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Hi Patricia, I really like how creative your project sounds. The mix of models, maps, and posters would make it really engaging for the kids — and the dark sky fair idea is a lovely touch!
I love how the “Design Your Own Dark Sky Place” activity combines creativity with environmental awareness. In my learning support setting, I’d approach it in a way that’s hands-on, visual, and manageable for different ability levels. We’d start by chatting about the importance of darkness — not just for seeing stars, but for animals like bats and owls that rely on the night.
Instead of full written plans, pupils could draw or build models of their ideal dark sky space using recycled materials. Some could design signs reminding people to turn off unnecessary lights, while others could make simple constellation cards or night-friendly maps. I’d also include a sensory element — maybe using black paper, glow-in-the-dark stickers, or torches for mini “night sky” scenes.
This ties in naturally with SESE, Art, and SPHE, while building teamwork and critical thinking. It’s a great way to help children understand that protecting the night sky starts in our own communities.
Hi Ailbhe, I really like how you used the Royal Canal to explore biodiversity. The link to bats and light pollution is such a clever way to make it real for the children — great ideas!
In learning support, I like to keep lessons grounded in the children’s own environment. To explore biodiversity, we’d start by looking at what’s already in our school grounds — insects, birds, plants, trees — and then think about what might be missing. We’d create a simple biodiversity map together and identify areas we could make more wildlife-friendly.
Light pollution offers a real-world lens to deepen this topic. Children are often surprised to learn that too much artificial light affects not just stargazing, but animals too — like bats, owls, and insects. We’d compare a bright area (e.g. near a streetlamp) with a darker space in the garden to discuss which one might support more wildlife, and why.
This naturally supports SESE and environmental care, while also encouraging children to notice patterns, ask questions, and take pride in improving their local space. It’s an inclusive, visual and practical way to connect science and nature.
Hi Sarah, I really liked your post — especially how you tied in your own experience. The Globe at Night project is such a great way to get kids involved, and I love the idea of writing to the council. It really shows them that their voices can make a difference. Great approach!
Although we live in a rural area, light pollution is still very noticeable. Bright streetlights, security lights, and farmyard floodlights mean the night sky is often hazy, and stars are hard to see. I think many children assume this is normal and have never experienced true darkness or seen the Milky Way.
To explore this in learning support, I’d start with a discussion — “What can you see in the night sky from home?” We’d then take a short walk around the school during the day, marking where light sources are. Back in class, we’d sketch the lights and talk about whether each one is helpful or harmful at night.
This activity ties in naturally with SESE and environmental awareness. It’s also very accessible for children with additional needs, as it builds observation, prediction, and drawing skills — all in a local, meaningful context. It could even lead into a data collection project using Globe at Night.
Hi Helena, I love your idea of using binoculars and Stellarium — such a fun way to spark interest. The star vs planet tip is a great way to help kids observe more carefully!
In my learning support setting, I find that children really enjoy activities that are visual and based on real-world observation. Watching the Moon in the morning is a simple but powerful way to get them thinking differently — many are surprised to realise the Moon can be seen during the school day. We would begin by looking at the sky each morning for a few days, noting whether the Moon is visible, and sketching what we see.
To support understanding, we could use a ball and torch indoors to model how the Moon moves around the Earth and why its shape seems to change. This would naturally link with SESE (Earth and Space), and there are also opportunities to include Maths (sequencing, time, data recording) and Art (sketching, shading). It’s a great way to build observation skills and spark curiosity — especially for children who benefit from hands-on, discussion-based learning.
Hi Niamh, I really liked your idea of using a story and simple props like a torch and ball — such a clear way to show day and night. The drawing activity is a lovely way to check understanding too. I hadn’t thought about cloudy days either — great point!
I chose the sundial activity because it’s a hands-on way to connect Science and Maths. In learning support, I often work with pupils who need visual and practical learning, so building a sundial helps make the abstract idea of time more concrete. We could use a stick and chalk outside to mark shadow positions throughout the day, then talk about how the Sun seems to move.
To tie in with Maths, we’d look at the lines we create, measure the angles between them, and talk about what time each one represents. It’s a great chance to explore lines, angles, and direction in a real-world context.
Dr. Maeve Liston’s article reminded me how STEM isn’t about ticking boxes for each subject — it’s about giving children the chance to question, notice and build understanding through doing. This kind of activity really suits that approach.
Hi Isobel,
I really enjoyed reading your ideas—especially the walk to the community garden and using field sketches or photos to document what pupils see. That’s such a creative way to connect outdoor learning with sustainability. I also like how you linked maths and geography to real-life data like bike-share usage. It’s a great reminder that sustainability isn’t just about the environment—it’s also about how we live and move in our communities.
In our area, sustainability is becoming more of a focus, especially with local recycling schemes, community clean-ups, and businesses cutting down on single-use plastics. In our school, we already have a number of recycling initiatives in place, including battery collection, plastics recycling, and a return scheme for cans. These give pupils a clear, hands-on way to see sustainability in action and start thinking about their own habits.
Farming is also a big part of our local community, so I’d love to compare traditional farming with aquaculture in terms of sustainability and environmental impact. In class, we could explore this through small projects—tracking plastic or energy use at home, learning about food labels like MSC and ASC, or designing posters on sustainable living. These topics link well with SPHE, science, and geography. It’s also a great way to build student voice and get them thinking about the bigger picture beyond school.
Hi Sandra,
I love all the creative links you made between seafood and different subjects! The salmon migration idea sounds like such a fun geography and science crossover. Your art ideas are brilliant too—using recycled bottles to make sea creatures would be a great way to bring in sustainability. You’ve given me loads of inspiration for making this topic really hands-on in the classroom!
Learning about seafood nutrition in this module gave me some great ideas for class discussions and activities. I hadn’t realised just how rich seafood is in things like Omega-3, iron, and vitamin D—all essential for brain development, energy, and bone health. I also liked how the module linked back to the food pyramid and balanced diets, which we already cover in SPHE and SESE.
The “Eye Spy in the Supermarket” activity stood out to me as something very doable with my class. It’s a fun, practical way to explore where food comes from, how to spot sustainable choices, and why seafood matters in a healthy diet. We’ve had visiting chefs before, and I could definitely see a lesson on seafood tasting or exploring food labels as a cross-curricular link to literacy, science, and even maths. This module showed how nutrition isn’t just a health topic—it ties into sustainability, food culture, and everyday decision-making.