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Hi Niall, I really enjoyed reading your list. It shows how the night sky has inspired people across music, poetry and art for generations. I hadn’t thought of including Star of the County Down—that’s a lovely Irish connection. I also like how you’ve included works from different cultures and time periods, showing that our fascination with the night sky is something we all share.
Option 1: Describe how you could implement a version of “Design Your Own Dark Sky Place” in your school/classroom.
As a teaching principal in a small rural primary school, I think this would be a lovely project to do with the children as it links so many areas of the curriculum. I would begin by taking the class outside to explore the school grounds and look at where artificial lighting is needed and where it could be reduced without affecting safety. This would help the children understand the importance of protecting both wildlife and our dark skies.
The children would then work in groups to design their own dark sky place. They could take on different roles, such as local residents, conservation rangers or planners, before creating maps, posters and models of their ideas.
To finish, each group would present their design to the class and explain their thinking. I think this type of hands-on learning gives children a real sense of ownership while encouraging teamwork, creativity and respect for the environment. It would also encourage them to think about how their own actions can help protect nature for future generations.
Thanks, I really liked your idea of carrying out a lighting audit with the pupils. It gives them a real sense of ownership while helping them understand how simple changes can support local wildlife. Linking the learning to the River Dodder is also a great way to make it relevant and hands-on. Comparing the biodiversity in the school grounds with a nearby natural habitat would be a very interesting investigation and would encourage pupils to think critically about the impact of human activity.
Option 1: How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
As a teaching principal in a small rural primary school, I believe our local area offers endless opportunities for children to learn about biodiversity. We are fortunate to have such a rich natural environment nearby, making it easy to bring learning outside the classroom. I would encourage pupils to take part in nature walks, identify local plants and wildlife, and carry out simple biodiversity surveys during different seasons. These hands-on experiences help children build a real appreciation for the environment and understand why it is important to protect it.
I was particularly interested in learning how artificial light can affect wildlife, especially nocturnal animals such as bats, moths and owls. As part of our school biodiversity plan, I would encourage simple changes such as reducing unnecessary outdoor lighting and planting more native flowers to support local wildlife. By involving children in these practical actions, they can see that even small changes can have a positive impact and help them become more environmentally responsible in their everyday lives.
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<p class=”PDq2pG_selectionAnchorContainer” data-start=”0″ data-end=”206″ data-is-last-node=”” data-is-only-node=””>Hi Ronan, I really like your idea of comparing children’s drawings with real night sky images. It would really highlight the effects of light pollution and encourage plenty of discussion and creative problem-solving.</p></div>
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<div class=”pointer-events-none -mt-px h-px translate-y-(–scroll-root-safe-area-inset-bottom)” aria-hidden=”true”></div>I teach in a small rural primary school on the west coast of Ireland. As our school is on the coast, we are lucky to have very little light pollution (on of the darkest place on your nigh sky map), so many of our pupils can still enjoy clear views of the night sky. During the module, I was surprised to learn that over half of the Irish population can no longer see the Milky Way from their homes because of light pollution.
At the start of the lesson/lessons, I would begin by asking the children what they can see in the night sky from home. We would compare our area with nearby towns using LightPollutionMap.info and discuss why some places are brighter than others. The children could complete a simple star observation with their families before discussing ways to reduce unnecessary lighting. This would be a practical STEM activity that links Science, Geography and environmental awareness while helping children appreciate the dark skies we are lucky to have. Might also send home some sxhool-home linked materials
Hi, I really like how you’ve made the lesson so hands-on by getting the children to act as the Sun, Earth and Moon. I think that would really help them understand why the Moon changes shape. Using Stellarim afterwards would be a great way to reinforce the learning and link it to what they can actually see in the sky (winter activity). It’s a lovely activity that encourages plenty of discussion and would work well across different class levels.
I would use the Planets vs Stars activity with my class as I think the children would really enjoy it. I’d start by asking them what they already know about the night sky and whether they think planets and stars are the same thing. This would get plenty of discussion going and give everyone a chance to share their ideas. I teach in the junior room and differentiation would be easily achievable
Using Stellarium on the interactive whiteboard, we could explore the night sky together and identify some of the planets and constellations that can be seen from Ireland. I think the children would be really interested in seeing what is actually above them each night. We could then encourage them to look at the sky at home with their families and keep a simple observation diary (pictures/text) to share back in school.
As a teacher in a small school, I like activities like this because they are hands-on, encourage lots of questioning and discussion, and can be adapted easily for different class levels. It also links Science with Geography, Maths and digital learning, making it a really worthwhile activity.
Hi Olwyn, I really like how you’ve made this activity so practical. Using chalk to trace the children’s shadows is a lovely way for them to see how the sun’s position changes throughout the day. I think I did something similar in school in the 80s. I also like that you’ve linked it to Art and encouraged observations at home, as it helps children make connections between what they learn in school and their own environment. It’s a simple activity that would work really well in a small school.
<p data-start=”136″ data-end=”424″>Hello, after reading Liston (2018), I realised that STEM is much more than teaching Science, Technology, Engineering and Maths separately. In our small school by the sea, STEM happens every day through practical, hands-on activities (visits to the sea) where the children work together, ask questions and solve problems.</p>
<p data-start=”426″ data-end=”839″>I would like to use the ESERO 30 – Day and Night in the World activity with the junior room classroom. We would begin by discussing why we have day and night before using a globe and a torch to model how the Earth rotates. The children would make predictions, test their ideas and record what they notice. We would then look at countries around the world and compare when it is daytime there and night-time in Ireland.</p>
<p data-start=”841″ data-end=”875″ data-is-last-node=”” data-is-only-node=””>This activity encourages curiosity and Wellness</p>Hi Sinéad,
I really enjoyed reading your post. I agree that using local sustainability projects helps children see how their actions can make a real difference. I liked your idea of carrying out a waste audit, it would encourage responsibility and make learning meaningful.
This module made me reflect on how sustainability is part of everyday life as I live and teach on the Wild Athlantic Way, we are surrounded by natural beauty, so protecting our environment is especially important. Many people recycle, support local businesses and take part in beach cleans or community litter picks. I also found it interesting to learn how Irish aquaculture contributes to sustainability by producing food with a low carbon footprint while helping to protect coastal waters and marine life.
As a primary teacher, I would encourage pupils to explore sustainability through practical, hands-on activities such as nature walks, litter surveys and recycling projects. These activities are particularly beneficial for children with additional educational needs, as they provide real-life, sensory learning experiences that make abstract concepts easier to understand. They also promote teamwork, communication and a sense of responsibility for the environment. This module reminded me that sustainability is something we can all practise every day, and that even small actions can have a lasting impact.
Thanks,
I liked the curriculum links that you highlighted. I think advertising education e.g awareness of symbols would be of benefit to the children
This module helped me appreciate the important role seafood plays in a healthy, balanced diet. While I knew fish was healthy, I did not realise how rich it is in essential nutrients such as Omega-3, iron and Vitamin D. I found it especially interesting that shellfish like mussels and oysters are excellent sources of iron, while salmon provides Omega-3 and Vitamin D, supporting brain development, heart health and strong bones. The module also highlighted how seafood fits into the protein section of the Food Pyramid.
I have never been a big believer in the Food Pyramid and, if anything, this module reinforced that view. In my opinion, it places too much emphasis on carbohydrates and not enough on nutrient-dense foods such as seafood and quality protein. If it were up to me, I would turn the Food Pyramid upside down, giving seafood and protein a much more prominent place. As a primary teacher, I would use the Food Pyramid as a starting point for discussion while encouraging children to think critically about healthy eating and the nutritional value of sustainable Irish seafood
Having completed Module 3 and explored the ARC online resources, I can see many ways to use them in my own teaching. As a teacher in a small rural primary school, I think the lessons are very relevant as many of our pupils are familiar with the sea and the role it plays in local communities. The resources help children understand how aquaculture supports jobs, the economy and the environment while introducing them to a range of careers in the marine sector.
The activities encourage pupils to ask questions, investigate and work together, which fits well with the STEM Education Policy Statement. They also provide meaningful, real-life learning experiences that children can relate to.
From a whole-school perspective, these resources could support our School Self-Evaluation (SSE) process by encouraging a consistent approach to STEM across all classes. Overall, I found the ARC resources practical, engaging and easy to adapt, helping to make STEM learning enjoyable and relevant for all pupils
