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*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
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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*Select from one of the activities in the Framework for Inquiry:
I really like the idea of the children making their own 3-D constellations. I’m thinking of Second Class for this as I will be working with this level in September. I would begin by asking questions like, “Have you ever looked up at the sky at nighttime?” “What did you notice?” “Have you ever noticed any patterns or pictures when looking at the stars?”
I would hope that the word “constellation” would come up in conversation and, if not, I would introduce and explain what it means. I would then show the class some pictures of the different constellations e.g. The Big Dipper and Orion. We would also watch a short video e.g. SciShow Kids – Constellations and Paxi – The Solar System. The children would then choose which constellation they would like to construct; use black card and a light-coloured pencil to draw it; use glue and small pompoms to glue each “star” down; connect the stars with black straws so it becomes 3-D. Upon the children completing the activity they should: understand and explain what a constellation is; identify some popular constellations; be able to construct a simple 3-D model of a constellation.-
This idea is lovely and the children always engage well in a topic when it is integrated with a fun art lesson. I think the children would lvoe to show off their artwork afterwards and explain their contellations which would really let them express what they ahve learned in the lesson. There is scope for using this with the younger and the older classes too.
I think showing them the contellations would really pique their interest and you could even get them to try to guess the names before telling them and see what they come up with from just observing the constellations.
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i just came back from Thailand and my 13 yr old daughter was fascinated with the different night sky. Southern Cross in all its splender. Got me thinking how we could make 3d constellations of our sky and Australia’s sky (big topic in my class). It would also help to somehow hang them over and under a large globe to really underpin the idea of the earth being surrounded by different views of our sky’s. Shine torches on from Oz and Ireland and see how its impossible to view same constellations. Get my Tin Foil ready for Sept
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Great idea Seán! I also agree that introducing the constellations first would really spark their curiosity. Asking the children to guess the names before revealing them would be a fun way to encourage observation, discussion and imagination, and it would be interesting to see what ideas they come up with!
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Hi Lyndsy
Welcome to the course and thanks for sharing your constellation art idea which sounds ideal for 2nd class. Showing the learners a video would be really engaging prior to the hands on activity and you could also consider using Stellarium to show the different constellations in the night sky as a follow up from the activity and asking the learners to identify the different constellations based on what they have learned from making them.
I hope you enjoy the other modules in this course.
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Module 2 Assignment
Autumn planet observation.
I would create a worksheet with some tips for spotting the different planets and how to identify them (what to look out for). The children would follow the steps below and discuss their results with the class.
Student Observation Task
I would give each student an Autumn Sky Observation Task Sheet. Under the different headings on a clear evening, students would:
1. Write down the date and time.
2. Record the weather and cloud conditions.
3. Identify which planet/planets they can see.
4. Record the direction they are looking (N, S, E or W).
5. Draw what they see.
6. Write down whether the object appears bright, dim, steady or twinkling.
7. Compare their observations with classmates.
Students could also keep a planet diary throughout the autumn months and observe how the position of the planets appear to change over time. -
Hi Eileen,
I really like your idea of giving the children an Autumn Sky Observation Task Sheet. I think this would make observing the night sky much more purposeful and would encourage the children to develop good scientific observation skills. Recording the date, time, weather and direction, as well as drawing what they see, would give them a great record to look back on. I particularly like your idea of keeping a planet diary throughout the autumn, as the children could compare their observations and begin to notice how objects appear to change position over time. I would definitely consider using a similar observation diary with my Fourth Class when teaching this topic. It would also be a lovely opportunity to combine science with art and technology by allowing pupils to create digital records or presentations of their observations.
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Hi Eileen,
I really like this idea! I think the observation sheet would be a great way to give the children some structure while still allowing them to explore and make their own discoveries. I especially like the idea of recording whether the objects are steady or twinkling, as I think this could lead to some really interesting discussions about the difference between planets and stars.
I would definitely try the planet diary idea too. It would be great for the children to make observations over a number of weeks and see if they notice any changes in the position of the planets.
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Hi Eileen,
I love your activity for observing the planets in autumn. I have always done a moon observation activity with the junior classes. However, now that I have an older class this year, I would like to extend it further with planet observations. You have also provided a very detailed observation task sheet that’s easy to follow, I will definitely use it in the classroom this autumn.
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<p dir=”ltr”>I really enjoy looking at the moon and stars at home and am lucky enough to have a telescope. I really was amazed at the eclipse during the week. So when I saw the assignment about observing the moon I was excited and hope that my class might be too.</p>
<p dir=”ltr”>The best time to observe the Moon during the school morning is when it is in its waning phase, particularly around the Third Quarter and Waning Crescent. At this time, the Moon is visible in the morning sky before it sets later in the day.</p>
<p dir=”ltr”>As a class, we could discuss this and choose some suitable dates throughout 2026 and 2027 school year to observe and record the Moon. Suitable key dates in 2026 I found include the Third Quarter phases are on September 4 and December 1 when school is due to be open. There is one on October 3rd a Saturday and November 1st but they could be talked about and observed from home. It would be good to observe for several mornings before and after each date to watch the Moon change shape.</p>
<p dir=”ltr”>For each observation, children could record the date, time, weather, Moon phase, shape and position in the sky. They could draw what they see in a Moon observation diary. We could compare observations over the year and discuss why the Moon appears to change shape and position. This investigation would help children learn about the Moon’s phases and its movement around Earth.</p> -
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Hi Lynsey, I really like this art idea. I think it would be a lovely lesson/ scheme of work for second class. I would love to modify the lesson and do it with my 6th class I will be having in September. Perhaps challenging them with naming different constellations from memory/ working in groups to complete their 3D models independently/ presenting their artwork to the class.
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I love how these activities can be used in different ways across the school. The lesson you have shared is aimed at 2nd class while I plan to do a lesson on constellations with a senior class, looking at perspective and following the activity shared in this module on seeing the plough in two different ways. These activities and topics are great as they can be adapted for different year groups.
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<span style=”font-weight: 400;”>I would use Stellarium with my 4th class to introduce the children to the night sky and help them explore space in an interactive way. The children will be using Chromebooks both in school and for homework next year, so I think this would be a great way to combine technology with Science.</span>
<span style=”font-weight: 400;”>I would begin by asking the children what they already know about the Moon, planets and stars. I would then introduce Stellarium and show them how they can use it to explore the sky. Working in pairs, the children could use their Chromebooks to find different planets and constellations and see where they appear in the sky.</span>
<span style=”font-weight: 400;”>I could give each pair a simple question to investigate, such as “Can you find Mars?” or “What constellations can you see?” They could take screenshots of what they find and create a short Google Slides presentation to share with the class.</span>
<span style=”font-weight: 400;”>I think this activity would be enjoyable for 4th class as it is hands-on, interactive and allows the children to explore and discover things for themselves. It would also encourage them to share any facts they have learned on their key questions using a class Padlet. </span>
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Hi Patrick,
Welcome to the course. Thanks for sharing your plan on using Stellarium with your class.
I agree that Stellarium helps the learners to explore space in an interactive way. With all digital tools, I like to demonstrate initially and then allow the learners to explore themselves.
I like how you are encouraging the learners to record their observations and show their learning on Google Slides and to share facts they have learned on the class Padlet. Great ideas, thanks for sharing.
Just to note, when copying an assignment from Word, ensure to right click and then click on paste as plain text to avoid the additional formatting.
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Hi Patrick, I love the idea of using technology to enhance the lesson. I really like the idea of using Padlet to upload information. This could become a great reference point for the students and can added to throughout the topic. It would also be a great way to show how the classes knowledgeable on the topic has expanded throughout the course of the unit. Finally, I love the idea of presentations as it makes the children work on another type of key skills and not just computer literacy.
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For my Senior Infant class, I would introduce the topic by asking the children what they think they can see in the evening sky. I would use Stellarium on the interactive whiteboard to show the children the night sky and allow them to see how it changes during autumn. This would encourage the children to observe, ask questions and make predictions.
I would create a simple observing chart for September, October and November. We would check the evening sky together and record any planets we could see, using pictures and colours rather than lots of writing. Saturn would be a good planet to focus on, as it is clearly visible during autumn. Uranus and Neptune can also be observed, although these are more difficult to see.
I would encourage the children to draw what they see and share their ideas with the class. We could also use a torch and ball activity to help explain how planets move. This would make the activity fun, practical and engaging for the children. -
Hi Natasha,
I really like how you have adapted the activity for Senior Infants. Using Stellarium and the interactive whiteboard makes the learning visual and accessible, while the observation chart encourages children to notice changes over time. The torch and ball activity is also a great hands-on way to develop their understanding of planets and movement.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
Before we would start our autumn observations, I would ensure the children are aware of the planets in our solar system, stars, constellations and that they are familiar with the terminology relating to the night sky. They would also need to be familiar with north, south, east and west.
I would discuss what they think might be useful for us to record over the coming months and the best way to format it. We would then create our observation record sheet which they would all get a copy of. This would include: date, time, direction they looked in, planet they saw and description of how it appeared. Was it bright, twinkling, steady etc.
We would focus our observations on Saturn and Jupiter due to their visibility in the autumn sky. They would be allowed to borrow the school telescope and use binoculars to assist their observations.
They would also be reminded not to observe the sun directly and never to use binoculars or a telescope to observe it.Children would compare records at the end of each week to ensure the records are being completed and to maintain interest and engagement in the activities.
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As part of our exploration of the Moon, the class will undertake a 28-day observation project, following the Moon through one complete cycle. The project will encourage children to develop their observation skills while building their understanding of the Moon’s changing appearance and introducing key scientific terminology.
We will begin our observations from the classroom, ideally photographing the Moon in the morning where it is visible and weather conditions allow. Each day, a different child will be responsible for taking the photograph, giving every child an opportunity to contribute to the class project. Cloudy days will also be recorded, as these are an important part of our observations and will help the children understand that scientific data includes days when observations cannot be made.
Alongside each photograph, the children will write a short description of what they have observed. They will be encouraged to comment on the shape and size of the illuminated portion of the Moon, its position in the sky, and any other noticeable features. As the Moon’s position and visibility change throughout the 28-day cycle, we may need to adjust the time of day at which photographs are taken. This will provide an opportunity for the children to notice patterns and consider why the Moon is not always visible at the same time each day.
Throughout the project, children will be encouraged to use appropriate scientific vocabulary, including waxing, waning, crescent, gibbous, full Moon and new Moon. By using this terminology regularly in their observations and discussions, they will develop a more accurate understanding of the Moon’s phases and be able to describe the changes they are seeing.
The children will also explore historical and scientific drawings of the Moon from Birr Castle Observatory as inspiration for their own observational drawings. They will compare these drawings with photographs and with their own observations, considering how astronomers have recorded what they see. Using their observations as a starting point, the children will create their own detailed drawings of the Moon at different stages of the cycle.
At the end of the 28 days, the photographs, written observations and drawings will be brought together to create a class Moon journal. This will allow the children to look back over the full cycle, identify patterns and changes, and reflect on what they have learned about the Moon through direct observation.
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Hi Ellie,
Welcome to the course. Thanks for sharing your Moon observation project. I really like the idea of following the Moon through a full 28-day cycle, as this would give pupils time to notice real patterns in its changing appearance and visibility.
Having a different child photograph the Moon each day is a lovely way to give everyone ownership of the project. I also think it is excellent that cloudy days would be recorded too.
The focus on vocabulary such as waxing, waning, crescent and gibbous would help children describe their observations more accurately. I particularly like the link with historical Moon drawings from Birr Castle Observatory, as it connects science, art and history beautifully. The final class Moon journal would be a wonderful record of shared learning.
Thanks for sharing, and hope you enjoy the course.
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The moon is 380,000 km away from the Earth. Takes the moon a month to go around the Earth.
Earth’s natural satellite. The moon has different phases.
https://www.youtube.com/watch?v=wz01pTvuMa0 A video about the phases of the moon and an experiment using four resources: a lamp, a foam sphere, a pencil and yourself. This is a very good experiment to demonstrate to the children how we view the moon from Earth.
I used ChatGPT to find the dates and take the work out of finding the dates and times best for viewing the moon from our school in Galway during the school day. It took some refining of the questions and the times that we are at school to view the moon in the daytime sky. The best time for us generally is after a full moon and to look west.
These dates are ideal because:
- the Moon is still above the horizon at 9:00 a.m.,
- it is large and bright (waning gibbous to just after full).
- It is easy for children to spot against a blue daytime sky.
For a school activity:
- Time: 9:00–10:00 a.m.
- Direction: Face west.
- Tip: Ask the children to cover the Sun with a building or stand with the Sun behind them. The Moon is much easier to see when you’re not looking near the Sun.
I asked for the observing sessions to be on the same day of the week each month.
For a school group, the best Tuesdays are the following:
- ⭐ 29 September
- ⭐ 27 October
- ⭐ 29 December
On these mornings, the Moon will be:
- above the horizon at 9:00–10:00 a.m.,
- bright and easy to spot in a blue sky,
- located in the western part of the sky.
The moon doesn’t make its own light. The sun lights up the moon, and we can see it half and half between the daytime and the nighttime. We just don’t seem to notice it as much during the day.
I would also include the workshop on the different phases of the moon so the children become familiar with the names.
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I was thinking of doing this last year with my class and instead made the constellation lanterns with the children designing their own constellations. What I really like about this experiment/STEAM project is the children can integrate measuring in cms in 3rd class. They can also observe the patterns of the constellations and print off the constellation wheel to observe them at night when they are back home. Area can also be integrated here by giving measurements for length and width for the pieces of tin foil.
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I like the idea of using the constellation wheel at home, as it gives the children a reason to continue learning outside of school, instilling intrinsic motivation. Getting the children to compare two or three constellations and look at similarities and differences in the number and arrangement of stars. They could even create their own constellation and give it a name, integrating with Art and literacy (creative writing) here.
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Hi Elizabeth
Welcome to the course. Thanks for sharing your moon observation plan. It is important to plan for moon observations to identify the best times to observe the moon in the morning sky. This may address the misconception that the moon is only out at night. You should also consider how the learners will record their observations and compare them. This could be in little notebooks or even taking photographs. By using photographs you could also compare them to the different phases of the moon that you have mentioned.
Thanks for sharing, I hope you enjoy the course.
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This is a very well-thought-out contribution, fair play! The use of AI to pinpoint school-hour viewing dates for Galway is a great example of harnessing tech to support lesson planning. Pairing those real-world morning sightings with the tactile foam-sphere experiment will give pupils a fun and memorable way towards the understanding of moon phases
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I really enjoyed reading your plan. I think it’s a great idea to schedule the observations for the same day each month, as it gives children a chance to notice how the Moon changes over time. I also like how you’ve included a practical demonstration of the Moon’s phases, as hands-on activities really help children understand difficult concepts. Using technology to plan the observations is a nice idea and it links well to Maths. They would definitely enjoy this activitiy and using photos taken on their ipads to compare them to the different phases makes it a lovely hands on group activity
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Hi Elizabeth
This is a very practical and engaging approach to teaching about the Moon. I particularly like how you have researched suitable dates and times for observing it during the school day, making the learning experience realistic and accessible for the children. Combining these observations with the lamp and foam sphere experiment is a great way to help pupils understand why the Moon has different phases. The consistent monthly observations should also encourage children to notice patterns and develop their scientific observation and inquiry skills.
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I really like the idea of using a lamp and foam sphere for the child themselves to model the phases of the Moon. This provides a simple, visual and concrete way for children to understand that the Moon does not produce its own light, but reflects light from the Sun. Having children observe the Moon at approximately the same time each month encourages them to develop important scientific skills including observation, comparison and recognising patterns. The introduction to the different phases of the Moon is a strong element. Children can gradually become familiar with terms such as new Moon, crescent, quarter, gibbous and full Moon, supported by photographs, models, symbols and practical activities. This approach transforms learning about the Moon from something abstract into an exciting real-world STEM experience, encouraging children to look up, wonder, investigate and discover for themselves.
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I found the ESERO lesson for observing the moon very useful from this module and it seems to be very adaptable to a variety of classes.
Firstly it draws the children’s attention to how we can see the moon , not just at night but also during the day.
Asking the children if and when they have spotted the moon and if we could see it right now would open their eyes and minds to new questions that they could try to answer. Also bringing in the idea of a lunar eclipse and seeing what the children’s understanding of that would broaden the lesson and interest for more able children.
The group activity where one child has a torch, one has a ball for the moon and the other child represents the earth is lovely. I have in previous years used torches and a globe whole class to show day and night and seasons but I feel this hands on approach would be so engaging for children to analyse the phases of the moon.
The follow on worksheet, the Moon Observation Log, which allows the children to draw the phases of the moon that they have observed is great. There are so many useful resources from this module especially some of the lovely videos which would enhance the lesson. I will be looking forward to using them in the coming year.-
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Your lesson sounds great Sean. I think this would connect really well with some STEM history and engineering through some lessons on Apollo 11 along with the famous Moon Rise photo. With Artemis going back to the moon, there’d be a lovely opportunity to compare the engineering and introduce the engineering process to the children too. There’s so much opportunity in this one area.
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Hi Seán,
This is a really nice lesson to do with your students. There are very obvious cross-curricular links and opportunities involved here and I agree with your statement that this would be very useful for students when observing the moon. I like how you have designated roles for different students in the lesson also.
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I enjoyed reading your reflection on the ESERO Moon lesson Sean. I agree that it is a great lesson that could be used with different classes. I especially liked your point about helping children understand that we can see the Moon during the day as well as at night. This could lead to some interesting questions and discussions in the classroom.
I would really like to try this lesson with my Fifth Class. I think they would really enjoy the hands-on activity using the torch, ball and children to represent the Sun, Moon and Earth. I think this would make it much easier for them to understand how the Moon changes and why we see different phases.
I also like the Moon Observation Log as it would give the children a chance to watch the Moon and record what they see. I think this would make the lesson more interesting and help them to learn through their own observations.
The videos and activities would also be useful to keep the children interested. Overall, I think this would be a fun and practical lesson to try with Fifth Class, and I would definitely like to use some of these ideas in my own classroom. -
Hi Sean
A really good lesson idea. I love the idea of working in the lunar eclipse.. hopefully some children will have there own experience of it during the summer holidays. Talking about the moon at the day and night is a great topic. At the moment my own three year old associates the moon at night but has started spotting in during the day and sayings it is still awake. I look forward to being able to explain and use the same resources available for the classroom to him at home when he will have a better understanding.
Thanks for sharing your great ideas
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<span style=”font-weight: 400;”>Hi Seán,</span>
<span style=”font-weight: 400;”>I think the hands-on activity with the torch, ball and child representing Earth would be a great way to help children understand the Moon’s phases. I could definitely see myself using this with my class next year.</span>
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Hi Sean! I really enjoyed reading your reflection on the Moon observation activity. I agree that the hands-on approach using a torch, ball and pupil roles would make the learning much more engaging and memorable. I particularly like your idea of extending the lesson to include lunar eclipses, as this could challenge pupils who are ready to explore the topic further. The Moon Observation Log is also a great way for children to record their learning over time. I think this activity offers excellent opportunities for questioning, collaboration and developing children’s curiosity about the world around them.
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Yes, I loved it! I think it’s funny as an infant teacher, you’re inclined to use the sun to represent the day and the moon represents the night (it’s so often seen in the picture books we use as well!) so to give children this opportunity to get proper perspective and actual facts about the moon would be so beneficial. I’ve often been asked “what’s that on the sky?” And it’s the moon. It can hard for them to grasp at a young age!
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I agree that the ESERO Moon lesson is very adaptable and would work well with different age groups. I particularly like your point about getting children to realise that the Moon can also be seen during the day, as this could lead to lots of interesting questions. The hands-on activity with the torch, ball and child representing Earth sounds like a great way to make the learning more meaningful. I also think the Moon Observation Log would be a lovely way for children to record their learning over time. The videos could also help to keep the children engaged and support those who learn better through visual activities.
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Module 2:
I would engage the children in my class with an Autumn observing plan by turning it into an exciting, hands-on space investigation. I would begin by asking the children what they think they might see in the evening sky during autumn and whether they believe the same planets are visible throughout the year. We would discuss their ideas and make predictions before using a resource such as Stellarium to explore the evening sky.As a class, we could create an Autumn Skywatching Diary. Each week, we would check which planets are visible in the evening sky and record the date, time, weather conditions and what we can observe. We could compare our observations over several weeks and discuss whether the planets appear to move or change position.
I would also encourage the children to use Stellarium in small groups to investigate questions such as, “Which planet is easiest to see?” and “Where in the sky should we look?” This would develop important STEM skills including observing, questioning, predicting, recording, comparing and communicating. I think this activity would make astronomy more meaningful because the children would be actively observing the real night sky rather than simply learning about planets from a book.-
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Hi Laura,
Welcome to the course. Thanks for sharing your observation plan. I like how you are planning an active, hands on investigation for the class and creating an Autumn Skywatching Diary.
I think Stellarium would be a great resource to support the learners in observing the planets at home. Through exploring the night sky for their local area in Stellarium it would support their own exploration of Stellarium while also guiding their own observations and could be scaffolded with the questions you have outlined. Great ideas, thanks for sharing. I hope you enjoy the course.
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I really liked your idea of turning the lesson into a space investigation because it would get the children excited and interested from the start. I think asking them to make predictions before using Stellarium is a great way to get them thinking and involved in the lesson. The Autumn Skywatching Diary is also a lovely idea as it helps children record their observations and see changes over time. Using Stellarium in small groups would encourage teamwork and give the children a chance to explore and ask questions together. Overall, I think this is a fun and engaging STEM activity that would work really well in a 3rd/4th class.
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I really like the idea of creating an Autumn Skywatching Diary, as it would give the children a reason to keep looking at the sky and noticing changes over time. Using Stellarium alongside their own observations would also make the activity more engaging and help them connect what they see in the real sky with what they are learning in the classroom.
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<p class=”isSelectedEnd”>I really like the idea of turning the autumn observation into a Skywatching Diary. It gives the children a reason to keep coming back to the investigation and allows them to see changes and patterns over time. I also think using Stellarium is a great way of supporting the children before they go outside, particularly as it can be difficult to identify objects in the night sky at first.</p>
The questions you have included would also encourage genuine curiosity and investigation. I particularly like “Where in the sky should we look?” as it gives the children a practical problem to solve. I think combining the technology with actual observations of the night sky makes this a really engaging STEM activity and gives children the opportunity to develop their observation and recording skills in a meaningful way. -
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ESA’ s mascot Paxi and his video Our Moon, phases and eclipses will serve as a prompt to engage pupils in discussing and learning about the moon. The video is an excellent resource for younger learners and explanations are clear and visual. Even I can understand them!
I love the Moon Observation Log. It is especially important that pupils observe the moon in the morning as very often children think the moon is only visible at night. I like that the log allows pupils to shading what aspect of the moon is visible and over the course of a month the pupils would gain a good insight of the phases of the moon simply by looking at their own log.
ICT tools such as heavens-above or timeandate will incorporate Digital Learning tools into the teaching of STEM. This will support pupils learning and can encourage them to further explore the topic. -
Create a short teaching resource using Stellarium/ WorldWide Telescope:
Lesson: Exploring the Autumn Night Sky with Stellarium:
- Identify planets visible in the autumn evening sky.
- Develop observation and prediction skills.
Resources:
– Stellarium
– Interactive whiteboard
– Observation sheetActivity:
- Open Stellarium and set the location to our local area (our school).
- Set the date to an Autumn evening (in September).
- Ask the class to predict which planets they might see.
- Ask Stellarium to identify the visible planets.
- Discuss where the planets can be found and how they differ in brightness.
- Children will record the following:
- Date and Time
- Planets observed
- Direction in the sky
- A drawing or sketch of what they see
7. If possible, the children can observe the night sky at home with an adult and compare their observations with Stellarium.
Extension:
This activity could be repeated over several weeks and children can compare how the position of the planets changes throughout the autumn. Many skills such as observing, predicting, comparing and recording are covered.
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<p data-path-to-node=”3,0″>Using Stellarium is a brilliant way to make astronomy accessible and interactive for young learners, as it bridge the gap between classroom digital tools and real-world observation.</p>
<ul data-path-to-node=”3,2″>
- <p data-path-to-node=”3,2,0,0″>Clear Skill Integration: The lesson explicitly targets core scientific inquiry skills—observing, predicting, comparing, and recording.</p>
- <p data-path-to-node=”3,2,1,0″>Real-World Connection: Extending the task to home observation with an adult is fantastic for family engagement and making learning meaningful.</p>
- <p data-path-to-node=”3,2,2,0″>Iterative Learning (Extension): Repeating the observation over several weeks nicely introduces the concept of celestial movement and patterns over time.</p>
<p data-path-to-node=”3,3″>If I can suggest, I woould add</p>
<ul data-path-to-node=”3,4″>
- <p data-path-to-node=”3,4,0,0″>Scaffolding Predictions: You might want to provide a quick visual cue (or flashcards) during the prediction step so children know what planetary names or characteristics they are guessing (e.g., brightness, color).</p>
- <p data-path-to-node=”3,4,1,0″>Observation Sheet Template: To help younger or less confident writers, ensure the observation sheet includes a pre-drawn compass or simple grid for their sketch (e.g., showing the horizon to help with direction).</p>
- <p data-path-to-node=”3,4,2,0″>Tech Back-up: If the interactive whiteboard or internet has a glitch, having a few pre-saved screenshots of the Stellarium view for that date ensures the lesson runs smoothly!</p>
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Hi Emma,
I really liked this lesson and how you have it laid out in a clear straightforward way. It was very easy to follow and visualise in a classroom. As I have an older class I may adapt this lesson and get them to use the school ipads to investigate Stellarium in groups. I amy also ask them to upload a photo of the night sky at home with a line of what they observed on their Seesaw folders.
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Number 3
Before going out to view the moon, we would look at the topic through inquiry. I would do a KWL about the moon. I would play the Paxi and our moon video about phases and eclipses. Hopefully we would have come up with some questions about the moon, it could even be which phase of the moon is best to see in the morning and is this always the case? We would then go out and observe the moon at different stages of the morning, noon and afternoon(choosing a suitable morning for this). The students would then record the time and the moon phase by drawing and labeling the name of the moon
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Exploring Space with WorldWide Telescope
Age: 10 years (3rd/4th Class)
Duration: 30–40 minutes
Subject: Science – Space and the Earth
Digital Tool: WorldWide TelescopeLearning Intentions
By the end of this lesson, pupils will be able to:
Identify the Sun, Earth and Moon.
Explore planets in our Solar System.
Describe one interesting fact about a planet or star.
Use WorldWide Telescope to investigate objects in space.What You Need
Computer and Interactive whiteboard
Internet access
WorldWide Telescope
Pencil and worksheet
Starter (5 minutes)Ask the class:
What can you see in the sky during the day?
What can you see at night?
Can you name any planets?Explain that today they will become space explorers using WorldWide Telescope, a program that lets us travel through space using real images from telescopes.
Main Activity (20 minutes)
Step 1 – Explore the Solar SystemOpen WorldWide Telescope and zoom out to view the Solar System.
Ask pupils to find:
Earth
Mars
Jupiter
SaturnStep 2 – Planet Hunt
Working in pairs, pupils choose one planet to investigate.
They should record:
The planet’s name
Its colour
Does it have rings?
One interesting fact
Step 3 – Visit the StarsUse WorldWide Telescope to zoom out and look at a bright star or constellation.
Discuss:
Why do stars look small from Earth?
Which object looked the most interesting?Invite each pair to share one fact they discovered
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Hi Anne
That is a good plan for using WorldWide Telescope with 3rd to 4th class. You have clear learning intentions and a step by step approach for children to follow to discover some of the planets and find out facts about them. To continue the learning and allow for differentiation within the class, it might be a good idea to encourage some free exploration for those who have completed the initial tasks. They could ask their own questions about planets or stars and then navigate the resource to find the answers for themselves. This would be a great opportunity for sharing knowledge with the class as different pairs would have investigated different planets or constellations.
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In Autumn, our class will observe the planets that can be seen in the evening sky. In September, we would go outside about 30 minutes after sunset. We will look towards the west to find the planet Venus. We may also find Mercury on the horizon. Later in the evening, we will look east to find Saturn. In October, we will observe Saturn again because it is at its brightest, making it easier to see. If we will a small telescope and hopefully we would spot the rings of Saturn. In November, we will look for Saturn in the southwest before it sets. If we did have a small telescope, we will also try to find Uranus. We will choose clear nights away from bright lights and record what we see by drawing pictures in our observing journals.
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2 – Create a short teaching resource using Stellarium
To hook the class, I’d link it to the local megalithic tomb of Carrowmore, and speak of how the ancient builders who built these tombs relied on the night sky to navigate and track seasons. I’d then throw out a few wondering questions:“If Earth is spinning through space, why does the night sky feel so still? Is there one star that never moves?”
Following our inquiry framework, the class would first predict star movements before jumping into Stellarium on their tablets or laptops. Set to our local Sligo coordinates, they’ll hunt down the Plough, trace “The Pointers” to Polaris, and hit the time-travel button within the app to watch the sky spin around the fixed North Star.
To round it off, we’ll connect our digital sky to Sligo’s local heritage with a virtual or physical visit to the Carrowmore centre just down the road. Pupils will examine how Tomb 51 (Listoghil) aligns with the rising sun and celestial movements, seeing firsthand how ancient local builders used Polaris and solar alignments as their ancient calendar.
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I like the way you’ve started the lesson with an engaging hook to grab the student’s attention. I think the wondering questions will spark curiosity among the students too. It’s also great that you’ve integrated STEM with local history. It gives the students an opportunity to appreciate their local heritage and encourages place-based learning.
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Michael, I enjoyed reading about how you could use this great resource Stellarium to actively engage your students. They are very lucky to be situated so close to such an amazing landscape steeped in history. I’m sure it will be a very rewarding activity. I’m looking forward to using this resource with my students whose school is also situated close to a very historic site-Sliabh an Iarainn mountain.
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I found the ESERO lesson on observing the moon very useful, and it could easily be adapted for younger children in a Gaelscoil. I would begin by asking the children if they have ever seen the moon and whether they think it only appears at night – we could easily incorporate videos/songs/toys to this too to add to the lesson. We would look outside to see if the moon is visible during the day and discuss our observations using simple Irish vocabulary such as an ghealach, oíche, lá and an spéir.
To make the learning more concrete, I love the idea of the torch idea and using a ball and a globe to demonstrate how the moon appears to change shape as it orbits the Earth. The children could then work in small groups to recreate the activity themselves, taking turns holding the torch, globe and ball. We could also use playdough or Oreo biscuits to create the different phases of the moon, helping the children to explore the concept through hands on learning.
As a follow up activity, the children could complete the simple Moon Observation Log resource which is lovely – by drawing the moon each evening with their families for one week and sharing their observations in class. We could finish the topic by reading a story about the moon, singing an Irish song and creating moon pictures using black card, chalk and paint. These activities would encourage curiosity while developing scientific language, observation skills and oral Irish in an engaging and age appropriate way.
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Hi Katie
Welcome to the course and thanks for your thoughts on using the ESERO resource with junior classes in a Gaelscoil. As you said, the observation of the moon can be done quite easily both in school in the daytime and at home in the evenings. The practical demonstration is a nice way for the children to visualise the Earth’s rotation and the art work can help to consolidate learning. I’m sure there are a wealth of songs, stories and poems about the sun as gaeilge that can help to reinforce the language.
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To engage the lesson I would ask the children. What might we see in the night sky? and Do we see the same stars/planets every night? These questions will hook the class and make them inquisitive about the night sky.
I would use Stellarium to explore the night sky over Dublin. I would begin by asking pupils what they know about stars and constellations and whether they have ever recognised any patterns in the night sky. Using Stellarium, I would set the location to Dublin and display the night sky at 9:00 p.m. Pupils would identify the Moon, The Plough (Ursa Major), Polaris (the North Star) and any visible planets. They would work in pairs to record their observations and discuss how The Plough can be used to locate Polaris.
I would allow the kids to look at the other constellations and have some free time to explore the Stellarium app moving around the room to hear their observations. Each pair will then choose their own constellation and using Stellarium, they will identify when the constellation is visible, sketch its shape, and locate it in the night sky. Pupils will then research one interesting fact or myth associated with their constellation and record their findings on a worksheet. Finally, each pair will present their constellation to the class, explaining how they identified it, when it can be seen, and one interesting fact they discovered. As an extension, pupils can challenge another pair to locate their constellation in Stellarium, encouraging collaboration, observation, and the development of scientific enquiry skills.
There is also a perfect oppurtunity here to link the lesson on the plough mentioned in the previous module- where kids make their own model of the plough. https://www.sfi.ie/site-files/primary-science/media/pdfs/col/dpsm_class_activity_the_plough.pdf -
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Create a short teaching resource using Stellarium/ WorldWide Telescope:
I am currently teaching 6th class so this lesson is geared towards that level but can be adapted for any level. This STEM lesson introduces 6th Class pupils to the night sky using Stellarium or WorldWide Telescope. The lesson begins with a discussion about stars, constellations and planets, encouraging pupils to share their previous knowledge and ask questions about space. Using the software on an interactive whiteboard, the teacher demonstrates how to set the location to Ireland, change the date and time, and explore how the appearance of the sky changes throughout the day and across the seasons. Pupils identify key features such as Polaris (the North Star), the Plough, the Moon and visible planets while recording their observations on a simple worksheet. Throughout the lesson, the teacher engages pupils by asking prediction and observation questions, encouraging discussion and supporting collaborative learning. The lesson concludes with a class reflection on how technology helps astronomers study space and an extension activity where pupils research a visible planet and present interesting facts to the class.
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Hi Michael, I like how your lesson builds on the pupils’ existing knowledge and uses prediction questions to keep them actively involved. Stellarium would make changes in the night sky much easier to understand. The planet research task is also a useful follow-up, linking science with research and presentation skills.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
This is a lovely activity which could be given as an alternative to the usual homework tasks one night a week over a four-week period. I would ask the children to observe the evening sky at home with an adult and to record their findings on an observation sheet which I would provide the children with.
Each week, we will focus on finding one of the bright planets visible during autumn such as Venus, Jupiter, or Saturn, depending on what is visible at the time. Children will complete a simple observation sheet which includes:
- Date and time of observation
- Weather conditions
- Name of the planet
- A simple drawing of the planet’s position in the sky
At the end of each week, the children will share their observations with the class. We will discuss which planets were easiest to find, how planets appear different from stars, whether the planets appeared in the same place each evening and so on. A lovely activity to help develop their observation and recording skills.
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Option 1: Create an observing plan for autumn that shows which planets are visible in the evening sky.
For this activity, I would follow the Curious Minds approach of Engage, Investigate and Next Steps.
I would start by projecting the Stellarium app on the board. I would ask the children, “Are all the bright lights we see in the sky actually stars?” Students will have time to think-pair-share their ideas. I would record ideas on a chart. Students watch the Discovery of Pluto video.
My starter question would be – Which planets can we observe in the evening sky in Autumn? Students predict which planet will be easiest to spot and share why they think this. Children will go outside each day for two weeks and observe the bright objects in the sky. They will use the sky map or Stellarium app to identify planets. Children can sketch the sky each week. Children can share their findings from their observation table.
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Observing Plan: Which Planets Can We See in the Evening Sky?
As part of our Space and Planet Earth unit, I would organise a simple evening sky observation activity for a class of ten-year-old pupils. Families would be invited to spend about 10 minutes outside on one or two evenings during the week, shortly after sunset, to look for any bright planets that are visible. Pupils would use a simple sky map or astronomy app to help identify what they can see and record their observations in their copies.
We would compare our findings and discuss why some planets appear brighter than others and why the planets are not always visible at the same time of year. They would then create a display showing the planets they observed, along with interesting facts about each one. A star Wheel could help identify constellations and help understand how the night sky changes throughout the year. We would also discuss the importance of making careful observations and recognising patterns over time. We would look at the Stellarium app to show which planets are visible from our location. This activity would be a fun way of getting parents involved in their childs learning. -
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I would choose to plan a morning Moon observation with my class, focusing on the Last (Third) Quarter Moon, as this phase is often visible in the morning sky before and during the school day. This provides an excellent opportunity for pupils to make real-world observations without needing to stay up late at night.
To engage the children, I would begin by asking them to predict what they think they might see and discuss why the Moon is sometimes visible during the day. We would use simple observation sheets to record the Moon’s shape, position in the sky, weather conditions, and the time of the observation. Pupils could sketch what they observe and compare their drawings with photographs and Moon phase diagrams. This would encourage them to recognise patterns and understand that the Moon changes appearance throughout the month.
To extend the learning, I would use Stellarium or the ESA Moon resources to compare our observations with digital simulations, helping pupils connect their observations to the Moon’s orbit around the Earth. Cross-curricular links could include Maths by measuring time between observations, English through descriptive writing, and Visual Arts by creating Moon phase models. This inquiry-based approach promotes curiosity, develops scientific observation skills, and allows pupils to gather evidence, ask questions, and explain their findings using scientific language.
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Hi Dara,
I think choosing a morning Moon observation is a practical and inclusive idea, as it allows all pupils to participate during the school day without relying on evening observations at home. I particularly liked how you begin with prediction questions, as this encourages curiosity and activates children’s prior knowledge before the investigation. The use of observation sheets, sketches and comparisons with photographs provides meaningful opportunities for children to develop their scientific observation and recording skills.
I also thought your integration of Stellarium and ESA resources was an excellent way to connect real-life observations with digital learning. The cross-curricular links to Maths, English and Visual Arts make the activity even richer and demonstrate how science can be integrated across the curriculum.
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If I have to choose among these activities, I would like the daily moon, beacuse it’s a real question and something meaningful. We always associate the moon to the night sky, but we can see it even during the day . Why? I will switch on a torch(The Sun) and give a child (The Earth) e stick with a ball (the oon) . If the Earth(Child) is facing the Sun, it is day, if he/she is giving shoulders to the torch, is night. Keeping the Moon in an hand and moving it like in the orbit, He/she will see that the Sunlight hit the moon even during the day and for this reason we can see the Moon in the morning.
Actually i really would like to use contellations to teach children geometry , to speak about points, lines, line segments, broken or closed lines, polygons….So I will come with a card, Orion for example, or Cassiopea and observing them I will ask: what do you see? Are these lines curved? Closed? How many shapes? And obviously I will teach them even stories or myths behind stars
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Thank you for sharing your ideas. I liked your demonstration using the torch, child and ball to explain why we can sometimes see the Moon during the day. It is a simple, practical activity that would help children visualise the relationship between the Sun, Earth and Moon and make the concept easier to understand.
I also thought your idea of using constellations to teach geometry was an interesting cross-curricular approach. It provides a meaningful context for exploring concepts such as points, line segments, angles and polygons, while also encouraging children to observe patterns in the night sky.
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I would begin the lesson with a second class group by showing two pictures: a night sky over a brightly lit city and one over a dark rural area. I would ask the children, “Where would it be easier to see the stars, and why?” This would introduce the idea of light pollution and connect well with the majority’s experience of living in rural areas.
Using Stellarium, we would set the location to Limerick and choose an evening time. Together, we would look for the Moon, the Plough, the North Star and any bright planets visible at that time of year. The children could then work in pairs to be star detectives and find a star pattern/constellation and draw it out.
For an extension design activity, each child could make a constellation card. They’d draw the constellation using dots (maybe on graph paper to help them), join the dots with lines and add its name. They could also include one simple clue, such as where to look or what shape it resembles.
The cards could be tested against the sky shown in Stellarium. Children could then bring them home and, with an adult, try to spot the constellation on a clear night.
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I would set this as a home observation activity to be completed over several weeks during the autumn term. I would probably leave out some other pieces of homework on those nights to make the task more appealing. I have never done an activity like this before so I will be trying it out this year to see if it successful. I would provide each child with a simple observing sheet and a sky map showing where the visible planets are expected to appear in the evening sky. I would also recommend that children use a free astronomy app, such as Stellarium to help them identify the planets correctly.
I would ask the children to complete their observations with the support of an adult on one clear evening each week, approximately 30–60 minutes after sunset. They would record the date, time, weather conditions and the planets they could identify along with a simple labelled sketch of what they observed. I would encourage them to note any changes in the planets’ positions from week to week. We would discuss everyone’s findings each week in school the following day, they could compare their observations, identify similarities and differences and talk why the planets appear to move across the sky. -
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For my 5th/6th class I would choose to plan an observation of the Moon. Our rural location, with very little light pollution, provides excellent opportunities for pupils to observe the night sky and make meaningful connections between classroom learning and their local environment.
I would plan the activity around the First Quarter Moon, as this phase is ideal for observation during the school day. Around this phase, the Moon is often visible in the afternoon and remains high enough to be observed before pupils go home. Pupils would begin by predicting what they expect to see and discussing why the Moon changes shape throughout the month. We would use a Moon calendar and a digital resource such as Stellarium to identify suitable observation dates and compare our predictions with what we observe.
Over several weeks, the children would keep individual Moon journals, sketching the Moon’s appearance, recording the date, time and weather conditions, and noting the Moon’s position in the sky. They would compare their observations with classmates and look for patterns in the lunar cycle. Mathematics would be integrated through measuring the length of the lunar cycle and creating graphs, while technology would be used to verify observations using Stellarium. This inquiry-based approach encourages curiosity, observation, collaboration and critical thinking, while making full use of our rural setting and helping pupils develop a deeper understanding of the Earth’s relationship with the Moon.
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Create an observing plan for autumn that shows which planets are visible in the evening sky. As I will teach Junior Infants in September, I would start the lesson by reading the book “Luna Lucy and the planets” – this will provide some information about space for the children, especially those who may have never heard of it before. I will pose the question “would anyone like to see another planet?” If the answer is yes, I will tell them that they are going to become “astronauts” and look at some planets in the autumn sky. I will place planets around the room and they have to find them. On the interactive whiteboard, the sun will start to “set” as the children hunt for the hidden planets, they hold them up in the air to show them stand out in the night /evening sky. For homework, the children will be assigned an activity on their SEESAW personal account. With the assistance of a family member, the children search for planets in the sky and record the planets that are not twinkling as much as stars. I will then share their autumnal videos with the entire class to create interest among those who may not have gone in search outdoors yet! I am looking forward to trying this out !
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I think this sounds like a great lesson for children in the younger classes. Introducing the topic through the stimulus (Lucy and the Planets) is a great way of catching their attention, while integrating other subjects. I think that is a great lesson overall and very hands on. Like you said, showing some follow up videos like some of those attached in the module would reinforce the learning and also extend the learning to some of those more interested in the topic.
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This is a really lovely lesson idea and as a teacher of Junior Infants also, I definitely think it is something they would really enjoy. I like the idea of using the story as an introduction and also a way to give them a little bit of background information about space and the planets.
I also like the idea of the home school link – a great way of sharing what is being learned in school with parents and also helping to further children’s interest in the planets by giving them the opportunity to look for them in the sky at night and talk to their parents about them.
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I teach First Class and I would choose an activity based on observing the Moon. I think this would be a fun way to get the children interested in space and encourage them to ask questions. To begin the lesson, I would show the children different pictures of the Moon and ask them what they notice (how much of it they can see, how bright it is, the different craters etc). We would have a class discussion and make a KWL chart to see what they already know, what they would like to know, and what they have learned at the end of the lesson. I would then ask the children to work with a partner to put the pictures of the Moon in the order they think they belong. We would talk about why they chose that order and share our ideas with the class. For homework, I would ask the children to look for the Moon with an adult at home and draw what they see. The next day, we would compare our drawings and discuss whether the Moon looked the same or different. This would help the children to see that the Moon changes over time.
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Hi Caoimhe,
Welcome to the course. Thanks for sharing such a lovely approach to observing the Moon with First Class. I really like that you would begin with images of the Moon and ask pupils what they notice, as this encourages careful observation and discussion from the start. Using a KWL chart is also a great way to gather prior knowledge and return to the children’s learning at the end of the lesson.
The home observation task is a lovely way to involve families and connect classroom learning with the real night sky. To strengthen this further, pupils could record the date, weather and what time they saw the Moon alongside their drawing.
Thanks for sharing and hope you enjoy the rest of the modules.
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Plan to observe the moon. Which phase of the moon is best for observing in the morning? Which dates will that be in 2026- 2027. To start, I would ask the children to chat about what they already know about the moon and get them to make predictions about what they expect to see. I am hoping this will spark their prior knowledge and encourage them to ask questions. We would then work in pairs to observe the moon. They would record their findings on labelled drawing and simple written descriptions. The children would be encouraged to use vocabulary such as crater, surface, shadow. On our return to the classroom, the children would look at a moon phase calendar and have a chat about how the moon changes over time. WE would watch the Paxi video on this also. For morning observations from school, the last quarter moon is probably the best phase to use as it rises around midnight and stays in the sky during the morning. The 4th September, 3rd October, 9th January and 328th may appear to be good dates to conduct observations and children can compare and contrast and also observe if there are any patterns.
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As a 5th class teacher, I think Stellarium is a fantastic way to make astronomy more accessible and engaging. I would start by asking the children what they already know about stars, planets and constellations before using the software to explore the night sky as it appears from Ireland on the IWB. This encourages children to wonder, ask questions and investigate rather than simply being given information.
Using Stellarium on the interactive whiteboard, we could identify familiar constellations such as The Plough and compare the movement of planets with the fixed patterns of the stars. It was really useful to be shown how to find Polaris. The children would make predictions about what they might see at different times of the year and then use the software to test their ideas.
As a follow-up activity, pupils could design their own constellation or create a star map, linking science with art and geography. I think this approach would really capture the interest of a 5th class while developing observation, critical thinking and digital skills. It also shows children that science is about curiosity, investigation and using evidence to answer questions, which is exactly the message I want them to take from STEM. The practical activity linking balls of foil with string or wool was really engaging.
Ultimately I think this would point to inviting the children and parents to come to the school with me on a dark, clear night and see the stars in reality!
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Hi Richard,
I really enjoyed reading your post. I like how you would begin by exploring the children’s prior knowledge before introducing Stellarium, as this encourages curiosity and active participation. Using the interactive whiteboard to identify constellations and locate Polaris is a great way to make the night sky more meaningful for pupils.
I also think your follow-up activities are excellent. Designing their own constellations and creating star maps provides valuable cross-curricular links with art and geography while reinforcing their learning. The idea of inviting families to a school stargazing evening is particularly inspiring, as it extends learning beyond the classroom and encourages children to share their excitement about astronomy with their parents.
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
For my fifth class, we would begin by discussing what planets are and how they differ from stars. Using a simple star chart or astronomy app, pupils would identify which planets are expected to be visible in the autumn evening sky. Together, we would create an observing plan, choosing one evening each week for pupils to observe the sky from home with the support of a parent or guardian. This would be their only homework that night to help sustain interest. Pupils would record the date, time, weather conditions and any planets they could identify, along with simple sketches of what they observed. In class, we would compare observations and discuss why some planets appear brighter or change position over time. As I teach in a rural area, we could also identify the direction in which each planet was seen and relate this to the movement of the Earth and the planets around the Sun. The completed observations could be displayed on a class chart and linked with Geography, Mathematics and Art through mapping, recording data and observational drawing.
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I really like the idea of exploring star constellations with a class group. The different shapes and names are very interesting and engaging for pupils. For a junior class I would introduce this topic by listening to a variety of songs and exploring picture books based on the theme of stars e.g., ‘How to Catch a Star.’ This book highlights for children how we only see stars at night time. I would show the children some images of stars constellations and invite them to use their imaginations to join the stars/dots and describe what shapes and images they see. The children could recreate these using playdoh and clay. I would further integrate this topic into art by inviting the children to create their own star picture, naming their star shape or picture and presenting it to the class group. This would be a fun and engaging topic of work to complete during Space Week.
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- Select from one of the activities in the Framework for Inquiry
I find looking and exploring constellations to be a fascinating area to cover in a class. I would begin the lesson by asking the children questions such as what are stars, what colour are they, have they ever seen a bunch of stars together and created pictures with them. I would follow this with introducing words such as The Plough, The North Star, Orion, The Big Dipper, Constellations and have a discussion about what they know about these words.
We would then watch a video to familiarise themselves with these words and what they look like in the night sky. I would show the children various examples of pictures where the dots are joined to create constellations. Videos such as SciShow Kids and Nat Geo Kids are great videos to use.
I would get the children to then take part in an art lesson to create popular constellations. You can use foam card, coloured star beads, ruler, scissors, plastic wool needle, wool and a pencil. You need templates of various popular constellations to help you create the constellations on your foam card. Copy the template onto the foam card and mark with a pencil. Use the plastic needle to puncture the foam card so that the beads with the wool threaded through it can be placed through them. You can then thread your wool and beads through the foam card to create the colourful constellation.
Allow the children to display their constellation to their peers and tell them which constellation they chose.
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Hi Rohana,
Welcome to the course. I really like that you would begin by asking pupils what they already know about stars and whether they have ever imagined pictures or patterns in the night sky. This is a lovely way to spark curiosity and discussion.
Introducing key vocabulary such as The Plough, The North Star, Orion and constellations would help pupils develop the language needed to describe what they are learning. You could have a new words chart to help with retaining these words over the weeks. Using videos from SciShow Kids or Nat Geo Kids is a great way to support the more visual learners in the classroom!
The art activity sounds very creative and hands-on, and would be great to progress your students fine motor skills. Presenting their constellations to peers would also support communication and confidence. Thanks for sharing and hope you enjoy the rest of the course.
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Lesson: Exploring the Night Sky with Stellarium / WorldWide Telescope
Class: 3rd Class
Learning Intentions:
– Identify some stars and constellations in the night sky.
-Use Stellarium or WorldWide Telescope to explore the sky.
-Understand that the stars appear to change position as the Earth rotates.
Resources:
Interactive whiteboard
Stellarium or WorldWide Telescope
Globe and torch
Observation worksheet
Activity:
-Revise how day and night are caused by the Earth’s rotation.
-Questioning: “Have you ever wondered why we can see different stars at different times of the year?” Show a short image or animation of the night sky to spark curiosity.
-Open Stellarium or WorldWide Telescope and display the night sky over Ireland.
-Identify the Moon, North Star and one or two simple constellations.
-Change the time in the software to observe how the stars appear to move across the sky.
-Encourage enquiry with prompts such as, “Why do you think the stars appear to move?” or “Can we see the same stars every night?
<p style=”text-align: center;”>-In pairs or small groups, pupils complete a simple sky hunt, locating specific objects and discussing what they notice.</p>
-Pupils draw and label one constellation on their worksheet, record one fact they learned and one question they still have.Assessment:
Teacher observation and questioning.
Completed constellation drawing and fact.
Pupils share one new thing they discovered using the software.
Extension:
Pupils use the software at home with their family to find a different constellation and bring one interesting fact or drawing to class the next day.
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Hi Eimear
That sounds like a great lesson using Stellarium to study the night sky. I like the structured approach where you introduce questions to draw out their prior knowledge of stars and constellations and get them thinking about what they know and would like to know. The idea of showing them the basics of Stellarium while introducing more prompt questions will demonstarte how to use the programme and make them curious to explore more and the template to structure their exploration is a great idea. I love the idea of repeating the classwork at home with their families to find a different constellation and learn something new. This moves the learning from group work in school to individua l exploration at home with the added challenge of demonstrating the software to parents. This will hopefully encourage at least some of the children to continue their exploration of the stars at home so allowing occassional time over the next few weeks or months for pupils to share their discoveries with the class would be a nice way to follow up.
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3. I would plan a morning Moon observation with my 1st class to encourage curiosity about the sky and help children realise that the Moon is not only visible at night.
The best time to observe the Moon from school is during the last quarter phase, when it can still be seen in the morning. For the 2024–2025 school year, suitable dates include 24 September 2024, 24 October 2024, 22 November 2024, 22 December 2024, 21 January 2025, 20 February 2025, 22 March 2025, 20 April 2025, 20 May 2025 and 18 June 2025.
Before going outside, I would ask the children if they think they will be able to see the Moon during the day and encourage them to make a prediction. Outside, we would work together to find the Moon and talk about its shape and where it is in the sky. The children would draw what they see on a simple observation sheet and describe it using words such as round, half or crescent.
Back in the classroom, we would share our drawings and discuss how the Moon changes shape as it changes time. We could finish by reading a story about the Moon or creating Moon phase artwork. This hands-on activity encourages observation, discussion and curiosity while developing the children’s scientific skills in an enjoyable and age-appropriate way.
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Hi Mairead,
Thanks for sharing your Moon observation plan for 1st Class. I really like that you would begin by sparking interest with your question about whether the students think that the Moon can be seen during the day. We are lucky that we have an eclipse next week, so looking to what is happening to do with the moon in news and media can sometimes also be a helpful spark!
I also like that you would ask the children to observe the Moon’s shape and position, then record this through drawings and simple vocabulary, as this would make the activity very accessible. Your follow-up ideas of sharing drawings, reading a Moon story or creating Moon phase artwork are lovely. This would help consolidate the learning through discussion, literacy and art.
Thanks for sharing and hope you enjoy the rest of the course.
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The activity that I have chosen to focus on in this module is the following: 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.
Once again it is important to begin this activity with a trigger or provocation. This enables the children to actively learn and assume ownership of the direction of their lesson. I would ask the children to describe when they think the best time of day it would be to observe the moon.
The video of PAXI and Our Moon supplied by ESA Paxi and Our Moon: Phases and Eclipses would be an excellent resource to use as part of this lesson as it would provide the children with an interactive and detailed account of the different phases of the moon. This video would provide opportunities for discussion and debate provided it was paused at appropriate intervals. In my experience I have seen how my students enjoy watching clips of videos as opposed to a full video in one sitting. This encourages opportunities to respond in class discussions and express their learning through note taking in KWL charts or through artistic creation.
There is clear structure provided by the Moon Observation Log which the children can also use to note their observations of the moon over a prolonged period of time. I really look forward to implementing these activities in the year ahead.-
I really like your idea of using a trigger or provocation at the beginning of the activity. Asking the children when they think the Moon would be best observed from school would encourage them to make predictions and gives them ownership of the investigation. I also agree that using the Paxi video in shorter sections would work well, as it would allow opportunities for discussion and questioning rather than the children simply watching passively.
The Moon Observation Log is a particularly useful element of your plan as it encourages children to observe over a period of time and identify patterns in the Moon’s phases. I think this would also provide a great opportunity for children to compare their observations with their original predictions and discuss whether their ideas changed as they gathered evidence. Your activity would make the learning very practical and meaningful by connecting what the children learn about the Moon with what they can actually observe from their own school.
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Creating original constellations is an engaging way to help students understand how constellations are human-made patterns rather than physical groups of stars and is definitely a lesson or project I would like to do with my class next year. Here’s how I would go about it:
Materials
- Black construction paper or printed star-field templates
- White paint pens, chalk, or star stickers
- Ruler (optional)
- Colored pencils or markers
- Constellation planning sheet
Step 1: Explore Real Constellations
Begin by showing a few well-known constellations such as:
- Orion
- Ursa Major
- The Plough ( I’m actually in south Kerry at the minute and the Plough was visible the other night over Derrynane lifeguard tower)
Discuss how different cultures have interpreted the same stars in different ways.
Step 2: Create a Star Field
Give each student a sheet with 20–40 randomly placed stars (or let them make one by splattering white paint or adding stickers or using a cue tip and white paint).
Step 3: Find a Pattern
Students look for a shape within the stars and connect only the stars they need. Encourage them not to connect every star—just enough to create a recognizable pattern.
Step 4: Name the Constellation
Students should decide:
- What does it represent?
- Why did they choose that name?
- What does the shape symbolize?
Step 5: Write a Myth
Together we will write a short story (100–200 words) explaining:
- How the constellation got into the sky.
- Why it appears during a certain season.
- What lesson or message it teaches.
This introduces the idea that many ancient constellations came with stories that explained natural events or cultural values.
Step 6: Present to the Class
Students can share:
- Their constellation drawing.
- Their own story behind it.
- Which stars they used and why.
The class can even create a “night sky” bulletin board by combining everyone’s constellations.
Extension Ideas
- Compare the class’s constellations with those from different cultures and discuss how interpretations vary.
- Create a class star atlas with a page for each student’s constellation and myth.
- Use glow-in-the-dark stickers or a darkened room with flashlights for a planetarium-style gallery walk.
- Vote on categories such as “Most Creative Story,” “Easiest to Spot,” or “Most Convincing Ancient Legend.”
I’m really looking forward to doing this activity as it integrates science with literacy, art, and cultural studies while reinforcing that the stars themselves stay in the same relative positions over human timescales, but the patterns and stories we associate with them are created by people.
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Hi Catherine
That’s a lovely lesson plan linking astronomy, art, creative writing and mythology. I love the way you have explained in such a simple understandable way that constellations are simply a work of human imagonation and that is illustrated really well in your lesson plan for children to create their own constellations and come up with a myth associated with them. South Kerry is a great place to be when thinking about lessons to do with the night sky. I hope the skies are clear so you can really appreciate the view.
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For this activity, I would choose to observe the Last Quarter Moon with my 5th class. The Last Quarter Moon falls on 4th September and can be seen in the morning sky from around 4th – 10th September (weather dependent). This provides plenty of opportunities for the class to explore the moon.
I think this activity would be a great way to get the children interested, as many of them think the Moon only comes out at night. Before going outside, I would ask them what they think they will see and encourage them to make some predictions. A nice option might be to create a physical KWL chart in the classroom to log all of their ideas. During the observation outside, they could sketch the Moon, record its shape and where they spotted it in the sky, and write down any questions they have. Back in the classroom, we would share our observations and use a lamp and a ball to explore why the Moon appears to change shape. I think this would be a really engaging lesson because it encourages the children to observe, ask questions and learn through investigation rather than just being told the answers.
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Creating an Observing Plan: Which Planets Can We See?
4th Class – Science, Technology and Engineering (STE)Learning Intention:
We are learning to create and use an observing plan to identify which planets may be visible in the evening sky.
Resources: Stellarium, child-friendly sky maps, tablets/computers, observation recording sheets, compass directions and pencils.sky photograph and a child-friendly star/planet map. They discuss what they notice and what they think they are seeing.
Wonder: Pupils generate questions such as: Which planets can we see from Ireland? Why can we see some planets but not others? Do the planets appear in the same place every night? Their questions are recorded and used to develop the class investigation question: Which planets might we observe in our evening sky, and when?
Explore: In groups, pupils use Stellarium, set to the location of their school, to explore the evening sky on a selected date and time. They identify planets that the model predicts may be visible and practise locating them using compass directions and familiar reference points. Pupils record their predictions before making observations.
Investigate: Each group creates an Evening Planet Observing Plan for one week. It records the date, time, weather/cloud cover, compass direction, approximate position, suspected planet and evidence used for identification. Where possible, pupils make observations of the evening sky with their families. Pupils who cannot make an outdoor observation can use the class’s shared observations, photographs or Stellarium to participate fully in the investigation.
Share & Interpret: Groups compare observations with their Stellarium predictions, identify patterns and discuss differences between predictions and findings. They communicate conclusions using a labelled sky map, table or digital presentation.
Take the Next Step: Pupils use Stellarium to predict which planet they might look for on another evening and reflect on what further observations would make their evidence more reliable.
The investigation develops the STE learning experiences of questioning, predicting, observing, recording, analysing evidence, communicating explanations and reflecting on learning. Flexible roles and recording methods—including observation, drawing, writing, photography, digital recording and discussion—support the meaningful participation of all pupils, including autistic pupils and pupils with physical disabilities. -
Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would begin by asking the children what they might see in the night sky. Do they know any of the stars or constellations in our night sky. What are the names of these? Look at the origins of these names and who named them. What planets can we see in our night sky? Can we always see these planets? Why/why not?
I would then use Stellarium to show us the night sky over our area and help children to identify the planets. For homework I would get the children to look at the night sky and record what they see.
We would observe the sky maybe once a week for the whole of the autumn term. Have the planets changed colour, position, timing since we first started our observation.
I would try to link this lesson in with art, maybe working on their own map of the sky. We could also link it to music. There is a lovely piece called The Planets by Gustav Holst. When we identify the planets in the night sky we can play the music associated with it.
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I would engage the children in my 1st Class by introducing the topic “Create an observing plan for autumn that shows which planets are visible in the evening sky”. I would begin by asking the children what they can see in the sky during the day and what they can see at night. We would look at photographs of the Moon, stars and planets and discuss what the children already know. I would explain that some planets can be seen in the evening sky and that which planets we can see changes throughout the year.
The children would work together to create a simple Autumn Evening Sky Observing Plan. Using an age-appropriate sky map, images and teacher guidance, the children would identify a small number of planets that may be visible during autumn evenings.
The class could create a large observation chart with headings such as Date, Time, What can I see? and What do I notice? Children could make drawings, use simple words or place stickers on the chart to record their observations. Where possible, children could observe the evening sky from home with a parent or guardian and bring their findings back to school.
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teaching children about the moon I would use esero 62 to help guide me, at the start of the lesson I could let them watch Paxi observing the moon which would give a good explanation of the different phrases of the moon.
Prompt: Is it possible to see the full moon in the daytime?
Starter question: How is the appearance of the moon related to the time of day?
Prediction: Children can justify what they think with an explanation
Investigation: Use a model of the moon with a ball and lamp- How is this related to the time of day? which phases of the moon can the observer see when they are also facing the sun? where is the light source relative to the earth observer.
Taking the next step: Use Stellorium to observe the appearance of the moon
Children could use the moon observation log to observe each phase of the moon over a month and they could log what they see each week and discuss it at the end of the month, perhaps make a display or give a presentation of what they observed.
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I would plan to observe the Moon with the children during the school morning during the winter month when the moon is still visible. I would start by asking the children what they already know about the Moon and its different phases. We could look at a Moon phase chart and predict what shape we might see.
I also have some great videos from YouTube downloaded that explain the Moon phases really well, so I could use these to introduce the topic and help the children understand why the Moon appears to change shape. In the past, I have also taken photos of the Moon at night or early in the morning, sometimes with the school or local landmarks in the background, and shown these to the children. I think this makes it more interesting and helps them see that the Moon is something they can observe themselves.
We could then go outside together to see if we can spot the Moon and talk about what we notice. The children could draw what they see in a simple Moon diary and compare their drawings over time. This would be a simple and practical way to help them understand how the Moon changes.
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For my autumn observing plan, I would give the children the opportunity to look at the evening sky and see which planets they can spot. I would begin by talking to the class about what they already know about planets and asking them if they have ever seen a planet in the night sky. We could look at a simple sky map together and identify where the planets should be. I would choose a few evenings during the autumn when the weather is suitable and send home a simple observing sheet for the children to complete with an adult. They could record the date, time, weather and which planets or other objects they can see. They could also draw what they see in the sky. The following day, we could discuss our observations in class and compare what everyone saw. This would encourage the children to ask questions, make predictions and develop an interest in space and astronomy.
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<span style=”font-weight: 400;”>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?</span>
<span style=”font-weight: 400;”>This lesson is perfect for linking the STEAM subject areas for 6th class students.Integrating maths, science and visual arts together first, children can explore 3-D shapes, light and shadows and sketching shadows. Once these topics have been covered, the children will specifically focus on the shadows that can be cast on spheres, the sphere representing the moon and will create a sketch of the various phases of the moon. The class will observe the moon each night over the course of a month and sketch it. They will take note of whether or not they can see the moon each morning during outside assembly. If the children can see the moon in the morning, iPads will be handed out to pairs and they can visit the website ‘Where is the moon?’ to confirm what phase the moon is in. They can use the same website to make moon phase predictions and their dates for the following month and so on.</span>
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Hi Katie
Welcome to the course. Thanks for sharing your ideas on exploring shadows which will lead to the phases of the moon. While you have outlined a task for the learners to observe the moon at home. You should consider how to plan for specific observations in school. You have mentioned discussing it in assembly, but should consider oppportunities for specific and directed observations. This will also help to address the misconception that the moon is only out at night. The learners could observe where the moon is in relation to fixed landmarks such as trees, buildings etc. You can plan for these observations to ensure the moon is visible using timeanddate.com or other resources outlined in this module.
I hope you enjoy the other modules in the course.
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ESERO Framework For Inquiry Activity – Constellations
As I have an infant class I think this activity would be ideal for this age group. To begin, we would begin with a class discussion about stars in the night sky. I would show pictures of constellations without the lines drawn and ask what can people see (any patterns). Then I would explain what constellations are by showing the same pictures with lines drawn to connect them. I would also use a fun video about constellations to engage the children. As a further activity I would use constellation colouring sheets that the children can design. We would talk about the name of some constellations and how they got their name. After this, the class could then make their own constellations. Using paper, pencils and colours the children would make their own join the dot picture. They could create their own name for the constellation and some background history as to why it is called that. Following this, this could use straws and playdough to make their own constellation become 3-D. To finish, we would review the lesson by discussing what we have learned and children can even present their own constellations to the class and the other children can say what they see in each ‘new’ constellation.
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Keith I really like your idea of getting children to create their own constellations. I would also be interested in trying the 3-D constellation activity with my 4th class. I could use materials like you mentioned such as straws and Play-Doh and it would make the learning very hands-on. I think the activity would also provide opportunities to link Science with Art and English, particularly when the children create names and stories for their constellations.
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Create a teaching resource using Stellarium
Lesson for 5th Class: A mission to explore the night sky using Stellarium or Worldwide Telesope
1. Engage:
I would begin by showing the class a view of the night sky using Stellarium. I would ask questions like “What can you see? What does it make you wonder about?”
I would allow the children to share ideas and questions. They could work in pairs to explore the night sky and find something that interests them, such as a planet, star or constellation.
2. Investigate:
Trigger question: “Does the night sky look the same throughout the year?”
Prediction: The pupils discuss and record what they think.
Conducting the investigation: Using Stellarium, the pupils explore the sky on two different dates, such as a night in winter and and a night in summer. They record/draw three different things that they notice.
Share results: Each pair shares their findings with the class. The will discuss and compare with their predictions.
3. Taking the next step:
Pupils could use what they have learned to explore the night sky from a different location such as Australia. What is different? What is the same?
4. Reflection:
What surprised you?
What did you discover?
Did your thinking change?
What would you like to investigate next?
If we could travel anywhere in space, what would you investigate?
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I think this is very topical as there are regular news reports about rocket launches. Some even involve celebrities (for better or worse!) which always gets the attention of children. I’ve noticed that a lot of children recently are interested in Mark Rober, a NASA engineer with a big youtube presence. In fairness to him, he has made space science very interesting and fashionable for young people.
Engage
The trigger – discuss a recent rocket launch and show pictures/videos. Pictures of rockets on display and pass around toy rockets.
Wondering – Why have rockets been invented? Why do we want to explore space? How do rockets take off/stay up? What might make a rocket come down?
Exploring – Throw paper of different shapes and sizes up in the air. See if the shape/size has an effect on how high they travel.Investigate
Starter question – Does the shape of a rocket impact how far it travels?
Predicting – Draw diagrams of various paper rockets with guesses of how far they will travel.
Conducting the investigation – Work in groups to create a variety of paper rockets. Throw them in the air. Measure the distance travelled and record on a table.
Sharing – Present findings in a chart or graph. -
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As I will be teaching 4th class this year, I think planning an activity around observing the moon would be a great way to engage my class. I would begin by showing the class different images of the different moon phases and allow them to discuss what they notice. I would ask them to predict which phases they think would be easiest to observe in the morning in our school.
I would then put the children into small groups and give them a calendar and their task would be to find out which phase of the Moon would be best for observing from our school. We then would keep a simple Moon diary recording the date, time and what they observe.
I really feel that my class would enjoy this activity as they would be provided with the opportunity to investigate something that they can see in the sky for themselves. It is a practical activity that the children can relate to their everyday lives. They would use a wide variety of skills such as observing, recording, researching, predicting and communicating. -
As I will have 3rd class next year, I think observing the planets in the autumn evening sky would be a fun activity for this age group. I would start by introducing the children to a few planets that they might be able to see and explain that stars twinkle, while planets usually look more like bright, steady lights.
I would give each child a simple “Planet Spotter” sheet to take home. They could go outside with a parent or family member on a clear evening and see if they can spot anything interesting in the sky. They could record the date, time and weather and draw a picture of what they saw. I would also include a simple sky map to help them work out which direction to look.
Back in school, we could compare what everyone saw and see if different children noticed the same objects. We could use Stellarium on the interactive whiteboard to check what should have been visible on the night they made their observation. I think the children would enjoy seeing if their guesses were correct.
I would also encourage the children to keep their sheets and add to them whenever they get another chance to observe the sky. This would make it more of an ongoing activity rather than just a once-off lesson and would hopefully encourage them to take more notice of the night sky outside of school.
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Hi Katie,
Welcome to the course. Thanks for sharing your lesson ideas for observing planets in the autumn sky. I like how you are planning to support the observations at home with spotter sheets and a sky map. This will support everyone at home in engaging in the observations.
I like how you are planning to use Stellarium to check their observations and this could also be shared with home to allow for more exploration and to guide any further observations too. I agree that this should be more than a one off task or activity too. Thanks for sharing, I hope you enjoy the course.
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I really like this idea, especially the Planet Spotter sheet as it gives the children a simple and enjoyable way to engage with astronomy at home. Using Stellarium afterwards to check their observations would also make the learning meaningful and help connect their real-life experiences with what they learn in the classroom.
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I love the idea of children continuing their observations at home so it’s not just an isolated learnng experience. Stellarium is easily accessible if the students have a device at home and they could make their own discoveries which would be highly motivating for them and for the other students in the classroom.
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<b>Engage: </b><span style=”font-weight: 400;”>I would begin by engaging the children through a discussion about what they already know about the Moon. I would show them photographs of the different moon phases and ask questions such as, “Does the moon always look the same?”, “Why do you think it changes shape?” and “Have you ever seen the Moon in the morning?” We could create a class moon diary where children record what they think they might see. I would explain that the moon is visible at different times depending on its phase and that the waning Moon is particularly useful for morning observations. The children could make predictions about what the moon might look like before we go outside.</span>
<b>Investigate: </b><span style=”font-weight: 400;”>The children would then have the opportunity to observe the moon from the school grounds in the morning. Children could record the date, time, weather conditions, position of the moon and what it looks like. They could draw the Moon and compare their observations with previous days. Children would be encouraged to notice patterns and understand that the Moon’s appearance changes in a predictable cycle.</span>
<b>Next Steps: </b><span style=”font-weight: 400;”>As a next step, I would bring the observations back into the classroom and encourage the children to compare their drawings and photographs. Working in groups, they could arrange Moon images in the correct sequence and create their own lunar cycle. We could then investigate why the Moon appears to change shape, introducing the idea that we see different amounts of the Moon’s sunlit side as it orbits Earth. The children could continue their moon diary at home and share their observations with the class. This activity would develop scientific enquiry skills such as </span>observing, predicting, recording, comparing and communicating findings<span style=”font-weight: 400;”>, while making astronomy a practical and meaningful experience.</span>
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I would use Stellarium or WorldWide Telescope with my 6th class to explore constellations and star patterns. I think this would be a good way of teaching the topic as it would allow the children to explore the night sky in an interactive way rather than just reading about stars from a textbook. It would also be useful because we cannot always see stars clearly from where we live or rely on the weather being suitable for an outdoor activity.
I would begin by asking the children what they already know about stars and if they can name any constellations. I would then use Stellarium on the interactive whiteboard to show them different constellations such as Orion, Ursa Major and Cassiopeia. I would let the children explore the night sky in pairs and see if they can find some of the constellations themselves.
We could then change the date and time on Stellarium and discuss how the position of the stars and constellations appears to change. This could lead to a discussion about why some constellations can be seen at different times of the year.As a follow-up activity, I would ask each pair to choose a constellation and find out some information about it, including its name and the story or mythology behind it. They could then create their own constellation by joining stars together and make up a story to go with it. They could present their ideas to the rest of the class.
I think using Stellarium in this way would make the lesson more engaging and would encourage the children to ask questions, work together and develop their observation and digital skills.
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Create an observing plan for autumn that shows which planets are visible in the evening sky
I never realised there were so many fantastic resources for observing the night sky. Unlike lessons on day, the sun and shadows etc, there are only certain days the moon is still visible in the morning, which usually leads to much excitement from pupils!
I would extend the children’s learning beyond the classroom by involving them in a simple autumn sky-watching activity with their families. Since Venus is bright and easy to spot shortly after sunset, I would introduce this as our starting point, as it doesn’t require much equipment and I think pupils would enjoy searching for it with a parent/guardian at home. I would send home a “Spot the Bright Star” sheet, encouraging children to look up with a grown-up one evening, draw what they notice, and bring their picture back to share during circle time. As the year moves on, we would return to the activity as new planets become visible in the sky and compare the changes.
Back in the classroom, we could use a resource like Stellarium to compare what the children had observed.
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Hi Caroline,
Welcome to the course. It is great to hear your feedback on the many resources for observing the night sky.
I like how you are planning for and supporting the observations of planets at home with a focus initially on Venus. I also like how you plan to extend this with observations of other planets across the year and not just for one activity in the Autumn. You could also consider planning for beginning the observations during Space Week in October.
Stellarium is also a fantastic resource for the classroom for the learners to explore the night sky which can also help and guide them with their own observations at home. Thanks for sharing, I hope you enjoy the course.
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I really like the idea of scaffolding the students with the ‘bright’ star that they can easily find. I also think your lesson idea lends really well to students using their knowledge both at school and at home. I wasn’t familiar with Stellarium before this course but it is a really interesting App and I agree that it has plentiful uses in the classroom, particularly for middle and senior groups.
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The moon is fascinating for children and during the school year I allude to the different phases of the moon or to important events regarding the moon inspired by posts I see on Instagram. This module has shown me much more concrete child friendly resources to explore this more deeply. The best time for pupils to observe the Moon during the school day is in the Spring because the Moon is often visible in the afternoon and sometimes during the morning. For the 2025–2026 school year, good dates to plan observations include the 6th of January 2025, 5th of February 2025, 6th of March 2025, 26th of January 2026, 24th of February 2026, and 25th of March 2026. The best time to observe is during the first quarter moon.
The children would go out to the yard daily for a short observation. They will look for the Moon and record what they see in a simple Moon Log. The log could include the date, time, weather, a drawing of the Moon, and one or two sentences describing its shape and where it is in the sky. The class will repeat this over several weeks and compare how the Moon changes. Back in the classroom, pupils will discuss their observations and identify patterns in the Moon’s phases.
For a child with special educational needs, the activity can be simplified by providing a Moon Log with picture symbols and Moon phase picture cards to match instead of drawing. Children could record observations by colouring or ticking the correct Moon shape instead of writing full sentences. This allows every pupil to take part and enjoy the investigation.
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I would begin by illiciting from the childrent heir prior knowledge of the moon. As a class we would discuss the children’s knowledge to see do any of the children have fun facts which others may not have been aware of. Next I will use a video similar to the one about Paxi to explaining moon phases and eclipses. I really liked the ESERO 62 lesson on observing the moon and would split the class into groups to carry out the activity of investigating is it possible to see the full moon in the daytime. We will investigate using a ball as a model of the moon, a chair and a torch. Groups will be encouraged to discuss their findings and then we will get feedback from each group to the whole class. We will discuss the phases of the moon. I will discuss with the children the recent solar eclipse during the summer (today) and illicit what the children observed. Then we will watch a video on this recent event. I will then encourgae the children to zone in on our own area and using online information we will search for which phase of the moon is the best observed in the morning. We will then pick a time and for a week we will as a class observe the moon at this time and record what we see on a class chart. We will discuss as a class our findings.
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I enjoyed reading you post Sheelagh. Bringing real life experiences like today’s solar eclipse into the children’s learning is of utmost importance in ensuring that the learning taking place is meaningful for the children. I also liked the ESERO 62 lesson and think your idea of splitting the class into groups for investigation work will enhance the overall learning opportunities taking place.
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1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
Module 2 Assignment
Autumn planet observation.
First of all I would create an awareness of the different planets and how they are best identified. Students would look at a video illustrating this before we looked and discussed a PowerPoint presentation that I would have created in small groups.
The class would then respond to a worksheet that I would have created on the topic of planets – it would ask them to identify what planet they can see and what are the distinct elements for the planet. On the worksheet it would identify the date and time of observations. Weather conditions and whether it was a clear night or not. It would also ask them to identify where they are looking and draw an image of the other stars they see in the sky around the planet. This would be done over a period of weeks.Each day, students would discuss in groups their observations. The class would then fill in a class chart that would be on display in the classroom. Students could visit other classes to give a weekly update on their observations.
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I know that kids in my class this year will really enjoy observing the moon over a month. There is much to learn from observing it, that it is spherical, that it is lit by the sun and that we see different amounts of the lit side as it moves around us in space.
We would plan to observe the moon in school first thing in the morning just after 9am. The Moon Observation Log from the module is a great idea to record and track the progress of the moon as it our view of it changes over the month. Each child would have one to fill out and learn from. As I understand it, January would be a good month to do our observing as the moon would still be visible in the mornings with the shorter days and the later mornings.
As we know, January can be a long and hard month at school being cold and just after Christmas. A continuous lesson like this would give the children something to look forward to -
Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would introduce the idea of the solar system to the pupils by showing them this video – https://youtu.be/_LGvH-iuMS8
Then I would turn off all the lights in the classroom and close the blinds. I would display a picture of the night sky. Ask the pupils a simple question ‘What would you see in the sky at night?’ Let the pupils answer this using the think pair and share methodology and then get their ideas. Display their suggestions on the whiteboard then at the end of the lesson they can compare their initial ideas with the correct facts.
Teach the pupils about all of the planets but focus on the autumn ones – Saturn and Jupiter. Talk about their characteristics etc. Create an autumn night sky map for the pupils.
Use questions like –
Find the direction the planet should face.
Locate Saturn or Jupiter.
Mark the planet on the map.
Draw what they think it would look like through a telescope.
Ensure the pupil records the time and date they see the planet. Ask them to record data about these planets for a few weeks to see of they are still visible a month later.
Finishing activity – Choose one child to come to the front and secretly give them a planet card. They become the “planet” and the rest of the class are the detectives.
The class can ask yes/no questions to figure out which planet they are.
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Module 2: Observing the Moon
For this activity I would plan to observe the Moon in the morning with my 5th class. The waning gibbous phase would be a good time for this, as the Moon can still be visible in the morning after a full Moon. Some suitable dates would be around 28 September, 27 or 28 October and 25 to 27 November 2026. Of course, this would depend on the Irish weather and visibility on the dayI would begin by asking the children if they think it is possible to see the Moon during the daytime. This should lead to a good discussion, as some children may think that the Moon can only be seen at night. We could make predictions before going outside to see if we can spot it.
Before our observation, I would use the ESERO activity from the module with a ball and lamp to demonstrate how the Sun lights the Moon and why we see different phases. We would then go outside and try to locate the Moon in the sky. The children could sketch what they see and record the date, time and weather conditions. We could repeat this over a few mornings and discuss any changes we notice.
I would also use some of the online resources suggested in the module. Time and Date could be used to check the Moon phases and suitable viewing times. Heavens Above and Stellarium would also be useful for exploring the Moon and other objects in the sky with the class.
I think using a mixture of classroom activities, online resources and actually going outside to observe the Moon would make the lesson enjoyable and give the children a better understanding of the Moon and its phases.
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<p class=”isSelectedEnd”>Create a short teaching resource using Stellarium/ WorldWide Telescope:</p>
<p class=”isSelectedEnd”>In this activity I would use Stellarium/WorldWide Telescope to help the children to explore and learn about space in an interactive and engaging way. The lesson would begin by encouraging children to think about what they already know about the night sky. Children could share their ideas and develop questions they would like to investigate.</p>
Children could then use Stellarium or WorldWide Telescope to explore the night sky. Look for tand identifying the moon, planets, stars, and different constellations. children would be able to can change the date and time to see how the sky looks at different times with these digital resources, and discover that some objects appear to move or change position. Children can work in pairs or small groups to investigate simple questions and record what they notice through drawings, simple notes, or screenshots (using school ipads).I would ask the children guiding questions and encourage them to explain what they have discovered. At the end of the activity, children share their findings with the class. This activity encourages curiosity, questioning, observation, teamwork, digital skills, and scientific thinking, while helping children develop an understanding of the world beyond Earth.
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For my Fourth Class pupils, I would create an “Autumn Planet Watch” to encourage them to explore the night sky and develop their interest in space. We would begin by discussing what the children already know about planets, stars and the Moon. I would then introduce a simple observing plan. In September, we could look for bright Venus after sunset, while Saturn would be a good target throughout autumn, particularly in October when it is especially well placed for observation. We could also discuss Jupiter and Mars and how their visibility changes throughout the year.
Each child could keep a simple observation diary, recording the date, time, weather, what they observed and drawing what they saw. To make the learning interactive, I would use a torch and balls to demonstrate the Sun, Earth and planets and show how their positions change.
I would encourage families to take part in a short “10-minute Planet Challenge” at home, allowing children to observe the sky safely with an adult. Back in school, we could compare observations and create a class display showing our autumn discoveries. This activity would support Science, Maths, English and Visual Arts while developing curiosity, observation skills and a sense of wonder about the universe.-
I like the links you have made to Visual Arts and also weather as children are tasked with keeping a detailed observation diary of what they see each evening at home. The “10-Minute Planet Challenge” at home would also be a great way for families to get involved with what their children are learning in school.
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I really like the Star Wheel activity because I think it would be a fun way to get the children in my Fifth Class interested in space. It is a simple activity, but it gives the children a chance to learn about stars and constellations in a practical way.
I would start by asking the children what they know about stars. I would ask them if they have ever looked at the night sky and if they can name any constellations. This would get them talking and sharing what they already know.
I would then show the children the Star Wheel and explain how it can help us find stars and constellations in the sky. The children could make their own Star Wheel and work in pairs to use them.
I think the children would really enjoy trying to find different constellations. I could also ask them to make up their own constellation and give it a name. This would make the activity more fun and allow them to be creative.
Overall, I think the Star Wheel would be a great activity for Fifth Class. It would make learning about space more interesting, practical and enjoyable for the children.-
Hi Eoghan,
Welcome to the course. It is great to hear your feedback on the star wheel activity. I agree that this gives the senior class pupils the opportunity to learn about constellations in an active and practical way. While the learners may be familiar with some constellations, the star wheel also supports their learning in identifying constellations and also using them to guide their own observations at home.
As you have said, it is a great activity for senior class pupils. Thanks for sharing, I hope you enjoy the other modules in this course.
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I would engage the children in my class by using Stellarium to explore the night sky, developing their understanding of astronomy in an interactive, practical way.
Firstly, I would ask the children their thoughts of what they would see if they observed the sky from our school at night time. We would discuss familiar objects such as the Moon and stars before introducing planets and constellations.
Using Stellarium on the interactive whiteboard, I would set our school’s location and allow the children to explore the sky at different times and days. Working collaboratively in pairs/groups, the children could investigate questions such as:
Which planets can we see tonight?
Where will the Moon be tomorrow?
Does the sky look the same throughout the year?
They could record their observations on a simple chart and draw what they discover.
I would encourage the children to make predictions before using Stellarium and then check whether their predictions were accurate. This would develop the student’s curiosity, questioning, observation and critical-thinking skills. The activity could be extended by asking groups to create a short presentation about a planet/constellation tof their choice that they discovered.
Using Stellarium would make an abstract topic such as this one much more accessible, because children can manipulate the time, date and viewpoint of their own accord. It would also demonstrate how technology can be used meaningfully within STEM education to investigate, explore and answer questions rather than simply as a tool for presenting information.-
This is a very comprehensive and considered plan to use Stellarium effectively. The questions to introduce the topic would no doubt reveal good prior knowledge within the class, allowing children to collaboratively learn from each other. I also like the idea of letting children draw what they discover. This could also nicely lend itself to an art lesson.
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Hi Aisling,
Welcome to the course. Thanks for sharing your lesson idea using Stellarium. I agree that Stellarium is a great resource and as you have said it can make the abstract concepts such as constellations more accessible for our learners.
You have a comprehensive plan to explore Stellarium in the class which allows for lots of support for the learners’ own observations of the night sky at home. I also like how you are considering digital tools and presentations for the learners to show their work. Great ideas, thanks for sharing. I hope you enjoy the course.
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Responding to: 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 begin this topic by eliciting prior knowledge about the moon with the class. This can be done with a KWL. I would imagine that there may be some misconceptions with younger class about the moon only being visible during the night. This discussion would also hopefully lead to the question: ‘Why does the moon look different every day?’
Following this, we would explore the six phases of the moon by looking at photographs: New Moon, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous and Last Quarter. For a practical exploration, the teacher could demonstrate the moon phases with an experiment whereby 3 children act as the sun (using a torch), the moon (using a ball) and the Earth (standing still), and have the moon circle the Earth in an anticlockwise direction.
As the moon is generally visible in the morning during the Third Quarter and Waning Crescent phases, the 4th September or 1st December would be good dates to plan for viewing the moon at school.
To explore the other phases of the moon, children could complete a moon diary for homework where they record the appearance of the moon and label the different phases.
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Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school?
For this lesson, I would focus on the Third/Last Quarter Moon, as this is a good phase for observing the Moon in the morning. During the 2026/2027 school year, suitable dates include 24 September and 24 October 2026. I would bring the children outside in the morning and see if we can spot the Moon from the school grounds. Before going outside, we could use the ESERO Ireland Moon and Solar System resources to research the different phases and make predictions about what we expect to see. I would ask questions such as, “If we usually see the Moon at night, why can we see it in the morning?” and “Will the Moon look the same tomorrow?”
I would also give the children a simple Moon diary to complete at home over a week or month. They could record the date, time, shape and position of the Moon and make a quick sketch of what they observe. We could then bring our findings back to class and compare them, looking for patterns and discussing why the Moon appears to change shape. I think this would make the learning much more meaningful because the children are actively questioning, observing, researching and discovering rather than simply learning the phases from a textbook.
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Module 2 Assignment
Plan to observe the moon – which phase of the moon is the best for observing in the morning from school? What dates will that be?
Before beginning an observation I would have begun with an assessment of children’s prior knowledge using some prompts and questions.
For a school based in Westmeath the waning phases of the moon would be the best for students to observe and investigate. Waning gibbous would be the easiest to see in the morning as it is bright and stays visible after sunrise. Last quarter moon would also be a good option as it is high in the sky; especially if your school has access to a telescope and/or binoculars. The ideal dates for observation would be a few days after the full moon through to the last quarter moon. This would give us a bright moon that is in a good position for morning viewing and shows us plenty of surface features.
Stellarium provides us with an opportunity to look at the moon as a whole class, in pairs or as individuals. The zooming function makes it easy for students to identify features and track how the moon changes as time moves on.
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Observing the moon
To introduce the topic, I would have a conversation/discussion with the children about the moon. Gather prior knowledge as well as spark interest. We would explore a variety of images and discuss them in groups.
I would use the waning phase of the moon to explore. I would first discuss the various phases that exist and then explain why we might explore this phase, posing a variety of questions to the kids to encourage their input. Because this phase is visible in the morning, it would give the children the best learning experience. Prior to our visit outside, the children would all be given a sheet where they would record what they expect to see and why. They would also draw a rough sketch of what they expect the moon to look like.
The following week I would complete the same task and see can we record any differences or similarities. I would ask the children to view the moon in the evening and return to school with their observations. Classroom discussions are a crucial method to develop children’s understandings. This activity overall would prove extremely beneficial to children’s learning and help them understand the topic and gain hands-on experience.-
Hi Micaela,
Welcome to the course. Thanks for sharing your plan to observe the moon with the learners in your class. It is a good idea to explore the learners’ prior knowledge about the moon and this may also address any misconceptions that the moon is only out at night.
I like how you are planning to explore the phases of the moon and prepare the learners before they go out to observe the moon during school time. This will guide their observations and allow for skills development. I also like how you plan to extend the observations with some at home for comparison. Thanks for sharing, I hope you enjoy the course.
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I found the moon observation lesson by ESERO to be a very useful and adaptable lesson that I could use with my second class group quite easily. I would begin by showing the children a video or picture of the different phases of the moon as a stimulus for discussion around their prior knowledge. We would go outside to see if the moon is visible during the day and discuss what we observe.
Next, the children would take a more hands on appraoch using a globe, ball and a torch to demonstrate how the moon appears to change shape as a result of the light it recives from the sun during its orbit of the earth. The children could then make these phases of the moon using clay for cross curricular linkage with art.
To follow on from this, the children could engage in a home links task where they complete drawings of the moon from observations with their families each evening. We could create a mind map at the end of the topic to include everything that the children have learned about the moon and play a game where six children are given a moon phase and the class must arrange them in the correct order.
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Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would introduce an Autumn Skywatching Investigation with my class, encouraging the children to become astronomers and investigate which planets can be seen in the evening sky from Ireland. I would begin by asking questions such as, “Can we see planets every night?”, “Are the same planets visible throughout the year?” and “How can we tell a planet from a star?” The children would make predictions about what they think they might see.
Before going outside, I would use Stellarium to explore the evening sky and identify which planets are visible during the autumn months, where they will appear and approximately what time they can be observed. This would allow the children to become familiar with the night sky before making their own observations. ESERO encourages the use of space-based activities to develop questioning, observing, predicting, recording and communicating skills.
I would then send home a simple Autumn Skywatching Observation Sheet. On one clear evening each week, children could spend approximately 10–15 minutes observing the sky with an adult. They would record the date, time, weather conditions, direction they were looking, planets or other objects they identified and a simple sketch of what they observed. They could use a star map or Stellarium to help identify objects.
Back in school, we would compare our observations and look for patterns. We would discuss questions such as “Did we all see the same planets?”, “Did their positions appear to change?” and “Why might a planet not have been visible on a particular evening?” Children could plot their observations on a class chart and create a display showing the planets visible during autumn.
This activity would give children an opportunity to experience real scientific observation over time, rather than simply learning about planets from a textbook. It would also provide opportunities for children to work scientifically by asking questions, making predictions, observing, recording evidence, identifying patterns and communicating their findings. It could also encourage families to take an interest in astronomy and the importance of protecting our dark skies. ESERO Ireland highlights hands-on STEM experiences and the use of space to inspire curiosity and develop STEM skills.
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Observing the moon could 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 crescent moon is often the best for morning observations, as the moon remains visible well after sunrise. 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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Create a short teaching resource using Stellarium/ WorldWide Telescope
I think that Stellarium will be a great resource in my classroom. I will begin by showing the children how Stellarium works and allowing them to explore using it. We will use it find out what planets can be seen in the nights sky a few nights during the week and the children will be asked to look at the sky for a few minutes each evening. By looking at the sky on Stellarium beforehand they will know what to look out for and what planets they are trying to find.
After teaching about the nights sky, planets, and stars I will give the children a project to do. In groups the children will use Stellarium to explore the nights sky on the date of their birth. I will have a worksheet designed to help them record what planets they see and draw some constellations that were visible on their birth date.-
I really like your idea of using Stellarium as a way of connecting what the children see on screen with what they can actually observe in the night sky. I think allowing them to explore the programme first is a great approach because it gives them ownership of their learning and builds confidence before asking them to identify planets themselves. I particularly like the idea of checking Stellarium before going outside, as the children will have a clear purpose and know what they are looking for. The birthday project is also a lovely personal touch. I think the children would be genuinely excited to discover what the sky looked like on the day they were born. Working in groups and recording planets and constellations would also encourage discussion, teamwork and careful observation. Overall, I think this would make astronomy much more meaningful and engaging for the children.
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I would engage the children in an autumn observing plan where they investigate which planets can be seen in the evening sky. I would begin by asking the children what they already know about planets and whether they think planets can be seen from Earth without a telescope. Using Stellarium or another age-appropriate astronomy resource, I would show the children how the night sky changes and identify the planets that may be visible during autumn.
As a class, we would create an observation chart showing the date, time, planet observed and any other observations. Children could work in pairs to look at the evening sky from home with an adult and record what they notice. We could also use Stellarium in school to check the position of the planets and compare this with their observations. Children could draw the planets and record whether they were easy or difficult to see.
This activity would develop curiosity and encourage children to make observations, record information and identify patterns. It would also integrate technology, science and mathematics while giving children an opportunity to explore space in a practical and meaningful way.
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Hi Sarah,
Welcome to the course. I really like that you would begin by asking pupils what they already know about planets and whether they think any can be seen from Earth without a telescope. This would be a great way to spark curiosity and discussion.
Using Stellarium in class is a strong idea, as it allows pupils to explore the evening sky safely and identify which planets may be visible before they try observing at home. Comparing real observations with Stellarium would also help pupils notice patterns and understand that the night sky changes over time.
I particularly like the home observation element with an adult, as it creates a lovely home-school link. Adding details such as weather, direction, brightness and whether the object twinkled or not in their records would also help pupils compare observations more closely.
Thanks for sharing and hope you enjoy the course.
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For my multi-grade classroom from infants to second class, I would make this an enjoyable autumn sky-watching activity that all children can take part in at their own level. I would begin by talking about what the children can see in the evening sky and introduce the idea that some of the bright objects we see are planets. We would keep a simple class observation chart where the children could record the date, time, weather and what they notice.
For the younger children, I would encourage them to draw what they see, while first and second class could write simple observations and identify planets using a child-friendly sky map. We could look for Venus, Jupiter and Saturn, depending on what is visible during the particular autumn evening. I would encourage children to observe the sky with their families at home and bring their findings back to class.
I would also create a large classroom “Autumn Sky” display where each child could add their observations. This would allow us to compare what different children noticed and discuss why the sky might look different from one evening to another. I could introduce simple questions such as, “Which object was brightest?” or “Did you notice the Moon nearby?” Older children could help the infants identify objects and record the date and time. I think this would create a lovely opportunity for peer learning while making astronomy feel connected to the children’s everyday lives.-
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I love the differentiation you have used here in this lesson.
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”>I love the idea of the Autumn sky display it would be a lovely way for children to come together and learn together and it would instill excitement and enthusiasm for the project.</p> -
I like the idea of creating a night sky map in the classroom, very visual. I also like the Stellarium web views, this would be a nice visual add on. We have been lucky in our remote area that we have had astronomers in to talk about the planets and do dark sky viewings in a nearby hall, which has created lots of curious minds.
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I would choose an activity from the Framework for Inquiry based around the question, “Can we see the Moon during the day?” I think this would be a good activity for Junior/Senior Infants as the children may already have ideas about when and where we can see the Moon.
I would begin with a picture or short story about the Moon and ask the children what they already know. I would then introduce the question and allow them to make predictions. Some children might think that the Moon is only visible at night, while others may have seen it during the day. We would discuss their ideas without immediately giving them the answer.
The children could then investigate using a simple model with a ball to represent the Earth, a smaller ball for the Moon and a lamp for the Sun. They could explore how the position of the Moon affects when we can see it. We could then use Stellarium to look at the Moon at different times of the day to take the investigation further.
I would finish by discussing what we discovered and encouraging the children to share their observations. This allows the children to be active participants in their learning through questioning, predicting, exploring and communicating their ideas.
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Using multiple resources such as TimeandDate.com, Heavensabove, Stellarium and WorldwideTelescope I would create an observing plan for Autumn that shows which planets are available to see in the evening sky. After learning about Stellarium, I would introduce this in class and give children basic knowledge on how best to use it at home.
I would begin by introducing the children to a few planets that they might be able to see and explain that stars twinkle, while planets usually look more like bright, steady lights. I would give each child a simple “Planet Spotter” sheet to take home. They could go outside with a parent or family member on a clear evening and see if they can spot anything interesting in the sky. They could record the date, time and weather and draw a picture of what they saw. I would also include a simple sky map to help them work out which direction to look.
Focusing on the months of October and November I would give children the task of investigating a planet; with the following prompts.
They would be asked to record the following –Where is the planet in the sky? What direction should we look? What time is it visible? How bright does it appear? Can it be seen with the naked eye? What equipment would help?
The children would be encouraged to use Stellarium to compare their findings with the actual sky.
STEM has the goal of encouraging children to engage, investigate and extend their knowledge. For that reason I would ask the children to create their own Astronomy journal which could consist of the following topics:
Date and time
Weather conditions
Location
What I predicted I would see
What I actually saw
Planet/constellation identified
Drawing or Stellarium screenshot
Equipment used
Questions I have
Something new I learned -
Create a short teaching resource using Stellarium/ WorldWide Telescope
As it could be fairly problematic to use this resource fully, given that school access during the hours of darkness might not be available, I decided to concentrate on how to work around this dilemma:
1. Stellarium could be used as part of a wider project on the planets. Pupils could pick a planet to work on, as per any school project, but could use Stellarium to track that planet’s distance from Earth throughout the school year. This data could then be added to the core project, and would give pupils a better understanding of the relative motion of the planets.
2. Pupils could download Stellarium for home use and upload their findings/screenshots etc to our Google Classroom pages.
3. A class project on Venus would allow Stellarium to be used in class during the winter months, as it may be visible (or at least above the horizon) for a part of the school morning. -
Create a short teaching resource using Stellarium/ WorldWide Telescope
As it could be fairly problematic to use this resource fully, given that school access during the hours of darkness might not be available, I decided to concentrate on how to work around this dilemma:
1. Stellarium could be used as part of a wider project on the planets. Pupils could pick a planet to work on, as per any school project, but could use Stellarium to track that planet’s distance from Earth throughout the school year. This data could then be added to the core project, and would give pupils a better understanding of the relative motion of the planets.
2. Pupils could download Stellarium for home use and upload their findings/screenshots etc to our Google Classroom pages.
3. A class project on Venus would allow Stellarium to be used in class during the winter months, as it may be visible (or at least above the horizon) for a part of the school morning. -
<p class=”isSelectedEnd”>I would choose to observe the Moon with my class. I think this would be a fun activity for young children as they can see the Moon from home and at school. We would start by reading the story ‘Kitten’s First Full Moon’ and then I would ask them what they already know about the Moon. We could look at pictures of the different Moon phases and talk about how the Moon can look different at different times.</p>
<p class=”isSelectedEnd”>We would find out which phase of the Moon would be best to see in the morning from our school. On the mornings when the Moon is visible, we would go outside and look at it. The children could draw what they see and we could make a class Moon diary.</p>
We could also take some photographs and compare them with the children’s drawings. At the end, we could talk about what we noticed and if the Moon looked different each time. I think this would be a simple and enjoyable way to learn about space through observation.-
I like the idea of the children having a ‘moon diary’. This idea is great for younger children and I also think it is a good activity to get them outside first thing in the morning. The idea of taking photographs is also effective as it would serve as a visual reminder for some children who may need this approach.
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Hi Clodagh
Welcome to the course and thanks for sharing your plan to observe the moon.
I like how you plan to introduce the topic through story initially and explore what the learners already know. This may also address the misconception that the moon is only out at night.
I like how you are creating a class Moon Diary to record their observations and it is a great idea to take photos too to compare their drawings with the photos. As you have said it is a simple but enjoyable task to learn about the moon and would be very engaging for the learners.
Thanks for sharing, I hope you enjoy the course.
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I have chosen to use the Worldwide Telscope resource and would create a simple graph template with 2 axis, once showing time of day and the other showing the level of the sun. This lesson would be suitable for a Senior Class.
Using Worldwide Telescope, I was thinking of a few different lessons you could use for this resource. One would be tracking the Sunrise and Sunset times over the course of a month, using a large class graph display with each child contributing.
Using the ‘Suns Seasonal Journey’ resource on WorldWide Telescope, I also think an integrated Maths and SESE lesson of giving the students different locations and graphing the seasonal Sunrise and Sunset times compared to Ireland would be a great way of showing the seasonality of different locations and having students explain why those locations have different daylight length compared to here at home. I would encourage the students to think about longitude and ask students how this might affect the seasons in each of the different locations.
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I really like the sound of this Patrick! Your idea to use a graph with an x and y axis to display the level of the sun and at what time of day is a great way to integrate maths into your lesson. I also really like the idea of tracking the sunrise and sunset times over a month. It would be very interesting to compare these as they can change by up to a few minutes each day. It is also something that is very relevant to the children, especially sunset times, as it comes into winter as they may need to train under flood lights or walk their dog before it gets dark etc!
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1. Create an observing plan for the autumn that shows which planets are visible in the evening sky
I would engage the children by asking questions such as ‘What can you see in the sky that is in space?’ and ‘When can you see them?’. I would then show them a picture of a clear blue sky with bright objects and would encourage the children to discuss what they think the objects are. I would inform them that planets are often visible in the sky during the daytime. I would use the Stellarium website and set the location to the location of the school. I would show the children the ‘Planets Tonight’ section to see what planets are visible from this location tonight and at what times. I would encourage the children to observe the sky with a parent/ guardian once a week for the autumn months. I would encourage them to pick an evening when the sky is clear and draw a picture of what they observe. I would link in with parents and ask them to identify north, south, east and west for their child and I would give them the link to the Stellarium website. I would also send parents a screenshot from the Stellarium website of what the sky should look like and what planets should be visible once a week. The children would compare their observations at the end of each month and then at the end of autumn.
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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 planet you found. 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. -
The lesson I chose to investigate and would implement in my class would be based around observing the moon. I think this is very topical at the moment with the recent lunar eclipse. I also think this would be a nice lesson to complete with Junior Infants. I think it would be a great start to the day to observe the moon in the sky and look at how the moon looks different depending on where it is in its orbit. The video ‘Paxi and our Moon’ was very effective in explaining the different phases of the moon and also how an eclipse occurs. This may be a little abstract for younger children but I think it would work well in older classes. In the morning the moon would be visible in its third quarter and I looked up when this would be happening next. It will be on the 4th of September 2026 and the 3rd of October 2026.
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Observing the Moon
I would choose the Third Quarter Moon for a morning observation. I think this would be a nice activity to do with my class as it would challenge the idea that the Moon can only be seen at night. The Third Quarter Moon can be seen in the morning, which would give the children the opportunity to observe it for themselves rather than just learning about it from a book.
I would choose 3rd October as our observation date as it falls at the beginning of Space Week in school, so it would tie in nicely with other space activities we would be doing. I would bring the children outside in the morning and ask them to look carefully at the Moon and record what they notice. We could talk about its shape, where it is in the sky and how it looks compared with pictures of the different Moon phases.
I would also use Stellarium with the class to investigate the Moon and see how its position and appearance changes. I think this would be a simple but effective activity to get the children interested in space and encourage them to look up and notice things for themselves.
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Hi Coral,
Welcome to the course. Thanks for your contributions to the course modules so far.
Space Week is an ideal opportunity to observe and learn about the moon. And as it falls in the third quarter moon phase it is a good time for observation during the day and address the misconception that the moon is only out at night as you have said. I also agree that allowing the learners to go out and observe themselves is more engaging than reading from a book.
Stellarium is a great resource to explore the night sky and the phases of the moon. As you have said it is a simpbe but effective activity and will encourage the learners to look up and notice things in the night sky for themselves.
Thanks for sharing, I hope you enjoy the other modules in the course.
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I would engage 4th class studdents by a 4 week Atumn Planet Tracking.
– project a hight resolution unlabelled photo of bright point of light next to the moon (jupiter) and ask is this a star, satellite of another world.
– teach students stargazing – stars twinkle planets shine steadily. id give the flashlight demonstrated in a darkened moon to show turbulent our break up pinpoint star light leaves larger plane discs solid.
– id take them outside to teach them how to locate east the sun rise and west sun set and then south and north using handheld compasses.
– id gthen teach students how to measure angles and heights in the sky . a closed fist held out is 10 degrees and a single finger is 1 degrees.
id then get students to sketch their home back garden horizon on a paper plate marking trees horizon roofs, boundaries etc. as viewing planets in the Autumn evening.
– Id use stellarium as an online astronomy tracker project onto the classroom.
– id ask pupils to build a wall od data tracking planets like jupiter saturn across autumn months to help find patterns. -
The Paxi videos are a good stimulus to start the stargazing lesson, and very child friendly. Questions to children of what they know of the stars in the sky will elicit prior knowledge. Using Uncle Al’s Hands On Universe Star Wheels helps children see what the night sky looks like at any time of night and any month of the year, and can be done at their desks, in small groups. I used the example given of UNCLE AL’S STAR WHEELS for Northern Hemisphere. They rotate the wheel so the date matches the time, and the window shows the stars and planets currently above the horizon. To observe a planet, children find its name on the wheel and check whether it appears in the viewing window. If it is in the east, it will rise soon; if it is high in the south, it is visible around midnight; and if it is in the west, it is setting. Turning the wheel through different months shows when a planet appears in the sky, helping children identify whether it is visible in winter, summer, evening, or early morning.
Once children can locate a chosen constellation using the Northern Hemisphere star wheel, they can recreate it using the tinfoil stars and black cardboard constellation activity. This follow on task strengthens pattern recognition and helps them connect the star map to a physical model they build themselves. -
Create an observing plan for Autumn that shows which planets are visible in the evening sky.
This would be a lovely beginning of the year activity to get the children back into an evening/homework routine. I would give this activity to do every evening with an adult for a 4 week period where they would observe the evening sky at home and record their observations.
After discussion in the class about the planets and asking questions such as do you think we can we see planets just by looking up at the sky? Do we need anything to help us see the planets? How could we recognise the difference between a planet and a star? On the school iPads we would log onto Stellarium and look at the planets and where the planets should be depending on our area.
At home the children would record and draw what they see in the sky on an observation log provided by me. They would record the date, time, weather conditions and planets they think they see in the sky. They would continue this for a 4 week period. At the end of every week the children would get into groups and discuss their observations.
At the end of the month the class will share what they observed at the whole school assembly discussing their findings such as what planets were easiest to find, whether they appeared in the same position every night, how they could spot a planet over a star and so on.
This is such a lovely activity prompting curiosity and an interest in the planets and space all while developing their recording and observation skills.
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Hi Brónah,
Welcome to the course. I agree that this would be a lovely activity at the beginning of the year when getting back into the homework routine.
Using Stellarium is a great support to guide the learners in their observations at home and you could also consider sending the link home to allow the learners and their parents to explore it before their own observations.
A 4 week period would allow for lots of different observations in different weather conditions, as you have said it is a lovely activity to promote and encourage curiosity about the night sky while also allowing for skills development. Thanks for sharing, O hope you enjoy the course.
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Plan to Observe the Moon
As our school is located in Dublin 8, I would plan this investigation for the first full week back after the summer holidays. I would carry out the observations from 4th–10th September, when the Moon is moving from the Last Quarter phase into the waning crescent phase. (Provided the Moon is visible in the sky during the school morning!)
To introduce the activity, I could use the ESERO “Day and Night in the World” resource to revise the relationship between the Earth and the Sun, and we could explore the different phases of the Moon and discuss any ideas or misconceptions the children may have about why the Moon changes shape. As Michelle said, this may also address the misconception that the moon is only out at night.
Before heading outside, pupils could use Stellarium Web to predict where the Moon should appear in the Dublin 8 sky. This would allow them to compare a digital prediction with their real-life observations and see how technology can support scientific investigation.
At the same time each morning (around 9.30–10.00 am), the class would go outside to observe the Moon. Pupils would sketch what they see, record the date, time, weather conditions and make use of the recording sheet and incorporate digital literacy here, as Michelle suggested, maybe taking photographs. By using photographs you could also compare them to the different phases of the moon and this would be very useful and allow for meaningful engagement hopefully. -
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 found the learning about the moon in this module very interesting and therefore have decided to choose the above for this modules assignment.
My school is based in North Co. Dublin.
I would begin by asking an inquiry question re. the moon and if the children think it is visible during the daytime. I would go on to explain that the moon doesn’t make its own light and that the sun lights up the moon. Therefore we can see it half of during daylight hours and the other half at night.
I would choose a waning crescent moon as this phase is visible during the morning and is therefore much more practical for students to observe during school hours. The moon is particularly suitable for observation in the days following the third-quarter phase, when it rises during the early hours and remains visible into the morning.
For September 2026, the best opportunity would be between 6th – 8th. On 6th September, the moon is around 28% illuminated and sets at approximately 9:10 am; on 7 September it is around 18% illuminated and sets at approximately 10:11 am; and on 8 September it is around 9% illuminated and sets at approximately 11:08 am. This information was easily found online.
I would bring the students outside during the morning and ask them to observe the moon, recording its shape, position in the sky, direction and approx. time. They could make a simple drawings and compare their observations with a Moon-phase calendar. I would also encourage them to make predictions about what the Moon might look like on the following morning.
In a previous forum post I also noted a tip which I too would include which was ; to cover the sun with a building or stand with the sun behind them as the moon i much easier to see when you are not looking at the sun.
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This would require some preparatory work in school, as part of a series of lessons on space. We might first go outside with the ipads and practise using the compass tool to become familiar with rotating to find N/S/E/W.
We would then explore either Stellarium or timeanddate.com on the interactive whiteboard (I use the latter myself when looking for planets, and combine it with the compass tool on my iphone to orientate myself!) I think Stellarium might be more user friendly for children; it is somewhat clearer and I especially like the night vision/ red mode!)
One night a week, in lieu of another piece of homework, the children would be encouraged to go outside with an adult and use the Stellarium night sky map to explore the planets they can see. They would be given a simple worksheet where they could record the date, time and a simple sketch of the night sky. Based on today, for example, using the Stellarium Planets Visability function, I would expect to be able to see the moon, venus, and potentially Saturn after sunset but before my bedtime! Later in the autumn, with shorter daylight, there would be more planets visible for the children. -
Hi,
I would start by reading a simple space book such as Look Inside Space by Katie Daynes. We would talk about what the children already know about space, the Moon, stars and planets.
I would then use Stellarium to show the children what the evening sky might look like during autumn. I would keep it simple and focus on what they can see rather than giving them too much information.
As a class, we could make a simple plan to look at the evening sky on a few different nights. With an adult, the children could look outside and see if they can spot the Moon, stars or any bright planets. They could draw what they see on a simple recording sheet.
The next day, we could talk about what everyone noticed and compare our drawings. I think this would be a nice activity for Senior Infants as it would get them interested in space and encourage them to look carefully, ask questions and share their ideas. It also shows them that STEM can be part of things they see in everyday life.
Thanks ,
Michelle-
Hi Michelle,
Welcome to the course. Thanks for sharing such a lovely approach for Senior Infants. Beginning with a simple space book such as Look Inside Space is a great way to spark curiosity and introduce the children to ideas about the Moon, stars and planets in an accessible way.
I really like that you would use Stellarium to show what the autumn evening sky might look like, while keeping the focus on what the children can actually observe. This would make the activity meaningful without overwhelming them with too much information. The home observation task with an adult is also a lovely way to involve families and connect classroom learning with the real sky. Drawing what they see on a simple recording sheet and comparing drawings the next day would encourage observation, discussion and communication.
Thanks for sharing, and hope you enjoy the rest of the course.
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I would begin the lesson by showing a short video clip or photographs of the 1969 Apollo 11 Moon Landing. This is a series of lessons I always enjoy teaching to 2<sup>nd</sup> class. They are so interested and fascinated by The Moon landing and I often integrate a reading comprehension on Neil Armstrong also.
I would engage the class with the following questions;
What do you know about the Moon?
Have you ever looked at the Moon at night?
Does the Moon always look the same?Moon Observation Plan – October
Ask pupils to observe the Moon with a family member on the following dates and record what they see in a simple Moon journal.
October Moon Observation Dates (2026)
<table>
<thead>
<tr>
<td>Date</td>
<td>Moon Phase</td>
<td>What Children Will See</td>
</tr>
</thead>
<tbody>
<tr>
<td>10 October</td>
<td>New Moon</td>
<td>Difficult to see – discuss why it seems to disappear.</td>
</tr>
<tr>
<td>14 October</td>
<td>Waxing Crescent</td>
<td>A thin crescent shape.</td>
</tr>
<tr>
<td>18 October</td>
<td>First Quarter (Half Moon)</td>
<td>Half of the Moon appears lit. </td>
</tr>
<tr>
<td>22 October</td>
<td>Waxing Gibbous</td>
<td>More than half of the Moon is lit.</td>
</tr>
<tr>
<td>26 October</td>
<td>Full Moon</td>
<td>A complete round Moon. </td>
</tr>
</tbody>
</table>
Classroom Activities
Draw and label the Moon observed on each date.
Compare observations from different pupils.
Discuss why the Moon appears to change shape.Reflection
At the end of October, pupils share their Moon journals and discuss what they learned about the Moon’s changing phases and its place in our solar system.
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Hi Aoife,
Welcome to the course. I really like the idea of beginning with images or a short clip from the Apollo 11 Moon landing, as this would immediately capture pupils’ curiosity and create a lovely link with history and literacy through your Neil Armstrong comprehension work.
Your opening questions are a great way to elicit prior knowledge and encourage pupils to think about whether the Moon always looks the same. The Moon journal is also a lovely home-school link, giving children the chance to observe with a family member and record what they notice over time.
I like how pupils would draw, label and compare the Moon’s phases during October. To strengthen this further, you could also include a morning school observation around the Last Quarter Moon, as this is especially suitable for viewing during the school day.
Just a note, some formatting code seems to have copied over. To prevent this in future, you could try right clicking in the text box and selecting ‘paste as plain text’.
Thanks for sharing.
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One of my monthly themes for Junior Infants is “Weather and Space”, and I feel that Stellarium would be a really useful resource to integrate within this unit. I would use it to introduce the children to the night sky and to provide them with the opportunity to identify the moon, planets, and stars. This would not only be a strong opportunity for the children to truly see what the night sky looks like but would also lend itself wonderfully to oral language and the use of our key vocabulary.
The story “Whatever Next!” by Jill Murphy would be a really lovely stimulus for this. Following our read-aloud, I would ask the children to recall the various places that the Bear visited in Space and to list some of the things that he saw from his rocket. I would then link this to their own experience of the night sky by asking them to recall what they can see in the sky at night time. Their answers would be recorded on a flipchart.
I would then use Stellarium on the interactive whiteboard to show the night sky and allow the children to identify things they recognise and listed, such as the Moon and stars. I would change the date and time to demonstrate that the sky changes over time and ask simple questions such as, “Can you find the Moon?”, “What do you notice about the stars?” and “Is the Moon in the same place as it was earlier?”
The children could discuss what they can see in their talk partners or else as a whole class. As a follow-up activity, they could draw pictures of the night sky. Being an Infant teacher, I would also likely use it as a stimulus for simple songs and rhymes such as “Zoom Zoom Zoom, We’re Going to the Moon”! -
The activity that I would choose to engage children in my class with would be the lesson on constellations, in particular the lesson “Seeing Stars! -Looking At The Plough In Two Different Ways”. This particular activity appealed to me the most due to the activity as it incorporates all aspects of STEM including Maths (shape & space and measures).
I would begin the lesson by engaging the pupils using a trigger such as images of everyday objects viewed from different angles or perspectives. I would then establish prior knowledge through a series of questions and images to find out what pupils already know about stars and constellations after I introduced to topic. I would then begin exploring different constellations through group work investigations, giving each student time to research a different constellation.
Once the pupils are engaged they would then explore how theses constellations might look from places other than earth or from different perspectives. The class would then move onto the activity outlined in the resources sheets provided in the module. As a follow up pupils could research and create another constellation of their choosing or use the measurements provided in the primaryscience plan. -
I would use Stellarium with my 4th class to introduce the children to the night sky and help them explore space in an interactive way. The children will be using Chromebooks both in school and for homework next year, so I think this would be a great way to combine technology with Science.
I would begin by asking the children what they already know about the Moon, planets and stars. I would then introduce Stellarium and show them how they can use it to explore the sky. Working in pairs, the children could use their Chromebooks to find different planets and constellations and see where they appear in the sky.
I could give each pair a simple question to investigate, such as “Can you find Mars?” or “What constellations can you see?” They could take screenshots of what they find and create a short Google Slides presentation to share with the class.
I think this activity would be enjoyable for 4th class as it is hands-on, interactive and allows the children to explore and discover things for themselves. It would also encourage them to share any facts they have learned on their key questions using a class padlet -
Create an observing plan for autumn that shows which planets are visible in the evening sky.
Autumn is an ideal time for stargazing, and resources such as Timeanddate.com, Stellarium and Stargazing Ireland provide excellent support for exploring the night sky. In early September, pupils should be able to see Jupiter, Saturn, Mars and Venus with the naked eye, while Uranus and Neptune can be observed using a telescope or good binoculars.
I would differentiate the activity by providing some pupils with a template and a prepared list of dates and times for observations. Other pupils could independently choose which planets, stars or constellations they would like to observe and decide how to record their findings. Before beginning, we would explore the differences between stars, planets and constellations and create our own Starwheels.
During the lesson, I would introduce pupils to Timeanddate.com and Stellarium using the iPads and share the relevant links with parents. Pupils could follow a suggested observing plan or create their own. They could take photographs, create drawings, or digitally label images of their observations and share their work on the interactive whiteboard.
Although planets would be the main focus, pupils could also explore stars and constellations. As an after-school activity, some additional support may be needed for pupils with limited access to technology. However, it would be an achievable and engaging task that could also encourage parents to participate and enjoy stargazing with their children.
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To introduce the activity, I would begin by making a connection with this summers lunar eclipse. I would ask the children, “Did anyone see the lunar eclipse last week? What did you notice about the Moon?” We could briefly discuss what they saw or heard about the eclipse and look at an image if some children did not observe it. I would then ask, “Does the Moon always look the same?” This would lead naturally into a discussion about the phases of the Moon and our plan to observe it from school.
For a morning observation, I would choose a time when the Moon is in a waning phase, ideally around the Last (Third) Quarter (04 Sept). This makes it particularly suitable for observation during school hours. A waning gibbous Moon can also be clearly visible in the morning.
Before choosing our observation date, I would use the Timeanddate Moonrise and Moonset calculator for our location. This would allow me to check the Moon’s phase, illumination, moonrise and moonset times and position in the sky. I would select a morning when the Moon should be well above the horizon during school hours and also check the weather forecast.
Before going outside, the children could predict what shape they expect the Moon to be. During the observation, they could sketch what they see and record the date, time, weather conditions and Moon phase. Afterwards, we could compare our observation with diagrams of the lunar phases and use the ESA Lunar Eclipse and Phases of the Moon resource to explore why the Moon appears to change shape as it orbits Earth.
This would allow the children to connect a recent astronomical event with their own first-hand observation of the Moon.-
Hi Maura,
Welcome to the course. Thanks for sharing your Moon observation plan. I really like how you would begin by linking the lesson to the recent eclipse, as this would make the learning feel current and exciting for pupils.
Your plan to use the Timeanddate Moonrise and Moonset calculator is very practical, as it would help you choose a morning when the Moon is visible during school hours. The Last Quarter phase is a good choice for this.
I also like how pupils would predict the Moon’s shape before observing, then sketch and record the date, time, weather and phase. Comparing their observations with diagrams and ESA resources would help deepen their understanding.
Thanks for sharing, and hope you enjoy the rest of the course.
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Observing the Moon.
I would use a 3-D model of the moon that we have in our school as a stimulus for a whole class brainstorming session about the moon, inviting them to tell me everything they know about it and writing all of their answers on the interactive whiteboard.
In my experience as a Junior Infants teacher, this can often lead to a lot of new learning for many of the children in the class and it is also a really good way of seeing what their baseline knowledge is.
We would talk about their answers and see if they have learned anything new from what other children have said. We would then make a list of what they would like to know about the moon and talk about how we might find this information out. This would then lead us nicely into talking about how we might observe the moon and when. I definitely think that a good few of them would not expect to be able to see the moon in the morning so this will be a surprise and something very exciting for them too.
We will go out onto the school yard and I will write their observations on a whiteboard and give them the opportunity to draw a picture of what they see/what the moon looks like. I will then ask them if they think that the moon looks the same or different at nighttime and how might they compare it at both times.
This leads nicely to a home-school link where the children will be asked, as part of their homework, to go out and look at the moon with a parent and do the same thing as in school i.e. talk about what they can see and draw a little picture.
We can compare what they saw both in the morning and at night as a follow up lesson in school the next day and put both of their little pictures together to create a display all about the moon.
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Hi Oonagh,
Welcome to the course.
I really like that you would begin with a 3D model of the Moon as a stimulus, as this would give young children something concrete and visual to respond to. The whole-class brainstorming activity is another great way to gather prior knowledge and hear children’s ideas before deciding what they would like to find out. I also like how you would use their questions to lead naturally into observing the Moon for themselves.
Going outside to observe the Moon in the morning would be very exciting for younger pupils, as as you say many may not realise it can be visible during the day. The home observation task with parents is a lovely way to extend the learning. Comparing drawings from school and home would make a lovely Moon display. You could even extend this further by creating air dry clay moons for the display if you wanted.
Thanks for sharing, and hope you enjoy the rest of the modules.
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I would engage the children in this activity by making the Moon a regular part of our classroom learning. I would begin by asking pupils what they already know about the Moon and which phases they have noticed. We could create a simple Moon diary where pupils record the phase, date and time, along with a drawing or photograph.
For morning observations during the 2026–2027 school year, the best opportunities will be around the waning gibbous and third-quarter phases. Useful dates include:
3 October 2026 – Third Quarter
1 November 2026 – Third Quarter
1 December 2026 – Third Quarter
30 December 2026 – Third Quarter
29 January 2027 – Last Quarter
28 February 2027 – Last Quarter
28 March 2027 – Last Quarter
28 April 2027 – Third Quarter
28 May 2027 – Third Quarter
27 June 2027 – Third QuarterThese dates could be starting points, with pupils observing the Moon for several mornings before and after each date.
Working in groups, pupils could take roles such as observer, recorder and researcher. Where technology is available, they could use an astronomy app to check their observations. However, printed Moon-phase charts could also be used. I would provide visual supports, recording templates and different levels of challenge so that all learners can participate successfully.
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I really enjoyed reading your post. I particularly like the idea of making Moon observation a regular part of classroom learning rather than a once-off activity. The Moon diary is a lovely way for children to see changes over time and develop their observation and recording skills. I also like how you have included different group roles and alternatives to technology, making the activity accessible to everyone. Comparing their own observations with Moon-phase charts or an astronomy app would also give the children a real sense of being young astronomers.
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module 2
Engage students with a trigger video such as ESA’s “Paxi and our Moon” which show the phases and eclipses of the moon. A prompt question for pupils could be “can you see the full moon in the daytime”? The best Moon phase to observe in the morning is the waning crescent which is visible in the eastern sky before sunrise, and the Moon is usually high enough to observe clearly. Students could observe for several consecutive mornings to see the crescent become thinner. Using a moon observation log to record the appearance of the moon against the date and time is a valuable resource to consolidate the children’s learning. The pupils will be given a Moon observation sheet and asked to go outside shortly before sunrise. They will draw the Moon’s shape, record the time and record whether the moon is high/low and east/southeast. They will describe its brightness and take note of any clouds present and what the weather is like each morning. At the end of the observation period they will compare drawings. The students will consider if the Moon is getting bigger or smaller. The teacher would introduce the term waning of the moon. timeanddate.com is an online resource where pupils can access information on astronomical events such as eclipses and supermoons by entering their location.
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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 usually do this as a homework activity in the winter months, usually in November/December or January/February as it gets dark early. The children have a moon flip book to observe and record the moon over a set period. They record the shape of the moon as well as the date/time and weather conditions. It doesn’t matter where we start in the moon cycle, in fact, it is better not to start on a new moon as the children get very disheartened when they do not see anything.
I always stress the importance of only recording their observations, as there is a temptation to look up the moon phases on the internet, usually with the help of parents! I want them to observe it without any external knowledge or expectations, just like the early astronomers. Once the children start recording the moon each night, they are very excited and surprised to see it in the daytime too!The best time for observing the moon in the morning is just after a full moon during the waning gibbous phase. It is visible in the western sky, and is clearly visible on a clear bright morning. It is a good opportunity to observe and record the moon during school hours.
I used timeanddate.com and catalina.lpl.arizona.edu to look up the moon calendar for November 2026:
https://www.timeanddate.com/moon/ireland/dublin?month=11&year=2026
https://catalina.lpl.arizona.edu/moon-phases/month/2026-11I looked up the moon calendar for November and the waning gibbous phase in November is from the 25 to the 30 of November 2026.
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Select one of the activities in the framework for Inquiry:
I adored the idea of the constellation planetarium box. It is so lovely and adaptable for all ages and encompasses many skills such as creativity, imagination, fine motor skills, scientific questioning, etc. It also has great cross curricular links: science, geography, art and literacy.
- Show the children images of the night sky as seen from Ireland. Ask them if they can spot any patterns – can they make out shapes? Animals? What do they see? Using the whiteboard, get them to join stars to make basic images for fun. What would they name their patterns?
- Introduce the constellations to the children – what is a constellation? Nat Geo have a lovely routine video for this. Show examples: Orion’s Belt, Cassiopeia, Plaeides etc. Without telling the children what they represent, ask them what they think they might look like?
- Break the class into small groups with a shoebox or cardboard box each. Paint it black or cover it in black paper to represent the night sky. Chat with the children about the constellations previously discussed. Once the boxes are dry and ready, have the children use matchsticks to push holes through the box lid, creating their own new constellation. Ask the children to brainstorm names for their constellations. What inspired them?
- Using torches (or teacher’s phone torch!), close the blinds and demonstrate each group’s constellation for each other. (Curriculum link: Music, Holst ‘The Planets Suite’ for atmosphere) Each group presents their constellation(s) and what they are and named.
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4. Select from one of the activities in the Framework for Inquiry
I like the simple idea of creating your own constellation that was shown in the space week resource and also the ESERO 34 activity regarding Orion and Cassiopeia and the history surrounding them.
I feel these resources allow you to introduce stars, constellations and the night sky to pupils of all class levels and make it exciting fun and creative. Linking the lessons with ancient Greek history and an active art lesson should inspire a greater interest in stargazing in all classes. I really like the idea of drawing your own constellation as this gives every pupil a chance to succeed and enjoy the lesson. I feel these lessons would be a really nice introduction to the night sky and our stars and planets that would hook the pupils and get them wondering about space and the world around us. This would allow more senior rooms to look into the planets and the phases of the moon while keeping the pupils interested with interactive and multi-sensory lessons.
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Hi Tomás,
Welcome to the course and it is great to hear your thoughts on creating your own constellation.
I have tried this with my senior classes on different occassions and they loved looking at the different constellations and linking it with mythology too. As you have said, creating your own constellation allows the learners to be active and it is exciting and creative for them.
Exploring constellations is a lovely activity when introducing the night sky and as you have said, it would get the learners wondering about space all around us. Thanks for sharing, I hope you enjoy the course.
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Using the Plough Clock
To begin we would have discussion about how we tell the time (clocks, position of the sun throughout the day), but then move the discussion on to how can we tell the time at night, especially when we don’t have a watch or phone!? Introduce the idea that our ancestors used the sky to navigate and tell the time for thousands of years…and that we too could look up and use the stars!
Use Paxi videos to demonstrate the concept of day and night and then move on to use Stellarium to find our location and demonstrate to the class the movement of the stars throughout the day and night. By watching closely and through prompting, the children will notice that the night sky seems to rotate around Polaris and so the movement and positioning of the Plough constellation can be used to tell the time at night (I like to have the Constellations Art switched on for this demonstration).
We would then create our individual Plough Clocks. We could then use the Stellarium on the whiteboard to allow the children to use their Plough Clocks before they bring them home to try in the night sky with their families. This is a great way for the children to become familiar with ‘feeling’ the rotation of the earth as you scroll through the daily timeline on Stellarium and to hopefully spark an interest in learning about the night sky and the universe around them!
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I would begin the lesson with a Rang 1 group by showing two pictures: a night sky over a brightly lit city (Galway) and a dark countryside sky (Spiddal). I would ask the children, “Which sky has more stars that we can see?” We would briefly discuss how bright lights can make stars more difficult to see and relate this to what the children might see from home.
Using Stellarium on the interactive whiteboard, we would set our location to Galway and look at the night sky on an autumn evening. The children would become “Bleachtairí Réalta” and help me search for the Moon, the Plough and Cassiopeia. We would look closely at the different star patterns, noticing that the Plough resembles a saucepan while Cassiopeia makes a “W” shape.
The children would then choose one of the star patterns and create a simple constellation card. They would place dots to represent the stars and join them together to make the pattern.
The children could bring their cards home and, with a parent, try to find the same pattern in the night sky.
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I really enjoyed reading your post. I particularly liked the idea of comparing the night sky in Galway with Spiddal, as this gives the children a simple and meaningful introduction to light pollution. Using Stellarium to become “Bleachtairí Réalta” sounds very engaging for Rang 1 and makes exploring the night sky fun and interactive. I also really like the idea of the constellation cards, especially bringing them home and involving parents in trying to find the patterns in the real night sky. This is a lovely way of extending the learning beyond the classroom.
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For this activity, I would use the Framework for Inquiry to investigate how craters are formed on the surface of the Moon. I think this would work particularly well with Second Class as it is practical, visual and hands-on. At this age, the children really enjoy carrying out experiments for themselves, making predictions and seeing whether their ideas are correct.
I would begin by showing the children photographs of the Moon and asking them what they notice about its surface. We would discuss the different marks and craters and I would encourage the children to share their ideas about how they think these were formed. We could record some of their predictions before beginning our investigation.
The children would work in small groups using a tray of flour with a thin layer of cocoa powder on top to represent the surface of the Moon. Different sized balls could represent meteoroids. Before dropping each ball, the children would predict what might happen. They could then investigate whether changing the size of the ball or the height it is dropped from changes the size of the crater. We could measure the craters using rulers and record the results through drawings, simple tables and photographs on the iPad.
I think the children would particularly enjoy the excitement of dropping the different objects and comparing the craters they create. They would also enjoy working together and having different roles within their group, such as dropping, measuring, photographing and recording. This would make the investigation accessible to children with different strengths and abilities.
Through the activity, the children would learn about the surface of the Moon and how craters are formed, while also developing important skills such as predicting, observing, measuring, comparing and recording. They would learn that changing one part of an investigation can affect the result. It would also encourage communication, teamwork, curiosity and problem-solving.
As a follow-up activity, the children could research some interesting facts about the Moon and create their own labelled picture or model of its surface. We could also look at images of well-known lunar craters and compare these with the craters we created. I feel this activity follows the Framework for Inquiry very well because the children are actively involved in questioning, predicting, investigating and discussing their findings, making the learning both meaningful and enjoyable.-
Hi Sabrina,
Welcome to the course. Thanks for sharing such a detailed and engaging inquiry-based STEM lesson.
I really like that you would begin with photographs of the Moon and ask pupils to notice and wonder about the surface before introducing the investigation. We also had the recent satellite crashing into the moon in the news, which would be a great prompt for curiosity and engagement for this investigation. Using flour, cocoa powder and different sized balls is a very visual and accessible way to model crater formation.
The group roles you have described are fantastic, would support teamwork and allow children with different strengths to participate meaningfully. Measuring crater size and recording results through drawings, tables and iPad photographs also creates strong links with maths and digital learning.
The follow-up work on lunar craters and labelled Moon models would consolidate the learning nicely. Thanks for sharing, and hope you enjoy the course.
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- Create an observing plan for autumn that shows which planets are visible in the evening sky.
Aim: Students will observe the evening sky during autumn and identify visible planets, recording their observations and looking for patterns.
Plan:
- Choose one evening each week, preferably around 7:30–9:00 pm, and check the weather forecast.
- Find a safe location with a clear view of the sky and, where possible, limited light pollution.
- Students should first identify the western and eastern horizons using a compass.
- Record the date, time, weather conditions and visible planets.
- Students can use a printed star chart or an approved astronomy app to help identify objects.
- Draw or photograph the sky and mark the position of each visible planet.
- Compare observations from different weeks and discuss how the planets appear to change position.
- Create a class chart showing which planets were visible throughout autumn.
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Simple plan for children with special needs to observe which planets are visible in the sky in autumn
Autumn planet watching plan – Theme: Look Up! Which Planets Can We See?
Using a practical approach visual, sensory and observation-based which can be adapted for children with moderate to profound learning needs. Goal – Children will have opportunities to look at the evening sky using Stellarium, notice bright objects, identify possible planets. The emphasis should be on enjoying observation and recognising patterns, rather than expecting children to identify planets independently. Get ready → Look up → Find a bright object → Choose a symbol → Record
Introduce photographs of the planets likely to be visible during the autumn period. Children can work in small groups with an adult. Ask simple questions: “What can you see?”, “Is it bright?”, “Where is it?”, “Is it high or low?”Children can record using photographs, symbols, stickers, drawings, AAC, eye gaze or pointing. For children with more significant learning needs, use a sensory planet kit containing textured planets, glow stars, a torch and a tactile Moon. Children could match a photograph of the observed object to the appropriate planet symbol. This simple approach develops curiosity, observation, communication, comparison, pattern recognition and early scientific recording skills, while giving children a genuine opportunity to experience astronomy for themselves.
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For a senior class, I would first teach the children about stars, planets and constellations so they have a good understanding of what they are looking at in the night sky. We could use some of the videos from this course to introduce these concepts, as I think the children would find the character Paxi engaging and enjoyable. I think timeanddate.com is an excellent resource, We could then use an observation sheet to identify which planets are visible in the evening sky during autumn. The children could work in groups to make predictions in class. At home they can try locate the planets and record their observations. They could record the date, time, weather conditions and what they observed. Over several weeks, we could compare our observations and discuss how the planets appear to move in relation to the stars. This would make the activity interactive and help develop the children’s curiosity.
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I would choose to use Stellarium as a teaching resource with my class. I think it would be a very engaging way of introducing children to the night sky, particularly as actually observing stars and planets during the school day is obviously difficult.
I would begin by asking the children what they think we would see in the sky if it suddenly became dark outside our school. We could record their predictions before using Stellarium to explore the sky from our own location. I would allow the children to identify the Moon, visible planets and some of the more recognisable constellations. I particularly like the fact that the time and date can be changed, as we could investigate how the night sky changes rather than looking at it as something static.
I would then give pairs or small groups a simple challenge, such as finding a particular planet or constellation and recording when and where it would be visible. They could present their findings to the rest of the class.
I think the main benefit would be using technology to allow children to investigate something that would otherwise be difficult to experience during school hours, while still encouraging prediction, questioning, observation and discussion rather than simply watching something on a screen.
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Hi Denis
Welcome to the course. Thanks for sharing your plan on using Stellarium with your class. I have used Stellarium with my own senior classes and they have always been so engaged. Like you, I like how you can change the time and date and focus on the evening sky in the location of the school as it can help to support and guide the learners’ observations at home.
I agree that Stellarium is a fantastic digital tool and allows the learners to use technology to investigate the night sky during school time and also allow for lots of skills development too.
Thanks for sharing, I hope you enjoy the course.
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Select from one of the activities in the Framework for Inquiry:
I just love the idea of the children making their own 3-D constructions/ constellations. I’m thinking that my First Class would love this for this school year. I would start by asking questions like, “Have you ever looked up at the sky at night time before going to bed?” “What did you see?” “Have you ever noticed any patterns or pictures when looking at the stars?”
I would hope that the word “constellation” would be asked the meaning of by a child and, if not, I would introduce and explain what it means. I would then show the class some images of the different constellations e.g. The Big Dipper and Orion. We would also watch a short video for e.g. SciShow Kids – Constellations and Paxi – The Solar System. I thought these were great resources. The children would then choose which constellation they would like to construct; use black card and a light-coloured pencil to draw it; use glue and small pompoms to glue each “star” down; connect the stars with black straws so it becomes 3-D. When the children have completed the activity they should: understand and explain what a constellation is; identify some popular constellations; be able to construct a simple 3-D model of a constellation.-
Hi Suzanne,
Welcome to the course. I really like how you would begin with simple questions about what children have noticed in the night sky, as this would encourage them to connect the learning with their own experiences.
Introducing the word ‘constellation’ through discussion, images and short videos such as SciShow Kids and Paxi would give pupils a clear visual understanding before moving into the hands-on task. The 3D construction activity using black card, pompoms and straws sounds very creative and accessible for younger learners.
I also like that the children would choose their own constellation to make, as this gives them ownership of the activity. By the end, as you have suggested, they would be developing observation, creativity, fine motor skills and communication, while also learning key space vocabulary.
Thanks for sharing.
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Which phase of the moon is best for observing in the morning in schools
I willWhich phase of the moon is best for observing in the morning in schools
I will be teaching 5th class this year so I believe this will be a suitable plan for them.
I would begin this lesson by showing the class pictures of the moon in its different phases – for fun I would also include the ad for Jaffa cakes – full moon half moon, total eclipse! I would then ask the class to put pictures of the phases of the moon in order and label them.
I believe that the best phase would be Waning / last quarter Moon as the moon is above the horizon during the morning and is half illuminated – The next Last/ 3rd Quarter will be September 4th – which is probably a bit too soon so the 3rd of Oct or Nov 1st may be better options
I would bring the children outside to the yard as soon as possible in the morning. I would ask them to take note of the following:
Date
Time
Weather – is visibility good or bad?
Can i see the moon
How high is the moon?
What shape is the moon
Roughly what % of the moon can I seeI would repeat this the day before and the day after also.
be teaching 5th class this year so I believe this will be a suitable plan for them.
I would begin this lesson by showing the class pictures of the moon in its different phases – for fun I would also include the ad for Jaffa cakes – full moon half moon, total eclipse! I would then ask the class to put pictures of the phases of the moon in order and label them.
I believe that the best phase would be Waning / last quarter Moon as the moon is above the horizon during the morning and is half illuminated – The next Last/ 3rd Quarter will be September 4th – which is probably a bit too soon so the 3rd of Oct or Nov 1st may be better options
I would bring the children outside to the yard as soon as possible in the morning. I would ask them to take note of the following:
Date
Time
Weather – is visibility good or bad?
Can i see the moon
How high is the moon?
What shape is the moon
Roughly what % of the moon can I seeI would repeat this the day before and the day after also.
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I would begin by showing my 5th Class the Paxi video, Paxi and Our Moon: Phases and Eclipses, to introduce the different phases of the Moon and spark the children’s curiosity. I would then use the ESERO Lesson 62 activity, Lunar Eclipse and Phases of the Moon. In small groups, the children would use a ball to represent the Moon and a lamp/torch to represent the Sun and investigate how the Moon appears to change as it moves around the Earth. I think my class would particularly enjoy this hands-on and engaging way of developing their understanding of the different lunar phases.
I would then explain that we can observe some phases of the Moon during the school day. I researched what phase of the moon is best for observing in the morning and when the best time for our morning observation would be. I found out it would be during the waning crescent phase, around the 5–9 September 2026, when the Moon will be visible during the morning in Ireland. The children could complete the Mayo Dark Sky Park Moon Observation Log as a homework activity, recording the date, time and appearance of the Moon. i think my class would enjoy making regular observations of the Moon and would help them to notice how the Moon changes over time.
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<h3>Observing the Moon</h3>
<p class=”isSelectedEnd”>I would choose Option 3 – Plan to observe the Moon. I think this would be a nice, simple way to get the children interested in space and encourage them to learn through observation.</p>
<p class=”isSelectedEnd”>I would start by asking the children what they already know about the Moon and if they have noticed that it looks different at different times. We could look at the different phases of the Moon together and talk about what they think causes these changes. I would then use a simple model, such as a ball and a torch, to show how the Moon moves around the Earth and why we see different phases.</p>
<p class=”isSelectedEnd”>As a class, we could find out which phase of the Moon is easiest to see in the morning and look at the dates when this happens during the school year. The children could keep a simple observation chart, recording the date, time, weather and what they can see.</p>
If the weather is suitable, I would bring the children outside in the morning to observe the Moon from the school grounds. I think this would make the learning more meaningful as they are actually seeing what they have been learning about. It would also give them a chance to ask questions, share ideas and compare their observations with each other. -
Observing the Moon
I would choose Option 3 – Plan to observe the Moon. I think this would be a nice, simple way to get the children interested in space and encourage them to learn through observation.
I would start by asking the children what they already know about the Moon and if they have noticed that it looks different at different times. We could look at the different phases of the Moon together and talk about what they think causes these changes. I would then use a simple model, such as a ball and a torch, to show how the Moon moves around the Earth and why we see different phases.
As a class, we could find out which phase of the Moon is easiest to see in the morning and look at the dates when this happens during the school year. The children could keep a simple observation chart, recording the date, time, weather and what they can see.
If the weather is suitable, I would bring the children outside in the morning to observe the Moon from the school grounds. I think this would make the learning more meaningful as they are actually seeing what they have been learning about. It would also give them a chance to ask questions, share ideas and compare their observations with each other.
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<div>I would spark the children’s interest in the lesson by having a think/pair/share on how did people tell the time in the past before we had clocks. We would then have a discussion on shadows and how our shadows change throughout the day. We would observe our own shadows at different times throughout the day.</div>
<div>We would go outside and I would place a stick in the ground and observe its shadow. We would come back in an hours time and observe its shadow again. Then again in another hour and observe again. I would question the children if the school planned to install a sundial where would the best place be. This would help to ignite the children’s curiosity.</div>
<div>I would then give the children the various materials to make a sundial. The children could mark the shadows throughout the day using chalk and observe how the shadow changes during the school day.</div> -
Module 2: Create a short teaching resource using Stellarium/ WorldWide Telescope
This lesson would be aimed at the upper classes. I would open the Stellarium app and set it to the schools location at 11:00 at night. We would look for planets, stars and constellations that are visible. I would then set the Stellarium app to a different location in the world and compare and contrast the skies over Ireland and the skies in another part of the world. We could also use the Stellarium app to compare the night sky at different times during the night like early darkness and later on in the night.
I would also set it to a rural location and then a city location to show how light pollution affects our night skies. They could also create a night sky map by drawing and labelling the different things they can see. This could link with an art lesson and the children could create an art piece of the night sky from the Stellarium app with the moon, planets and stars. -
As a 3rd class teacher, I would introduce the Moon through a practical, hands-on investigation that allows children to see and model how the Moon appears to change throughout its cycle.
The children could begin by keeping a simple Moon diary, recording the date, weather, approximate shape of the Moon and whether it appears to be waxing (getting more illuminated) or waning (getting less illuminated).
To make the lesson engaging, I would use Oreos to model the eight phases of the Moon. Each child could carefully twist an Oreo apart and use the cream to represent the illuminated part of the Moon. They could create and label New Moon, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Last Quarter and Waning Crescent. This would give pupils a memorable visual representation while encouraging discussion about the difference between waxing and waning.
I would link the activity to October 2026 and Halloween. The full Moon occurs on 26 October 2026 making the days around the full Moon particularly suitable for discussing Halloween folklore. The class could create spooky Moon artwork, designing haunted landscapes under a full Moon, and write short spooky stories inspired by the Moon. This could link Science with English, Art and Drama while allowing children to explore the Moon through observation, creativity and play. -
I have chosen to plan for observing planets in the evening sky with my senior pupils.
Aim: Students will observe the evening sky over the autumn months and identify which planets are visible, recording their observations and looking for changes over time.
September – Getting Started
Begin by introducing students to the idea that planets appear to move across the sky during the night and that which planets we can see changes throughout the year. On a clear evening, students can observe the sky from home with an adult. They should record the date, time, weather conditions and which bright objects they can see. During early autumn, Saturn is an important evening target, while Uranus and Neptune may also be observable with suitable equipment, although they are not suitable for naked-eye observation.October – Regular Observations
Students should make one observation each week, ideally at approximately the same time. They can use a star map or a suitable astronomy app to help identify planets. Saturn is particularly worthwhile observing in October; it reaches opposition on 4 October 2026, making it especially well placed for observation. Students can sketch the position of Saturn and compare their sketches from week to week.November – Comparing Results
Students continue their weekly observations and compare their October and November records. Uranus reaches opposition on 25 November 2026, although it is too faint for most pupils to see without binoculars or a telescope. Students can investigate why some planets are easier to see than others.Observation Record:
Students could record:Date and time
Weather/cloud cover
Planet observed
Direction (e.g., east, south or west)
Approximate height above the horizon
Brightness/appearance
A small sketch of its position
Equipment used
As an extension, groups could create an “Autumn Planet Diary” and present their observations to the class at the end of November. This would develop students’ skills in observation, recording, comparing evidence and recognising patterns. For safety, pupils should never look directly at the Sun, and evening observations should be carried out with an adult. -
Hi Heather,
Welcome to the course. Thanks for sharing such a detailed and well-structured autumn observing plan for your senior pupils. I really like how you have broken the activity into September, October and November, as this would help pupils understand that the evening sky changes over time.
Your observation record is particularly strong. This would support careful scientific observation and help pupils compare evidence from week to week. The Autumn Planet Diary would be a lovely way to consolidate learning and present findings. Including the reminder about adult supervision and never looking directly at the Sun is also very important. The solar eclipse yesterday showed us that many people still do not know these important things.
You could strengthen this further by using Stellarium in class before the home observations, allowing pupils to practise locating Saturn and compare the predicted sky with what they later observe. A shared class sky map or planet diary could also help pupils identify patterns across the autumn months also.
Thanks for sharing, and hope you enjoy the course.
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I really like your clear plan for observing the planets over a three month period. I found all the dates very informative. I think this would be a very engaging activity especially to engage the children returning to school in September. We often have a soft start approach to homework for the first few weeks and I feel this would be an engaging and interesting activity for the children.
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This is a lovely idea, particularly the Autumn Planet Diary. I like how the observations are spread over several months, as this would give students a real opportunity to notice changes and patterns in the night sky over time. Keeping the observations at roughly the same time each week would also make it easier for them to compare their findings.
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Hi Heather, I like how you are planning to observe over 3 months. It will also give the children time to hone their planet spotting abilities also. I only planned to do a 4 week period but perhaps over 3 months would have been better in hindsight. I also like how they will compare their sketches from week to week also.
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Plan to Observe the Moon
I would plan a Moon observation with my fourth-class pupils during the morning, choosing the Third Quarter Moon as the most suitable phase. At this stage, approximately half of the Moon is illuminated and it is visible in the morning sky. This makes it ideal for observing from school without needing pupils to stay outside at night. The pupils could work in small groups, using a simple observation sheet to record the date, time, weather conditions, Moon’s shape, position and what they notice about its surface. They could make drawings of the Moon and compare their observations over several weeks. This activity would develop pupils’ scientific observation skills while helping them understand the Moon’s changing phases.
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