[Ailbhe Coleman]

Thanks Kathy, there are so many great suggestions here!

[Ailbhe Coleman]

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.

[Ailbhe Coleman]

I really like the fact that your plan actually gets the pupils out into nature and observing the biodiversity with their own eyes. I think making this connection with their local biodiversity is so important and is a more long lasting and impactful lesson than simply showing these plants and animals on the whiteboard.

[Ailbhe Coleman]

Here are some ideas of how I would go about engaging my 3rd class pupils in Phibsborough, Co. Dublin to explore biodiversity in our school’s local area and the possible impacts of light pollution on local biodiversity.

1. Introduction with Local Context

Begin by asking: “What animals and plants might we see along the Royal Canal in Phibsborough?” Create a class mind map.
Share pictures of species found on the canal such as mute swans, mallard ducks, grey herons, moorhens, cormorants, and smaller birds like robins or wrens.

2. Observation Activity at the Royal Canal

Take a class walk to the canal. Children record what they see in their nature observation journals, sketching plants, birds, or insects near the water and on the towpath.
Encourage noticing habitats: reeds, trees, water, grassy banks.

3.Focus on Nocturnal Animals

Discuss species that come alive at night, like Daubenton’s bats (often seen swooping over canals), moths, and possibly barn owls.
Ask: “What happens if bright streetlights disturb these animals?”

4. Light Pollution Connection

Use the light pollution map to show how bright Phibsborough is compared to darker rural areas (e.g. Mayo Dark Sky Park).
Enquiry questions: “How does light pollution affect canal wildlife?”

5. Class Investigation

Survey insects attracted to a lamp near the canal or schoolyard.
Record results in journals and reflect on the impact for birds, bats, and insects.

6. Reflection & Action

Create posters: “How can we protect Royal Canal wildlife from light pollution?”

[Ailbhe Coleman]

Great use of Think, Pair Share to begin the lesson and get the students thinking about their enquiry questions.

[Ailbhe Coleman]

1. Introduce with the map
Display or project the light pollution map. Ask: “Is our local area affected by light pollution?” The bright colouring over Phibsborough in this map shows skyglow, therefore making stars harder to see.

2. Ask enquiry questions

What causes light pollution in our area? (Streetlights, houses, shops, signage, night-time lighting)
How does the light pollution in our urban area compare to a rural area in Ireland? (Contrast Phibsborough’s glow with dark blues in places like West Mayo or Kerry)
Talk about nearby street lighting, lit windows, or illuminated buildings as examples of glare, skyglow, and light trespass.

4. Class investigation – Home activity
Ask the students to go outside in their gardens, street or local green area and observe the sky. Ask them to write down what they can see and count how many stars students can see. Then compare with a family photograph from a rural night sky—maybe from a Mayo Dark Sky Park—with many more stars visible. Record observations and discuss.

[Ailbhe Coleman]

I like your use of enquiry questions, a really good starting point!

[Ailbhe Coleman]

Here is my observing plan for autumn that shows which planets are visible in the evening sky.

1. Schedule & Timing

October evenings around 9 p.m.: Jupiter shines brightly in the southern sky, visible soon after sunset. Saturn also appears in the south as darkness falls, and Mars rises later, moving into view by bedtime.

2. What to Look For

Jupiter: Large, very bright which children can spot without a telescope.
Saturn: Steady yellowish-white hue; rings visible through a simple telescope.
Mars: Faint red dot rising later in the evening; fun to talk about the “Red Planet”

3. Classroom Activities

Make use of the Stellarium app as a stimulus.

Create a simple chart indicating “Planet of the Week,” with Jupiter, Saturn, or Mars.
Use the display to mark approximate rising and setting directions (south, east).

4. At-Home Extension

Invite children to share simple drawings or notes: “I saw a bright dot in the south, it must be Jupiter!” Great for homework or sharing the next day.

[Ailbhe Coleman]

This is a really great lesson plan Sandra, you’ve included so many amazing ideas and resources. I especially like the idea of starting the lesson with a picture book!

[Ailbhe Coleman]

Here are some practical ideas I could use with my 3rd class students to observe and record the sun’s position:

• Nature Observation Journals: Since each child in my class will already have a nature journal, they can record sunrise and sunset positions daily as part of homework. They could sketch a simple horizon with the sun’s position marked.
• Morning Check-In: Begin the day by asking if anyone noticed where the sun rose that morning. Record a class version on the board before they add to their own journals.
• Midday Observation: During break or lunch, step outside briefly to note where the sun is in the sky. Use compass directions (north, south, east, west) to describe its position.
• Afternoon Reflection: Before home time, look out the window or step outside again and note how the sun has moved.
• Sunset Tracking at Home: Ask children to record the sunset position in their journals for homework. They could add colours of the sky to make it more engaging.
• Classroom Display: Create a large wall chart with a compass rose. Mark daily observations with sticky notes or drawings to build a class record over time.
• Everyday References: Regularly link directions to classroom activities and while outdoors, reinforcing spatial awareness and sun movement.

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