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Hi Natasha,
I really like how you have adapted the activity for Senior Infants and made it practical and age-appropriate. Using pictures, recycled materials and torches would help make the concept of light pollution easy for young children to understand. I especially like the opportunity for pupils to explain their designs, as this encourages communication, creativity and problem-solving while developing their awareness of protecting dark skies.
I would implement a “Design Your Own Dark Sky Place” project by allowing students to investigate how lighting affects our school environment and the night sky. I would begin by discussing light pollution and asking students what they notice about the sky around the school and their homes. We could take a short walk around the school grounds to identify different sources of artificial light and consider whether they are necessary.
Students could then work in small groups to design their own ideal “Dark Sky” area within the school grounds. They would create a map showing where lighting should be placed, considering safety, wildlife and reducing unnecessary light. They could use cardboard, recycled materials or digital tools to create a model of their design. Students could also experiment with torches and different materials to investigate how light can be directed downwards and reduce glare.
Finally, each group could present their design to the class and explain their choices. This activity would develop creativity, teamwork, problem-solving and environmental awareness, while showing students how small changes can help protect biodiversity and our view of the night sky.
Hi Dearbhail,
I really like how you have made this learning active and connected to the children’s local environment. The biodiversity walk and 3-D mapping activity would be a great way to help pupils recognise the variety of wildlife around them. I also think the investigation comparing insects in light and dark areas would make the effects of light pollution much more meaningful. Encouraging pupils to suggest practical solutions is a great way to develop their sense of responsibility and show them that small actions can make a difference.
I would engage my learners by exploring the biodiversity that can be found in and around our school grounds. We would begin with a discussion about what plants, insects, birds and other animals the children have noticed locally. Working in small groups, students could take part in a biodiversity walk, recording the different species they observe using drawings, photographs or simple tally charts. This would encourage careful observation and help children understand the variety of life in their local environment.
We would then explore how light pollution might affect this biodiversity. I would introduce the idea that some animals are active at night and depend on darkness for feeding, navigation and reproduction. Students could investigate areas around the school that are brightly lit and compare them with darker areas, recording observations such as the number of insects or other animals they notice.
To extend the learning, students could discuss ways to reduce unnecessary lighting and design a lighting plan for the school. This would encourage curiosity, teamwork and problem-solving while helping learners understand how human activity can impact local biodiversity and how small changes can support the environment.
Hi Michael,
I really like how you have connected light pollution to the children’s local environment. The star-count investigation would make the impact of light pollution very clear and provide meaningful opportunities for pupils to collect and compare data. The luminaire shield challenge is also a great hands-on STEM activity, as students can test how small design changes can reduce glare. I particularly like the idea of creating a “Dark Sky Code” because it encourages students to think about practical solutions and share their learning with the wider community.
Firstly, I would introduce the issue of Light pollution and inform my pupils of how easily overlooked it can be, because artificial lighting is a normal part of everyday life. In my local area, streetlights, buildings, businesses and traffic create a significant amount of artificial light, particularly in the evenings. This makes it difficult to see stars and planets clearly and reduces opportunities to experience a natural night sky. Light pollution can also affect wildlife, particularly nocturnal animals that depend on darkness for feeding, movement and navigation.
I would engage my learners by beginning with a discussion about what they can see in the evening sky from their homes or school. We could compare images of a dark-sky area with an urban area and discuss the differences. Students could then carry out a simple investigation around the school, identifying and recording different sources of artificial light. They could compare the number of stars visible from different locations and discuss their findings.
This activity would encourage students to observe, ask questions and collect evidence. We could also explore solutions, such as switching off unnecessary lights and using downward-facing outdoor lighting. This would help students connect STEM learning with a real environmental issue in their community.
Hi Natasha,
I really like how you have adapted the activity for Senior Infants. Using Stellarium and the interactive whiteboard makes the learning visual and accessible, while the observation chart encourages children to notice changes over time. The torch and ball activity is also a great hands-on way to develop their understanding of planets and movement.
- Create an observing plan for autumn that shows which planets are visible in the evening sky.
Aim: Students will observe the evening sky during autumn and identify visible planets, recording their observations and looking for patterns.
Plan:
- Choose one evening each week, preferably around 7:30–9:00 pm, and check the weather forecast.
- Find a safe location with a clear view of the sky and, where possible, limited light pollution.
- Students should first identify the western and eastern horizons using a compass.
- Record the date, time, weather conditions and visible planets.
- Students can use a printed star chart or an approved astronomy app to help identify objects.
- Draw or photograph the sky and mark the position of each visible planet.
- Compare observations from different weeks and discuss how the planets appear to change position.
- Create a class chart showing which planets were visible throughout autumn.
Hi Micaela,
I really like how you have connected the sundial activity to authentic, hands-on STEM learning. The opportunity for students to design, test and improve their own sundials would encourage problem-solving, collaboration and critical thinking. I also think using the school grounds makes the activity meaningful and allows students to connect their learning to the real world. Your point that STEM should be more than simply adding technology to a lesson is particularly important.
3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
After reflecting on Liston’s (2018) paper, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics, I would engage students in this activity through inquiry and hands-on observation. I would begin by asking students what they already know about where the Sun appears at different times of the day and encourage them to make predictions. Working in small groups, students would observe the Sun safely at set times, such as morning, midday and afternoon. They would record the time, date, weather conditions and the Sun’s apparent position using an observation sheet and drawings of the school grounds. Students could use a compass to identify directions and tablets to photograph their observations. Afterwards, we would compare findings, identify patterns and discuss why the Sun appears to move across the sky. Students could create a simple chart or graph to represent their data. This activity integrates science, mathematics and technology while developing observation, teamwork, questioning and problem-solving skills.
Hi Gráinne, I really like how your research question connects climate change to something pupils can see and experience in their own school environment. Setting up a school garden is a great hands-on way to develop scientific inquiry skills, as pupils can collect real data and observe changes over time. Keeping journals would also encourage reflection and help pupils communicate their findings. I think linking the project with the Green Schools committee would make the learning even more meaningful, as pupils can see how their research can influence positive actions within the school community.
I would begin with a class discussion about weather and climate, exploring what pupils already know about the difference between daily weather conditions and long-term climate patterns. We would discuss rainfall in our local area and develop our research question: “Is climate change causing there to be more rainfall in our area?” Pupils could make predictions and share ideas about why rainfall patterns may change.
Next, pupils would work in small groups to investigate different aspects of rainfall and climate data, such as historical rainfall records in our local area and recent rainfall patterns and changes over time. Each group would collect evidence using online weather resources, satellite images, climate data, and local observations. Pupils could record rainfall measurements over several weeks using a rain gauge and compare their results with historical data. They would analyse their findings and decide whether the evidence supports the idea that climate change is affecting rainfall in our area. The results would be displayed on graphs and charts showing rainfall data.
Hi Linda, I like your comparison of EO Browser to “Google Maps with satellite images” as it clearly explains how accessible the tool can be for pupils. I think using it to explore the local area would be a great starting point, as children can make connections between what they see on the screen and their own surroundings. Comparing landscapes, rivers, forests, and coastlines would also encourage pupils to ask questions about how environments change over time. It would be a valuable resource for developing curiosity and linking Geography and Science in a meaningful way.
The app I have downloaded is Satellite Tracker.
1. International Space Station (ISS) – The ISS is a large spacecraft where astronauts live and carry out scientific experiments. It orbits Earth to study areas such as human spaceflight, biology, and technology.
2. Starlink satellites – These satellites are part of SpaceX’s satellite network, which provides internet coverage around the world, especially in areas where traditional internet connections are limited.
3. Sentinel-2 Earth observation satellite – This satellite monitors Earth’s land, vegetation, and environmental changes. It is used to study climate change, agriculture, and natural disasters.
4. Hubble Space Telescope – Hubble observes distant stars, planets, and galaxies, helping scientists learn more about the universe.
5. NOAA weather satellites – These satellites collect information about weather patterns, storms, and climate conditions, helping improve weather forecasts.Hi Cathal, I really like your focus on encouraging responsibility rather than anxiety. The idea of using local observations to help pupils understand the difference between weather and climate makes the learning much more meaningful and relevant. I also think your cross-curricular approach is excellent, particularly having pupils create presentations or persuasive posters, as it allows them to apply their learning while developing communication skills. Ending with positive actions pupils can take is a great way to empower them and reinforce that everyone can contribute to protecting the environment.