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Creating a teaching resource using the “Globe at Night” citizen science programme
Using the “Globe at Night” project with my Fourth Class was a great way to get the kids excited about science. They loved the idea that they were helping scientists by looking at the night sky and reporting what they could see. We used star charts and phones to find constellations like Orion, and the students were amazed at how different the sky looked depending on where they were.It sparked lots of good conversations about light pollution, stars, and how our actions affect the environment. They were more focused because it felt like real work, not just a school activity. It also linked in nicely with geography and digital skills.
The best part was seeing how proud they were to take part in something global. It showed them that even as primary students, they can be scientists and make a difference. I’ll definitely do it again next year.
Great use of comparing and contrasting between urban and rural areas, I’ll definitely take that aboard when doing this topic with my class.
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.
I love the connection to Halloween as even domestic animals are affected by this celebration so it would be great to examine how wildlife is affected too.
Rathnew is full of cool plants and animals—birds, bugs, frogs, and more—that live right near our school and homes. To get my class interested, I would take them on a nature walk around the school or a nearby park and see what creatures they can find. I could use easy ID guides or apps like iNaturalist to help figure out what they’re spotting.
Then, we would talk about something called light pollution—that’s when too many bright lights at night mess with animals that need darkness to live and hunt. For example, bats might avoid places with bright streetlights, and moths can get really confused by lights.
I would also try to do a night-time nature check around spots that are bright and spots that are darker. I/we could see where we hear more animals like frogs or bats. I/we could even use simple bat detectors or just listen carefully!
Afterwards, the class and I would chat about how lights might be bothering these animals and brainstorm easy ways to help, like turning off outdoor lights when they’re not needed or using lights that point down instead of up. The children could make posters or videos to show what they learned and help spread the word.
I feel this is a fun way to connect with nature close to home and learn how even small changes can help wildlife in Rathnew.
Autumn is a great time to get kids excited about the night sky—the air is crisp, it gets dark earlier, and the stars and planets really pop. Encourage children to head outside just after sunset. Give them a simple sky map or guide so they can find Jupiter—it’s super bright and easy to spot in the eastern sky. Saturn is also visible in the south and, with a telescope or even binoculars, they might catch a glimpse of its rings!
To keep them interested, have the kids start a Planet Watch Journal where they draw what they see, write down when and where they spotted the planets, and track how things change over a few weeks. Ask fun questions like, “Why does Jupiter show up earlier each night?” or “Where do you think Saturn will be next week?”
You can also turn it into a mini project—let them make posters of their favorite planets, create models, or even write a short story from the point of view of a space explorer spotting Jupiter and Saturn. It’s all about keeping it hands-on, creative, and fun while learning something cool about our solar system!
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
Building a sundial with kids can be a fun and hands-on way to learn about time, the sun, and how shadows work. Start by heading outside to a sunny, open spot—somewhere like the schoolyard or garden where there aren’t too many trees or buildings in the way. Talk with the kids about how people used to tell time before clocks, just by watching how shadows move during the day.
Once you’ve picked a good spot, help the kids set up a simple sundial using a stick and some chalk, rocks, or even a paper plate. Every hour, they can mark where the shadow falls and write down the time. It’s a great way to practice telling time and noticing how things change as the sun moves.
To keep it fun, let the kids decorate their sundials or work together on a big one as a group project. Ask them questions like, “Where do you think the shadow will be in an hour?” or “Why do you think it’s moving?” This activity mixes science with creativity and gets everyone thinking, observing, and learning outdoors.“How is climate change affecting the natural environment and human life in our local area, and what actions can we take to reduce its impact?”
I would start with a chat about what climate change is and ask students what they already know about it. I might show a short video or some pictures (like flooding, heatwaves, wildfires, or changes in nature). I would also probably do a KWL chart.
I would encourage students to come up with their own questions to explore, such as: Has the weather changed here over the years? Are local plants or animals being affected?How are people in our town or school dealing with these changes?
Write the questions down as a class and choose a few to explore in small groups.
Let students explore in different ways: Look around your area – go on a walk near the school and observe signs of change (like dried-out grass, less wildlife, or flood damage). Ask people questions – students could interview teachers, parents, or local people about changes they’ve noticed. Check the weather – compare past and present weather or temperature data (this could be from websites or news articles). Use books, videos, or websites to find out more about how climate change affects your region.
In groups, students can then share what they found out. They can make posters, mind maps, or slide shows to explain how climate change is showing up locally.
I would then have the class brainstorm ways we could help the environment. Could we reduce waste? Start a tree-planting project?Create awareness posters? We would choose a simple project and get started.
Definitely agree that children need to be made aware that there are lots of people trying to make a difference and fight for change
Showing Home by Yann Arthus-Bertrand to students is a great way to get them thinking and feeling more connected to what’s really going on with climate change. The film has amazing aerial shots and a strong message about the state of the planet, which makes it both interesting and eye-opening. I’d use it with older classes and break it into smaller sections so we can take time to really look at each part. Some of the most useful sections to focus on would be deforestation in the Amazon, melting ice in the Arctic and Greenland, desertification in Africa, and the growth of mega-cities in places like Asia or the US. Students could work in groups, with each group digging deeper into one of these issues.
It would also be really powerful to show a clip of Greta Thunberg speaking. She’s passionate and close (relatively speaking) in age to the students, so they might relate to her and be inspired by what she says. Between the documentary and Greta’s message, I think students would be encouraged to care more and maybe even take action themselves.