[AISLINN Murphy]

I would introduce the idea of a “Dark Sky Place” by asking the children what they can see in the night sky from their homes and whether they think they would see more stars if there was less artificial light. We could discuss light pollution and how excessive artificial light can affect our view of the stars as well as nocturnal wildlife.

As a class, we could explore the school grounds and create a simple map showing sources of artificial light, such as security lights, streetlights and lights from nearby buildings. Children could identify areas that might be suitable for a small “Dark Sky Zone” and explain their choices.

Working in groups, the children could design their own ideal dark-sky section of the school. They could draw a plan showing where lights should be placed, where lights could be reduced or switched off, and where trees, hedges or wildlife areas could be protected. They could consider how lighting could still be used safely, while directing it downwards and only using it when necessary.

The children could then present their designs to the class and vote on the ideas that would be most practical for the school. As a final project, the class could create a “Dark Sky School” poster or model and develop simple recommendations for reducing unnecessary light pollution.

DarkSky has some good educational resources and activities that could support this type of classroom investigation

[AISLINN Murphy]

I love the natural link of the green school commitee. It is already such a busy committee but a great way of highlighting issues to other classes and get whole school working on improving light pollution firstly within the school. Then working as a whole school community to work together making suggestions to impove the wider community.

Great suggestions.

[AISLINN Murphy]

I would engage my learners by starting with a discussion about what biodiversity means and asking them what plants, insects, birds and other animals they have noticed around the school. We could take a biodiversity walk around the school grounds and record the different living things we find. Children could work in groups, using tally charts, drawings and photographs to record their observations. We could compare different habitats, such as grass, trees, hedgerows and flowerbeds, and discuss what each provides for wildlife.

I would then introduce light pollution and ask the children whether they think artificial light at night could affect wildlife. We could investigate sources of artificial light around the school and local area, such as streetlights, security lights and buildings. We could discuss how nocturnal animals may be affected by artificial light, including changes to feeding, movement and behaviour.

Children could create a simple map showing areas of high and low light pollution and compare these with the habitats they have identified. They could then suggest ways the school could support biodiversity, such as reducing unnecessary lighting, planting native species, creating wildlife-friendly areas and allowing parts of the school grounds to grow naturally.

This investigation links with the curriculum. It will develop observation, questioning, recording, communication and problem-solving skills while encouraging children to become responsible caretakers of their local environment. Biodiversity in school grounds can also be developed through practical actions such as planting, creating shelter and reducing pesticides.

[AISLINN Murphy]

Light pollution is an increasing issue in urban areas. Streetlights, security lighting, illuminated buildings, shops and traffic can make the night sky much brighter than it would naturally be. This can make it difficult to see stars and other objects in the night sky. It can also affect wildlife and their natural patterns of behaviour. For children who are interested in the Moon and stars, this provides an excellent opportunity to investigate something they can observe in their own local environment.

I would begin by asking the children what they can see in the night sky from their homes and what they think might make some areas brighter than others. We could investigate the school grounds during the day by identifying different sources of artificial light and discussing why they are used.

Children could then carry out a simple light-pollution survey using a map of the local area. Working in groups, they could record streetlights, brightly lit buildings and darker areas. They could compare their observations with what they can see in the sky from home. If possible, children could make observations of the Moon and stars from home with an adult, recording the date, time, weather conditions and what they can see.

This investigation links well with the curriculum learning about night and day, light and the environment. It involves alot of questioning, predictions, observation and discussions

[AISLINN Murphy]

When I read the assignment above first I was struggling to think of more than one to two for a lesson. Then I see you wonderful list and of course they all come flooding back to me.

Some excellent poems and songs that can be used in varying class levels and integrated so easily into so many areas of the curriculum. Thank you

[AISLINN Murphy]

Some really important things highlighted in your lesson. I think teaching children about the effects of light pollution and how it is affecting the environment is a really important lesson. While lighting has its needs and is important. It really gets children thinking about making changes or how we could improve things in the future to protect the world around us. . thanks

[AISLINN Murphy]

Hi Sean

A really good lesson idea. I love the idea of working in the lunar eclipse.. hopefully some children will have there own experience of it during the summer holidays. Talking about the moon at the day and night is a great topic. At the moment my own three year old associates the moon at night but has started spotting in during the day and sayings it is still awake.  I look forward to being able to explain and use the same resources available for the classroom to him at home when he will have a better understanding.

Thanks for sharing your great ideas

 

 

[AISLINN Murphy]

<p dir=”ltr”>I really enjoy looking at the moon and stars at home and am lucky enough to have a telescope. I really was amazed at the eclipse during the week. So when I saw the assignment about observing the moon I was excited and hope that my class might be too.</p>
 
<p dir=”ltr”>The best time to observe the Moon during the school morning is when it is in its waning phase, particularly around the Third Quarter and Waning Crescent. At this time, the Moon is visible in the morning sky before it sets later in the day.</p>
 
<p dir=”ltr”>As a class, we could discuss this and choose some suitable dates throughout 2026 and 2027 school year to observe and record the Moon. Suitable key dates in 2026 I found include the Third Quarter phases are on September 4 and December 1 when school  is due to be open. There is one on October 3rd a Saturday and November 1st but they could be talked about and observed from home.  It would be good to observe for several mornings before and after each date to watch the Moon change shape.</p>
 
<p dir=”ltr”>For each observation, children could record the date, time, weather, Moon phase, shape and position in the sky. They could draw what they see in a Moon observation diary. We could compare observations over the year and discuss why the Moon appears to change shape and position. This investigation would help children learn about the Moon’s phases and its movement around Earth.</p>

[AISLINN Murphy]

I have chosen to make a plan for a sundial in my school. It will obviously need to be constructed in a sunny, open area of the school grounds where buildings and trees do not cast shadows for most of the day.

This could be nearly a full year of observation as the sun positions will change with the seasons. As a class the first thing to do would be First, observe the grounds and identify a place that receives direct sunlight from morning until afternoon.

To start we could use paper and PE equipment and chalk to mark the different locations of the sun. This space when identified can be observed every hour or so and The suns position be recorded.

During this observation period in class discussion about what a sundial might look like and talk with the children about the designs they think and discuss what might work or not. What would need to be on the sundial to identify times. How to know what the time is?
Look at examples of sundials discuss what is similar with them all. Introduce word gnomon, discuss marking hour lines.

I would integrate an art lesson at this point using paper plates and a straw in the middle to cast the shadow. Children can complete the observation to complete the sun dial as the day goes on.

Discuss the importance of the sundial facing the correct direction, with the gnomon pointing towards true north and angled according to the school’s latitude. This could also become an educational feature, allowing students to learn about the Sun, Earth’s rotation, timekeeping, and changing seasons through practical observation.

[AISLINN Murphy]

I really like this lesson idea. I think making the predictions would be really interesting it would be clear if any children have any prior knowledge. It’s something you can come back to time and time again through the year.

[AISLINN Murphy]

I have made a plan for a -Rocket Launch lesson

Learning Outcomes:
By the end of the lesson, children should be able to:

* Recognise that a push can make an object move.
* Predict what might happen when they blow through a straw.
* Observe and describe how their rocket moves.
* Use simple scientific language such as *push, air, move,* and *rocket*.

Resources:
Rocket templates, paper, crayons, scissors, tape, straws, and pictures of rockets.

Introduction
Begin by showing pictures of rockets and asking the children what they know about space. Explain that rockets travel into space using a very powerful push. Ask the children to predict what will happen when they use air to launch their own rockets.

Development
Children decorate their paper rockets before attaching them to a straw. They take turns blowing through the straw to launch their rockets. Encourage them to observe which rockets travel the furthest and discuss whether blowing harder or softer changes how the rocket moves. Prompt children to make observations and share their ideas with their classmates.

Conclusion
Gather the class together to discuss what they discovered. Reinforce that air is a force that can push objects and that real rockets use powerful engines to create the force needed to travel into space. Invite children to describe what they observed using their own words.

[AISLINN Murphy]

I love the use of a book. With so much to cover and always struggling for time integrated learning is key. A great idea.

[AISLINN Murphy]

I decided to explore the online resources. The ESA and ESA Kids websites are really valuable online resources can be used in the classroom. I found the ESA Kids website especially engaging because it explains scientific concepts in a fun and accessible way through games, videos, quizzes, and interactive activities. I think these features would capture children’s interest and encourage them to become curious about space and science.

I also found the main ESA website useful for my own learning and lesson planning, as it provides reliable and up-to-date information about space missions and scientific discoveries. I believe using these resources would help me make STEM lessons more engaging by connecting classroom learning to real-world events.

I will definitely save and use both websites to support inquiry-based learning, develop students’ digital literacy, and encourage critical thinking. They have shown me how the right websites can make learning more interactive, meaningful, and enjoyable while inspiring children to explore and ask questions about the world around them.

[AISLINN Murphy]

Children would have so much fun engaging with this activity. A lovely lesson for a class to get creative and work together. A great lesson- well done

[AISLINN Murphy]

What a fun lesson. This is such a lovely idea. It allows children to be so creative and show so many different interpretations of what an Alien might look like.

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