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Just a note on the potential for citizen science to add to the biodiversity investigations. While it can be a bit fiddly uploading data and subsequently seeing it logged as a ‘legitimate’ record on a national map gives, ive found, real motivation where older classes see the work as important and ‘real science’
As I read through all the suggestions on these posts I find it fascinating that we have used the moon stars and space as a source of creative inspiration for time and eternity. A musical journey from Moonlight Sonata to Twinkle Twinkle to Bowies Ziggy Stardust would be really fun and engaging for a senior class and with so many genres and Spotify at most children’s beck and call it would be an interesting assignment for them to find other obscure and mainstream music relating to astronomy
For a school project on piseógs traditions, and stories of the night, I would guide students to explore local, family, and community heritage. This activity could act as a pre cursor to the usual exporation of Duchas .ie during as part of feasts and festivals (Halloween and Christmas particularly)
Many Irish traditions are rooted in the night sky and seasonal cycles, such as Samhain customs, the use of stars for navigation, or folklore about constellations like Cygnus, linked to the “Children of Lir.”Students could begin by interviewing grandparents or community members to record traditional stories, superstitions, or beliefs connected with the moon, stars, or night-time. Resources like the Dúchas Fo archive could provide additional examples of myths and piseógs.
The class would then compile these findings into a creative project — a digital booklet, illustrated posters, or a storytelling event. This approach preserves cultural memory while showing how people once interpreted the night sky. It also highlights how traditions continue to shape our appreciation of dark skies today
To incorporate the needs of nocturnal species into a school biodiversity plan, I would focus on reducing light pollution and creating suitable habitats. Artificial light disrupts the feeding, navigation, and breeding of species such as bats, moths, and owls, so I would ensure that outdoor lighting is minimized by using timers, sensors, and downward-facing fixtures. These concerns are particularly apt considering the new solar energy were availing of and recent proposed upgrades to school lighting.
Habitat improvement would be central to the plan. Planting native trees, and wildflowers would provide shelter and food for nocturnal pollinators and insects, while installing bat boxes, bird boxes, and solitary bee habitats would create safe roosting and nesting spaces. Linking these features to existing green areas would help strengthen ecological corridors.
Finally, I would engage students in night-time biodiversity surveys and classroom investigations on echolocation and night vision. This would raise awareness of nocturnal species’ adaptations while reinforcing the importance of dark skies for protecting local biodiversity.
Globe at night Citizen Science Project: a teaching resource for 4th class.
The Globe at Night project is run by the National Optical Astronomy Observatory (NOAO). It is a citizen science programme that invites people all over the world – including children in Ireland – to measure how dark the night sky is. This helps scientists learn about light pollution, which makes it hard to see stars.
Each month, the project chooses a special constellation (a pattern of stars) for you to observe. For example, in winter you might look for Orion the Hunter, and in spring, Leo the Lion.
Step-by-Step Guide:
Go outside on a clear night with an adult.
Let your eyes adjust to the dark for 10 minutes.
Find the month’s constellation using a star map from the Globe at Night website.
Count how many stars you can see.
Compare your view with the sample sky charts.
Record the date, time, and location and weather conditions
Optional: If your class or school has a Sky Quality Meter (SQM), point it at the sky, press the button, and note the number it gives. This shows how bright or dark the sky really is.
Submit your results online at http://www.globeatnight.org.
Bytaking part , our results are added to thousands worldwide. Together, we can help protect dark skies so that everyone can enjoy the wonder of the stars.In preparing my contribution to the this module Forum myself I casually commented that we are lucky in Mayo to have some of the darkest skies in the country.
Reading your opening on light pollution caused me pause to wonder whether, even in a rural setting how easily would my pupils find a proper dark spot with minimal pollution. It might not be as easy as I presumed.
Autumn evening sky observation for late October through November,
3rd/ 4th class
Learning Outcomes: recognising Earth, Moon, Sun, and planets as separate Solar System bodies
Objective: Identify visible planets and learn how they differ from stars.
When & Where: On clear evenings (around 7 pm) in late October/November, step outside into a dark spot ( Here in Mayo we are lucky to have some of the darkest skies in the country) and let your eyes adjust for 10 minutes.
What to Look For:
Venus, the brightest object in the southwest just after sunset.Saturn, fainter, appears close below Venus.
Jupiter, bright and steady, rises in the east/southeast and climbs through the evening.
Mars, reddish and visible later, moving across the sky
Stargazing Tips: Planets shine steadily—they don’t twinkle like stars
Use Stellarium/ Worldwide Telescope and star diagrams to match bright lights in the sky.When seeking to identify unknown stars/ planets ask children to note the direction (SW, SE) and colour (white or orange-red) of the body they observed
Autumn evening sky observation for late October through November,
3rd/ 4th class
Learning Outcomes: recognising Earth, Moon, Sun, and planets as separate Solar System bodies
Objective: Identify visible planets and learn how they differ from stars.
When & Where: On clear evenings (around 7 pm) in late October/November, step outside into a dark spot ( Here in Mayo we are lucky to have some of the darkest skies in the country) and let your eyes adjust for 10 minutes.
What to Look For:
Venus, the brightest object in the southwest just after sunset.Saturn, fainter, appears close below Venus.
Jupiter, bright and steady, rises in the east/southeast and climbs through the evening.
Mars, reddish and visible later, moving across the sky
Stargazing Tips: Planets shine steadily—they don’t twinkle like stars
Use Stellarium/ Worldwide Telescope and star diagrams to match bright lights in the sky.When seeking to identify unknown stars/ planets ask children to note the direction (SW, SE) and colour (white or orange-red) of the body they observed
Its amazing how far the potential of looking at sundials in class could bring. I agree that ancient civilisations is a great cross over as is time in Mathematics but the artistic elements of the shadow puppets and shadow ‘performances’ and silhouettes in Creative Arts wasn’t immediately apparent to me but I will definitely be availing of them as lovely crossovers too. Thank you
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
When we are back at the end of the month I feel this activity will form a welcome extension to discussions and material covered before the summer break. When installing our school weather station we had discussed in the older class where best to position it including discussions on Magnetic North V true north and subsequently as the data came in to the screen inside we discussed seasons, hours of sunlight and uv indexes.
So following on from that I feel that our plan will centre on A. placing our DIY sundial in a sunny, unobstructed location with minimal shade from trees, buildings, or play equipment throughout the day.
B. Position it on a flat, stable surface for accuracy and safety, and align the gnomon (pointer) to true north for correct timekeeping.
C. Choose a spot accessible but protected from heavy foot traffic to prevent damage and ensure children’s safety while also considering the educational value—place it where it can be incorporated into lessons or easily observed during playtimes.
D. Finally With the help of the older classed we would then include clear markings and possibly a plaque explaining how it works to support learning.