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The night sky offers a wonderful theme to explore through songs, poems, and art, helping 4th class children build a deeper connection with space, stars, and nature.
Poems can be read or written together:
• Silver by Walter de la Mare – a beautiful poem about moonlight.
• The Moon by Robert Louis Stevenson – simple and accessible.
Children can also write their own “night sky” poems using sensory language.Art activities might include:
• Starry night paintings (inspired by Van Gogh)
• Chalk drawings of constellations
• Collages using dark paper, glitter, and moon phases
These creative activities support oral language, visual arts, literacy, and SESE, while sparking imagination and a love for the natural world after dark.Songs to Connect Children with the Night Sky (for 4th Class)
1. “When You Wish Upon a Star” – Disney / Pinocchio
A gentle, magical song about dreaming and wishing on stars.
2. “Moon River” – Audrey Hepburn version or instrumental
A calming song with references to the moon and dreaming.
3. “I See the Moon” – Traditional lullaby
Simple melody, great for singing together, especially during night sky themes.
4. “Goodnight Moon” – Eric Whitacre (based on the book)
A soothing modern composition based on the children’s classic.
5. “Mr. Moon” – Parachute Express / kids’ version
A playful, catchy tune ideal for young learners.
6. “Zoom Zoom Zoom, We’re Going to the Moon” – Action rhyme song
Fun, interactive, and space-themed — great for energising the class.
7. “Space Oddity” – David Bowie (selected lines only)
For older 4th class pupils; imaginative and moon-related (can be used in discussion or art response).
8. “Across the Universe” – The Beatles (gentle lyrics, use selectively)
Evokes cosmic imagery and can inspire poetry or art.When planning for school biodiversity, it’s important to consider nocturnal species—animals that are active at night—such as bats, owls, hedgehogs, and certain insects like moths. These animals rely on dark skies for feeding, hunting, and moving safely. Too much artificial light at night can confuse or disturb them, reducing their numbers in local areas.
To involve 4th class pupils, I would begin with lessons on Irish nocturnal animals and how they survive. We would explore why darkness is important to these species and how light pollution affects them. Children could take part in activities such as building bat boxes, planting night-scented flowers for moths, and making simple shelters for hedgehogs.
As part of the school’s biodiversity plan, we would assess outdoor lighting around the school and discuss changes, like using motion-sensor lights or turning off unnecessary lights in the evening.
Pupils could also create posters or presentations to raise awareness about nocturnal animals and dark skies. This links well with Science (Living Things and Environmental Awareness), Geography, and SPHE, encouraging children to take responsibility for protecting local wildlife and promoting a more sustainable school environment.
Light pollution is a growing issue in towns like Portlaoise, County Laois. As the town has expanded, more streetlights, shop signs, and housing developments have led to increased artificial light at night. This makes it harder to see stars and planets clearly in the night sky. For example, compared to rural areas in Laois, the sky above Portlaoise is much brighter, making stargazing difficult and reducing children’s connection with nature.
To help 4th class pupils explore this issue, I would begin with a class discussion: What can we see in the sky at night? Why might it be different in the countryside? We would then compare night sky photos taken in Portlaoise and outside the town. Pupils could keep a simple “dark sky journal”, recording what stars or planets they can see from home.
We would also carry out a class survey about light use at night (e.g. streetlights, garden lights), and look at ways to reduce light pollution—such as using outdoor lights only when needed.
This activity supports Science (light and space), Geography (local environment), and encourages awareness of how human activity affects the natural world.
This plan is designed to help 4th class pupils observe planets in the evening sky during the autumn months (September to November). Over a few weeks, pupils will take part in simple skywatching activities to spot visible planets like Jupiter, Saturn, and sometimes Mars. These planets can often be seen shortly after sunset, between 7:00 and 9:00 p.m., and look like bright stars that don’t twinkle.
Pupils will be encouraged to observe the sky at home with help from a parent or guardian. They can use a star app or website (e.g., Stellarium or Sky Map) to help identify planets. In class, we will discuss what was seen and keep a sky journal, including drawings, planet names, times, directions (e.g., east or south), and weather conditions.
The class will create a display showing which planets were visible during autumn. This activity links with Science (space and planets), Geography (Earth in space), and English (oral and written reports). It helps develop observation skills, interest in the natural world, and encourages learning beyond the classroom.Over one to two weeks, pupils will go outside three times a day – morning, midday, and afternoon – to look at where the sun is in the sky. They will also notice the direction and length of shadows. Pupils will draw simple pictures and write short notes in their science journals. they can work in group to help support each others learning and in preparation for peer assessment.
A compass or app can be used to find East and West. As a class, we will create a large wall chart to track changes and look for patterns. Pupils may also record sunrise and sunset times at home with help from a parent.
The aim is to help pupils understand that the sun appears to move across the sky, and shadows change as a result. This links to Geography (direction), Maths (time and data), and English (writing and discussion). The activity encourages curiosity, observation skills, and awareness of the natural world.
I would use a simple research question relating to the children’s local area: “How is climate change affecting the weather in my local area/ town?”I think this question is clear, focused, and allows you to explore real-world effects of climate change, such as changes in temperature, rainfall, storms, or seasons.
To get my 4th class pupils involved, I would make the topic fun and easy to understand. We could start by talking about the weather and asking, “Have you noticed anything different lately?” This helps the children think about their own weather changes and locality. I would use pictures, videos, and short stories to explain climate change in a simple way. We could also make a weather chart in class and record the weather each day and any significant changes. To keep it fun, the children could draw posters, write stories, or talk about how weather changes affect things they care about—like animals or outdoor play. This way, they can learn by doing and sharing their ideas
I have explored the ESA resource Nose High Up in The Sky, including both the teacher guide and accompanying pupil activities. The materials are thoughtfully designed and highly engaging, encouraging students to investigate the atmosphere and understand the function of weather balloons. As I worked through the activities, I could envisage myself using these resources with my own 4th class next year. I found the activities effective in sparking curiosity and promoting scientific thinking, particularly around how atmospheric data is collected. The hands-on elements—like simulating balloon experiments—make complex ideas more accessible and concrete for learners. I believe this resource is well-suited for classroom use and age appropriate for my own 4th class, especially in fostering experiential learning and encouraging critical thinking about weather, climate, and potential careers in science. To further enrich the experience, I would incorporate opportunities for students to design their own experiments or examine real-life uses of atmospheric data. Overall, it’s an excellent tool for bringing STEM learning to life in a meaningful and engaging way and also would be very good to use in a station teaching lesson or small group teaching.
Hi Michelle, Thats a great idea to bring it back to your local area and use the ideas and tools at a local level! My 4th class would love this
