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Living near the sea in Wexford, I’ve become more aware of how light pollution is affecting our local environment. While the coastline still offers some dark skies, nearby towns and housing developments have added more artificial lighting, making it harder to see stars clearly at night. I’ve noticed that even on clear evenings, the glow from streetlights and buildings dims the beauty of the night sky. To help my students explore this issue, I would begin with a discussion on what light pollution is and how it impacts humans, animals, and our ability to observe space. I’d then take them on a local evening walk or use photos to compare light levels in different places. We could record what we see, talk about the importance of dark skies, and even take part in a citizen science project like Globe at Night. This would help them see how science connects to their everyday world.
This sounds like a fantastic and engaging activity! I love the idea of using real-time sky observations to spark curiosity. I think I might to try this with my class in autumn, using sky maps and journals to support learning and help pupils connect science with the world around them.
I plan to teach my students about the Moon’s phases by focusing on when it is best observed in the morning sky. I will begin by introducing the different phases using visuals and a short video to help them understand how the Moon changes over time. I will explain that the waning gibbous, last quarter, and waning crescent phases are best seen in the early morning before school. Together, we will look at a lunar calendar for the school year and identify suitable dates between September 2024 and June 2025 when these phases occur, using a website like TimeandDate.com to check visibility times. I will then ask the children to keep a simple Moon observation log, sketching what they see and noting any changes over a few days. This activity will help them understand the Moon’s movement while also building observation and recording skills in a fun and engaging way.
I love this idea and would use a similar approach! Becoming “space scientists” is such an engaging hook, and using the tubes makes abstract concepts like gravity more concrete. I’d also include a class chart to compare predictions and results, helping to reinforce learning through group discussion and reflection.
‘One Year on Earth’
After reviewing Unravelling STEM (Liston, 2018), I’ve reflected on the importance of integrating STEM in a way that encourages curiosity, hands-on exploration, and real-world connections. To engage my students with the One Year on Earth – Understanding the Seasons resource from ESA, I would begin with a class discussion on how seasons change and why. Then, we’d explore an interactive model or animation showing Earth’s orbit and tilt. Students would work in small groups to build simple physical models using globes, flashlights, and markers to simulate sunlight and rotation. This hands-on element encourages scientific thinking, collaboration, and problem-solving. We’d follow up with a group reflection, linking their findings to real seasonal changes in Ireland. This activity supports cross-curricular learning and brings STEM to life in an accessible and age-appropriate way, allowing students to act as scientists while developing their observation, reasoning, and communication skills.