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I would begin by showing my 5th Class the Paxi video, Paxi and Our Moon: Phases and Eclipses, to introduce the different phases of the Moon and spark the children’s curiosity. I would then use the ESERO Lesson 62 activity, Lunar Eclipse and Phases of the Moon. In small groups, the children would use a ball to represent the Moon and a lamp/torch to represent the Sun and investigate how the Moon appears to change as it moves around the Earth. I think my class would particularly enjoy this hands-on and engaging way of developing their understanding of the different lunar phases.
I would then explain that we can observe some phases of the Moon during the school day. I researched what phase of the moon is best for observing in the morning and when the best time for our morning observation would be. I found out it would be during the waning crescent phase, around the 5–9 September 2026, when the Moon will be visible during the morning in Ireland. The children could complete the Mayo Dark Sky Park Moon Observation Log as a homework activity, recording the date, time and appearance of the Moon. i think my class would enjoy making regular observations of the Moon and would help them to notice how the Moon changes over time.
This is a great list! There are definitely a few songs and poems here that I think my class would be familiar with and really enjoy. Thank you for sharing!
There are some great links on the forum to songs, poems and artwork connected to the night sky, and I took inspiration from these as I think my 5th Class would really enjoy exploring them! For example, I would use A Sky Full of Stars by Coldplay as it is a song I think the children would know and enjoy. I would also introduce Fly Me to the Moon by Frank Sinatra and explore poems such as The Star by Jane Taylor and Silver by Walter de la Mare. In Visual Arts, I would use Vincent van Gogh’s The Starry Night to encourage discussion about how artists represent the night sky. Following this, I would ask the children to create their own night-sky artwork and write a short poem to accompany it. This would provide an opportunity for the children to express their own ideas and feelings about the night while making connections between science, music, poetry and art.
As I teach 5th Class in Dublin 7, I would like to engage my pupils in exploring the biodiversity in their local environment. As our school is located beside Phoenix Park, I could bring the children on a biodiversity walk where they would work in small groups to observe, identify and record the different plants, insects, birds and other wildlife they encounter. On returning to school, the children could compare their findings from Phoenix Park with a biodiversity survey of our school grounds and discuss why different species may be found in each environment. This could lead into an investigation of nocturnal wildlife and the impact of artificial light on biodiversity. The children could explore how light pollution can affect animals such as bats, moths and birds by interfering with feeding, movement and behaviour. Finally, groups could create a biodiversity map and suggest practical ways that our school could become more wildlife-friendly, such as planting native species and reducing unnecessary artificial lighting.
Light pollution is an environmental issue that I feel would be particularly relevant for my 5th Class pupils in Dublin 7 to investigate. As they live and attend school in an urban environment, opportunities to experience a naturally dark night sky may be limited by the amount of artificial light surrounding them. I would introduce the topic by asking the children how dark they think their local area is and whether they can see many stars at night. We would discuss the difference between natural and artificial light and explore how excessive or poorly directed lighting contributes to light pollution. The children could then work in groups to carry out a light pollution survey around the school, recording the number, type, colour and purpose of different lights. They could create a map of the light sources and identify examples of glare, light trespass or sky glow. Finally, groups could suggest changes that would make the school or local area more dark-sky friendly, encouraging pupils to consider how human actions can impact our environment. I think there could also be an opportunity to link literacy into this by using their findings to write a letter to a local TD or councillor, encouraging action to reduce light pollution.
Hi Caitriona, I completely agree with Lorna here! I think the idea of bringing it to TidyTowns is an excellent one! My 5th class would definitely enjoy doing this. Thanks for the idea!
I love this idea! Such a fun way to incorporate STEM and Art together! I’m sure your class will love this activity!
This is a great idea! Using “What’s the Time, Mr. Wolf?” is really clever to get younger children thinking about time. Bringing in the Sixth Class buddies is a great idea too! Revisiting the shadows each term will definitely make the link between shadow length and the changing seasons so much clearer for them!</span>
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”:
<span style=”font-weight: 400;”>Liston (2018) emphasizes that STEM learning connects subjects through real-world problems, building critical thinking, collaboration and inquiry. To explore the Sun’s movement with my 5th class, I would begin by asking the children what they already know about the movement of the Sun and where they think it will be positioned at different times of the day. We would then go outside at three different points during the school day, in the morning, around midday and later in the afternoon.
At each stage, the children would record the time, the direction the Sun is in and draw its position on a simple diagram. They could also observe and record the direction and length of shadows. In pairs, they would compare their observations, such as why the Sun appears to change position or why shadows change throughout the day, and map patterns, allowing them to raise their own questions about why shadows shift and stretch. I think my class would really enjoy this hands-on, inquiry-based STEM activity where they are actively observing, recording, discussing and drawing conclusions from their own findings. It would definitely promote collaboration, critical thinking and problem-solving skills in my classroom, which are important aspects of authentic STEM learning.