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One aspect of your lesson that really stood out to me was the way you used music, particularly **The Planet Song**, to introduce the planets. I think this is a fantastic approach for a 1st Class classroom, as young children learn so well through songs, movement, and repetition. Music captures their attention and helps make new vocabulary more meaningful and memorable. It also provides opportunities for all pupils to participate, regardless of their ability level. I particularly liked how the song could be paired with actions and visual supports, allowing children to sing, move, and point to the planets as they learn. This would be especially beneficial for pupils with additional educational needs,( this would defo work for the group I am getting next year as there is a lot of needs) as it offers multiple ways to engage with the lesson and supports communication and language development. The use of visuals alongside music also helps reinforce understanding and keeps children actively involved throughout the activity. Overall, I think the combination of music, visual resources, and hands-on learning creates an inclusive and engaging environment where all pupils can participate confidently while developing their knowledge of space in an enjoyable and age-appropriate way. this is something I will take away from this course to use next year
Hello, I teach 1st Class in a primary school. I’m looking forward to learning more about space and discovering practical ways to bring this exciting topic into my classroom. My favourite space fact is that the sun is a star!
One inquiry-based activity I would use with my 1st Class is **”What makes day and night?”** I would begin by asking the children what they already know and encourage them to share their own ideas and questions. We would then use a globe and a torch or pen light to investigate how the Earth’s rotation causes day and night. The children could predict what they think will happen before observing the demonstration and discussing their findings. Afterwards, the pupils could draw and label pictures showing the Earth, the Sun, and the difference between day and night. More confident pupils could explain their thinking to the class, while others could use sentence starters or picture prompts to support their learning.
This inquiry-based approach encourages curiosity, questioning, and active learning. I think this type of hands-on learning is particularly effective for young children and helps them build confidence as they explore the world around them.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.