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ASSIGNMENT
Choose one of the following:
- Create an observing plan for autumn that shows which planets are visible in the evening sky.
- Create a short teaching resource using Stellarium/ WorldWide Telescope
- Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
- Select from one of the activities in the Framework for Inquiry
Write a descriptor (Minimum 150 words) in this forum as a reply to this post on how you would engage the children in your class.
Please also comment on at least one other participant’s post
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
In autumn, the evening sky is a great place to spot some of the planets in our solar system. To help us observe them, we can create a simple plan. First, we’ll need a clear night with little or no clouds. We should try to look just after sunset, when the sky is darkening but the planets are still bright and easier to spot.
We’ll start by facing the western and southern parts of the sky, where most planets appear after sunset. In early autumn, you might see Saturn in the southeast sky. It looks like a bright, steady light – not twinkling like a star. Jupiter is also often visible and is one of the brightest objects in the night sky, usually rising in the east a bit later in the evening.
We’ll use a notebook or observation sheet to record what we see: the date, time, weather, and the direction we’re looking. If we have a telescope or binoculars, we might even spot Jupiter’s moons or Saturn’s rings! Apps like “SkyView” or “Stellarium” can help us identify planets more easily.
By watching the sky once a week, we’ll notice how planets move and change position as autumn goes on. It’s like watching a space show!
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3. Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2025 -2026?
I think this activity would thoroughly engage the pupils in my fourth class classroom and it would be a very pleasant way to start the school day. The children would enjoy the introduction of Paxi and our Moon: Phases and Eclipses videos on YouTube. This would help start fire their imaginations and questioning skills.
Out of curiosity, I asked ChatGPT to devise a colourful poster – a morning moon watching calendar. The children could compare their observations using the naked eye and binoculars with the data given.ChatGPT produced this table for 2025-2026.
| 📅 **Month** | 📍 **Best Viewing Dates** | 🌕 **Moon Phase** | 🔭 **Visibility** |
| —————- | ————————- | —————– | ————————- |
| 🌾 **September** | 11th – 17th | 🌖🌗🌘 Waning | High in sky before school |
| 🎃 **October** | 11th – 17th | 🌖🌗🌘 Waning | Clear in early morning |
| 🍂 **November** | 9th – 15th | 🌖🌗🌘 Waning | Great for binoculars! |
| ❄️ **December** | 9th – 15th | 🌖🌗🌘 Waning | Bundle up! Cold but clear |
| ❄️ **January** | 8th – 14th | 🌖🌗🌘 Waning | New Year stargazing |
| 💕 **February** | 6th – 12th | 🌖🌗🌘 Waning | Spot the crescent! |
| 🌼 **March** | 8th – 14th | 🌖🌗🌘 Waning | Craters and shadows |
| 🐣 **April** | 6th – 12th | 🌖🌗🌘 Waning | Lovely spring skies |
| 🌷 **May** | 6th – 11th | 🌖🌗🌘 Waning | Moon says “Good Morning!” |
| 🌞 **June** | 4th – 10th | 🌖🌗🌘 Waning | Early summer sunrise moon |
They could also have their own lunar diary to sketch and record the lunar phases and compare them throughout the year. Photographs could also be taken uses the school’s iPads.
Our school is based in Westport, in County Mayo so observation would be best in the mornings, even before school commences. I think many of the children will find this novel as they may have heretofore only thought of seeing the moon as a nighttime experience. The lunar phases observed will be waning ones and viewed in the eastern sky. We can also link the phases of the moon to other areas of the curriculum, such as the study of light, objects and their shadows. This could also integrate well with 3D objects in Mathematics. As some follow on activities we could use Esero 62 resource and the websites timeanddate.com and heavens-above.com to consolidate and expand their learning. -
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That is a great use of Chat GPT.It explains the moon phases so well.It has so much to offe for making Science interesting for pupils .In the morning discussions with the pupils and all the interesting facts are to hand.Morning observations area great idea I hope the cloud cover is kind to you in Mayo.
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During the Autumn period pupils will be prompted to take time in the evenings to look at the sky as Venus, Jupiter, Mars, and Saturn are often visible with the naked eye, while binoculars or a telescope will be provided on a loan basis as they provide a much better view, revealing details like Saturn’s rings and Jupiter’s moons.
The observation plan will focus on the children tracking for the month of September the planet Saturn.The app Skyview will be used to show where the children should look in the sky. It will build a discussion until Sep 21st when Saturn is at its strongest in the night sky..Mars and Mercury will also be observed.
During October Mercury will be the focus with it at its strongest in late October.
In November the planet that the pupils will focus on will be Uranus as it reaches opposition and will be the best time to observe.
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That is an excellent use of ChatGPT Dennis. I have not used it much and am only beginning to recognise its usefulness withing the classroom. Morning observations sound like a great idea, hopefully we will be able to do something like this in the year ahead. Linking it with other areas is also a very interesting idea.
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Stellarium is a great interactive app and is very useful before taking on the observations and pre-planning but I think it’s important to give pupils plenty of time using it and to get comfortable with the app. Its also helpful if parents / guardians can have a look at it too to support the children.
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Skyview and Stellarium would be exciting tools for students to explore space. By the sounds of it these apps would make learning about the night sky interactive and fun. Using them as a homework activity during the darker months is a great way to keep children engaged outside the classroom and they would really enjoy this experience.
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I love this idea Tanya. My own boys love nothing more than star-gazing. We live in Dublin so are affected by light pollution but any time we are away from the city we cosy up under the stars and watch for shooting stars. We have used Skyview before but hadn’t heard of Stellarium before now. My son got his first telescope for his birthday this year. I love the idea of giving this as a homework activity during the winter too. The children love doing something different, and I don’t think they would even feel like this was homework.
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I had never heard of stellarium or skyview before but I will definitely introduce them to my class this year. I like the idea of using them for homework, it is a fun way to engage the children but also could be a nice family activity too. I look forward to trying them out properly myself on the next clear night.
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Exploring the night sky with Stellarium
5th class
Explain first to the children that Stellarium is a toll that shows what the sky looks like from any place on Earth, at any time.
We will use Stellarium to look and constellations-pointing out some well known ones first. We will then observe the planets.
Children will draw one constellation they saw in Stellarium and also the name of a planet, describing it’s colour or brightness.
I would also encourage the children to make use of Stellarium at home.
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Light pollution in our local area has led to reduced visibility of the night sky, affecting both wildlife and human well-being. Excessive artificial lighting disrupts nocturnal animals’ natural behaviours and impacts ecosystems, while also interfering with circadian rhythms in humans. Streetlights, illuminated buildings, and advertising boards contribute significantly to skyglow, making it difficult to observe stars or celestial events.
To engage learners, I would begin with a night sky observation activity, comparing views from urban and rural locations. Learners could use star maps or astronomy apps to identify constellations and document visibility levels. We’d discuss the effects of light pollution on ecosystems, human health, and energy consumption. Students could then investigate local lighting practices and propose sustainable solutions, such as shielded lighting or motion sensors. Integrating science, geography, and citizenship, this inquiry-based approach encourages learners to connect environmental issues with community action and stewardship
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In preparing my contribution to the this module Forum myself I casually commented that we are lucky in Mayo to have some of the darkest skies in the country.
Reading your opening on light pollution caused me pause to wonder whether, even in a rural setting how easily would my pupils find a proper dark spot with minimal pollution. It might not be as easy as I presumed.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would love to do this with my class, and this was a great opportunity to look at how I might plan it out. This would require communication with home and school and would be a great opportunity to use digital tools to enhance learning. I have looked at timeanddate.com and Stellarium to get an idea of what might be visible, and Autumn seems like a great time to do some stargazing. I looked at some dates in September to see what might be visible and was quickly able to find out that the 8th and 9th would be great nights to see Jupiter, Saturn and Mars with the naked eye, as well as Venus. Uranus and Neptune might also be visible with a telescope or good binoculars. Stellarium is amazing and I also found the Stargazing Ireland site useful as it listed the top ten things you could search for in autumn, including Ursa Major, Orion, Seven Sisters, the Andromeda Galaxy, two different meteor showers and a Harvest Moon. Although it would be tempting to draw up a list with dates and times now, I actually think it would be more beneficial to students if they chose what to search for and what form this might take. So doing work on stars vs planets and constellations first is probably a good idea. They could also make a Starwheel. I think that I would introduce them to timeanddate and Stellarium in school using the iPads and send links home for parents. The students could search for suggested planets if they are unsure what to do, or make their own plan. They could take photos and send them in to me in the usual way so we can share them on the IWB and it might be fun to print out some or work on them digitally, labelling them etc. or make annotated drawings. I know I have included stars and constellations as well as planets, but it seems a pity not to. Setting this as an after-school task requires some extra assistance for some pupils re technology access but is still doable. It would be lovely to have a guest speaker or an evening in the school grounds to do some planet and stargazing and with unpredictable weather might be a little tricky to organise but it would be great fun. -
This is a really well-thought-out plan! I love that you’re empowering the students to take the lead in their own observing plan, using modern tools like Stellarium and timeanddate.com. Involving parents and making it a collaborative, flexible project is a fantastic way to encourage a genuine interest in astronomy. The idea of having them explain their own photos or drawings is a great way to reinforce the learning.
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Sounds like a great plan, Orla. I completely agree with the idea on having a guest speaker. Yes, to make it work well it would be far better to have someone at night time, but if it could be organized it would be a magical experience. I think even adults would revert to child-like wonder in those circumstances and it could be an amazing event for the whole school.
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I completely agree Orla about the value of a stargazing night at the school as I feel that last year’s incredible visibility of the northern lights really captivated the interest of the entire school population…even those who may not have previously been too interested! It also brings the opportunity for ICT integration with use of apps which identify planets and stars in the night sky
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I plan to engage my class this year in observing the Moon as part of our SESE curriculum, particularly focusing on identifying the Moon’s phases and learning when it’s best observed from school. Through some simple research and using the Stellarium app, I’ve found that the waning crescent and third quarter phases are the most visible in the morning sky, as they rise after midnight and are still up at dawn. For the 2025–2026 school year, these phases will be visible on mornings around the following dates:
Third Quarter Moons: Oct 6, Nov 4, Dec 4, Jan 3, Feb 2, Mar 3
Waning Crescents: Oct 7–11, Nov 5–9, Dec 5–9, Jan 4–5
We’ll plan our Moon journaling for those weeks. Children will record their observations and sketch the Moon each morning we can see it before class. This project naturally integrates science, art, and oral language. I hope it will spark curiosity about the natural world and give children a real sense of how Earth and space are connected to our daily lives.
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Thanks so much for sharing this, I found your post really interesting. I hadn’t considered how powerful it could be to give the children ownership over what they choose to observe, rather than presenting them with a ready-made list. That idea of letting them explore stars vs. planets and constellations first really stuck with me, it gives them a proper foundation to then go and design their own observing plan. I also love how you’ve included both digital tools and creative follow-up work, like annotated drawings or Starwheels.
Like you, I think bringing in families is key, especially with anything that involves evening observation. I hadn’t come across the Stargazing Ireland site before, so thank you for mentioning that, I’ll definitely be checking it out.
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Autumn Planet Observations (6th Class)
Leaning Intentions:
Identify Mars in the evening sky over multiple weeks.
Record its position, brightness, and motion relative to stars.What will they need: Evening-sky star observation Diary
Observation log sheets with date, time, sketch, direction, brightness
Pencils, coloured pencils
Compass for direction1.Understanding the sky and the planets. Recapping over the solar system.
Present the evening sky chart with labelled planets
Highlight which planets are visible in the evening this autumn—focus on Mars.Understand
Why planets move compared to fixed stars.
Model the chart
Show how to use the chart to find Mars just after sunset.
Demonstrate filling out the observation sheet3.Outdoor observation – DAY 1
30–60 minutes after sunset.
Guide students in locating Mars using the chart and compass app.
Pupils record its position and sketch it, and where it sits relative to horizon and constellations.
4. week observations. approx. 2 times per week.
Record date, time, direction, and sketch.
Note changes—does it move each week? Is brightness changing?5. Reflection
Children will share their observations.
Children will conclude by answering“Why does Mars change position nightly?”
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Module 2: Teaching resource using Stellarium
Discuss the nightsky and the zodiac calendar. Discuss the students horoscope and post the question. Where do you think the horoscope came from? Explain to the students that a horoscope is a fun prediction based on your birth date and the position of the sun, moon, and planets. The zodiac sky is divided into 12 parts, called zodiac signs, like Aries or Leo. Your sign depends on where the sun was when you were born. Although it’s not scientific the constellations are real patterns of stars in the night sky that astronomers use to map and study space.
I would first install Stellarium on the classroom computer or using the web version. Set the location to match the school’s for accurate results. Start the lesson by showing the current sky. Let students explore , moon phases, and planet positions. Turn on constellation lines and labels to help students recognize patterns.
Use Stellarium for activities like finding the North Star, tracking the moon over a month, or identifying planets.
A follow up activity would be the create a planetarium box with their own constellation
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
5th and 6th class
This would start a discussion on how to observe the planets in Ireland and what might be the best methods to do so in Autumn. The number one tip would be to choose a clear night with minimal cloud cover for the best visibility which can be difficult in Ireland. It would also fuel a debate on how to best find a dark location, away from city lights, to have a better view of the planets. There are a number of locations in Ireland best suited to this including Kerry and Mayo while here in the midlands we might need to get into a countryside location.
The methods we could use are binoculars or a telescope but the planets are visible to the naked eye also. However, binoculars or a telescope would enhance their viewing experience, especially for on Jupiter and Saturn. Lastly it would be important to have adult company with pupils to check the weather forecast and to be prepared for potential temperature drops, especially in the early evenings. Lastly to be patient and allow your eyes to adjust to the darkness for optimal viewing.
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Hi Olive,
Welcome to the course and thank you for sharing your thoughts on exploring the night sky.
As you have mentioned, a clear night is essential to ensure there is limited cloud cover along with ensuring you are in a good location to explore the night sky.
Some planets will be quite visible to the naked eye depending on the time of year. Some planets may appear as a bright star, so it is important to know the location of the planets in the night sky prior to heading out. Stellarium is a fantastic resource which can show you where the planets will be in the night sky, you could explore this with the children prior to the activity.
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This is a well thought out and practical lesson idea that would definitely capture the interest of 5th and 6th class pupils. Encouraging discussion about clear skies, dark locations, and how light pollution affects visibility brings real-world awareness to astronomy. Highlighting places in Ireland such as Kerry and Mayo, and comparing them with the midlands, brings a nice local connection to the lesson. Including both naked eye observation and the use of binoculars or telescopes makes the activity accessible for all students while still offering a more advanced experience. Your focus on safety by having an adult present, checking weather conditions, and preparing for colder evenings is very important and age appropriate. The tip about letting your eyes adjust to the dark is also a useful and often overlooked part of night sky observation. Overall, this is a well rounded, engaging activity that combines science, geography, and responsible planning, while sparking a lasting interest in astronomy.
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I created a plan using timeanddate.com for September which will show which planets are visible in the evening sky.
On September 1st Mercury, Jupiter, Mars, Saturn, Venus and Mercury will have good visibility to the naked eye.
I will introduce this plan to my 6th class by introducing the solar system to them focusing on the planets we will be observing. I will engage them by creating a model of the solar system using clay/Styrofoam balls.
The pupils will then be split into groups and research a planet each and create a poster with interesting facts about each planet. We will then use the stellarium software to take a virtual sky tour. This will allow the pupils to have a chance to see what the sky will look like during their observation session.
For the observation night the location will be well chosen with the correct equipment. I will provide simple star maps showing the positions of the planets for the date. I will create a planet spotting checklist for the pupils to allow them to mark off the planets they spot and write any notes they have.
I hope that the above would really engage my pupils.
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Hi Gráinne, I really enjoyed how you engaged the children in their learning by modelling the solar system through the clay strand of the visual art curriculum. I thoroughly enjoy using thematic planning in my classroom and this is one really good way of showing this integration. I also think it is a great idea to divide the children into groups as this will ensure mixed ability and will appeal to all types of learners in your classroom. This will be a great project for the older children of the school to showcase their talents through the SESE subjects.
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Hi Gràinne, this is a great lesson idea particularly for the senior end. I love the idea of allowing them to create a model of the solar system they would really enjoy this as it’s so active and creative. I think the active learning here is a great tool for helping children remember the different planets also. I could definitely see the children being fully engaged with their collaborative group work here also. I have taught 4th class previously and could totally see this working for them.
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I have fond memories of doing a lesson very similar to this when I was in school! It is such a good plan! We also made a mnemonic for remembering the order of the planets as a bit of fun to finish the topic too. The website as well is so fantastic, as they can explore it in the class and continue exploring it outside of class too. I wish it was around when I was doing the lesson you planned!
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I chose to plan to observe the Moon with my class. I think the Moon is a lovely thing to focus on with children because its easy for them to see and it changes a lot so there’s always something new to look at. I would explain to the class that the best time to see the Moon in the morning is when it’s in it’s last quarter or crescent phase because thats when it’s still visible in the early daylight.
I would print a moon calendar for the classroom wall so we can tick off the dates together.
On those mornings we could bring out our copies and sketch what we see maybe even use binoculars if the weather is nice. Then back inside we could talk about what we saw and compare it to the pictures online. I think this would be a nice calm activity and it would help the children learn by really looking at the world around them.
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Hi Aoife,
Thanks for your post. Your plan sounds like a wonderful way to observe the Moon. For some learners, the idea of seeing the Moon during the daytime can be a learning, as it can be so strongly associated with night!
You are right that it is a lovely topic to focus on, it’s hard to miss in the sky, how we view it changes over time, and an observation chart to capture the changes works well too-it can be as simple as drawing the shape they see. It is a calm activity and also a movement break for everyone-it’s always so beneficial to get learners outdoors!
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Some super ideas here! Encouraging 6th class students to observe the planets through hands-on activities like sky-watching and using apps really brings learning to life. It’s a great way to spark curiosity about space while helping them develop scientific observation skills. The focus on journaling and group discussion also supports teamwork and reflection.
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As I am a Junior Infant teacher, I was very drawn to the assignment on ‘planning to observe the Moon’ as somedays the children are fascinated that they can still see the moon in the morning sky when they are lining up to come into school, as they believe the sun is for daytime and the moon is for nighttime.
When planning to observe the moon with the children, I believe the best phase is the last quarter. It rises and is visible around midnight to noon. Noon is the perfect time for my children in my class as it is their lunchtime so we will already be on yard. We will observe this moon phase on September 17th this year as the children will have been settling into school life in the Junior Infant classroom and I think it will be a lovely first engaging activity for the class to take-part in.
After the activity the children can record what they saw in their school yard by creating a picture and describing to the class what they observed.
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That sounds like such a lovely and meaningful activity for Junior Infants! I love how you’re tapping into their natural curiosity—so many children are fascinated by seeing the moon during the day, and it’s a great opportunity to challenge their early ideas about day and night. Choosing the last quarter phase is really clever too, especially as it aligns with their lunch break and gives them the chance to observe it without disrupting the school day. Following it up with drawing and sharing their observations is a great way to support language development and scientific thinking in a really age-appropriate way. A perfect early science experience!
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Autumn Planet Observing Plan – Wexford, Ireland (1st & 2nd Class)
I teach 1st and 2nd class and would like to engage in an autumn sky-watching activity. Next year we will create a simple Planet Observing Plan focused on the evening sky in Wexford from September to November. Our main focus will be on Jupiter and Saturn, which will be the most visible and brightest planets in the evening sky during this time.
To begin the plan we would discuss the planets in our solar system using child-friendly videos and images such as the storybooks on EPIC Library. We would discover where to look in the sky by using Stellarium app on the interactive whiteboard. Through teacher modelling, the children would create a large planet-tracking chart in the classroom, where we record our observations once a week.
Pupils will be invited, with support from parents, to observe the evening sky at home around 8:00 pm, especially facing south to southeast. We’ll look for bright “stars” that don’t twinkle—these are likely planets like Jupiter and Saturn. In school, we’ll record their sightings by drawing pictures or using simple sentence starters such as, “I saw a bright planet. It was low in the sky.”
We’ll link this activity with SESE – Science and Geography, oral language, and digital learning, using iPads for sky map exploration. The activity supports curiosity, connects home and school learning, and introduces children to observation skills in a fun and age-appropriate way.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would discuss with the children what planets could potentially be seen from Ireland and allow the children to explore this through researching books and online. I would ask them to gather and explore prior knowledge and add that to the research they carry out.
I would discuss with he children what the optimum weather factors to take into consideration- e.g. a clear night free from rain, fog, clouds.
I would discuss with the children the optimum location- e.g. away from obstructing views, lights etc
But also a location that is safe and where your not impeding on private property.
I would discuss and explore the different instruments that could be used eg a telescope, binocular, the human eye
I would discuss with the children what other factors would they to take into consideration. Eg safety equipment if out at night, food,shelter, adult supervision.
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I choose option 2:
Use Stellarium or WorldWide Telescope to let students explore the night sky in real-time
Set location to Ireland and identify seasonal constellations; then switch to Australia and compare
Let students observe how the position of the Sun changes throughout the year using the time-lapse feature
Explore how the tilt of the Earth affects the seasons by watching the Sun’s path change over months
Encourage students to notice differences in daylight hours and night sky patterns between hemispheres
Use as a visual follow-up to classroom discussions on Earth’s rotation, orbit, and axial tilt
Great for reinforcing key terms like axis, orbit, hemisphere, and equator in a visual, interactive way
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
To observe the Moon towards the end of the year in 2025 is October 7th, November 5th and December 4th. This is when there will be a so called “super moon” visible in the sky.
I will preteach the Moon phases in class about the planets and their moons. We will look at how the Moon orbits the earth. We will compare the northern and southern hemisphere with regards the Moon phases, and how the full moon is best to observe half way through the phase at 14 days. We will also look at lunar eclipse and how the sun and moon align, using the YouTube resources Paxi.
As a practical exercise, we will do the experiment ESERO62 where 3 children represent the sun, moon and earth. The sun as a light source will be a child with a torch. During the experiment, we will ask questions such as, why do we not see lunar eclipses every month and investigate. To conclude, the children will keep a moon observation log.
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Hi Aoife, I think the Moon is a great choice, especially since it’s something the children already know, but probably haven’t thought about in this way. The idea of ticking off dates on a classroom calendar is really simple but effective. I like how you’ve made it low-pressure, with room for sketching and quiet discussion. It’s something I can see working well especially with mixed ability groups.
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Task 3. Plan to observe the moon – which phase of the moon is best for observing in the morning from school? What dates will that be?
I think I would plan this activity to be ongoing over the month of October.
I would begin this task by asking the children to tell me what shape the moon is. Some children might suggest that the moon changes shape. We would need to explore this so that everyone understands that it only ‘appears’ to change shape. We would discuss why this is so.
Next, we would enjoy the video by Paxi explaining the lunar cycle. After this, we would explore the path of the moon by setting up an activity, following the instructions as laid out in the resource from Esero 62 (The Sun, Moon, Earth task), asking ourselves, can we see the moon / full moon in the daytime?
We will use ‘timeanddate.com’ to find the calendar cycle of the moon.
Once I am satisfied that everyone understands the lunar cycle, then each child will receive a moon observation log and keep a diary of the moon for the month of October.
We will finish the exercise by going to the yard together to observe the full moon on Nov 5th at 13.20. We can follow up with some lunar painting activities.
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I chose one of the activities from the Space themed framework for Inquiry, specifically ‘How to make a foam rocket?’.
- Each pupil or pair of pupils need:
Foam pipe insulation (½ inch diameter, cut into 8-inch lengths)
Duct tape or masking tape
Scissors
Construction paper or cardstock (for fins)
Rubber bands (large, for launchers)
Plastic straws (wide diameter, optional)
Markers or stickers (for decorating)
Rulers
- I would begin by showing a short 1–2 minute video or demo of a foam rocket launch, asking the pupils “What makes it fly?” and “How could we make it go farther?”
- Give each pupil an 8-inch piece of foam pipe insulation and ask them to seal one end with duct tape (this is the nose of the rocket).
- To make the fins, cut 3–4 triangular fins from cardstock. Attach to the bottom (open) end of the foam with tape and encourage symmetry for better flight.
- For the launcher (rubber band slingshot), cut a small slit near the bottom of the rocket and thread a rubber band through and tape it securely.
- To launch, hook the rubber band on your thumb and pull back on the rocket!
- Allow pupils time to decorate the launcher with colours, names, and designs.
- Before launching the rocket, create a clear launch zone.
- Use a measuring tape to record distances and try different launch angles. Ask pupils to record and compare results.
- Allow pupils time to tweak fin shapes, add weight to the nose, or adjust length.
Retest and see what improves! - Conclude the lesson by asking the pupils:
- What changes made your rocket fly further?
- What challenges did you face?
- What would you try next time?
- Each pupil or pair of pupils need:
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
This would be such an interesting lesson for my class. I could see them being fascinated by it.
I would probably introduce the lesson through talk and discussion and exploring planets that could be visible from Ireland. I think it would be important to brainstorm how this could be best achieved eg. A clear night, dark sky (no town lights) My school is in Wexford so we could talk about what parts of Wexford might be best for this. They could also do some project work on the planets.
I think I would show the children the different tools that could be used, like a telescope or binoculars but remind them they are not crucial. We would identify things like the importance of safety and doing it with an adult. It would be a fun way of creating a link with home and involving parents in children’s learning.
The children could be encouraged to keep a log of the planets seen which they could later add to the projects they’re doing on their specific planet.
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Hi Eleanor,
Welcome to the course, I hope you enjoy it.
It is important for the pupils to consider the environment in order to observe the night sky and identify the planets. This would allow for some critical thinking and problem solving prior to exploring the night sky.
It is a great idea for the children to research the planets and complete project work on them to further support their learning when they are observing the night sky. It is also a fantastic opportunity to develop the home school link and get parents involved in observing the night sky with their children as you have mentioned.
Thanks for sharing your thoughts on the activities in this module.
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Autumn Planet Observing Plan – Wexford, Ireland (1st & 2nd Class)
To engage my 1st and 2nd class pupils in an autumn sky-watching activity, we will create a simple Planet Observing Plan focused on the evening sky in Wexford from September to November. Our main focus will be on Jupiter and Saturn, which will be the most visible and brightest planets in the evening sky during this time.
We will begin by discussing the planets in our solar system using child-friendly videos and images such as the storybooks on EPIC Library. I will introduce the activity by showing where to look in the sky using an app like Stellarium on the interactive whiteboard. The children will help create a large planet-tracking chart in the classroom, where we record our observations once a week.
Pupils will be invited, with support from parents, to observe the evening sky at home around 8:00 pm, especially facing south to southeast. We’ll look for bright “stars” that don’t twinkle—these are likely planets like Jupiter and Saturn. In school, we’ll record their sightings by drawing pictures or using simple sentence starters such as, “I saw a bright planet. It was low in the sky.”
We’ll link this activity with SESE – Science and Geography, oral language, and digital learning, using iPads for sky map exploration. The activity supports curiosity, connects home and school learning, and introduces children to observation skills in a fun and age-appropriate way.
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2. Create a short teaching resource using Stellarium/ WorldWide Telescope
Discover the Night Sky with Stellarium
W.A.L.T.:
Use Stellarium to explore stars, planets, and constellations—just like a real astronomer!
Activity Instructions:
1. Open Stellarium and set your location to where you live.
2. Change the time and date to see how the sky changes.
3. Look for:
o Three constellations you can see tonight.
o Any planets that are bright in the sky.
o Any rings around planets which may be visible.
o The Moon—what shape is it today?
Fun Challenge:
Travel back in time to July 20, 1969—the night of the first Moon landing. What did the sky look like then? What planets or stars were visible?
Show What You Learned:
Make a simple poster or short slideshow showing your favourite discoveries. Include drawings or screenshots from Stellarium and a few fun facts!
Want More Adventure?
Try WorldWide Telescope to fly through space and visit planets, galaxies, or even zoom in on the Moon!
Skills:
Observing, asking questions, using technology, and learning about the amazing universe above us!-
Hi Ellen,
What a fun and interactive way to explore the night sky! Stellarium makes learning about stars, planets and constellations feel like a real adventure!
Setting your own location and travelling back to historic moments like the 1969 moon landing really helps bring astronomy to life! A fantastic blend of science, history and fun!
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My school is in County Meath and I would love to focus on an autumn planetary observing plan. We would begin with an introduction to planets and perhaps drawing the solar system, learn some fun facts about the planets. We would talk about conditions or factors influencing visibility- clear skies ,minimal cloud cover, weather conditions, light pollution. We would then talk about equipment- if children are afraid of the dark they could wear a head torch, using binoculars or a telescope,. I would give the children a child friendly star map. We would get some prior knowledge by using Stellarium so that the children could explore this on nights when its too cloudy and perhaps introduce a Planet Passport idea where the children get a sticker each time they spot a new planet. Parents support is vital also. Pupils will be invited, with support from parents, to observe the evening sky at home around 7.30 facing south or southeast and looking out for planets (like stars but they don’t twinkle, shine steadily)pm, An information sheet on what to look out for will be sent home along with the Star Map. In school, we’ll record their sightings using a sky journal.
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Hi Tanya,
Welcome to the course and thanks for sharing your thoughts and ideas for observing planets in the evening sky.
I like how you plan to support parents so they can engage in this task at home such as information sheet and star map. I also really like the idea of a sky journal or planet passport to record the children’s observations and learning.
Stellarium is a fantastic resource and you can show children where the planets will be in the evening sky. My own class used it this year and some were fascinated and used the site at home as well. I hope your class like it too.
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To engage children in creating an observing plan for autumn’s evening sky, start by sparking their curiosity about planets and the night sky through a fun story or a short video. Explain that during autumn, some planets are visible from Earth, and they can help observe and learn about these celestial objects. Provide simple charts or star maps that show the positions of visible planets like Venus, Mars, and Jupiter during autumn evenings.
Next, involve children in creating their own observing plan. Encourage them to choose specific dates and times to look at the sky, considering weather and sunset times. Use a large calendar or planner to mark these dates. Teach them how to identify planets using an app or star chart, making the activity interactive.
Organise a night sky observation session, either in the schoolyard or at home, where children can look for planets and record their observations. Incorporate discussions about the planets’ appearances and positions, fostering excitement and curiosity about space. This activity combines planning, observation, and learning, making it engaging and educational.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would try to engage the children by focusing on their curiosity, rather than the technical astronomy. We would spark off the topic by reading a story with ‘How to catch a star’ by Oliver Jeffers, or something along that theme. Another option could be looking at pictures of the sky – daytime, nighttime, the moon, stars, etc. We would then go on to explain about the different seasons and that during these seasons, some planets are visible from Earth. I would ensure there is already a knowledge of basic planets in the solar system. We would look at simple charts that show the different positions of planets during Autumn evenings. I will introduce the activity by showing them where to look in the sky using Stellarium on the Interactive whiteboard. We will as a class create a chart to record our observations. I would also send home a brief explanation and link to resources to the parents so they can become involved too. This activity gives the children opportunities for learning, observing, and discovering. A follow up activity could be for Art, with creating a solar system using polystyrene balls, etc.
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Hi Rachel,
Welcome to the course I hope you enjoy it.
Thanks for sharing your thoughts on the observation plan. I like how to are introducing the topic through the use of the picture book. Every class just love a picture book. It is a great way to introduce the topic and also to learn what the children know already. I also think it is a lovely opportunity to get the parents involved too and sending home links to relevant resources will be a great help to them also. I really like how you want to integrate it with Art to create the solar system. It is a great way to connect all their learning on the planets.
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Rachel, That sounds like a fantastic plan! I love how you’re starting with a story to capture their imagination and then moving into real sky observations. Using Stellarium will make it so much easier for them to connect what they see in class with the night sky, and involving parents will make it even more memorable for the children.
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For an autumn observing plan the key is to be prepared and patient! Ireland’s weather can be challenging, so I’d make choosing a clear night with minimal cloud cover the number one tip for students.
I’d have the children debate about the best dark locations away from city lights. While places like Kerry and Mayo offer stunning dark sky preserves, even in the midlands, a short trip to a rural area can make a huge difference and we would brainstorm local areas that would work best. I’d remind them to always have adult company and check weather forecasts for potential temperature drops.
I would use resources like Stellarium with the children. This fantastic tool can show precisely where the planets will be in the night sky from your chosen location and time, helping them know exactly where to look. As for what to see, it looks like autumn 2025 will be a great time to spot Saturn and I would be sure to integrate this across different subjects
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Hi Killian
I love the idea of discussing the best local places for viewing the night sky and linking that with the local weather forecast and the use of Stellarium. I can imagine all of that preparation and planning would capture the children’s imagination and the might make a family event of taking a trip at night to observe the night sky in a suitable location. Families might even link up and go together and this would be something that the children would remember for a long time afterwards. Even observing the sky at night from home, if they couldn’t find the right conditions for a trip would engage them and if those who had taken a trip compared their stories and shared their findings in class, this would add to the excitement and encourage others in the class to do their own observation.
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Module 2 :
Infant Lesson: “What Can We See in the Sky?” Using StellariumLearning Focus:
• Recognise the Sun, Moon, and stars in the sky
• Understand that the sky looks different in day and night
• Begin noticing that the Moon and stars move slowly over time🕰 Time: 30 minutes (broken into a few mini lessons)
Curriculum Links:
• Science: Environmental Awareness & Care – light and dark, sun/moon
• Geography: Natural Environment – the sky and weather
• SPHE: Myself and the Environment – time and routines1. Circle Time Chat – “What’s in the Sky?” (5 min)
• Ask:
“What do we see in the sky in the morning?”
“What do we see at night before bed?”
• Create a quick visual T-chart: Day Sky / Night Sky2. Show Stellarium on Screen
Set your location (or let it auto-detect).
• Set time to day:
• Point out: the Sun, blue sky, no stars
• “The Sun is shining! That’s why it’s bright.”
• Then skip ahead to night (adjust time to 9pm):
• Watch the sky darken.
• Point out: stars appear, Moon rises
• Ask:
“What’s different now?”
“Do you think this is bedtime for some animals?”Let them watch the stars move slowly with time skip — it’s like magic.
3. Drawing Activity – “My Sky Picture”
Children fold a page in half:
• Top: draw the day sky – Sun, birds, clouds
• Bottom: draw the night sky – Moon, stars, maybe an owl or batEncourage detail: “What’s the Moon doing? Are there stars? Are you asleep?”
4. End with a Song or Rhyme
Tune: “Twinkle Twinkle”
“In the morning, Sun shines bright,
At night-time we see starry light.
Moon comes out, the sky turns black,
Sun will rise and then come back…”Let them stretch up and curl down to match day and night!
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Task 3. Plan to observe the moon – which phase of the moon is best for observing in the morning from school? What dates will that be?
We would begin this topic by showing the children different pictures of the moon and asking them what we see, differences/similarities, etc. Between the pictures. We would watch the Paxi and Our Moons on YouTube. This would explain to the children about the Lunar Cycle. I would use the Lunar eclipse and phases of the Moon – Journey to the Moon from esero resources. We would use the torch, ball and chair to represent the sun, the moon and the earth. I would hand out our observation logs to keep a record of the position of the moon throughout the month of October. We will discuss our findings in class. We would also use ‘timeanddate’ website – ‘Where is the Moon?’. Full moon will be the 7th of October and New moon is the 21st of October.
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Engaging 6th Class Students in task 3: Moon Observation Activity
To make the Moon observation meaningful and fun for 6th class students, I would begin by building excitement a few days in advance. We would start with a short interactive lesson explaining the Moon’s phases using a flashlight and a ball in a dark room to simulate the Sun and Moon. I’d explain how the waning crescent Moon is perfect for early morning viewing, especially just before sunrise. This can be seen on a few dates like February 22 – 26, 2025, March 24 – 28, 2025.
Then, on the observation day, I would organize a “Moon Morning Watch” activity. Students would be asked to view from home and use simple tools like binoculars or even just their eyes to observe the Moon. We’d talk about what we see—its shape, brightness, position in the sky—and sketch it in a special Moon Journal.
Afterwards, in class, we would discuss why the Moon changes shape and link it to tides, calendars, and space science. This hands-on experience ties learning to real-world observation, sparking interest.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
I am taking early October as the rough date for my plan and I’m focusing on the planets that should be visible to the naked eye during clear skies.
Venus and Jupiter
On early October mornings this year both Venus and Jupiter should be visible on clear days. This is an excellent opportunity for students to spend some time getting up and out early to see two of the brightest planets. Venus stands out on account of being such a large bright object in the sky due to its proximity to us. Jupiter is the largest planet in our solar system and for that reason it is easy to see and will bo high in the southern sky during early October mornings.
The Moon and Saturn
The Moon will be low in the sky in October and will be very close to Saturn. Any students who are able to get hold of a telescope or decent binoculars will be able to see Saturn’s bright rings during a clear October sky.
We can discuss the planets and moon in more detail in class. Any students that went out can pass on what they noticed. Students with a telescope might have seen some of Jupiter’s many moons. The conversation around the planets might even encourage others to go out the following night/early morning and see for themselves.-
Hi Dara,
Sounds like a practical plan and I like how you’ve focused on what’s visible to the naked eye, it might be good to use Google Sky Maps if you have access to i-pads. The mix of Venus, Jupiter, and Saturn gives good variety but allowing the children to focus. I like the idea of students sharing their own sightings…it keeps the conversation going and a nice starting point for further discussion on the planets and their features.
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Task 3 – Moon Observation for 5th Class: “Morning Moon Watch & Create”
Several days before the activity, I will set up a hands-on moon phase demo. Using a ball and flashlight in a dimmed room, we’ll act out how the Moon appears to change shape as it orbits Earth. This will be a hands on activity for the children and will provide a good foundation which will be built upon.Following on from this activity I will show the class a short video that clearly explains lunar phases (Phases of the Moon: Astronomy and Space for Kids by FreeSchool). This visual resource will reinforce the previous hands on activity strengthening the children’s learning.
The children will then be given the task of engaging in a “Morning Moon Watch”. For this activity the children will observe the waning crescent Moon from home—using binoculars, if available, and they will sketch its shape, brightness, and position in a Moon Logbook.
When the children come to school each pupil creates a small artwork (drawing, collage, or model) inspired by their Moon observations that day. This adds a creative reflection layer to their scientific work.
To conclude this lesson we will have a class discussion where the students will present their observations, thoughts and art to the class. We’ll explore together:
• Why the Moon appears to change shape
• How lunar phases connect to tides, calendars, and space science.-
Hi Emma,
Welcome to the course and thank you for sharing your thoughts on moon observation. I like your idea to create a demo for the children initially to learn about the phases of the moon. They can then develop their own connections between the demo and their own observations of the moon.
I like how you plan to record their observations of the moon in the logbook. This is important to observe over time and note any changes for the children to establish what phase of the moon they can see. While it is a record of their work it will also demonstrate their understanding of this topic.
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Hi Emma. I really like your idea of creating a small artwork inspired by their moon observations. I think the moon and stars are naturally intertwined with art and it could pique the interest of some students who wouldn’t have thought they were into science/solar system topics. Could easily be linked to a Van Gogh lesson too!
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
I have aimed this lesson at the senior end of the school. The students will discuss what it means to be young astronomers. We will discuss what we know about the moon already and will explore what we can learn by observing the Moon and learning about its different phases. We will explore how the Moon changes shape in the sky throughout the month and explore the phases of the Moon.
Students will learn about all eight phases: New Moon, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Last Quarter, and Waning Crescent. We will focus especially on the Last Quarter phase, which is the best time to observe the Moon in the morning sky from school.
Each student will keep a Moon diary, recording their observations on special dates when the Last Quarter Moon is visible in Dublin. In their diaries, students will draw the Moon’s shape, describe its position, and reflect on how it changes. We will focus on keeping our diary in November when the mornings are darkest with a major focus on the 12th of November 2025.
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#2 Teaching resource – WorldWide Telescope
I think I would get the children to use the WorldWide Telescope to explore the night sky and constellations with an older class. I would start off the lesson with a simple discussion – what do you see at night, what are constellations etc. I would then get the children to open the WorldWide Telescope and explore the Constellations section. Allow time for the children to play around with the website and explore it fully before they jump into the first thing they see. I would then get the children to draw what they see and describe it too.
You could get the children to then present their drawing on the board under the projector, describing which constellation they looked at, how many stars, the shape and whether they noticed any stars or planets etc. Kids are naturally interested in space, stars, the moon and planets so using a resource like this would really get them exploring in further details and gain experience of using a real tool for observing the sky. This could link in with an art lesson – focusing on drawing the constellations and naming them. It would make for a nice display outside the door. -
A lesson for junior infants on planning to observe the Moon. The goal is to spark curiosity and guide them gently into scientific observation.
Lesson Objectives
Understand that the Moon can be seen in the sky, especially at night.
Know that the Moon changes shape.
Plan a simple observation of the Moon with help from an adult.1. Circle Time Discussion
Talk about the MoonAsk: Have you ever seen the Moon in the sky?
Show a big picture of the Moon.
Discuss: The Moon comes out at night and sometimes in the day!, and it looks different on different days.
2. Story Time
Read a short book about the Moon.
Ask a few questions:What did the Moon look like in the story?
Would you like to see the Moon at night too?
3. Planning Our Moon Watch! (5 minutes)
Say: We are going to be Moon Watchers! That means we’ll look at the Moon with our families.Show a simple Moon Watch” chart, with days of the week and a space to draw.
Give each child a blank chart and explain:Each night, ask your grown-up to help you look at the Moon.
If you see it, draw what it looks like!
4. Creative Activity
Let children draw the Moon with crayons—full, crescent, or what they imagine.
They can share their drawings with the class.-
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As a child my mother always encouraged me to look up at the night sky and specifically the moon. She would tell us it was following us on our journey home and would often make up stories about it. Her fascination with it encouraged mine and it is something I have tried to pass on to my own children. I think section 4 of your activity is a lovely idea and something they can share with their grown up. This is a simple but fun homework activity for the children to complete.
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Task 3. Plan to observe the moon – which phase of the moon is best for observing in the morning from school? What dates will that be?
This activity will be included in my thematic planning for the month of October. Our theme for the month will be Space.
I would begin this task by creating a Wordwall with the children on their iPads to assess their prior knowledge. We are very lucky to live in the hometown of Dr. Niamh Shaw (The first Irish woman in Space) so she has come to visit us and spoke to the children about her adventures. I will link her website here for others if it is of interest; https://niamhshaw.ie/journey-to-space/
I would play Paxi video explaining the lunar cycle.
We will use ‘timeanddate.com’ to find the calendar cycle of the moon and identify when there will be a full moon.
We will use the moon observation log resource to track the moon for the month, culminating on Halloween night.
We will also discuss what a ‘super moon’ is and explore some emergent questions that may come up during our investigations.
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Hi Natasha,
Thanks for your post. Perfect timing to cover Space in October with Space week underway and lots of resources and activities to engage learners with! A word wall on iPads is a great way to make use of technology to elicit prior knowledge, that can be added to over time, as the activity unfolds.Wow, you are very lucky to have such a wonderful inspiration on your doorstep, paying your school a visit! It is so worthwhile seeing if a parent/local/company has a STEM specialisation that aligns with what is being taught and invite them to give a talk-the worst they can say is no!
The Paxi video resources are a worthwhile addition, providing a lot of knowledge in an age-appropriate way with terrific visuals to support learners’ understanding. Best of luck with this activity in the coming academic year!
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I had never heard of Stellarium before but I found it to be most interesting and suitable for my class.
I would begin by an initial PRK session to garner previous knowledge and goals as to what we may see in the sky. We would expect to see stars/planets/moon and sun.
We would continue by differentiating between what we might see at daylight, and what we might see at night time; perhaps cutting and sticking pictures at this point.As a development, we might look at the Stellarium resource, focusing on times of the year and seasons in which we might see objects both at night and day; for example the moon. Older classes would look at constellations and predict where we might see constellations best; perhaps northern or southern hemisphere?
As a fun link, we might position the stellarium resource at the arctic circle and look at the northern lights.
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Hi Killian,
Welcome to the course. I am glad that you like Stellarium. It is a great resource to explore in the classroom and when I used it with my own pupils they went on to explore it further at home.
It is a great idea to explore the concept of night and day with the younger classes which will show their knowledge and understanding of the planets also. Older classes do love to explore the constellations, there are also activities online to make 3D constellations which is a big hit with senior pupils.
Thanks for sharing your ideas and I hope you enjoy the course.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
One of the Engage Literacy readers is about the phases of the moon. Children in my class who read it were enthralled with the moon phases and as a result we created a mini lesson based around observing the moon as part of their optional homework.
To start, children will be read the book Moon Phases by Charlotte Guillian and asked to create a bank of questions they have about the moon phases.
Children will be explicitly taught the different phases of the moon on Earth. They will briefly explore other planets and their moons but focus on Earth’s moons. We will use the youtube resource Paxi as well.
During early November RTE have reported a super moon, which will be an ideal moon for observing. So each morning at the same time during the week 3-7th November, children will go out and observe the moon. They can take photos on iPads or draw/sketch (more ideal as it incorporate art!) and write about their observations. Children will then use the timeanddate.com moon location website to track and get more information about the moon and its phases during November.
To conclude, children will reflect on their questions from the start of the topic and see if they have answered their own questions.Any questions that were not answered can be researched together as a class. Children can complete the topic with sketching/charcoal drawings of a moon phase they have observed.
Further learning: Home work. Children can choose to create a moon log over the month of November to compare and contrast the different phases they observe.
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Hi Marcella,
Thanks for your post. Your idea to use an engage literacy moon phase book is a wonderful idea as a prompt for this activity. A KWL chart may prove useful to capture existing knowledge, questions and findings.Capturing moon images either by making use of technology or art is a great way to develop learners observation skills, and can encourage learners to pay attention to detail-does the Moon’s features look the same in each photo? From Earth we only see one side of the moon.
A log is a wonderful way to consolidate learning at home, encourage learners families to become involved in the process and explore the ever changing night skies together.
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3. Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
I’m basing this activity for use with 4th class. Looking at the phases of the moon is somehting i’ve never done with a class before and would be really excited to do this.
According to my research the Last Quarter moon would be the best one for observing in school rising around midnight and then visible through the early morning sky. The dates i’ve found are as follows:
Autumn Term
14 September 2025 – Last Quarter13 October 2025 – Last Quarter
11 November 2025 – Last Quarter
11 December 2025 – Last Quarter
Spring Term
10 January 2026 – Last Quarter9 February 2026 – Last Quarter
11 March 2026 – Last Quarter
9 April 2026 – Last Quarter
Summer Term
9 May 2026 – Last Quarter8 June 2026 – Last Quarter
Lesson Outline
In-Class PreparationIntro: Show images of Moon phases and ask questions ask “what phase is this?”
Explain: Describe why the Last Quarter appears half-lit and why it’s visible in the morning sky.
Observation Sheet: Distribute simple sheets to sketch the Moon over 3–4 mornings, noting time and changes.
B. Outdoor Observation (10 min break or before school)
On one morning after Last Quarter, go outside.
Let students find the Moon, sketch its shape, note its position in the sky
Follow-Up
Back in class, students share sketches: “What did you notice?”
Discuss how the Moon changes night by night.
Introduce simple Moon vocab: terminator, crater shadows, half-Moon etc.
As an educate together school, creating home links is very important to us so I would also pick a Last Quater date later in the year and send home the observation sheet for the children to complete a 3 moring obeservation with their parents describing what they notice: shape, brightness, position and then sharing their findings with the class.
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Create an observing plan for autumn that shows which planets are visible in the evening sky
Having taught about the theme of Space in Infants for many years, I know how fascinated the children are about all things space related. I would introduce the topic by using The Planets song on youtube which the children particularly enjoy. i would communicate with parents about our focus on the topic of Space and share information about the Stellarium app with them to encourage use of such at home. This would be after engaging with the app by modelling use on the interactive whiteboard with the children. I would encourage them to stargaze in the evening during some weeks in November when the evenings are darker and reiterate that clear skies are paramount for optimal viewing. I would ask them to describe what they observed and how they could determine if it was a planet such as Saturn that they observed as opposed to a star- to outline what is different about how a planet appears in the sky. It would also be a good opportunity for them to also make note by a simple drawing of the phase of the moon that they observed. I would follow up this observational activity with some groupwork in class where the children create the solar system planets using playdough. -
Observing the Moon:
We would begin by exploring interesting facts about the moon such as the moon has no light of its own, we can only see it because it reflects the light from the sun. When do we see the moon? Can we see it during the day? Discuss and explore how the moon orbits the Earth and how different parts reflect sunlight at different times.
What’s the difference between a solar eclipse and a lunar eclipse? Explore and discuss moon landings starting with the first, Neil Armstrong, Apollo 11, 1969.
Using the ESERO Moon Observation Log Template we record the date, time and the shape of the moon, observing which quarter the moon is in that period. We would bookmark the website, http://www.timeanddate.com/moon/phases to keep a regular check on the moon phases along with the use of the Stellarium app to observe the appearance of the moon.
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2. Create a short teaching resource using Stellarium
This would be an excellent project to complete with 4th or 5th class children using individual Ipads for them to explore what’s in the night sky in different locations at different times of the year around Ireland. I would ask them to set the location locally and then to a contrasting location elsewhere in Ireland. I would encourage the children to use the observing log function to record the planets that are visible in their two locations in both the night time sky and daytime sky at different times throughout the year. I would encourage the children to use the information panel function as they zoom in on different planets to learn about them. Once they have gathered enough information the children could produce a project using the information from their observing logs. This project could include drawings of and information about the planets that are visible in one of their chosen locations.
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Light pollution in our local area has led to reduced visibility of the night sky, affecting both wildlife and human well-being. Excessive artificial lighting disrupts nocturnal animals’ natural behaviors and impacts ecosystems, while also interfering with circadian rhythms in humans. Streetlights, illuminated buildings, and advertising boards contribute significantly to skyglow, making it difficult to observe stars or celestial events.
To engage learners, I would begin with a night sky observation activity, comparing views from urban and rural locations. Learners could use star maps or astronomy apps to identify constellations and document visibility levels. We’d discuss the effects of light pollution on ecosystems, human health, and energy consumption. Students could then investigate local lighting practices and propose sustainable solutions, such as shielded lighting or motion sensors. Integrating science, geography, and citizenship, this inquiry-based approach encourages learners to connect environmental issues with community action and stewardship
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I really like your approach! Comparing urban and rural night skies is a great way for students to see the impact of light pollution firsthand. I also love that you’re combining science, geography, and citizenship—it makes the learning very meaningful. Having students investigate local lighting and propose solutions is such a practical way to encourage problem-solving and community awareness. Your plan is engaging, hands-on, and helps children understand their role in protecting the environment.
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The best time to observe the moon is in the morning while at school. This phase occurs just all the full moon and is visible in the early morning sky as it rises late at night and remains up well into the day. At this phase the moon is bright and large, making it easier to see details on its surface with the naked eye. I will plan to do this each morning either before or after our daily mile.
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Here is an observing plan for autumn (September to November) showing which planets are visible in the evening sky in the Northern Hemisphere:
Autumn Evening Planet Observing Plan
Month
Planets Visible in the Evening Sky
Best Time to Observe
Direction
Notes
September
Saturn, Jupiter, Mars
8:00 PM – Midnight
Saturn: SE, Jupiter: E, Mars: E
Saturn appears first after sunset, followed by Jupiter and Mars later.
October
Saturn, Jupiter, Mars
7:00 PM – 11:00 PM
Saturn: S, Jupiter: E, Mars: E
Jupiter rises earlier and is bright; Mars is dim but rising.
November
Jupiter, Saturn (early), Mars (late)
6:00 PM – 10:00 PM
Jupiter: SE, Saturn: SW, Mars: E
Saturn sets earlier; Jupiter dominates the sky. Mars rises late evening.Tips for Observation
Use a telescope or binoculars for better views of Saturn’s rings and Jupiter’s moons.
Observe from a dark-sky location to minimize light pollution.
Keep an observation journal: record dates, times, weather, and what was visible.
This plan helps learners track planetary motion and understand the dynamic nature of the night sky -
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Morning Moon Observations
Observing the Moon provides a powerful, hands-on way to connect children with real-time space science. The best phase of the Moon to observe in the morning from school is the Last Quarter. During this phase, the Moon rises around midnight and is high in the sky at sunrise—perfect for morning classroom observation.
the following dates are ideal for morning Moon observation:
Sept 14th, Oct 13th, Nov 12thI would engage my class by introducing a “Moon Journal,” where children draw the Moon’s shape and position in the sky on each observation day. We would also use Stellarium to predict what the Moon will look like before going outside.
students will reflect on how and why the Moon appears to change, connecting their observations to classroom models of the Moon’s orbit around Earth.
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would introduce the lesson through talk and discussion and exploring prior knowledge from the children. We would look at and learn about the planets that could be visible from Ireland.
I would break the children into groups to complete a project on each planet and share the information with the rest of the class. Through these projects children should establish whether their planet is visible in the night sky at this time.
We would discuss resources and conditions that are important in observing the night sky and the planets. I would introduce the children to Stellarium to use at home to identify the planets in the night sky. I would encourage them to use a stargazing log. I would encourage the children to get their families and parents involved as this will be an activity completed in the dark evenings and safety is paramount, it will also require a device for the app. -
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Lesson Outline for 4th class
I would begin by asking some questions e.g. “Have you ever looked at the night sky in Autumn? What did you see?”We could then discuss stars vs. planets, how to identify them and their differences
I could then show some images of common visible planets (Jupiter, Saturn, Venus) on the interactive whiteboard along with a brief overview of the Solar System (focussing on the visible planets: Jupiter, Saturn, Venus, possibly Mars)
We might explore why we can see some planets during Autumn evenings (based on their orbit and position relative to Earth)
We might then investigate Hand out sky maps and see how to use them (e.g., facing south around pm in 6-8 pm in October)
They might complete some homework on the topic by using the map to identify planets on the map
I think it is a topic that will really appeal to the children.
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Hi Mary,
Thanks for your post, this looks like a robust lesson plan for your 4th class learners . I like how you have included a prompt in the form of a question to begin to explore the topic.There are many wonderful Apps that can support learners as they explore the night sky in addition toe the sky maps, such as Stellarium-a personal favourite!
You are right, this is a topic that really engages learners, and can also become a theme for other subjects, like art, creating images of the planets, etc.
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I think I would go with a plan to observe the Moon over time, purely as this is something I never considered during school hours. We could focus on the best phases for morning observations from the school yard. I’d choose the waning crescent phase as it appears in the early morning sky and would work for observations during school hours. Based on lunar calendars from https://phasesmoon.com/, these dates would work (it could be a monthly investigation):
Jan 11–17, 2026
Feb 11–15, 2026
Mar 13–17, 2026
Apr 11–16, 2026
May 11–15, 2026I’d bring the class out for a short early morning observation and talk about what we see. We could sketch the shape of the Moon, describe its position in the sky, and talk about why we only see that part. We could use Stellarium to see if it links to what we’ve drawn, and afterwards we’d follow up in class with some art and writing to reflect on the experience. I feel this would be a nice, calm way to start the day and get them genuinely curious about the sky above.
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Hi Alan,
Thanks for your post and welcome to the course. I am delighted to see that this course has inspired you to consider observing the Moon over time during school hours.
Observing the Moon is a wonderful activity that can bring together so many cross-curricular links and fuel learners with ideas for creative art and writing. It is calming and can be enriched by playing music related to the Moon, such as Clair de Lune, or made more active by getting learners to use chalk on the yard to create the Moon’s shape.
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In Autumn students could take on a research project at home spotting bright planets in the evening sky. They would need a compass, which most devices have (this could be filtered into the Digital learning Plan in school as part of the wider SSE Cycle). In Autumn the planet Saturn is in the south west, looks like a star but the difference is it will not twinkle like a star. All of the pre learning and vocab could be explored in class. Just above it later in the evening, Jupiter shines even brighter and is slightly bigger. The students could keep a journal of there findings for the Autumn months. By November it could be possible to see Mars also
The Curious Minds activity sheets on planets and the solar system could be used to prepare the class. Children can draw what they see and learn how planets move across the sky.
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This plan will guide students through observing four planets throughout autumn evenings—with one special appearance by Mercury in October.
Set a Weekly Schedule
For homework assignment choose one evening in mid-September, October, and November to go outside for 30 minutes after sunset
Use Sky Maps or App such as Stellarium, SkySafari, or Sky Map to locate planets .
Build an Observation Journal:
Record date, time, weather, and visible planets.Sketch or take smartphone photos, capturing nearby landmarks or horizon.
Note brightness and colour: Jupiter shines brightest, Saturn appears yellowish, Neptune and Uranus using binoculars/telescope.
Discuss why opposition (e.g., Saturn, Neptune) improves visibility—planets are directly opposite the Sun.
Class Project: Display monthly findings on a classroom sky-chart. Have students share one interesting fact per planet each month. -
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Observing the Moon – Morning Observation Plan (2025–2026, Ireland )
To engage my class in observing the Moon, I would plan an activity based on the waning crescent phase, which is best viewed in the early morning sky just before sunrise. Since we cannot meet before school, students will be encouraged to observe the Moon at home in the morning—either from a window, on their way to school, or during morning break if timing allows.
I decided to check ideal dates for observing the waning crescent Moon during the 2025–2026 school year and these include:
January 14–17, 2026
February 12–15, 2026
March 13–16, 2026
April 11–14, 2026Before these dates, we will explore the lunar cycle using Stellarium to help students understand moonrise times and what to expect visually. They will keep a simple Moon journal to draw and describe what they see. This activity builds observational skills and brings space science into their daily lives in a meaningful and accessible way. I would Make sure incorpate UDL into my lesson plan.
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Observing the Moon – Morning Observation Plan (2025–2026, Ireland )
To engage my class in observing the Moon, I would plan an activity based on the waning crescent phase, which is best viewed in the early morning sky just before sunrise. Since we cannot meet before school, students will be encouraged to observe the Moon at home in the morning—either from a window, on their way to school, or during morning break if timing allows.
I decided to check ideal dates for observing the waning crescent Moon during the 2025–2026 school year and these include:
January 14–17, 2026
February 12–15, 2026
March 13–16, 2026
April 11–14, 2026Before these dates, we will explore the lunar cycle using Stellarium to help students understand moonrise times and what to expect visually. They will keep a simple Moon journal to draw and describe what they see. This activity builds observational skills and brings space science into their daily lives in a meaningful and accessible way. I would make sure to incorporate UDL into my lesson plan.
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Hi Sinead,
Thanks for your post. I like your plan to get the learners observing the early morning sky outside of school hours. It is also a great opportunity to learn about what it’s really like as a scientist-some days it’s too cloudy and you can’t observe much! I think it’s great to engage the broader school community in STEM, and this activity can create unique at-home opportunities to learn, observe, report and reflect on findings.
Stellarium is an excellent addition to the space learning toolkit, and its free accessibility makes it an option for homework, too. We no longer need to wonder what we are seeing in the night sky, as the answers are a mere click away!
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Task: Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be?
I’d like to do a short observation project with the children based on spotting the Moon in the morning sky. We’d focus on the waning crescent and last quarter phases, since that’s when the Moon is usually still visible at school time. It’s also a nice way to challenge the idea that ‘the Moon only comes out at night,’ which most children assume.
I’d print out a Moon calendar and stick it up in the classroom, and we could track it together during those weeks. In autumn 2025, the waning crescent falls around September 17th-22nd, so that could work well early in the term.
If the sky is clear, we’d pop outside for a quick sketch, even ten minutes would be enough. Inside, we could compare our sketches with Stellarium or Moon photos online. It’s a calm, visual activity that would fit in nicely with science and literacy, especially for small support groups. -
Stellarium is a really interesting teaching resource. I would use it as follows:
Show the children how to use Stellarium by putting it on the whiteboard and pointing out various features such as setting our location and the features that names the constellations and shows them as images.
I would give the children the opportunity to work in pairs to explore Stellarium on their individual devices. In my experience they generally find new and interesting features that I haven’t!
I would give the children a checklist of things to find.
The Moon
The North Star
The Plough
Cassiopeia
Jupiter
The ISS
I would ideally be able to set some ‘Stellarium homework’, getting parents involved with using it on devices at home so that children can find planets and constellations in the night sky. It could also be used in conjunction with the starwheels shown at the beginning of Module 2.
Children could find a favourite constellation, draw it from observation, describe to others how to find it in the night sky and find out more information about the stories associated with it.
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I would teach about the planets to my senior infants classes. I would do this in the autumn term as most planets as on view from September until November although Venus would not be visible. I would introduce it in fun way using dr Seuss book “There’s No Place Like Space”. I would also do a planets song and link it to art but model the scale using my old class in 6th to do the scale part and peer teach. It would be linked to home learning and looking in the sky at night, which could be shared on seesaw or through Aladdin. We could come up with our own phrase to learn all the planets. During integrated play we could explore the planets further through making in play dough, drawing, acting out astronauts, making planets, art work, even a listening/ reading station on songs/ books about space /planets. I would us Stellarium to engage, teach and show children the planets and encourage home activity. We could make telescopes with 6th class to take home.
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Hi Donna,
I love how you’ve made the topic of planets so engaging and age-appropriate for senior infants. Using “There’s No Place Like Space” is a brilliant way to introduce the concept in a fun and accessible manner, and combining it with music, art, and integrated play really brings the learning to life. The idea of involving your old 6th class for peer teaching is not only a great way to model scale but also promotes leadership and cross-age collaboration. Linking the learning to home through Seesaw or Aladdin helps to extend the experience beyond the classroom and involve families. I also think using Stellarium is a fantastic visual tool—young children love seeing the planets “for real,” and it builds excitement. The homemade telescopes are a lovely touch and a great way to encourage curiosity at home.
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To engage my class with observing the Moon, I would plan early morning sessions during the last quarter phase, as this is the best time to view the Moon clearly before school starts. During this phase, the Moon rises around midnight and is high in the sky at dawn, making it ideal for school-based observations. In the 2025–2026 school year, suitable dates include October 3, 2025, November 2, 2025, December 2, 2025, and January 1, 2026. We would begin each session with a “Moon Watch” journal where students sketch the Moon, note its shape, and describe the sky’s colour and cloud cover. We’d follow this with a class discussion linking their observations to the phases of the Moon and its orbit around Earth. This activity encourages inquiry, observation skills, and a sense of awe about the natural world—all while fitting seamlessly into a morning school routine.
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Early morning Moon observations during the last quarter phase are a great way to engage students before school. Using a “Moon Watch” journal for sketches and notes makes the activity interactive, while class discussions help connect their observations to the Moon’s phases and orbit. This approach builds curiosity and observational skills in a simple, effective way.
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Autumn is a great time to look at the night sky and see some amazing planets! On clear evenings from September to November, you can spot several bright planets without needing a telescope.
Apps such as stellarium could be used to check for set/rise times based on your location. We would discuss where the best areas are for viewing the night sky for example dark sky areas away from streetlights. It might also be helpful to check with some astronomy groups who may be holding stargazing events or those who would come in to the class to give them some more information and tips.
It is also important to bring binoculars or a small telescope, especially for seeing rings, moons, or faint planets like Uranus/Neptune however many will be visible to the naked eye.
It is also important to avoid cloudy nights—autumn in Ireland can be unpredictable and therefore researching and planning for multiple nights to view the sky would be beneficial to improve chances of seeing more. -
Autumn Planet Observing Plan
During autumn, several bright planets are visible in the evening sky, making it an ideal time for students to observe and record their positions. In September and October, Saturn appears in the southeast after sunset, shining with a steady, yellowish light. Jupiter rises in the east later in the evening, becoming more prominent as autumn progresses. Mars can be spotted higher in the sky, with its distinct reddish hue, while Venus is visible low in the western sky just after sunset, especially early in the season. To observe, choose a clear evening and a location with an unobstructed view of the horizon. Encourage students to use a simple sky map or stargazing app to help identify each planet. Students can keep an observation journal, noting the date, time, and position of each planet. This activity helps develop observation skills and fosters an appreciation for the changing night sky.
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As a Junior Infant teacher, I think that the moon would be a very fun topic to teach. I always do a lesson on the sun and shadows, but had not considered the moon! At that age they are so inquisitive and curious so I can only imagine the conversations that would arise.
When planning a moon observation with the class, I think the last quarter Moon is the most suitable. It’s still visible in the sky during the morning and often around lunchtime – which works perfectly for us, as we are already out on yard. I will use a moon calendar to pick a suitable date. It’s a lovely way to introduce simple science and sky watching.Afterwards, the children could draw pictures of what they saw and talk about it with their friends during circle time, helping them build language and observation skills.We could do an art project based on it, or creations using play doh / clay.
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Hi Ciara,
Welcome to the course and thanks for sharing the ideas for the infant classroom. I agree that they will be really curious about the moon and the changes in the moon. It is important to use the moon calendar to ensure you have the best time to observe the moon. I also like how you plan to explore this using art materials too. It is a great opportunity to consolidate their learning and show their understanding in art.
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To create an observing plan for autumn I would first begin by learning about the planets that we can see in the sky during autumn evenings. I would use videos, posters, and pictures to discover what the planets look like and when to find them. In autumn the evenings are getting darker and some planets are visible without telescopes. Saturn is visible in the southeast after sunset, it looks like a star but doesn’t twinkle. Jupiter rises in the east later in the evening, it is the largest planet. Mars can sometimes be spotted, it appears low in the sky with a reddish glow. The class will choose one planet to research some facts and draw what the planet looks like. We’ll then make a simple “Planet Spotting Guide. We will then plan an evening to go outside at home to look for these planets – Saturn, Jupiter and Mars. The class will use their guides to try and spot them. The following day, we’ll share what we saw in a classroom discussion.
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That sounds like a really clear and engaging plan! I like how you’re using videos and visuals to help the children identify the planets first — there are great planet games on ‘wordwall’. The idea of the class choosing a planet to research and then creating a “Planet Spotting Guide” is a great way to involve them actively in their learning.
If I were adapting this for First Class, I’d keep the research simple by focusing on one or two key facts about each planet and using lots of pictures/songs to help them remember. I would ask the children to work in pairs to create a Blooket quiz about their chosen planet. Later, we could combine all the Blookets to make a fun interactive book about the planets. The evening observation could be kept straightforward, with parents helping to spot the planets. A homework sheet could be sent home too—something like a ‘night sky treasure hunt’ to guide children and parents in spotting planets and other features.
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I’d make a plan to observe the moon in the morning with my class. I agree with another person who said that the children are so intrigued by seeing the moon in the morning so I know they would be really excited to discuss why it’s visible. My lesson would be to observe and record the moon visually and through a small bit of descriptive writing. We would go out to the yard not long after getting into school during the last quarter phase of the moon. The children will start by observing, describing, and then will create their own visuals through drawing, taking a photo, using chalks etc. to document it. They will use their observations to create a piece of descriptive writing.We will repeat this a few times during different phases of the moon, and create a lovely visual for the class to help with class discussion.
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Option 3: Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in ?
I feel that this activity would be perfect to engage in during Science Week, which is due to take place between 9th-16th of November 2025. So in November, I plan to take my class outside in the early morning to observe the Moon during its last quarter and waning crescent phases. This is the perfect time for a morning observation because the Moon rises after midnight and stays visible through the early daylight hours. Between November 2nd and 6th, we’ll head out before lessons start, or during an early break if possible, to spot the Moon low in the morning sky.
Before we go out, I’ll explain how the Moon’s phases work and why we can see it during the day. We’ll use simple binoculars if we have them, but even with the naked eye, students will notice how the illuminated part changes each day. I’ll ask them to make quick sketches of the Moon each morning, comparing how it looks and where it appears in the sky.
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Hi Chantelle,
Welcome to the course. Thanks for sharing your ideas for observing the moon. It would be a great time to explore during Science Week, you could also consider Space Week in October to observe the moon. It is important that the pupils do have knowledge and understanding about the phases of the moon first to ensure they can make connections between what they see and what they know already. I like how you plan to get the pupils to sketch what they see to record their observations and make comparisons across the week.
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As noted in the presentation slides, observing the moon during the day can be a fascinating experience for children, especially those who believe the moon is only visible at night.
To begin this series of lessons, I would use a KWL chart to assess the children’s prior knowledge about the moon and find out what they are curious to learn, particularly about the moon’s phases.
Next, I would show them the Paxi video on the moon and its phases. This video is highly engaging and presented in a way that is accessible and enjoyable for young learners.
We would aim to observe the moon starting about seven days before it reaches its full phase, as this is when it appears brightest and is at an optimal distance from Earth for visibility. To ensure safety, especially if the sun is visible during our observation times, we would wear sunglasses to protect the children’s eyes from harmful rays.
Each morning, we would go outside to observe the sky and record what we see on the moon observation handout. This daily activity would help the children track changes in the moon’s appearance and deepen their understanding of its phases over time.
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Hi Marie
This is a lovely plan for observing the moon. I like the idea of starting with the KWL chart and using the Paxi video to introduce the phases of the moon before going out to observe. Being mindful of the potential glare from the sun while observing the moon in the morning is also important. It would be good to then encourage the children to observe the moon at night from home to add to the knowledge they have gained during the daytime in school.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
The Moon is something I find children are naturally curious about as they hear about it in many bedtime stories and nursery rhymes. I teach senior infants and my students often spot the moon in the morning sky on their way into school and are surprised to tell me it’s still there, since they usually associate the Moon with night-time only.
I plan to observe the moon during its Last Quarter phase, visible from late night into the morning — perfect for us to spot while we’re outside on yard during our small break. Two dates I’ve chosen are 17 September 2024, which works well early in the year as the class settles in, and 15 January 2025, which I think will be a lovely calm activity for the first full week back after Christmas when everyone is getting back into routine.
After we observe the Moon, the children could draw what they saw and share their thoughts in a think-pair-share discussion. We’ll keep a Moon phase calendar where we tick off dates and build a visual log of our Moon sightings across the year. We could also discuss the Moon’s shape and link it to our maths. To add a bit of fun, we could learn the chorus of “Fly Me to the Moon” by Frank Sinatra. It’s a simple way to integrate SESE subjects, build on observation skills and help the children connect with something they can actually see and talk about together.
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I decided on ‘Plan to Observe The Moon’
The children are already curious about this as discussion have risen when they see the moon on the way to school and the big question always is – how can the sun and the moon be ‘out’ together. We could explore this and find the answers together and the science behind it.
The children already have a moon phases page in their homework diaries so we could make practical use of this. I would also print a moon calendar for the classroom that we could explore together and also for independent learners to visit and read when they had a question or query.
Every child in the room will have a room or bedroom in their house that will show the moon in different aspects. an idea for homework would be to sketch their window and show where the moon appears in the frame. I had a child a few years ago that had a round window in her room and she would watch every night until the moon was perfectly in the frame. I would draw on this for the children.
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Hi Linda
It is lovely when you can base a lesson around a question that children have come up with independently. Being able to build your lesson on the moon around the questions that the children are already asking is great. I love the idea of drawing their attention to the moon phases section in the school diary. Once you have observed the moon with the children in school, they will be more inclined to refer to that page throughout the year and keep the lesson fresh in their minds. I really love the idea of framing the moon in a window at home and drawing a picture of it and using the story of the child with the round window is a lovely inspiration for this task.
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I plan to teach my students about the Moon’s phases by focusing on when it is best observed in the morning sky. I will begin by introducing the different phases using visuals and a short video to help them understand how the Moon changes over time. I will explain that the waning gibbous, last quarter, and waning crescent phases are best seen in the early morning before school. Together, we will look at a lunar calendar for the school year and identify suitable dates between September 2024 and June 2025 when these phases occur, using a website like TimeandDate.com to check visibility times. I will then ask the children to keep a simple Moon observation log, sketching what they see and noting any changes over a few days. This activity will help them understand the Moon’s movement while also building observation and recording skills in a fun and engaging way.
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Observing the Moon – Infants
The teacher could first put a real-life image of the Moon on the board/on students tables and get them discussing what they see at their groups. Take feedback from the children and see what they already know. Have a full class discussion asking questions, such as “Have you ever looked up and seen the Moon?/What did you notice?/What shapes do you see?/What do you know about it?”.
As an infant teacher, story time is always a good idea! The children could be read a story/stories throughout the week involving the Moon, such as ‘Zoom to the Moon!’ or ‘Astronauts to the Moon’.
Explain to the children that they may see the Moon out on a clear night, but sometimes you can spot it during the day too. Explain to them that it doesn’t always look the same and this is something they are going to explore as young astronomers. EESA’s Paxi video about the Moon Phases is a really good way of showing the children this.
For hands on, active learning, each child can be given a simple observation chart that includes the days of the week and a space to draw each day’s Moon. The children will go outside in the morning as many days as possible in the month searching for the Moon, drawing what they see underneath each day (If there isn’t too much cloud cover! If there is, this could be another learning point for the infants – Why can’t we see the Moon today?). The chart could be sent home to allow the children to look at the Moon at night with parents/guardians/siblings if it was not visable during the day.
The children could be given time to explore the Moon freely on tablets/iPads on websites such as NASA’s Daily Moon Guide. I have used this before with classes and they have loved it! It is an interactive map for observing the Moon each day.
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3: Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2025- 2026?
Lesson Introduction: Using the stimulus of a small ball representing the moon, and a flashlight, I would try to grasp the children’s attention. I would ask them to tell me what exactly the moon is, before involving them in a demonstration which illustrates the different phases of the moon.
Lesson development: All phases of the moon would explicitly be introduced: New moon, first quarter, full moon, last quarter, waning/waxing crescent.
I would encourage the kids to think about when would be best to see the moon in the morning time, before telling them that the best time to see the Moon in the morning is during the last quarter and waning crescent phases as during these phases, the Moon rises late at night and is visible in the early morning. I would also explain that when it’s the full moon, it rises around sunset and sets around sunrise, so we can’t see it in the morning. We could then refer to the calendar and the moon phases for the year, asking the children to identify the next best date to observe the moon in the morning time.
Lesson conclusion: The children could review their learning, before completing an associated worksheet linked to phases of the moon.
(Phases Best Observed in the Morning (from Ireland):
2025:
Last Quarter: Jan 5, Mar 4, May 5, Jul 4, Sept 3, Nov 3
Waning Crescent: Jan 6-12, Mar 5-11, May 6-12, Jul 5-11, Sept 4-10, Nov 4-10
2026:
Last Quarter: Jan 4, Mar 5, May 5, Jul 4, Sept 3, Nov 3
Waning Crescent: Jan 5-11, Mar 6-12, May 7-13, Jul 6-12, Sept 5-11, Nov 4-10) -
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Lesson Plan: Observing Planets in the Autumn Sky
1. Introduction to the Night Sky (15 minutes)
Objective: To introduce students to the concept of planets and how they move in the sky.Activity:
Start with a discussion about the night sky, asking the students what they already know about planets. Show images of the planets in the Solar System.
Explain the difference between stars and planets, highlighting that planets don’t twinkle like stars and they move across the sky in a predictable way.
2. Introduction to the Visible Planets (20 minutes)
Objective: To identify the planets visible during autumn in the evening sky.Activity:
Visual Presentation: Show images or videos of Jupiter, Saturn, Mars, and Venus. Explain where each planet is located in the sky.
Planet Characteristics: Teach students a few fun facts about each planet. For example, how Jupiter is the largest planet, how Saturn has its beautiful rings, and how Mars looks red due to iron oxide on its surface.
3. Create a Sky Journal (20 minutes)
Objective: To track the planets’ positions over several weeks.Activity:
Materials Needed: A simple star chart (available online or created by the teacher) and a notebook or worksheet for each student.
Students will be given a star chart of the evening sky. On the chart, they will mark where they expect to see Jupiter, Saturn, Mars, and Venus. The teacher will help them understand how to read the chart and find the planets.
Have students write down what they expect to observe (e.g., brightness, color, position) and any additional facts they learned about the planets.
Example Sky Journal Entries:
“Tonight, I saw Venus near the horizon. It was very bright, almost like a star. I think it’s the evening star.”
“I spotted Jupiter in the southern sky. It was so bright, and I saw it without a telescope!”
4. Outdoor Observation (30 minutes)
Objective: To directly observe the planets in the sky.Activity:
Take the class outside in the evening, ideally after sunset but before it gets too dark.
Use binoculars or a telescope if available to view Jupiter’s moons or Saturn’s rings.
If no telescope is available, simply guide students to locate the planets with their eyes. Discuss how the planets are visible at different times during the month, so they can track them over time.
As a class, observe the position of each planet. Students can use their sky journals to write down any new observations.
5. Planet Tracking Over Time (Homework/Follow-Up Activity)
Objective: To track the movement of planets over a few weeks.Activity:
Over the next week or two, students will continue to observe the sky and record the position of the planets they’ve studied.
Each student will create a planet tracking chart where they can note the date, time, and position of each planet. They should describe any noticeable changes in brightness or location, noting how planets move across the sky each evening.
6. Discuss Findings and Review (15 minutes)
Objective: To review what students have learned about the planets and how their observations may have changed over time.Activity:
Bring the class back together after the outdoor observation sessions.
Ask students to share their observations and compare their findings.
Discuss any differences they noticed in the position of planets and talk about how the planets move in orbits around the Sun.
Encourage students to ask questions about the planets or anything they were curious about during their observations.
Materials Needed for the Lesson:
Star charts for the current autumn sky.Binoculars or telescope (if available).
Sky journal (notebook or worksheet) for each student.
Planet tracking chart (for follow-up).
Images/videos of the planets (for visual reference).
Key Learning Outcomes:
Scientific Observation: Students will learn how to observe and track celestial objects, a skill that will help them in science and general curiosity.Understanding the Night Sky: They will become familiar with the positions of planets and how to identify them.
Critical Thinking: By keeping a journal and observing over time, students will develop skills in tracking
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
5th class would find this very interesting and different to normal homework so I think it would be a great activity that would lead to good classroom discussions.
To begin I would ask the children to tell me what they think or have observed about the evening sky / early nightfall. I would then ask them if they think we can see other planets in our sky at this time of night. We would make a list of planets they think we can see.
Next we would use iPad to explore stargazing apps such as SkyView, Star Walk, Stellarium. I would let the children get used to using these apps and then send links to parents for them to download should their child wish to use them for this active homework.
After this preparation work has been completed I would explain that our observation / investigation will need to be completed as homework as we are not at school at this time of night. The children would then create an observation notebook to record their observations.
After a class discussion on the best way to observe the planets we would make an instruction page at the front of our notebook and begin our stargazing / planet observation.
Plan: Before beginning observation ask your parents to help you find the cardinal directions N,S,E, W for your garden.
1. What we need: Your eyes, binoculars / telescope (if you have them at home)
2. How to choose the best night for this activity: a cloudless, clear night
3. Stay away from lights – turn off garden lights. (As our school is in the countryside most children will have a light free environment from which to observe the sky)
4. Begin by looking to the East & South to see what you can see in the sky.
5. Record observations on notebook.
6. Using an A3 sheet each child will draw the sky and record which planets they see over a set period of time.
If we repeat this activity once per week for September, October & November the children will have gathered much evidence about planets and their movement.
At the end of our observations I will ask the children what they have noted about the movement of the planets and what they have most enjoyed about this activity.
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Hi Pauline
Welcome to the course. I really like how you plan to incorporate the observing plan as active homework. I am sure your class will be delighted to engage in this activity rather than the books. I also like how you plan to record observations across a couple of months to record differences and to see different planets.
Stellarium is a great resource for pupils and their parents to access at home. I have used it in the class and some of my own class went on to investigate the site more at home. I can see how a focused observation would work well with the site to guide their observations and give them a focus.
Thanks for sharing, I hope you enjoy the course.
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Plan to Observe the Moon – Morning Visibility and Phases (2024–2025)
Best Moon Phase for Morning Observations from School:
For early morning moon watching, the waning gibbous and last quarter phases of the Moon are the best. During these phases, the Moon is visible in the early hours of the morning and remains high in the sky at school arrival time. This makes it ideal for observation before or during the start of the school day.
Using Stellarium or a Moon phase calendar teachers can select mornings with good visibility, ideally with clear skies and a safe view of the southern or western sky.
To engage children in observing the Moon from school, I would link this activity to the SESE strand Earth and Space. We would begin with a class discussion on the Moon’s phases and use visual aids. We would also use the Stellarium app to show how the Moon changes over a month. Pupils would then help create a “Moon Watch” calendar showing when the Moon will be visible during the school morning in phases like the waning gibbous and last quarter.
On an agreed morning, children would come in a bit early or use the first part of the school day to observe the Moon from the yard or a classroom window, using binoculars and observation sheets. They’d draw what they see and note any interesting features.
To conclude the lesson, the class would write Moon diaries or create posters explaining what they learned. This activity makes astronomy tangible, exciting, and fully accessible for all children.
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I think observing the moon would be a lovely activity to do with Junior Infants. They may require some assistance with it but they would really enjoy it. I would introduce the topic with the short story about The Man in the Moon and I would discuss with the children some of the things mentioned in the story like the man guiding animals home and why this might be and how the moon might help? Then I would ask the children if they have ever seen the moon and is it always the same or does it look different? Then we would look at some images of the different types of moons. I would then ask children to observe the moon and record it. They may need help from an adult for this. Each day in school we would discuss the moon from the previous night and what it looked like and what shape it was. At the end of the week we would paint a night scene for art using a paper plate. I will cut a slit halfway in the plate and the children will paint different types of moon on a different piece of paper. I will give the children some blu tak and a lollipop stick. The children will be able to stick whichever moon they observe each night onto the lollipop stick and place it in the night sky scene.
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Task Number 2.
Following introductory lessons on the origin of the names of constellations, as a class we would log on to stellarium and explore the sky over the south of Ireland, altering locations to make the view as accurate as possible.
As a class project we would then explore the night sky on Stellarium and I would ask the pupils to observe and choose a selected constellation.
They would then research their selected constellations and create a profile of the stars/celestial bodies in their constellations. Then as and art activity each pupil would recreate their constellation and and we would create a classroom display along with our factfiles of each of the chosen constellations. I would encourage that the children would choose a constellation which hasn’t been chosen by anyone else.
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Hi Michael
Stellarium is a fantastic resource to use in the classroom. You can focus on the sky in your own location to get an accurate view and encourage the pupils to note what they could see later in the evening.
There are many constellations on Stellarium and you could link with history to research the story behind some of the constellations or create a profile as you have mentioned. Similarly, there is an activity online to make a 3D model of The Plough/Big Dipper which may class have really enjoyed. While they make stars of different sizes they are of different lengths which allows for integration with Maths.
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3. Plan to observe the Moon – What phase of the Moon is best for observing in the morning from school? What dates will that be?
I have planned the following series of lesson to start the first week of October. This is when Space Week takes place. This plan will be weather dependent as I need to ensure the forecast allows sky visibility. On the Monday, I will use this visual as a stimulus for discussion:
I will use a carousel brainstorming strategy to elicit the students prior knowledge about the moon. This activity will also give me an opportunity to identify any misconceptions about the moon, e.g., that it only comes out at night. Through discussion and teacher questioning, we will develop an inquiry question. I will lead the children to wonder why the moon appears to be a different shape from night to night.
Their homework will be to take note of what the moon looks like each night for one week (Scaffolding – what shape is the moon today? Can you see shadows, craters or details? Where is it in the sky, using cardinal directions?). According to timeanddate.com, there will be a full moon on Tuesday 7th October. I will send a message on SeeSaw to remind the students to look out and observe the moon. I will also take a photo of the moon each night.
By the following Monday 13th October, the moon will be in the 3rd quarter. During this phase, the Moon rises in the morning and sets in the evening making it visible in the morning sky. As we meet in the yard every morning just before 9:00, I will invite the children to look up and observe the moon.
Later that day we will refer to our homework copies where we have kept our moon journal for the past week. I will ask them, what did we learn from looking at the moon? I will then introduce the idea of moon phases using a globe, a torch and a ball to demonstrate how the moon reflects the sun. I will show the 8 phases of the moon in a simple diagram. I will ask the children to identify what phases of the moon they observed over the past week. We will then compare our records with a moon phase calendar. We will continue to observe and record the moon every night and have a brief daily discussion on what we observed.
In other curriculum areas, we will extend our learning by creating artwork based on the phases of the moon and writing descriptive writing about the Moon I Saw Today.
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This is a very engaging lesson, brainstorming what the children already know is a great way to start the lesson and get the children involved from the very beginning. Encouraging active learners through observation activities will motivate children to share their findings during class discussions. A great, detailed lesson.
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This sounds like such a fun and engaging plan! I love how you’re tying it in with Space Week and getting the kids involved both at school and at home. The idea of spotting the moon in the morning is a great way to challenge common misconceptions—and linking it with art and writing makes the learning even richer.
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Create an observing plan for autumn that shows which planets are visible in the evening sky:
As the nights grow longer and cooler in autumn, it’s a great time to look up and spot some of the planets in our solar system. Here’s a simple guide for what you and your students can expect to see in the evening sky from September to November.
September
Mars – You might catch a glimpse of Mars just after sunset low in the west, but it fades quickly and sets early. It’s tricky to spot this time of year.
Saturn – Saturn starts becoming a real star of the show! From late September, you’ll find it shining steadily in the southeast after dark. It looks like a bright yellowish “star” that doesn’t twinkle.
Teacher Tip: Have students try spotting Saturn with the naked eye, then check it with binoculars or a telescope if available—you might even see its famous rings!October
Saturn – Still easy to spot. It appears in the southern sky after sunset and stays visible for hours.
Jupiter – The giant planet starts to rise earlier in the evening sky around mid-October. It will be big and bright—hard to miss!
Fun Idea: Plan a night around the Hunter’s Moon in early October, when the full moon rises dramatically in the east.November
Venus – Early in the month, you might still catch Venus low in the western sky after sunset. It’s super bright—often called the “Evening Star.”
Saturn – Now seen lower in the sky earlier in the evening.
Jupiter – Best time to see it! Bright and high enough to view in the evening without staying up too late.
Activity Suggestion: Try a Jupiter “moon watch.” With binoculars or a small telescope, students can look for Jupiter’s four largest moons—like little dots lined up beside the planet. -
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Class Level: 3rd–6th Class
Theme: Planets in the Evening Sky – Autumn
Strand: Earth and Space (Science Curriculum)Learning Objectives
By the end of these lessons, children will:
Know which planets can be seen in the evening sky during autumn.
Recognise and name planets like Jupiter and Saturn.
Understand that planets move across the sky over time.
Use a star chart or app to locate planets.
Record simple observations.Materials Needed
Printed star charts or free astronomy apps (e.g., Star Walk, Sky Map)
Planet fact cards (Jupiter, Saturn, Mars, Venus)
Observation journals or worksheets
Art materials for drawing planets
Access to the school yard or a dark outdoor area (optional night-time viewing)The Lessons will contain the following discussions and teaching points:
Introduce the planets and night sky.
Focus on Saturn: Show where it is in the sky (southeast after sunset).
Make Saturn fact sheets or draw its rings.
Encourage simple observations at home.
Next Step:
Introduce Jupiter: It becomes brighter and rises earlier.
Compare Jupiter and Saturn (size, moons, position).
Use apps/star charts to locate them together.
Development:
Start observation journals.
Review Jupiter and Saturn.
Discuss why Mars and Venus aren’t visible in the evening.
Children create a “Planet Watcher” poster showing autumn planet positions.Assessment by observing journal entries, planet fact posters and/or drawings, participation in class discussions and reflection time.
Integration:
Art: Draw planets or build them in 3D.
English: Write a planet poem or a diary entry from Saturn’s moon.
Geography: Discuss where in the world we see these planets.-
Hi Adrienne
That sounds like a great lesson on observing planets during Autumn. It is well laid out and shows the steps clearly with progression from learning about and researching the planets to using star charts and apps, observing Jupiter and Saturn in the night sky and recording . I like the addition of the art activity to draw or model the planets and the creative writing aspect. The geography aspect is also interesting to get the children thinking about what we see from Earth and how different stars and planets will be visible at different times depending on where you are.
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Create an observing plan for autumn that shows which planets are visible in the evening sky:
introduction
We would first investigate and navigate stellarium, heavens-above and other on line resources in pairs to identify and record the different constellations that can be seen at different times of the year. We would then draw out these constellations as art work in preparation for the main task
main
we would create a universe-in-a box using portable TV sized boxes, where three constellations for each season would be drawn on one side of the box. A wheel on the floor of the box would then represent the tagged seasons. we would focus on autumn first and have the children try and identify any of the constellations during autumn and tick them off on the box. The equipment such as binoculars etc could be stored in the box along with profiles on planets etc. There would be no time limit as such and could be used as a term or year long project
extension
the Children could continue this throughout the year to try and identify the other constellations for the remaining seasons and record any further information they find.
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Between October and November, students can observe planets in the evening sky from 6:30 to 8:00 PM.
Jupiter rises in the east, shining very bright with a steady white light.
Saturn appears in the south to southwest, glowing yellow-white. Binoculars can help reveal its rings.
Mars becomes visible late November, low in the east with a faint reddish colour.
Planets do not twinkle like stars, making them easier to spot. Using a compass or tools like stellarium can help the children helps find directions and planets within the night sky. Using a notebook or template provided by the teacher, students can observe the night sky and write down and draw their observations of the night sky. Students will contribute to a class collaborative book that includes their drawings, observations, and fun facts about the planets. This book will showcase their learning and excitement about the night sky. -
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I liked many of the activities on constellations explored in this module. I will use ESERO activity 34 and I also liked the suggestion to link this topic to mythology etc. The activity that caught my interest the most was the Curious Minds activity : Seeing Stars: looking at the plough from different places. I think the pupils would enjoy making the model of the plough. Firstly I would give them a list of materials to organize : black card, wool, tape, tin foil, pencil, ruler, star map template and the distance chart. They then use the star chart to put holes in the black paper, one for each star. Next they make the stars by balling up the tinfoil and this is then taped to the wool. I kike the link to maths here where each piece of wool is 30 cm and they must use a ruler and the distance chart to work out how far to pull each piece through the holes. When complete they can stick their model to the ceiling. They can look up at it from bellow to see the plough as we do from earth and look at it from an angle to see what it would look like from space. I think this activity would suit 3rd to 6th but could be adapted for a younger class.
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I’m really excited to use Stellarium with my class. I’d start by blacking out the classroom and showing a video of the night sky to get them thinking about patterns, planets and constellations. They’d record what they noticed. Then, using our iPads, we’d go outside during the day and point them at the sky. Stellarium lets students see planets and stars that aren’t visible in daylight, which is such a great hook. I’d then encourage them to use the app at home to spot constellations and compare what they could see, depending on their location and light pollution. It would lead to great class discussions about visibility, conditions and how stargazing works in cities like Dublin. We could also check StargazingIreland to find out the best nights for spotting planets and stars.
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Create an Observing Plan for autumn that shows which planets are visible in the evening sky.
The children would love this lesson. I would start by discussing what planets are visible from Ireland and explore some viewing apps like stellarium and skyview apps.
Step 1: Choose a clear night as this is essential for viewing and choose a location away from street lights ect to optimize the darkness and make viewing clearer.
Step 2: Stellarium and Sky view apps are a wonderful way to help us identify planets more easily and it’s a fantastic way to get parents involved in their child’s learning and to give them an idea of the topics being explored in school. It would be a fun home activity.
Step 3: The use of binoculars or a telescope would give greater viewing however they are not essential as there are some planets that are visual with the naked eye. Some planets will look like stars so with the use of the stellarium app is very beneficial in identifying these. Parent support is necessary for this activity.
Step 4: Use a notebook to record your findings and observations the date and time over the Autumn period and notice any changes.
Step 5: Research and learn about the planets Jupiter and Saturn. Present your project. Create a project around this. The children could create a kahoot quiz for the class around the planets they found.
I am looking forward to using these apps in my class next year.-
Hi Lianne,
Thanks for your post. This is a great plan for getting learners and the broader school community engaged in STEM at home.
You are right that although binoculars and telescopes make viewing easier and show more, it is an accessible and equitable activity for all, as some planets can be viewed by the naked eye. I do highly recommend and use the Stellarium app for making the identification task so much easier!
I really like the idea of further learning through project work on the planets and making use of Kahoot to consolidate learning.
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2. Create a short teaching resource using Stellarium
This is a lesson that I would use with my Junior infants next year.
1. Open Stellarium on a classroom my Interactive whiteboard.
2. Set your location and adjust the time to show:
Morning: Show the sun rising.
Midday: Show the sun high in the sky.
Night: Show stars and the moon.
3. Ask questions:
“What do you see in the sky now?”
“Where is the sun? What colour is the sky?”
4. Children respond through drawing what they saw on a printable “Sky Time” worksheet (morning, midday, night).-
I really like this idea David it’s a brilliant way to make learning about the sky interactive and visual for children. Using Stellarium on the whiteboard makes it easy for the whole class to see how the sky changes from morning to night. The guided questions help students observe and think more deeply, while the drawing activity lets them express what they’ve learned in a creative, hands-on way. It’s a lovely mix of digital learning, science, and art, and I think it would really help children understand the movement of the sun and changes in the sky throughout the day.
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Question 1
To help my fifth class make an observing plan for autumn, I would start by asking them if they’ve ever seen planets in the night sky. We’d look at pictures from the website Stellarium to see what planets might be visible in the evening during autumn in Ireland.
We would talk about how planets move, how they look different from stars, and why it’s helpful to plan the best times to see them. I’d show them how to check the direction (like east or south) and time (like 8pm) to spot planets like Jupiter, Saturn, or Mars.
In groups, the children would make a simple plan for one week. They’d pick which evenings they want to observe the sky, write down which planets they hope to see, and where to look. If they can, they could try observing with family at home and share what they saw.
Then, each group would show their plan to the class using drawings, posters, or google slides. This activity would get them thinking like young scientists, asking questions, recording what they see, and learning about space in a fun and hands-on way.
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Question 1
5th & 6th Class
This could kick off a chat about how to spot the planets from Ireland, especially during autumn, and the best ways to go about it. The top tip would be to pick a night that’s nice and clear, with as little cloud as possible—though that’s not always easy with Ireland’s weather! It might also get people talking about how to find a good dark spot, away from streetlights and town glow, which makes a huge difference when you’re stargazing. Places like Donegal or Wicklow are great for this, while here in the midlands, you’d probably need to head out into the countryside a bit.
You don’t actually need fancy gear—planets can be seen with just your eyes—but a pair of binoculars or a telescope will definitely give you a better look, especially when it comes to Jupiter or Saturn. It’s also a good idea for students to have an adult around to help check the weather and make sure everyone’s dressed for cooler temperatures, since it can get chilly in the evenings. And lastly, just be patient and give your eyes a few minutes to adjust to the dark—you’ll see a lot more that way.
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I chose to plan a lesson to use stellarium with my class. I would use this resource to teach the students about stars in the sky. I would explain to the students that they will learn to read the stars at night. But before that, we would be learning about them in class. First, we would use the tool called Stellarium. Stellarium would show us what the night sky would look like from where we live.
We would open Stellarium and look for the Big Dipper and Orion, I would explain that these are two special star groups called constellations. We would look at what shapes they make in the sky. Then, we would draw these constellations on black paper using white chalk.
I would ask the kids to ask their families to help them find the stars outside. The kids would bring their drawings home and try to match them to the real sky!
The students will take turns telling the class what they saw at night.-
What a lovely way to introduce students to constellations! I really like how you’re using Stellarium as a visual guide first as it gives the children a clear sense of what to look for. Drawing the constellations with chalk is a great tactile activity, and sending them home to try spotting them in real life would add real excitement. Having them share their findings in class is a great way to build confidence and keep the learning going.
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3. Plan to Observe the Moon
I look forward to observing the moon with my Second Class pupils in the next academic year.
I think that the best time to complete this activity will be October. We will discuss the shape of the moon and the different ways it can appear in the sky – both at night and during the day.
We will watch the video of Paxi to give us a better understanding of the lunar calendar. Following this, we will complete the task in ESERO 62. This experiment will allow us to observe how the moon can be viewed at different times of the day. As the class teacher, I will use timeanddate.com to discover the best time to observe the moon at school. Once a time has been selected, the class will head outside with a clipboard and pencil. We will find the moon and observe its location in the sky. The children will complete a ‘Moon Observation Log’ and sketch an image of the moon that they can see.
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I’d go with a morning Moon observation activity for my class. It’s such a simple but effective way to spark curiosity. So many children are surprised to find out the moon can be seen during the day, especially in the morning. I’d plan to bring the class out during the waning crescent or last quarter phases, these are the ones that rise late at night and are still visible before school starts.
We’d check Stellarium together beforehand to figure out the best days to look — maybe around September 30th, December 1st, and a few days before the new Moon in March and May. Then we’d go outside, observe it, sketch what we see, and chat about why the Moon changes shape.
It’s a lovely way to tie in light, shadows, and 3D shapes in a real-world context. Plus, the kids would love the idea of “catching the Moon out” in the morning!-
Hi Cliodhna,
Thanks for your post and welcome to the course!
You make a very valid point: young learners tend to associate the Moon with nighttime only, and it is through observation that some will come to learn that you can sometimes spot it in the morning sky. It is itself a great example to explain the importance of observation!
Sketching is a great way to capture its changing shape, and I do love the Paxi video on Moon phases-these animations really do pack in a lot of great information with engaging visuals at an age-appropriate level.
Best of luck “catching the moon out” in the coming academic year!
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In autumn, several bright planets are visible in the evening sky, making it a perfect time to introduce stargazing at the beginning of the school year. I’d begin by focussing on observing Saturn, Jupiter, and Mars, which typically become visible shortly after sunset. Using Stellarium, children could explore when and where to look for each planet, and students could create their own “Planet Spotting Logs” to record what they see.
To engage the class, you could introduce the lesson with the question “What do you think you can see in the night sky?” and explore how planets differ from stars and how to spot them. I’d enoucrgae the children to observe real images of each planet and discuss features like Jupiter’s moons and Saturn’s rings. It would also be nice to encourage families to join in by assigning optional “Stargazing Nights,” where students could observe and sketch the sky from home. This activity supports science learning, digital literacy, and observation skills, while sparking wonder about our universe. -
This would start a discussion on how to observe the planets in Ireland and what might be the best methods to do so in Autumn. The number one tip would be to choose a clear night with minimal cloud cover for the best visibility which can be difficult in Ireland. It would also fuel a debate on how to best find a dark location, away from city lights, to have a better view of the planets. There are a number of locations in Ireland best suited to this including Kerry and Mayo while here in the midlands we might need to get into a countryside location.
The methods we could use are binoculars or a telescope but the planets are visible to the naked eye also. However, binoculars or a telescope would enhance their viewing experience, especially for on Jupiter and Saturn. Lastly it would be important to have adult company with pupils to check the weather forecast and to be prepared for potential temperature drops, especially in the early evenings. Lastly to be patient and allow your eyes to adjust to the darkness for optimal viewing.
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4. Engaging children by creating a 3d model of a constellation
While watching the video on this I thought it would be an excellent way of engaging the children in my class next year and sparking their interest in astronomy in a creative way. We would begin by looking at some of the well-known constellations and reading the stories/ myths behind them to provide context and to ignite their imagination.
The materials listed in the video were all things that would be easily sourced- black card, star maps, blu tac, wool, ruler, celloptape, pens/ skewers to make the holes. We would print the star map for the constellation chosen by each group, stick these on to the A4 black cardboard, then using the star map of the chosen constellation we would use the skewer to make the necessary holes, so that they are visible on the black card. We would then make the stars using the string and scrunching up tinfoil at the end of each string. Starting on the black side we would then poke the strings through the holes. I thought using the chart with the relevant star distances and corresponding string lengths would be a great exercise for the older classes, and would be an extra challenge for them. It would also add depth, relative position and make the model more realistic. This part of the lesson also adds spatial reasoning and maths skills to the activity. We would discuss how the constellations look different from various perspectives in space, promoting critical thinking.
To finish the lesson I would encourage the children to share what they have learned. I think this hands on activity makes astronomy accessible and fun for the children and fosters their sense of curiosity and deeper learning.
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Hi Marie
Welcome to the course. Reading the myths associated with the constellations is a nice way to connect with the night sky and also to think about the origins of those myths and how people used them to make sense of the stars and planets. Using the constellation models to enhance maths skills such as modelling distance and perspective is a good idea. As you said, astronomy can be a difficult subject to get to grips with so practical activities like these can help to make it more accessible and engaging for pupils.
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Create a short teaching resource using Stellarium.
I absolutely love using Stellarium myself. I have used it in class using an Interactive Touchscreen, but would love to use it with the tablets outdoors with the children as the gyroscope and accelerometer in the devices make the app far more user friendly and easier for children. If the day and time were selected, they may even find the moon using the app.
The book “Zoo in the Sky: A book of Animal Constellations” by Jacqueline Mitton is lovely to tie in with using Stellarium on an Interactive Touchscreen with the class. The children loved reading the book, and then finding the constellation using the web version of Stellarium.
I would like to involve parents in using the app too, and could invite them in to learn from their children how to use the app, then to set a date to use the app. If doing this I would also work with the children on how to take a photograph at night using a mobile phone, they could then present to the parents on how to use their mobile devices or cameras for long exposure photography. The children could share their images in class and identify the constellation of their choice in the photograph.
We could also look at locally taken images of the Milky Way, once the concept of long exposure has been explored.
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Hi Michelle
I just looked up “Zoo in the Sky”. It looks like a great book and wonderful resource to tie in with Stellarium. The pictures are a lovely way to show how the constellations were named and to pick out the stars making up each one. I love the idea of teaching the children how to use the Stellarium app on tablets and then inviting the parents in to learn from the children. Being able to use Stellarium at home on a clear night with their families would be great for the children as they can locate the constellations using the app and then find and identify them in the night sky.
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Create a short teaching resource using Stellarium
Firstly, I would demonstrate how to find the website, the basic navigation tools and how to find our location. The the class would log on and I would give them some time to try zooming in/out etc. before asking them to explore the night sky to find out answers to questions such as:
1. What planets will be visible tonight?
2. What planets would be visible today if we could see them?
3. Can you find Polaris and what direction is it in?
4. Can you find any artificial satellites and what are their names?
5. Can you find 3 constellations and what are they called?
5. What did the night sky look like on your birthday?
I would then ask the class to suggest challenges for each other to find locations in the night sky.
It would also be helpful to go outside during the week before the activity to use the school compasses to find North and revise cardinal directions before the lesson.
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Hi Caitriona
Presenting the children with a set of questions to help them navigate Stellarium is a good idea as it gives them the freedom to explore the resource and learn how to use it while also giving them a framework to operate in and a way to direct their explorations. I really like the extension activity of getting them to come up with their own questions to challenge each other as they will find out extra information this way. Starting outdoors with practical activities to revise cardinal directions is a good beginning. It is always nice to pair a practical activity with something technology based, especially if that activity can be done outdoors.
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Select one of the activities in the Framework for Inquiry.
Lesson Title: The Travelling Space Buggy
Class Level: 4th Class
Subject: STEM / Science & Engineering
Strand: Materials / Forces
Time: Approx. 60 minutesMaterials Needed:Cardboard, wheels (bottle caps), straws, skewers or axles, tape, scissors, rulers and pencils for sketching, bumpy test surface materials (e.g., bubble wrap, small pebbles, ramps)
Optional: Stopwatch, weights for testing
Learning Objectives: By the end of the lesson, pupils will be able to:Investigate how wheel size and placement affect movement over uneven ground.
Design and build a space buggy that is stable and travels smoothly.
Test, modify, and evaluate their buggy design.
Interpret results through comparison and discussion.
Engage: Starter Question“How can a space buggy be designed to be stable and travel easily over bumpy ground?” Show a short video or image of a real Mars rover or lunar buggy.
Ask the students:
“What kind of surface might a space buggy have to travel on?”
“What problems might it face on rocky ground?”
Predicting & Designing (Explore) In pairs/groups, children predict what features make a buggy move easily over bumpy surfaces.
Ask them to draw their buggy design, focusing on: (Number of wheels/size/axle placement/width of base)
Conducting the Investigation (Explain & Elaborate). Pupils build their buggy using provided materials (e.g., cardboard, bottle tops, dowels, straws, etc.).
Create a test track (e.g., ramps, bubble wrap, sandpaper, or foam blocks) to simulate “bumpy space ground.” Pupils test their buggies for: (Ease of movement/stability).Allow time for redesign and retest, encouraging iteration.
Sharing & Interpreting the Data (Evaluate) Facilitate a whole-class discussion with questions such as:“How are the buggies similar or different?”
“What changes did you make and why?”
“Which buggy performed the best – and what do we mean by ‘best’?”
“Did your predictions match what happened?”
Create a class chart of key design features that helped the buggy work best.Plenary / Reflection: Pupils complete a short reflection sheet or orally respond:
“I learned that…”
“Next time I would…”
Assessment OpportunitiesObservation of design and redesign process
Quality of reasoning during discussions
Use of scientific language (e.g., “stable,” “balanced,” “test,” “predict”)
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To engage the children in STEM when planning moon observations, begin with a discussion on lunar phases and how Earth–Moon–Sun geometry makes the Moon visible at different times. You could use the ESERO “Lunar eclipse
and phases of the Moon-Journey to the Moon” as a pre teaching method. The children will then design simple clinometers using protractors, straws and cardboard to measure the Moon’s altitude and record direction with compasses.For morning observations during the school day, the third‑quarter (last‑quarter) Moon is ideal—a phase A good morning date is Monday, 14 September 2025, when Third Quarter occurs at 11:35 AM in Kildare—perfect for seeing the Moon during class time.
Teacher could then show the children how to use timeanddate.com:
Select “Moon Calculator” for Kildare, Ireland.
Choose the date range (e.g. September 2025).
Observe the Third Quarter phase and note the moonrise and moonset times.
Record that on 14 September, the Moon is visible well into the school day.
Following this, schedule an outdoor observation session that morning.The children can log the data in their science journals.
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I have decided to plan an Evening Sky Observing Plan aimed at a 5th class. the main aim of the lesson is to encourage the children to dip their toes into stargazing and to become more familiar with the planets and to realise and identify that some planets are visible in the evening sky, for the purpose of this lesson we will focus on Autumn.
Darkness is key for this exercise- as I teach in an urban area this will be an obstacle for many of the children and this is an area of concern for me. I will remind the children that this activity will need patience and maybe if the naked eye fails, that they can use binoculars.
I will introduce the children to the timeanddate app to give them guidance.
Stellarium is also another site I will encourage the children to use.
Each child will have an Observation Diary and keep entries throughout the month of September. I will encourage the children to keep notes, drawings, record any research they have done.
While I will be encourage a lot of independent investigation I will also guide the children and suggest what they may be looking to identify e.g. Venus will be visible as a bright, shining “star” in the Western sky after sunset, usually the first star to be seen aften sunset.
At the end of the month we can compile a class observation chart and share with each other what was observed.
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The best phase of the Moon for observing during the morning from school is the First Quarter. During this phase, the Moon is half illuminated and rises around midday, making it visible in the morning sky before setting in the early afternoon. This timing is ideal for school-based observations, as the Moon is high and bright enough for clear viewing. The shadows and craters on the surface are also more defined at this stage, providing excellent visual detail for students.
Key First Quarter Moon dates with good morning visibility for the school year 2025–2026 include:
October 29, 2025 (~07:45 am)
November 28, 2025 (~08:40 am)
December 27, 2025 (~09:36 am)
January 26, 2026 (~10:32 am)
February 24, 2026 (~11:25 am)
March 26, 2026 (~12:17 pm) (visible in the late morning)
These dates provide the best opportunities for morning Moon observations during school hours. Planning activities around these phases supports learning in science, geography, and nature awareness. -
During Autumn, students have the opportunity to engage in a research project at home, identifying bright planets in the evening sky. They will require a compass, which is a feature present in most devices (this could be integrated into the Digital Learning Plan at school as part of the broader SSE Cycle). In Autumn, the planet Saturn can be found in the southwest; it resembles a star, but unlike a star, it does not twinkle. All preliminary learning and vocabulary can be discussed in class. Later in the evening, just above Saturn, Jupiter shines even more brightly and appears slightly larger. Students may maintain a journal to document their observations throughout the Autumn months. By November, it may also be possible to observe Mars.
The Curious Minds activity sheets focusing on planets and the solar system can be utilized to prepare the class. Children can illustrate what they observe and learn about the movement of planets across the sky.
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I completely agree with Adams approach. It’s a great mix of observational science and independent learning. This would work really well with my class too. The use of digital tools like a compass app ties in perfectly with our digital learning goals, and the idea of journaling observations encourages both science and literacy skills.
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4. Select from one of the activities in the Framework for Inquiry
I’d use the “Draw Your Own Constellation” activity to help 3rd class children explore the night sky in a hands-on way. First, I’d show them pictures of real constellations and explain how people long ago made up stories to explain the star patterns. Using the Framework for Inquiry, I’d get them thinking about why people created constellations and what shapes they might spot in the stars. Then, I’d show some well-known constellations using Stellarium or a star chart. After that, the children would create their own constellations by joining dots on black paper and giving their star shapes names and stories. We’d spend some time in English lessons working on their stories before they share them with the class. I would use this to focus on developing their speaking skills and understanding of science by encouraging careful observation, asking questions, and noticing how people use patterns to make sense of the world. I also like how it links well with SESE, Art, and Literacy.
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This is a nice way to help kids connect with the night sky. Combining stories with star patterns makes the topic more approachable. Using Stellarium or star charts adds a helpful visual element. Having the children create their own constellations and stories encourages creativity while reinforcing observation. It’s good that you’ve included speaking practice through sharing their work, which can help build confidence. Linking this activity with English, SESE, and Art provides a well-rounded learning experience.
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Using the Framework for Inquiry, to introduce constellations, the teacher would show the children the night sky and ask if they know of constellations or what the constellations remind them of- “Engage: The Trigger”. They might wonder where the constellations originated and discuss possibilities for this- “Wondering”. Then, the children can draw a chosen constellation and construct it using toothpicks and jellies, and to extend this for an older class, they can research the constellation and present their findings to the class- “Investigate”. Younger classes might join dots on the page to make up their own constellation and name it; and older classes could make comparisons between the Northern and Southern hemisphere skies at night- “Take the next step: Applying Learning/ Making Connections”.
To use ICT, Stellarium is a great tool to show constellations. Opportunities for integration are:
History/ English- stories of constellations from Ancient Greece;
Art- drawing, construction;
Maths- measures, shape and space
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Hi Niamh,
Thanks for sharing and welcome to the course!
You have developed a comprehensive plan to deliver this class using the inquiry framework, taking into account how to adapt the activity for both junior and more senior classes. I like your idea to use toothpicks and jellies to construct constellations-I am sure your learners will find this a lot of fun(and tasty!).
As you have outlined so well, there are numerous opportunities to incorporate cross-curricular links, ranging from art to history. This makes for a wonderful theme to explore and run, and October is a particularly good time for this, with Space Week underway from October 4-10th.
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Since our school day starts at 8:45 a.m., I’d encourage my students to observe the waning crescent Moon before coming to school, ideally between 7:00 and 8:30 a.m. They can look out for the thin crescent low in the eastern sky, noting the time, direction, and shape, and making quick sketches if possible. To support this, I’d send a simple observation sheet home with them. Then, once at school, we’d take a few minutes outside right after the day begins to try spotting the Moon together and record our findings as a class. We’d use compasses to help locate the Moon’s position and discuss how its appearance changes during the waning crescent phase and why it’s visible in the morning. Over a week, students would compare their observations, spotting patterns and building understanding of the Moon’s orbit. This approach links science, geography, and observation skills, making the learning real and engaging.
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Hi Niamh
Encouraging children to look at the moon at home early in the morning before school and then studying it in school once they get in to school is a nice idea. If even some children were able to look each morning, they could report back to the class on what they saw. You might even split the class into 5 groups and ask each child to try to view the moon early one specific morning of the week. Doing the recording in class as a follow up would be a great way to include everyone, so that those who didn’t have time in the morning could still do their observations.
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During Autumn, pupils would have great opportunity to observe what planets can be seen. As we won’t see them properly during school time, a lot of the pupils observations will have to be done in the evening while they are at home. I teach in a special school and the children in my class are aged 13-15. First, we’ll chat about the different planets in class, look at pictures and videos, and use apps to explore what the sky looks like after sunset such as SkyView.
At home the children can look out just after it gets dark and try to spot these planets. Of course we will prepare a simple guide with pictures and tips to help everyone at home. In school, we’ll work together to make it fun and accessible for everyone by using large prints, sensory materials, and lots of visual supports. we will display our findings in our classroom and invite other classes to have a look.. 🙂
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1.Create an observing plan for autumn that shows which planets are visible in the evening sky.
Autumn is a fantastic season for stargazing, with earlier sunsets giving children more opportunities to observe the night sky. I would focus on visible planets such as Saturn, Jupiter, and possibly Mars and Venus, depending on their positions in the sky that year. Saturn usually appears in the southeast just after sunset in early autumn, followed by Jupiter rising a little later in the evening. Venus, if visible, is typically low in the western sky shortly after sunset, while Mars may be visible later in the season.
To engage the children, I would begin by introducing each planet with fun facts, images, and mythology associated with its name. I would create a “planet watch” chart and have students record sightings and sky conditions over several weeks. If possible, I would organize an evening stargazing event for families, using binoculars or telescope which they could do from home.
I would also build simple models to show the planets, positions and movements. This hands on approach blends science, art, and outdoor learning which is something the children always respond to with great excitement and curiosity.
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Create a short teaching resource using Stellarium
I would begin by having a whole-class discussion to assess the children’s knowledge.Then I would model how to use Stellarium on the interactive whiteboard focusing on how day turns to night, stars shifting and looking at the planets.I would ask open-ended questions to build curiousity and allow the children to think critically and creatively.I would ask the children to compile a list of questions they have about constellations, planets etc. before giving the children time to use Stellarium on their iPads in pairs. Finally, I would ask the children to present anything new they discovered to the rest of the class to encourage collaborative learning.
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I have decided to plan my lesson around observing the moon in daytime as the children are always fascinated when they see the moon out in the morning!
From my research, it seems that 14th September is the best time to see the moon in the morning time where I live.In advance of our observation, we will examine a moon chart and become familiar with the different stages of the lunar cycle. We will explore the vocabulary connected. I will pose the question, “Can we see the moon during the day time?” We will then discuss and proceed to the yard.
I plan to schedule the observation for the morning time. I will use binoculars and the two telescopes that I have recently been gifted! We will record the date and time, the shape of the moon, its orientation and the weather conditions.
On return to the classroom, we will compare what we saw with moon-phase diagrams or apps to help students connect observation to the lunar cycle.
We will then link to Art and create a visual representation of what we saw. We will answer our question posed at the outset of the lesson. I will repeat the observation with my class over a few days around this date.
Future lessons will centre around why we can see the moon in daytime!
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Hi Aisling,
Thanks for sharing!
I really like your plan to ask learners whether they can see the moon during the day-I am guessing you may have a junior class. It can be worthwhile to capture their responses on a board-how many yes/no/not sure. From there, the hypothesis can be tested by observation outside, timed perfectly thanks to best observe the moon during the day…. here’s hoping for clear skies!
Delighted to read that you have recently acquired two telescopes, that is super news for your class, and perfect timing for trying out this activity in the fast-approaching academic year. While this activity works without these tools, it certainly makes the activity more exciting to see the details of the moon, craters, and build learners skills in using them to focus, etc.
Great to see a plan to continue this learning by exploring the why in a follow-up lesson.
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Teaching Resource Using WorldWide Telescope / Stellarium
WorldWide Telescope is a powerful educational tool that offers a rich collection of images and data from global observatories, making the study of space both engaging and accessible. For my ASD class, this visually dynamic resource would be particularly beneficial, providing a clear and exciting way to explore astronomical concepts. Although I had not encountered this tool before, I now see its potential to enhance pupils’ understanding of our galaxy, particularly the Milky Way, by offering an immersive view of space beyond what traditional resources can provide.
I would incorporate WorldWide Telescope into a series of lessons focused on the moon, including its phases and surface features. The interactive features and multimedia resources available on the platform would greatly support my teaching and deepen students’ understanding through observation and exploration. With each pupil in our school having access to an iPad, this technology lends itself well to an interactive learning experience that promotes independent exploration while remaining closely linked to learning objectives.
This approach would align well with curriculum strands in SESE (Science) and could also support learning in Mathematics through activities involving measurement, sequencing, and pattern recognition. Using WorldWide Telescope in this way would not only foster scientific curiosity but also help pupils make meaningful connections between classroom learning and the wider universe.
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Hi Louise
This sounds like a lovely lesson incorporating the use of WorldWide Telescope into lessons about the moon. It is great that you enjoyed navigating the resource yourself and that you can see its value for use with your ASD class. It is fantastic that each of your students has access to an iPad which would allow them to make full use of this tool to independently explore the moon and our Galaxy and to follow their interests in discovering new information and seeing space from a new perspective. Giving the pupils a series of tasks to complete alongside this independent exploration can link with your learning objectives in Science and Maths.
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Task 1
I would start this lesson with activities from the esero website on sizes and scales of planets in our solar system.
In class we could research using the time and date.com website what planets are observable on what dates and the students can predict what they are likely to and what factors such as weather and environmental factors such as light pollution might impact our observations.
As access to technology might be a factor for my students I would ask them to draw what they see on a page for homework and we can discuss their drawings in class and compare.
To consolidate I would present the class with a selection of sizes of balls from marbles to basketballs a d to line them up in size and by distance in the yard relative to each other and then discuss why some are more observable to us than others, bringing maths into the learning and possibly historuc stargazers such as galileo.
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Question l
To help 4th class pupils explore light pollution and its impact on our local area, we will begin with a class discussion and create a KWL wall—noting what we know, what we want to know, and later, what we have learned. We’ll research the definition of light pollution and consider its sources in our small town, including our proximity to Shannon Airport, street lighting, shopfronts, and car headlights.
Next, we’ll investigate how light pollution affects three key areas: humans, natural ecosystems, and the night sky. The class will be divided into three groups. One group will explore sleep disruption and health effects on humans; another will look at the impact on wildlife, such as disrupted biological rhythms, confusion, and the effect on bats; and the final group will examine skyglow, reduced visibility, and the loss of dark skies.
Each group will present their ideas on posters, which we’ll display in the classroom. As a follow-up, we’ll research local wildlife—especially garden birds—and how light pollution may affect them, linking this to previous science and art lessons.
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2. How I would use Stellarium with my 6th class:
In groups of threes and fours, children would be given an iPad, a criteria of information to find about a planet/star and a blank poster. The criteria would include things like the planet/star’s visibility (on set day), the constellation they are part of, their magnitude and distance from earth.
I would show children the video from BCO Education on how to use Stellarium Web. Each group would choose a different star to research, record the relevant information and create a poster about their star.
Each group would then present their poster to the class at the end of the lesson.
The groups will have different roles – researcher, scribe, head designer, presenter etc. and less-abled children would be given specific roles to encourage meaningful participation.There would also be rewards for the group showing the best examples of teamwork, to encourage effective cooperation. I would also hold a quiz with prizes at the end of each presentation to encourage active listening throughout.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
The third quarter is the best phase of the moon for observing from school in the morning. I think that this is lovely idea as it shows to the children that the moon doesn’t just disappear during the day, it’s just that we can’t see it at different phases. After researching the dates for 2024-2025, the only dates that the last quarter will be visible in the mornings when we return to school will be August 26th and October 24th. I love the idea of using a moon observation log to look at how the moon looks each day for a month. I will plan to start this on October the 2nd as this is when the new moon is set to be for that month. We will begin by watching the video that ESA have given in this module on moon phases and eclipses. We will then observe the moon in the morning for the month. At the end of the month myself and the students will discuss the results of our observation.
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Hi Rachel
Welcome to the course.
Exploring the moon is a great topic but particularly for our younger pupils and I think they will find it fascinating as they observe the moon in the morning time as they may only associate the moon with the night time. A moon observation log is a great idea to record the pupils’ observations and allow them to share their own thoughts on the changes in the moon to explore the concept of the phases of the moon. Thanks for sharing.
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Start the lesson by asking a few simple questions like, “What can you see in the sky at night?” or “Have you ever seen the Moon or a bright star?” You can show a picture or video of the night sky to get them interested and talking.
Next, go to stellarium-web.org as a class. Stellarium shows what the sky looks like from anywhere in the world. Help the children set the location to your town or city. Then, change the time to around 9:00 PM. Ask the children to find the Moon, a planet like Jupiter or Saturn, and two constellations such as Orion or the Big Dipper. They can draw what they see or write down the names. Try changing the time to later at night to see how the stars move. You can also change the date to see how the sky looks different in another season.
After this, open WorldWide Telescope at worldwidetelescope.org/webclient. This tool lets you zoom out and see planets and stars from space. Use the Solar System view to explore Earth, Mars, and Jupiter. If the class is focused, you can also show a short tour that explains the planets or the Milky Way galaxy.
To finish, invite the children to share what they saw and learned. You can write a list on the board with the names of constellations and planets they found. Ask questions like, “Which planet was your favourite?” or “What surprised you about the stars?”
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Autumn Planet Watching Plan for 2nd Class
This autumn, we will become planet detectives and observe some amazing sights in the evening sky. As the evenings get darker earlier, it’s the perfect time to look up and explore space from our own back gardens after school has finished.
Each week, we’ll pick one evening to stargaze safely with an adult. In September, we’ll spot Saturn, which looks like a bright star in the south after sunset. It doesn’t twinkle like stars do! In early October, we’ll keep an eye out for Jupiter, which rises in the east and shines very brightly. Jupiter is the biggest planet in our Solar System.
By late October and into November, Mars may be visible low in the east just before bedtime, looking slightly red. We will use simple sky maps to help find them.
We will draw what we see in our planet journals, and talk in class about changes each week, such as how bright the planets are or where they appear in the sky.
The children will dress warmly, bring a torch with red paper over the light, and always observe with an adult. Let’s go planet hunting will be our homework theme.
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To create an observing plan for primary school students in autumn, begin by selecting safe times and locations, such as the school playground or a nearby open area, ideally just after sunset. During autumn evenings, several bright planets are often visible, including Jupiter, Saturn, and sometimes Mars or Venus, depending on the year. Use simple stargazing apps or a planetarium website beforehand to identify which planets will be visible on specific dates.
Plan weekly or fortnightly evening observation sessions, possibly tied to a school event like a “family stargazing night.” Provide students with star maps, observation sheets, and basic instructions for identifying planets based on their brightness and position in the sky. Encourage students to record the date, time, direction, planet observed, and a simple drawing.Integrate the activity into science lessons by discussing how planets differ from stars and why they appear to move. This plan supports curiosity, observational skills, and links to Earth and space science curriculum.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
Initially I would teach some explicit lessons on the compass directions and being able to locate NSEW in any location. I would teach the children how to locate this using the sun in the sky (sunrise/sunset) and also using a compass. I would get the children to do this as a homework exercise and become familiar with the locations of N, S, E, W as it applies to where they live. I feel that there would need to be support from home in relation to this and that would be a nice opportunity for home-school collaboration!I will help the children become familiar with Stellarium and together will identify what to look out for each evening. I will also help the children to understand that the weather has a big impact on our ability to look at the night sky and we will become familiar with consulting weather forcasts and use this to select suitable evenings in autumn to stargaxe. We will decide on evenings that are suitable and as part of homework I will get children to go out and try to spot certain planets in the night sky. They will record what they see using a simple journal.
I would also encourage the children to try and spot particular constellations. I would teach them how to use a Star Wheel and to get familiar with the proximity of one constellation to another. They could also record this in their Star Gazing Journal and report back the next morning!
I would envisage that this above activity could take place weekly/fortnightly depending on both weather and on what can be seen at a suitable time for the children.
I am really excited about this, I have always star gazed myself and this has given me an opportunity to examine how I could share this with my students!
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Hi Sharon,
I know that I have become quite the star gazer having completed the course myself, the night sky and the solar system are always fascinating to children and it doesn’t matter what class they are in. I love the idea of Star Gazing Journal something I might explore with my own class during Space Week this October. Thanks for sharing.
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Thanks for this wonderful post Sharon. I like the idea of teaching the directions NSEW in detail with this activity by using the sun in the sky, a compass and by involving a collaboration with parents. Since starting this course, I’ve been flat out looking at the nighttime stars too which I’ve really enjoyed. Like Michelle, I love the idea of a Star Gazing Journal and which I will definitely be utilising with my 4th Class this upcoming year!
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Autumn Planet Observing Plan – Fourth Class
Teacher: Ms…..
Season: Autumn (September – November)
Theme: Spotting Planets in the Evening SkyLearning Objectives:
Recognise 2–3 visible planets in the autumn night sky.
Understand the difference between stars and planets.
Build excitement and curiosity about space and our Solar System.Equipment Needed:
A clear sky (no clouds!)
Warm jacket or hoodie
Optional: binoculars or a small telescope
Star apps like SkyView, Star Walk Kids, or Night Sky (ask parents to help!)Plan Overview
Week 1 – Introduction to Stargazing
Classroom Discussion:What is a planet? What’s the difference between a star and a planet?
How do we spot planets in the sky?
Watch a short video: Planets in Our Solar System – National Geographic Kids
Take-Home Task:Look up at the evening sky for 5–10 minutes after sunset with a family member.
Try to spot a bright “star” that doesn’t twinkle – it might be a planet!Week 2 – Planet: JUPITER (The Giant Planet)
Best Time to See: 8:00–10:00pm (low in the east, rising higher through the evening)
How to Spot: Very bright, doesn’t twinkle, slightly yellowish-white.
Fun Fact: Jupiter is the biggest planet in the Solar System – it could fit over 1,000 Earths inside it!
Activity: Draw Jupiter and its four biggest moons (Io, Europa, Ganymede, Callisto)Week 3 – Planet: SATURN (The Ringed Planet)
Best Time to See: Just after sunset (low in the southern sky)
How to Spot: Less bright than Jupiter, yellowy-white colour.
Fun Fact: If you had a giant bathtub, Saturn would float!
Activity: Craft a Saturn planet with rings using paper plates and glitter.Week 4 – Planet: MARS (The Red Planet)
Visibility: Mars may be trickier to see this autumn (check sky apps!)
Fun Fact: Mars is called the Red Planet because of its rusty colour.
Activity: Mars colouring sheet and write 3 facts about Mars.Optional Class Activities:
Planet Watching Logbook:
Each student gets a mini logbook to record what they saw each night (date, time, weather, planet/star spotted, sketch).
Parent Involvement Letter:
Send home a short note asking families to go out stargazing one evening a week for 10 minutes and discuss what they saw.Closure:
Wrap-Up Discussion (November):What was your favourite planet to spot?
Did anyone spot something cool, like a shooting star or the Moon?
Award “Star Watcher” certificates for participation and enthusiasm!-
Hi Aoife
Welcome to the course and thanks for sharing your lesson on observing the planets. There are many online resources and apps as you have mentioned in your post, but you could also consider Stellarium which can show you the night sky in your own local area and point out the planets to make it easier for the pupils to make their own observations at home. Would you consider the planet logbook more central to your lessons rather than an optional activity in the class?
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I would plan to observe the moon and its phases. I understand this may be a difficult time to observe as we are at school for the majority of the day but I would also set some homework as part of the activity. This could be done digitally or simply on a worksheet.
I would aim for this lesson to be taught to either 1st or 2nd in October as this appears to be the best time due to it being the time of the first quarter moon.
We would begin by discussing the moon and reading a story about the moon, such as ‘The Way Back Home’ by Oliver Jeffers. We would discuss the way the moon appears in the illustrations in this story and how it can look different to us at different times of the day and year. The crescent moon is depicted on the cover of this book which will hopefully be easiest to see in the morning at school.
I found the Paxi video on the different phases of the moon to be very informative and engaging in a child centred and age appropriate way and therefore I would use this video to explain the moon phases before we go about observing anything ourselves.
We would then aim to observe the moon at different times of the day and we would record our observations on a ‘moon observation log’ (as per slides). The online resources would also be useful here.
I would do this lesson over a week or maybe even more to ensure we get the most accurate results and weather permitting. The children would also be encouraged to bring the moon log home to draw how the moon looks at their bed time or evening time – hopefully on a clear enough night!
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Hi Aimee,
Lots of lovely ideas here, I like how you plan to link the moon observations with a picture book and Oliver Jeffers has fabulous books to link in with the night sky. Thanks for noting the phase of the moon on the cover in order to discuss with the pupils and also build the specific vocabulary on the phases of the moon.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
First, I would start by teaching my 4th class next year to observe the sky on clear evenings, preferably after sunset (about 8:00 PM in August, later in October). We will research as a class the planets that are visible in the evening sky. We will discuss the possibility of certain planets being visible early in the morning for any potential early risers in the class! We will identify how Saturn, Uranus, and Neptune will be the planets visible in the autumn of 2025. The sky in the morning will show Venus. Jupiter will first be visible in the evening sky in the early autumn, but as the season goes on, it will move into the morning sky. Additionally, Mercury will make brief appearances in the twilight sky, especially during August.
Next, I would stress how crucial it is to choose an area with less light pollution, such as a park or open field, ideally away from estate or traffic lights. We will discuss the weather forecast at the beginning of each day and the visibility envisioned for later in the evening also. We would go over which planets are visible to the unaided eye and how using binoculars or a small telescope at home would improve the experience.
Finally, I would ensure parent supervision and a safe environment, especially when observing in darkness. I would encourage the use of the Stellarium/ WorldWide Telescope apps to help identify constellations and locate planets on the iPads. As an additional STEM activity, the children will make their own planetarium box with tin foil, a box, a poking device and a torch where they can put in the Earth, Saturn, Uranus, and Neptune, and their favourite constellation in their own sky like in the BCO video with Francis. The children will be given scope to leave out and add in any planet or constellation that they want in their planetarium box.
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Create a short teaching resource using Stellarium/WorldWide Telescope
I will begin by reading the book “Papa, Please Get the Moon for Me” by Eric Carle. It’s a nice simple story about a girl who wants to play with the Moon. The pictures are big and colourful, and the story will help the children start thinking about space in a fun way.
After the story, I will open the Worldwide Telescope website on the big screen. I will show the children where the Moon is and slowly zoom in. We will look at the bumps, holes (called craters), and shadows on the Moon. I’ll ask simple questions like, “What shapes can you see?” or “Does the Moon look smooth or rough?” Some children can come up and point at what they see. I will use easy words like “crater,” “round,” and “dark spots.”
To finish, the children will draw a picture of what they saw on the Moon. This will hopefully help them remember what they saw and use their imagination to show it in their own way.
Thanks,
Michelle -
I think the topic on the phases of the moon will be of interest to the sixth class students as an extension of our topic Earth and Space. While Moon observation is not part of the primary science curriculum, it’s a great way to spark curiosity and help students connect science to the world around them. The best time to observe the Moon during school hours is during the last quarter phase, when it is high in the morning sky. In 2025, this will happen on September 3rd and September 30th.
When we get back to school I might take them outside on these days but beforehand, I’ll ask, “Have you ever seen the Moon during the day? Why do you think we can still see it even when the Sun is shining?” We’ll then observe and draw the Moon, noting its shape and where it is in the sky. (Perhaps keep a moon diary combining their own observations and ICT tools like Stellarium). I will also use the video Paxi and Our moon, and the ESERO 62 activity. The students may already be familiar with the phases of the moon as most of them observe the Islamic calendar. The new moon marks the start of months like Ramadan and Eid, helping students see how science connects with their culture, faith, and everyday life.-
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Hi Justine
Moon observation doesn’t fit under the Science curriculum but does fit under the Geography strand of Planet Earth in space specifically the learning outcomes “recognise that the Earth, its moon, the sun, other planets and their satellites are separate bodies and are parts of the solar system” and “develop a simple understanding of the interrelationship of these bodies, including day and night and seasonal movements”. It is also a great way to develop the working scientifically skills especially questioning, observing and recording and communicating. I love the idea of connecting the phases of the moon with the Islamic calendar to make it relevant to your pupils.
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I would begin the lesson by listening to the story – Mae among the stars.
This could set the scene for a multitude of lessons in a junior infant class…. For today we would focus on Mae wanting to be an astronaut and wanting to see earth.
I would ask them questions about how we might do that and get their answers. I would discuss the word telescope and see if they knew what it was – Then I would open Worldwide telescope and look at Earth. They always love looking at the world and seeing how tiny Ireland is. We could look at different places on Earth – places they know. We could look at the different functions like the Earth at night and even the version with the streets.
At the end they could use playdough to make their own Earths and possibly a rocket ship. Let them use their imagination! I am sure some aliens will be made!
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be?
For my 5th & 6th class, I’m planning a short Moon observation activity that ties into both SESE (Earth & Space) and Science (Light & Shadows). Many children still think the Moon is only visible at night, so a morning observation is a great way to challenge that idea and link to our work on phases of the Moon.
From watching the Paxi & Our Moon video https://www.youtube.com/watch?v=w4U_cuF-_hI and using the Moon phase calendar, the Last Quarter phase is best for morning observations. At this phase, the Moon rises around midnight and is high in the sky during school hours, making it easy to see before lessons start or during small break.
Using the timeanddate.com Moon phase data for Limerick, the upcoming Last Quarter phases this term fall on:
13 October 2025, 12 November 2025, 11 December 2025
On these mornings, we’ll head outside to sketch the Moon’s shape, note its position in the sky, and talk about how the Sun is lighting it. We’ll use the “Sun, Moon and Earth” ball-and-torch model from ESERO Lesson 62to link what we see in the sky to the Moon’s position in space.
I’ll also encourage the children to spot the Moon on their way to school in the days before and after the Last Quarter, helping them notice how its shape and position change. This will build observational skills and support their understanding of the Moon’s monthly cycle
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I have chosen to create an observing plan for autumn that shows which planets are visible in the evening sky as my module 2 topic.
I would start with lots of talk and discussion with the class to elicit their prior knowledge about planets and inform them that many planets are visible from Ireland during autumn, these are easy to identify as planets do not twinkle like stars.
I would introduce the different planets with facts and pictures. The children would work in groups to do project work on each of the planets over a 1.5 week period. When all the information has been accumulated, they would then set about their stargazing experience. The key points to note are that they may need lots of patience as we need a very clear night so it may take some time to really see. Darkness is key so those living in more urban areas may find this challenging so we would brainstorm local areas that may provide a better experience.
I would show the children timeanddate.com to identify the visible planets over the next few weeks- Venus and Saturn will have good visibility in September. The children can use the apps stellarium and skyview for a better experience. I would encourage the children to record their sightings on their planet watch worksheet. During our morning meeting, the children would have the opportunity to share what they saw.
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I teach 3rd to 6th I created a plan using timeanddate.com for September which will show which planets are visible in the evening sky.
Depending on cloud cover, Mercury, Jupiter, Mars, Saturn, Venus, and Jupiter will all be visible to the naked eye around the beginning of September. I will show the students the alien in the eso videos and his tour of the planets.
I will explain this approach to my students by giving them an overview of the solar system, with an emphasis on the planets we will be studying. To help the kids understand more about the unique features of each planet, particularly the ones they will be attempting to watch at night, I believe I will use the planet container activity.
The observation will be part of homework, and since it is a little more practical and may involve the entire family, I believe this will be a good way to introduce homework to 3rd class in the senior classroom. After that, we will have a virtual sky tour in class using the Stellarium software. This will provide the students an opportunity to observe what the sky will look like when they are there. The children will conduct research and print out basic star maps that display the planets’ locations for the date of the observation night. I will make a planet-spotting checklist so the students can cross out the planets they see and jot down any thoughts they may have.-
Love this plan! The mix of real sky-watching, ESO videos, and Stellarium will really bring the planets to life for your students. The “planet container” activity is such a clever way to get them thinking about each planet before they go looking.
I also like how you’ve made it a family-friendly homework — the checklist will make it feel like a fun space scavenger hunt. I can just imagine how proud they’ll be when they tick off a planet they’ve spotted
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be?
I love the idea of focusing on the moon for a couple of lessons. We always link a unit of study to Space Week so I think this year the moon will be the focus. Last year we did a little work on how the craters in the moon can be created and the children really enjoyed it. They were very interested in the fact the moon isn’t its own light source and we did a little on it but now with some of the resources I’ve come across here we will definitely explore it more.
I would start with the Paxi video or a true and false quiz (set out a mixture of true and false statements from the intended learning and children predict what might be true or false – they return at the end of the lesson and see how their predictions worked out)I love the moon observation journal and shading the shape of the moon.
According to the moon calculator the week of 14th of September and 13th of October is the Moon’s third quarter which makes it visible during the day. Prior to these dates children will study the phases of the moon and create their own charts (art work activity can be linked here, collage creating their own phases using paper and fabrics)
Children can then observe the moon and fill in the log.
Children will be encouraged to observe the moon at night at home and record their observations on Seesaw. Some children have telescopes at home so they can share any findings with their peers.Learning can then be consolidated through interactive matching cards of moon phase and picture (Wordwall, Baamboozle) – worksheets to label the phases, collaborative slide show where a group can complete a slide on a certain moonphase or returning to their true/false predictions (I’m of a certain age where I might even use Jaffa cakes to show the phases)
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Hello Jacqueline, and welcome to the course!
Thanks for sharing your lesson plan for moon observation. You have some lovely ideas for spreading this activity across school and home time, engaging the wider school community in this activity.
I really like your idea to use various textiles to create an art collage, a lovely tactile experience for junior learners and perhaps the use of materials that reflect how the moon surface looks. Great to see ideas for the consolidation of learning through engaging worksheets, games and quizzes.
Your Jaffa cake advert reference made me laugh(and want a Jaffa!)! Isn’t it incredible how a well designed advert can stick in the memory years later?! I am sure your learners would have no complaints if you used Jaffas as props, they could all enjoy while demonstrating moon phases!
Carrying out the provided activities during Space Week is a perfect way to celebrate this theme and engage young learners in this important topic.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
Using resources such as timeanddate.com and Stellarium, I found out that autumn is an excellent time for stargazing. In early September Jupiter, Saturn, Mars, and Venus will all be visible to the naked eye. With a telescope or good binoculars, Uranus and Neptune can also be spotted. Stellarium is an amazing tool and Stargazing Ireland is also really helpful.
In class, I would introduce timeanddate.com and Stellarium on the iPads, then send links home for parents. Students could either search for suggested planets or create their own observing plan. They could take photos and send them to me for sharing on the interactive whiteboard, or work on them digitally by labelling images or making their own drawings.
I can differentiate this lesson by providing the pupils with a template and a ready-made list of dates and times to stargaze or alternatively they can choose what to search for and how to record their observations. In advance, we will explore the differences between stars, planets, and constellations and make our own Starwheels.
Although the focus is on planets, they can also observe the stars and constellations too.
Setting this as an after-school task would also require some extra support for pupils with limited tech access, but it is still very achievable and parents I’m sure would be more than happy to help and observe too.
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Hi Anne
I really like how you plan to support parents by sending links home to Stellarium. I also like how you are planning to support all children through different resources, offering more structure to the observation, or allowing pupils to create their own observation plan. Having multiple ways for the pupils to engage will really support a Universal Design for Learning (UDL). Thanks for sharing.
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Moon Spotting – Waxing Crescent
I’d pick the waxing crescent phase for our Moon watch, a few days after the new moon. It’s perfect for school mornings because the Moon is still hanging in the sky after sunrise and has that lovely curved glow that really catches the eye. I’d check the lunar calendar to find dates during the term when it’s at its best.
On the day, we’d head outside before lessons. The kids would grab their sketchpads and draw what they see — the shape, the brightness, and where it is in the sky. Back in class, we’d share sketches, spot differences, and chat about why the Moon changes shape. We might even compare what we saw with photos online to spot extra details.
It’s a simple way to mix science and art, get everyone curious about space, and start the day with a bit of wonder.
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1. Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
I would plan to observe the moon once per week at different times of day with my class. Some observations will take place during school hours and some observations will happen at home, before or after school. The children will have a recording sheet stuck into their SESE copy where they must record the date, time (I will aim to have children do their observations at the same time) and draw a sketch of the moon as observed by them. This process would continue for the entire academic year, and we would then compare our observations at the end of the year. In doing so, we will have a chance to observe most, if not all, phases of the moon as they occur at different times. I would use ChatGPT to create the worksheet for me and to create a calendar of the 25/26 moon phases in advance so that I can strategically choose the times for observation. We would begin our observations on September 14th 2025, around 11:35, when the moon is in the last quarter, which is easier to see during daylight.
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Hi Sophie,
Thanks for your post and welcome to the course!
Your moon observation schedule sounds like a great way to develop learners skills in this area, through repetition and structured times for observing, recording and sketching its various phases, and taking time to reflect on findings once they are collected, a great time to ask questions and compare results-are they all the same? Etc. In time, they may predict which phase comes next.
While ChatGPT is very handy, the website links provided on this course have some great extras too. This provided link https://www.timeanddate.com/astronomy/moon/location.html has a great visual; press play and watch how the phases change as the Moon orbits Earth —a lovely prompt for visual learners.
By spreading the observations across both school and home hours, learners have the best opportunity to see all the phases, and it also helps engage the broader school community in this lovely and very accessible activity.
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I chose to design an autumn observation schedule that emphasises the planets that are visible in the evening sky. This exercise offers a methodical, inquiry-based way to observe the stars.
Creating a Planetary Observing Plan for Autumn 2025: I would make developing a planetary observing plan a group, practical effort to get pupils interested in stargazing. Students will learn how to use celestial navigation instruments, recognise planets and stars, and record their observations over time with this project.
The ecliptic—the hypothetical route the Sun, Moon, and planets take across the sky—would be the first idea presented to the class. We would learn that planets in our solar system are expected to be found along this path because they all revolve on a plane that is essentially the same.
Our strategy would concentrate on a few important planets that are visible on autumn evenings, based on astronomical data for the Northern Hemisphere. Saturn is a popular target in September. It rises when the sun sets on September 21st, when it reaches opposition, when it is brightest and most visible. This would be the ideal time to try to see its rings using binoculars or a telescope. Venus, which will momentarily reappear in the western sky as a dazzling evening star, would also be visible to us. Saturn is still an excellent target in October and November, when it is visible in the evening sky. Even though it is much fainter and requires binoculars or a telescope to see, Uranus also becomes visible in the evening, reaching opposition on the 21st.
I would divide the class up into smaller groups and assign each group the task of tracking a particular planet. With the aid of tools such as downloadable star charts, they would:
1. Find out where the planet is located each week of the month.
2. Indicate where it is on a star wheel or a huge classroom chart.
3. Determine when and where to search for their planet.I would advise students to do their own observations while spending time with their family at home and record their findings in a class journal. On a regular basis, we would get back together to discuss how the planets seem to move against the backdrop of fixed stars and compare our views with the star charts. This method fosters student autonomy, collaboration, and a greater understanding of the actual motions of our solar system.
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Hi Fiona
Welcome to the course and thanks for sharing your plan to observe the planets in the night time sky. You have planned for lots of discrete teaching prior to observing such as the ecliptic and supporting them in locating the planets in the night time sky.
Your plan outlines pupils working in groups, is this to facilitate pupils living in close proximity to each other to help with observations at home or to plan for the observations for the pupils in the class? I do agree that the pupils should do their observations with their family and record in a journal. You could also consider more collaboration with parents to support the learning at home and ensure parents are aware of the activity and have resources such as star charts so that they can get involved too as they may not have access to the binoculars or telescopes at home.
I agree that this approach of observing the night sky will allow for student autonomy and taking responsibility for their own learning.
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Activity 4: Star constellations
Engage: I would begin the lesson in a dim room with a flashlight showing constellations. I would sing “Twinkle, Twinkle, Little Star” with my infants and encourage them to look and point.
Explore: I would provide black paper and white/yellow paint. I would guide my infants in finger-dabbing dots (stars).
Investigate: The children would then investigate the different star constellations they could make using wool to join each of their dots (stars) together
Interpreting data/results: The children will share all of the constellations they made with the class- It looks like …. (an animal /person/ thing).
Applying learning: I would create felt boards with pre-made constellation shapes. I would allow my infants to explore by sticking and removing stars, connecting them with wool (in groups, adult-assisted)
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
This a lovely activity that needs parents collaboration, as an adult needs to be present.. If there are children living near each other, they could observe together. Pupils need to be told to dress warmly and not look directly at the sun.
A time of 30 mins between 7-9pm is best suited to this age group.
Give a sky map to pupil:
Sky Map: How to Find the Planets
Here’s a simple guide to finding the planets:Look towards the west: Venus will be there just after sunset.
Look to the southeast/east: Jupiter and Saturn will be visible in the early evening, with Jupiter higher up.
Look higher in the sky or closer to the horizon: Mars will rise from the east, and Mercury may show up in the twilight.
Following on from this a sky journal can be recorded by pupils and this can be discussed and compared in school. By the end the pupils will have seen some of the most beautiful planets in the sky, learned about the solar system, and made lovely memories.
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Hi Ann,
Welcome to the course. I do agree that this activity is best prepared for in class and conducted at home so it is important to support and collaborate with parents prior to this activity being sent home.
I like how you plan to share a sky map with the pupils to support their observations at home. You could also consider the Stellarium resource mentioned in this module to display in class and support their learning as they know what to look for in the sky with the sky map. Your simple guide will also be very supportive to both pupils and parents. Thanks for sharing.
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
I like the idea of creating an observation plan for the autumn, unfortunately we are based in Dublin so there is admittedly a challenge around light pollution but this would actually give an opportunity to discuss the causes and impact of light pollution and with some creativity is something that can be seen as an advantage. We would discus the importance of choosing the right night: clear skies and no cloud cover and if people can get further into some of the rural surrounding areas (reliant on parent / guardian support) this would give one perspective to potentially compare and contrast with those pupils unable to get out of the suburbs. Everyone would be included and report what they could see from where they were able to get to.
Having looked at Stellarium this is a good, engaging resource that could be used prior to the activity so that we all know roughly where and what we are looking at (pupils, parents and staff alike!). It would be worth taking a bit of time to practice and get used to the app as it’s a new resource and something I do think would be beneficial once you know how to use it properly.
ChatGPT can also be used to give an idea of whats visible and weather forecasts which would be useful for planning ahead. Parents and guardians would also need to be included and health and safety considered – pupils not to head out unsupervised etc so it is something that would need careful planning.
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Hi Gareth
Welcome to the course and thanks for sharing your thoughts on this activity. It is unfortunate that it may not work effectively due to the light pollution in your area. It is also important to raise awareness of this light pollution to your pupils as you have mentioned. This will also be explore in more detail in Module 3.
Stellarium is a fantastic resource, I used it with my own class last year and many pupils went online at home to further explore the resource and help with their own observations of the night sky. It takes practice as you have mentioned so worthwhile to explore it at home yourself first.
I agree that it is important to plan and collaborate with parents when exploring the night sky and setting tasks for home such as observing the night sky and identifying planets to ensure everyone is familiar with the task and parents can get involved with their children. I hope you enjoy the other modules in this course.
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First of all I would like to begin by saying that the resources and websites etc suggested in this module such as Stellarium, Worldwide Telescope and timeanddate.com are fantastic and will help greatly me going forward in my teaching.
I plan to use Worldwide Telescope to teach the children the causes of seasons on earth. We will follow the KWL approach ( elicit prior Knowledge, discuss and document what they will Would like go know about the topic and conclude with discussing and documenting what they have Learned) After the K and W are completed the lesson will begin by introducing terminology and concepts that are key to the children’s understanding of the lesson e.g. orbit. axis, axial tilt, hemisphere. Some of which may have arisen in the K or L. We will then proceed to explore and learn how the sun moves through the ssky. They will learn how heat energy is transferred to earth through hands on activities with physical models that the children could make as part of an Art lesson.We will explore how the tilt of the Earth affects the seasons by watching the sun’s path change over months. The instructional videos in the lesson give students the chance to connect pen and paper illustrations of the earth and the sun with accurate 3 dimensional models. By the end of the lessons the aim is that the children will have gained a clear understanding of how and why it gets warmer in the summer and colder in the winter.
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Create a short teaching resource using Stellarium.
I would begin by discussing the most common names of star constellations that some of the children may have heard of already. For example, Big Bear/Ursa Major/The Big Dipper or Orion’s Belt. Where have they heard of these already e,g. books/movies/tv/family.
I would then introduce them to the Stellarium App and what it can be used for. How it gives a 3D version of the night sky and how constellations can be easily identified and located. At the same time discussing what are the difficulties of doing this at night…cloud/light pollution/poor weather.
Children then use the Stellarium App to locate constellations that can be found in the night sky. This can the be linked to art by creating their own 2D and 3D model. I really liked the “Plough Activity” using black card, tinfoil and string. It was and excellent way of teaching the children that this is how a constellation looks like from Earth but from elsewhere in space it would look completely different.
Lesson can also be linked to History and Mythology. Stories/Legends/Myths that involved names of constellations we use today, e.g. Orion’s Belt.
Also in math by discussing star signs and graphing children’s star sign.
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3. Create a short teaching resource using Stellarium
Observing the Moon with Stellarium – 3rd Class
Objective: Learn when and why we can see the Moon during the day.
Open Stellarium (online or using the iPad app). Set location to Dublin, Ireland.
Find Today’s Moon: Use the search bar to type “Moon” and click it. Notice its position in the sky.
Change Time: Use the time controls to move forward/backward through the day. Watch how the Moon moves and how its brightness changes.
Observe: Can you see the Moon when the Sun is up? What shape (phase) is it?
Record: Draw the Moon’s shape and write the time you saw it in daylight.
Discussion: Why do you think we can sometimes see the Moon in the daytime? How does its shape change over days?
Extension: Check again tomorrow and compare!
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Hi Susie
Welcome to the course. Stellarium is a great resource to explore the night sky. I like how you plan to observe the moon. I saw in Module 1 that you have an infants class and Stellarium could help to show the pupils how the moon changes. You could also consider linking with the calendar of the moon to allow for observation of the moon during the day and allow the pupils to make connections with what they have seen and learned about the moon on Stellarium and observing the moon themselves. It will also help to address the misconception that the moon is only out at night.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2025-2026?
Hi, I’m teaching in a school in Kilkenny and the following are the best days that suit:• January 29, 2025 (12:35 pm) → observe January 27–28
• February 28, 2025 (12:44 am) → observe February 26–27
• March 29, 2025 (10:57 am) → observe March 27–28
• April 27, 2025 (8:31 pm) → observe April 25–26
• May 27, 2025 (4:02 am) → observe May 25–26
• June 25, 2025 (11:31 am) → observe June 23–24
• July 24, 2025 (8:11 pm) → observe July 22–23
• August 23, 2025 (7:06 am) → observe August 21–22
• September 21, 2025 (8:54 pm) → observe September 19–20
• October 21, 2025 (1:25 pm) → observe October 19–20
• November 20, 2025 (6:47 am) → observe November 18–19
• December 20, 2025 (1:43 am) → observe December 18–19Classroom ideas
Schedule sessions (on the above dates) on documented mornings based on your timetable.
• ideas for students:
o Sketch the crescent shape and orientation.
o Use landmarks to mark its position and compass direction.
o Note time and compare brightness/shape over consecutive days.
o Discuss Earth’s rotation and the Moon’s orbit causing the early morning visibility.
o Explore why the crescent appears only shortly before sunrise.
Pupils present their findings on school Chromebooks.-
I like the activities you’ve listed for observing the moon and I can imagine if the list of dates was displayed on a poster in the classroom, I’m sure the children would check it themselves and remind the class when it’s time to observe. That sense of ownership would help keep them engaged and I’m sure they’d look forward to comparing their drawings and observations.
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Using Stellarium in the junior and senior infant classroom
To start I would pre teach the difference between day and night. We would talk about activities we do during the day and night. e.g. eating, playing, sleeping. I would ask them to think about differences in the sky during day time and night time. What can they see? (clouds, sun, moon, stars) How bright or dark is it?
I would then introduce them to Stellarium. I think this is a really exciting and engaging tool for young children. We would explore the night sky from different locations first. Next, we will focus on what they see at night. Stars. I will introduce constellations. I will use the constellation line function first to look at the different groups of stars. Then show them the ‘Greek’ version with the pictures. We will learn names of some of the constellations.
After, children will make their own constellation using tinfoil and string or they can copy one from the sky!
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Hi Helen,
Thanks for sharing.
You’ve created a lovely plan for your junior and senior infant class, with a simple introduction and eliciting prior knowledge.
Stellarium is a wonderful addition to this plan, as you say, it is an exciting and engaging tool for your children. It’s accessible, fun and fairly intuitive for the digital native generation you are teaching.
Making their own constellations is a nice way to conclude this session, with a hands-on activity that can replicate the night sky or be of their own design!
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This is a wonderful and age-appropriate way to introduce young children to astronomy. Pre-teaching the concepts of day and night builds essential understanding, and using Stellarium makes the night sky come alive in a fun, visual way. Focusing on constellations with the line and picture functions is a great idea for this age group. The hands-on craft activity is perfect for reinforcing learning through play and creativity. A fantastic way to combine science, art, and technology in the infant classroom.
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In my classroom, I’d start by showing the children the live planetarium app set to our location and date. As school finishes at 3pm, I’d freeze the screen then and show where Mars, Jupiter, and Saturn are in the sky even if they can’t see them yet. Then, we’d move the time forward to sunset and see and observe where they are at this time.Each child would get an Autumn Sky Passport. This will be a small booklet with planet fact cards, space for drawings, and a section for home observations. Their homework would consist of a Stargazing Challenge where the children will go outside with a parent after dark, find at least one of the planets from our plan, and sketch what they see.
The next day in school, the pupils will share their sketches and describe their planet sightings. This allows thhe children bring what they sketch and see in the night sky into the classroom and compare and contrast eachothers drawings with eachother.
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I really like how you’ve blended technology with real-world observation here. Starting with the live planetarium app is a clever way to bridge the gap between what the children can see during school hours and what they’ll see later in the evening. The Autumn Sky Passport is such an engaging idea — it turns the activity into a personal project the pupils can take ownership of, and I think the combination of fact cards, drawing space, and home challenges will really appeal to different learning styles. The Stargazing Challenge is a lovely way to involve parents and make the learning cross over into home life. Sharing and comparing sketches the next day will not only consolidate their learning but also encourage discussion, observation skills, and peer feedback in a natural way. I can imagine the excitement when someone spots “their” planet!
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Plan to Observe the Moon – Morning Phase
I would engage my class in observing the Moon during its waning gibbous phase, which is ideal for morning viewing when school starts. Using a Moon phase calendar, we would identify the dates in 2024–2025 when this phase occurs during school hours. In the lead-up, students would learn about how the Moon’s position relative to the Earth and Sun creates its phases, using a lamp and ball model for hands-on understanding. On observation days, we would take the class outside to sketch and describe the Moon’s appearance, noting brightness, shape, and position in the sky. Back inside, pupils would log their findings in a “Moon Journal,” comparing observations over several mornings. We would also use Stellarium to see how the Moon’s position changes daily. This activity promotes questioning, prediction, and recording skills while challenging the misconception that the Moon is only visible at night. -
Create an observing plan for autumn that shows which planets are visible in the evening sky.
This is a great idea for an activity to get children interested in and give them experience of stargazing, recognising planets and stars and the skill of recording observations.
We would focus on a few important planets that are visible on autumn evenings. Based on data, Saturn, Venus and Uranus would be the main ones in our part of the world.
I think splitting the class up into small groups and getting each group to track a particular planet would be the most effective way of focusing the children and narrowing their task. This would involve finding out where the planet is weekly, marking this location on a chart, determining when and where to search for their planet and making their own independent observations.
In a whole class setting then each group would provide feedback to their classmates, allowing for further discussion and exploration.-
Hi Anthony,
Thanks for sharing.
I am delighted that you see the benefits of this activity to get learners interested in and experience in stargazing.
It’s a great opportunity to get learners familiar with cardinal directions, and some may enjoy the opportunity to reference apps like Stellarium, too.
I like your strategy to have groups monitoring a planet each, with independent observation at home and then conferring and discussing results. Lots of potential for peer learning and presenting to further their communication skills, too.
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
As the evenings get darker autumn would be a great time of year to introduce the children to identifying the planets in the sky. Prior to the children observing the planets it would be beneficial to discuss the optimal conditions with them. A night which is clear with little clouds would be the ideal conditions in an area with as little light pollution as possible. The children should be encouraged to pay attention to the time, date, direction and location of the planet and to document it in their observation journals. Stellarium would be a great app to further help the children when identifying planets. Venus, Jupiter and Saturn are planets which may be visible with the naked eye and it would be great if the children could take turns borrowing a telescope or binoculars to explore the finer details of the planets.
This learning could be explored further by integrating it across other curricular areas such as art where the children could create models of the planets that they observed using papier mache.-
Hi Aimee,
Thanks for sharing!
You’ve created a lovely plan for your learners to observe the planets, taking into consideration the best conditions to carry out this activity, and the benefits of having apps like Stellarium to assist learners at home when identifying what they can see.
Extra equipment like binoculars or telescopes are a great way to take a closer look, and by providing these tools to all learners to borrow, it is an equitable experience for all.
This activity is an excellent segue into the arts to extend this theme, as you mention, with the potential to create models using papier-mache, etc.
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This is a brilliant autumn activity that blends science, observation, and creativity. Encouraging children to track planets like Venus, Jupiter, and Saturn helps develop real-life STEM skills. Using Stellarium and observation journals makes it hands-on and meaningful. Linking it to art with planet models adds a fun, cross-curricular element that deepens understanding while keeping students engaged and curious.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
For this assignment I would approach it like this to my kids in third class: Hey everyone I have been thinking quietly about our next little astronomy adventure- observing the moon in the MORNING sky!! It turns out the last-quarter Moon (also called the third-quarter) is our best friend for this. That’s when half the moon is lit and its up in the sky after midnight hanging there into the morning – perfect for our school time observations. I would hope to elicit prior knowledge and questions and show images and videos along with this intro.
So what dates can we mark into our calendar ( a collaborative hands on approach) for the 2024- 2025 school year? I havent looked up every phase but we will soon check a handy lunar calendar (time and date) to find exact days) but just imagine we will show up bright and early and maybe with hot cups of chocolate and step outside and the glowing half moon like a giant silver cookie will be i the sky helping us to learn about time light and shadowns.
Inside i will ask the kids to guess which side is lit and notice how it changes from day to day. then we can turn it into a little story telling prompt – maybe our moon is quietly telling us what part of its story we are seeing today.
They can present their findings and facts to younger classes in a presentation format.
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Create a short teaching resource using Stellarium/ WorldWide Telescope
I installed and explored Stellarium and found it an excellent resource. I think it would be a great resource that parents could use to help explore the night skies. I think in the classroom we would discuss what we see at night in the sky and I would pose the question does this change is it the same from where ever we are in the world?
In class we would explore Stellarium together, we would examine the different features such as set location, time controls and labelling the skies.Together we would set our location and see what we can identify and then reveal the items and see what was right/wrong.
I would then in small groups give the students tablets and they can explore Stellarium for themselves.
After a few minutes I would ask them to set a location and examine it currently and in 6 months and identify the differences. We would then discuss and use Stellarium to show what we have found and we would reason togther why things are different. -
This year I plan to engage my class in observing the Moon as part of our SESE curriculum. I think the Moon is a wonderful focus for children because it’s so easy to see, and it changes often, which keeps it exciting. We’ll begin by chatting about what shape the Moon is, and I’ll guide the children to realise that the Moon doesn’t really change shape—it just appears to, depending on how sunlight falls on it. We’ll watch a short Paxi video to introduce the lunar cycle in a fun and clear way, then explore the Earth–Moon–Sun system with a hands-on activity so they can see how the phases happen.
To make our observations meaningful, we’ll focus on the waning crescent and third quarter phases, as these are the best for morning viewing before school. For the 2025–2026 school year, these phases will be visible around October 6–11, November 4–9, December 4–9, January 3–5, February 2, and March 3. During these weeks, each child will keep a Moon diary, sketching what they see in the sky before class. We’ll also incorporate art activities such as lunar paintings. I’m really looking forward to doing this project with the children—it feels like a calm, hands-on way to connect science, creativity, and the wonder of the natural world.
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Hi Sarah
Welcome to the course. I actually covered the phases of the moon with my own 5th & 6th class last year and I think it is a great topic for the senior class pupils. They can learn about the phases of the moon and apply this learning through the observations. I also got my class to create their own 3D model to explore the phases of the moon and what they created was amazing. As you have said these activities allow for a calm, hands on way to connect science, creativity and the wonder of the natural world. Thanks for sharing.
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I would introduce the topic as follows to my students. I would allow them to become familiar with binoculars and a telescope and practice their note taking procedures for their sky diaries. This activity could be a paired or individual activity based on resources available and would be differentiated by ability.
Our Autumn Sky-Watching Plan- This autumn we are going to look at the evening sky and see which planets we can spot. Planets are different from stars because they shine with a steady light, not a twinkle. We don’t need special equipment, just our eyes, but sometimes we can use binoculars or a small telescope can help us see even more. In September and October, we will look towards the southeast just after sunset. We will hopefully see Saturn shining brightly. If we had a telescope, we could even see its famous rings. A little later in the evening, we will look towards the east. The very bright star you see is not a star at all – it’s Jupiter. If we use binoculars, we might even spot some of its moons. As we move into November, more planets may appear, but our main focus will be on Saturn and Jupiter because they are easy to see in the evening. We will keep a sky journal, where we write down the time, direction, and what the planet looked like. We can also draw simple sketches of the night sky. This way we will become real sky-watchers, linking science with art and learning how people have always looked to the sky for answers. This activity will link SESE, STEM, Visual Arts and ICT by incorporating Stellarium into the lessons. Oral recount in PLC will be used as the students report on their findings. They can also use either report or recount writing to note their findings.
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For this task, I would choose to observe the Moon with my class. Together, we would explore which phases of the Moon are best for viewing in the morning sky. To start, I would introduce the Moon’s phases using simple visuals and a hands-on demonstration with a lamp and a ball to model how sunlight creates the changes we see. Then, we would use a calendar to identify upcoming dates when the waning crescent or last quarter Moon is visible in the early morning.
Children would be encouraged to make short observational sketches or notes at home before school and then bring them in to compare as a group. In class, we would create a “Moon Wall” where we track the changes day by day. This approach builds curiosity, observation skills, and a sense of connection with the natural world while linking science content to real-life experiences.
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Create a short teaching resource using Stellarium
Using Stellarium to identify and observe stars and constellations visible from Ireland in real time, and understand how the night sky changes over time.
Introduction
Explain that Stellarium shows the stars we’d actually see in our sky. Launch the website on the IWB. Set the time to the current time. Explore the tool and ask pupils what we can see. As we move around can we identify any planets or stars. Move the time slider forward to night time and observe how stars and planets move or new items appear.Activity
Our school uses iPads so pupils can launch the app on the iPads in pairs to explore the sky. Encourage the pupils to move the time slider to observe the sky at different times or seasons and note how stars move or new ones appear. Ask pupils to make note of one constellation that interests them and sketch it in their copybook.Extension Activity
Using the iPads and the Ducksters website can research more about constellations and the planets.
https://www.ducksters.com/science/physics/constellations.php-
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Autumn evening sky observation for late October through November,
3rd/ 4th class
Learning Outcomes: recognising Earth, Moon, Sun, and planets as separate Solar System bodies
Objective: Identify visible planets and learn how they differ from stars.
When & Where: On clear evenings (around 7 pm) in late October/November, step outside into a dark spot ( Here in Mayo we are lucky to have some of the darkest skies in the country) and let your eyes adjust for 10 minutes.
What to Look For:
Venus, the brightest object in the southwest just after sunset.Saturn, fainter, appears close below Venus.
Jupiter, bright and steady, rises in the east/southeast and climbs through the evening.
Mars, reddish and visible later, moving across the sky
Stargazing Tips: Planets shine steadily—they don’t twinkle like stars
Use Stellarium/ Worldwide Telescope and star diagrams to match bright lights in the sky.When seeking to identify unknown stars/ planets ask children to note the direction (SW, SE) and colour (white or orange-red) of the body they observed
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Hi Ruth,
Thanks for sharing.
You’ve created a lovely plan for your learners using Stellarium. I like how you begin by showing how to use this App on the IWB, and then proceed to pair learners up to engage with this resource.
the Ducksters site has some lovely, simple and accessible explanations to support learning and find out more.
With a bit of luck, this activity will encourage learners to explore Stellarium at home to observe the night sky with the aid of this App to identify what they can see-it’s such a user-friendly tool.
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky
Young kids have an excitement when it comes to the night sky, so we can use that curiosity to explore planets in a fun, hands-on way. In autumn, the evenings are perfect for this. First, we can go outside just after sunset with clipboards, notebooks, or printed charts. We can face west or south to start looking for planets. I would give each child a picture sheet showing Saturn, Jupiter, and other planets so they can match what they see in the sky.
We could use simple tools like binoculars or a small telescope to get a closer look, and even point out Jupiter’s moons or Saturn’s rings. To make it interactive, children could mark the planets on a large classroom map of the sky or place stickers on a chart. Apps like “SkyView” or “Stellarium” can show where the planets are too. By observing a few times each week, we can track how the planets move, compare what we see each night, and share our discoveries with drawings or a short story about our “space adventure.”
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
For the evening sky in September, Jupiter rises early and shines brightly. I would start by having pupils track just Jupiter in September. Pupils can take a photo and email to the class account or sketch the sky.
October; pupils will continue to track Jupiter and now also add in Saturn which should be visible to the east-southeast soon after sunset. To the southwest they can observe Venus which should be low and bright also shortly after sunset.
If a pupil has binoculars they may see Uranus and Neptune.
In November Jupiter will be even brighter and more prominent and rise earlier each evening. Venus will be brighter in the western sky as well as Saturn after sunset.
My template/plan for the pupils would be similar to this’
PLANET SEPTEMBER OCTOBER NOVEMBER
Jupiter Evening high&bright bright all evening
Venus not visible after sunset SW low bright, rising each night
Saturn visible east-southeast less bright- visible after sunset
Uranus
Neptune
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Hi Miriam,
Thanks for sharing.
I like your approach of focusing on one planet to begin with, allowing learners time to build their knowledge of this planet and experience observing it in the night sky, starting with a bright and accessible target. From there, they explore new planets with confidence and ease as their observation skills begin to develop.
It could be interesting for learners to document their observations, whether through a sketch, a quick note, or even to note if nothing is visible. Many an astronomer has had their viewing thwarted by weather conditions, etc!
Your template is great; it’s simple yet includes all the relevant details to make exploring the planets accessible for your learners.
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To engage the children in creating an observing plan for autumn, I would take an inquiry-based approach, beginning with their own curiosity. I would first ask open questions such as, “What do you notice in the sky at night in autumn?” and “How could we find out which planets are visible?” This encourages pupils to share prior knowledge and wonderings. Using digital tools like Stellarium or simple star charts, the children would explore the evening sky for our location in Ireland. Working in groups, they would investigate which planets can be seen in September, October, and November, and at what times.
To support inquiry, I would provide prompts rather than answers, such as, “What changes from month to month?” or “Why might some planets be easier to see?” Children would record observations and predictions in science journals, gradually building their own plan. They could also compare their findings with real observations made on clear evenings, developing both scientific and geographical skills.
Finally, each group would present their observing plan through posters, digital slides, or a class chart. This collaborative, questioning approach ensures pupils are active investigators, connecting astronomy to their own lived experience of the autumn sky. -
Autumn evening sky observation for late October through November,
3rd/ 4th class
Learning Outcomes: recognising Earth, Moon, Sun, and planets as separate Solar System bodies
Objective: Identify visible planets and learn how they differ from stars.
When & Where: On clear evenings (around 7 pm) in late October/November, step outside into a dark spot ( Here in Mayo we are lucky to have some of the darkest skies in the country) and let your eyes adjust for 10 minutes.
What to Look For:
Venus, the brightest object in the southwest just after sunset.Saturn, fainter, appears close below Venus.
Jupiter, bright and steady, rises in the east/southeast and climbs through the evening.
Mars, reddish and visible later, moving across the sky
Stargazing Tips: Planets shine steadily—they don’t twinkle like stars
Use Stellarium/ Worldwide Telescope and star diagrams to match bright lights in the sky.When seeking to identify unknown stars/ planets ask children to note the direction (SW, SE) and colour (white or orange-red) of the body they observed
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Teaching Resource: Exploring the Sun’s Movement Using Stellarium
Objective:
To help students understand how the Sun’s position changes throughout the day and year using Stellarium (or WorldWide Telescope) as a virtual observatory.Materials:
Access to Stellarium (free software or online version) or WorldWide Telescope
Projector or individual tablets/laptops
Worksheet for observations and drawingsLesson Steps:
Introduction:
Recap your sundial activity or the visit to Brigid’s Gardens. Ask students: Why does the sun move across the sky? Does it always rise and set in the same place?Guided Exploration:
Open Stellarium. Set your location. Let students observe the sun rising and setting by fast-forwarding time. Repeat for different times of the year (e.g., summer vs. winter). Discuss how sunrise and sunset points change.Student Activity:
In pairs, students sketch the sun’s path during two different months. They record sunrise and sunset directions and estimate angles.Wrap-Up Discussion:
What did you notice? How might this affect a sundial’s accuracy?Cross-Curricular Links:
Geography (directions), Science (Earth-Sun movement), Maths (angles, time), History (ancient timekeeping) -
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2025 -2026?
Our rural school in North Cork is a great base for observing the sky. It would obviously be most exciting to view a full moon at night, but as this is impractical I would work with the class to figure out the best day and hour to view the moon in the morning (prior to 10am). Using timeanddate.com we can see the dates for the phases of the moon, the upcoming ones being: New Moon – 23 Aug 2025; First Quarter – 31 Aug 2025; Full Moon -7 Sep 2025; Third Quarter -14 Sep 2025. School orientation would also be a factor and the children could also use elements of Geography in figuring out north, south, east and west. We could watch some of the child-friendly Paxi videos in preparation and, for homework, the pupils could use a moon observation log to track the moon across the night sky, recording date, time and shading in the type of moon visible, e.g. waning crescent, etc.
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I would begin with some lessons about the Moon. I would get the children to examine pictures of the moon, order them, made craters using balls of different sizes and flour and as a class we would spend time looking at all the phases. As detailed in Esero 62 lesson I would use an Earth ball, Moon ball and lamp to teach the children getting the children to take turns to be the Moon, Sun and Earth. I would also show the children the Paxi video about the Moon and it phases. I would get the children to make a picture of the Earth and the Sun and mark out the pathway of the Moon. I would have a Moon cutout and place on the orbit so the children can move the Moon it every few days to the Moon’s current position. I would also get the children to complete a Moon observation log. This will help the children understand when to go out and see the moon. The Moon will be visible in the morning during the first and last quarter phases. In Dublin this will be around the 30th September 2025. Timeanddate.com is a handy website for checking Moon dates and times in Dublin.
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In my learning support setting, I find that children really enjoy activities that are visual and based on real-world observation. Watching the Moon in the morning is a simple but powerful way to get them thinking differently — many are surprised to realise the Moon can be seen during the school day. We would begin by looking at the sky each morning for a few days, noting whether the Moon is visible, and sketching what we see.
To support understanding, we could use a ball and torch indoors to model how the Moon moves around the Earth and why its shape seems to change. This would naturally link with SESE (Earth and Space), and there are also opportunities to include Maths (sequencing, time, data recording) and Art (sketching, shading). It’s a great way to build observation skills and spark curiosity — especially for children who benefit from hands-on, discussion-based learning.
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Create a short teaching resource using Stellarium/ WorldWide Telescope
I would use the WorldWide Telescope to introduce children to the position of the planets in our sky using the planet parade tool. Having introduced the planets to the children, learning names and facts about each of the planets we would move on to trying to locate them in our sky. I would give the children ipads and let them work in small groups. They would need to add their location and explore what planets they can see at the current time of the day. They would then pick a time as a group for later in the evening that they will each go outside and observe their night sky. The children will use the planet parade tool set the time as planned and explore on WorldWide telescope the planets that are in view. They could make a diagram in their copy books to help them at home that evening with the planet names and locations and even snap some photos of them exploring the night sky to share with their class the following day.-
Hi Rebecca
Welcome to the course and thanks for sharing your teaching idea with the World Wide Telescope. While I haven’t used this resource, I have used Stellarium with my own class and they have been fascinated, some also went online at home to help them explore the night sky. I think both of these are a great resource to share with parents to engage them and support them in helping their children with night time observations. I think it is a great idea for the learners to send in photos of the night sky, or of them exploring the night sky to share with the class so they can show their observations and share their learning.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
Observing the moon can be a really exciting and memorable experience for students, as many are surprised to discover that the moon is often visible during the day as well as at night. I would follow the ESERO 62 Observing the Moon lesson plan, beginning with the Trigger and Starter Question to spark curiosity, followed by the children’s own predictions. We could also watch the short video Paxi and Our Moon – Phases and Eclipses to introduce the key ideas. After that, students could model moon phases themselves using a simple ball and light source. Using the “Where is the Moon?” tool on timeanddate.com, we would check the moon’s current phase before heading outside to observe it directly. The waning gibbous and third quarter moon is often the best for morning observations, as the moon remains visible well after sunrise. In Sept 2025 this would be between 13th to 16th. To extend learning, the class could track the phases over a month, recording them in a Moon Observation Log with sketches or photographs.
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Nice idea Siobhan. I really enjoyed the video explaining the phases of the moon, as sometimes it can be quite hard to explain in words. I also think that creating a Moon Observation Log could get a lot of buy in and interest from children, especially if they are taking photographs at home with their families and uploading them to their google classroom account for the rest of the class to see.
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Hi Siobhan
Welcome to the course. Thanks for sharing your ideas to plan observing the moon with the learners in your class. The Paxi video would introduce the learners to the concept of the phases of the moon prior to the observations. In my own class last year for Space Week they had a project and one option was to create a 3D model to explain the phases of the moon, there were some fantastic responses, really creative and it really showed what they has learned. The timeanddate.com is a great resource in helping you when to plan for these observations. I also really like how you plan to record their observations and their learning in a Moon Observation Log using photos or sketches.
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
This plan will begin by showing my class a short animation or time-lapse of the night sky with planets moving, using Stellarium, or NASA;s ‘Sky Tonight’ map to help. Prompt questions to use would be ‘Do you think we can see all the planets every night?’ or “Have you ever seen a bright ‘star’ that didn’t twinkle?”
As I have 3rd this year, I would keep things simple at first and focus on two planets. In Autumn this year, Saturn should be visible most Autumn evenings and Jupiter returns in November. The observation plan will be a whole class activity with a large calendar on the wall for September to November. We will colour code the planets and add a simple compass rose (E, S, W, N) so they know where to look. This classroom wall chart will track what has been spotted over the months. I will encourage students to look at the evening sky as part of homework and document their finding either on their own chart or as photos to be uploaded onto their seesaw accounts.-
Hi Claire,
I really like how you are approaching this activity, with a fitting prompt and strategic questions to elicit prior knowledge.
It’s a great idea to have your observation plan on the large calendar on display, and it’s helpful that it will have colour coding for the planets selected, along with a guide as to where to look.
Lovely to have a range of options for all learners to partake in homework incorporating some technology through observing the night sky and documenting it through photos/Seesaw accounts, or their own charts, ensuring accessibility for all.
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2, Create a Short Teaching Resource using Stellarium.
In this activity the class would use Stellarium Web on tablets to explore what the night sky would look like in Kildare, as this is where I teach. Pupils would open Stellarium Web, set the location to Kildare, Ireland, and make sure the time would be set to “Now.” They would then swipe around the sky on the screen and notice how the sky would look now before switching to nighttime. We will also discuss and compare the difference between this view and what they might see if they went outside at night themselves.
The next step would be to find a bright planet such as Jupiter or Venus. By tapping on it, pupils would see the planet’s name and some extra information. They would then choose a constellation, such as Orion, and turn on the constellation lines to reveal its pattern. Pupils would sketch the constellation in their copies and write down the name of the planet they would have spotted.
At the end, the class would share their findings and discuss which planets and constellations they might see in the Kildare night sky during the autumn evenings.
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I found it really interesting how you used Stellarium Web to let pupils compare the simulated sky with what they might see outdoors. This link between the virtual and real sky makes astronomy more tangible and exciting, while sketching constellations helps consolidate learning in a creative, hands-on way.
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I enjoy Autumn and Winter evening and night walks a mile or so from home where we have great opportunities to explore the night sky with limited light pollution or I take to the water and wait until dusk arrives. As the evenings get darker I encourage my students to look towards our local headland where Saturn will be visible on clear nights. I would review compass directions in advance of this and show students how to find N/S/E?W and orientate themselves. Jupiter will rise justfurther east later in the month and can’t be missed its so bright. Throughout October students could observe how the positions of the planets shift and this will give us an opportunity to review and explore other aspects of Earth and Space strand. In November then at dawn in the darker mornings on the way to school Mars will be visible before dawn. I would use the interactive whiteboard to explore the ESERO resources to support our exploration of the Autumn Night Sky
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Create an observing plan for autumn that shows which planets are visible in the evening sky
It seems as though the three planets which are the easiest to view in Autumn are Jupiter, Saturn and Mars
What the Children Do
Point and name: Teacher guides them—“That bright dot is Jupiter! See how steady it glows?”
Draw and tick: On their worksheet, children can draw a circle/dot for each planet as they spot it. Use yellow for Jupiter, pale yellow for Saturn, red for Mars.
Colour and ask: “Which was the brightest? Which looked red?”Compare Night to Night
Invite children to look again over several evenings and notice:Does Jupiter move or stay still?
Does Saturn change position?
When does Mars join the sky? -
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Here is my observing plan for autumn that shows which planets are visible in the evening sky.
1. Schedule & Timing
October evenings around 9 p.m.: Jupiter shines brightly in the southern sky, visible soon after sunset. Saturn also appears in the south as darkness falls, and Mars rises later, moving into view by bedtime.
2. What to Look For
Jupiter: Large, very bright which children can spot without a telescope.
Saturn: Steady yellowish-white hue; rings visible through a simple telescope.
Mars: Faint red dot rising later in the evening; fun to talk about the “Red Planet”3. Classroom Activities
Make use of the Stellarium app as a stimulus.
Create a simple chart indicating “Planet of the Week,” with Jupiter, Saturn, or Mars.
Use the display to mark approximate rising and setting directions (south, east).4. At-Home Extension
Invite children to share simple drawings or notes: “I saw a bright dot in the south, it must be Jupiter!” Great for homework or sharing the next day.
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From my research I understand the autumn months are a good time to see Jupiter and Saturn because they are positioned well in the sky during that time of year.
Jupiter is the biggest planet in our solar system and is best located after sunset, between 6@30 – 9:00pm, in the southeast direction.
Saturn is famous for its amazing rings made of ice and dust. Saturn is best located between 8-9pm in the southern sky.
We would choose a clear, bright evening to ensure viewing conditions are optimal. The Stellarium app would be a fantastic stimulus to use during a classroom lesson to grab the children’s attention and curiosity. Children would set the settings to Dublin, as this is where our school is located.
We would use the information gathered to create a class display made up of screenshots from Stellarium, observation notes from the students, drawings of the planets made by the students and interesting facts/ information they have learned throughout the course of their observation.
I would invite students to volunteer to visit other classes in the school to present some of their findings and information they have gathered. Alternatively, they could visit the principal’s office and make an announcement over the intercom and invite other students to look out for a specific planet if they have telescopes at home.
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Create an observing plan for autumn that shows which planets are visible in the evening sky:
Autumn Planet Observing Plan (Class Activity)
I’d love to try this with my class as a way to explore astronomy and use digital tools to enhance learning. It would involve home–school communication and could be a great opportunity for students to engage in real-world observation.Using tools like timeanddate.com and Stellarium, I found that early September offers great chances to see Jupiter, Saturn, Mars, and Venus with the naked eye, and possibly Uranus and Neptune with a telescope. Stellarium and the Stargazing Ireland site are fantastic resources, with lists of autumn highlights like Ursa Major, Orion, the Pleiades, Andromeda, meteor showers, and the Harvest Moon.
Rather than giving a set schedule, I’d let students choose what to look for—planets, stars, or constellations—and how to present their findings. We could first cover key ideas like stars vs planets and constellations, and perhaps make Starwheels. I’d introduce Stellarium and timeanddate in class using iPads and share links with families at home. Students could create their own observing plans, take photos, label or draw them, and share their work in school.
While some may need tech support at home, it’s doable. It’s a great mix of science, creativity, and fun.
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Hi Colm,
Thanks for sharing your observing plan. Its wonderful to see that you are eager to try this out with your class!
Its great to see you lean into the resource links provided on this module-as you have discovered, there is a wealth of information to benefit educators in delivering an astronomy based lesson.
I like how you are making this a learner led experience with empowering choices including which planets to focus on, and how they choose to record the details-its also a more equitable experience.
I couldn’t agree more with your concluding statement-it is a great mix of science, creativity and fun!
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This sounds like such a fun plan! I love how you’re making it flexible for the children to choose what they want to look for — planets, stars, constellations — it takes it so much more exciting and personal for them. Stellarium and timeanddate.com are great tools, and showing them in class first is a smart move, especially for children who might need a bit more help at home.
Making Starwheels is a lovely idea too, hands-on stuff like that really helps it all make sense. Letting the children draw or take photos of what they see and bring it in is such a great mix of creativity and science. You could even make a little display in the classroom with their work or do a “What I Saw in the Sky” sharing circle.
Even just spotting one bright planet like Jupiter or Saturn can be so magical for them. I think they’ll love it — and probably teach their families a thing or two as well!
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Create a short teaching resource using Stellarium/ WorldWide Telescope
Stellarium and worldwide telescope are two fantastic resources. I was not aware of them but will definitely use them in my classroom.
I would introduce Stellarium to the children and model how to use it to the whole class. I would show the children how to navigate, zoom and change the time and date.
I would then assign groups to investigate different planets and constellations using Stellarium on our classroom IPADS. The children could then create a project or report back to the class about what they found. I think this would be a fantastic tool for the children to use to create group projects and broaden their knowledge of constellations and planets. For their project the groups could also create their own model of the solar system based on what they have learned.
I think this lesson would be particularly suited to senior classes. They would really enjoy the collaborative process and learning more about the planets and constellations using this resource.-
Hi Stephanie,
Thanks for sharing your plans for this activity.
I am delighted to see that you plan on using Stellarium and Worldwide Telescope in the classroom-they are a great way to explore our skies!
I like how you plan on modelling how to use Stellarium before they begin exploring on classroom iPads, and creating a group project, and creating their own model of the solar system is a great way to extend this activity. It could be an interesting challenge to see if they can create these models using recycled materials only.I can see you’ve considered who is best suited for this activity, with seniors as the best fit, and as you mention, they would enjoy the group work. Plenty of STEM skills development opportunities throughout with this activity.
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I am a senior class teacher to 3rd- 6th classes. We are based in rural Ireland, and our school has been used as a host venue for night sky exploration. Stellarium is a fantastic resource which i can use in future to connect the night sky workshop with our classroom learning. Like the previous poster i would teach the children how best to use the app/website through modeling on the iwb. Working in groups and using their chromebooks i would hope that the children could ; identify some major constellations visible in Ireland, observe how the night sky changes over time and understand that Earth’s rotation causes the apparent movement of stars. The benefit of Stellarium is that the children can identify a star/ constellation in the night sky and watch/track its movement. I would provide them with a worksheet on which to draw a constellation and write a number of facts about it. The children can then combine their facts into a group presentation and teach eachother.
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Hi Brid,
Thanks for sharing your plan. How lucky you are to have such an unspoilt location for stargazing!You make a great point about the benefit of Stellarium, that children can use it to identify a star and track its movement. It takes time for learners to gain confidence in star identification, and Stellarium provides welcomed support as they begin to engage with this activity, which helps ensure any novice can be confident in naming what they are seeing.
Lovely idea to conclude with some peer learning-I am a huge fan of this and use it wherever possible with learners-its wonderful to see them transform with this responsibility into superb teachers! To quote Joseph Joubert, “ To teach is to learn twice!”
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Hi Brid. It’s fantastic that your school has been used a host venue for night sky exploration – I think children in rural areas in particular are so lucky to have clear skies to explore at night without much pollution in the sky. It sounds like a brilliant idea to get the children to track the movement of constellations through Stellarium – this seems like a fantastic resource for children to explore the sky. Great idea to get the children to draw constellations they see on Stellarium and to write some facts about them before presenting to the class.
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My understanding from lunar charts that I have Googled, is that the moon will be visible in the morning from 1st October to 20th October this year. It will begin as a sliver which gets smaller each morning as it will be in its waning crescent phase. Visibility will be dependent on cloud coverage so it might be the case that we will choose a time – 9.30am would work in our school – each day for a few days throughout this time period to check. The children could sketch what they see, so they have a comparison during this time. It would provide plenty of opportunities to talk about moonrise and moonset as I’m sure many children would have the question about why we can sometimes see the moon in the morning. I would extend this activity to introduce the idea of perspectives, the view of the moon from Earth and the view of the moon from the sun. This would then lead to explorations of the moon’s orbit as well as eclipses, which all provide children with an opportunity to physically move and learn.
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As a way to initially grab the children’s attention, I would show 2 images of the evening sky one taken from within the city and one from the countryside. In pairs, I would get the pupils to discuss the photographs. Some questions I would ask based on these images are; What do you see? What is the same in each picture? What are the differences between the 2 pictures? Where did I take both pictures from? How do you know?
As the sun still sets quite late in September, it might be more beneficial to observe the planets in October or even better, after the midterm break. During the day, we can research what time the sun is to set and agree to observe the planets maybe an hour or so after this. I could give the children a template/guide to work from and as a class, the children could decide how they would like to document and present their findings to the whole class.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
To engage my class, I would start by sparking their curiosity with the question: “Can you see any planets in the sky tonight?” Using a colorful video or interactive app, I’d show them that planets aren’t just distant dots but objects we can actually find with our own eyes. This introduces inquiry as they wonder which planets are visible and when. I’d then guide them to use a planet-tracking app, making learning hands-on and digital—letting them explore the sky virtually and create their own observing plans. By blending technology with real-world observation, students feel like young astronomers. Taking the learning outside, they get excited to watch the sky themselves and record their findings, building ownership of their learning. The mix of questioning, digital exploration, and outdoor activity keeps the lesson dynamic and makes astronomy tangible and fun for them.
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This year, I’m excited to bring a new focus to our SESE lessons by engaging my class in observing the Moon. The Moon is such a brilliant topic for young learners — it’s familiar, ever-changing, and easy for children to spot with their own eyes. Because it changes shape regularly, it keeps them curious and engaged. We’ll begin with a class discussion: What shape is the Moon today? From there, we’ll explore the idea that the Moon doesn’t actually change shape, but rather, we see different portions lit up depending on its position in relation to the Earth and Sun.
To help make this concept clearer, we’ll watch a short and engaging Paxi video from ESA that introduces the lunar cycle in a child-friendly way. We’ll follow this with a simple hands-on demonstration of the Earth–Moon–Sun system, using lamps and small balls, allowing children to act out the Moon’s phases themselves.
We’ll focus especially on the waning crescent and third quarter phases, which are perfect for early morning viewing. For the 2025–2026 school year, some ideal weeks for morning Moon watching include October 6–11, November 4–9, December 4–9, January 3–5, February 2, and March 3. Each child will keep a Moon Diary where they sketch the Moon’s shape and note where they saw it in the sky — perhaps above the trees, near a chimney, or just fading into the dawn.
To tie in creativity and cross-curricular links, we’ll use our observations to inspire lunar-themed art projects, like chalk pastels of the Moon phases or foil-embossed Moon textures. We might even try a simple engineering challenge — building a cardboard or paper “Moon viewer” frame so students can observe from the same place and direction each morning. As an optional tech integration, I’ll use the Stellarium app to show students where to look before we head outside.
At the end we will do a class display of our Moon Diaries, paintings, and maybe even a creative writing piece about “A Night on the Moon.” I love how this project blends scientific thinking, observation skills, and imagination — it’s a calm, reflective way to build a connection between the children and the world around them. I’m really looking forward to seeing how their curiosity grows as we watch the Moon together.
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Hi Odhrán.
Welcome to the course and it is great to hear your enthusiasm on teaching about the moon. I agree that it can be a brilliant topic for the younger classes. I like how you are planning to let the learners in your class explore the phases of the moon themselves following the video. You could also get them to make a model of particular phases in groups so you can represent all the phases of the moon.
I also really like how you will explore their learning about the moon in other curricular areas such as English writing and Art. I hope you enjoy the other modules of this course.
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This plan is designed to help 4th class pupils observe planets in the evening sky during the autumn months (September to November). Over a few weeks, pupils will take part in simple skywatching activities to spot visible planets like Jupiter, Saturn, and sometimes Mars. These planets can often be seen shortly after sunset, between 7:00 and 9:00 p.m., and look like bright stars that don’t twinkle.
Pupils will be encouraged to observe the sky at home with help from a parent or guardian. They can use a star app or website (e.g., Stellarium or Sky Map) to help identify planets. In class, we will discuss what was seen and keep a sky journal, including drawings, planet names, times, directions (e.g., east or south), and weather conditions.
The class will create a display showing which planets were visible during autumn. This activity links with Science (space and planets), Geography (Earth in space), and English (oral and written reports). It helps develop observation skills, interest in the natural world, and encourages learning beyond the classroom. -
For observing the Moon during school time the best time during school would be early in the morning (atleast it is in Mayo, where I live), this is because it rises around midnight and is still visible in the morning sky. To engage my class, I would begin with a simple discussion on the phases of the Moon, using images and a torch-and-ball activity to demonstrate how sunlight creates the different shapes we see. I could refer to our sundial too to explain the shapes and shadows due to sunlight. On chosen mornings, we would go outside to spot the Moon, sketching its position and phase in our science hardbacks. Over a few weeks, pupils would keep a Moon diary, noting changes and comparing observations. Using tablets, we could photograph the Moon (if possible) and later use online tools such as Stellarium to check accuracy. Integrating Maths, pupils could graph the times and phases recorded, while in English they could write short “Moon watch” reports or just free write on the theme of the moon. This hands-on, local observation makes astronomy real and relevant, connecting science learning to the skies above their own schoolyard and home town.
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In autumn, the evening sky provides a wonderful opportunity for 2nd class children to observe planets and learn about astronomy. As it is an evening activity, it will be set as homework, with the support of parents. About forty-five minutes after sunset, the children will look to the southern sky, where Saturn can be seen shining brightly. The task will encourage children to record their observations in simple ways. A worksheet will guide them to note the time, the weather, and what they notice in the sky. They will also be asked to make a drawing of the sky, showing where the bright planet is compared to the horizon. To help with recognition, pictures of Saturn will be provided for matching. Finally, children will contribute their work to a class project where we build a “Planet Sky Map.” This homework will combine science, art, and curiosity in a meaningful way.
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For my assignment, I have chosen to create a short observing plan for the Moon that I could use with my class. I think observing the Moon is a fantastic way to get children excited about space because it’s something they can see with their own eyes, even without a telescope. I would plan the observation for early morning when the Moon is visible before sunrise, which is usually easiest during its first quarter phase. This phase shows the Moon half-illuminated, with clear shadows along the craters, which makes it perfect for noticing surface details. In 2024–2025, some good dates for morning observations would be around October 10th, November 9th, and December 9th, depending on the exact visibility from our location.
To engage the children, I would start by asking them what they already know about the Moon and have them share any interesting facts they’ve noticed. Then, we could use binoculars or even just our eyes to look at the Moon, sketch what we see, and label features like craters or mountains. We could also compare what we observe with photos from Stellarium or NASA resources to help them connect their observations to real science. I think this approach makes the experience hands-on, visual, and fun while helping children develop curiosity and observation skills.-
Hi Cliona
Welcome to the course, I agree that the moon is a fantastic opportunity to get learners excited about space and as you have said it could be that it can be seen without additional equipment.
I like how you plan to explore the first quarter phase and to observe shadows along the craters. This will add more observation and meaning and is ideal for an older class to keep them engaged. I also like how you plan to compare the learners’ observations with Stellarium and NASA resources to make connections between their learning and real life science. Thanks for sharing, I hope you enjoy the course.
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One of the activities from this lesson that I would like to try in the coming school year is the 3D constellation model. It is a very active lesson that I think would greatly facilitate the development of children’s STEM skills through a discovery-based approach. Firstly I would start the lesson with a prompt (maybe a video explaining the origin of the different star constellations) before allowing the children to explore some of these constellations through Stellarium Web on their iPads. Once the children have had time to look at these, they would be assigned groups and each group would choose a constellation that they want to work with. Using the resources provided, the children would firstly draw their constellation onto a piece of card before copying the pattern onto a sheet of tin foil by punching holes through it (e.g. with a compass). By covering a shoe box with their tin foil and by having a torch inside their box, they would then be able to shine their constellation onto the ceiling (with classroom lights off and blinds down). Each group would then try to guess the other group’s constellations.
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Hi Andy
Welcome to the course and thanks for sharing your thoughts on 3D constellations. I have completed the 3D model of the Plough with classes before and it has been a great opportunity for skills development as they create the 3D model. I agree that Stellarium is a great resource to allow pupils to explore the different constellations prior to the creative activity.
I also like the constellation in a box that is shared in this video and it is something I will make with my own class during Space Week in October. I like how you have given the pupils the choice on which constellation to make and to encourage others to guess the constellation when the activity is completed. Thanks for sharing, I hope you enjoy the course.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
Prior to observing the moon, as a class we will learn about the phases of the moon and identify the names of each phase. The children can draw a simple image of the phases of the moon and label with a short description.
As a group we will plan to observe the moon at 2/3 different times throughout the day for a couple of days, ideally when skies are clear. The children can discuss in pairs and make predictions about phase of the moon they might see at different times eg 11am, 1pm, 3pm. The children share their estimations and reasons why. Hopefully a variety of different answers and reasons will be produced.
As a class we will go to an outside area and observe the moon, with binoculars or using stellarium to assist. The children observe, sketch the moon and record what time they observed the moon. We can then refer back to previous lesson and drawings of the phases and now label the phases that can be seen at the observed times.
This can be repeated for a few days and compare results that have been gathered.
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For this assignment, I would plan to focus on observing the Moon in the morning sky with my class. Many children assume the Moon is only visible at night, so this activity would be a great way to challenge that misconception. Using the ESERO 62 Phases of the Moon resource, I would first model the Moon’s phases in class with a lamp (the Sun) and a ball (the Moon) to show how different phases appear depending on its position relative to Earth. We would then use Stellarium to predict when the Moon would be visible in the mornings. Together, we’d create a simple Moon calendar to highlight the best dates for observation.
When the time comes, I’d bring the class outside in the morning to spot the Moon and sketch what they see in a Moon journal. This could be followed by comparing drawings over time, noticing how the shape changes and linking it back to their earlier model. I think this mix of ICT (Stellarium), hands-on modelling, and real-world observation would make the learning both memorable and exciting.
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Exploring the Sky with Stellarium
For this lesson, students will use Stellarium (which is a free planetarium app) to explore the night sky in an interactive way. Begin by projecting the program on the whiteboard and showing the class how to locate Ireland on the map. Set the time to the current day and ask the children to spot familiar objects like the Moon, the North Star, or major constellations (e.g., Orion). Students can compare how the sky changes if you fast-forward time to midnight or rewind to sunrise.
Working in pairs, children can then use tablets or laptops to explore the program themselves, recording one constellation, one planet, and one star they find. They can sketch what they see in their copybooks. To finish, the class comes together to share discoveries and discuss how the sky changes with time and location. -
I agree -Skyview and Stellarium are fantastic tools ! i.ve found that children are instantly engaged when they can explore the night sky interactively . Stellarium in particular is great for showing real -time constellations and planets and it can be tailored to your exact location , which makes it feel really personal for students. Skyview is brilliant too because it’s intuitive – students love pointing a device at the sky and seeing what’s ‘out there’. i think these apps not only make astronomy more accessible but also help build curiosity that might encourage students to do some star gazing at home.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
This is a lovely, interesting and practical activity for the children which also includes the child’s home in their homework if they choose to help them. In the first module I loved the idea of mapping the sun in the sky three times a day and keeping a record throughout the year. This goes hand in hand with this idea. We could look at Paxi and the moon first and discuss the phases of the moon.
The dates that the third quarter moon will be visible are october 6th, nov 4, dec 4, jan 3, feb 2, march 3rd. The children can observe these from home and early in the morning and document and draw what they have seen. They will then compare with the others in the classroom and make a chart, following the phases of the moon. Since our school is in the countryside, it should be easy for us to observe the moon in the morning at school and document our results. -
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I would create an observing plan for autumn with my class. First, I would explain that some planets can be seen in the evening sky without a telescope. We would learn the names of these planets and what they look like. For example, Saturn looks like a bright star in the southeast after sunset. Jupiter rises later in the evening in the east, and it is very large. Sometimes Mars is also visible, and it looks red.
We would use pictures, posters, and maybe the Stellarium app to help the children know what to look for. Each group of students could choose one planet to research. They would find simple facts and draw the planet. Then we would make a “Planet Spotting Guide.”
The children would take the guide home and try to see the planets with their families on a clear night. The next day, we would share what we saw in class.
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Autumn is a great time to get kids excited about the night sky—the air is crisp, it gets dark earlier, and the stars and planets really pop. Encourage children to head outside just after sunset. Give them a simple sky map or guide so they can find Jupiter—it’s super bright and easy to spot in the eastern sky. Saturn is also visible in the south and, with a telescope or even binoculars, they might catch a glimpse of its rings!
To keep them interested, have the kids start a Planet Watch Journal where they draw what they see, write down when and where they spotted the planets, and track how things change over a few weeks. Ask fun questions like, “Why does Jupiter show up earlier each night?” or “Where do you think Saturn will be next week?”
You can also turn it into a mini project—let them make posters of their favorite planets, create models, or even write a short story from the point of view of a space explorer spotting Jupiter and Saturn. It’s all about keeping it hands-on, creative, and fun while learning something cool about our solar system!
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Hi Aaron,
Thanks for sharing. You make a great point. Autumn is a great time to take a closer look at the night sky. It’s a great theme to run for the month of October, in the run-up to Halloween.
I like your plan to provide learners with a simple map-making the activity accessible to all learners at home. A planet watch journal is a lovely way for them to build their observation and recording skills. Some lovely examples of questions to make learners reflect and make predictions.
Lovely idea to create short stories with a space explorer protagonist, and a great cross-curricular link to English too.
I hope you enjoy the rest of the course!
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‘Create a short teaching resource using Stellarium/ WorldWide Telescope’
This short activity uses the free planetarium software Stellarium (available online or as a desktop app) to help students explore the night sky in real-time. Begin by setting the location to your school or local area, and adjust the date to a clear autumn evening. Ask students to identify visible planets like Jupiter and Saturn using Stellarium’s search tool, then track their positions hour by hour.
Students can turn on constellation lines and labels to see how the planets move in relation to the stars. Encourage them to write down what direction (east, south, west) the planets appear and how high they are in the sky. As a fun task, they can use Stellarium to predict when a planet will rise or set on a different day.
This digital resource is perfect for classrooms with limited outdoor access and helps students build confidence in skywatching before heading outside.
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1.Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would love to create an observing plan for my 5th and 6th class children this coming academic year. As previous posters have noted, I think linking in with families is very important for the success of observing the autumn sky. I would also make use of apps such as Skyview and Stellarium which seem to be fantastic resources that I didn’t know of previously.
After introducing the children to the concept of the solar system, one possible option may be to divide the class into groups and give them a certain planet to observe and report back on. Alternatively, there may be benefit in allowing children to choose what they wish to observe themselves and report back on. I would give them freedom in deciding how to record their findings – a diary style or mini project may be appealing to them.
The planets that might be easy to spot include –
• Jupiter: A bright, easy-to-spot planet. In October and November, it rises earlier—around 7 pm in October and even before in November—and climbs high in the sky over the night
• Saturn: Also visible in the south during October and November. You might even see its rings through a simple telescope—or just imagine them shining out there
• Mars: Twinkling red, Mars rises later in the evening: around midnight (probably too late for the children but I could take photos to show them!) in early October and earlier by the end of the month.
I would also see benefits in enabling the class to create a model of the solar system using styrofoam balls. This would really help the children with visualising the actual layout of the solar system.
Overall there are lots of opportunities and scope to integrate this observation of the autumn sky within the classroom and I’m looking forward to seeing how it goes!
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A4 sheet black card and blue tack, ruler, Sellotape, star map, 7 15cmx15cm squares of tin foil, 7 30cm lengths of black wool, pencil.
With my class I hope to make a 3D model of the plough based on the ESERO framework for inquiry. The children will engage with the topic by first creating 2D models of the plough with pegboards, plasticine etc and discuss the limitations of these models in terms of showing each star’s distance from each other. The children will then investigate various ways of overcoming this keeping the chart of distance from the earth in light years in mind. One method which could be used is the method in this module…. The children will stick the starmap to cardboard, poke a hole through each of the stars on the map, make the stars by sticking the end of a piece of wool to the centre of a piece of foil. Crumple the piece of foil and repeat this process for all seven stars in the constellation. I like that there is some maths involved when the children thread the string through each hole and have to consult the chart of distance from the earth in light years and measure the equivalent string lengths. This different perspective of the stars distances from each other is one that the children will probably have not encountered before. Taking the next step then may involve making different constellations using the same method or continuing to work on the topic of the plough by making a planetarium box.
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