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2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Songs:
• Starman – David Bowie
• Across the Universe – The Beatles
• Twinkle, Twinkle, Little Star
• When You Wish Upon a Star (Disney)
• Fly Me to the Moon – Frank Sinatra
• A Sky Full of Stars – Coldplay
Poems:
• The Moon – Robert Louis Stevenson
• Silver – Walter de la Mare
• Stars – Sara Teasdale
• A Night-Piece – William Wordsworth
• How the Stars Came Down – John Ciardi
Art:
• The Starry Night – Vincent van Gogh
• Starry Night Over the Rhône – Vincent van Gogh
• Nocturne in Black and Gold – James McNeill Whistler
• The Astronomer – Johannes VermeerTwinkle twinkle little star is a song I am singing every night to my nearly two year old. It is a great song.
I think the wildlife cameras are a really cool idea. I would love to explore the possibility of something like that in my school with my principal.
To engage my Senior Infants in exploring biodiversity in Dublin, I would begin with a nature walk around the school grounds or a nearby park, such as Bushy Park or a local green space. Children would use simple picture checklists to identify birds, insects, plants and trees, encouraging observation and curiosity. Back in the classroom, we would sort our findings into groups and discuss how living things depend on their habitats. To introduce light pollution, I would read a picture book about nocturnal animals, such as bats or hedgehogs, and explain that bright lights at night can make it harder for these animals to find food, travel safely and rest. Learners could compare pictures of dark and brightly lit environments and discuss which habitats would be best for wildlife. As a follow-up, children could design posters showing how people can help protect biodiversity by turning off unnecessary lights and caring for local habitats.
I really like this lesson idea. It is very hands on for the kids and I feel engagement would be high.
Light pollution is a growing issue in Dublin due to extensive street lighting, illuminated buildings, advertising displays and sports facilities. Excessive artificial light reduces visibility of the night sky, making it difficult to observe stars and affecting local biodiversity. Nocturnal wildlife, including bats, birds and insects, can become disoriented, while unnecessary lighting also wastes energy and contributes to carbon emissions. To engage learners, I would begin with a discussion about where they notice bright lights in their community and why these lights are used. Learners could then carry out a simple evening survey, recording areas with high and low levels of artificial light using a map or light meter app. They could compare their findings with online light pollution maps and discuss the environmental impacts. As a follow-up, learners could design posters or presentations promoting responsible lighting practices, helping them develop scientific inquiry, environmental awareness and a sense of responsibility for protecting Dublin’s natural environment.
Autumn Observing Plan: Planets in the Evening Sky (Senior Infants)
During autumn, the class will take part in a simple evening sky observation with support from parents as homework. Families will be asked to spend 5–10 minutes outside after sunset once a week and look for any bright planets visible in the evening sky. Before each observation, the teacher will identify which planets are expected to be visible using a child-friendly sky guide or planetarium app. Children will record their observations by colouring a simple sky picture, placing stickers where they spotted a bright planet, or drawing what they saw. Back in class, pupils will compare their observations and discuss similarities and differences, using simple language such as “high,” “low,” “bright,” or “near the Moon.” The teacher will display a class chart showing the planets observed during autumn and encourage children to notice that the evening sky changes over time. Safety reminders will emphasise observing after sunset and never looking directly at the Sun.Observing and Recording the Sun (Senior Infants)
My senior infant pupils will observe the Sun at different times of the day over one week. We will begin by discussing when they see the Sun and the importance of never looking directly at it. From a safe location, children will observe where the Sun appears in the sky during the morning, midday, and afternoon. I will also show photographs of sunrise and sunset if direct observation is not possible. Pupils will record their observations by drawing the Sun’s position on a simple sky chart and using arrows to show its movement. They will compare observations from different times and discuss how the Sun appears to move across the sky, rising in the east and setting in the west. The lesson will conclude with children sharing their recordings and identifying patterns, reinforcing observation, recording, and communication skills while developing an understanding of daily changes in the natural environment.I really like the start of this lesson. A good book can get great engagement from a class straight away.
Rockets – Senior Infants
I would begin by asking open-ended questions such as, “What is a rocket?”, “Why do rockets go into space?”, and “How do you think a rocket takes off?” The children would share their ideas, make predictions, and ask questions to guide the investigation.
The children would explore pictures, storybooks, and short videos about rockets and space travel. Working in small groups, they would design and build their own rockets using recyclable materials or construction blocks. They would predict which rocket design might work best and explain the reasons for their choices. If appropriate, the children could test simple paper or balloon rockets and observe how they move.
After the investigation, the class would discuss what they noticed and compare the different rocket designs.I really like this lesson. It is very good and can be a lot of fun especially for the juniors and senior infants.
Animals in the Cold – Senior Infants
I would begin by asking open-ended questions such as, “Which animals live in cold places?”, “How do they stay warm?”, and “What would happen if they lived somewhere hot?” The children would share their ideas and make predictions before exploring the topic. I would also show them pictures of animals in the artic on the interactive whiteboard in case any of the children do not know what the artic is. This will help the less able kids.
The children would then examine pictures, storybooks, and short videos featuring animals such as penguins, polar bears, seals, and Arctic foxes. They would investigate how these animals survive by discussing features such as thick fur, blubber, and feathers. In small groups, the children could sort animals into hot and cold habitats and explain their choices. At the end of the lesson, the children would share what they discovered with the class.Activity Set: Space and Aliens
I would begin by asking the children open-ended questions such as, “What do you think space is like?”, “Could aliens exist?”, and “What might they look like?” The children would share their ideas, make predictions, and ask questions to guide our learning.
The children would explore pictures, storybooks, and short videos about space, planets, stars, and astronauts. They would then work in small groups to design and create their own aliens using art materials, explaining where their alien lives, how it moves, and what it eats. I would encourage the children to compare their ideas and explain their thinking.
To extend the activity, the children could build spaceships using construction materials and role-play travelling through space. At the end of the lesson, each group would present their alien and spaceship to the class.