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ASSIGNMENT
Chose one of the options below and write a reflective piece (150 words minimum) in this forum as a reply to this post:
- Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
- Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
- Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
Also, please respond to at least one other participant’s post in this forum.
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Teaching in an inner-city Dublin school, I think “Design Your Own Dark Sky Place” would be a fantastic and creative way to engage my 3rd class pupils with the concept of light pollution and how we can protect our night skies, even in urban areas.
We would begin by learning about what a Dark Sky Place is and why these areas are important for both humans and wildlife. We’d explore real examples like Mayo or Kerry Dark Sky Parks using videos and pictures to help the children visualise what a truly dark sky looks like. We’d then look at our own area and discuss how much light we see at night and what impact that has on seeing stars or on animals like bats and insects.
In small groups, pupils would design their own version of a Dark Sky Place — it could be a park, a school yard, or even a rooftop garden. They’d draw maps or create models showing where they would limit lighting, what kind of low-impact lights they’d use, and how they would educate the community. We’d display the projects in the school to raise awareness and maybe even invite the Green Schools committee to get involved.
This project would not only develop creativity and teamwork but also empower pupils to feel they can make a positive difference in their own city environment.
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Hi Nicole.
Thanks for sharing these lovely ideas, there is such a contrast between those in the inner city and those living in the Dark Sky Reserve. So using visuals of these areas would really engage the pupils in thinking about their own dark sky place.
I really like how you plan to integrate it with Geography through maps and models of their dark sky places. This would allow the children to represent their work in a variety of ways and as you have mentioned would develop creativity and team work also.
I hope you enjoyed the course
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This is a fantastic and well rounded lesson idea that brings science, geography, and environmental awareness together in a creative and accessible way for 3rd class pupils. Starting with real life examples like Mayo or Kerry Dark Sky Parks helps pupils visualise what’s possible, even if they live in a light filled city like Dublin. The idea of pupils designing their own Dark Sky Place is excellent. It encourages problem solving, imagination, and thinking about their local area in a new way.
Working in small groups supports teamwork and collaboration, and the inclusion of maps or models makes the project hands on and engaging. Linking the activity to the Green Schools committee is a great way to promote whole school involvement and show pupils how their voices can be heard. This lesson not only builds knowledge but also helps pupils feel empowered to make changes in their environment, even small ones, that can protect nature and the night sky.
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I really like your idea of linking this project in with Geography. I like the idea of showing the children dark skies from other areas which you can than contrast to yours in inner city Dublin. Involving the green school commitee is also a wonderful ideas. Displaying the projects really allows the children to showcase their amazingwork
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Project Plan: Collecting Piseógs, Traditions, and Stories of the Night
Objective:
To engage primary school students in exploring and collecting local piseógs, night-time traditions, and folklore stories, encouraging cultural awareness and storytelling skills.
Plan of Action:
1. Introduction to Folklore:
I would begin with a class discussion on Irish folklore using simple examples such as the banshee, fairy rings, and Halloween traditions. I would use age-appropriate videos and stories from the Dúchas.ie website to introduce the concept. We would also use the Heritage Ireland website and contact storytellers.
2. Story Collection Activity:
I would assign students a task to interview a family member, neighbour, or elder in their community by providing a simple questionnaire to guide their conversation, including prompts like:
• Do you know any stories or superstitions about the night?
• Do you know any stories about the night that your parents would have told you?
• Were there things you were told not to do after dark?
3. Creative Presentation: Depending on age and ability the children will write, record or draw the stories they collect and share them in class. They can also act out stories in groups, encouraging drama and imagination.
4. Class Folklore Book: The class will compile the collected stories into a class book or digital slideshow to share with parents and grandparents
Resources Needed:
• Access to Dúchas.ie/ Hertiage School Ireland
• Printed worksheets and story prompts
• Art supplies for drawing stories
• Audio recorders or tablets (optional) for capturing interviews
• School library folklore books (e.g. Irish Legends for Children) -
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Alison this sounds like a super activity to do with the children. I find students always really enjoy interviewing their grandparents and learning about different traditions and superstitions from the past. This year my 6th class children did projects on their grandparents and it was such a worthwhile activity for the children and their families. I still have my own ‘Granny project’ that I did with Paddy Madden on my teacher training course and it is something my family treasure. She had lots of piseògs, stories, traditions and superstitions to share, some included tales of the stars, fairies, the night sky and banshees.
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Thank you for great ideas ,especially the one to ask parents and grandparents.We have seen from the satellite pictures the increase in the light pollution over recent years.The childhood memories of dark skies might be lovely to capture from grandparents.Their folklore stories may really engage the class too.
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I have decided to respond to question number 2. I will be teaching 1st class this September, so chose to gear it towards that age group. There are many beautiful songs and poems that can help 1st class pupils connect with the night sky. These are some songs and poems that could support learning about stars, the moon, space and biodiversity. .
Songs:
Twinkle, Twinkle, Little Star – perfect for calming students, engaging with rhyme and introducing stars.
I See the Moon – a peaceful song that could be great for quiet time and helping children create imagery in their minds.
An Ghealach – a lovely Irish language song about the moon
Poems:
The Moon by Robert Louis Stevenson – short and magical
Star Light, Star Bright – a simple rhyme that would allow children to begin thinking about light pollution.
Five Little Stars – a counting rhyme with actions
These could be used for morning meetings, story time, or linked with lessons about space, skies, light, stars and biodiversity.
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Hi Robyn,
Thanks for sharing! You have a wonderful selection of songs and poems to engage your future young learners in the topic of the night sky.
I really like your idea to link this to lessons about space, skies, light, stars and biodiversity. The night sky is such a broad theme and provides a springboard for exploration in many curriculum areas. By marrying the arts and STEM we can ignite learners’ passion for preserving dark skies’ beauty and crucial functionality.
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I’dlike to do a class project based on collecting piseógs, traditions, and stories of the night, linking in with the Dúchas Folklore Commission. It’s such a great way to bring history, storytelling, and culture into the classroom in a way that feels meaningful and personal. We’d start by looking at some examples from Dúchas.ie, stories about the moon, stars, banshees, or old superstitions around night-time. The children are always fascinated by how much people used to rely on stories and beliefs to explain the natural world, especially before electricity. Then we’d move on to collecting our own local stories. I’d ask the pupils to chat with grandparents or neighbours to see if they’ve ever heard any night-time traditions or superstitions, anything from beliefs about owls or the full moon, to what people thought happened if you were out too late at night. We could record the stories in writing or as voice clips, and then put together a little class collection—maybe even a small book or digital slideshow, depending on the time. We’d link in some art as well, chalk pastel night skies or silhouette drawings to bring it all to life. It’s a nice cross-curricular activity that gets families involved, taps into local history, and really gets the pupils thinking about how different our relationship with the night is now compared to the past.
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Some great ideas here to integrate using different media and great way to link the past and present. Dúchas.ie is a great resource and recording stories and voice clips or short videos about the night sky from older people in the locality would be very worthwhile. These could then be shared on a padlet or drive for other classes in the school to use.
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Hi Nicole, really like your idea of comparing the sky within the inner city to somewhere down the country. This would be very applicable to my class as I am a teacher within the inner city. I really like the idea of encorporating the Green Schools into it as well as it would give the children an added interest.
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In response to question one; describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I teach Infants in a school just on the outskirts of the city. I think the idea of ‘Design your own Dark Sky Place” would really appeal to them and their imaginations. It would be a great way to also incorporate many other areas of the curriculum; English, Art, Geography, Science. I would discuss with the children different ideas of what they think their dark shy should look like.
I would the use a shoebox as my base for our dark sky to create a 3D effect. Children could paint the inside to create their dark sky. Children would then be given a variety of materials to create their own individual version of their dark sky. Some scaffolding may be needed bu the concept would be that each child would have their own unique dark sky. Children could display these in the classroom and present the tom the class.
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That sounds like a nice, age-appropriate way to explore the concept of a Dark Sky Place with Infants. I really like how you’ve tied it in with imaginative thinking, young children love anything that feels magical or mysterious, and a star-filled sky definitely captures that sense of wonder. Using shoeboxes is a brilliant idea. The 3D element makes the activity much more engaging for the children and allows for lots of creativity and personalisation. I imagine they’d love experimenting with glow-in-the-dark stars, shiny paper, cotton wool clouds or even little silhouettes of owls or trees to give it that night time feel.
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3. Prepare a school project to collect Piseógs/Traditions/Stories of the Night – Inspired by the Dúchas Folklore Commission
For this project, I would introduce my 6th class pupils to the Dúchas Folklore Commission and explain how, in the 1930s, schoolchildren across Ireland collected old stories, beliefs, and traditions from their families and communities. We would focus on night-time traditions, superstitions (piseógs), and stories – things like hearing the banshee, seeing lights in the distance, or beliefs around stars, the moon, and fairies.
Each child would be asked to speak with grandparents or older relatives and collect a story or belief linked to the night. In class, we would share these stories, write them down, and then create a class book or digital presentation of our findings.
This project would not only connect us with Irish folklore and oral history but also help pupils value their heritage and understand how the night sky has inspired stories for generations. We could link it with art by drawing scenes from the stories, or drama by acting out some of the tales. It would be a meaningful and creative way to connect culture, storytelling, and the natural world and a fun way to step back in time while learning about the night.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Exploring songs, poems, and artworks that connect us with the night sky can provide a rich and inspiring context for understanding the importance of dark skies and the impacts of light pollution. There are so many songs, poems and artworks that come to my mind when I think of the night sky. Yellow by Coldplay contains the famous line “Look at the stars, look how they shine for you,” celebrating the wonder of the night sky. Space Oddit by David Bowie captures the imagination of space exploration and the vastness of the universe. Counting Stars by OneRepublic uses the imagery of stars to convey hopes and dreams. These are songs that frequent my Spotify playlist. As a first time mother, Twinkle Twinkle Little Star is now a frequent tune in my home also. The Starry Night by Van Gogh is one of the most famous depictions of the night sky in art. Starry Night by Edvard Munch is a different artist’s interpretation of the night sky. These are two pieces of artwork I explore each year with my 6th classes. Stardust by President Michael D. Higgins reflects on our connection to the universe and the stardust that makes up all of us. The Starlight Night by Gerard Manley Hopkins celebrates the beauty of the night sky. Stars by Sara Teasdale is a short poem that marvels at the beauty and tranquillity of the night sky.
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I think the art subjects are a great way to showcase the SESE subjects and how they can interlink. I am a Junior Infant teacher and I always try to incorporate the art subjects through SESE to engage the children into the lesson. I really like how you used popular songs to connect children to the lesson on ‘stars’ and ‘space’ and twinkle, twinkle little star is a perfect song for infants.
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Hi Gráinne, I loved reading your list of songs and poems, it really shows how universal the night sky is in art and music. I completely relate to what you said as a first‑time mother; ‘Twinkle Twinkle Little Star’ has become part of my daily soundtrack too! In my own teaching, especially with pupils from many cultural backgrounds, music and art about the stars helps everyone feel connected, no matter where they’re from. Thanks for sharing; it’s inspired me to think more about adding songs and poetry to my own lessons.
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3. Prepare a school project to collect Piseógs/Traditions/Stories of the Night.
Every year in our school we run a successful grandparent’s day which is a highlight for many pupils, parents and in general relatives, neighbours and of course Great Grand parents are all welcome to join the school community on this day for tea and refreshments.
In the lead up to the day this could be an excellent research project for the pupils at home to collect Piseógs/Traditions/Stories of the Night especially around Halloween and other traditional festivals. Some pupils live in close proximity to the ancient site of the Hill of Uisneach which may add to local folklore stories as it remains one of the oldest gathering sites in Ireland.
In the style of a Rambling house, pupils could present the findings of their stories and projects in conjunction with their family member on Grandparents Day. The stories would spark other memories and this in turn could be video taped for historical purposes by the school.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
- I would start with a lesson on what light pollution is and why dark skies matter. I would use before-and-after photos of light-polluted and also protected skies.
- I would then conduct an assessment on the lighting in your school and surrounding area considering whether the lights are shield?; too bright?; pointing upwards?; on when they don’t need to be?
- Together we would then choose a place they want to turn into a dark sky-friendly area, such as a part of the schoolyard or park nearby
- In groups, pupils will then create proposals to reduce light pollution at the chosen area:
- Install shielded lights.
Use warm-coloured bulbs.
Add timers or motion sensors.
Plant trees to block unwanted light.
Include educational signage about dark skies.
We would then consider contacting local stakeholders to organise a meeting to share our project ideas. - Depending on resources we could look at installing improved lighting (perhaps start with one fixture at school). We could organise a “Dark Sky Night” event where lights are turned off for stargazing.
- Being from Mayo myself I would potentially organise an over-night trip to Ballycroy National Park to see the western Dark Skies in real life.
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For teaching junior infants “Twinkle, Twinkle, Little Star” is a lovely song to encourage wonder about stars. For older classes “A Sky Full of Stars” by Coldplay could be appropriate for background music when working on written or oral work in relation to the night sky. “Clair de Lune” – Claude Debussy is a nice instrumental song. “Space Oddity” is another famous one by David Bowie.
Poems:
“The Star” by Jane Taylor
The original version of “Twinkle, Twinkle” — a lovely way to connect poetry and astronomy.
“Silver” by Walter de la Mare
A beautiful poem about moonlight’s effect on the world at night.
“Stars” by Sara Teasdale
Expresses the quiet awe of stargazing.
Haiku Example
Night sky above me
Stars twinkle without a sound
Darkness feels like homeArtworks & Visual Inspiration
Vincent van Gogh – The Starry Night
A swirling, expressive depiction of the night sky—great for art and science crossovers.
Georgia O’Keeffe – Starlight Night
A more abstract view of stars, useful for discussion about personal interpretation.
NASA Astronomy Picture of the Day (APOD)
Stunning daily images of real night skies, planets, and galaxies—great digital art resource.
Indigenous Star Maps (e.g., Aboriginal Australian, Māori Matariki art)
Introduces cultural astronomy and sky stories from around the world. -
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Implementing a “Design Your Own Dark Sky Place” activity in my school/classroom would be an engaging way to promote awareness of light pollution and conservation. First, I would divide students into small groups and provide them with materials like maps, art supplies, and research resources. Each group would choose a location on a map—such as a park, school grounds, or a fictional area—and imagine how to design it as a dark sky-friendly space.
Students would brainstorm features that reduce light pollution, such as using shielded lighting, planting trees to block unnecessary light, and creating designated viewing areas for star gazing. They could then draw or create models of their ideal dark sky place, explaining their design choices.
Next, the class would present their projects, discussing how their design helps protect nocturnal wildlife, enhances stargazing opportunities, and promotes environmental awareness. This activity encourages creativity, teamwork, and environmental responsibility, helping students understand practical ways to create dark sky friendly spaces within their community.
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I think implementing a design of the Dark Sky for children, especially in an infant classroom is a fun way to raise awareness about light pollution. Each year as part of Aistear, we explore the theme of ‘Space’. Children focus on the various planets and stars found in our galaxy and we explore this theme for the month of November (as the winter months are usually darker). This year, I will be including our dark skies into these lessons and allow the children to create and design their own version of the dark sky they observe every morning/night. I will allow children to rotate each week around the classroom exploring various aspects of the dark skies e.g. tuff tray to explore the planets, a reading corner to explore various books based on the night sky, a black tent in our calm corner of the room to explore the stars (glow in the dark stars and red amber led lights) etc., These are just some of the ways that I will incorporate the dark night skies into our lessons going forward this year.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
In our school,we are big fans of Coldplay for the school choir, so Sky Full of Stars would be first on our list! When researching these, I would have to be sure that the lyrics are appropriate for primary school children first and foremost, as one can never be too careful these days! From Coldplay on, we would listen to Frank Sinatra, Fly Me To The Moon, Star Star by the Frames, and of course Space Oddity by David Bowie. Starlight by Muse would be enjoyable also. These are the songs I can think of that the children would enjoy the most with regards references to stars and space.
In poetry, I would ask if the pupils could think of any rhyme about stars, and of course reference Twinkle Twinkle. I would look at The Stars Stand Up In The Air, by Thomas MacDonagh. A poem about love and loss, and a poem that is easy to read and understand.
In art, the most obvious is to compare Van Gough and Munch in their depiction of the Starry Night. We would discuss light pollution and how this could be reflected in their paintings. -
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Task 2: Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The night sky has inspired various songs, poems, and art throughout history.
Songs: Twinkle, Twinkle, Little Star; Sky Full of Stars – Coldplay; Star Star – The Frames ;Space Oddity – David Bowie; Starman – David Bowie; Moon River – Audrey Hepburn, Clocks – Coldplay; The Moon Song – Sesame Street; Catch a Falling Star – Perry Como; Fly me to the Moon – Frank Sinatra; Moonlight Sonata (kids adaption) – Beethoven.
Poems: Stars by Sara Teasdale; The Moon and the Stars by Mary Howitt; The Moon by Robert Louis Stevenson; A Visit from St. Nicholas by Clement Clarke Moore.
Art: Starry Night – Vincent van Gough; The Night Cafe by Vincent van Gough; Star Lanterns, Night Sky Silhouette Art; Moonlight by Winslow Homer; Under the Stars by Henri Rousseau.
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1. Songs connecting us with the Night Sky: There are so many songs inspired by the beauty of the night sky
“Starlight” by Muse
“Stargazing” by Kygo “All of the Stars” by Ed Sheehan. “Written in the Stars” by Tinie Tempah. “Dark sky Island” by Enya “Rule the world” by Take that“Twinkle, Twinkle, Little Star” (Traditional Nursery Rhyme): While simple, it’s perhaps the most iconic and universally recognized song about stars
“Fly Me to the Moon” by Frank Sinatra: A classic romantic song.
“A Sky Full of Stars” by Coldplay: An uplifting modern song that uses the metaphor of stars to express overwhelming love and connection.
“Vincent (Starry, Starry Night)” by Don McLean: A tribute to Vincent van Gogh, directly referencing his most famous night sky painting.
“Rocket Man” by Elton John: Explores the isolation and beauty of space travel, with the night sky as the ultimate destination.
“Counting Stars” by OneRepublic: While more metaphorical, the title and some lyrics evoke a sense of ambition and dreaming under the vastness of the night.
“Mr. Blue Sky” by Electric Orchestra
“Pink Moon” by Nick Drake:2. Poems That Connect Us with the Night Sky:
“Stars” by Robert Frost: A poem that reflects on the indifferent beauty and vastness of the stars.
“The Star” by Jane Taylor (often attributed to “Twinkle, Twinkle Little Star”): The original poem from which the song derives.
“Bright Star, would I were steadfast as thou art” by John Keats: A sonnet that uses the image of a star as a symbol of unchanging love and longing.
“When I Heard the Learn’d Astronomer” by Walt Whitman: A powerful poem that contrasts the dry scientific lecture with the profound, intuitive experience of simply gazing at the stars.
“The Darkling Thrush” by Thomas Hardy:
“Ozymandias” by Percy Bysshe Shelley:
“Ah moon and star” by Emily Dickinson“The Night Sky” by Mary Webb
3. Art That Connects Us with the Night Sky:
“The Starry Night” by Vincent van Gogh: Perhaps the most famous depiction of the night sky in art, with its swirling, vibrant brushstrokes conveying a sense of awe and spiritual connection.
“Starry Night Over the Rhône” by Vincent van Gogh: Another iconic work by Van Gogh, capturing the reflection of stars on water and the peaceful beauty of a night scene.
“Nocturne in Black and Gold – The Falling Rocket” by James Abbott McNeill Whistler: beautiful fireworks exploding.
Boulevard Montemarte. Camille Pissarro Night effect Fishermen at Sea. JMW Turner. Moonlight by Winslow Homer. Vesuvius in eruption by Joseph WrightPhotography: Babel Tafreshi Echiwile Arch by Vikas Chandler. Winter Fairy Tale by Fink. Evolution of Stars by Kavan Chay.
Sculpture: Anish Kapoor’s “Sky Mirror” Dan Flavin’s “Light Installations” “Canopy” by Jacob Nash
President Michael D. Higgins’ poem “Stardust” is a beautiful poem that connects us with the night sky The poem emphasizes the scientific fact that we are literally made of stardust. This idea is incredibly profound, as it blurs the line between the human and the cosmic. Higgins uses the night sky not just as a backdrop, but as an integral part of our very being, inviting contemplation on our origins, our place in the universe, and the interconnectedness of all things.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
Creating our own Dark Sky place in our school would really appeal to my Infant class. I would begin by reading a story inspired by the Nights sky, e.g. Fletcher and the Stars by Julia Rawlinson and Tiphanie Beeke to spark the interest of the children. We would examine some images of different skies – sunsets, starry nights, clouds, etc. We would then discuss why dark skies are so important for animals and humans. We would use some of the video clips from Module 4 about light pollution and module 5, dark skies. As a class we would discuss how we could create a dark sky place. We could create our own Dark Sky Place in a corner of our classroom using a tent, blackout blind, etc. We could further this lesson by brainstorming ideas on how we could create these spaces around the school and at home. Children can come up with different ideas how we can reduce lighting pollution and what we can make posters to create awareness of light pollution around our school. The children could be given the opportunity to share their learning at our whole school Assembly.
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Task 2.
There are so many songs, poems and pieces of art to fire up our imagination and encourage us to wonder about the universe.Songs.
‘Space Man’ by Sam Ryder. ‘A Spaceman Came Travelling’ by Chris de Burgh.
‘Moon River’ by Andy Williams. ‘Fly Me to the Moon’ by Frank Sinatra.
‘Catch a Falling Star’ by Perry Como. ‘Man on the Moon’ by REM.
‘Life on Mars’, ‘Starman’ and ‘Space Oddity’ all by David Bowie.
‘Rocket Man’ by Elton John. ‘Walking on the Moon’ by The Police.Art.
‘Starry Night’. ‘Café Terrace at Night’ and’ Starry Night over the Rhone’, all by Vincent Van Gogh.
‘Summer Night’. ‘Winter Night in the Mountains’, both by Harald Sohlberg.
‘Starlight Night’ by Georgia O’Keefe
‘Full Moon Over the Earth’ by Joan Miro
‘Hai dou ya Moon’ Canvas Wall Art.
‘Art Blart’ by Charles Bittinger
‘Moonrise over the Sea’ by Caspar David Friedrich.Poetry.
‘The Wound at the Side of the House’ by John O’Donohoe
‘The Cloths of Heaven’ by WB Yeats.
‘Stars’ by Robert Frost
‘The Lonely Moon’ by Rensea Dasners
‘Nature’ by Ralph Waldo Emerson
‘Somebody Has To’ by Shel Silverstein.
‘The Old Astronomer to His Pupil’ by Sara Williams (excerpt from Twilight Hours)
‘Though my soul may set in darkness, it will rise in perfect light.
I have loved the stars too fondly to be fearful of the night’.Stardust by President Higgins is a tribute to his wife Sabrina and her mother and reflects on our connection to the universe and how we have evolved from stardust.
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Module 5:
I have compiled a list suitable to Junior Infants to connect with the night sky, while learning about biodiversity, nocturnal animals, and even light pollution, here’s a themed collection of songs, poems, and art that blends these nicely :Night Sky & Nature – Activities for Junior Infants
Songs that Connect Nature to the Night Sky
1. “Twinkle, Twinkle, Little Star” (with nature twist)
Twinkle, twinkle, little star,
In the sky both near and far.
Owls and foxes love the dark,
Playing softly in the park.
Twinkle, twinkle, little light,
Help them rest throughout the night.
2. “Star Light, Star Bright” (Add a wish!)
Star light, star bright,
First star I see tonight.
I wish I may, I wish I might,
See bats and owls take gentle flight.
3. “Bats Are Sleeping” (Tune: Frère Jacques)
Bats are sleeping, bats are sleeping,
In a cave, in a cave.
When it’s dark they fly out,
Looking all about…
Moths beware, moths beware!Night Sky & Nature Poems / Rhymes
1. Little Creatures in the Night
When the stars begin to shine,
And the moon is up so high,
Tiny creatures start to wake,
Quiet footsteps they will take.
Bats and badgers, owls take flight,
All need darkness, not bright light!
2. A Star and a Tree
I saw a star up in the sky,
I saw a bird go flutter by.
I saw a tree wave in the breeze,
I saw some bugs crawl near my knees!
Nature’s busy day and night,
All beneath the starry light.Art Ideas: Night Sky Meets Biodiversity
1. Night-Time Animal Masks
• Create owl, bat, or fox masks using paper plates, feathers, or tissue paper.
• Wear them while listening to a night-themed song or story.
2. Starry Sky & Wildlife Painting
• Paint a black or dark blue background.
• Add stars (white paint or stickers) and glue on cut-out silhouettes of nocturnal animals.
3. Glow-in-the-Dark Art
• Use glow paint or chalk to draw constellations, fireflies, or night creatures.
• Turn off the lights and let the artwork glow!
4. Day vs Night Sorting Collage
• Provide pictures of animals and stars.
• Let pupils sort into “Day” and “Night” groups on a divided page.Night-Themed Storybooks
• Owl Babies – Martin Waddell
• Night Animals – Gianna Marino
• What’s In the Sky? – simple astronomy books
• Moon: A Peek-Through Picture Book – Britta Teckentrup-
Hi Sandra
That is a fantastic list of ideas for songs, poems and stories for Junior infants. I love the alterations to the poems and songs to highlight the importance of darkness for nocturnal animals and biodiversity in general. It is a lovely way to highlight the main messages about dark skies in a very accessible way for a younger audience. I also love your art ideas particularly the nocturnal creatures masks to be worn during story time.
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2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
I like the idea of this because I think as a school we could work collaboratively and all explore connecting to the night sky at the same time and each class could show their artwork/perform their song at a whole school assembly.
Infants could explore twinkle twinkle little star and the book “The Owl Babies”. They could create projects/complete report writing on owls as their nocturnal animal as part of an overall theme and also create artwork inspired by the song and story.
1st/2nd Class could learn the song “fireflies” by Owl City. They could then create glow in the dark artwork and make a glow in the dark space picture. The could observe Crisco art painting as their stimulus. The could explore picture books like “How to catch a star” by Oliver Jefferes.
3rd/4th Class could explore “Fly me to the Moon” by Frank Sinatra. The could also explore picture books and look at “I took the moon for a walk” and create poems inspired by this. The could create paintings inspired by nocturnal animals in the moonlight eg. bird in the moonlight.
5th/6th class could perform Skyfull of Stars but maybe the Irish Version as a way of them also integrating Irish language into the topic. I think I would get the children to explore Van Gogh “Starry Night” and create pieces of art inspired by this.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
There are so many songs, poems and art that connect us with the night sky providing ample opportunity for children to engage with and explore this theme. I think it would be lovely to incorporate songs, poems and art that have an Irish themed focus with a senior class.
For example, one Irish artist that springs to mind is Harry Clarke. He created illustrations for children’s stories that include starry skies and magical night scenes. Traditional Irish lullabies like “Sé do Bheatha, a Mhuire” and “The Castle of Dromore” mention the stars and nighttime which could be integrated in through Gaeilge, music and literacy.
There are also many contemporary songs, art and poems that could also be used to connect children to the night sky such as “Twinkle, twinkle little star,” Coldplay’s “A Sky full of Stars,” “Catch a Falling Star,” by Perry Como, Van Gogh’s “Starry Night” and “Stars,” by Sara Teasdale. -
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Design your own dark sky space lesson
Learning Objectives
By the end of the lesson, children will:Understand what a Dark Sky Site is
Learn who uses these areas (e.g. stargazers, campers, wildlife, farmers, rangers)
Work together in role-play to discuss different ideas
Create a group “Dark Sky Site” using art, storytelling, and imaginationMaterials Needed
Starry sky photos or videos
Toy binoculars/telescopes
Role play props: ranger hats, animal masks, maps, camera, clipboard
Art materials: cardboard, black paper, yellow chalk/stickers, glue
Large poster board or wall display area
Flashlights (with covers to show light pollution vs good lighting)1. Introduction: What is a Dark Sky Site?
Show a photo or short video of a starry night sky.
Ask: “Have you ever seen stars at night? Were there lots of lights around?”
Explain in simple terms:“A Dark Sky Site is a special place where it’s dark at night, so we can see lots of stars! Too many lights from towns or buildings can make it hard to see them.”
Ask: “Why do you think people like it when it’s dark at night?”2. Role Play: Who Uses a Dark Sky Site?
Set up role play stations. Each group pretends to be a different “user” of the Dark Sky Site:Stargazers: Want it to be dark to see stars and planets.
Wildlife (Owls, bats): Need dark to sleep and hunt.
Park Rangers: Keep the area safe and clean.
Families/Campers: Like to enjoy quiet and dark nights outdoors.
Farmers: Don’t want animals disturbed by bright lights.
Give each group 2–3 minutes to talk:“What do you want in a Dark Sky Site?”
Children can act out, draw, or share with the class.3.Discussion Circle: What Should Our Dark Sky Site Look Like?
As a class, bring everyone together and record their ideas on a board:“No big lights at night!”
“A quiet camping spot”
“Places for animals to sleep”
“A telescope area!”
Introduce the idea of “light pollution” using a flashlight:Shine it directly = too bright!
Cover or point it down = better!4.Create Our Dark Sky Site (Art Activity) (12–15 min)
Children work in small groups to create parts of their “Dark Sky Site”:Black sky with stars using chalk/stickers on paper
Draw or cut out animals, tents, telescopes, and signs like “Keep It Dark!”
Help them label or describe what they made: “This is the bat’s cave!”
Display the finished pieces on a wall titled “Our Dark Sky Site”.5.Conclusion & Sharing
Walk around the display and let children explain what they made.
Ask reflective questions:“What did we do to help the stars shine brighter?”
“How did we work together?”
Optional: Sing a star-related song like “Twinkle Twinkle Little Star.”-
Hi Irene
That sounds like a lovely activity on designing a Dark Sky Park. I love the idea of the role play stations with dress up props such as animal masks to help children get into character and a choice of ways for the children to present their ideas to the class. The idea of using the torch to illustrate the idea of suitable and unsuitable lights is simple but I’m sure it would be very effective. 12-15 minutes seems quite short for an art activity for a junior class but I like the idea of each group designing one aspect of the Dark Sky Park and displaying them all together and then tying everything together with reflection and a song.
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The night sky has long been a source of wonder, inspiring songs, poems, and art. To begin this lesson I would task the children to compile a list themselves of all the songs, poems or art pieces associated with the night sky. I would then go through my list. The first song that comes to mind has to be twinkle, twinkle, little star. Although being short it is very effective and majority of children will be familiar with it. It sparks the children’s curiosity and further more complex songs can be introduced to enhance this curiosity. I would then follow this up with A sky full of stars by Coldplay. We would then move on to look at some poems that link well with our topic. The first poem I would use would be “The Moon” by Robert Louis Stevenson. It is an excellent example to use as it contains many poetic techniques such as rhyme, personification and imagery. All of these could be further discussed with the children to enhance their learning. I would possibly follow this up with “The Star” by Jane Taylor. Two paintings that I would focus on would be “Starry Night” by Vincent Van Gogh and Caspar David Friedrich’s “Two Men Contemplating the Moon”.
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Working as a teacher in a large town school, I believe that designing your own Dark Sky Place would be a wonderful way to get my students thinking about light pollution and the crucial need to protect our night skies, even when living in a large town.
The first step would be to discuss exactly what a “Dark Sky” is and why these designated areas are incredibly vital for both human well-being and the natural world. We’d explore tangible examples, such as Ireland’s Dark Sky Parks in regions like Mayo or Kerry, using engaging videos and imagery to help the class visualize the beauty of an unblemished night sky. Following this, we’d shift our focus to our immediate urban environment, discussing the sheer volume of artificial light we encounter after dusk and its implications for stargazing, as well as for local wildlife, including nocturnal creatures like bats and various insects. For this I have a photo taken following one of the recent storms from the past year. It shows the sky above our town during a power cut on a clear night after the storm had past. The difference between that photo and the sky when we have power is startling.
In groups, the children would then design their very own ideal “Dark Sky Zone.” This could be anything from a section of a park or the school grounds. They would develop detailed plans or construct miniature models of what the area might look like, illustrating precisely where they would implement light reduction, what types of soft, environmentally conscious illumination they would use, and how they would effectively communicate their vision to the broader community. Subsequently, we would exhibit all their projects throughout the school, aiming to encourage others to think about light pollution.
This type of lesson would hopefully help students get a better understanding of light pollution and the importance of limiting the amount of artificial light that is impacting out sky and wildlife.
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2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
There are so many songs, poems and art that connect us with the Night Sky. My class last year loved listening to music during art and I feel doing a few lessons around the Night Sky whilst listening to the music would inspire them. Also, connecting these lessons alongside some poetry in English would be great exposure for the children.
Songs – Sky Full of Stars and Yellow by Coldplay. Rocket Man by Elton John. Written in the Stars – Tinie Tempah. Midnight City by M83. Talking to the Moon by Bruno Mars. Starlight by Muse. Counting Stars by One Republic.
Poems – Fireflies in the Garden by Robert Frost. The Moon by Robert Louis Stevenson. Twinkle Twinkle Little Star. A Rocket in My Pocket by Kenn Nesbitt. The Light of Stars by Henry Wadsworth Longfellow.Art – Starry Night by Vincent Van Gogh. Starry Night by Edvard Munch. You could compare and contrast these two similar pieces and have a discussion. Emily Kame Kngwarreye – Australian Aboriginal Dot Paintings – friends of mine have used these as inspiration for Space themed lessons and they worked well.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The list in endless and there is so much scope for cross integration with Literacy and the Arts when teaching about the topic of Space and the dark skies. Here are some of my ideas based on experience in the classroom from Junior Infants to 6th.
Songs:
Twinkle Twinkle, little Star
Hey Diddle Diddle
Star Light, Star Bright
We’re Going to the Moon
The Planets Song
I am the Sun Song
Here Comes the Sun- The Beatles
Rocket Man- Elton John
Man on the Moon- R.E.M
Fly me to the Moon- Frank Sinatra
Starman- David Bowie
A Sky Full of Stars- Coldplay
Starry Starry Night/ Vincent- Don McCleanPoems:
I’m a Little Rocket
Space is a Big Big Place
Zoom, Zoom to the Moon
Recipe for a Night Sky- Kate Williams
Evening Star- Edgar Allen Poe
The Stars are Mansions built by Nature’s Hand- Wordsworth
But Outer Space- Robert Frost
The Cloths Of Heaven- W.B. Yeats
Art:
Starry Starry Night- Vincent Van Gogh
Starry Night- Munch
After the Deluge- Theodore Gericault
Starlight Night- Georgia O’Keeffe
The Great Comet of 1680- Lieve Verschuir
The Astronomer- Johannes Vermeer
The Flight into Egypt- Adam Elsheimer
Fishermen at Sea- J.M.W. Turner -
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Music/Songs/Poems/Art connecting us to the night sky:
Music/Songs:
“Clair de Lune” – Claude Debussy
A soft piano song that sounds like the quiet beauty of the moon at night.
“Space Oddity” – David Bowie
A fun space song about an astronaut flying through the stars.
“Moondance” – Van Morrison
A happy song about dancing under the moon and stars.Poems:
“Silver” – Walter de la Mare
A poem that describes how the moon makes everything look silver and magical.
“Twinkle, Twinkle, Little Star”
A well-known poem about wondering what stars are as they shine in the sky.
“Star Light, Star Bright” – A short rhyme about making a wish on the first star seen at night.Art: Looking and Responding
Starry Night – Vincent van Gogh A painting with swirly stars and a glowing moon in a beautiful night sky.
The Great Wave – Hokusai
A big wave in the ocean with a calm sky and soft moon in the background.Art Activity:
Night Sky Collage – the children create their own night sky using black paper, adding stars, moons, and planets with cut-out shapes, foil, glitter, or glow-in-the-dark stickers.
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Hi Sinéad,
Many thanks for your post. You have a wonderfully eclectic mix of suggestions, from Twinkle Twinkle, very suited to the junior classes to the sophisticated and soothing Clar de Lune, a classical masterpiece and great example of the power of music to evoke meaning and create an atmosphere, without any words.
A night sky art collage is a wonderful idea to engage learners in an activity that connects them to the beauty of what our night skies have to offer. As a too often forgotten about feature above us, part of their homework for the night before could be to take a look up at the night sky, perhaps even take a photo or do a sketch in advance of the art collage, to make the piece that reflects their unique night skyscape.
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To introduce ‘Design Your Own Dark Sky Place’ in my classroom, I would turn this into a creative, hands-on project that combines science, art and environmental awareness. I would remind the children about out lesson on Light Pollution and its effects on the night sky and why dark skies and places are important for astronomy and wildlife. Then have children work in small groups and create their own dark location. They would draw maps, build models or create posters showing how they would reduce light pollution. They would then present their dark place to the other children in their class.
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3. Prepare a school project to collect Piseógs/Traditions/Stories of the Night.
I would develop a school project focused on collecting stories of the night from families. This project would blend oral history, creative writing, and environmental learning to reconnect children with the rich storytelling traditions of Ireland.
Learners would begin by interviewing older family members or neighbours, collecting tales about the night e.g. beliefs about the full moon, banshees, star patterns used for navigation, or warnings not to whistle after dark. These oral accounts would written down, and shared through illustrated storybooks, audio recordings, or classroom exhibitions.
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Collecting stories from older family members is a fantastic thing to do. My grandmother participated in the project in 1933 as a child and herself went on to become a teacher who loved to share old stories, poems and folklore with her students. With the advancment in technologies we have such an opportunity to record more of the rich tales, traditions and history of our country. As we are so multicultural we also now have the opportunity to record the stories of people from other countries.
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There is a wide array of songs/poems and art that can be used to connect us as learners to the nights sky and they are as follows.
Poems:
– The Moon Was But a Chin of Gold – Emily Dickinson
– Celebrate – Anna Akhmatova
– The Lamplighter – Robert Louis Stevenson (good to open a discussion on artificial light)
– Alone – James Joyce
– Do Not Go Gentle Into That Good Night – Dylan Thomas
Songs:
Fireflies – Owl City
Talking to the Moon – Bruno Mars
Sky Full of Stars – Coldplay
Art:
Starry Night – Van Gogh
Flight into Egypt – Adam Elsheimer
Fishermen at Sea – JMW Turner
Nocturne in Black and Gold – James Whistler
Starty Night Over the Rhone – Van Gogh
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Describe how you would implment a version of Design your on Dark Sky Place in your school/Classroom?
This would be a good project to implement with a 5th or 6th class group. To introduce the topic I would brainstorm ideas with the class about why a Dark Sky Park is needed and refer back to our previous knowledge about light pollution and the issues it raises. I would show the children websites and videos about other Dark Sky Parks found in different locations around the world. Next I would ask the children to design their own Dark Sky Park. This design would need to include maps, drawings and descriptions of the park and it’s features. They would need to think about viewing sites, access and safety of visitors. They would need to think about staff needed and what their roles would be. They would need to think about activities and ideas to make people want to visit the park.
Some other activities would be to produce a brochure about the park for visitors. The brochure would include maps, informations, activitiy ideas for visitors, information about stargazing and astronomy, information about the animals found in the park and how they can ensure their safety.
Art activities based on artwork that could be used in the park. Artwork such as pictures of the night sky and constellations seen from the park, pictures of the different nocturnal animals found in the park.
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Hi Emma, I love how you’ve laid out the project! It’s a hands-on, creative way to get kids thinking about light pollution and dark skies. I did something similar with my class a couple of years back. We explored smog and air pollution in different cities around the world. We started by watching videos and looking at pictures of places like Beijing and Los Angeles, which have significant smog problems. Then, just like your Dark Sky Park project, the class had to design a “clean air city,” thinking about things like green spaces, energy-efficient buildings, and how to reduce pollution. They created maps, wrote out plans for eco-friendly transportation, and even designed logos to promote clean air. They really got into it and understood the real-world impact of pollution. Your Dark Sky Park project could have the same impact, getting them to think about preserving natural beauty while also making it accessible to everyone.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
4th Class will learn how to protect the night sky and help nocturnal animals like bats, owls, and moths.
We’ll start by looking at photos of real Dark Sky Parks in Ireland and ask:
• Why is darkness important for animals and people?
• What makes a good place to see the stars?
Next, the class will work in small groups to create their own Dark Sky Place around the school or maybe in Min Ryan Park (which is close by). Each group will:
• Design a map showing stargazing spots, quiet zones for animals, and safe walkways.
• Make a poster or leaflet to teach others how to protect the night sky (e.g. using better lighting, turning lights off at night).
• Choose nocturnal animals to include and explain why dark skies help them.
• Suggest fun ideas like a stargazing night or bat walk.
I’ll provide materials like A3 paper, star stickers, coloured pencils, and photos of wildlife.
At the end, each group will present their Dark Sky Place to the class and we’ll make a display for the school hallway. We will also present our projects at assembly in order to share what we’ve learned with the rest of the school. -
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To implement a “Design Your Own Dark Sky Place” project, I would begin by introducing students to the concept of dark sky reserves and the impact of light pollution. Students would explore real-world examples and identify features that protect nocturnal environments—such as shielded lighting, minimal artificial light, and native planting to support local wildlife.
In the classroom, learners would work in groups to design their own dark sky-friendly school garden or nature space. They would sketch layouts including low-impact lighting plans, habitats for nocturnal species like bats or moths, and signage to raise awareness. Incorporating science, art, and geography, this cross-curricular activity fosters creativity and environmental awareness.
Each group would present their designs and justify their choices, encouraging peer feedback and discussion. The project could culminate in creating a model or virtual tour, with selected features potentially integrated into the school’s biodiversity plan or green school initiatives.
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To help children connect emotionally and creatively with the night sky, I would incorporate contemporary music into our lessons. Songs like A Sky Full of Stars by Coldplay, Rewrite the Stars from The Greatest Showman, and Talking to the Moon by Bruno Mars or Stars from Les Mis can create a magical atmosphere in the classroom and spark conversations about stars, space, and our place in the universe. We could listen to these songs during art activities, such as painting starry night skies or drawing what they imagine in space. Lyrics from songs like Counting Stars by One Republic or All of the Stars by Ed Sheeran could also be used as a gentle introduction to poetry and creative writing, helping the children to express how the night sky makes them feel. Music is a powerful tool for imagination, and using songs with celestial themes allows learners to experience the wonder of the night in a calm, creative, and modern way. There are some great movies relating to the night sky too. Movies like Moana, Stardust, and Wall-E offer wonderful opportunities to connect children with the beauty and mystery of the night sky. In Moana, the characters use the stars to navigate the ocean, which can lead to discussions about how people once relied on the night sky to travel and tell time. Stardust is a magical adventure that begins with a fallen star, sparking imagination and linking well with themes of wonder and light in the darkness. Wall-E, set in a quiet, star-filled universe, invites reflection on our planet, space, and how light and dark can affect the world around us. These films can support lessons in science, storytelling, and art while encouraging children to see the sky above them as a source of both inspiration and learning.
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Thanks for sharing these wonderful ideas! I really like how you’re using contemporary music and films to create a magical connection to the night sky. Songs like A Sky Full of Stars and Rewrite the Stars are perfect for setting a calm and inspiring atmosphere that can spark children’s imagination and curiosity.I also love your suggestion of linking movies like Moana and Wall-E to discussions about stars, navigation, and the balance between light and dark — these stories offer fantastic opportunities to explore science and storytelling together.
In my First Class, we might try some of these songs during art activities and I will definitely add some of those films or clips as visual stimuli to introduce topics.
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Some of the suggestions for the songs here are brilliant. They can be used in loads of ways across the curriculum aswell. English lessons can be incorporated through having the children change the lyrics in the verses to describe their areas for example. These song titles could also be used to inspire group projects or art themes.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
There is a huge selection of art and music that can be used to connect us with the night sky. Songs and poems include
“Twinkle, Twinkle, Little Star”
“A Sky Full of Stars” – Coldplay
“Zoom Zoom Zoom, We’re Going to the Moon”
“Counting Stars” – OneRepublic
“Fly Me to the Moon” – Frank Sinatra
“Starman” – David Bowie
“Mr. Blue Sky” – Electric Light Orchestra
“Yellow” – Coldplay
“Rocket Man” – Elton John
“Reach” – S Club 7Art ideas include:
Starry Night – Vincent van Gogh
The Sun – Edvard Munch
Sky Above Clouds IV – Georgia O’Keeffe
Moonlit Landscape – Caspar David Friedrich
A Wheatfield with Cypresses – Vincent van Gogh
Paul Henry – Irish Skies
Claude Monet – Impression Sunrise
Peter Thorpe – Space Rocket Series-
I absolutely love some of the ideas you’ve shared! The mix of songs, poems, and art is a brilliant way to bring the theme of the night sky to life in the classroom. I think it’s a fantastic opportunity for integration between the Arts, SESE, and Literacy, and I’ll definitely be using some of these ideas as part of my thematic teaching in September. “Starry Night” and “A Sky Full of Stars” are favourites of mine too, and I think the children will really connect with them. Thanks so much for the inspiration – really looking forward to trying this out!
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I remember doing a course about Nanoscience and the question came up whether you would prefer to learn abour nanoscience or space. It’s difficult to choose between as with both topics, there are endless opportunities. The same goes for connecting space/ dark skies to the arts. There are so many songs, poems, and works of art that connect us to the night sky. I like President Higgins’ poem Stardust (I hadn’t come across it before) where he reflects on the beauty and power of the stars, weaving them into the fabric of human experience. The night sky has inspired generations to dream, reflect, and search for meaning beyond our earthly existence and can be traced back to exapmles from 1000s of years ago (e.g. Newgrange).
In terms of songs, I’ve always loved A Sky Full of Stars despite not being a massive Coldplay fan. It conveys a sense of awe and longing and uses the skyfull of stars as a metaphor for hope and guidance in the stars. As a teacher, many of us would know “Vincent” by Don McLean, inspired by Vincent van Gogh’s painting Starry Night, uses both art and music to evoke the swirling, dreamlike qualities of the night sky, blending personal emotion with celestial imagery.
Starry Night is nearly a given in any primary school student’s life. The piece captures a sense of mystery and introspection, resonating with viewers across generations. These creative expressions remind us how the night sky has always inspired human imagination.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
As I teach junior infants to 2nd class I would probably use a book/e-story as a stimulus. One that comes to mind is Chris Hadfield’s ‘The Darkest Dark’. It explores a common childhood fear of the dark and I think it could lead nicely into discussion around why the dark is important for human and animal life.
We have a calm corner in the classroom which would provide a nice setting for designing our own ‘dark sky place’. We could use resources such as material, card, markers.
It would be lovely whole class collaborative project. -
Suitable songs for 6th class pupils, engaging with the night sky are “Space Oddity” by David Bowie, “Rocket Man” by Elton John, or “A Sky Full of Stars” by Coldplay. These songs introduce space themes like exploration, isolation, and wonder, sparking thoughtful discussion and reflection. In poetry, students could explore “Bright Star” by John Keats, “Look Up” by Gary Turk, or write their own free verse poems inspired by stargazing or night-time walks. These poems help children understand further the vastness of the universe and develop descriptive writing skills. Art activities could include creating galaxy paintings using sponges and acrylics, designing original constellations with mythological backstories, or constructing 3D models of the solar system or moon phases. These hands-on projects reinforce scientific understanding while allowing for imagination and storytelling. Through this blend of music, literature, and art, students not only develop artistic and literacy skills but also build a connection to the night sky and the wonders of space exploration.
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Task chosen: Prepare a school project to collect Piseógs/Traditions/Stories of the Night
Working in a diverse, urban school, I’d love to create a class project to gather piseógs, folklore or family stories about the night. Many of the children in our school come from different cultural backgrounds, so we could ask families to share night‑time stories or traditions from home. This could include Irish piseógs, like stories about the banshee or fairy forts, but also stories from India, Somalia or elsewhere, reflecting our school’s diversity.
The children could illustrate or record these stories, and we could link them to the night sky or seasonal events like Samhain. For children with additional needs, using visuals, role‑play or short audio recordings could help make the stories more accessible.
Collecting and sharing these stories would show the children how different cultures see the night, while building oral language skills and cultural pride. It also helps them feel that what they bring from home is valued in school. -
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The simple childhood song Twinkle, Twinkle, Little Star to the stunning painting Starry Night by Vincent van Gogh, we can see how the night sky connects with our feelings, imagination, and dreams.
In music, songs like A Sky Full of Stars by Coldplay or Rocket Man by Elton John take us on a journey through space. In poetry, writers use the stars to express wonder and curiosity. Looking up at the sky can make us feel small but also part of something much bigger.
Lesson Plan Ideas:
English: Read and write poems about the night sky. Use imagery and personification.
Art: Create a painting or collage of a night scene using dark blues, purples, and glitter for stars.
Music: Listen to and discuss songs inspired by the stars, then write your own short night-themed lyrics.
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Hi Jennifer,
I love how you’ve connected the emotional and imaginative power of the night sky across different subjects. Your lesson ideas are so creative and accessible—especially using poetry and music to help children express their sense of wonder. Linking Twinkle, Twinkle with Starry Night and songs like A Sky Full of Stars really shows how the night sky has inspired artists of all kinds. I think your integration of English, Art, and Music makes for a rich, cross-curricular experience that will stay with the children long after the lessons are over.
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Songs and rhymes:
Star Light, Star Bright
I See the Moon
Twinkle, Twinkle Little Star
Hey Diddle Diddle
The Moon Song from Over the Moon
Aiken Drum
Moon, Moon, Bright and White (fingerplay)
The Man in the Moon (nursery rhyme)
Eibhlín Ní Néill (traditional Irish lullaby)
Catch a Falling Star
Poems:
The Moon by Robert Louis Stevenson
Wynken, Blynken, and Nod by Eugene Field
Silver by Walter de la Mare
Stars by Sara Teasdale
Night by James Stephens
Full Moon by Robert Hayden
Clear Night by Charles Wright
Art ideas:
Night sky chalk drawings
Starry Night inspired painting
Constellation dot-to-dots
Moon phase collage
Spatter-paint star art
Star mobiles
Tin foil moon prints
Tissue paper nebula art
Glow-in-the-dark murals
Crayon resist moons
Paper plate moon masks
Puffy paint galaxies
Star maps with string
Shadow scenes with silhouettes
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I would love to explore the theme of the night sky through a school project focused on collecting piseógs, traditions, and stories from families and the wider community. Using the Dúchas Folklore Commission as inspiration, I’d invite children to talk with parents or grandparents about any old beliefs, superstitions, or customs related to the night—such as stories about stars, the moon, or what people used to believe about going out after dark. In class, we’d share these stories through drawing, drama, or simple writing, and create a “Night Folklore” book or wall display. This project would build oral language skills, cultural awareness, and a strong home-school connection. It’s also a great way to value the diversity in our school, as children from different backgrounds could share stories from their own cultures. Through these tales, we’d foster curiosity and a sense of wonder about the night.
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That’s a fantastic idea! Collecting night-time stories and traditions from families will really connect students to their heritage and each other. Sharing these through art or writing makes it creative and fun, and the “Night Folklore” display will celebrate the diversity in your school. It’s a great way to build language skills and spark curiosity about the night sky.
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Hi Michaela
I love the idea of giving the children the option of drawing, writing or drama to showcase the stories they have collected. That would make a wonderful book if they were all collected together. Collecting stories from different countries and cultures is a great way to involve all of the children’s parents.
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How to design our own dark sky place:
To introduce the topic, I would ensure the children were familiar with the concept and language surrounding the topic: IWhat is light pollution?
Types of light pollution: glare, skyglow, light trespass, clutter.
We could the explore the effects on wildlife, human health, energy use, and astronomy.We could conduct a schoolyard light audit (identify sources of excessive or misdirected light).
Then, we could research other areas of dark sky preservation and see the efforts of other projects where dark skies are promoted.
The, I might Assign teams to let students work in small groups.
We could jointly decide the location: Students can choose to design:
A real place (their town, school campus, etc.)
A fictional or future community
A natural park or urban neighborhood
With support, each group could decide on a lighting plan: Types of fixtures, placement, shields, brightness.
Decide how to record and communicate their project design proposals. Try to envision how their dark skies will have an impact on their local environment.
Finally they could decided on their map or layout: Sketch the area with specific lighting zones and natural areas. -
There are many songs, poems, and artworks that help us connect with the night sky and inspire us to look up in wonder. President Michael D. Higgins’ poem “Stardust” is a beautiful reflection on how we are all made of the same cosmic material, reminding us of our shared connection to the universe. In music, songs like “A Sky Full of Stars” by Coldplay, “Stargazing” by Kygo, and “Northern Sky” by Nick Drake all use the imagery of stars and the night to evoke feelings of hope, curiosity, and awe.
In poetry, writers have long been fascinated by the night sky—think of classics like “When I Heard the Learn’d Astronomer” by Walt Whitman or “Stars” by Sara Teasdale, both of which celebrate the beauty and mystery of the cosmos. Visual art also offers powerful connections, from Van Gogh’s famous “Starry Night” to Georgia O’Keeffe’s “Starlight Night.” These works encourage us to pause, observe, and reflect on our place in the universe. Sharing these songs, poems, and artworks in the classroom can spark meaningful discussions and inspire creative projects about the wonders of the night sky.
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I completely agree. Songs, poems, and artworks have a powerful ability to deepen our connection with the night sky and spark a sense of wonder. President Michael D. Higgins poem “Stardust” beautifully captures the idea that we are all part of the universe, made from the same cosmic elements, which fosters a sense of unity and reflection.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The suggested poems, ‘The Wound at the Side of the House’ by John O ‘ Donoghue and ‘Aedh Wishes For the Cloths of heaven’ by Yeats are lovely examples of poems which connect us to the night sky. I also loved the version of Bowie’s ‘ Starman’ which would be lovely to do with the children. Others that came to mind were Don Mc Clean’s ‘Starry Starry Night’ and Coldplay’s ‘A Sky Full of Stars’
Niki Purcell’s painting ‘The Mystery Moon and the Midnight Sea’ is lovely and James Crombie has a lovely photograph called ‘Aurora Borealis at Lilliput’ . The visibility of the Northern Lights in many areas earlier this year was a perfect example of the impact of light pollution. They were much more visible and vibrant in the darker countryside than in towns/cities.
I also follow Johnwalshastro on Instagram, who posts amazing astrological photography. He cane to mind as he recently had a post about light pollution in the suburban area where he lives and the difference in quality of photographs he can get when photographing in his family home in the countryside.
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I agree! The Northern Lights were definitely such an unexpected teaching moment this year – especially for the older classes. I wasn’t familiar with johnwashastro on Instagram either but after looking it up, I can see that some of this photography is amazing! I definitely plan to use some of his work as a prompt for future lessons. Thanks!
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
A fun and simple way to bring the idea of a ‘Dark Sky Place’ into our classroom would be to get the children to design their own versions in the classroom. We would begin by doing some research on Dark Sky Places, like the Kerry Dark Sky Reserve, noting why these spots are important for our nocturnal animals and for looking at the stars. I’d get the children to work in small groups to draw, then build from recycled materials for display around the school so that we could teach other classes all about it. I think this would be a great way to creatively explore elements of biodiversity, environmental responsibility, space, and the local environment, and it offers so many ways to link in with other subjects, i.e,. like writing a piece about the importance of Dark Sky Places, learning more about nocturnal animals, and researching things like constellations. -
There are so many beautiful songs, poems, and artworks that help connect us with the night sky. One powerful example is President Michael D. Higgins’ poem “Stardust,” which reminds us that we are all made from the same elements as the stars and are part of something greater. I plan to share this poem with children in September to help them feel that sense of wonder and connection. Other great examples include “Twinkle Twinkle Little Star” for younger children, and Van Gogh’s painting “Starry Night,” which captures the movement and mystery of the night sky. This could be a good one to integrate visual arts (using the image as a stimulus), as well as Literacy (oral language) and SESE (exploring space, the sky, stars etc._
Music like “Counting Stars” or “Yellow” by Coldplay could also be used to engage the children’s imagination in a different medium than a visual stimulus or a written piece. I believe that including poems or songs in a space or night sky theme helps children express what they feel and notice. These creative pieces are lovely tools to help children reflect on their place in the universe in a thoughtful, personal way. -
People have always been fascinated by the night sky. Thousands of years ago, people looked up, saw constellations, and created stories, myths, and legends about what they saw. Even today, the night sky continues to inspire art, music, and poetry.
One of the most famous paintings of the night sky is The Starry Night by Vincent van Gogh. It beautifully captures the swirling, magical energy of the sky at night. Van Gogh actually painted another piece called Starry Night Over the Rhone, where the night sky is reflected in the calm water, it’s just as stunning.
When I think about stars, the first thing that pops into my head is Twinkle Twinkle Little Star, a song we all know from childhood. There’s also the poem Silver by Walter de la Mare, which describes the moonlight gently shining over a quiet, dark night.
A really lovely song about the sky is is Moon River, sung by Audrey Hepburn in Breakfast at Tiffany’s. The moonlight in the song represents dreams and the passing of time. Another great one is A Sky Full of Stars by Coldplay, where the stars are used to describe someone’s beauty and brightness.
All of these songs, poems, and artworks show how much the night sky inspires creativity. But for it to keep inspiring future artists, musicians, and poets, we need to take care of it, and that means doing our part to reduce light pollution.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I was fascinated by this module in particular and shocked that I didn’t know what a Dark Sky Place is. I’m not far from Kerry but this was brand new. I’ve gone down a wormhole now reading and researching. I’m excited to bring this back to the children and share it with them. It’ll be interesting to see if some of them are aware of these places already.
There would be a lot of prep work needed before we begin any activity but I would certainly start with the children creating their own model of a Dark Sky Place in the classroom. I like the idea of a window display or a diorama which the children are used to. This would also create community awareness of Dark Sky Places. There would need to be lots of ongoing chats during the process to choose the correct wildlife, animals, bug hotels, lighting protection etc. these chats would hopefully cross over at home too and maybe parents and guardians could work with us to create awareness and add to the projects.
Once local interest has been stoked, the children could create posters for the local shop and community centre to help reduce light pollution. The opportunities are endless for a small village-
That sounds like a really thoughtful approach. I like how you are planning to start with something creative and familiar like a model or diorama. It is a great way to get the children engaged and thinking about the features of a Dark Sky Place. Involving the community and families is a lovely idea too. It would be a great way to spark conversations beyond the classroom.
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Our school is based in the northwest of Ireland, so we’re lucky to be not too far from Mayo Dark Sky Park. I would introduce the idea by showing the children some pictures of the park and talking about how it’s such a valuable place to see the stars because there’s very little light pollution. We could also explore some of the animals that live there, like bats, owls, and pine martens. We once had a guest speaker from Mayo Dark Sky Park who taught us a lot about the local flora and fauna.
In First Class, I’d keep the activity simple and hands-on. The children would design their own “Dark Sky Place” for our school using drawings, junk art, and small world play. We could talk about what makes a good dark space — things like low lighting, quiet areas, and safe places for nocturnal animals. The children could also use apps like Book Creator or Minecraft Education on Chromebooks to create their own Dark Sky Place. As a class, we could explore ideas such as: a stargazing bench or picnic area, hedgerows or trees for shelter, bat or owl boxes in darker corners of the yard, and signs asking people to turn off outdoor lights at night.
To bring their ideas to life, we could make simple dioramas using shoeboxes, recycled materials, and natural items. We might add small battery-operated tea lights or solar lights to represent lighting in a way that’s safe and doesn’t cause light pollution.
We could also learn a night-themed song — my class this year loved “Fireflies” by Owl City when we were learning about stars and nocturnal animals. We could create glow-in-the-dark art to decorate our classroom and link the activity to both SESE and Visual Arts.
I think this kind of project really helps children understand how light pollution affects biodiversity and how small changes can make a big difference.
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Task 1: Implementing “Design Your Own Dark Sky Place” in a Third Class Classroom
To help Third Class pupils understand the effects of light pollution on biodiversity, I would implement a “Design Your Own Dark Sky Place” project over a week. We would begin by exploring what a Dark Sky Place is, using images, videos, and stories about nocturnal animals and starry skies. Pupils would learn how excess artificial light affects bats, moths, owls, and other wildlife.
In small groups, students would then design their own Dark Sky Place using cardboard, drawings, or digital tools. They would include features such as low-level lighting, shielded lamps, and green spaces for nocturnal animals. Emphasis would be placed on how their design supports both people and wildlife.
Through art, science, and geography integration, pupils would consider real-world solutions like motion-sensor lights, planting trees, and community education signs. Each group would present their model to the class, explaining how their design helps protect biodiversity.
This project encourages teamwork, creativity, and critical thinking, while reinforcing sustainability and environmental awareness in a fun and meaningful way. It also empowers pupils to see themselves as caretakers of nature, inspiring them to make simple changes at home and in their community.
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Hi Dolores,
Exploring nocturnal animals through images, videos and stories is a great approach for third class pupils. It would encourage lots of discussion on the effects of light pollution on these animals. I like how you are planning for multiple ways for the students to create their own Dark Sky Place including digital tools. It is a fantastic way for all pupils to engage in the task suited to their own individual strengths.
A multi-curricular approach to the Dark Sky Place will make connections with real-life scenarios and many areas of the curriculum and as you have said this will empower the pupils to make changes where they can.
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Connecting with the night sky through art, music, and poetry is an ideal way to integrate learning. It is an important prompt for the children to interest them in the topic of space, the night sky etc. For Art integration I would use “Starry Night” by Vincent van Gogh. It is an iconic painting of the night sky, filled with swirling stars and emotion. The children could then compare the sky as represented in Edvard Munch’s painting, “The Scream”.
I have used the picture book “Mae Among the Stars” by Mae Jemison when previously teaching a unit on women in History. This would be a lovely addition to a space lesson, it recounts Mae’s determination to realise her dream of seeing Earth from Space.
There are many lovely and engaging options for music which connect us to the night sky.
“Sky Full of Stars” by Coldplay. “Starman” by David Bowie. “Counting stars” by One Republic.-
Using Starry Night and The Scream as contrasting representations of the sky is such a creative way to spark discussion about emotion, atmosphere, and visual storytelling. I hadn’t thought of linking The Scream with night sky themes before, but it would definitely lead to interesting interpretations from the children.
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Hi Patricia
Thanks for sharing the book recommendation Mae among the Stars. It would be a lovely book to explore during Space Week and to link with History as we could explore the lives of people who travelled to Space and the significance of Mae Jemison as the first African American woman to travel into space.
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The night sky has inspired countless songs, poems, and works of art across cultures and generations. In Irish culture, the stars and moon often appear in traditional songs and poetry, connecting us to nature, time, and wonder. President Michael D. Higgins’ poem “Stardust” beautifully captures the sense of awe and belonging we feel when we look up at the night sky. It reminds us that we are part of something vast and shared.
Songs like “Twinkle, Twinkle, Little Star”, “Moondance” by Van Morrison, and “Yellow” by Coldplay all express the magic and mystery of the sky above. Poets like W.B. Yeats often wrote about stars and night as symbols of dreams or fate. In the classroom, we can explore these creative works alongside science topics. Children could paint starry skies like Van Gogh’s Starry Night, write their own night poems, or create lullabies, all while learning about pace and light pollution.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Sky full of Stars by Coldplay
Space Oddity by David Bowie
Twinkle Twinkle Little Star
The Skylight by Seamus Heaney
Starry Night by Van GoghThat is just a small sample of media sources that link to the night sky. I feel like these could be use as prompts for a number of different lessons in the classroom, across all class levels. Here are some examples of what could be done:
1) The children could write their own night sky poems, maybe discussing the stars, constellations or nocturnal animals that they might see.2) The children could be encouraged to make their own constellations and make new myths/stories to match them. For example, they could envisage a spice bag constellation that inspires them at the weekend!
3) They could great night soundscapes, based on a homework exercise during the week where they had to spend 5-10 minutes outside, acknowledging all of the background noises.
4) They could use the Starry Night painting as a stimulus and create their own version of the painting.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
I love to connect the Arts to my lessons and often use music, paintings or poetry as a stimulus for a lesson. I loved thinking about this topic and how many songs etc connect us to the sky.
One of the songs which popped into my head in an earlier module is Somewhere Out There by James Ingram and Linda Ronstadt . The opening verse makes me think of the night sky and the stars and moon that shine on our world
Somewhere out there beneath the pale moonlight
Someone’s thinking of me and loving me tonight
Somewhere out there someone’s saying a prayer
That we’ll find one another in that big somewhere out thereI also love both the artwork by Vincent Van Gough The Starry Night and the subsequent song by Don McLean Vincent Starry Starry Night.
A song that the children are familiar with and would work well as a stimulus is Counting Stars by One Republic Also A Sky Full of Stars by Coldplay is a song that the children love.
A couple of years ago my class learned Rocket Man by Elton John while learning about space and satellites. The children loved learning this song and I think that it would work well when learning about the sky.
A poem we read when I was in secondary school by Gerard Manley Hopkins, called The Starlight Night begins with the line Look at the stars! look, look up at the skies. As a child and still as an adult I find the night sky fascinating and love to teach about and encourage and hopefully inspire children to enjoy it and feel the sense of wonder it holds.
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I teach thematically and I find it is a great way to reinforce learning for pupils and to present the new vocabulary and content in a range of different ways. I think there are so many opportunities to integrate songs, poems, stories, art etc. into the dark skies theme. As I am teaching Junior Infants I would be looking at stories such as The Owl Babies, How The Moon Found Its Glow, The Light in the Night, The Man on The Moon to name just a few. If I was working on any one of these stories I would be using it as a basis for my language development. I would be using the story as a basis for my Aistear and play based learning and this would incorporate some drama which would allow pupils to develop their imagination. I would also engage in artwork based on the story. In relation to SPHE I would discuss the characters in the stories and their feelings. For Maths we would engage in some hands on sorting based on the story. I would try to incorporate some Gaeilge to the theme as well through use of some new vocabulary as Gaeilge. Other opportunities for dark sky art activities are Halloween artwork based on creating a night scene which could include some bats and sometimes I would get the children to add in some glitter to represent the stars. I have done artwork based on Starry Night previously and this has always worked very well.
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Hi Julie,
You have lots of lovely ideas for thematic planning around the night sky theme. It would be lovely to explore these during Space Week in October to incorporate lots of language development as you have mentioned and also to link with play based learning.
Thematic planning gives the pupils lots of opportunities to use the topic specific vocabulary in different contexts and make connections across subjects specific to the night sky.
Starry Night by Van Gogh is always a great art lesson across all ages. Thanks for sharing
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Hi Julie, I really like your ideas of linking it all together. Space is such a good topic to do this and there are so many resources for art, english, maths, science to have engaging cross curricular lessons. I think that the new maths curriculum lends itself more to this too (and the english curriculum).
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When I think about the night sky, I’m immediately drawn to how it has inspired countless forms of creative expression—songs, poems, and artwork all aiming to capture its mystery and beauty. President Michael D. Higgins’ poem “Stardust” is a wonderful example of how language can connect us emotionally and spiritually with the cosmos. It reminds me that the night sky is not just a backdrop but a source of wonder and reflection.Many songs, like “Counting Stars” by OneRepublic or “Across the Universe” by The Beatles, use the night sky as a metaphor for dreams, hope, and the vastness of human experience. Similarly, poems such as W.B. Yeats’ “The Song of Wandering Aengus” evoke a mystical connection to the stars. Artistic works, from Van Gogh’s “Starry Night” to contemporary space photography, visually express our fascination and curiosity about what lies beyond.
As a primary teacher, I see immense value in introducing children to these creative works. They not only deepen children’s appreciation for nature and science but also nurture imagination, emotional intelligence, and cultural awareness. The night sky is a shared human experience, and through art and literature, we find common ground that transcends generations
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For this project I would get the class to collect piseógs, traditions and old stories about the night from home. We’d talk in class first about what a piseóg actually is and maybe look at some examples from the Dúchas Folklore Commission. Then I’d send them home with a few simple questions to ask their family or neighbours, like if they know any superstitions about the moon or stars, or if anyone in their house has an old story about night time.
When they bring their answers back in, we’d share them in small groups or as a class and make a scrapbook or wall display out of them. I think it would be a nice way for them to learn about the past, practise talking and writing and also feel proud of where they come from. It would also be a really fun way to bring storytelling into the classroom.
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Hi Aoife!
I really love this idea — it’s such a lovely way to connect children with their families and local traditions. I especially like how it brings the old stories into the classroom in a way that’s fun and meaningful. I’d love to try this myself with my class this year too. I think the scrapbook or wall display would be a brilliant way for everyone to see the variety of stories and superstitions we have in our communities. Thanks for sharing — I’m definitely inspired to give it a go!
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
I’d start by asking the children to talk to their families and grandparents at home. They could ask questions like, “Did anyone ever tell you stories about ghosts, fairies, or night-time rituals?” We could send home simple prompt sheets to help start these conversations. Older classes could take this further by researching in small groups using iPads to explore the Dúchas website and other archives for local legends about the night sky, lights seen at night, or night-time customs.When the project is complete, we could hold a special assembly where each class shares some of their favourite stories or maybe even act them out. This way, our school becomes a mini folklore archive — keeping our night-time traditions alive for the next generation.
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I really like Chantelle’s idea and would love to try it with my Fifth Class. It’s a great way for children to learn about old stories and traditions, especially ones told at night. I think the class would enjoy asking their parents, grandparents, or neighbours about things like ghosts, fairies, or strange lights in the sky. We could send home easy question sheets to help them get started.
Back in school, we could use iPads to look up more stories on the Dúchas website and work in small groups to find old Irish tales about the night. The children could then choose their favourite stories and draw pictures, write short summaries, or even act them out.
We could have a special school assembly where each class shares their favourite story. It would be a fun way to keep old stories alive and learn more about Irish culture.
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Hi Chantelle
I love the idea of sending home prompt sheets to spark conversations with parents and grandparents about the night sky. Children might not know what questions to ask to start a conversation or family members might need a mention of something to bring back a memory. Some of the children might even look up the Dúchas Folklore Collection at home with their families that could spark memories of other stories and customs. Halloween is often a good time for conversations like these. I love the idea of collecting all the stories old and new and having children retell them or act them out.
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1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
Step 1: Look at what a dark sky place is and look at examples of Kerry Dark Space and Mayo Dark Space.
Step 2: I would ask the children to look at their own sky at home on a clear night and identify whether they can see the stars. We talk about how built up areas you will be able to see less stars or no stars and how light pollution affects the viewing of the milky way.
Step 2:We would design our own dark place in our school. I would ask the children to come up with ways to ensure lighting doesn’t affect the wildlife living in the space. I would ask them to brainstorm different ways to or using alternatively lighting dimmed lights or orange lighting ect. We would take pictures of the space before and after. -
Doing a “Design Your Own Dark Sky Place” project with my Fifth Class would be a fun and simple way to help them learn about light pollution and caring for nature. First, I would explain what a Dark Sky Place is – somewhere that keeps the sky dark at night so we can see stars and help animals that come out in the dark, like bats and owls.
We would look at real-life examples like Mayo Dark Sky Park and talk about why dark skies are important. Then, in small groups, the children would choose a place in the school garden and design their own Dark Sky Place. They would draw maps, decide where lights should go, and include things like stargazing spots, animal homes, and signs to teach others.
The children could make posters or simple models to show their ideas and present them to the class. This would be a great way to learn science, geography, and how to care for the environment—all while being creative and having fun. It would also help them feel like they can make a real difference in protecting nature. -
Task 2: Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
As primary school teachers, we would have to ensure that the lyrics of the songs/poems/rhymes we have chosen are age appropriate.
Songs/Poems/Rhymes:
- Twinkle Twinkle Little Star – This is perfect for young children to wonder and learn about the stars and dark skies.
- Star Light, Star Bright – This is a simple and engaging song that encourages children to make wishes on the first star they see at night. It has been a hit with my Junior Infants!
- Seven Little Stars Shine at Night – Again, one for the younger children, it uses repetition and imagery to describe the stars and their lovely glow.
Ten Little Stars – Another infant classic! A counting song where children can follow along as stars disappear one by one. - Sky Full of Stars – Coldplay
- Space Oddity – David Bowie
- Moon Dance – Van Morrison
- Man on the Moon – Frank Sinatra
- Spaceman – The Killers
- Cosmic Love – Florence and the Machine
- Dark Sky Island – Enya
Art:
- The Great Comet of 1680 Over Rotterdam – Lieve Verschuier
- Starry Night – Vincent Van Gogh
- The Meteor of 1860 – Frederic Edwin Church
- Starry Night Over the Rhone – Vincent Van Gogh
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- Teach students about dark sky places, light pollution, and its effects on wildlife
- Show pictures of communities from around the world.
- Have students examine lighting around the school or their home
- Students create their own Dark Sky Place (e.g., park, schoolyard, or town)
- Students can share their designs through posters or models explaining how their ideas reduce light pollution.
- The teacher could also invite a guest speaker or launch a “Lights Out” campaign in school
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With my class which I am taking from Junior Infants to Senior Infants we already did quite a few stories which were about the night sky without any emphasis on it. At the start of the year I did a lot of twinkl twinkl little star as it really settled the children and they enjoyed it! I also did Hey Diddle Diddle the nursery rhyme with them. I have always loved Van Gogh Starry Night so this is something that I do with every class I have had. However I realise now that I could link lots of these ideas together and I was not aware of Five Little Stars (regularly do 5 little ducks) which would be lovely to incorporate. I feel that I could definitely use more stories such as How to catch a star by Oliver Jeffers and Dr Seuss there is no place like space. These could be books which I could come back to and link with other space themed learning activities. I have taught space topic before to older students and they loved songs such as David Bowie Starman and the children really enjoyed this song as part of it. Having researched it further now I see there is a solar system poem to the theme of twink twinkl little star which I could incorporate into my learning.
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night
This could be a meaningful cross-curricular project that runs across the school or is explored in-depth within a single classroom. Students would work in small groups to research folktales, myths, and traditions from different cultures that relate to the stars, moon, or night sky. Ireland’s increasingly diverse population offers a rich opportunity to learn from the many cultural backgrounds represented in our own school community. Students could begin by choosing a region or country to focus on; either their own heritage or one they’re curious about and explore stories that explain constellations, phases of the moon, or the origins of night and day.
Each group would compile their findings in a creative way—through posters, artwork, drama, storytelling, or digital presentations. These could be shared in class or at a school assembly, celebrating different perspectives on the night sky. The project could naturally lead to discussions about similarities and differences across stories: What values or themes appear again and again? What do these stories tell us about the cultures that created them?
To deepen the connection, we could invite parents or local community members from different backgrounds to share night sky stories from their own cultures. This would not only enrich the students’ understanding but also strengthen links between the school and wider community. It’s a creative way to explore both astronomy and global heritage, while promoting inclusion, curiosity, and shared wonder. -
Task 2: Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Some examples that we might use in school would be:
Walt Whitman – “When I Heard the Learn’d Astronomer”
Whitman sits in a lecture, listening to data and measurements. Then he quietly slips out into the night:“Look’d up in perfect silence at the stars.”
It’s such a human thing: to feel that knowledge alone isn’t enough. Sometimes, we just want to feel awe. We crave the unspoken.Sarah Williams – “The Old Astronomer”
She writes not as a scientist, but as a soul nearing the end of life:“I have loved the stars too fondly to be fearful of the night.”
There’s such tenderness in that line. To love the stars is to trust that darkness doesn’t mean the end—it’s part of something bigger, more luminous.Don McLean – “Vincent”
He sings to Van Gogh, who tried to paint the stars not as they are, but as he felt them:“Starry, starry night… this world was never meant for one as beautiful as you.”
It’s a love song to someone misunderstood, using the stars as symbols of both brilliance and isolation.Coldplay – “Yellow”
Simple, almost childlike:“Look at the stars, look how they shine for you…”
It captures a pure kind of love—the way you might look up and suddenly feel like someone, somewhere, made all of this beauty just so you’d feel a little less alone.Van Gogh – “The Starry Night”
He painted it from a room in a mental asylum. Those spiraling stars? They weren’t calm—they were alive. His brush spoke of chaos and hope, light tangled with darkness. Even in his deepest sorrow, he looked up—and still painted beauty.Bruno Mars – “Talking to the Moon”
Ever tried speaking to someone who isn’t there? Bruno sings to the moon, hoping it might carry his words:“I know you’re somewhere out there… somewhere far away.”
It’s loneliness, softened by starlight.And Then… Us
We still lie in fields, hold hands on balconies, or pause by windows at 2am, staring up—wondering. Maybe about someone we miss. Maybe about who we are. Maybe about how small we feel, and yet how deeply connected.The night sky humanises us because it humbles us. And because it waits for us to stop long enough to notice.
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Below is how I would incorporate “Design Your Own Dark Sky Place” project in my classroom:
I would begin by explaining what a Dark Sky Place is and why protecting our night skies is important. I’d show pictures of starry skies and areas with light pollution to help children understand the difference. Then, we’d explore ways to reduce light pollution, such as using shielded lights or turning off lights at night.Next, I would encourage each student to design their own Dark Sky Place—this could be a drawing or a poster showing a town or park that protects the night sky. I would give the children a list of what they must label such as stargazing areas, low lighting and signs about wildlife. The children will be given an opportunity to present their designs to the class and display them on a noticeboard.
The children will be given an opportunity to discuss each other’s projects and respond in a positve way to their peers work.
In groups the children would be given an opportunity to design informative posters on lighht pollution to be displayed around the school. They could also speak at assembly about their posters. -
Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
introduction
I would have the children research, in pairs, a few prompt phrases like ‘dark sky park’ and record the five main attractions/elements of this park in pictures and words. The children would then identify a comparable place around the homes/area
Main
The children would create an advertisement poster for a series of events at the dark sky park. they would name it and include four events that are on based on a theme. These could be telescope activities, stars and stones, animals of the night, well being, night time noise. The children would then present these events in a role play fashion in the class undertaking roles of tour guide, animals, experts etc.
Extension
The children could hold a workshop in the school hall with twelve or so stations and the other classes could view the Dark Sky Parks and take part in the events\roleplays. the children could also undertake a school trip to dark sky park in the sperrins as it is fairly accessible to the school.
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For the project pupils could explore and collect local stories, folklore, and traditions connected to the night sky in Kilkenny. Pupils could work in groups to research and document how people in their community – both past and present – have viewed the stars, moon, and night-time skies. A lot of information would likely be available from the librry in Irishtown which is within walkig distance of the school. The project could involve interviewing older relatives or neighbours, visiting the local library, and working with Kilkenny County Library’s local studies section to find myths, old sayings, or historical beliefs about the stars and constellations.
Students could create a class booklet or ebook featuring stories about how farmers used moon phases to plant crops, beliefs about shooting stars or comets, or tales about constellations like the Plough or Orion. They can include drawings, audio recordings, or short films. Pupils may also discover links between the night sky and local landmarks, such as castles or ringforts.
The project could be displayed at our open evening in January where pupils share their findings with parents and the wider community. This project supports literacy, history, and science learning while deepening appreciation for local heritage and the cultural value of dark skies.
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Hi Mary,
Thanks for sharing. What a wonderful way to connect to local heritage and community! You are very lucky to have the resource of a library on your doorstep, and it sounds like you make the most of this local asset.Talking to elders in the community as a primary historical source is a wonderful way to engage learners with Ireland’s rich history and local beliefs, creating connections and an opportunity to reflect on shifting baselines. The skies were so much darker in our grandparents’ time!
I love your idea to further connect with the broader community on this topic by holding an open evening to share the learners’ findings. I hope you enjoyed the course and make use of some of the resources in the coming academic year.
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To bring the “Design Your Own Dark Sky Place” idea to life in my classroom, I would start with a simple question: What would you see in the sky if the lights went out? This would spark curiosity and lead to learning about light pollution, nocturnal animals, and the stars themselves. I would set up a roleplay activity where each group of students represents a different stakeholder for example, stargazers, local residents, wildlife experts, and lighting designers. Each group would discuss what they want and need in a shared dark sky space.
We would then create a map or collage of our ideal Dark Sky Place using drawings, printed images, and models. The project would encourage collaboration and creative thinking, while deepening student understanding of how human choices impact the natural world. It would also give them a chance to come up with real solutions to preserve the beauty and biodiversity of the night sky.-
Hi Cliodhna
I love your idea for a starter question. It is such a simple question but could lead to really interesting discussions among the children as they try to imagine what might be visible, how much natural light is available from the moon and stars and how that light would vary depending on the phase of the moon and the cloud cover. It would be interesting to see how the children’s responses would vary depending on whether they are used to a lot of artificial light at night or whether they can see the stars clearly at home. I like the idea of using a combination of maps, photographs, drawings and models to create your dark sky place. Perhaps models could be made to highlight particular features that are also shown on the map.
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Learning about light pollution helps kids understand its impact on nature, develop scientific thinking, and connect with the environment. It encourages responsible habits, community action, creativity, and better wellbeing. Overall, it empowers children to protect wildlife, save energy, and become caring environmental stewards.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Songs & Rhymes
Twinkle Twinkle Little Star
Geal, geal an réalta
Star Light, Start Bright
Oíche ChiúinPoems
The Moon by Robert Louis Stevenson
Wynken, Blynken and Nod by Eugene Field
The Owl and the Pussycat by Edward Lear
Queen of Night by Terry Webb Harshman
Silver by Walter de la Mare
Stardust by President Michael D. Higgins.
The Starlight Night by Gerard Manley Hopkins
Bright Star by John Keats
When You Are Old by W.B. Yeats
I saw the Land in the Evening by Emily Dickinson
To Night by Pesrcy Byshee Shelley
An Ghealach – Nuala Ní Dhomhnaill
Réalt Beag by Gabreil RosenstockThe Walker Book of Poetry for Children has many more, it is one of my favourites since childhood.
https://www.amazon.ie/Random-House-Book-Poetry-Children/dp/0394850106
Songs:
Seoithín Seó
Oíche – Clanad
Catch a falling Star – Perry Como
Over the Rainbow
Vincent (Starry Starry Night) – Don McLean
Yellow – Coldplay
Space Oddity – David Bowie
Moondance – Van Morrison
Dancing in the Moonlight – King Harvest
Blue Moon – Ella Fitzgerald
In the still of the Night – The Five Satins
Fly me to the Moon – Frank Sinatra
Starlight – Muse
Rewrite the Stars – from The Greatest ShowmanClassical Music
Moonlight Sonata – Beethoven
Nocturne – Chopin
Clair de Lune – DebussyArt
Starry Night by Vincent van Gogh
Starry Night over the Rhone by Vincent Van Gogh
The Boulevard Monmartre at Night by Camille Pissarro
Celtic-style spirals and knots inspired by the cosmos
Harry Clarke’s stained glass illustrations
Starry Night by Jean-Francois Millet
Nebra Sky Disc -
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I like the idea of designing a dark sky place and this is something I will try with a senior class next year. To engage the children i would begin with a starter question such as What is a dark sky place? Pictures will be used here. Who would live in a dark sky place? In groups children make lists of animals that live there. I would usee resources from mod 3 to explore light pollution and mod 4 resources to explore why darkness is important. We would begin our challenge wit a group discussion eg how can we prepare our dark space? Plan : During the planning step we would g=have to consider visitors needs eg facilities and information. Make: In groups children compile a list of needs eg parking, viewing spots. Next we would create a map . The map would clearly identify and display viewing points. We would add an information sheet listing nocturnal animals present in the park. Our next steps could include making connections eg how has artificial light evolved over the years. Teacher reflection could involve the following reflective question Are there opportunities for cross curricular links here?
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Hi Shona
You have some lovely ideas here for designing a Dark Sky Place. I love the idea of creating a map. Perhaps the children could work on different areas of the map and combine smaller pages into one large classroom map with all of the areas marked. This would be a great exercise in map creation including scale, direction and keys. Creating the information sheet on the different nocturnal animals would be a fantastic learning experience for the children as they would need to research Irish nocturnal animals and think about the various habitats they live in.
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I would love to prepare a school project focused on collecting piseógs, traditions, and stories of the night, linking it to Irish folklore and our local heritage. Inspired by the Dúchas Folklore Commission, the project would begin with a class discussion about traditional beliefs connected to the night such as seeing a falling star, the banshee, or stories about the moon and stars passed down through families.
Pupils would interview parents, grandparents, or neighbours to collect these stories, using guiding questions to prompt memories of old sayings or nighttime superstitions. We would then compile our findings into a classroom “Book of the Night,” including written stories, illustrations, and audio recordings if possible. This project would not only support oral language and history skills but also create a real sense of connection between generations. It allows students to see how people in the past understood the sky and darkness in deeply symbolic and imaginative ways, long before streetlights or science offered other explanations.-
Hi Kieran
Building a collection of stories and traditions inspired by the Dúchas collection is a lovely idea and as you said a great way to build connections between the children and their older relatives and neighbours. I love the idea of creating a book that can be kept as a source of information in the school and perhaps other classes in the future could build on it and add to it. Having oral recordings would be lovely and possibly a way to reach out to older storytellers in the local community or relatives in other parts of Ireland and other countries. Some children could even contribute artwork to illustrate the stories.
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This is such a rich and meaningful idea. I love how it blends oral history, folklore, and family connection in a way that feels both educational and personal. Gathering stories from older generations gives children a real sense of pride in their heritage and brings a human element to learning about the night. The idea of compiling everything into a “Book of the Night” is lovely—it allows for creativity through writing, art, and possibly even audio. It’s also a great way to link language, history, and culture while encouraging curiosity about how people once viewed the natural world.
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To implement a “Design Your Own Dark Sky Place” project with 4th class students, start by explaining what a Dark Sky Place is—an area with minimal artificial light where stars and the Moon are clearly visible. Show pictures comparing dark skies and light-polluted skies to highlight the importance of protecting night environments for animals and people. Engage students in a brainstorming session to imagine their perfect Dark Sky Place, encouraging ideas like no streetlights, shielded or motion-sensor lighting, lots of trees, and quiet spaces for wildlife. Provide large paper or poster boards and art supplies such as colored pencils, markers, stickers, and printed images of stars, trees, animals, and lights. Students design their ideal Dark Sky Place, focusing on features that reduce light pollution. Each student presents their design, explaining their choices and how these help protect the night sky. Finally, connect the project to real-life action by discussing ways the school or community can reduce light pollution, such as turning off unnecessary lights or using curtains, and create a “Dark Sky Promise” as a class commitment. This project combines creativity, science, and environmental awareness in a fun, meaningful way
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Hi Louise
I love the idea of creating a Dark Sky place. As you said it is a great way to bring together any previous work they may have done on the night sky, light pollution and biodiversity and brings it all together in a creative way that involves lots of cross curricular learning. Having a class discussion on the themes and the aspects they would like to included in their Dark Sky place and then providing the materials for them to express these ideas creatively and present them to the class will be a great way for them to utilise their STEM skills of curiosity, creativity, collaboration, critical thinking and communication and the follow up piece of taking action and creating a “Dark Sky Promise” will tie it all together.
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I like the idea of connecting art/stories/poems/music the STEM activities as it can show that people have been looking at the night sky for a long time.
I would give the children the opportunity to come up with as many songs/poems/stories as they can (e.g. Goodnight Moon storybook, A Sky Full of Stars by Coldplay, Faster Faster Little Bat etc.)
We would look at artwork inspired by the night sky as collected by Dark Sky International https://darksky.org/news/7-pieces-of-art-inspired-by-the-night-sky/
We would look at a book released last year that is a compilation of poems by children in Gaza about the moon and how everyone is connected looking at the same moon.
https://www.handsupproject.org/shop/moon-tell-me-truth
We would then create our own Moon/Stars/Night Sky poem or copy song lyrics and decorate it with illustrations. These could be displayed in the corridor or school hall with information about Dark Skies for other children to also engage with.
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Hi Caitriona,
Thanks for your post.
Those are some wonderful ideas, and I am particularly drawn to the one about the book released last year featuring poems from the children in Gaza. Thanks for sharing this. What a wonderful way to make learners reflect on how we are all global citizens who share one night sky.
It is heartbreaking to read Fatema’s poem, a nine-year-old who was killed in an Israeli airstrike, “Hands are for shaking with friends, not for shooting gun.”
I like your idea for learners to create their own works about the moon, stars or night sky, decorate and display them for others to enjoy.
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1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom.
I really enjoyed watching the video of the children participating in this lesson as part of the module. Having taught 6th class this year I think they would have really enjoyed getting into character and role-playing the views of the various stakeholders involved….local residents, lighting designers/ planners, star gazers, organisers. I would divide the children into groups and they could give their pros/ cons of having a dark sky park, what services would need to be provided, how they would maintain the dark sky in the area, health & safety and effects on biodiversity.
Following on from this the children could work in pairs to create their Dark Sky Park brochures. They could incorporate a map, local information, star-gazing tips, what people need to bring with them, what plants/ animals/creatures to look out for (maybe creating a visual list), a list of other dark sky areas to visit, practical tips for people on how to decrease light pollution in their homes/ communities. The children could present their brochures to their classmates and display them so the rest of the school also benefit.
As a homework assignment they could look at a website for an Irish Dark Sky Park and write up 10 interesting facts that they have learned.
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In our small rural school in East Clare, I’d love to do a “Design Your Own Dark Sky Place” project with the 4th, 5th, and 6th class pupils. We’d start by talking about the night sky and how lucky we are to live in a place where stars are still easy to see. I’d bring in Moylussa as a great local example—it’s already a peaceful, natural area with very little light pollution, and many of the children are familiar with it. It would really help them picture what a Dark Sky Place could look like.
We’d learn about how too much artificial light can affect wildlife—especially animals like bats, owls, or insects that live near wooded areas. Then the children could design their own dark sky spot, maybe imagining one along the shores of Lough Derg or in the woods near their homes. They could draw, build, or use apps to present their ideas. We’d link it into SESE and Art, and maybe organise a mini exhibition or even a night-time walk for families to enjoy the stars together.
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I agree that rural schools like yours are in a great position to explore dark sky topics meaningfully, since the night sky is still such a visible and powerful part of the local environment. I especially like how you’re linking it with SESE, Art, and even involving families through a night-time walk that sounds like a memorable, hands-on way to bring the learning to life.
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onsider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Twinkle Twinkle Little star, which is a nice starter for younger classes for them as they are familiar and it is a good starting point to get the conversation going about the night sky.
Don Maclean – Vincent Starry Starry Night. Looking at the lyrics together, the imagery that is described in the lyrics is wonderful and reminiscent of Vincent Van Goghs Starry Starry night. Looking at this song alongside the Art work would be a lovely connection and art project to work on.
For an older class they could look at the poem Moonlight by Paul Verlaine alongside the song Claire de Lune by Claude Debussy
The children can read the poem, dissect the poem and understand it. Listen to the song separately and then find the connection. Again, creating art around both of these pieces, using colour to depict the night sky, the animals that are softly dreaming in their trees.
Not being Irish, I am so interested to see all of the Irish songs/poems/art that can be used in the classroom. There is so many lovely pieces that can connect to the Irish curriculum that I will definitely be looking at.
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Projects: Design your own dark sky place
Students will explore the importance of dark skies, learn about light pollution, and design their own Dark Sky Place by applying scientific knowledge, creativity, and real-world problem solving.
Introduce/revise the topics of dark skies, light pollution, and why preserving dark skies matters( For eco-systems, human health, astronomy etc)
Each group will choose a location for their dark sky place-e.g A real town, park or rural area, Their own area or school.
Students will then design a plan to turn their site into a dark sky place, eg how to reduce light pollution.
They will then present their projects to the class. -
Consider how many Songs / Poems /Art can you think of to
connect us with the Night Sky?
I found a nice collection of art on Art UK to use in the classroom.
Artworks- Starfield, Blackthorn by Susan Derges (Painting)
The Warm Room from Newcastle University School of Architecture (Photograph)
If Only This Moment Would Last Simeon Banner (Painting)
The Great Comet of 1843 Charles Piazzt Smyth
A Comet John Everett
Asteroids in Space- Clarke- good trigger for nebulae and you could connect it to a activity using splatter painting.
Space City Anthony Michael Crosse
Moonlight Winslow Homer
https://www.shutterstock.com/blog/stars-art-and-history?dd_referrer=https%3A%2F%2Fwww.google.com%2F has Nebra stardisk amongst other art.
https://www.dailyartmagazine.com/night-sky-paintings/ includes Starry Night Over the Rhone by Van Gogh
Poems- Stars by Robert Frost
Summer Stars by Carl Sandburg
Emily Dickinson Lightly stepped a yellow star
Astronomy Trek have links to Shakespeare quotes on astronomy, comets and the moon.
This link has poems written by children around the theme Space https://www.kidspoetryclub.com/space-and-the-sky-select-poetry
These poems written by children have more questions and children wondering about heavenly bodies and might be more accessible to primary aged children e.g.
“Goodnight Sun”
When the sun goes down, where does it go?
Does it go to theater to see a great show?
Or does it take advantage of the quiet at night
for grocery shopping with no one in sight?
Or does it stay home and put up its feet,
after a long day of working, providing us heat?
After thinking this through, the only answer I see
is the sun goes to shine a long way from me.
Val Harris- The Night Sky is available on this link https://dirigibleballoon.org/poem/The-Night-Sky and would be a good way of teaching vocabulary.
If pupils were doing planet projects a nice literacy link would be to write a Haiku poem about each planet.
Music
David Bowie’s Starman was already mentioned but you could also use Major Tom if you were doing any work on rockets/ moon missions/ astronauts/ gravity- “I’m floating in a most peculiar way”. More modern- Sky Full of Stars by Coldplay. I think Holst’s The Planets was mentioned already in this module. It is an excellent classical work and it is a suite so there is a piece of music for each planet. I have used it several times over the years, as it ties into so many subjects. The piece “Mars” (God of War) in particular is an amazing piece of music and very dramatic. Suites are an excellent resource in the primary classroom as the individual pieces are shorter than other works, so it’s possible for children to hear the whole piece several times for different treatments. -
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From memory, in the past (particularly on teaching practice when we had to do thematic planning)I used these songs, poems and art ideas when trying to connect the children to the sky and space.
Songs
“Space Oddity” by David Bowie explores the wonder of space travel.
“Planet Song” from Drake & Josh is a fun, educational tune I teach every year. Its catchy lyrics name the planets in order and opens up talking about our solar system.Poem
“Escape at Bedtime” by Robert Stevenson is a poem a came across a few years ago and I find myself always using it most years. It captures the magic of the night sky full of stars. It is quite an old poem but I like how the children can relate to it and use their imagination.Art
“Starry Night” by Vincent van Gogh is an amazing piece of art. It can be used as inspiration for all class levels. It teaches shapes and curves.By using these examples in the classroom, the children can study the night sky and space using their imaginations.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
There are so many songs and poems that connect us to the Night Sky. At a very young age children are exposed to various nursery rhymes and songs that are based on the sky eg. Twinkle, twinkle, the cow jumped over the moon etc .
From my experience the magic of the sky captures the children so well and the element of song and poem only adds to the creative learning experience.
I would propose that at a staff meeting that all teachers chose either a song or a poem for their class based on the night sky. Children could look at more modern songs like Miley Cyrus – midnight sky, or classics like The Beatles – Lucy and the Sky with Diamonds, some upbeat songs like Mr Blue Sky or maybe Michael D Higgins piece, The Stardust.
Although such a singular topic, children can elicit the fascination, wonder and beauty that our night sky holds.
Classes could preform their chosen songs in the halla as a whole school event. of the activity and to have something that they can keep and look back on with such pride over the years
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I have had Junior infants and these are songs that I found fun, easy, and engaging for that level.
Twinkle, Twinkle, Little Star – A classic nursery rhyme with simple, repetitive melody celebrating the night sky and igniting curiosity in the smallest children.
Star Light, Star Bright – A short, lyrical lullaby about wishing on the first star seen at night. Ideal for calming storytelling moments.
Shine Little Stars by HooplaKidz – A soft, bedtime song featuring imagery of stars glowing gently to lull children into sleepiness.
Sun, Moon, and Stars” by The Singing Walrus – A simple, upbeat tune introducing these celestial bodies in playful, age appropriate terms.
Four Little Stars – A counting rhyme that embeds simple subtraction in a starry theme—great for combining numeracy and night sky imagery. -
Suitable for Senior Infants
Songs, poems, and artwork help Senior Infants connect with the night sky through imagination and sensory experiences. Songs like “Twinkle, Twinkle, Little Star”, “Zoom Zoom Zoom, We’re Going to the Moon”, and “I See the Moon” are ideal for singing, movement, and rhythm lessons in class.
Poems such as “The Moon” by Robert Louis Stevenson and “Star Light, Star Bright” spark wonder and are easy to learn and recite. Children enjoy responding creatively through art. Van Gogh’s “The Starry Night” encourages swirling sky paintings using crayons, paint, or oil pastels. Chalk on black paper can be used to create constellation pictures, while silhouette art shows the moon and stars over trees or houses. Watercolour resist techniques can depict galaxies and starry skies.
These activities support oral language, creativity, and emotional expression while helping children build an appreciation for the natural world. They integrate well across the curriculum through Aistear, SESE, and the arts.
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To implement a ‘Dark Sky Space’ with my pupils, we will first explore what a dark sky space is by watching the videos provided in this module. These videos will help the pupils understand the importance of preserving darkness for wildlife, wellbeing and star visibility. Next, I will divide the pupils into small groups and provide them with art supplies and simple maps of the school grounds. Each group will select a different location to transform into a dark sky space. We will involve the Green School Committee to support and guide the project. In their groups, pupils will brainstorm ways to reduce light pollution, such as planting trees, using low-level lighting, or creating designated areas for stargazing. They will also design signs and brochures to raise awareness about keeping areas dark. After completing their projects, each group will present their work to the class and the wider school community.
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1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would use the “Design Your Own Dark Sky Place” activity as a class project that links science, geography and PSHE, with some art and writing included as well. I would begin by explaining what a dark sky place is and show some examples from Ireland, such as Kerry and Mayo. We would talk about why these places are protected, how they help people enjoy the night sky, and why they are important for wildlife.
The children would then work in small groups. Each group would take on a role, such as local residents, wildlife experts, stargazers or light designers. They would plan their own dark sky area near the school or in their own community. They could draw maps, make posters or put together short presentations to share their ideas.
At the end, we could present the projects to other classes or parents. The activity would help raise awareness of light pollution and biodiversity, while also supporting our school’s SSE work and encouraging teamwork, creativity and real-world thinking.
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First off, I always love the idea of a whole school project as it brings families together if siblings of different classes are working on the same “homework”, and it involves the greater school community. Collecting piseógs/ stories of the night will mix folklore, oral history, creativity, and culture. To begin, discuss what piseógs are and how they have been passed down orally, and some examples from dúchas.ie. Inviting grandparents as guest speakers would be a wonderful starting point also; the children would love to see their family members involved if possible. Perhaps a grandparent of another heritage could talk to the classes too, as it would be nice to involve other traditional stories- or this could be another school project entirely. Children could interview an elderly person they know (grandparent, neighbour) with a bank of questions about piseógs, superstitions, traditions, and stories, through a written task, audio/ video recording, illustrations. Whole school presentation of the project could take the form of wall displays, slideshow on the school website, or accumulation into a book.
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Hi Niamh,
Thanks for sharing.
I really like your idea of getting grandparents involved in this activity and even coming in as guest speakers to share their stories and memories about piseógs and more. Every locality has such a wealth of folklore just waiting to be shared and retold. Duchas.ie is a treasure trove for this activity, but nothing really compares to hearing it first hand.
It’s a lovely, inclusive idea to ensure other cultures are represented in this too, and to reflect on how they compare-is there a common theme? Etc.
By making this into a whole school presentation, there may be even more conversations and engagement in this topic in other classes, resulting in further additions to the project. If this folklore could be gathered in a book, as you suggested, it would be a great way to capture and bring renewed interest to this too often overlooked topic.
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I’d adapt the “Design Your Own Dark Sky Place” activity for a senior class by starting with a whole-class brainstorm on what makes a good dark sky area and why it matters. I’d divide the pupils into stakeholder groups (e.g. local residents, lighting planners, stargazers, rangers) and have them research their group’s needs using accessible sources and discussion prompts. Each group would present their views in a class “meeting” where we’d plan our ideal school-based dark sky space. This could be a real spot on the school grounds or a fictional design. Pupils would then create a map of the space, highlight wildlife to protect, suggest appropriate lighting, and design a visitor brochure. We’d explore the impact of light pollution on biodiversity and the benefits of dark spaces for both nature and people. It’s a great way to connect science, geography, literacy, and environmental responsibility in a collaborative and creative project.
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1.Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would start with a lesson on light pollution and what it is, its effects on ecosystems and human health, and how it obscures our view of the night sky. Students could then research Dark Sky Places around the world, exploring the steps taken to reduce artificial light and preserve natural darkness.
Next, in small groups, students could design their own Dark Sky Place, whether that be a park, community, or even a fictional town. They would consider lighting guidelines, energy efficient solutions, educational outreach, and how to engage the public in protecting the night sky. Art or digital design elements could be incorporated as they create maps or presentations.
Ultimately, this project would not only deepen scientific understanding but also foster environmental stewardship, problem solving, and creativity.
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
I would begin by introducing the concept of folklore through simple, engaging storytelling, highlighting how these stories were passed by word of mouth from generation to generation. We would explore examples from the Dúchas Folklore Commission, using those from the local area and about common themes such as Halloween to spark curiosity. We would look at the similarities and differences between the handwriting then and now and how things have changed or stayed the same since. I’d explain what piseógs are (superstitions or old beliefs) and how traditions and night-time stories were passed down through generations. Together, we would create interview questions for family or community members to gather their own stories. I’d encourage children to record their findings through drawings, writing, or voice recordings and then share these stories in class and create a collective class book, video or display. This is something I did at school when I was younger and it is so nice to look back at.
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Question: Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Answer: When I stop to think about it, the night sky has always inspired songs, poems and art – this can be such a powerful way into learning with children. With junior infants I would begin very simply with familiar songs like ‘Twinkle, Twinkle little star’. We could sing together, add actions, and maybe even create star-shaped art using glitter and dark paper to bring the song to life. The focus at this age would be joy, rhythm and wonder 🙂
Moving up the school children in the middle classes could explore Irish myths and poetry about the stars and the moon. We might read short verses and then have the children write their very own ‘moon poems’, drawing on imagination and local stories!
In 5th and 6th classes they will be ready for deeper dives and connections – looking atVan Gogh’s Starry Night or modern music inspired by space. They could even create their own song lyrics or digital artwork based on their experiences of Limerick’s night sky! The night, after all, is both a canvas and a story waiting to be told 🙂
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I have decided to research question 2 and found the below ideas online!
Poetry:
“When I Heard the Learn’d Astronomer” by Walt Whitman
“The Star” by Jane Taylor (also known as “Twinkle Twinkle Little Star”)
“Bright Star” by John KeatsMusic / Songs:
Yellow – Coldplay
Space Oddity– David Bowie
Vincent (Starry Starry Night) – Don McLean
Across the Universe– The Beatles
A Sky Full of Stars- Coldplay
The Big Sky- Kate Bush
Counting Stars- One RepublicVisual Arts:
“The Starry Night” – Vincent van Gogh- we could create our own interpretation.
NASA Astronomy Picture of the Day (APOD)
We could use this resource to discuss space in real time.
Aboriginal star maps and indigenous sky stories
From Irish folklore (e.g. Étaín, the Moon Goddess) to Māori or Native American cosmologies, students can explore how the stars have guided and inspired cultures worldwide.-
Hi Aisling
Thanks for sharing this comprehensive list. I like how you have included the Aboriginal Star Maps and their sky stories. I remember visiting the Outback in Australia and being fascinated by the lovely stores from the Aboriginals. I even bought calendars at the time with images of their artwork. Something, I will look into again this year with my class.
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Songs about the Night Sky
-“Twinkle Twinkle Little Star”
-“Catch a Falling Star” by Perry Como
-“A Sky Full of Stars” by Coldplay
-“Moon River” – A calm, soothing classic
-“Zoom Zoom Zoom, We’re Going to the Moon”Poems about the Night Sky
-“The Moon” by Robert Louis Stevenson
-“Star” by Jane Taylor – Poem behind Twinkle Twinkle.
-“Silver” by Walter de la Mare
-“The Stars are Coming Out”
-“Wynken, Blynken, and Nod” by Eugene FieldArt Activities Inspired by the Night Sky
-Starry Night Swirls – Use Van Gogh’s Starry Night as inspiration.
-Black Paper + Chalk Pastels – Create galaxies, stars, and moons.
-Tinfoil Moon Craters – Make 3D moons using foil and paint.
-Constellation Art – Use stickers or white paint to create constellations.
-Glow-in-the-Dark Starscapes – Use glow paint to make night sky jars or posters -
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Song: “Moondance” by Van Morrison – This classic song by the Northern Irish singer celebrates the magic of a moonlit night, blending romance and celestial imagery in a jazzy, uplifting melody.
Poem: “Bright Star” by John Keats – Though not Irish, Keats’ sonnet beautifully expresses a longing to be as steadfast and eternal as a star in the night sky, observing the world in serene stillness.
Artwork: “The Sleeping Gypsy” by Henri Rousseau – This surreal painting depicts a lone figure resting under a vast, star-filled sky, evoking themes of solitude and cosmic wonder.
Song: “Talking to the Moon” by Bruno Mars – A contemporary pop ballad that personifies the moon as a silent confidant, symbolizing distance, longing, and connection across the night sky.
Poem: “The Starlight Night” by Gerard Manley Hopkins – This poem vividly describes the brilliance of the stars in a reverent, almost spiritual tone, showcasing the night sky as a source of awe and inspiration.
These examples are just the beginning—countless other songs, poems, and artworks explore the night sky’s beauty and its profound influence on human imagination. What other pieces come to your mind that celebrate our shared connection to the stars?
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Senior Classes (Ages 13–15) – Mild/Moderate GLD
The children could chat with family members or carers about old traditions or stories they might remember, for example things like the banshee, fairy rings, or strange lights in the sky. We’ll support pupils with visuals, prompts and discussion to help gather their stories. We’ll then retell them through art, drama, or simple digital recordings. We will use lots of visuals to aid understanding. Some may draw their story if unable to write simple sentences. This project links oral history and Irish culture with nature and science. It’s a lovely way for our pupils to share their heritage and explore how people once understood the night sky. To support my pupils, I would use a visual schedule, choice boards, and visuals for the stories. I would also stick up photos and key words in the classroom to reinforce their learning.
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Hi Jovana
Thanks for your post. Your lesson plan on the stories and traditions of the night sky sounds like a fun and interactive project. I love the way you have planned to adapt the lesson plan to the needs and abilities of your students and have reference a number of different visual strategies for supporting them in their learning about the night sky, gathering their stories from family and friends, and in telling their stories through written work, oral recordings, drawing or drama.
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There are many songs, poems, and art activities that can connect primary school children with the wonder of the night sky, making learning both meaningful and magical. Classic nursery rhymes like “Twinkle, Twinkle, Little Star” instantly spark curiosity about stars and space, while songs such as “Catch a Falling Star” or “Star Light, Star Bright” encourage imagination and wonder.
Poems like Walter de la Mare’s “Silver” or Robert Louis Stevenson’s “Escape at Bedtime” offer gentle, descriptive language that helps children visualise the peacefulness and mystery of the night. These can be used as inspiration for creative writing or recitation.In art, children can create starry night paintings, inspired by Van Gogh’s “Starry Night”, or use chalk, pastels, or glow-in-the-dark paint to recreate constellations and the moon phases. Combining music, poetry, and visual arts allows for a rich, cross-curricular exploration of the night sky, helping children form emotional and creative connections to the universe above them.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
Being in a densely populated suburb of Dublin, many children in my sixth class wouldn’t have any real experience of viewing a dark sky.
We’d begin by doing a few lessons on the stars, planets and constellations that we should be able to see in the night sky. I’d then get children to view them at home on a clear night and report back on what they could see. We’d then do some lessons on the negative impacts of light pollution on nature and humans.
Through some brainstorming activities, we’d then discuss how we could improve light pollution in the area, before going on to designing our own dark sky place. This could be done in the nearby park.
In groups, children would be given a topic to consider how the park should be designed for night time, taking into consideration: current light pollution – viewing sites and access – biodiversity at night – information on astronomy – safety. Groups would then consider the following stakeholders involved: lighting planners/designers – visiting stargazers – conservation rangers – local residents. Once they have all the relevant factors considered, groups would then collate their ideas and create maps of how the park would be laid out and infographics about the features of their dark sky park. Children could then go around to other classes in the school to educate younger children on light pollution and present their ideas for a dark sky park.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
Introducing a Design Your Own Dark Sky Place activity in my classroom would be a fun way to raise awareness about light pollution and conservation. To start, I would organise the children into small groups and provide them with resources such as maps, art supplies, and research materials. Each group would select a location like a park, the school grounds and reimagine it as a space designed to minimise light pollution.
The children would brainstorm features that support a dark sky environment, such as installing shielded lighting, planting trees to block excess light, and creating designated stargazing areas. They would then illustrate or build models of their envisioned dark sky place, explaining the reasoning behind their design elements.Finally, groups would present their projects to the class, highlighting how their designs help protect nocturnal wildlife, improve stargazing experiences, and support environmental awareness. This activity fosters creativity, collaboration while helping students explore real world solutions for creating dark sky friendly spaces in their community.
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night.
Prior to doing this module I was unaware of the huge collection of stories, piseogs and pictures available through the National Folklore Collection. I think it would be a great resource for a school to use to investigate the past and to carry on the traditions of our ancestors.
As part of this as a school community we could collate out own collection of piseogs, stories and songs and even extend the callout to our diverse school community and create a multi-cultural collection of Dark Sky memorabilia.
As a joint project with the Parents Association and the student council we could make an initial callout to the school community and through socials extend it to the wider community.
An email address would be set up to share the information. As the content comes in classes could be assigned different piseogs/stories to reflect on through art and music.
As a culmination of the work carried out a day could be assigned to share and display stories, artwork, music, etc.-
Hi Eimear
I love the idea of creating your own collection of stories and traditions by reaching out to the school children, parents and the wider community. Having a dedicated email to collect these stories as they com in is a fantastic idea. I love the idea of the school collecting and collating the information and assigning the stories to different classes to interpret through art or music. This would be a fantastic project not just for the whole school but for the whole community too. Perhaps a display or showcase could be arranged in the school or the local library.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
As a Junior Infant teacher I have found many songs, poems and art pieces that connect us to the night sky. Ths children in this age group seem to have a great interest in the night sky and I believe songs, poems and art help to spark their interest.
Some of the songs and poems we do are:
Twinkle Twinkle Little Star- Myself and the children create actions every year to this nursery rhyme when we are exploring our space theme. We also integrate this song into our nativity play at Christmas time.
Star Light, Star Bright- We also do this poem each year when we are exploring the space theme. The children love learning this poem as it always leads to discussion on ‘wishing on a star’.
Each year we also pick an artist to look at and last year we chose Vincent Van Gogh and based art lessons on his ‘Starry Night’ piece of art. The students really enjoyed engaging in these lessons.
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Hi, I really love how you’re using songs, poems, and art to nurture a sense of wonder about the night sky in Junior Infants. “Twinkle Twinkle Little Star” and “Star Light, Star Bright” are such timeless pieces, and it’s lovely that you’re bringing them to life through actions and meaningful discussions. Integrating them into your space theme and nativity play is a brilliant way to make learning both engaging and memorable.
Using Starry Night by Van Gogh as inspiration for art lessons is also a fantastic idea — it’s such an emotive piece and a perfect way to introduce children to both visual art and the beauty of the night sky. It’s clear that your approach is sparking real curiosity and creativity in your students.
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Hi Rachel,
I really liked your idea of making actions with the children for Twinkle, Twinkle, Little Star. It sounds like a fun way to help the children remember the song. I also liked how you used Vincent van Gogh’s Starry Night for art lessons. Looking at famous pictures like that can help children enjoy art and learn about the night sky.
Thanks, Michelle.
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Connecting with the Night Sky – Songs, Poems & Art
There are many songs, poems, and artworks that connect us with the night sky, inspiring reflection, wonder, and a sense of unity with the universe.
Poems:
“When I Heard the Learn’d Astronomer” by Walt Whitman – Celebrates the personal awe of gazing at the stars.
“Bright Star” by John Keats – Compares eternal love to the constancy of a star.
“The Star” by Jane Taylor – Known as the origin of “Twinkle, Twinkle, Little Star”, it captures the magic of starlight.
Songs:
“Space Oddity” – David Bowie: Explores space and human isolation.
“Starman” – David Bowie: A cosmic being offering hope.
“Counting Stars” – OneRepublic: Dreams and ambition linked to starlight.
“Across the Universe” – The Beatles: A spiritual and cosmic journey.
“A Sky Full of Stars” – Coldplay: Love expressed through celestial imagery.
Art:
“The Starry Night” – Vincent van Gogh: Swirling, emotional depiction of the night sky.
“Starry Night Over the Rhône” – Vincent van Gogh: A peaceful, reflective view of the stars.
NASA & Hubble Space Telescope Images – Stunning photographs that have become modern cosmic art, inspiring awe and curiosity.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I can think of lots of songs/ poems/ art that connects us to the night sky. This connection has given me ideas for integration when looking at the umbrella topic of ‘light’ in art and music for example.
In art, the learns can look at, respond to and be inspired by so many famous paintings such as ‘Starry Night’ by Vincent Van Gogh. This also creates a conversation about how lighting and is used in art and painting to capture a certain atmosphere/ to highlight area and to create shadow. This can be seen in Vermeer’s ‘The Girl with the Pearl Earing’.
In music, night and light is often plays a centre stage in many songs. For example, ‘A Sky Full of Stars’ by Coldplay and ‘Counting Stars’ by One Republic. It would be a very fun way to integrate this topic into music lessons.
When it comes to poetry, light can even be seen in ‘Twinkle Twinkle Little Star.
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My version of design your own Dark Sky Place: 6th Class Group Project
In this project, students will design a “Dark Sky Place” for their school or classroom to explore the importance of protecting the night sky. The project follows the suggested four steps: Explore, Plan, Make, and Evaluate.
In the explore phase, students learn about dark skies, light pollution, Irish folklore, and how darkness supports nature. Through role play, students act as astronomers, wildlife experts, locals, and artists to discuss how to protect the night sky.
During the planning stage, students map out dark zones, identify light pollution sources, and consider the needs of nocturnal wildlife. They design features like star-viewing areas, signs, and low-impact lighting. We will use a map of an area around the school, including Phoenix Park.
In the make phase, students can create artwork, maps, models, and poems to show what matters to them in a Dark Sky Place.
In evaluation, students present their designs and reflect on key questions:
How can we promote our Dark Sky Place to others?
Does it have a positive effect on the environment?
Have we considered all the issues and balanced different needs?
The students will be encouraged to include tips for stargazing visitors to their area. These may include, but are not limited to, the below examples:
Allow 15–20 minutes for your eyes to adjust to darkness.
Use red torches to avoid disturbing wildlife.-
Hi Justine
That sounds like a lovely project to Design a Dark Sky Place. I love how you have structured the project using the 4 phases of the Curious Minds / ESERO Framework for Inquiry and have considered how your proposed activities fit into the framework. I also hope that it was a useful exercise for you in terms of planning a series of lessons. Using an existing map showing the area around your school and especially including the Phoenix Park is a great exercise for the children as on one hand, they have a large green space but on on the other they have encroaching light pollution form the surrounding city so it is a nice way to consider the challenge of light pollution and come up with creative ways to manage it while balancing the competing needs f different groups.
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Consider how many songs/poems/art can you think of to connect us with the night sky.
I think there is a huge variety of songs, poems and artwork that can be integrated into the topic of space, astronomy and the night sky. I watched a reading by Michael D. Higgins of his poem ‘Stardust’ which I enjoyed and could be used for the senior classes. However, I am currently an infant teacher and I have become very familiar with poems and picture books to do with space as I normally cover the theme of space across a month in the spring term, using it as a stimulus for play and the former Aistear framework.
I particularly like the poem/rhyme ‘Star light star bright’ as it is an easy to learn rhyming poem and there is a lovely video on Youtube that the children always seem to enjoy. This could easily be extended to a lesson on our dark skies and possibly light pollution by encouraging the children to look into the night skies at home and try to find the brightest star, is it easy to find? Was there too much artificial light that may slightly obscure the view etc?
The picture book ‘How to catch a star’ by Oliver Jeffers is also a story that can connect us to the night sky as the little boy cannot figure out how to catch the star during the day. This could start as a prompt for a lesson about the stars in our dark skies also.
Songs such as Coldplay ‘Sky full of Stars’ is always a popular one for the children to learn as a conclusion to our space topic. The Picture This song ‘If I build a home on the Moon’ is also a very good song that contains space vocabulary such as craters, galaxies, planet. There are countless songs, poems and stories that incorporate a connection to our dark skies. It is definitely a topic that grabs the attention of all class levels.
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Hi Aimee, thanks for sharing here. I too love Coldplay’s ‘A Sky Full of Stars’. It’s a great idea to use the song at the end of a space topic as it’s a popular and current song that the children may be familiar with already. I wasn’t aware of the Picture This song. It’s a perfect one to do when learning about our solar system and they are an Irish band which are even more contemporary again which the children would be hugely drawn to. ‘Star light star bright’ is a poem I often use with my junior classes and it’s a great poem for invoking the children’s interest and connection in light pollution by seeing if they can or can’t see the wonders of the night sky.
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Implementing a “Design Your Own Dark Sky Place” initiative in my school or classroom would serve as an engaging method to raise awareness about light pollution and conservation. Initially, I would organize students into small groups and supply them with materials such as maps, art supplies, and research resources. Each group would select a location on a map—be it a park, school grounds, or a fictional area—and envision how to transform it into a dark sky-friendly environment.
Students would generate ideas for features that minimize light pollution, including the use of shielded lighting, planting trees to obstruct unnecessary light, and establishing designated areas for stargazing. They could then illustrate or construct models of their ideal dark sky location, articulating their design decisions.
Subsequently, the class would showcase their projects, engaging in discussions about how their designs contribute to the protection of nocturnal wildlife, enhance stargazing experiences, and foster environmental awareness. This activity promotes creativity, collaboration, and environmental stewardship, enabling students to grasp practical methods for developing dark sky-friendly spaces within their community.
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Consider how many songs/poems/art can you think of to connect us with the night sky.
As an infant teacher – I am always looking for songs, poems and books that support any topic I am doing. Chatgbt is amazing for this as it gives me a list that I can work through and see which are suitable for the age group I am teaching. It is a huge list. Here are some of the new ones I found, and thought were useful and that you might not know.
Songs
https://youtu.be/DEHBrmZxAf8 zoom zoom zoom – we’re going to the moon
https://youtu.be/jRhnKXoX24o Planets Song | Zoom Zoom Zoom. We’re Traveling Around the Sun
https://youtu.be/xIgjIC6Xdk4 Aiken drum
Poems/rhymes
https://youtu.be/MJ-AZTuCc5k The Moon
https://youtu.be/TPYfz9r9mmQ The Moon is round
Art
georgia o’keeffe starlight night lake George
Aboriginal Australian Dot Paintings (Night Sky Themes
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would spend a number of lessons on exploring and learning about what constitutes a ‘Dark Sky Site’ We would learn about the 3 official Dark Sky parks in Ireland -in Mayo, Kerry and Omagh. I would then help the children to understand that we can also have our own Dark Sky place, even though it may not be official and totally dark – but that we can always find our own suitable location that is good for looking at the night sky.
We will start by looking at locations around the school grounds – spaces that are away from lots of artificial lighting and traffic. The children will work in small groups or pairs. When they chose a spot that they feel is suitable, they will then start to use their imaginations and design the perfect Dark Sky Chill Out Zone – they will consider lighting, planting, equipment such as telescopes and seating, possible furnishings to make it comfortable, an area for camping…. they sky is the limit! (Literally!!!) They will draw up their designs focusing on the key areas and present their designs to the class. I will encourage their peers to evaluate and give feedback on the various aspects of the designs. Using 2 Stars and a Wish approach, where they compliment 2 things they like and wish for 1 thing to be included/changed.
For homework children will be asked to locate a suitable Dark Sky place from where they can view the night sky at home, parents may need to be involved at this point and it makes for a good opportunity for home-school collaboration.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
As I have reflected on the songs, poems and art that can connect us with the night sky I was struck by the amount I can think of, but I haven’t really connected the two when it comes to our night sky and biodiversity until now. This has changed now however, and how I will teach this subject matter to my future students will change for the better. I have a great grá for using song and poems in the classroom, but I haven’t utilised this grá to integrate the themes of biodiversity and light pollution.
I found Michael D Higgins ‘Stardust’ poem hugely inspiring and his passion and ability to convey what the sky can invoke within us is a true revelation. The lines ‘making a fresh story of a new time’ resonated with me as we are at a turning point now where it is our duty for our future generations and to biodiversity to address light pollution in a serious and collective manner. Today is the day for a new ‘fresh story’ in how we approach light pollution rather than ignoring it. I’m heartened to see groups like Dark Sky Ireland helping our future generations to connect with the wonder of the universe by organising campaigns and events..
Vincent van Gogh’s classic artwork, ‘Starry Night’ is a wonderful piece of art which depicts the joy that the night sky beholds. This artwork can help my 4th Class interpret, reflect and connect with all the colours from the stars by seeing a night free from light pollution which is amazing and a blessing to witness. A night sky filled without light pollution shows just how much the night can influence culture and inspire art and the creative arts.
Coldplay’s ‘A Sky Full of Stars’ is one of my favourite songs. I sang this at my friend’s wedding a few years back. I always loved how the song uses the beauty of the night sky as a metaphor for appreciating and accepting our loved ones and finding joy even in the challenging moments by embracing each other’s quirks and charms. -
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- Describe how you could implement a version of “Design Your own
Dark Sky place” in your school/classroom.
Being so close to Lough Gur we’re perfectly placed to bring a “dark-sky place” into our school life. Inspired by the Curious Minds framework for The Past, Present and Future of Dark Skies, we could begin by engaging pupils in observing night-time light levels around the school and Lough Gur, comparing glow and clarity using “Black Marble” satellite maps and tools like Globe at Night.
We’d then wonder together: Where is our school in the glow of nearby towns? How many more stars could we or local nocturnal wildlife see from a truly dark area near Lough Gur? Using questions, predictions, simple measurements, and Stellarium sky-chart software, pupils can investigate how light pollution affects visibility and nocturnal environments.
Next, students would collaboratively design a “Dark-Sky Zone” on school grounds — maybe a sheltered courtyard or planted boundary area — incorporating thoughtful lighting: shielded fixtures, motion-activated lighting, warmer bulbs, and plantings that support nocturnal insects and birds. We’d predict how effective the design might be, gather data (perhaps using a basic lux meter), reflect on outcomes, and celebrate how our school can become a mini-dark-sky place — connecting local heritage, hands-on science, and environmental stewardship in a meaningful way.
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Good ideas and I think I could also run a project with the children on our Greenschools team to compare what the apps like Stellarium can show us and what the pupils can actually see in the area where they live.Using questions and observations we will be able to get an understanding for light pollution effects.
- Describe how you could implement a version of “Design Your own
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
As a 3rd to 6th class Halloween project last year we looked up a researched haunted places in limerick and also halloween traditions. The children also used dúchas.ie to look up the meaning of their surnames at another stage. For the new class I would check the children’s prior learning about folklore and also play an clip from dúchas.ie and also a video from folklore story teller Eddie Lenihan. I would hope that this would ignite the children’s sense of wonder.
We would then look at the different topics covered in dúchas.ie and see which areas we are most interested in, each child could pick a different area. They could then compile their questions that they would like the answer to and also decide how they are going to record the information (video, writing it down, photographs, audio recording) and prepare accordingly. We would then need to make a list of local people that would be older that the children could interview. They would need to set the time, place etc themselves or we could invite them to the school.
The information would then be presented in whatever format each child likes and presented back to the class and also kept in the school as a record of local history.
We could also ask a speaker to come in from Heritage Ireland to link in with further learning. -
Module 5 Assignment
The night sky has inspired countless songs, poems and works of art throughout history. Like all aspects of nature, it holds a universal beauty that connects us to one another. We often gaze upward not just to admire its beauty, but in the hope of finding answers, guidance, and even a sense of self. For some, the night sky becomes a bridge to loved ones who have passed, a silent space for unspoken conversations.
From our earliest years, the night sky is woven into our lives—whether through lullabies like Twinkle, Twinkle, Little Star, sung to soothe a baby, or star-themed mobiles gently spinning above a crib. Popular music also draws on its symbolism: Reach for the Stars encourages limitless ambition, while the timeless Moon River evokes love, longing and dreams.
Poetry offers equally rich imagery. In Wordsworth’s I Wandered Lonely as a Cloud, the stars appear “continuous…along the margin of a bay,” sparkling like companions in the night sky. Similarly, the whimsical lines from Edward Lear’s The Owl and the Pussy Cat capture the joy and wonder the night can inspire.
“They danced by the light of the moon,
The moon,
The moon,
They danced by the light of the moon.”Visual art, too, has immortalized the night sky. One of the most famous examples is Vincent van Gogh’s The Starry Night, painted while he was in an asylum. The swirling, luminous sky suggests both turbulence and beauty, perhaps reflecting van Gogh’s search for solace and meaning.
As Oscar Wilde once wrote:
“We are all in the gutter, but some of us are looking at the stars.”
So—keep looking up. And as the song says, Don’t stop believing!
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Module 5 Assignment
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The night sky has inspired countless songs, poems and works of art throughout history. Like all aspects of nature, it holds a universal beauty that connects us to one another. We often gaze upward not just to admire its beauty, but in the hope of finding answers, guidance, and even a sense of self. For some, the night sky becomes a bridge to loved ones who have passed, a silent space for unspoken conversations.
From our earliest years, the night sky is woven into our lives—whether through lullabies like Twinkle, Twinkle, Little Star, sung to soothe a baby, or star-themed mobiles gently spinning above a crib. Popular music also draws on its symbolism: Reach for the Stars encourages limitless ambition, while the timeless Moon River evokes love, longing, and dreams.
Poetry offers equally rich imagery. In Wordsworth’s I Wandered Lonely as a Cloud, the stars appear “continuous…along the margin of a bay,” sparkling like companions in the night sky. Similarly, the whimsical lines from Edward Lear’s The Owl and the Pussy Cat capture the joy and wonder the night can inspire.
“They danced by the light of the moon,
The moon,
The moon,
They danced by the light of the moon.”Visual art, too, has immortalised the night sky. One of the most famous examples is Vincent van Gogh’s The Starry Night, painted while he was in an asylum. The swirling, luminous sky suggests both turbulence and beauty, perhaps reflecting Van Gogh’s search for solace and meaning.
As Oscar Wilde once wrote:
“We are all in the gutter, but some of us are looking at the stars.”
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Hi, I am doing this with senior infants in mind, that I will be teaching in September. I would start this lesson with the book “Owl Moon” by Jane Yolen. It tells the story of a child and their parent going for a walk at night to look for an owl, and it has beautiful pictures of the night sky. We would read the story together and talk about what the sky looks like in the pictures – the stars, the moon, the darkness. Then I would show a photo of a real Dark Sky Place, where there are no bright lights at night. I would explain that these places help us see the stars more clearly. The children would work in small groups to design their own Dark Sky Place. They could draw it with crayons, thinking about what they would keep (trees, animals, stars) and what they would remove (streetlights, bright signs). To end the lesson, we would share our ideas and talk about how we could keep our skies dark. This lesson would take place over a number of weeks.
Thanks, Michelle.
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Task 1
I would begin with a lesson about how light has changed our lives with the advantages and disadvantages associated.
I would ask the class to consider what the aztecs or those who built newgrange saw in the night sky and how they harnessed this. I would remind the class that we are not the only animals on the planet and get them to discuss the impact of artificial light on animal life. Get them to consider what would happen if they turned kn a light at night,how many insects would be attracted to it and what impact that would have on them.
Given the benefits of light and considering the impact I would then ask them how we could create a dark sky space and low impact lighting around our school/local park.
What impact would this have. They could draw their mass and present their ideas to the class. This could be extended to homework in asking the children to come up with a plan to implement at home.
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For my 4th class pupils I would introduce: “Design Your Own Dark Sky Place” project as a fun group activity after we have discussed and become familiar with what Dark Sky places are.
Firstly, we would chat about what a Dark Sky Place is, looking at pictures of places like Mayo Dark Sky Park. We’d talk about why it’s special to have a dark sky and how light at night can affect animals, plants, and people.
Next, the class would split into four teams: Lighting Planners, Stargazers, Park Rangers, and Local People (stakeholders). Each team would think about what their group needs, what would make the park safe, and how to keep it dark for looking at the stars.
Then, we’d make a big map and a colourful brochure for our own Dark Sky Place. We’d add star-viewing spots, animals that come out at night, and ideas for visitors. At the end, each team would share their design and explain how their park helps nature and the community.
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This is a fantastic, practical approach to introduce pupils to the idea of Dark Sky Places. Assigning multiple participant responsibilities is a fantastic way to encourage critical thinking about the diverse requirements and viewpoints involved in developing and overseeing a protected area, and I really like the idea behind it. The “Design Your Own Dark Sky Place” project seems like a truly impactful and unforgettable educational opportunity.
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This is a brilliant, hands-on project that makes learning about Dark Sky Places fun and meaningful for 4th class. The team roles encourage collaboration and help pupils see different perspectives—from wildlife to people. Creating a map and brochure brings in creativity and real-world thinking. Sharing their designs at the end reinforces learning and gives them a sense of pride in protecting nature and the night sky. A fantastic cross-curricular activity.
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Using the Dúchas Folklore Commission as an example, I have decided to consider a school project that involves gathering Piseógs/Traditions/Stories of the Night. Students will gain a greater understanding of the night sky’s significance beyond its astronomical value thanks to this engaging activity that effectively links the scientific study of the sky with our cultural history.
I would discuss the idea of folklore and tradition at the beginning of this project, emphasising how earlier generations made sense of the environment around them—particularly the night sky—by using stories and beliefs. To obtain a sense of the type of stories we are searching for, we would examine a few samples from the Dúchas collection.
The project’s main goal is for the students to serve as our class’s “Folklore Commission.” They would be required to interview their parents, grandparents, or other community elders in order to gather nighttime customs, beliefs (piseógs), and stories. Together, we would come up with a list of guiding questions, like “Did people have ways of predicting the weather by looking at the night sky?” “Are there any stories about the stars or constellations you remember?” or “Were there any beliefs about what certain moon phases meant?”
The gathered stories would be kept in a digital archive or a class folklore book. The narrative itself, the identity of the storyteller, and a brief student reflection on what the story teaches us about the past would all be included in each entry. In addition to improving their writing and interviewing abilities, this method would allow them to gain firsthand knowledge of their family’s past. Lastly, students will be able to share their favourite stories at a “Folklore Sharing” day. By doing so, we would be able to bridge the gap between our cultural past and our scientific present by comparing and contrasting the many traditions gathered and talking about how these ancient tales and beliefs relate to our current scientific understanding of astronomy.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky
There are so many songs, poems, picture books and art that we can link to the night sky starting with the following;
Songs/ poems
Twinkle, Twinkle Little Star
Catch a falling star
A sky full of stars by ColdplayArt
Van Gogh’s starry night using oil pastels
Night sky scratch art using crayons and black paint
Create a planet mobilePicture books
How to catch a star and the way back home by Oliver Jeffers -
Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
Our school is in a Gaeltacht area with very strong culture and traditions. We had grandparents Day last year, the theme was Naomh Bríd and the traditions such as Bábóg Bhríde, crios Bhríde and the making of the crosses. The grandparents had so much knowledge to share with us and it was a great success. We don’t have a theme for this year’s Grandparent’s Day but písreogaí or stories of the night would be a lovely project to work on and resurrect the oral tradition of storytelling that was associated with our area..
Beforehand we could discuss the significance of stories of the night, which could include tales of spirits, faeries, creatures of the dark, or activities that take place in the nighttime hours. Include examples like the Púca, Banshee, Selkies, or Sidhe. (This might be better suited to the older classes)
We could also look at the stories that belong to seasons, for example stories to do with Imbolc, Samhain and Bealtaine.
Na réalta a béith i ngár do’n gealaigh. This is a seanfhocal I came across on the dúchas folklore commission website under the schools section forecasting bad weather!
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For a 3rd class in Dublin, I would adapt “Design Your Own Dark Sky Place” by imagining an urban park (e.g., Phoenix Park) that balances star visibility, wildlife protection, and safety. Start by showing photos of Irish Dark Sky sites and a light pollution map, comparing them to Dublin’s skies. Discuss nocturnal animals, light pollution, and safe, dark-friendly lighting. Assign students stakeholder roles: Lighting Designers, Stargazers, Conservation Rangers, and Local Residents. In groups, they brainstorm needs, then come together for a “town meeting” to design their park. Using a large map template, they mark star-viewing spots, wildlife areas, and safe pathways. They create a brochure with visitor tips, nocturnal wildlife info, and “best things to see.” Finally, groups present and reflect on environmental benefits, linking the project to caring for the local environment and sustainable living. This builds awareness of light pollution while encouraging creativity, teamwork, and responsibility.
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Hi Susie
I really like how your plan combines creativity with real-world issues like light pollution and wildlife protection. The idea of giving students different stakeholder roles sounds fantastic—it encourages teamwork while making the lesson feel interactive and meaningful. I also like how you link the project to local places like Phoenix Park, making the learning personal and relevant.
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Question 2,
As a lover of all things music and using it a lot throughout my teaching there are many songs with I can link with the topic of stars and night time.
Songs for first class:(I like to sing for the class a lot so all songs are possible for them to listen too)
1.Fly Me to the Moon – Frank Sinatra
2. Little twinkle Star – christmas nativity
3. twinkle twinkle – nursery rhyme
4. Moon River
5. Night Changes – One Direction
6. Yellow – Coldplay
7. When You Wish Upon a StarPoems
1. The Star – Jane Taylor
2. The Moon – Robert Louis Stevenson.
3. Silver – Walter de la MareArt
1. Starry Night – Vincent van Gogh
2. Starry Night Over the Rhône
3. Two Men Contemplating the Moon-
Hi Emma,
Thanks for sharing; what an enchanting list of songs, poems and art. These lists always make me want to listen to long forgotten old gems like Moon River! . It can be lovely to use some Irish songs on this theme too.I am delighted to see that you are passionate about using music in your teaching already. As Plato said, “Music is a more potent instrument than any other for education.”
I hope this module assignment has helped you reflect on joining the dots between STEM activities, the arts and our past, present and future of Ireland’s Dark Skies.
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For a Design Your Own Dark Sky Place project in my 4th class classroom, I would start by introducing pupils to the idea of dark skies and why they matter. I would emphases that it’s not just for seeing stars, but also for animals like bats, hedgehogs, and owls that need darkness to live safely. We could explore examples of dark sky areas online and watch short videos showing the difference between well lit and dark areas at night. We could then discuss places in our locality that would be well lit and a safe place for the local wildlife. Next, pupils would work in small groups to create their own designs for a dark sky space in our school yard or garden. They could draw colourful maps, build some 3D models from cardboard, or use tablets to make digtal designs. They would decide where lights should go, how to protect wildlife, and where people could safely watch the stars.
Finally, each group would present their dark sky design to the class, explaining their choices and how it helps both humans and animals. This project allow students recognise the importance of protecting our nocturnal animals whilst making it a safe place for all. -
Design Your Own Dark Sky Place project is an engaging way of getting the children to work collaboratively in groups to complete a worthwhile activity that incorporates so many skills across numerous curricular areas. This project would be ideal to do during Space Week. The class will be divided into 4 groups- Lighting Planners/Designers, Visiting Stargazers, Conservation Rangers and Local Residents. Begin by discussing thd following topics- Why are dark skies important for nature? How can we protect our night skies? Next they will proceed to consider the light pollution in their school environment and its negative effects on biodiversity and wildlife at night. A map using photos or drawings is drawn up to create a dark sky place to help protect the local nocturnal species and in area.
After the completion of the project the design challenge will be evaluated. Is it realistic? Does it have a positive affect on the environment? Does it fit with sustainable development goals?
I have always found that projects that involve animals are particularly appealing to children and they love engaging in them so I predict this one would appeal greatly to my class.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
Our school is in the city and our pupils are mostly from suburban areas with a few from more rural villages. As I have mentioned in previous modules I think there’s a great opportunity to compare and contrast dark skies through the effects of light pollution and base our activity on how we could improve light pollution in our community. I can see that the ‘Design your own Dark Sky Place’ has great potential for getting the pupils involved and interested in a creative and collaborative way.
We would introduce what Darks skies are and discus its importance on wildlife and our own health and wellbeing as mentioned in previous modules. It would also be interesting to do a survey and compare and contrast the suburban and rural pupils experiences. For our project we could then work collaboratively in groups to design their own dark spaces, we are fortunate to be close to the phoenix park so it might be an idea to use that – we could survey the lighting and roads there and draw up a plan of how to reduce the light pollution e.g. could roads be closed at night, different lighting be used, do we actually need more lighting in some areas for safety? etc.
Pupils completed work could be displayed around the school and we could arrange an assembly where they share their project with the wider school community.
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The night sky has inspired so much creativity, leading to inspirational art. When thinking of art related to the night sky, the first song that comes to mind is Don Don McLean’s Vincent (Starry, Starry Night). This is one of my favourites, as it shows how van Gogh expressed his feelings through his art. I would like to use this with the children to explore the idea that the night sky can reflect our emotions. We could look closely at van Gogh’s Starry Night painting, noticing the movement and energy in the swirling skies.
In contrast, songs like Levitating by Dua Lipa and Sky Full of Stars by Coldplay use imagery of space and movement through the skies to express joy, connection, and love. I would like to use this with children to show that the imagery of the night sky isn’t only for older, traditional songs — it’s still alive and inspiring artists today.
By linking Fly Me to the Moon by Frank Sinatra with contemporary songs, children would see how the night sky continues to influence music across generations, giving them a sense of timeless wonder that they can express in their own creative work.
A poem I love is ‘When I Heard the Learn’d Astronomer’ by Walt Whitman. This poem contrasts scientific study with the emotional experience of looking at the night sky. It shows that both science and wonder are valuable ways of connecting with space. I love the final line ‘Look’d up in perfect silence at the stars.’ There is something so magically peaceful about looking up at the stars. Giving children the opportunity to appreciate this will greatly influence their motivation to protect the dark skies.
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There are lots of songs and poetry to consider, and one that comes to mind first for me is David Bowie’s ‘Starman’ song,the version sung by Chris Hatfield when he was up in the International Space Station passing over Ireland 17 times a day.I had the pleasure of seeing him live in Bord Gais in June and he gave a very entertaining 2 hour talk about the dark sky above us and his life as an explorer and astronaut.
Other songs to do with the Skies are Don Mc Clean’s ‘Starry starry night’.This iconic song is a direct homage to Vincent van Gogh’s painting ‘The Starry Night’. It beautifully connects the artist’s tormented soul to the swirling, celestial energy he captured on canvas. The lyrics paint a picture of a sky that is both a beautiful wonder and a source of overwhelming emotion.
“Here Comes the Sun” by The Beatles: While it’s about the sun, the song’s context is a transition from a dark, cold night. The lyrics “Little darlin’, it’s been a long, cold lonely winter” perfectly capture the feeling of waiting for the sun to rise, a powerful connection to the daily cycle of night and day.
Poetry
In the module we read the lovely W.B. Yeats poem about the night sky and our dream time ,I had not read it before and it is a wonderful poem.
In terms of another WB Yeats poem that I like to think of, The lake Isle of Innisfree comea to mind, which has a lovely line: “And midnight’s all a glimmer, and moon a purple glow.” This week I was down in Clonakilty on a few days break and the course had me out watching the night skies .At 11.30 pm there was a beautiful orange/purple moon to the east.There was the sense of peace and natural wonder in the rural setting I had on a hill looking out to the Atlantic, with the glimmering stars as a central part of this rural landscape. By midnight the moon had moved out over the sea and as the line of the poem says the sea was ‘all a glimmer’. Also as it turned out I also had numerous bats swirling over my head attracted by insects who were drawn by the house lights. This connected me to the Irish context and the importance of the night sky in the Irish literary tradition.-
I would have loved to have seen Chris Hadfield Donal. I thin he is such and inspiration and has really brought the beauty of space to such a wider audience. My son has his book that he wrote, The Darkest Dark” and he absolutely loves it. I think it is such a wonderful and inspiring read for young kids
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Based on Module 5 here are my brainstormed ideas for the activity: Creative Connections with the Night Sky Learning Outcomes: Explore how the night sky has inspired songs, poems, and art. Respond creatively through writing and visual expression.
Introduction (10 mins): Play a short clip of “Twinkle, Twinkle, Little Star” or read a short poem about the stars e.g. Yeats’ “He Wishes for the Cloths of Heaven” as outlined in this module. Show Van Gogh’s “Starry Night” on the board. Ask pupils: “How does the night sky make you feel? Why do you think so many artists and writers use it as inspiration?”
Main Activity (25 mins): Group Task: In small groups, pupils brainstorm as many songs, poems, or art pieces they know that mention the moon, stars, or night. Individual Task: Each pupil then chooses to either: Write a short poem or verse about the night sky, OR Create an artwork (drawing/painting) inspired by the night sky. Plenary (10 mins): Groups share their favourite examples.
Volunteers read poems or display artwork. Discuss how the sky inspires both science and creativity.
Integration: English (poetry writing, oral language)
Visual Arts (painting, drawing, mixed media)
SESE (link to astronomy and observation of the night sky).Resources for this activity 1. Songs & Rhymes “Twinkle, Twinkle, Little Star”
Activity: Sing together, then ask: What questions would you ask a star if you could talk to it? “Hey Diddle Diddle” Activity: Pupils illustrate the rhyme — what would the cow, moon, cat, and fiddle look like in the night sky?
“Star Light, Star Bright” Activity: Children write their own “wish” on a paper star and hang it in the classroom sky display.
2. Poems “The Moon” (R.L. Stevenson) Excerpt: “The moon has a face like the clock in the hall…” Activity: Pupils draw the moon’s “face” as they imagine it.
“Star” (Christina Rossetti) Activity: Pupils write a 2-line poem about something shining or glowing at night. “I See the Moon” (traditional rhyme)
Activity: Recite together, then have pupils make moon phase flipbooks.
3. Stories & Folk Tales “How the Stars Came to Be” (P. Mistry) Activity: Pupils create their own myth about a new constellation. “Goodnight Moon” (M.W. Brown) Activity: Pupils write a “Goodnight” poem to things in the classroom or village. Greek Myth of Orion / The Milky Way legend Activity: Star map drawing – connect dots (stars) to invent their own constellation story.
Cross-Curricular Links SESE: Explore the science of stars, planets, and constellations. English: Reading, reciting, writing poems and stories.
Visual Arts: Star collages, moon chalk drawings, constellation maps.
SPHE/Wellbeing: Wishes, storytelling, connection to nature. -
Based on Module 5 here are my brainstormed ideas for the activity: Creative Connections with the Night Sky Learning Outcomes: Explore how the night sky has inspired songs, poems, and art. Respond creatively through writing and visual expression.
Introduction (10 mins): Play a short clip of “Twinkle, Twinkle, Little Star” or read a short poem about the stars e.g. Yeats’ “He Wishes for the Cloths of Heaven” as outlined in this module. Show Van Gogh’s “Starry Night” on the board. Ask pupils: “How does the night sky make you feel? Why do you think so many artists and writers use it as inspiration?” depending on the class level being taught.
Main Activity (25 mins): Group Task: In small groups, pupils brainstorm as many songs, poems, or art pieces they know that mention the moon, stars, or night. Individual Task: Each pupil then chooses to either: Write a short poem or verse about the night sky, or create an artwork (drawing/painting) inspired by the night sky. Plenary (10 mins): Groups share their favourite examples.
Volunteers read poems or display artwork. Discuss how the sky inspires both science and creativity.
Integration: English (poetry writing, oral language)
Visual Arts (painting, drawing, mixed media)
SESE (link to astronomy and observation of the night sky).Resources for this activity 1. Songs & Rhymes “Twinkle, Twinkle, Little Star”
Activity: Sing together, then ask: What questions would you ask a star if you could talk to it? “Hey Diddle Diddle” Activity: Pupils illustrate the rhyme — what would the cow, moon, cat, and fiddle look like in the night sky?
“Star Light, Star Bright” Activity: Children write their own “wish” on a paper star and hang it in the classroom sky display.
2. Poems “The Moon” (R.L. Stevenson) Excerpt: “The moon has a face like the clock in the hall…” Activity: Pupils draw the moon’s “face” as they imagine it.
“Star” (Christina Rossetti) Activity: Pupils write a 2-line poem about something shining or glowing at night. “I See the Moon” (traditional rhyme)
Activity: Recite together, then have pupils make moon phase flipbooks.
3. Stories & Folk Tales “How the Stars Came to Be” (P. Mistry) Activity: Pupils create their own myth about a new constellation. “Goodnight Moon” (M.W. Brown) Activity: Pupils write a “Goodnight” poem to things in the classroom or village. Greek Myth of Orion / The Milky Way legend Activity: Star map drawing – connect dots (stars) to invent their own constellation story.
Cross-Curricular Links SESE: Explore the science of stars, planets, and constellations. English: Reading, reciting, writing poems and stories.
Visual Arts: Star collages, moon chalk drawings, constellation maps.
SPHE/Wellbeing: Wishes, storytelling, connection to nature.-
Hi Helena, I really like how you’ve connected music, poetry, and art to make the night sky come alive for pupils. The mix of group and individual tasks makes it accessible for different learning styles. I especially like the idea of pupils creating their own constellation myths – such a creative way to link science and storytelling!
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To implement a “Design Your Own Dark Sky Place” project in the classroom, I would begin by introducing the idea of dark sky reserves and why they are important for both people and wildlife. Learners could then imagine what their own dark sky area might look like. Working in groups, they could design posters, models, or digital drawings showing features such as star-viewing platforms, community stargazing areas, and rules for reducing light pollution. I would also encourage them to think about practical steps a school could take, such as switching off unnecessary lights at night or planting trees to create shaded zones. To connect the activity with science, pupils could research constellations and plan how visitors might spot them in their “dark sky place.” I think this project would combine creativity, awareness of biodiversity, and an appreciation of the night sky in a really engaging way.
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I love the idea of connecting the Arts with Astronomy
Songs inspired by the night sky:
1. “Space Oddity” – David Bowie
A haunting narrative of an astronaut lost in space.
2. “Starman” – David Bowie
Imagining alien life watching over Earth.3. “Talking to the Moon” – Bruno Mars
A love song framed through conversations with the moon.
4. “Moon River” – Audrey Hepburn (or Andy Williams)
A dreamy, wistful tribute to longing and adventure.5. “Vincent (Starry, Starry Night)” – Don McLean
A tribute to Van Gogh and his painting Starry Night.
6. “Across the Universe” – The Beatles
A spiritual journey through cosmic imagery.
7. “Fly Me to the Moon” – Frank Sinatra
Romantic longing transcending gravity.
8. “Yellow” – Coldplay
Stars as a metaphor for deep admiration and love.
9. “Counting Stars” – OneRepublic
Ambition, desire, and the passage of time.10. “Clair de Lune” – Claude Debussy (Instrumental)
Evokes moonlight with shimmering impressionism.Poetry
“The Star” – Jane Taylor
Twinkle, twinkle, little star,
How I wonder what you are…
“Silver” – Walter de la Mare
Gentle imagery of moonlight on nature.
“Full Moon” – Dorothy AldisOne night as I lay on my pillow,
And looked at the sky so deep…
“The Moon” – Robert Louis Stevenson
From A Child’s Garden of Verses – calm and curious.
“Stars” – Shel Silverstein
From Where the Sidewalk Ends – funny and thoughtful.
“Bed in Summer” – Robert Louis Stevenson
Talks about bedtime and the contrast with the bright night sky.Art
Indigenous Australian Star Dreaming Art
Starry Night Over the Rhône – Vincent van Gogh (1888)
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Hello Ciara,
Thanks for sharing.
I am glad you see the benefits in linking the arts with astronomy-the night sky has been a muse to many an artist, and there is such a diverse body of art, song and books on this topic.
What a wonderful and eclectic mix of choices- I must make a Spotify playlist from all the wonderful songs that pop up in this module forum! Talking to the Moon is a great contemporary hit that I am sure your learners would be familiar with.
I also really liked your reference to Australian Dreaming Art-one Google later, and I am blown away by its detail and intricate beauty. It could make for a lovely art activity to replicate or inspire learners’ own work. In a classroom context, it could be interesting to include famous art from learners various nationalities.
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– Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would like to do a “Design Your Own Dark Sky Place” project with my class. First, I would talk to the children about what a Dark Sky Place is and why it is important. I would explain that bright lights at night can make it hard for animals to move and for us to see the stars. Then, I would give each child a simple map of the school or a blank sheet of paper and ask them to plan their own Dark Sky Place. To make it more hands-on, we could use blocks, LEGO, or recycled materials to build a small model of their design. The children could add little figures of animals, trees, or bushes and place “lights” to show where it should be bright or dark. They could work in small groups and move pieces around to test different ideas. At the end, we could take photos of their models and display them in the classroom. This way, children can see, touch, and change their designs, helping them understand how small changes can help animals and make the night sky easier to enjoy.
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There are many songs, poems and pictures that help us to think about the night sky. At night, when we look up, we can see the moon and the stars shining brightly. The song Twinkle, Twinkle, Little Star is one that children everywhere love to sing, and it makes us think about how small we are compared to the big sky above. The band Coldplay sing a song called A Sky Full of Stars. This song makes us imagine the sky sparkling with millions of lights. Long ago, artists painted pictures of the stars too. Vincent van Gogh made a famous painting called Starry Night, showing a sky full of bright stars swirling in the dark. Music like Clair de Lune, which means moonlight, helps us to feel how calm and magical the night can be. All of these help us to feel close to the stars and the moon!
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As I read through all the suggestions on these posts I find it fascinating that we have used the moon stars and space as a source of creative inspiration for time and eternity. A musical journey from Moonlight Sonata to Twinkle Twinkle to Bowies Ziggy Stardust would be really fun and engaging for a senior class and with so many genres and Spotify at most children’s beck and call it would be an interesting assignment for them to find other obscure and mainstream music relating to astronomy
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Songs like A Sky Full of Stars and Talking to the Moon connect us to the night sky. The song A Sky Full of Stars connects us to the night sky by capturing its beauty, mystery, and emotional pull. Its lyrics and uplifting melody reflect the wonder we feel when we look up at the stars. Just like the sky, the song feels vast and full of hope, reminding us that even in darkness, there’s light—and that we’re all connected under the same stars.
Talking to the Moon evokes the night sky through its imagery of solitude, longing, and emotional connection beneath a quiet, moonlit sky.
As mentioned in this module, Vincent van Gogh’s Starry Night also connects us to the night sky by capturing its emotional depth and cosmic mystery. The swirling stars and luminous moon evoke a sense of wonder, reminding us of our smallness in the vast universe. -
To prepare a school project on collecting Piseógs, traditions, and stories of the night, I would begin by introducing pupils to the idea of folklore and the work of the Dúchas Folklore Commission. We would discuss how, in the past, children collected stories from older relatives and neighbours, and how these were written down to preserve Ireland’s heritage.
Each pupil would be given a project sheet to interview a grandparent, parent, or neighbour about old beliefs, superstitions, or stories linked to the night – for example, warnings about the fairies, seeing lights in the distance, or customs for safety after dark. In class, pupils would retell and illustrate their stories, creating a “Book of Night Traditions” for the school library.
This project would strengthen intergenerational links, celebrate Irish culture, and encourage children to see folklore as a valuable part of their identity and local heritage.
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Creating a “Design Your Own Dark Sky Place” project would be a fun and hands-on way to help the class learn about light pollution, nature, and the night sky.
We’d start by chatting about what a Dark Sky Place is—somewhere with very little light pollution, where you can see loads of stars and where night-time animals can live safely. We’d look at real examples in Ireland, like Mayo Dark Sky Park, and talk about what makes those places special.
Then, the children would imagine their own version of a Dark Sky Place—this could be in our school yard, a park nearby, or even an imaginary location. They’d plan what they would include, like soft lighting, quiet areas for animals, stargazing spots, and signs to help people learn how to protect dark skies.
They could draw maps, make simple 3D models with recycled materials, or create posters to show off their ideas. We’d tie it into science (light and dark), geography (caring for places), and art (drawing night skies and animals).
To finish, we’d hold a “Dark Sky Fair” where they present their designs to another class or parents—it would be a lovely way to share what they’ve learned and inspire others to protect the night sky too.
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Hello Patricia,
Thanks for sharing your plans.
This sounds like a lovely activity to engage learners in the topic of dark skies and get them thinking about how to create a dark sky place in their own locality.
Designing a 3-D model using recycled materials is a lovely, sustainable way to bring this topic to life, making it a hands-on, interactive experience.
I love the idea of a Dark Sky Fair, and it could even be worth inviting local counsellors in for learners to present their ideas to and advocate for change in their locality-an action to empower and inspire change.
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That’s a brilliant idea, Patricia. My 6th class would really enjoy designing their own Dark Sky Place because it mixes art with science. Making maps, models, or posters would engage them hugely, while the fair would be a great way to share learning and inspire others. It would definitely be time consuming, but worth it all the same.
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There are so many songs, poems and art connected to the night sky. I teach infants so I have focused on songs, poems and art that would appeal to that level and could be used in a lesson or topic. Twinkle, Twinkle, Little Star is a favourite of many years. Children love performing it especially with the actions! “The Starry Night” by Moon Man by Tomi Ungerer, Moon by Britta Teekentrap, Alone by Scott Stuart, Little Moon by Stuart Clarke are books about the moon that are good for prompting discussion. The First Hippo on the Moon, The Darkest Dark, The Sea of Tranquillity are all lovely picture books based on Moon landings/ travel to Moon which children love. The Way Back Home by Oliver Jeffers is also a lovely book to spark discussion. There are many books about stars for this age. Katie and the Starry Night by James Mayhew, How to catch a star by Oliver Jeffers, Star by Klaus Baumgart, Look Up by Nathan Bryan, Draw me a Star by Eric Carle are some of my favourites. Vincent Van Gogh’s Starry Night is a painting children can look at and observe and then recreate by using toothbrushes on black paper.
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Hello Hilary,
Thanks for sharing.
You have some lovely examples of song books and art that would work well with the infants that you teach. I must look up some of the books on your list are new to me-we are spoilt for choice with so many lovely picture books about the moon and stars. The night sky and all its radiant beauty have always inspired the arts.
I really like your art idea of the learners exploring Van Gogh’s Starry Night painting and recreating with toothbrushes on black paper. By celebrating its beauty we begin to appreciate what we too often take for granted and ignore!
I hope you enjoyed the course and will make use of the resources provided in the coming academic year.
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Describe how you could implement a version of “Design you own Dark Sky Place” in your school/classroom.
I really like the idea of this project, and I think it would be a brilliant way of connecting children back to nature and to appreciate the night sky and its marvellous wonders.
I would begin by showing real life examples of Dark Sky Places in Ireland such as Mayo and Kerry international dark sky place and what they have to offer. I would show them where they are located and why as well as their own designs and layout. What does a Dark Sky Place need…free from artificial light /advantageous viewing points that are unobstructed, while at the same time have safety in mind for access for visitors by using low level lighting and down lighting.
I would then allow the children, in groups, to map the school grounds and pick out the most suitable area for a Dark Sky Place with uninterrupted views away from natural light. The children would then build/draw their own model of what they wanted to create, identifying areas for viewing and what sort of lighting may be needed for access/safety at night.
The children could link their activity to nature, identifying what wildlife benefit from dark skies, e.g. bats/moths/barn owls. It could also be linked to SESE, identifying what constellations can be seen, their names, their importance in history, and for navigation.
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Answering question 2
The night and darkness in Ireland is full of sounds and movements we don’t always see. Children living in urban area don’t always get to experience the darrkness void of human noise.
I will list some songs that bring sky and the sea together as I live and teach in a coastal town. Songs like Óró sé do bheatha ‘bhaile , The Cliffs of Dooneen, Galway Bay, Carrickfergus, Isle of Hope , Isle of Tears and The Whole of the Moon could be explored in class. Quotes from Ó Riordán – “Ní bhíonn sa dorchadas ach féileacháin na réaltaí” nó O Díreáin “I m’aonar i measc na gaoithe ag féachaint suas ar spéir na hoíche” or Ní Dhomhnall’s “Is í spéir na hóiche mo pháipéar bán.”
I would use these quotes as a creative writing prompt and ask them to write a short story or poem using one of the quotes. I would ask to create artwork inspired by some of the songs.
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2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Making cross curricular links with subjects such as art, music and literacy is a really important aspect to include when exploring space with children. I think by introducing children to a range of songs, poems and artwork about stars, planets and outer space it further reinforces the curiosity, magic and awe outer space can evoke.
I think the Coldplay song ‘Sky full of stars’ would be suitable for primary school children. The song is uplifting and captures the natural feeling of awe that children often feel about the night sky. This song would link well with exploring the art work of Vincent Van Gogh ‘starry night’ in art lessons.
Similarly I think the song ‘Somewhere out there’ from the film An American Tail beautifully captures the feeling that children find both comforting and fascinating that no matter where you are, you can look up and see the same stars.
Aboriginal art work often depicts stars and space which would be a great stimulus for introducing the theme of the night sky with children. -
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
For the following |I have broken it up into the different sections and will give examples for each. I think these would be ideal for 5th class.
Poems
1. “Bright Star” – John Keats
A beautiful, simple sonnet comparing love to the steadfastness of a star.
2. “Silver” – Walter de la Mare
Describes the moonlight turning the world silver—great for imagery work.
3. “To the Evening Star” – William Blake
Invites the evening star to bring peace as the night arrives.
4. “Stars” – Robert Frost
Short and child-friendly, about looking up in wonder at the night sky.🎵 Songs
1. “Twinkle, Twinkle, Little Star” (classic nursery song, but still lovely for younger pupils to sing and explore in harmony or rounds).
2. “Catch a Falling Star” – Perry Como
Light-hearted, easy-to sing along with, and ties directly to shooting stars.
3. “Yellow” – Coldplay
A modern song full of star imagery, easy to connect with students’ own playlists.
4. “When You Wish Upon a Star” (from Pinocchio)
Iconic Disney song linking dreams, hope, and stars.🎨 Art
1. Van Gogh’s Starry Night
Swirling night sky; perfect for art projects with paints or pastels.
2. Joan Miró’s The Gold of the Azure
Abstract cosmic shapes—students could make their own imaginative constellations.
3. Georges Méliès’ A Trip to the Moon (1902 film poster)
Early cinema artwork; sparks discussion about how people once imagined space.
4. Indigenous Star Maps (Aboriginal & Polynesian traditions)
Beautifully patterned ways of seeing constellations—students could invent Irish “myth maps” of the stars.🌠 Irish/Celtic Connections
Amhrán na Cruinne (“Song of the Universe”) – a modern Irish-language children’s song about the stars and planets.
Tales of Lugh and the Sun – from Celtic mythology, tying deities to the sky.
The Children of Lir – often linked with the swan constellation (Cygnus).
Irish Seanchas – traditional folk names for the moon and constellations (e.g. “An Camchéachta” for the Plough/Big Dipper). -
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For a school project on piseógs traditions, and stories of the night, I would guide students to explore local, family, and community heritage. This activity could act as a pre cursor to the usual exporation of Duchas .ie during as part of feasts and festivals (Halloween and Christmas particularly)
Many Irish traditions are rooted in the night sky and seasonal cycles, such as Samhain customs, the use of stars for navigation, or folklore about constellations like Cygnus, linked to the “Children of Lir.”Students could begin by interviewing grandparents or community members to record traditional stories, superstitions, or beliefs connected with the moon, stars, or night-time. Resources like the Dúchas Fo archive could provide additional examples of myths and piseógs.
The class would then compile these findings into a creative project — a digital booklet, illustrated posters, or a storytelling event. This approach preserves cultural memory while showing how people once interpreted the night sky. It also highlights how traditions continue to shape our appreciation of dark skies today
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Hi Farnan,
I really love your Idea that the children should be encouraged to speak to grandparents and neighbours to gather stories, superstitions and beliefs based on the night sky. It is great for both the young and the older people to chat to each other and really can provide a moment and memories for the children with their grandparents that they won’t forget.
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📖 Poems
• Michael D. Higgins – Stardust (a reflection on our cosmic origins).
• W.B. Yeats – He Wishes for the Cloths of Heaven (“Had I the heavens’ embroidered cloths…”) – gentle and child-friendly.
• Emily Dickinson – The Moon was but a Chin of Gold (playful poem about the moon).
• Carl Sandburg – Stars (short and accessible, captures awe).
• Sara Teasdale – Stars (lyrical, simple, about beauty of night sky).
🎵 Songs
• “Twinkle, Twinkle, Little Star” (traditional, familiar).
• “Catch a Falling Star” – Perry Como (gentle, uplifting).
• “Across the Universe” – The Beatles (beautiful imagery, but you can just use excerpts).
• “A Sky Full of Stars” – Coldplay (modern, upbeat).
• “Somewhere Out There” – from An American Tail (hopeful night-sky theme).
• Irish Traditional Airs – e.g. Mo Ghile Mear or Buachaill Ón Éirne often reference stars and the heavens.
🎨 Visual Art & Inspiration
• Vincent van Gogh – The Starry Night (iconic swirling night sky).
• Georgia O’Keeffe – Starlight Night (1917) – soft abstraction of the night.
• Paul Henry (Irish artist) – his Connemara landscapes often include twilight/dusk skies.
• Constellation Art – Ancient Greek star myths depicted in art (Orion, Pegasus).
• Indigenous Art – Aboriginal Australian star maps & “Emu in the Sky” stories. -
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky
Songs Inspired by the Night Sky
Twinkle, Twinkle, Little Star
When You Wish Upon a Star
Moon River
Fly Me to the Moon
The Sky Is Full of Stars (did this with 2nd class last year as Gaeilge)Poems About the Night Sky
The Star by Jane Taylor
Silver by Walter de la Mare
The Moon by Robert Louis Stevenson
Poems from Mary Oliver about nature and the night
Various Haikus about stars, moon, and night (short and kid-friendly)Art Inspired by the Night Sky
Vincent van Gogh – “Starry Night”
Vincent van Gogh – “Starry Night Over the Rhône”
John Constable – “Night Sky” sketches
Astronomy illustrations – historical star charts, planet drawings-
Hi Kathy,
Thanks for sharing your list-and what a list it is! Some lovely choices, and great to see the use of contemporary music as Gaeilge in your classroom.
Haikus are a lovely idea in the poem list, short and snappy with a defined structure, perfect for your 2nd class group.
I really like your addition of astronomy illustrations-they can be both beautiful and functional, providing a captivating level of educational detail.
I hope you enjoyed the course and have the opportunity to use some of its resources in the coming academic year.
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The night sky has inspired many Irish songs, poems, and works of art across generations. Traditional lullabies such as “Díleachtín na mBlath” and “Bog Braon na hOíche” often mention the stars and moon as gentle guides for children. More widely known is “The Star of the County Down,” a lively ballad where the “star” in the title reflects both brightness and beauty.
Irish poetry is also rich in celestial imagery. W.B. Yeats frequently drew on the night sky in poems like “The Stolen Child” and “He Wishes for the Cloths of Heaven,” where stars and the heavens are woven into his language of wonder. For children, Yeats’ poems can be shared in simple, magical excerpts that capture the sparkle of night.
In visual art, Paul Henry, one of Ireland’s best-loved painters, created atmospheric landscapes of western skies, some showing twilight or moonlight over mountains and sea. These works can encourage children to notice how the Irish sky changes in colour and mood.
Together, these songs, poems, and paintings help connect Irish culture with the mystery and beauty of the night sky, while offering age-appropriate ways for children to explore it.
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Hello Ailbhe,
Thanks for sharing your beautifully curated list celebrating Irish culture, a lovely focus on the Irish language and native artists’ work throughout, and some great choices.
You make a great point about the ever-changing canvas that is Ireland’s skies, well captured by Paul Henry, and it would make for an enchanting art activity for learners, a night and day themed activity.
I hope you enjoyed the course and gained some new ideas for the coming academic year.
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2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Poem – “Nightsky & Butterfly” by Stephen James Smith
Not a poem I had heard of before bu came across while working on this assignment. A poem that will confuse my class as they always expect rhyming, but will definitely bring discussion. The poem describes Orion appearing in the sky. It could be fun for children to read while spotting Orion on Stellarium.Amhráin – “Báidín Fheilimí”
Though mostly about a little boat, it includes gentle references to journeys under the night sky and works well for linking to navigation by stars. I both remember learning this as a child and teaching it in my early years.Irish Folklore – The Children of Lir
This famous legend tells of children turned into swans, flying over lakes and under the stars for hundreds of years. I’ve recently bought this book in English and Irish to work on with my new class. You can use it to discuss how night and nature feature in Irish storytelling.Pop Song – “Counting Stars” by OneRepublic
This is upbeat and mentions stars in the sky. You could focus on the imagery of the night sky and use it to discuss patterns, light, and reflection with older children in a relatable way. Using pop songs is a great way to encourage engagement, especially in senior classes. -
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”.
W.B. Yeats “He wishes for the Cloths of Heaven” evokes the connecting lights of night along with themes of love and vulnerability that comes with being outside at night time under the night sky.
“The Wild Swans of Coole” is a beautiful lyrical poem by W.B. Yeats also. It explores the beautiful time of year- autumn where leaves are changing colour and birds are emigrating to warmer climates. Swans in particular are gliding under the autumnal twilight.
A song that evokes a sense of shadowed skies at dusk/dawn for me is ” Foggy Dew”. It also links beautifully to Irish history and the 1916 Easter Rising which links back in with our local area and park where we will be doing our bird watching, leaf/plant tallying as the roads are all named after prominent figures of 1916 such as Pearse Road, Kent Road and Connolly Road.
John O’Grady is a wonderful Irish artist who has painted beautiful art such as “Brendan and the Stars” and “Night Sky Over Bunclody”. -
I love how the “Design Your Own Dark Sky Place” activity combines creativity with environmental awareness. In my learning support setting, I’d approach it in a way that’s hands-on, visual, and manageable for different ability levels. We’d start by chatting about the importance of darkness — not just for seeing stars, but for animals like bats and owls that rely on the night.
Instead of full written plans, pupils could draw or build models of their ideal dark sky space using recycled materials. Some could design signs reminding people to turn off unnecessary lights, while others could make simple constellation cards or night-friendly maps. I’d also include a sensory element — maybe using black paper, glow-in-the-dark stickers, or torches for mini “night sky” scenes.
This ties in naturally with SESE, Art, and SPHE, while building teamwork and critical thinking. It’s a great way to help children understand that protecting the night sky starts in our own communities.
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I love your approach — it’s so thoughtful and inclusive. The hands-on and sensory-rich elements you’ve described are perfect for supporting different learning styles, and I think using recycled materials for models really adds a sustainability angle too. The idea of including signage and reminders about reducing light use is such a great way to make the learning feel relevant and action-based. I especially liked the use of torches and glow-in-the-dark materials — what a fun and memorable way to simulate the night sky in the classroom! It’s brilliant how you’ve linked this to SESE, Art, and SPHE, making it a well-rounded project that fosters creativity, critical thinking, and environmental awareness. It’s clear that this would leave a lasting impact on the children, not just in terms of learning but in how they view their own role in protecting nature — even something as often overlooked as darkness.
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To implement a “Design Your Own Dark Sky Place” activity in my classroom, I would begin by introducing the concept of light pollution and the benefits of dark skies for people, wildlife, and astronomy. We would look at examples from Irish Dark Sky Parks, such as Mayo or Kerry, and identify key features like reduced artificial light, native wildlife, and access for stargazing. Children would then work in groups to design their own dark sky-friendly place. They would draw maps, label key areas (e.g. observation zones, wildlife corridors), and include features like shielded lighting, bat boxes, or information signs. This project would link science and geography with art, literacy, and environmental care. It also promotes collaboration and critical thinking. We would display the projects during Space Week and invite another class to view them, turning the learning into something visible and community-focused.
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I really like the idea of having Space week. It would be a great opportunity for the whole school to become involved and work together to try to limit light pollution. You could spend the week assessing the night sky as part of homework and completing projects at home. It would encourage siblings to work together even if they are in very different class levels.
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night – Inspired by the Dúchas Folklore Commission
I’ll be teaching 6th class this coming year so the Dúchas Folklore Commission would be a great resource to inspire. I would allow them to examine how almost 90 years ago schoolchildren, like them now, gathered old traditions, beliefs and stories from their friends and families. We would particularly hone in on night-time traditions, piseógs and stories – such as about stars, the moon, fairies, banshees and different lights. This resource would then provide the inspiration for the children themselves to speak to older relatives or friends to see if they have any Piseógs/ Traditions/ Stories of the Night. These would then be shared, both orally and on paper, to create a class collection to serve as a resource for children in our school for years to come. Hopefully it would create a further awareness among children of their night sky as a part of both nature and culture and not to take it for granted.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The night sky has always featured strongly in songs/poems/art. As mentioned in the module, you have songs like David Bowie’s Starman, but it is featured in a variety of different types of music such as ‘Under Stars’ by Brian Eno (a connection to David Bowie) which has an ambient, contemplative sound, which puts in mind the huge night skies in places like rural America. It can help us feel almost at one with the entire universe or, perhaps in a bleaker sense, show us how insignificant we can sometimes seem among all the vastness. In contrast, you have songs like ‘A Sky Full of Stars’ by Coldplay which are both uplifting and joyous. While not a poem, the title of the Stephen King book of short stories ‘Full Dark, No Stars’ hints at how the absence of stars and the hopefulness of light can lead to literal and metaphorical darkness.
An entwining of the world of music and art can be seen in ‘The Starry Night’ one of Vincent Van Gogh’s most beautiful and famous paintings, depicting (although apparently not astronomically correct) swirls of the night sky, which was then mentioned in the Don McLean song ‘Vincent’. Edvard Munch (famous for The Scream painting) has a slightly more uneasy take on the night sky in his Starry Night painting. I was not as knowledgeable about the poetry of the night sky beyond a Walt Whitman poem which mentions ‘the chandeliers of the universe’. The sky at night has long been a source of inspiration and wonder for the arts just as much as it has for the sciences.
For the classroom setting, I would focus on simple poems and songs like ‘Twinkle Twinkle, Little Star’ and ‘Star Light, Star Bright’, perhaps introducing the Coldplay song and the Vincent Van Gogh painting. As my class last year loved the work of Mainie Jellett and wanted to learn more about the art world, this would be great opportunity to introduce Van Gogh to them in a cross-curricular environment.
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Building on from previous lessons about biodiversity and light pollution, the children would share their prior knowledge on the topic of light pollution and what we can see when pollution is limited and the benefits of this to humans, plants and animals. We would identify the importance of dark skies and compare the richness of biodiversity between a dark sky area and light polluted area, highlighting the impacts of light pollution and we should try to help our local area limit this.
The class can create a communal Dark Sky place in the classroom if suitable or in the school. Using a tent or black tarp, this can be hung up to create a night sky affect. The children can display their prior knowledge from previous lessons and design stars, planets and constellations using glow paint to hang ceiling of the tent to mimic a night sky. This area can be used as relaxing zone for the children as they can sit in the tent observe the ‘Dark Sky’, which relates to benefits of the real Dark sky, allowing people to relax and reset. If children are having a difficult time in school and visit the area, an area they have all contributed towards.
If a success the children can share what they have created with other classes to try and encourage them to create one of their own. As a class we would revisit the importance of dark skies, identify the benefits for humans, plants and animals have these displayed beside the Dark Sky place.
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I found it really interesting how you linked the idea of a Dark Sky place to wellbeing in the classroom. Creating a relaxing space where children can reflect while also reinforcing the science of biodiversity and light pollution is a brilliant integration. I especially like how the project combines creativity, collaboration, and environmental awareness in such a hands-on, memorable way.
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3. Prepare a school project to collect Piseógs/Traditions/Stories of the Night
For this project, pupils will explore Irish folklore by collecting Piseógs, night-time traditions, and stories of the night from family and community members. They will be encouraged to ask older relatives or neighbours about superstitions or customs linked to night-time, such as leaving out food for fairies or not going out after dark. Pupils can also use duchas.ie, a fantastic online resource of Irish folklore, to find old stories from their local area. Each pupil will choose one story or tradition to write about and illustrate. As a class, we will create a “Book of the Night” to display the collected tales. This will be presented by pupils, and their family members will each get a chnace to view the project digitally on iapds at the exhibition. This project connects pupils with Irish heritage, promotes oral history, and encourages respectful conversations with elders. It also supports literacy, research, and digital skills in a meaningful, engaging way. Pupils may also share their stories in a storytelling circle to practice public speaking and celebrate our shared culture.
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What a beautiful and thoughtful project idea! I love how it blends oral history, folklore, and family engagement in such a meaningful way. Collecting Piseógs and night-time traditions from older relatives and neighbours is a powerful way to connect pupils with their heritage, and I think it’s especially important to preserve these stories before they’re lost.
Using duchas.ie as a resource is a great touch. It gives children a sense of how their own local area fits into the wider tradition of Irish folklore. The “Book of the Night” sounds like a fantastic outcome for the project, and involving families through a digital exhibition adds a modern, inclusive element that respects everyone’s contributions.
I also really like the idea of a storytelling circle—giving pupils the chance to share what they’ve learned aloud helps build confidence, listening skills, and appreciation for our cultural roots. I might adapt this idea for my own class—thank you for the inspiration!
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The night sky offers a wonderful theme to explore through songs, poems, and art, helping 4th class children build a deeper connection with space, stars, and nature.
Poems can be read or written together:
• Silver by Walter de la Mare – a beautiful poem about moonlight.
• The Moon by Robert Louis Stevenson – simple and accessible.
Children can also write their own “night sky” poems using sensory language.Art activities might include:
• Starry night paintings (inspired by Van Gogh)
• Chalk drawings of constellations
• Collages using dark paper, glitter, and moon phases
These creative activities support oral language, visual arts, literacy, and SESE, while sparking imagination and a love for the natural world after dark.Songs to Connect Children with the Night Sky (for 4th Class)
1. “When You Wish Upon a Star” – Disney / Pinocchio
A gentle, magical song about dreaming and wishing on stars.
2. “Moon River” – Audrey Hepburn version or instrumental
A calming song with references to the moon and dreaming.
3. “I See the Moon” – Traditional lullaby
Simple melody, great for singing together, especially during night sky themes.
4. “Goodnight Moon” – Eric Whitacre (based on the book)
A soothing modern composition based on the children’s classic.
5. “Mr. Moon” – Parachute Express / kids’ version
A playful, catchy tune ideal for young learners.
6. “Zoom Zoom Zoom, We’re Going to the Moon” – Action rhyme song
Fun, interactive, and space-themed — great for energising the class.
7. “Space Oddity” – David Bowie (selected lines only)
For older 4th class pupils; imaginative and moon-related (can be used in discussion or art response).
8. “Across the Universe” – The Beatles (gentle lyrics, use selectively)
Evokes cosmic imagery and can inspire poetry or art. -
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
To implement a version of “Design Your Own Dark Sky Place” in a primary school classroom in Ireland, I would create an engaging, cross-curricular project that combines science, art, and environmental awareness. First, we would explore what a Dark Sky Place is: an area with minimal light pollution, where the night sky can be clearly observed. Using videos and images of Ireland’s own Dark Sky Reserves, like those in Mayo and Kerry, pupils would learn about the importance of reducing light pollution for wildlife, human health, and stargazing.
Pupils would then work in groups to “design” their own Dark Sky Place, choosing a location, creating a map, and writing a simple plan to protect the night sky. They could build models, draw posters, or even create a class booklet.
We’d also include a hands-on element, such as a nighttime stargazing activity or a classroom blackout experiment to show how light affects the visibility of stars.This project would foster creativity, teamwork, and environmental stewardship, while linking to SESE, Visual Arts, and SPHE curricula in a meaningful way.
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Where I live in the west of Ireland, I would implement a “Design Your Own Dark Sky Place” project by first introducing my pupils to the idea of dark sky reserves, highlighting Irish examples in Mayo and Kerry. We would discuss why protecting the night sky is important for both people, but especially for wildlife. Pupils would then work in groups to design their own Dark Sky place for Cong, imagining how we could reduce light pollution while still keeping the community safe. They could create maps of their chosen area, showing where special low-glare lights might be installed, where wildlife corridors could be protected, and where stargazing spots could be located. During art, pupils might build models or posters of their designs, while in English they could write persuasive pieces encouraging the community to protect the night sky, I would also teach suitable vocabulary as Gaeilge for more integration. The project would integrate many subjects and raise environmental awareness while encouraging creativity and teamwork, as well as getting kids to think about their local heritage.
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Teaching in an urban school setting, I believe “Design Your Own Dark Sky Place” would be a brilliant and imaginative way to introduce my 3rd class pupils to the issue of light pollution and the importance of preserving our night skies, even in busy city environments.
We’d start by exploring what a Dark Sky Place is and why these areas are valuable—for both people and wildlife. Using videos and images of Irish Dark Sky Parks like those in Mayo or Kerry, the children would get a sense of what an unpolluted night sky really looks like. Then, we’d turn our attention to our own neighbourhood, talking about the level of artificial light we see at night and how that might affect star visibility or nocturnal animals such as bats, moths, and other insects.
In groups, the children would then create their own version of a Dark Sky Place. It could be based in a park, a section of the school grounds, or even a balcony or rooftop garden. They’d design maps or models, showing where lighting would be reduced, what types of eco-friendly lighting could be used, and how they would involve the community through signs, talks, or school events. We could display their projects throughout the school and perhaps collaborate with the Green Schools committee to bring some of their ideas to life.
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I really enjoyed reading your post! I think your approach is fantastic, especially how you connected the concept of a Dark Sky Place to the children’s own urban environment. I love that you’re encouraging them to think about both people and wildlife, and the idea of creating maps or models makes it very hands-on and engaging. Linking it with the Green Schools committee is a great way to make their learning feel meaningful and real. I also like how you included creative ways for them to involve the community—this helps children see that even small changes in lighting can make a difference. Your ideas show a perfect balance of science, creativity, and social responsibility, and I’m sure your pupils would really enjoy the project!
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For this task, I chose to reflect on how I could implement a version of “Design Your Own Dark Sky Place” in my classroom and school. I teach in a rural school in Galway, which is ideal for connecting children with the night sky because light pollution is minimal and the stars are very visible. I would begin by introducing the concept of a Dark Sky Place and asking the children to imagine what an ideal stargazing area would look like. We could then create a classroom model or a small designated outdoor space to simulate our own Dark Sky Place. To connect the project with culture and creativity, we could explore songs, poems, stories, and art related to the night sky. For example, we could sing the Irish song “Sally Go Round the Moon,” read the poem “Wake Up Mr. Sun,” and enjoy the children’s story “How to Catch a Star.” For an art activity, the children could create stars using different shapes, sizes, and materials to make a collaborative night sky display. Additionally, we could research local traditions and stories of the night, such as those collected by the Dúchas Folklore Commission, and encourage children to share any family myths or beliefs about the night sky. This approach would combine science, creativity, and culture, helping children develop observation skills while connecting with their local environment and heritage.
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Songs/Poems/Art connected to the night sky.
I like the idea of using songs, poems and artwork to engage the children’s interest. Here are some examples I’ve come up with:
Songs/Music:
Vincent by Don McLean
Space Oddity – David Bowie (and Chris Hadfield version on ISS)
Rocket Man – Elton John
Galaxies – Owl City
Starman – David Bowie
The Big Sky – Kate Bush
A Sky full of Stars – Coldplay
Midnight Sky – Miley Cyrus
When you wish upon a star
Fly me to the moon – Frank Sinatra
Artwork:
Starry Night – Vincent Van Gogh
Starry Night over the Rhone – Vincent Van Gogh
Starry Night – Georgia O’Keeffe
The Starry Night – Edvard Munch (Might be a nice idea to compare all the Starry Night paintings)
Boulevard Montmartre – Camille Pissarro
Nocturne in Black and Gold – James McNeill Whistler
The Meteor of 1860 – Frederic Edwin Church
Poems/Rhymes: (Many available on Kids Poetry Club and Youtube)
Twinkle Twinkle Little Star
The Moon by Robert Louis Stevenson
Silver by Walter de la Mare
Stars by Sara Teasdale
The Night Sky by Val Harris-
There are some really lovely ideas here. I like how you’ve balanced contemporary music with famous works of art and some classic lullabies and poems. I think children would really enjoy recognising songs they may have heard when they were younger, like Twinkle Twinkle Little Star, but then looking at the lyrics in more detail and appreciating them in a new way.
I also love the suggestion of comparing the different ‘Starry Night’ paintings. That could make for a great visual art lesson as well as a chance to explore how artists interpret the same theme in different ways.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
There have been so many great examples already mentioned. I’m going to try to include some examples that have not already come up.
The school I teach in is very multicultural and we are very proudly a yellow flag school. So I’d like to mention some art from around the world.
For poetry, students could study Ode to a Star by Pablo Neruda. With the introduction of the new primary languages curriculum, you could even look at a few Spanish words like estrella for star and noche for night. It’s a nice opportunity to mix poetry with language learning.
For a song, there are some lovely Nigerian lullabies in Yoruba that feature the moon. And as part of our intracultural week celebrations every year, we invite parents in to share their traditions and their culture. So this would be nice if we could incorporate that in some way.
And then for art, an artist that I have featured in my classroom before is Lebanese-American painter Etel Adnan. She paints minimalistic landscapes that often just consist of a few bold lines. For example, I’ve done art with my third class pupils where they just use three lines on the page to draw a crescent moon with one line, a horizon line with another line, and then the curve of a hill or a mountain with the third line and then use bold colours in their painting.
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To do a “Design Your Own Dark Sky Place” activity, I would begin by showing the children photos of Ireland’s Dark Sky Parks, such as Kerry or Mayo, and explain that these are special places where the night sky is protected from too much artificial light. We would discuss County Wexford, where we live and how we compare to Dublin City and the West of Ireland. As a class, we would brainstorm what makes a good Dark Sky Place – for example: very little light pollution, safe viewing spots, wildlife-friendly areas, and places for people to enjoy stargazing.
In small groups, pupils would then design their own Dark Sky Place for our school or local area. They could draw maps, label features (e.g., stargazing field, wildlife zone, “no bright lights” area), and add creative touches such as “star trails” walkways. Each group would present their ideas to the class, and we would combine their ideas into a large classroom display. This project links science, creativity, and environmental care.
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Lesson based art, poetry and music. And connected to the night sky. :
Art: Van Gogh’s The Starry NightShow the painting (The Starry Night).
Ask: What feelings do you see in the swirling sky? Calm? Energy? Mystery?
Connect: Artists use the night sky to express emotions as much as they do reality.
Poetry: Haiku about the Night Sky
Traditional haiku captures a moment in nature. Example:
Stars scatter softly,
a river across the dark sky,
whispers of the moon.Activity: Invite learners to write their own haiku about the night sky (5–7–5 syllables).
🎵 Song: Twinkle, Twinkle Little Star
Sing or listen together.
Discuss: Why do we compare stars to diamonds?
Connect: This simple song shows how even children wonder about the night sky.
Closing Reflection
Art (Starry Night) shows the sky as feelings.
Poetry (haiku) shows the sky in words.
Song (Twinkle, Twinkle) shows the sky in sound.
Together, they remind us how the night sky has always inspired awe, across ages and cultures. -
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In our 2nd class, we will explore the idea of a “Dark Sky Place” by creating our own version in the classroom. Even though we live in a town and don’t have an awful lot of space, we can still imagine and design what a dark, starry environment might look like. First, I will introduce the children to the idea of dark skies and explain why they are important for animals, plants, and people. We will talk about how too many lights can hide the stars and disturb nature. Then, working in small groups, the children will design their own Dark Sky Place. They could use black paper for the sky, chalk or star stickers to create constellations, and add drawings of animals such as bats, owls, and hedgehogs. We will also decide on rules to protect our place, such as switching off lights. Finally, we will share our projects in a classroom display.
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Songs/poems/art resources inspired by the night sky
Poems
Probably the most famous poem inspired by the night sky, and potentially overlooked because of its simplicity and notoriety, is Twinkle Twinkle Little Star. Written by Jane Taylor in the 19th century, it was written as a lullaby. For young children this poem is a lovely resource to use as a trigger to engage their wonder. Why is it a lullaby? When do the stars come out? Why is it like a diamond? For older children, it can also be used. Did you know there are 4 more verses? The poem talks about people traveling at night. The poem can be used to explore why it is important to be able to see the stars in terms of travel. This can lead to discussions on light pollution. So this simple well known poem can be used to engage children to talk about the night sky.
Art
Van Gogh’s Starry Night is arguably the most well known piece of art on the night sky. It is set in the country side and the sky and stars are clearly visible. A contrasting painting to show children is The Boulevard Montmartre by Camille Pisarro. This painting shows the night sky above a well lit city. The stars are not visible. Comparing these two paintings is a great way to start a discussion and explore the impact of light pollution on the environment.
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This is a great idea, especially using Twinkle Twinkle little star for the older classes and exploring the other verses. It is not something I would have thought of doing.
Starry Night is a great piece of Art and one I always remember from being painted on a wall in my school. Great idea contrasting it with The Boulevard Montmartre.
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Implementing a version of “Design Your Own Dark Sky Place” in my classroom would be an engaging way to blend science, creativity, and sustainability. I would begin by introducing students to the idea of dark sky parks and the problem of light pollution, using images of star-filled skies versus light-polluted cityscapes. Students could then take on different stakeholder roles—such as conservation rangers, stargazers, local residents, and light designers—to understand multiple perspectives. Working in groups, they would design their own “Dark Sky Place” using drawings, maps, and models. Each group would need to consider factors like biodiversity, safe viewing areas, light-friendly designs, and educational resources for visitors.
To make the project creative, students could create brochures or posters to “promote” their park, highlighting nocturnal wildlife, constellations, and sustainable lighting practices. This activity would not only develop scientific thinking but also foster responsibility for environmental stewardship and encourage imaginative connections with the night sky.
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1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
As I teach in an urban school in a built-up area, I think this would be a creative, hands-on project for the children to engage in and give them a sense of ownership over their classroom.
I would begin by showing the children photos and short videos of Ireland’s real Dark Sky Parks, like Mayo or Kerry, so they understand what a Dark Sky place looks like and why it is special. Then, as a class, we would discuss why stars are easier to see in dark places and how light pollution can affect animals, plants, and even people.
Next, students would work in small groups to design their own Dark Sky place. They could draw maps, make posters, or even build simple 3D dioramas using cardboard and recycled materials. Each group would decide what their Dark Sky place needs—like safe paths, star-gazing spots, habitats for nocturnal animals, and special lights that don’t harm wildlife -
Prepare a school project to collect Piseógs/Traditions/Stories of the Night.
This year, I will be teaching 5th Class, and I plan to continue a much-loved tradition we had when I taught 2nd Class: Grandparents’ Day, held during Catholic Schools Week. This event brings together pupils, parents, grandparents, great-grandparents, neighbours, and extended family for a special day of tea, refreshments, and the sharing of stories and traditions.
This year, I will use it as an opportunity for a local folklore and traditions project. Pupils will be invited to collect piseógs (folk beliefs), stories of the night, and seasonal traditions—especially those linked to Halloween and other cultural festivals. Given our school’s multicultural community, we will also explore traditions and stories from countries such as Ukraine, Syria, India, and Spain, comparing and contrasting them with Irish folklore.
Living near the sea and close to historical sites associated with St. Patrick and St. Kevin, pupils may also uncover local legends or traditions tied to these saints.
On Grandparents’ Day, pupils will present their findings—ideally alongside a family member—sharing stories in the spirit of the Rambling House tradition. These moments may spark further storytelling and intergenerational conversation. With consent, these could be recorded as part of a school archive celebrating oral heritage.
To extend the learning, pupils will also explore the Dúchas Folklore Commission website, where they can search for similar stories, compare their findings, and discover songs, customs, and folktales from across Ireland.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Instantly when I read this question Vincent Van Gogh’s Starry Night came to mind. It’s a lovely one to explore along with the song Vincent by Don McClean.
David Bowie’s Space Odditiy is another song that would link nicely-talking about what it would be like to be in the night sky and look below.
For infant classes something as simple as Twinkle Twinkle Little Star would be appropriate and looking at photos of the night sky.
‘Bright Star’ a poem by John Keats has great imagery of all things in the night sky.
Coldplay’s song Yellow begins with lyrics about looking at the stars and how they shine.
Frank Sinatra’s ‘Fly me to the Moon’ is has a catchy tune and playful lyrics to explore.
The poem ‘Stars’ by Sara Teasdale has nice simple language appropriate for all class levels.
In terms of art I think it would be nice for children to explore pieces of art around the school that may have been created by other children or even visit a local art gallery or library that have pieces by local artists on display regularly.
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Your “Design Your Own Dark Sky Place” project is a fantastic, hands-on way to help pupils understand light pollution while fostering creativity and problem-solving skills. I love how you start by introducing real examples like the Mayo and Kerry Dark Sky Parks — this makes the concept tangible for pupils who may never have experienced a truly dark sky. Linking the learning back to your local urban environment is powerful, as it helps children see that positive environmental changes are possible even in cities.
The idea of designing their own Dark Sky Place, whether through maps or models, gives pupils ownership and encourages teamwork, critical thinking, and community awareness. Displaying the projects and involving the Green Schools committee is a brilliant way to extend the impact beyond the classroom, empowering pupils as young environmental advocates who can inspire real conversations about light pollution in your school and community.
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To implement “Design Your Own Dark Sky Place” in my classroom, I would start by teaching the children what light pollution is and why dark skies are important for humans and animals. We would look at photos of night skies in cities and in Dark Sky Parks to see the difference.
Next, we would explore our school yard and nearby areas to see how much light there is and where it could be reduced. We would talk about ways to protect the night sky, like using shielded lights, warm bulbs, and turning off lights when not needed.
Then, the children would work in groups to design their own Dark Sky Place. They could draw maps, build models, or use shoeboxes to create 3D dark skies. They could add stars, animals, and signs to show how the place protects nature.
Finally, we would display the projects in the classroom and share them with the school. This activity combines art, science, and environmental learning.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Some of the songs, poems and art that connect us to the night sky are:
Starry Starry Night – Don mc Lean
Twinkle Twinkle Little Star
The Light in the Night- Marie Voigt
Rocket Man- Elton John
Fly me to the Moon – Frank Sinatra
Levitating- Dua Lipa
Space Oddity – David Bowie
All of the Stars – Ed Sheeran
Spaceman
Lucky Star – Madonna
Harvest Moon – Neil Young
A Sky full of stars – Coldplay
Night Sky – Leo Cassio
Underneath the stars – Mariah Carey
Firefly lights – Pagaehun
The moon’s song – Olivia Fern
Little Fluffy clouds – Orb
Up on the roof – The Drifters
Poems: Whispers to the Night Sky
The Wishing Star
The Night Sky
The Moon was but a chin of gold
Stars
My Star
A Star
What it is like to be a Star
We are the Stars
Star of the Week
I like Stars
An Ghealach – Caitríona Ní ChléirchinThere is so much that can be done with the materials mentioned above. These songs, stories, art and poems can be used as a listen and respond in music or as a stimulus in an art lesson. Children can also compose their acrostic poems after they have listened or discussed the night sky. There are also flashcards available for some of them online which can be used as a game afterwards.
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Hi Catriona,
Thanks for sharing your list-and what a list it is! Some lovely choices included, and some new to me too! Lovely to see an Irish poem included, too.
You’ve some lovely ideas about how you’d use these pieces in the classroom to inspire art. I love the idea of creating an acrostic poem on this theme, and with a strategic choice of words, it can easily become a shorter or longer task for learners. Senior classes may enjoy the challenge of doing this as Gaeilge too.
I hope you enjoyed the course and gained some new ideas for the coming year.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
During Space Week last year our children learned about the planets, moon and completed group projects on the milky way, black holes, life of an astronaut and others. We also have a huge interest in music and learned Sky Full of Stars by Coldplay on the ukelele.
A number of the children wrote sense poems about space and how they might feel there. It was a huge area of interest for them and they thought about it in ways that us adults wouldn’t. I would love to focus the children’s attention on all the poems and songs that can be connected to our light and outer space.
I loved reading the John O Donoghue poem and feel that it would be approachable by all class levels. It would be very interesting to hear how they interpret it from Infants up. I think we would be very impressed and surprised.
We read Chris Hatfields book and listened to David Bowie
It would be interesting to create a collage poem where the children research songs that contain lyrics or words pertaining to space and present a line from that song/poem using pencil, magazine cut outs etc. They could arrange their quotes in whatever order to make something new.
Starry Night Don McClean, painting and song. Children could take a virtual tour of Beyond Van Gogh. Children who might have experienced it would get a chance to talk about it.
Children are simply fascinated by space and need to be made aware of how people across countries, languages and age groups even begin to comprehend it.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
This year I will be teaching 2nd class. I decided to choose this question and consider which songs/poems etc that I can link to the night sky for my incoming class.
Last year, my class really enjoyed painting ‘Starry Night’ by Vincent Van Gogh. I will look forward to teaching this lesson again but with new resources and knowledge to introduce the children to from this course.
There are lots of songs suitable for this age group that connect us with the Night Sky. For example;
Twinkle Twinkle Little Star
Catch a Falling Star
Fly me to the Moon
Starry Starry Night
I See the Moon
All of these songs would be suitable for junior to senior class levels. They also have strong integration to music and oral language strands in the curriculum. -
3. Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
I think this would be a fantastic project that could be led by the students I teach in 5th class with the aim of involving the whole school.
A whole-school project that I initially introduced as part of my final placement in college could tie nicely into this project to collect Piseógs, Traditions and Stories of the Night. At the time, it was to promote Irish. Each class was given an Irish Seanfhocal to explore. Within the class, each child then had to make a poster showing the Seanfhocal and designing it to explain the Seanfhocal. One child was chosen from each class to then show their artwork to the rest of the school at assembly time on a Friday.
For this project, I would involve the pupils in my class from start to end and welcome their input and ideas to collect Piseógs, Traditions and Stories of the Night. I would tell the pupils about the previous project I did and ask them to think of ways in which they could collect information about the night from the whole school, make suggestions on where they could find information and discuss all ideas as a whole class. They might choose to display the gathered information as part of Friday assembly or in a new way. I would the children as a class decide details of this.
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In my class i would do the following to implement my own version of a Dark Sky Project. This is aimed at 4th class.
Firstly i would show pupils pictures of Dark Sky Reserves (e.g. Mayo Dark Sky Park).
I would ask questions such as; What would the sky look like if there were no streetlights? Why do people want to protect the night sky?Then in groups, i would get the pupils to brainstorm what makes a “good dark sky area”: e.g. fewer streetlights, shielded lights, special habitats for bats/owls, clear skies for stargazing.
We would make a mind-map on the board.Pupils could then “design” their own Dark Sky Place by: drawing a map or poster (town, park, or school yard). They could add features like stargazing spots, wildlife areas, low-energy lights. They could write a short description of how their design protects the night sky.
Finally the groups would present their work to their class for feedback and appraisal.
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To implement a version of ‘Design Your Own Dark Sky Place’ in my third class, I would begin by introducing students to the concept of light pollution and the importance of dark skies for nature and astronomy. Using simple videos and images, I’d help them understand how artificial light affects wildlife, sleep, and stargazing.
Then, I’d guide the class in designing their own ideal dark sky park using drawings, maps, and short descriptions. They could include features like low lighting, stargazing areas, and wildlife protection zones. The activity would encourage creativity, environmental awareness, and geography skills. Students could present their designs to the class, promoting confidence and communication. This project links well with SESE, Visual Arts, and SPHE.
Overall, I believe it would be an enjoyable and meaningful way for students to connect with nature and understand the importance of preserving our night skies.
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Introducing the idea of a “Dark Sky Place” to my class would provide a valuable cross-curricular learning opportunity. I would start by exploring the topic of light pollution, using age-appropriate videos and images to explain its effects on wildlife, sleep, and our ability to see the stars. This would build awareness and set the stage for the main task—creating their own dark sky area. Students would design their space through drawings and simple maps, adding thoughtful features such as low lighting, quiet zones, and stargazing spots. This creative task would naturally support subjects like SESE, Visual Arts, and SPHE, while also encouraging teamwork and presentation skills. By sharing their ideas with the class, pupils would build confidence and learn from one another. Reflecting on the process, I see it as a fun and engaging way to help children appreciate the value of natural darkness.
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Hi Aaron. I love the way you plan to integrate your ‘Dark Sky Place’ project with so many curricular areas. As well as SESE, Visual Art and SPHE, Music could also be brought in by incorporating songs such as ‘Starman’ by Jack Lukeman and the National Children’s Choir. Perhaps Maths could also be brought in by asking questions such as ‘How many tourists would be allowed into the park at any one time?’ or ‘Would you charge for tickets to enter and if so how much would you charge per ticket?’
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
First, I would begin with an introduction to dark skies. I would show the children images or short videos of Mayo and Kerry Dark Sky parks to bring it to reality for them. As a class, we would discuss what makes them special—minimal artificial light, clear views of stars, and thriving nocturnal wildlife. We would also relate this to previous lessons (module 3) and discuss why light pollution is a problem in the first place.
Next, we could move on to the design aspect of our project. I would let the children explore with large sheets of paper, maps of the school grounds and maybe include digital tools such as Google Earth or Canva. I would encourage them to imagine the school as a Dark Sky site. They could plan features such as:
motion-sensor lights to minimise glow; wildlife zones for bats, hedgehogs, and moths; observation areas; educational signs.
This project would easily provide opportunities for curriculum integration for instance – art (posters or 3D models), literacy (writing persuasive texts about protecting dark skies), and maths (measuring distances or calculating energy savings).
To finish our project we could hold a “Dark Sky Design Showcase” where groups present their plans to other classes and teachers, or even parents.
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If I was to implement a version of ‘Design your own Dark Sky place’ in my classroom, I would base it on the local area (Donegal). We are lucky to be based in a rural part of the country where the sky isn’t heavily impacted by light pollution, but there are still areas where lights are too bright or there’s too many of them – the impact on biodiversity can be seen with, for example, moths and insects being attracted to the lights at night time. The children would be made aware of these issues by showing them short video clips on the interactive whiteboard and engaging them in whole-class discussion. The children would then be put into groups of four and each assigned different stakeholder roles for the design of their Dark Sky place. They would be given iPads to research and explore the Dark Sky places in Ireland to gain an understanding of what these places are like and provided with a guide of questions to consider as they come up with their design. They could make a digital poster or map using software like Canva to promote their Dark Sky place to the public, or develop a powerpoint presentation on Google Slides and present their work to the class.
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If I was to try out a “Design Your Own Dark Sky place” with my class, I’d probably start by asking them what they notice when they look up at the sky at night — and if they’ve ever been somewhere with really clear views of the stars. From there, we could talk about light pollution and how too much artificial light can actually stop us from seeing the stars properly.
I think the kids would enjoy planning how we could make our school a little “Dark Sky friendly.” For example, they could sketch ideas for areas with softer lighting, or even design posters encouraging people to switch off unnecessary lights. We could tie it into art by making constellation drawings or glow-in-the-dark displays, and into science by learning about the effects on animals and nature. It wouldn’t just be fun — it would also help them see the sky in a whole new way.
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Pupils will gather and share local superstitions, piseógs, and stories connected to the night sky—such as weather signs linked to moon circles, stars, or evening skies—from the Dúchas.ie Schools’ Collection and their own community.
I would introduce children to the Dúchas Schools’ Collection. I would then show them examples like: A circle around the moon at night is said to forecast bad weather. A red sky at night is a sign of good weather. Following this students would interview family members or neighbours asking the following questions: “Are there any old sayings about the moon, stars, or night sky?” or “What did your grandparents say about weather from looking at the night sky?”
Pupils will then bring their collected piseógs and present them in class. In order to integrate with other subjects the children could design, draw or create using different objects the piseógs, superstitions and stories they have learned about. Finally we would compile all collected traditions and illustrations into a small class booklet or display. -
The ‘Design your own Dark Sky Park’ activity is one I know my students will love! They are eager and enthusiastic to participate in role play activities and I think this will be a great motivation for engagement and to dig deeper into this topic. Before introducing the role play, we would discuss light pollution and its effects on the night sky. Showing images from Ireland’s three Dark Sky Parks will highlight the importance of these areas.
I would then have the children work in small groups to design their own Dark Sky Park. I like the idea of each group containing a mix of ‘visitors’, ‘stakeholders’ and ‘local residents’ so all perspectives are discussed in the group stages. Children will be encouraged to focus on a local area in the locality and to choose a location, consider how to reduce light pollution and how to engage the community.
Each group will then present to the class with ‘visitors’, ‘stakeholders’ or ‘residents’ from other groups taking notes to encourage a debate/discussion at the end.
I would also link this to real world benefits of protecting night skies and encourage the children to research the effects of light pollution on a selection of insect, animal or plant life. -
To implement a version of “Design Your Own Dark Sky Place” in the classroom, I would adapt it into a cross-curricular STEM project for senior primary pupils. First, I would introduce the concept of a Dark Sky Place by showing maps of Ireland’s Dark Sky Reserves, such as Kerry and Mayo, and discussing why protecting dark skies is important for astronomy, wildlife, and human health. Pupils would then work in groups to design their own Dark Sky Place, either on paper, using ICT tools, or through model-making. Each group would consider key features such as the location, community facilities, educational programmes, tourism potential, and dark-sky friendly lighting. The project would be inquiry-led, with pupils researching local light pollution, brainstorming solutions, and justifying their design choices. To conclude, groups would present their designs to the class, and their ideas could be showcased on a school display or linked to the school’s biodiversity and sustainability initiatives. This approach encourages creativity, critical thinking, and awareness of environmental responsibility while fostering pride in protecting the night sky.
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