observe carefully and explain their thinking rather than simply identify the seasons. I also like how you included pair and group work, as this gives the children opportunities to share ideas and learn from each other. The globe and torch activity is another strong element because it makes an abstract concept much more visual and hands-on. I think this would work really well with second class because it is interactive, encourages curiosity and allows the children to discover the answers for themselves rather than being given them.
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Lesson; Observe and record the positions of the sun when rising and setting, and at different times of day?
Trigger question; Why is there frost on the ground when we come into school in winter?
Age grouping; 3rd Class
Our school is a perfect environment for showing the different behaviour of the sun from season to season. During Winter we frequently have frost cover which gradually dissappears as the sun rises during the day. A simple way for us to document this would be for groups of students to draw lines of where the frost begins with chalk at 30 minute intervals from 9am. We would use an Ipad to create a time lapse over the course of the day showing the sun moving ‘moving’. I would also like to use the information to provoke thinking on whether it is the Earth or the Sun that is moving, a common misconception in both students and adults! We could also complete this idea on December 21st and June 21st to show both extremes of Winter and Summer Soltace and then compare our results.
Regarding the Unravelling STEM article, What struck me was the idea of students making their predictions and analysing their results. My favourite thing about teaching Science is that it gives the space to make mistakes and learn from them, and that it is a process to be enjoyed rather than something you immediately ‘get’. I also enjoyed the critical thinking aspects of Technology, reinforicing that anything useful can be technology and that it is constantly developing.
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Hi Patrick,
Welcome to the course. I really like how you would begin with the trigger question about frost, as this connects the movement of the Sun to something pupils can observe directly in their own school environment. Using the chalk to mark where the frost begins at 30-minute intervals is a very creative way to make changes in sunlight visible. Creating a time lapse on the iPad would also add a strong technology link and help pupils see patterns over the course of the day.
I particularly like how you would use this to address the misconception around whether the Sun or Earth is moving. Comparing observations around the winter and summer solstice would be a lovely extension. Your reflection on Liston’s paper also captures the value of prediction, analysis and learning through mistakes – this is something I also find is really great for students and adults alike! We can all sometimes be afraid of getting things wrong, and its great that STEM foregrounds curiosity and exploration over this.
Thanks for sharing and hope you enjoy the rest of the modules.
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Response to Question 3 ;
In my multigrade classroom, I would make this activity practical and meaningful by allowing the children to investigate the Sun through observation, music and STEM. I would begin with familiar “night and day” songs to introduce the idea of day and night and encourage the children to share what they already know. We would then observe and record the Sun’s position when rising and setting and at different times during the day, using drawings, photographs and simple measurements.
To make the activity more authentic STEM, I would challenge the children to work in groups to construct their own sundial using simple materials such as a paper plate and a stick. They would predict where the shadow would fall, test their designs at different times, record their findings and consider how they could improve their sundial. This would allow me to integrate science, mathematics, technology and engineering through a real-world problem, reflecting Liston’s (2018) view that authentic STEM should encourage creativity, problem-solving, critical thinking and teamwork. -
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
Our school has a large fenced off percolation area near our playing areas which would be an ideal location for this activity as it is on a height and receives direct sunlight from dawn until dusk.
As a trigger for the activity I would show the pupils a video of life in medieval times (e.g. https://www.youtube.com/watch?v=GVMvl05hCrI which focuses on the life of children in the Middle Ages.) I would use this as a starting point for discussing such questions as “How did he know it was time to get up? How did he know it was time for his Heraldry lesson?” and so on, thus leading into the necessity for a means of telling time and how that would have been accomplished before the advent of mechanical clocks.Once the idea of sundials had been introduced, the activity could take place outdoors. As a follow up to the activity, we could log our results and then repeat the activity 6 months later, when the day is shorter/longer and compare the new results. This could lead to an exploration of why our days get longer/shorter throughout the year
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4th/5th Class lesson
Following on from exploring the theme of the sun, I would engage the children in a group activity where they have to observe and record the positions of the sun when rising and setting at different times of the day. I would ask the children to collaborate and discuss the varying ways we could record this using shadows eg, using the trees in the yard, using a meter stick, using their bodies ect. I would encourage different methods for each group for variety and motivation for the project. I would use tools like chalks to draw around shadows and rulers to record length and width of shadows at the varying times of day. We would discuss safety when observing the sun. We would choose a certain location within the school yard and three specific times within the school day to record. We could incorporate the use of an Ipad to take pictures of the position of the sun. Each group could use bookcreator to input their findings and record the things they noticed about the position of the sun. The sun is lower in the sky in the morning and higher in the sky during the day time. We would link the movement of the sun’s position with how the earth rotates.
Following on from the observation we would create a project to showcase our findings through art or media presentation we would share with other classes -
Create a sundial in your immediate area.
I work with 3rd class so to begin with I would bring the children to the local sensory garden in our town where there is a sundial already there. We would discuss what it is, what it’s used for, what do they notice, what do they wonder?
Back in the classroom we would discuss if we could make our own. What does it need? We would go on a walk around the school grounds to find the perfect place, full sun light etc. We would get our materials ready and in groups on the hour they would measure and mark where the shadow lies with chalk and record the clock time between each mark and report back to the class. Every time the group returned they would fill in an observation sheet of the time, the length of the shadow and anything they noticed.
The class would discuss if they noticed any difference between morning and afternoon shadows. Is the shadow longer at midday?
At the end of the week they would compare their observations in groups on different days. I would hope that they would begin to predict where the shadow would fall before marking it.
Whole class discussion on how the sun moves across the sky.
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I have chosen to make a plan for a sundial in my school. It will obviously need to be constructed in a sunny, open area of the school grounds where buildings and trees do not cast shadows for most of the day.
This could be nearly a full year of observation as the sun positions will change with the seasons. As a class the first thing to do would be First, observe the grounds and identify a place that receives direct sunlight from morning until afternoon.
To start we could use paper and PE equipment and chalk to mark the different locations of the sun. This space when identified can be observed every hour or so and The suns position be recorded.
During this observation period in class discussion about what a sundial might look like and talk with the children about the designs they think and discuss what might work or not. What would need to be on the sundial to identify times. How to know what the time is?
Look at examples of sundials discuss what is similar with them all. Introduce word gnomon, discuss marking hour lines.I would integrate an art lesson at this point using paper plates and a straw in the middle to cast the shadow. Children can complete the observation to complete the sun dial as the day goes on.
Discuss the importance of the sundial facing the correct direction, with the gnomon pointing towards true north and angled according to the school’s latitude. This could also become an educational feature, allowing students to learn about the Sun, Earth’s rotation, timekeeping, and changing seasons through practical observation.
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replying to AISLINN MURPHY 275422;
I really like your arts based approach to this activity. Children would be able to express themselves creatively while engaging in a meaningful, hands on activity using paper plates and a straw. I alos like how this lesson could be modifies slightly to suit various different age groups.
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The activity I would choose to engage my pupils with would be the construction of a sundial and plan where a sundial could be placed in the school grounds. I’m often out on the yard without a watch, using my phone to check the time. The students don’t often have watches either and I would use this as the hook to introduce the activity. Asking the pupils while out in the yard what time it is will initiate a conversation about ways to find out what time it is without using modern technology like phones or watches. I would start by establishing prior knowledge from pupils around telling time, movement of the sun, shadows etc. From there direct teaching of sundials would take place before construction and discussions on suitable placement within the school grounds. I would use the Curious Minds Framework for Enquiry to plan the engagement, investigations and then next steps.
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Hi Fiona,
Welcome to the course. I really like your hook of being out in the yard without a watch and asking pupils how they could tell the time without using modern technology. This would immediately connect the activity to their own everyday experience.
Beginning by eliciting prior knowledge around time, the movement of the Sun and shadows is a great way to support exploration and discussion before introducing sundials more formally. I also like that pupils would consider suitable placement around the school grounds, as this would encourage them to think carefully about sunlight, shade and direction.
Using the Curious Minds Framework for Inquiry would give the lesson a clear structure and allow pupils to engage in prediction, investigation, observation and next steps. Thanks for sharing.
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Maria Fallon
Having previously used the local environment of Lough Allen and the nearby Sliabh an Iarainn mountain for a rainfall investigation project, the senior students would engage well in observing and recording the positions of the sun when rising and setting and at different times of the day. The key idea could be can we use something in our local Lough Allen environment – the sun to solve the problem of measuring time? I would use this a sequence of lessons starting with exploring the students’ existing ideas about the sun, shadows and time. Through exploration of the school grounds, the students could find the best sunny locations, find directions using compasses and begin measuring shadows. Working in small teams, students will discover patterns in where the shadows are positioned and their lengths. The pupils could be challenged to design and construct a permanent sundial for the school grounds allowing them to decide on the most suitable materials for its construction. Following on from this, the students can test and make improvements and understand that there is a distinction between solar time and clock time. Finally, the students will present their own original sundial design and communicate their learning to their peers. Liston M (2018) writes that “STEM activities use the Engineering Design Process (EDP) as a systematic, orderly, open-ended way of approaching problems and designing solutions for those problems”. I feel that this activity incorporates design, real world applications and ideas of engineering. -
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I found the paper Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics intriguing as I feel it was effective in highlighting the importance of Engineering in STEM and how sometimes it can be overlooked. The paper acknowledges that Engineering is in fact the glue that holds science, maths and technology together. I thought the example of the pen was very effective in explaining this and showing how a simple everyday item lends itself to STEM. I think this would be a great way of explaining STEM in the classroom particularly to older classes.
I enjoyed reading the ESERO 30 Day and Night lesson. I thought it was very engaging and the fact it included hands on activities means that it would be an effective lesson for all learning styles. I teach Junior Infants and I feel the part of the lesson about nocturnal animals would be the most engaging for them as we do usually touch on this when learning about Autumn. I think the discussion on the different adaptations each animal has would be fantastic for children who are more curious and lends to higher order thinking. For the younger classes to make this a bit less abstract you could use a globe and a torch. Show them where Ireland is and then shine the torch on Ireland. Discuss that there is parts of the world now in darkness and then do the opposite.
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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 am a Junior Infant teacher so would plan this lesson to ensure that the activities and objectives are accessible and relatable for young students.
I would use the book “Moonbear’s Shadow” by Frank Asch as my stimulus. We would have read this story several times already and the children would have engaged in plenty of talk about the sun, shadows, and how the light changes from day to night. I would have taken the class out to observe our shadows, trace around our friends’ shadows using chalk, and observe how our shadows move in the same way that we do.
I would then use the question “where does the sun go during the day?” as the main inquiry for our lesson. Children would think-pair-share their answers and we would discuss our thoughts as a whole class. I would then tell the class that we are going to work as detectives to see if the sun moves throughout the school day and, if so, identify the journey that it takes.
I would take the class out to the yard three times throughout the day: in the morning, in the middle of the day, and before home time. Each time, I would bring them to the same place on the yard so that our findings would be accurate. We would discuss the movement of the sun/where we can see it now/where we saw it previously. Children would also be encouraged to make a prediction for where it might be the next time we come outside. Children could use iPads to take photos of the sun’s position and I would also take a photo, ideally including identifiable landmarks/features of the school so that we can use the photos to stimulate discussion in class. These photos would also be used on a poster to record our findings.
As a follow on activity, children could draw pictures of the three locations of the sun on a worksheet. We could also observe our shadows outside and see how they have changed in terms of length and position.
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Hi Ailbhe,
Welcome to the course. I really like your use of Moonbear’s Shadow as a stimulus, especially as the children would already be familiar with the story and the ideas of Sun, light and shadow.
The inquiry question, “Where does the Sun go during the day?” is a lovely way to spark curiosity and encourage the children to share their own ideas. I also like the playful detective approach, as you have suggested this makes the observation task more interesting and accessible for younger learners.
Returning to the same place in the yard at different times of the day is a great way to support fair observation. If your plan is to observe the sun and take photos of it directly rather than the shadows, ensure to use solar glasses or lenses to protect the students eyes and the camera lenses. The follow-up drawings and shadow observations you have suggested would consolidate the learning nicely!
Thanks for sharing, and hope you enjoy the course.
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For this STEM activity for 4th class, I would use our school yard as the setting for the kids to investigate the movement of the Sun throughout the school day. Our classroom window looks out onto the yard, and we are fortunate to have yards on both sides of the school which receive sunlight at different times. This provides an excellent opportunity for students to observe, record and compare the Sun’s position.
I would begin by asking students to predict where the Sun will be at different times of the day and whether its position will appear to change. At regular intervals, we could go outside to observe the Sun safely, recording the time and its position in relation to fixed features such as the school building,local apartments and the train line that runs beside the school. Students could take photographs safely using their chromebooks or make drawings to compare their observations.
This activity would incorporate Science, Mathematics and Technology. The children would then use tablets to photograph and record their findings. Working in groups, students could then create a Google Slides project to present their observations. They could include photographs, drawings, recorded times, predictions and their findings, and compare how the Sun’s position changed throughout the day and between the two yards.
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in engaging 4th class pupils I wo9uold focus on STEM inquiry on outddor active learning shadow play and matematical concepts.
– i would begin with bringing pupils outdoors on a sunny morning to stand in a disignated open space, pair them up to trace each others shadows with chalk and to input the time indside the outline.
– i would then return the class at noon and before hometime to trace their shadows again using different coloured chalk colours.
– this hands on visual would aim to spark curiosity.
– i would then intoruce the next part of the leson enginerring challenge. all the clocks have failed and not working in the school and they need to construct a timekeeper sun dial.
– i would place children into small groups and complete a site survey areas of maximum amount of sun spots.
– then the construction begins providing mateirals for children -
Liston’s paper on STEM in the classroom has really given me a lot to think about as I was not aware of how important the engineering part of STEM is and how it should take centre stage in all STEM activities. When researching activities for STEM, Liston asks us reflect and ensure that the characteristics are truly STEM and to use the Engineering Design Process in activities and lessons. All in all, this will really help to inform my practice in the future as it will help to focus my planning to ensure that the characteristics of STEM listed in the paper are not neglected.
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I chose to do activities from Esero 30 Day and Night in the World, as I was particularly struck by the research in the US showing that while older elementary students understand that the earth rotates on its axis, they may not connect this knowledge to day/night (Source: Slide 26 from Module 1 – Our Earth in Space). While day/night and the seasons may seem like basic concepts, they are, in fact, much more complex than they appear and require detailed teaching in order to prevent any misconceptions.
I would first start with a Trigger question, e.g. What is day? What is night? Where does the sun go when it gets dark?
I would show the video on Earthrise and ask the children to wonder and ask questions.
I would then follow up with a practical activity to demonstrate day and night in the yard or halla.
I would start by marking a large circle on the ground with tape or chalk, about 4–5 metres in diameter – this represents Earth’s orbit path.
- One pupil is chosen as the sun and stands in the centre
- All the other pupils represent the earth
- Each pupil stands in the circle at arm’s length from each other, facing the sun (the pupil in the centre)
- The pupils slowly turn full circle on the spot keeping their arms out. When they are facing the fun it is day and when they their backs are to the sun it is night.
Extension activities:
- This time the pupils will call out the different times of day as they turn, e.g. ‘the sun is rising’ as they turn towards the sound, ‘now it’s midday’, ‘now it’s sunset’ as they turn away from the fun and finally ‘now it’s night’.
- While rotating on the spot, pupils walk slowly around the path marked on the ground, to show that the earth orbits the sun (a year) while also rotating on its axis (a day).
I would follow on with some nice activities from the Esero 30, in particular, Children in the World and Day and Night in the World to further develop the concept of night and day.
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Hi Louise,
Welcome to the course. Thanks for sharing such a thoughtful response. I really like how you have reflected on the misconception that pupils may know the Earth rotates, but not fully connect this to day and night. Your trigger questions, such as “Where does the Sun go when it gets dark?” would be a great way to uncover children’s existing ideas.
The practical activity sounds very engaging. Having one pupil represent the Sun while the others rotate as Earth would help make an abstract concept much more concrete and memorable. I also like the extension where pupils call out sunrise, midday, sunset and night as they turn, as this would reinforce key vocabulary through movement.
Linking this with the Children in the World and Day and Night in the World activities would further deepen understanding.
Thanks for sharing and hope you enjoy the rest of the modules.
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I think Liston puts it really well when she says “Stem-mania” has gripped the world! It can be reduced to a bit of a buzz word, and I know in practice I have been guilty of deciding on my lesson first (e.g. explicitly maths or science) and then labelling it as “STEM.”
However, what I get from Dr. Liston’s paper is that for a lesson to be authentically “STEM” it really needs to have certain characteristics, one being not to see maths or science as separate entities, but how they integrate and overlap. Another thing I take from the paper is that STEM is skills focused e.g. developing critical thinking skills.
I looked at the One Year on Earth- Understanding the Seasons resource. I really like how this resource is gently scaffolded, starting with what the children are already familiar with (photos of trees in different seasons), and building up from there. As such, I would use it exactly as it is laid out in the resource, but I would spend the most time on Activity 2 Part B (One year on earth). Prior to undertaking the activity, we would watch the Paxi video- Day, Night and the Seasons. I would divide the children into small groups of maybe 4, and I would allow the groups to choose between a country in the northern versus southern hemisphere. I think the activity makes an abstract concept much more concrete, and it would allow for lots of discussion. Part C could be an extension activity looking at the length of days in different seasons- I think this could tie in nicely with history lessons on Newgrange and the Winter Solstice. -
Gravity / Weight: Assembling an Earth tube and one other planet tube and decorate in a suitable manner.
As mentioned in the course content, the difference between the mass of an object and the weight of an object are often misunderstood. I loved this activity in relation to the planets to explore the two.
Student Activity:
Following on from a study on space and the planets, I would divide my class into groups and assign each one a planet. Each group will create a tube for the planet Earth and one other planet. For this activity, we would use Pringles tubes. Each group would assemble and decorate their tubes accordingly using a range of coloured paper, paint, crepe paper and other materials. We will use our learning from our study of the various planets for this activity and features such as rings etc. will also be attempted using a variety of materials.
Following on from this we will discuss how gravity differs between the planets. I would ask students to predict whether they think the same Pringles tube would feel heavier or lighter on their chosen planet compared to Earth. Using the table provided in the Ogden Trust lesson plan, students would use the formula Weight (N) = Mass (kg) × Gravitational Field Strength (N/kg), with Earth’s gravitational field strength being approximately 10 N/kg, to calculate and compare the weight of the Pringles tube on their chosen planet. Tubes will have been filled with rice to represent the different weights.
Students will then have the opportunity to lift and compare the tubes, allowing them to physically experience the difference in weight. Finally, each group could share their findings with the class, explaining how gravity affects the weight of their tube.
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– Module 1; Exploring Sundials Through STEM
– I would start with a trigger question; ‘How was time told in Ancient civilisations?’
– I would show the video explaining the days and seasons as this gives a lovely introduction to the idea that the sun does not move, but the earth does.
– To begin the learning, pupils could participate in a shadow investigation. Working in pairs, they would trace the length and direction of their partner’s shadow with chalk at different times during the day. This hands-on activity encourages observation, prediction and discussion about how the Earth’s movement relative to the Sun affects the position and length of shadows. I would also encourage the children to talk about their experiences of the Solar eclipse on August 12th that gripped the nation.
– The topic can be enriched through a history connection by examining how Ancient Egyptians used shadows and obelisks to measure the passage of time long before modern clocks were invented. This helps pupils appreciate how people used scientific observations to solve everyday problems.
– Pupils could then design and construct their own sundials using cardboard, testing and refining their designs. A larger outdoor sundial could also be created using a plant pot and bamboo cane, allowing children to monitor the movement of the shadow over the course of the day and compare it with clock time.
STEM learning. It integrates:
– Science – investigating light, shadows, the Sun and Earth’s place in space.
– Technology – designing and creating functioning sundials.
– Engineering – planning, building and improving models.
– Mathematics – measuring shadow lengths, recording data, recognising patterns, estimating and telling time. -
Option 4: One Year on Earth – Understanding the Seasons Resource
I would begin by eliciting pupils’ prior knowledge about the seasons, e.g. changes in clothing, vegetation and activities on the farm. I would place a strong focus on oral language and discussion. Whilst the ESA resource does have images included, I would first use images of the local area in different seasons. This would allow pupils to make connections between the topic and their own environment.
I really like the use of aerial imagery in the ESA resource. Children could work on this in pairs as Earth Detectives, examining the images for evidence of the different seasons and discussing their observations. This promotes critical thinking, as highlighted by the Liston (2018) paper.
The practical Earth–Sun activity would be particularly valuable. Pupils could work collaboratively using a globe and a torch to represent the Sun. I would encourage them to predict what will happen before moving the Earth through the different positions in its orbit and then compare their predictions with their observations.
To extend learning, children could create a continuous display showing their school locality through the seasons. Alternatively, they could photograph the same area of the school grounds at different points throughout the year to record seasonal changes. I also find the changing seasons to be a great stimulus for art lessons, which would allow for further integration across the curriculum. -
I think the creation of a sundial in the school grounds and the observation of the sun at different times of the day lend themselves really well to a block of STEM lessons, with one leading on from the other. I can see my younger class being really interested and engaged in both, firstly in noticing where the sun is at different times of the day and secondly in noticing the differences in where shadows created by the sun are at different times too.
I would start the first lesson with a game of “What’s the time Mr. Wolf?” as a hook for introducing a lesson on telling the time. I would then chat to the children about how Mr. Wolf might tell the time if he didn’t have a watch or a clock to check it. We could talk about night and day as part of this too – when it’s dark it is nighttime and when it’s bright it is daytime so Mr. Wolf would know both of those times easily. How might he know other times then? What could he use? The sun. How might he use it – leading them gently to talking about where the sun is at different times of night and day.
We would take a walk around the school grounds looking for somewhere where we can see the sun, without anything blocking the way, trees, buildings etc. We have a really big, open space that gets lots of sunlight all day and where there are no school buildings and this would be ideal for a temporary sundial.
We often enlist the help of the children in our Sixth class to help us with lessons and ideas and it’s amazing how they are able to work together with the younger children and encourage them to come up with their own ideas then too. I think this would work really well here, and they could help the younger children mark out the shadows each hour of the school day while learning themselves too. We could repeat this lesson once every term and see if the children notice anything different about the shadows each time. Why do they think this happens, leading on to talking about the seasons as well.
Follow on lessons could see the children working together in groups to design and make their own sundials, maybe even having a little competition to see which design might become a permanent sundial on our school grounds.
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This is a great idea! Using “What’s the Time, Mr. Wolf?” is really clever to get younger children thinking about time. Bringing in the Sixth Class buddies is a great idea too! Revisiting the shadows each term will definitely make the link between shadow length and the changing seasons so much clearer for them!</span>
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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”.
This is a really lovely activity to get outside and explore what is happening in the world around them. I would bring the class out to an open, sunny spot in the yard in the morning, at midday and before going home in the afternoon to record the shadows made by the sun. I would demonstrate marking an X with chalk on the ground as our point to stand on. We could note where the sun is in relation to the yard/us (e.g. above the trees/over the roof/towards the gate) to track the movement of the sun across the sky throughout the day and then we would demonstrate how to draw around a partner’s shadow at each visit. We would record our predictions about what we think we might see the next time we come out – would there be any changes? What do the children think they might observe? It is always great to get the children to record their predictions so that we can compare them with what we observed. I would record the shadow outlines by taking photos and I would replicate the activity multiple times throughout the year to draw attention to changes observed as the seasons change. We could then compare the shadows that we found in each season.
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Hi Fiona,
Welcome to the course. Thanks for sharing such a clear and practical approach to observing the Sun with your class. I really like that you would bring pupils outside at different points in the school day to observe and record how shadows change over time.
Marking a fixed X on the ground is a great idea, as it helps pupils return to the same position and make fair comparisons. Asking children to describe the Sun’s position using familiar landmarks, such as trees, the roof or the gate, would also make the activity very accessible.
I particularly like that pupils would record predictions before each observation and then compare these with what actually happened. Taking photographs and repeating the activity across different seasons would be a lovely extension, helping pupils notice wider patterns in sunlight and shadow throughout the year. Thanks for sharing, and hope you enjoy the rest of the modules.
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I really enjoyed reading your ideas for this activity. I particularly liked the idea of drawing around a partner’s shadow, as I think the children would find this really engaging and memorable. Getting them to make predictions before returning outside is also a great way to encourage curiosity and discussion. I also like your idea of repeating the activity throughout the year, as comparing the shadows across the different seasons would extend the learning and help the children make connections with changes they see in their everyday environment.
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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 start by asking the children a stimulus question. “Does the sun move in the sky?” I would let them ponder this and observe for the evening and tell them that we will investigate tomorrow.
We would discuss there observations from previous afternoon and then discuss their current knowledge regarding the sun. We will revise positional language such as north, south, east and west. I think this links the science and maths elements of the lessons well as we should be aiming to do based on Liston’s paper on STEM.
We would move to the yard and in pairs, children would observe the sun’s position in the sky and record this in relation to the position of the school. We would repeat this 3 more times during the day to map the sun’s position throughout the day. We will predict where the sun might appear later in the evening. They can then compile their observations into a visual presentation as a record of their observations.
Finally we will watch the Paxi video regarding the suns position which will consolidate the children’s existing knowledge, observations and predictions.
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Hi Carmel,
Welcome to the course. Thanks for sharing your lesson plan on observing the sun moving through the sky.I like how you are asking the learners the afternoon before to allow them time to make their own observations before the activity the following morning. Linking with maths to explore the cardinal points is a great example of linking maths with real life situations. Allowing the learners to record their observations allows for comparision and critical thinking. The learners should focus on specific landmarks to focus their observations.
The Paxi video, as you have mentioned would also consolidate their knowledge following their observations. Great ideas, thanks for sharing. I hope you enjoy the course.
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For this activity, I would create an Earth Tube and one other planet tube to explore the differences between gravity and weight. I would begin by allowing the pupils to research the chosen planet and gather information about its size, appearance, atmosphere and gravity. The Earth Tube could be decorated using blue and green materials to represent the oceans and continents, while the second tube could reflect the surface and colours of the chosen planet.
The pupils could work in small groups to assemble and decorate the tubes, encouraging creativity and teamwork. Once completed, we could compare the planets and discuss how gravity affects our weight. I would explain that our mass stays the same wherever we travel, but our weight changes depending on the strength of gravity on that planet. Pupils could then calculate what their weight would be on the different planets using simple calculations. This practical activity would make an abstract scientific concept more meaningful and engaging while developing pupils’ research, mathematical and collaborative skills.
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One Year on Earth- Understanding the Seasons Resource (ESA)
After reading Liston’s Unravelling STEM, I am aware that effective STEM education should be more than simply combining Science, Technology, Engineering and Mathematics. It should provide children with opportunities to investigate, problem-solve, collaborate and apply their learning to real-world situations. Children are definitely more engaged when they are investigating something that relates to them. I would engage my 4th class with the ESA’s One Year on Earth – Understanding the Seasons resource by beginning with a discussion about the four seasons and asking the children what changes they notice throughout the year. The children could then work in small groups to investigate why we experience different seasons. Using a globe and a light source, children could create a model of the Earth orbiting the Sun and investigate how the Earth’s tilt affects sunlight. This hands-on investigation would encourage questioning, observation, teamwork and problem-solving, reflecting Liston’s view of meaningful STEM learning. The children could record their observations, discuss their findings and explain their models to the class.
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Having read the paper ‘Unravelling STEM- beyond the acronym’ – I did have a moment of self reflection. My post in school is Maths and now I really don’t feel that I do enough to combine Maths with other subjects. I run Maths week every year and i have never thought of putting in a task that combines other aspects of STEM – I really should address this in the coming year – creating a sundial may feature this year! I noticed as I read through the posts that other teachers are including time with laptops for research purposes – this is something I really need to do more of. I tend to use my allotted time for specific ‘google’ skills or English and History work. The new Maths curriculum has us finding more than one way to an answer and allowing the students to come up with this themselves or in group work – I feel this is a skill I could also use to improve my teaching of STEM.
Planning objective – How to observe and record the position of the sun when rising and setting at different times of the day.
Level; 5th classI would combine this lesson with the strand unit of Time – over the years I have found that children have difficulty telling the time using analogue clock.
Introduction – I would mind map all the information that the class know about the sun
leading questions such as Where is the sun in the mornings? How did you know it’s night time? Where is the sun in the night time?
How would we know the time without a watch…or a phone….Discuss the points of a compass in relation to the sun – Rising in the East and Setting in the West. – look at a selection of pictures of sundials and how they could be used. I would emphasis the importance of the shadow.
Equipment; metre stick, chalk, measuring tape, clock.
after establishing the 4 main directions, I would show the class hope to observe and record the direction and length of the shadow of the sun from the metre stick.
A simple recording would be used:
Time – Length – Direction – mark the end of the shadow with chalk. I would even take a few photos which would maybe make this clearer at the end of the day.Extension
Having shown the children how to do this throughout the day – I would the set each group a task the following day by sending them out at different stages the following day to see which group could get the most accurate time.I believe this could also be conducted in Winter and again in Summer to show seasonal differences. I would also link with a younger class to show them how to conduct the same experiment.
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Hi Sharon – I really enjoyed reading your reflection & your activity is very practical and hands on! It gives pupils a real opportunity to apply Maths and Science in context. I also think recording the shadow at different times and comparing results across seasons is an excellent way to develop curiosity and questioning. The idea of sharing the activity with a younger class is another great way to encourage collaboration and give pupils ownership of their learning.
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Hi Sharon,
Welcome to the course and thanks for sharing your reflection on your own teaching and learning of STEM in light of Liston’s article. I also hold the positions of maths lead in my school and like you must consider this year to incorporate STEM into Maths week but also how to link maths in Space Week, Engineers Week etc. It would allow for lots of real life connections and give the learners a purpose when using maths skills.
I agree that some learners have difficulty with the analogue clock as it is all digital times everywhere. I hadn’t thought of linking the sundial with the analogue clock, something I will definitely consider now. Thanks for sharing.
I hope you enjoy the other modules in the course.
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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 would use the curious minds framework to work on this activity with my pupils. I would begin with engaging the class with a prompt. I would discuss the blinds in our classroom and whether or not we always keep them opened or closed and why is this. I would get the children to discuss this prompt in groups of 4-6.
Next I would ask the class why is our room brighter/sunnier and darker during different times of the day. (wonder) This should bring us on to a discussion about orientation. We would then explore in groups about how the sun moves from sunrise to sunset and how this effects our classroom and school environment. Next we would move on to the investigate stage in groups.
Starter question – Where is the sun at 9.30, 11.00, 12.45 and 3.00 around our school? When do we need to close our blinds?
Predicting – Let the pupils record their predictions in their groups.
Conducting the investigation – Follow on lesson throughout the week of mapping and recording the position of the sun. Explicit teaching of North, East, South & West to aid this. As the class teacher I would record sunrise and sunset.
After the investigation I would get each group to present their findings and discuss when and why we need to close/open our blinds. This could be carried on further to discuss where and where not to put up solar panels on the school roof. -
Liston (2018) explains that real STEM is about solving real-world problems by combining science, technology, engineering and maths. In my DEIS Band 1 city-centre school, technology is limited, but our students are strong collaborators. They enjoy hands-on projects that build creativity, communication and problem-solving skills. I need to move beyond focusing on our limited technology and make better use of engineering and teamwork in STEM lessons. This reminds me that authentic STEM is not about having lots of devices; it is about giving children meaningful opportunities to design, create and solve problems together.
Activity 2 – Sundial
I would engage my students with this activity by linking it to our school environment and the weather board we are currently developing in one of our yards. A sundial would be a great addition because it would give pupils an opportunity to explore STEM through a practical, real-world project. I would begin by asking pupils what they already know about sundials and how they think they work. Working in small groups, pupils could investigate where the best place in the school grounds would be to position a sundial. They could consider sunlight, shadows, time of day and any buildings or trees that might block the sun.This activity connects well with Liston (2018), who explains that authentic STEM should integrate science, technology, engineering and mathematics through problem-solving and real-world experiences. The activity would allow pupils to measure, observe, design and test their ideas while working collaboratively. It also shows that STEM does not have to depend on having lots of technology. In our inner-city DEIS school, where access to technology can be limited, pupils can still develop creativity, critical thinking, communication and problem-solving skills using simple materials.
I would provide different levels of support so that all learners could participate. Some pupils could focus on measuring shadows and recording results, while others could design the sundial or investigate how it works. Visual instructions, group roles and teacher modelling would support pupils who need additional help, while more confident pupils could calculate angles or explore why the shadow changes during the day. The finished sundial could become a permanent feature alongside our weather board, giving pupils a meaningful STEM resource that they can continue to use and develop.
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Hi Amanda! I also teach in a DEIS school – band 2 but similar circumstances. I love your point about being limited in devices etc. we often get caught up in having the most glitzy up to date resources in classrooms. However, we can so easily plan nice, enjoyable projects that inspire curiosity and learning without needing to rely on material things. I think in turn it will enhance children’s innate stargazing skills – something that anyone can get involved in regardless of cost, ability, background etc. here’s to our future astronomers!
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I really enjoyed reading your post. I particularly liked how you linked the sundial activity to the weather board already being developed in your school, as this makes the learning very meaningful for the children. I also agree with your point that STEM does not have to rely heavily on technology. Using simple materials, teamwork and problem-solving can provide children with valuable STEM experiences. Your ideas for differentiating the activity are also a great way of ensuring that all pupils can participate at their own level.
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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”:
Teaching in a Junior school (Early Intervention to 2nd Class) I love the adaptability of this task. I have mostly taught infants for my career and have often explored shadows as a fun task to learn about day and night as well as light and shade but it was more of a ‘concluding activity’. I would plan it going forward like so:-
- Introduction: Open discussion around the difference between night and day; link with previous knowledge of animals that are diurnal/nocturnal. What happens at night compared to day? Why is night time important for animals including humans? Why do we depend on light from the sun? What happens when the sunlight hits an object? Why do you think this is?
Go to the school yard and make shadows with our bodies. Make shadow puppets, encourage playful learning. In pairs/small groups, trace our shadows with chalk. Mark the time that the shadows were drawn (teacher can do this depending on age) Revisit at a later time during the day. Retrace your shadow beside your original tracing using the same stance – how have the shadows changed? Why do you think this is? Take pictures to create a slideshow on Book Creator.
Circle time: come together as a class group and report findings. Add to book creator project. Present to parents using online software (a private link/Aladdin/SeeSaw etc.)
Encourage the children to follow on the task at home e.g. on the driveway or in a safe play area where they live. Could they remark on the difference in their shadows compared to those in school? What did they notice? Can they record shadows at dusk or night? What happens?
I have aimed this task at Infant level with lots of scope to extend depending on the children’s curiosity and interest levels as well as their ability to grasp new concepts. Possible extending vocabulary: nocturnal, diurnal, circadian rhythm, etc.
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ESERO 30 Day and Night in the World
There are so many ways you could approach this with your students.
For younger students I would begin with an interesting statement or questions, for example, what happens to the rest of the world when we go to sleep? What happens to the world when it goes dark outside? Students would have some prior knowledge of maybe relatives in Australia or knowing about nocturnal animals which would give us a nice place to start.
Then I would place a globe in the centre of the room and close the blinds, making the room as dark as possible. I would then shine a strong torch on the globe from one point in the room. Each child could suggest a location and explain how much light is on that part of the world. What do we think people in the world are doing at that time? Who else is doing the same? Who is doing something different? Do we notice anything about the placement of the countries who are similar?
Then I would rotate the globe and allow the students to discover what is happening. I would encourage them to give their own explanations initially as this aligns with promoting curiosity and discovery.
This activity can be extended further by introducing a discussion around animals. Hopefully some will have been mentioned in our initial brainstorm and that would be the foundation of our next investigation.
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I chose activities to observe the sun for children with special needs.
These activities need to practical, visual, sensory and repetitive, allowing every student to participate at their own level. We would begin by exploring photographs and symbols for sun, morning, lunchtime and evening. I would use a simple visual timetable showing, morning → midday → evening.
At times during the day, students would go outside with an adult and safely observe the position of the Sun. We would never look directly at the Sun. Instead, students could notice where the sunlight falls, the direction of shadows, and whether the Sun appears high or low in the sky. A globe, torch and photographs could be used afterwards to reinforce the idea of the Sun appearing to move across the sky. Students could place a sun symbol on a classroom chart for morning, lunchtime and afternoon. Students could also choose between high/low, light/shade or long/short shadow. The activity would develop observation, communication, sequencing, comparison, pattern recognition and early measurement skills, while giving students a meaningful opportunity to experience Science outdoors. Success could be demonstrated through attention, anticipation, choice-making, communication or participation.-
Hi Brid,
Welcome to the course and thanks for sharing your lesson idea specific to the needs of the learners in your class.
I like how you are beginning with visuals and have considered the need for practical, visual, sensory and repetitive activities to allow your learners to engage at their level.
I also like how you have allowed for options to record their observations in a very practical way such as the symbols and short or long shadow. As you have mentioned it would develop observation, communication and many more skills specific for your learners. Thanks for sharing this insight.
I hope you enjoy the course.
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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”:
<span style=”font-weight: 400;”>Liston (2018) emphasizes that STEM learning connects subjects through real-world problems, building critical thinking, collaboration and inquiry. To explore the Sun’s movement with my 5th class, I would begin by asking the children what they already know about the movement of the Sun and where they think it will be positioned at different times of the day. We would then go outside at three different points during the school day, in the morning, around midday and later in the afternoon.
At each stage, the children would record the time, the direction the Sun is in and draw its position on a simple diagram. They could also observe and record the direction and length of shadows. In pairs, they would compare their observations, such as why the Sun appears to change position or why shadows change throughout the day, and map patterns, allowing them to raise their own questions about why shadows shift and stretch. I think my class would really enjoy this hands-on, inquiry-based STEM activity where they are actively observing, recording, discussing and drawing conclusions from their own findings. It would definitely promote collaboration, critical thinking and problem-solving skills in my classroom, which are important aspects of authentic STEM learning.
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After reading Liston (2018), what stood out to me was the idea that STEM should go beyond teaching Science, Technology, Engineering and Maths as separate subjects. The article highlights the importance of making connections between these areas through practical and inquiry-based learning. This influenced my choice of activity, as observing the sun allows Second Class children to explore something familiar from their everyday lives while predicting, measuring, recording and discussing their findings.
I would bring the children outside at different times during the school day to observe and record the position of the sun. The equipment needed would include pencils, simple recording sheets, iPads, chalk, a metre stick and measuring tapes. We would choose the same observation point in the school grounds each time.
We would place the metre stick in position and use chalk to mark the end of its shadow. Before each observation, the children would predict whether the shadow would be longer, shorter or in a different position. They could then measure the shadow, draw what they observe and take photographs using the iPad. We could compare our observations from the morning, lunchtime and afternoon.
As a follow-up activity, we could repeat the investigation on another day and compare our results. The children could create a simple graph showing the different shadow lengths or use their observations to make a basic sundial. We could also use a globe and torch to demonstrate day and night.
I feel this activity reflects Liston’s view of STEM as connected, active learning while developing curiosity, observation, prediction, measuring, recording, discussion and teamwork skills in an enjoyable way.
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Observing the Sun with Senior Infants
I would begin by asking the children what they notice about the Sun in the sky and where they think it goes at different times of the day. This would follow the Curious Minds/ESERO approach of engaging, investigating and reflecting.
Over one school day, we could observe the Sun in the morning, around lunchtime and in the afternoon. The children could look safely from the playground or classroom window and describe where the Sun is. I would introduce simple words such as morning, midday, afternoon, east and west. We could use a large playground map and mark the Sun’s position using stickers or drawings. Each child could record what they see in a simple observation sheet, using pictures and a few words.
We could also notice how shadows change during the day. At the end, we would compare our observations and talk about what changed. Some children might notice the Sun appears to move across the sky, which could lead to more questions and investigation.-
Hi Natasha,
Welcome to the course. Thanks for sharing such a lovely and age-appropriate plan for observing the Sun with Senior Infants. I really like how you would begin by asking the children what they notice about the Sun and where they think it goes during the day, as this encourages curiosity and prediction.
You could get solar lenses so that the children can observe the sun safely. Introducing simple vocabulary such as morning, midday, afternoon, east and west would also support early language development and geographical awareness.
The idea of using a large playground map with stickers or drawings is especially nice, as it gives children a visual way to record their observations. Linking this with shadow changes would help pupils notice patterns in a hands-on way. Thanks for sharing.
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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”
After reflecting on Liston’s (2018) paper, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, I would engage students in this activity through inquiry and hands-on observation. I would begin by asking students what they already know about where the Sun appears at different times of the day and encourage them to make predictions. Working in small groups, students would observe the Sun safely at set times, such as morning, midday and afternoon. They would record the time, date, weather conditions and the Sun’s apparent position using an observation sheet and drawings of the school grounds. Students could use a compass to identify directions and tablets to photograph their observations. Afterwards, we would compare findings, identify patterns and discuss why the Sun appears to move across the sky. Students could create a simple chart or graph to represent their data. This activity integrates science, mathematics and technology while developing observation, teamwork, questioning and problem-solving skills.
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I would engage my class with the ‘One Year on Earth – Understanding the Seasons’ activity by first encouraging them to share their existing ideas and experiences of the seasons. I would ask questions such as, ‘Why do we have different seasons?’ and ‘Is it summer everywhere on Earth at the same time?’ This would allow me to identify misconceptions and create curiosity before introducing the ESA resource.
I would then use the animation as a visual starting point, pausing at key moments to allow the boys to observe and discuss how Earth moves around the Sun and how its tilt affects the amount of sunlight different parts of Earth receive. Working in small groups, the kids could make predictions about which hemisphere would experience summer or winter at different points in Earth’s orbit and explain their reasoning.
To deepen their understanding, I would encourage students to record their observations and create a simple diagram showing Earth’s position during each season. I would finish with a class discussion where students explain the seasons in their own words. This approach would make the activity interactive, encourage scientific questioning, and help students develop a clear understanding rather than simply memorising facts.
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Reading Liston’s article made me reflect on how I use STEM in my own classroom. I think I already provide plenty of opportunities for investigation, problem-solving and maths/science integration, but I probably sometimes describe activities as STEM when they are really primarily science or maths activities. I found Liston’s emphasis on engineering and the design process particularly useful, as it highlighted the importance of children actually using their learning to design, test and improve something.
I would use the sundial activity with my class and, rather than simply giving the children instructions to make one, I would turn it into a small design challenge. We would begin by investigating shadows outdoors at different times and discussing how the position and length of a shadow changes. The children could then work in groups to decide where in the school grounds would be the best location for a sundial and explain their reasoning.
Groups would design and construct a simple sundial, test it at different times during the school day and record how accurate it is. They could measure and record their results before discussing possible improvements to their designs. I think this would make the activity much more engaging while also incorporating science, maths, design and problem-solving in a meaningful 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”
I have First Class in September and I think this would be a lovely activity to do with them to introduce STEM through a topic they see every day and are so familiar with.
We could start by discussing the sun and maybe reading a book about the sun.We could also do a word bank of the key words we would be exploring. We could then go outside and in the morning and the children could draw what they see in the sky and then we go outside again later in the day and we should compare our earlier observation with another drawing. They could also do this earlier and later in the evening at home at the weekend as the lessons outside would help them.
We could then discuss our finding in pairs and then whole class using terminology we had introduced at the start. This would also be a nice activity for the First Class to buddy up with a younger class and teach them about it. -
Children could begin the lesson by listening to a story about the Sun to stimulate their curiosity and activate prior knowledge. Sun: One in a Billion by Stacy McAnulty is one suitable example, although any engaging, age-appropriate text about the Sun, daylight, or the Earth and space could be used.
Following the story, the teacher could facilitate a whole-class discussion about what the children already know about the Sun and encourage them to share their own experiences of observing it. Questions could include: Where is the Sun in the morning? Does its position change throughout the day? Where is it in the evening? Does the Sun appear in exactly the same place at different times of the year?
The discussion could then develop into an exploration of how people have used the position of the Sun to estimate the time. Children may already have some understanding that shadows change throughout the day and that the position of the Sun can provide clues about the time. The teacher could introduce the concept of sundials and explore how people in the past used shadows to measure the passage of time. This could provide an opportunity to briefly examine ancient methods of timekeeping, including early sundials, and to consider how people measured time before the invention of clocks and watches.
Following this introduction, children would work collaboratively in small groups to design and construct their own simple sundials using accessible materials such as paper plates or cardboard, pencils, sticks, rulers and modelling clay. Before beginning construction, each group would be encouraged to think carefully about what makes an effective sundial. They could discuss the importance of having a stable vertical object to create a clear shadow and consider how the position of the sundial might affect the observations they make.
Once their sundials have been constructed, the children would investigate the school grounds to decide where the most suitable location would be to position them. They would need to consider factors such as access to direct sunlight, the presence of buildings or trees that could create shadows, whether the sundial can remain undisturbed, and how the position of the Sun may change throughout the day. Using a compass, where appropriate, the children could identify directions such as north, east and west and use these to help orientate and record their observations.
The groups would then place their sundials in their chosen locations and record the position and length of the shadow at regular intervals throughout the day. They could record the time, measure the shadow using a ruler, note its direction and make a simple drawing of each observation. By comparing their results, children would be able to identify patterns in how the shadow changes as the Sun appears to move across the sky.
As a follow-up investigation, children could continue to observe their sundials over several days or at different times of the year. This would allow them to consider whether the position of the Sun, the length of the shadows and the amount of daylight change throughout the year. The activity would therefore provide a practical and meaningful way for children to develop their understanding of the Sun, shadows, time and the Earth’s movement, while also developing skills in observation, measurement, recording, collaboration and scientific enquiry.
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One Year on Earth – Understanding the Seasons
I chose the “One Year on Earth – Understanding the Seasons” activity. I think this would be a great way to get children involved in STEM learning in a hands-on and practical way.
I would start by having a simple class discussion about the seasons. I would ask the children what changes they notice throughout the year. We could talk about things like the weather, longer and shorter days, what clothes we wear, and changes we see in plants and animals. I would then ask the question, “Why do we have different seasons?”
The children would work in small groups to make and use a simple Earth and Sun model. They could investigate what happens when the Earth is tilted and how this affects the amount of sunlight different parts of the Earth receive.
Afterwards, each group could share what they discovered with the rest of the class. We could also use images or videos to look at how seasons are different in other parts of the world.
I like this activity because it brings different areas of STEM together naturally. The children are not just listening to information; they are asking questions, working together, solving problems and learning by doing. I think this would make the topic more interesting and easier for them to understand.
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I would spark the children’s interest in the lesson by having a think/pair/share on how did people tell the time in the past before we had clocks. We would then have a discussion on shadows and how our shadows change throughout the day. We would observe our own shadows at different times throughout the day.
We would go outside and I would place a stick in the ground and observe its shadow. We would come back in an hours time and observe its shadow again. Then again in another hour and observe again. I would question the children if the school planned to install a sundial where would the best place be. This would help to ignite the children’s curiosity.
I would then give the children the various materials to make a sundial. The children could mark the shadows throughout the day using chalk and observe how the shadow changes during the school day. -
For this lesson, I would engage the children through an enquiry-based, hands-on approach, working in small groups. I would begin by asking how people told the time before clocks existed and what they think a sundial needs to work. Pupils would then explore the school grounds observing where sunlight and shadows fall throughout the day and discussing where a sundial could be placed.
The children would construct a simple sundial using materials such as card, a stick and a paper plate, following a step-by-step demonstration. They would record the position and length of the shadow at different times, making predictions and looking for patterns. An ideal location would be the school garden where the sundial could be placed without interfering with other areas of the school.
This activity provides clear links to Maths as pupils would measure shadow lengths, compare distances, estimate measurements and record results in tables or simple graphs. They could also use mathematical language relating to position, direction, length and time.
There is also a strong Science link to living things. Pupils could discuss how plants in the vegetable garden need sunlight to grow and consider how the movement of the sun affects both the plants and the sundial’s shadow.
For art, pupils could design and decorate their sundials, using colour, patterns and symbols while ensuring that their designs remain functional.
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