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Grainne, I love how you’ve adapted the idea of a Dark Sky Place to suit your classroom setting. Using creative materials like black paper and chalk makes the night sky come alive for children, while linking it to nature and sustainability is such a thoughtful touch.
Implementing a version of “Design Your Own Dark Sky Place” in my classroom would be an engaging way to blend science, creativity, and sustainability. I would begin by introducing students to the idea of dark sky parks and the problem of light pollution, using images of star-filled skies versus light-polluted cityscapes. Students could then take on different stakeholder roles—such as conservation rangers, stargazers, local residents, and light designers—to understand multiple perspectives. Working in groups, they would design their own “Dark Sky Place” using drawings, maps, and models. Each group would need to consider factors like biodiversity, safe viewing areas, light-friendly designs, and educational resources for visitors.
To make the project creative, students could create brochures or posters to “promote” their park, highlighting nocturnal wildlife, constellations, and sustainable lighting practices. This activity would not only develop scientific thinking but also foster responsibility for environmental stewardship and encourage imaginative connections with the night sky.
Hi Grainne, I love your idea of making the children “Nature Detectives” — it’s such a fun and age-appropriate way to get them curious about biodiversity. Using red torches is a great touch too, as it really models how we can observe without disturbing wildlife. The link to small actions, like switching off lights, makes the learning very real and empowering.
I would engage my learners in exploring local biodiversity by beginning with a simple biodiversity walk around the school grounds. The children could make lists, sketches, or take photos of plants, insects, and birds they see during the day. This helps them connect with the living things that are part of their everyday environment. We would then extend the discussion to nocturnal species such as bats, owls, and moths, using videos, online resources, and storybooks to imagine the hidden biodiversity that becomes active after dark.
To make the link with light pollution, I would introduce a simple class experiment using torches of different brightness and colours to see how light affects both insects and our own ability to see. The children could compare results and reflect on how too much artificial light might confuse or disturb animals. As a project, we could design a “Dark Sky Friendly School Garden” that includes wildflowers for pollinators, hedges for shelter, and ideas for using shielded, low-level lighting. This would give the learners a sense of ownership while showing them that human choices can directly support local biodiversity.
Hi Rebecca, I really like how you linked the change in bat activity to the increase in local lighting — that’s such a powerful, real-life example of how light pollution impacts wildlife. I also love your idea of using a wildlife camera at school. It would make the issue very real and exciting for the children.
In my local area, light pollution is obvious — even late in the evening the sky glows from street and shop lights, and it’s rare to see many stars. I’d like to explore this with my class by first looking at pictures of truly dark skies and comparing them with what we usually see. During school, we could experiment with torches and “shields” to model how light direction affects visibility. For homework, families could take part in a simple star count from their garden using the Globe at Night website, recording how many stars they see. We’d then share results back in class.
Hi Grainne, I really like your idea of involving parents in the evening observation. The worksheet and drawings sound like a brilliant way for younger children to record what they see, and the class “Planet Sky Map” will make it a shared project they’ll be proud of.
For this assignment, I would plan to focus on observing the Moon in the morning sky with my class. Many children assume the Moon is only visible at night, so this activity would be a great way to challenge that misconception. Using the ESERO 62 Phases of the Moon resource, I would first model the Moon’s phases in class with a lamp (the Sun) and a ball (the Moon) to show how different phases appear depending on its position relative to Earth. We would then use Stellarium to predict when the Moon would be visible in the mornings. Together, we’d create a simple Moon calendar to highlight the best dates for observation.
When the time comes, I’d bring the class outside in the morning to spot the Moon and sketch what they see in a Moon journal. This could be followed by comparing drawings over time, noticing how the shape changes and linking it back to their earlier model. I think this mix of ICT (Stellarium), hands-on modelling, and real-world observation would make the learning both memorable and exciting.
Hi Hilary, I love how you’ve linked Moonbear’s Shadow with the sundial activity. Using the story, drama, and outdoor shadow tracing makes the learning so engaging for infants. The idea of visiting or watching a real sundial is a lovely way to extend it!
For this activity, I would plan to start with the gravity tubes as they look like a really fun, hands-on way to introduce the idea of weight on different planets. I’d have the class make an Earth Tube and a Mars Tube, decorating them with drawings, colours and planet facts. While working on them, I’d guide a discussion around how gravity is different depending on the size of the planet. Using the ESERO “How much would you weigh on other celestial bodies?” resource, the children could work out their “weight” on Mars and compare it with Earth — I think they’d get a real kick out of this!
I’d also plan to bring the focus back to Earth by setting up a sundial in the school grounds. The children could observe and record shadow movements during the day and then compare their notes over a week. This would link well with the ESERO Day and Night in the World activity, helping them see how Earth’s rotation causes day and night. I’d also hope to use the ESA One Year on Earth resource later in the year to tie the learning into the seasons.
Even though I haven’t used these resources yet, I think this mix of creative making, outdoor observation and science inquiry would be a great way to engage the students, making big ideas like gravity, day/night and the seasons feel exciting and accessible.
Great post, Clare. It’s really encouraging to hear how your school is making sustainability work within the reality of a rural setting. The connection to local projects like Clean Coasts and the cycle route sounds like a great way to make learning meaningful for pupils.
In Kilrush, there are some great examples of sustainability that we can build on in the classroom. Places like the Vandeleur Walled Garden show how we can protect local plants and support pollinators. The Shannon Dolphin Centre is another brilliant resource—it gets people thinking about how our actions affect marine life and the wider environment. There’s also a good focus on local food with farmers’ markets and small businesses trying to cut down on packaging and waste.
To bring this into the classroom, I’d start by getting pupils to look at what’s happening around them—maybe do a walk around town, or invite someone in to talk about what they do. We could do simple projects like sorting waste, growing herbs, or making posters about local wildlife. It’s a great way to show that small actions make a difference and that sustainability isn’t just something that happens far away—it’s already happening right here.
Lovely post, Katriona. You explained the health benefits of seafood in a really clear and simple way. I really liked your focus on using stories and fun activities to help younger children connect with healthy eating and nature. Great ideas for building awareness from an early age.
Learning about the nutrition in seafood really made me think about how useful this could be in the classroom. Fish like salmon, mussels, and oysters are full of good stuff like protein, vitamin D, iron, and omega-3 – all really important for growing bodies and healthy brains. I didn’t realise just how much of a role seafood can play in a balanced diet.
This ties in really well with SPHE and the food pyramid. You could easily use it during lessons about healthy eating, or even bring it into science when talking about bones, muscles, or how our bodies work. I love the idea of the “Eye Spy in the Supermarket” activity too – a great way to get kids thinking about where their food comes from and how to make healthy choices.
It’s also a nice chance to talk about sustainability and local Irish food, which really adds meaning for the students.
