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I really like Chantelle’s idea and would love to try it with my Fifth Class. It’s a great way for children to learn about old stories and traditions, especially ones told at night. I think the class would enjoy asking their parents, grandparents, or neighbours about things like ghosts, fairies, or strange lights in the sky. We could send home easy question sheets to help them get started.
Back in school, we could use iPads to look up more stories on the Dúchas website and work in small groups to find old Irish tales about the night. The children could then choose their favourite stories and draw pictures, write short summaries, or even act them out.
We could have a special school assembly where each class shares their favourite story. It would be a fun way to keep old stories alive and learn more about Irish culture.
Doing a “Design Your Own Dark Sky Place” project with my Fifth Class would be a fun and simple way to help them learn about light pollution and caring for nature. First, I would explain what a Dark Sky Place is – somewhere that keeps the sky dark at night so we can see stars and help animals that come out in the dark, like bats and owls.
We would look at real-life examples like Mayo Dark Sky Park and talk about why dark skies are important. Then, in small groups, the children would choose a place in the school garden and design their own Dark Sky Place. They would draw maps, decide where lights should go, and include things like stargazing spots, animal homes, and signs to teach others.
The children could make posters or simple models to show their ideas and present them to the class. This would be a great way to learn science, geography, and how to care for the environment—all while being creative and having fun. It would also help them feel like they can make a real difference in protecting nature.I really like this idea Christy and would love to teach it to my Fifth Class. It’s such a hands-on, engaging way to help children understand how light pollution affects different species. Starting with pair work to research owls, bats, birds, and invertebrates is a great way to build teamwork and curiosity. It also links perfectly with the SESE curriculum, especially around biodiversity and caring for the environment.
I especially like the idea of mapping their own areas and the school grounds—it helps make learning real and local. Adding Glenveagh National Park into the project would make the experience even more exciting and meaningful. A field trip would give the children a chance to observe nature up close and see how light pollution can have a real effect.
Finishing with a PowerPoint presentation is a great way for students to share what they’ve learned and raise awareness across the school. A fantastic project!
I would help my Fifth Class learn how some animals need the dark to survive. We would look at animals like bats, owls, moths, and hedgehogs—these are called nocturnal animals because they come out at night. They need the dark to hunt, move safely, and rest.
As a class, we would check around our school to see if there are too many lights that might bother these animals. Then, we’d think of ways we could help—like planting flowers that bloom at night, building bat boxes, or creating quiet, dark corners in our school garden.
We would include these ideas in our school’s biodiversity plan. This links well with our SESE curriculum, as it teaches about caring for nature and our local environment. We would also talk about why protecting the night sky is just as important as planting trees or feeding birds. The children would learn that by making small changes, they can help animals live safely and happily. It’s a simple but powerful way to connect science, nature, and real-life action.
I totally agree – the Globe at Night project is a great way to get children excited about science. It’s simple, fun, and makes them feel like real scientists. By going outside on a clear night and looking for stars like Orion or Cygnus, they learn how light pollution affects what we can see in the sky. Using a star chart helps them compare what they see to what should be visible, and then they can share their results online with people around the world. It’s a brilliant way to teach observation skills, raise awareness about how too much light affects nature, and show how science can connect us globally. I also like that it can be done at home or in class. It’s a great mix of science, nature, and real-world learning – and the children will love being part of something big and important.
How I would plan a class project for the International Dark Sky Association’s “Rising Star” Awards Programme for my Fifth Class students.
The project would begin with a class discussion to introduce the concept of light pollution—what it is, why it matters, and how it affects biodiversity and human health. We would explore real-world examples through images, videos, and ESERO resources.
Next, students would take part in a local light audit. In small groups, they would observe and record artificial light sources in and around the school and nearby areas, noting excessive or poorly directed lighting. We would use simple tools or apps to measure brightness levels and create a visual map of local light pollution.
Students would then investigate how light pollution affects nocturnal animals, such as bats or moths, and brainstorm ways to reduce its impact. They would design posters, fact sheets, and presentations to raise awareness in our school community.
The project would culminate in a submission to the “Rising Star” Awards, showcasing our findings and solutions. This would give Fifth Class a strong sense of purpose, while building their STEM, communication, and environmental citizenship skills.I really like this idea David it’s a brilliant way to make learning about the sky interactive and visual for children. Using Stellarium on the whiteboard makes it easy for the whole class to see how the sky changes from morning to night. The guided questions help students observe and think more deeply, while the drawing activity lets them express what they’ve learned in a creative, hands-on way. It’s a lovely mix of digital learning, science, and art, and I think it would really help children understand the movement of the sun and changes in the sky throughout the day.
Question 1
To help my fifth class make an observing plan for autumn, I would start by asking them if they’ve ever seen planets in the night sky. We’d look at pictures from the website Stellarium to see what planets might be visible in the evening during autumn in Ireland.
We would talk about how planets move, how they look different from stars, and why it’s helpful to plan the best times to see them. I’d show them how to check the direction (like east or south) and time (like 8pm) to spot planets like Jupiter, Saturn, or Mars.
In groups, the children would make a simple plan for one week. They’d pick which evenings they want to observe the sky, write down which planets they hope to see, and where to look. If they can, they could try observing with family at home and share what they saw.
Then, each group would show their plan to the class using drawings, posters, or google slides. This activity would get them thinking like young scientists, asking questions, recording what they see, and learning about space in a fun and hands-on way.
Hi nicole, I completely agree with your comment. Liston’s (2018) point about STEM being meaningful and connected really stood out to me too. Your shadow-tracking idea is a brilliant way to bring that to life in the classroom. It’s simple, but rich in learning — linking Science, SESE, Maths, and Digital Learning in a way that’s active and fun. Kids love being outside and using chalk or tablets, and it’s great how this activity could naturally lead to questions and deeper thinking. I think it’s a perfect example of how STEM can be engaging without being overly complicated. I’d love to try it too!
After reading Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston, 2018), I realised that STEM is more than just teaching the four subjects separately. It’s about linking them together and helping children solve real-life problems in fun and creative ways. The paper made me think about how important it is for students to explore, ask questions, and learn by doing — not just by listening.
In my fifth class, I try to make STEM lessons hands-on and exciting. For example, when we learned about gravity and weight, we built an Earth Tube and a Mars Tube. The children loved decorating the tubes and learning how gravity is different on other planets. They could see how much lighter things would be on Mars compared to Earth, which made the lesson really stick.
This activity showed how science (gravity), technology (building), engineering (designing), and maths (comparing weights) can all work together in one fun project. It helped the children understand big ideas in a simple way. Going forward, I’d like to bring in more topics like climate change and animals to make STEM learning even more connected to the world around them.