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I think this would be a gorgeous opportunity for children to work alongside their grandparents and learn about traditions that might otherwise be forgotten. I particularly like the idea of inviting grandparents to become part of the learning. Children could interview their grandparents and then create a poster or short presentation together. They could share these with the class and their grandparents on Grandparents’ Day. This would make the project very personal and meaningful while celebrating family stories and local culture.
When I think about the night sky, I realise how many songs, poems and works of art could be used to engage children. Some examples include:
Songs:
Twinkle, Twinkle, Little Star
A Sky Full of Stars – Coldplay
Fly Me to the Moon – Frank Sinatra
Moon River – Audrey Hepburn
Walking on the Moon – The Police
Bad Moon Rising – Creedence Clearwater Revival
Man on the Moon – R.E.M.
Mr. Blue Sky – Electric Light OrchestraPoems:
The Star – Jane Taylor
Silver – Walter de la Mare
The Moon – Robert Louis Stevenson
The Moon – Emily Dickinson
The Moon – Sara Teasdale
A Visit from St. Nicholas – Clement Clarke Moore
The Moon and the Yew Tree – Sylvia PlathArt:
The Starry Night – Vincent van Gogh
Starry Night Over the Rhône – Vincent van Gogh
The Night Watch – Rembrandt
The Harvest Moon – George Inness
Moonrise, Hernandez, New Mexico – Ansel Adams
The Moon-Woman Cuts the Circle – Jackson Pollock
The Great Wave off Kanagawa – HokusaiI think these could provide an excellent starting point for discussion and creative activities. Pupils could choose a song, poem or artwork and explore how the night sky is represented. They could then create their own poem, artwork or song inspired by the Moon and stars. This would allow children to explore the topic creatively while developing their imagination and curiosity.
I would engage my learners by exploring biodiversity in our local area. Although we are in inner-city Dublin and have very limited outdoor space in our school grounds, there are still opportunities to observe birds, insects, plants and trees nearby. The Phoenix Park is close to us and would be a fantastic place to visit and experience a much wider range of biodiversity.
I would begin by asking pupils what wildlife they notice around the school and local streets. During a visit to the Phoenix Park, pupils could work in groups to record different plants, insects and birds using simple tally charts, drawings or photographs.
I would then introduce light pollution and discuss how artificial light might affect wildlife. Pupils could consider how street lights, buildings and construction may affect birds, insects and bats.
Back in school, pupils could compare the biodiversity found in the city environment with what they observed in the Phoenix Park. They could discuss the importance of protecting local wildlife and suggest simple ways to reduce unnecessary light pollution. This would make the learning practical, relevant and enjoyable.
Hi Laura – I really like the idea of using the children as “biodiversity detectives.” Giving them the opportunity to explore their own school grounds makes the learning more meaningful and encourages curiosity. I particularly like how you connect biodiversity with light pollution, as pupils can investigate how changes in their local environment may affect wildlife. This would be a simple but effective way to develop observation and questioning skills.
Light pollution is something I think my pupils could explore very easily because our school is in a busy inner-city area of Dublin. The area is becoming increasingly busy, with lots of new construction, street lighting, traffic and buildings using artificial light. This can make it difficult to see stars and other objects in the night sky.
I would begin by asking pupils what they notice about the sky at night and whether they think we see the same number of stars as people living in a rural area. We could discuss where artificial light comes from and why it is used. Pupils could then work in groups to carry out a simple light pollution survey around the school, identifying different sources of artificial light.
As technology is limited in our school, I would focus on observation, recording and discussion. Pupils could create maps showing areas of high and low light pollution and compare their findings with a darker area outside the city. We could collaborate and share our findings with another teacher friend and her class in a rural area. They could then discuss how light pollution might affect people, animals and the environment.
I think this would be a meaningful project because it connects STEM learning directly to the children’s own environment and encourages them to think about how their local area is changing.
Hi Lyndsy – I really like the idea of the children working alongside their families to observe the night sky – I can imagine all of the children would quite enjoy it!
Hi Sean! I really enjoyed reading your reflection on the Moon observation activity. I agree that the hands-on approach using a torch, ball and pupil roles would make the learning much more engaging and memorable. I particularly like your idea of extending the lesson to include lunar eclipses, as this could challenge pupils who are ready to explore the topic further. The Moon Observation Log is also a great way for children to record their learning over time. I think this activity offers excellent opportunities for questioning, collaboration and developing children’s curiosity about the world around them.
I would engage the children in this activity by making the Moon a regular part of our classroom learning. I would begin by asking pupils what they already know about the Moon and which phases they have noticed. We could create a simple Moon diary where pupils record the phase, date and time, along with a drawing or photograph.
For morning observations during the 2026–2027 school year, the best opportunities will be around the waning gibbous and third-quarter phases. Useful dates include:
3 October 2026 – Third Quarter
1 November 2026 – Third Quarter
1 December 2026 – Third Quarter
30 December 2026 – Third Quarter
29 January 2027 – Last Quarter
28 February 2027 – Last Quarter
28 March 2027 – Last Quarter
28 April 2027 – Third Quarter
28 May 2027 – Third Quarter
27 June 2027 – Third QuarterThese dates could be starting points, with pupils observing the Moon for several mornings before and after each date.
Working in groups, pupils could take roles such as observer, recorder and researcher. Where technology is available, they could use an astronomy app to check their observations. However, printed Moon-phase charts could also be used. I would provide visual supports, recording templates and different levels of challenge so that all learners can participate successfully.
Hi Sharon – I really enjoyed reading your reflection & your activity is very practical and hands on! It gives pupils a real opportunity to apply Maths and Science in context. I also think recording the shadow at different times and comparing results across seasons is an excellent way to develop curiosity and questioning. The idea of sharing the activity with a younger class is another great way to encourage collaboration and give pupils ownership of their learning.
Liston (2018) explains that real STEM is about solving real-world problems by combining science, technology, engineering and maths. In my DEIS Band 1 city-centre school, technology is limited, but our students are strong collaborators. They enjoy hands-on projects that build creativity, communication and problem-solving skills. I need to move beyond focusing on our limited technology and make better use of engineering and teamwork in STEM lessons. This reminds me that authentic STEM is not about having lots of devices; it is about giving children meaningful opportunities to design, create and solve problems together.
Activity 2 – Sundial
I would engage my students with this activity by linking it to our school environment and the weather board we are currently developing in one of our yards. A sundial would be a great addition because it would give pupils an opportunity to explore STEM through a practical, real-world project. I would begin by asking pupils what they already know about sundials and how they think they work. Working in small groups, pupils could investigate where the best place in the school grounds would be to position a sundial. They could consider sunlight, shadows, time of day and any buildings or trees that might block the sun.This activity connects well with Liston (2018), who explains that authentic STEM should integrate science, technology, engineering and mathematics through problem-solving and real-world experiences. The activity would allow pupils to measure, observe, design and test their ideas while working collaboratively. It also shows that STEM does not have to depend on having lots of technology. In our inner-city DEIS school, where access to technology can be limited, pupils can still develop creativity, critical thinking, communication and problem-solving skills using simple materials.
I would provide different levels of support so that all learners could participate. Some pupils could focus on measuring shadows and recording results, while others could design the sundial or investigate how it works. Visual instructions, group roles and teacher modelling would support pupils who need additional help, while more confident pupils could calculate angles or explore why the shadow changes during the day. The finished sundial could become a permanent feature alongside our weather board, giving pupils a meaningful STEM resource that they can continue to use and develop.
Hi Meghan, I think this is a fantastic, practical investigation for 4th class. I really like the “Energy Detectives” approach, as it gives pupils a clear role and purpose. It also provides great opportunities for cross-curricular learning through STEM, Maths and English, while encouraging pupils to take real responsibility for reducing energy waste and improving the school’s carbon footprint.
Research Question:How does the amount of green space in our school grounds affect temperature and biodiversity?
We are an inner-city school with limited outdoor space, so I would encourage pupils to think about how we can make the most of the space we have. I would begin with a discussion about our school grounds and ask pupils what they notice about areas with grass, plants, trees or concrete. We could discuss whether they think these areas affect temperature and the number of insects and other living things we see.
Pupils could work in small groups to collect simple data by measuring temperatures in different areas and recording the plants and insects they observe. They could take photographs, make observations and record their findings. This would allow them to investigate a real issue in their own school environment. The Climate Detectives project encourages pupils to identify a local problem, investigate it using data and then decide on actions they can take to make a difference.
I would then encourage the pupils to think creatively about ways we could improve our school’s impact on temperature and biodiversity, despite having limited space. They could suggest ideas such as planting more flowers or creating small areas for insects and wildlife. This would give pupils ownership of the project and show them that even small changes can make a positive difference.
Hi Orla, What an interesting list of satellites you’ve been able to track near Ireland lately! I agree that using a live tracker is a great tool for the children. It would make space technology feel more real and relevant, while encouraging curiosity and helping pupils understand how satellites are used to monitor and understand our planet.
The EO Browser is a free online tool that gives us access to satellite images of Earth. It allows us to explore different places, choose images from different dates and compare how areas have changed over time. We can also examine features such as vegetation, water and land.
In my classroom, I would introduce EO Browser by choosing a familiar area and showing pupils a satellite image. We could discuss what they can see and compare the image with what they know about the area.
I think EO Browser would be a valuable STEM resource as pupils would be working with real satellite images and data. It would develop skills such as observing, asking questions, comparing information and investigating changes. It could also link well with Science and Geography, while developing pupils’ digital skills.
I would allow pupils to explore different locations across Ireland (or whatever country they choose) such as forests or coastlines. They could compare images from different dates and look for changes. This could lead to discussions about why these changes happened and whether they could be linked to climate or human activity.
Overall, the EO Browser would be an engaging resource that encourages curiosity and investigation while allowing pupils to use technology to learn more about our planet.
Hi Sarah, I really like the idea of dividing the class into groups and giving each group a specific section to focus on. This would make the content more manageable and allow the children to become “experts” in their area before sharing their learning with the class. I also like linking this with the Paris Agreement, as it shows that action is being taken on a global level.