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Michelle, I really enjoyed reading this idea because it encourages children to think creatively while developing a genuine appreciation for the natural world. I especially like how the activity asks pupils to consider the needs of both people and wildlife, helping them understand that protecting the night sky also means protecting the habitats of nocturnal animals.
I think the group design element would really engage children, as it gives them the opportunity to share ideas, solve problems together and take ownership of their learning. The focus on practical solutions, such as reducing unnecessary lighting and creating safe spaces for wildlife, helps children see that small actions can make a real difference.
I also like the strong cross-curricular links between Science, Geography and Art. Presenting their designs to the class would give pupils the chance to develop their communication skills while explaining the thinking behind their ideas.
Overall, I think this is a meaningful and enjoyable activity that would inspire curiosity, teamwork and environmental awareness. It would help children develop a lasting appreciation for both the beauty of the night sky and the importance of protecting it for future generations.
When I think about helping children connect with the night sky, I think of using a mix of poems, songs, stories and art to inspire curiosity, imagination and a sense of wonder.
A lovely starting point is President Michael D. Higgins’ poem “Stardust”, which reminds us that we are all connected to the stars and the universe. Other poems such as The Star by Robert Louis Stevenson and Silver by Walter de la Mare also capture the beauty and mystery of the night sky in a way that children can enjoy.
For music, familiar songs like Twinkle, Twinkle, Little Star, Fly Me to the Moon, and Catch a Falling Star are enjoyable and help children make meaningful connections with the topic.
In Art, I would introduce Vincent van Gogh’s The Starry Night and encourage the children to create their own paintings of the night sky or make constellation pictures using black card and white paint.
I would also include stories and myths about constellations, such as Orion or the Plough, to show how people have looked at the stars, shared stories and found inspiration in the night sky for generations.
Using poetry, music, stories and art alongside Science helps children see that the night sky is not only something we study, but also something that sparks creativity, curiosity and a lifelong sense of wonder.
I really value this approach as it encourages children to become active participants in protecting biodiversity rather than simply learning about it. Beginning with exploring familiar habitats around the school allows children to develop curiosity and recognise the variety of life that exists in their own environment. I think the focus on nocturnal species is particularly meaningful, as it helps children understand that many important creatures depend on conditions that humans often overlook, such as darkness and natural cycles of light.
The investigation into light pollution provides an excellent opportunity for children to ask questions, gather evidence, and understand how our actions can impact wildlife. I also like the emphasis on collaboration and problem-solving, as children are encouraged to design realistic solutions that can make a difference. Sharing their ideas with the wider school community empowers them to become environmental leaders. This approach supports a deeper connection with nature and helps children develop a sense of responsibility for protecting the biodiversity around them.
As a primary school teacher living in Galway, I would incorporate the needs of nocturnal species, especially those that rely on dark skies, into our school biodiversity plan by helping pupils understand that protecting nature does not only mean caring for plants and animals that we see during the day. Many important species are active at night and depend on darkness for feeding, navigation, breeding, and survival.
I would begin by introducing pupils to local nocturnal wildlife found in Galway, such as bats, owls, hedgehogs, and moths. Through classroom lessons, nature walks, stories, and observation activities, children could learn how artificial light pollution affects these species. For example, we would explore how excessive lighting can disrupt bats’ feeding patterns, confuse migrating birds, and reduce the number of insects available as a food source.
As part of the school biodiversity plan, I would encourage the creation of a “dark sky friendly” school environment. This could include reducing unnecessary outdoor lighting, using motion-sensor lights where possible, choosing warm-coloured and low-impact lighting, and ensuring lights are directed downwards rather than into the sky. Areas of the school grounds could be kept darker at night to provide safe habitats for nocturnal animals.
We could also develop wildlife-friendly areas within the school grounds by planting native flowers and shrubs that support insects, creating habitats for small animals, and protecting mature trees and hedgerows that provide shelter for bats and birds. Pupils could take part in biodiversity surveys, such as using bat detectors, identifying moth species, or recording nighttime sounds, while following appropriate safety guidelines.
Working with local groups in Galway, such as biodiversity organisations and astronomy or dark sky groups, would help children connect their learning with the wider community. Activities could include a “Dark Skies Awareness Week,” where pupils learn about the importance of reducing light pollution and share information with families.
By including nocturnal species in our biodiversity plan, I would help children develop a deeper understanding of ecosystems and their responsibility as environmental stewards. Protecting dark skies would become part of creating a healthier school environment where both people and wildlife can thrive.
I really enjoyed reading your idea for exploring light pollution with younger pupils. I think the “Night Sky Detectives” theme is a fantastic way to capture their imagination and make the topic feel like an exciting investigation. I particularly like how you have started with a picture book and questions about what children can see from their own homes, as this connects the learning to their everyday experiences.
Reflecting on my own local area, I live in Connemara where light pollution is not as noticeable due to the rural setting and lower levels of artificial lighting. This means that on clear nights the stars are often very visible, providing a wonderful opportunity for children to observe and appreciate the night sky. However, your lesson idea highlights the importance of protecting these dark skies and helping children understand how increased artificial lighting can affect our ability to see the stars and impact wildlife.
I also love the links you have made between science, art and oral language. This is a lovely way to encourage curiosity, observation and a sense of wonder about the world around us.
2: Create a teaching resource using the “Globe at Night” citizen science programme;
Creating a teaching resource using the Globe at Night citizen science programme would be a wonderful way for me to introduce my pupils to astronomy through a real scientific investigation.
I feel that children would be excited to know that their own observations of the night sky could contribute to a worldwide research project, helping them to see that science is connected to the world around them.
I would love to create a resource using simple star charts, observation sheets and guiding questions to support pupils in identifying constellations and exploring the brightness of the night sky.
I would also encourage pupils to involve their families by carrying out observations at home and sharing their findings with the class. This could lead to meaningful discussions about light pollution, protecting dark skies and how scientists collect and use data. I believe this activity would encourage curiosity, careful observation and a greater appreciation of astronomy, while helping pupils understand that they can play a role in real scientific research.
I really enjoyed reading your lesson idea, Claire.
I love how you have combined a hands-on investigation with the use of technology to help pupils understand a concept that can often be quite abstract. Building a simple Sun – Earth model gives children the opportunity to explore and discuss their ideas, while the Climate from Space app provides real-world evidence to support their learning. The link you made between seasonal changes, plant growth and observations in the local environment ,is great as this helps pupils connect science with their everyday experiences.
Your approach encourages curiosity, collaboration and critical thinking, and I think it would keep pupils highly engaged. I can see this lesson leading to some excellent discussions and further investigations about weather, climate and how living things adapt throughout the year.
1. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”.
As a primary school teacher, I would plan a simple investigation over one week to help pupils observe and record the Sun’s position at different times of the day. Each morning, before lessons begin, the class would go outside to identify where the Sun rises. We would repeat this at lunchtime and again before home time, always reminding pupils never to look directly at the Sun. Instead, they would observe its position in the sky and the direction of the shadows it creates. Pupils would use a simple recording sheet to note the time, weather, the Sun’s approximate position and the length and direction of a chosen object’s shadow, such as a flagpole or playground marker.
When we are back in the classroom, we would compare observations and discuss how the Sun appears to move across the sky from east to west during the day. The aim would be for pupils to use their findings to create a class chart showing the Sun’s changing position over time.
I love how you have used a concrete object such as the saucepan as your hook to engage the children with the topic of the Plough. I also loved the sample of the 3D Plough in the stars that was demonstrated during this module. I can’t wait to make this with my own children as well as in school. I showed my seven-year-old son the video, and he is dying to give it a go. He loves crafting and anything related to space. He also sleeps on the top bunk, so he said he will hang it on the ceiling above where he sleeps. I think this activity is a wonderful way to combine creativity with science and helps children make a real connection between the night sky and the constellations they are learning about. I also like that it encourages curiosity, observation and discussion, making astronomy feel fun, memorable and accessible for young learners.
3. Plan to Observe the Moon – which phase of the Moon is best for observing in the morning from school?
The best time for primary school children to observe the Moon during the school day is when it is just after Last Quarter. This is when the Moon rises around midnight and remains visible throughout the morning, making it easy to spot before lunchtime. I would aim to commence recording this from the beginning of October, and continue into Nov, Dec noting the date , time etc each time. Good school-morning observing dates in the new school year 2026/2027 are 3 Oct, 1 Nov and 1 Dec.
The edge between the bright and dark parts of the Moon helps craters and mountains show up more clearly. Children can look at the Moon with their eyes, use binoculars or a small telescope, and draw what they see. They can notice the Moon’s shape, where it is in the sky, and how it changes over the month. Teachers can encourage pupils to write down the date, time and weather, and compare their drawings from different mornings to see how the Moon changes over time.