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Some great ideas here Claire. I love the Irish framing of your answer, especially the Patrick Kavanagh link as he is a local legend for is on the Louth/Monaghan border.
The night sky has inspired artists across centuries because it connects wonder, mortality, memory, love, distance, creation and our place in the universe. President Michael D. Higgins’ poem ‘Stardust’ reflects the idea that humanity is literally formed from cosmic history, while my favourite band, Pearl Jam’s, lesser known but amazing song ‘Light Years’ turns starlight into a metaphor for how someone’s presence can continue after they are gone.
See some examples below of songs that could be included in a ‘Night Sky’ collection:
* David Bowie — ‘Starman’
* David Bowie — ‘Life on Mars?’
* Bonnie Tyler – ‘Total Eclipse of the Heart’
* Coldplay — ‘A Sky Full of Stars’
* Elton John — ‘Rocket Man’
* Frank Sinatra — ‘Fly Me to the Moon’
* Yungblud – ‘Falling Skies’
* Yungblud – ‘ Mars’
* The Waterboys – ‘The Whole of the Moon’
Pearl Jam’s ‘Light Years’ is a profound song about absence, memory and how a person’s ‘light’ can transform us. My absolute favourite line, ‘We were but stones, your light made us stars’, captures that idea of another person giving meaning and brightness to our lives.
Michael D. Higgins’ poem, ‘Stardust’, is rooted in the idea that we are made from the remnants of cosmic events: ‘stardust’ as both science and metaphor. Here are some other poems that fit the theme:
* Walt Whitman — “When I Heard the Learn’d Astronomer’
* Emily Dickinson — ‘Ah, Moon—and Star!’
* William Blake — ‘The Tyger’
* Dylan Thomas — ‘Do not go gentle into that good night’
In terms of visual art, the following stand out to me:
* Vincent van Gogh — ‘The Starry Night’
* Caspar David Friedrich — ‘Wanderer above the Sea of Fog’
* Ansel Adams — night sky photography
* Georgia O’Keeffe — celestial-inspired works exploring abstraction and vastness.
A thread tying them all together is that we look upward and see not emptiness, but memory: the light of stars that may have travelled millions of years to reach us, and the light of people whose influence continues long after they are gone.
The pairing of Michael D.’s ‘Stardust’ with one of my favourite songs ‘Light Years’ is especially powerful: one says we come from the stars, the other suggests we can become stars to one another
I think the proposed audit of school lighting is an excellent idea, as reducing unnecessary light pollution can have a positive impact on nocturnal wildlife. Further considerations could include creating more wildlife-friendly areas, such as adding native flowering plants, maintaining sheltered habitats like log piles or wild corners, and incorporating water sources where appropriate. Engaging students in monitoring biodiversity through surveys or citizen science projects could also help them develop a stronger connection with the natural environment and understand the impact of their actions.
As a teacher in an urban school, I would engage pupils in exploring biodiversity in their local area by encouraging them to become “nature detectives” and investigate the variety of plants, animals, and habitats that exist around them. The school grounds, nearby parks (Ice House Hill, St. Helena Park), green spaces, and coastal areas such as the Navvy Bank or Dundalk Bay provide excellent opportunities for outdoor learning and biodiversity studies.
Pupils could begin by carrying out a biodiversity survey of the school grounds, recording the different species they observe, such as birds, insects, wildflowers, trees, and other plants. They could use identification guides or digital tools to help classify species and create biodiversity maps of the school environment. This would allow them to develop observation skills while recognising the importance of local habitats and the role each species plays within an ecosystem.
To explore the impacts of light pollution, pupils could investigate how artificial lighting affects local wildlife, particularly nocturnal species such as moths, bats, and some bird species. They could compare areas with different levels of lighting, for example brightly lit areas around the school with darker areas nearby, and record differences in wildlife activity. Students could also take part in a night sky observation activity, using programmes such as Globe at Night, to measure light pollution levels and compare their results with observations from other locations.
The investigation could lead to discussions about how light pollution can disrupt natural behaviours, including feeding, migration, reproduction, and sleep patterns in animals. For example, excessive artificial light can attract and disorient insects, which can affect food chains, while it may also interfere with bats that rely on darkness for hunting. Pupils could consider practical solutions, such as using motion-sensitive lighting, reducing unnecessary outdoor lighting, and protecting darker areas for wildlife.
By connecting biodiversity and light pollution to their own local environment, learners would develop a stronger sense of place and understand that their actions can influence the natural world. The project could finish with pupils sharing their findings through posters, presentations, or suggestions for making the school grounds more wildlife-friendly, helping them become active participants in protecting local biodiversity in Dundalk and the wider County Louth area.
I also agree with you Laura. This is a really valuable topic to explore with children, as many of them may not realise how much our view of the night sky has changed because light pollution has been part of their everyday lives. The comparison between 1997 and 2015 is quite striking and highlights how quickly our connection with the natural night environment has changed.
I also think this provides a great opportunity to help children develop a sense of curiosity and responsibility towards the world around them. Encouraging them to become “night sky detectives” could allow them to investigate their own surroundings, collect data, and think about how human activity impacts nature. It could also lead to discussions about how light pollution affects not only our ability to see stars, but also wildlife, ecosystems, and our own wellbeing. Using the Globe at Night programme to compare their observations with other communities would be a great way to show them that this is a global issue and that their findings can contribute to a wider understanding.
My school is situated in a large urban area and light pollution is becoming more noticeable due to:
◦ Urban development: As the town (Dundalk) has grown, increased street lighting, retail parks, industrial estates, sports facilities, and residential developments have contributed to brighter night skies.
◦ LED lighting on streets: The transition to LED lighting has improved energy efficiency, but residents have reported concerns about the brightness and quality of some installations.
◦ Loss of dark skies: Skyglow from Dundalk can reduce visibility of stars, making it more difficult to observe constellations, meteor showers and astronomical events compared with rural parts of County Louth.
Light pollution is having an Impact on biodiversity in Dundalk. Artificial lighting can disrupt nocturnal wildlife such as bats, moths, owls and other insects, affecting feeding, migration and breeding patterns. Louth County Council have stated that they recognise these impacts and have policies to minimise light pollution through planning and appropriate lighting design. The Council also supports projects that restore dark skies through improved lighting strategies, recognising the importance of reducing unnecessary light emissions.
In terms of my 6th Class, this topic aligns well with the Primary Science Curriculum (Environmental Awareness and Care) and supports Geography, SPHE, STEM, and Green Schools initiatives.
Learning intentions
Pupils will:
◦ understand what light pollution is;
◦ identify local sources of artificial light;
◦ investigate its effects on people, wildlife and astronomy;
◦ collect and analyse real-world data;
◦ propose solutions to reduce unnecessary lighting.
Lesson sequence
1. Engage – “Can we still see the stars?”
2. Show two photographs:
◦ a clear rural night sky;
◦ Dundalk town centre at night.
3. Ask:
◦ Why are there fewer stars in one picture?
◦ Where have you noticed bright lights near your home?
◦ Why do we need outdoor lighting?
4. This encourages pupils to recognise that light has benefits but can also create environmental problems.
Explore the local area
1. Using a map of Dundalk, pupils identify possible sources of light pollution such as:
◦ town centre
◦ retail parks
◦ sports pitches
◦ roads
◦ industrial estates
◦ housing estates
2. They predict which locations would have the brightest skies.
Investigation
1. Night-time Observation Diary (home activity)
2. With parental supervision, pupils record:
◦ how many stars they can see;
◦ types of outdoor lighting nearby;
◦ whether lights point upwards or downwards;
◦ whether light enters bedroom windows.
3. They could complete a simple table using a 1–5 rating scale for sky brightness.
Wildlife investigation
1. Research local nocturnal animals including:
◦ bats
◦ hedgehogs
◦ moths
◦ owls
2. Groups investigate how excessive lighting affects each animal and present their findings through posters or short presentations.
STEM challenge
1. Provide groups with torches, cardboard tubes and small model houses.
2. Challenge:
Design a street light that lights the pavement without shining into the sky or nearby houses.
3. Pupils test different shield designs and discuss which is most effective.
Geography and Digital Skills
1. Using online satellite maps showing night-time lights or local maps of Dundalk, pupils compare brighter urban areas with darker rural locations around County Louth.
2. They discuss why some places need more lighting than others.
Action project
1. Pupils create a “Protect Our Night Sky” campaign by producing:
◦ posters
◦ digital presentations
◦ information leaflets
◦ short videos
◦ assembly presentations
2. Possible recommendations include:
◦ turning off unnecessary outdoor lights;
◦ using downward-facing lights;
◦ choosing warm-coloured LED bulbs;
◦ installing motion sensors instead of leaving lights on all night.
I feel this is a highly engaging and developmentally appropriate learning experience for Junior Infants. I particularly like how you use playful pedagogy and socio-dramatic play to make abstract concepts such as day, night, and the movement of the sky meaningful for young children. The integration of Stellarium as a digital “rocket window” is a creative way to bring astronomy into the classroom, while the accompanying storybooks provide a strong literacy link. Your use of open-ended questioning encourages curiosity, prediction, and critical thinking, and the constellation activity gives children opportunities for creativity and imagination.
I feel for primary school children, the focus should be on recognising the brightest planets with the naked eye, rather than identifying every planet independently. Children can learn to recognise planets by looking for a few simple features:
◦ Planets do not twinkle as much as stars. They usually shine with a steadier light.
◦ They are very bright, often brighter than the surrounding stars.
◦ They appear along the same path across the sky where the Sun and Moon travel.
◦ Their position changes slowly from week to week compared with the fixed patterns of the constellations.
Home observing activity with support of a parent or guardian (in child’s garden, a local park, or another safe outdoor space):
1. Before doing an observation at home, show children a sky map or use a free app such as Stellarium or Sky Tonight to identify which planet will be visible.
2. Ask pupils to find the brightest steady “star” in the correct part of the sky (on a clear evening)
3. Have them record the date, time, weather, direction (east, south, west) and draw what they see.
4. Get them to repeat observations over several weeks to notice that the planet changes position against the background stars.
Younger pupils (ages 5–8) could focus on one easily visible planet, such as Saturn, Jupiter, or Venus (depending on the time of year), rather than trying to identify several planets at once. This keeps the activity manageable while helping children develop observation skills and an understanding that planets are different from stars.
If home observation is not possible because of weather, safety, or light pollution, the activity can be supplemented with photographs, planetarium software, or videos in the classroom.
I love the idea of using a KWL chart. I find they are a valuable teaching strategy because they activate students’ prior knowledge, encourage curiosity, and provide a clear purpose for learning. In STEM education, KWL charts support inquiry-based learning by encouraging critical thinking, discussion, and ongoing reflection throughout the learning process.
Liston presents STEM education as much more than teaching four separate subjects. Instead, Liston argues that STEM should be an integrated approach where students solve authentic problems by combining knowledge and skills from STEM areas. The emphasis is on inquiry, creativity, collaboration, and real-world learning rather than simply covering curriculum content. This is an approach that was flagged for development within our school upon a recent Evaluation.
Reflecting on my own school, I can see that elements of STEM are already present, particularly through hands-on science investigations and the use of digital technology to support learning. However, I also recognise that subjects are often taught separately, and there are opportunities to make stronger links between them through integrated projects.
The ESERO resource 30 Day and Night in the World provides an excellent example of integrated STEM learning. Students investigate why different places on Earth experience day and night at different times, using scientific concepts about Earth’s rotation alongside mathematical ideas of time zones. They also use technology to access maps, videos, and simulations, encouraging inquiry and global awareness.
Similarly, the ESA resource One Year on Earth – Understanding the Seasons demonstrates how STEM learning can be connected through observation, modelling, and problem-solving. Students explore the Earth’s orbit and axial tilt using practical models and visual representations, developing scientific understanding while applying mathematical reasoning and engineering thinking through model construction. These activities promote curiosity and critical thinking rather than rote memorisation.
In my classroom, these resources would encourage students to ask questions, test ideas, work collaboratively, and explain their thinking. Rather than focusing on finding one correct answer, students would investigate evidence and communicate their conclusions. This reflects Liston’s view that STEM education should develop transferable skills such as problem-solving, creativity, communication, and resilience.
Going forward, I would like to increase opportunities for project-based learning where students address real-world challenges that naturally combine science, mathematics, technology, and engineering. For example, students could investigate seasonal changes in Ireland, collect and analyse weather data, design simple devices to measure sunlight or temperature, and present their findings using digital tools. Such activities would create meaningful connections across the STEM disciplines while supporting the development of twenty-first-century skills.
Overall, Liston (2018) has encouraged me to think beyond STEM as an acronym and instead view it as a way of teaching that promotes integrated, inquiry-based learning. The ESERO and ESA resources provide practical examples of how this approach can be implemented.