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I have gone a little outside the assignment descriptor here and selected pieces of classical music that would be useful to use with my mixed 3rd/4th class when working on this topic.
I would choose short excerpts rather than complete works and ask pupils to describe the colours, movements, shapes or stories suggested by the music.
Claude Debussy, The Terrace of Moonlight Audiences
This quiet piano prelude creates a mysterious moonlit atmosphere. Children could respond using chalk, pastels or descriptive vocabulary.
Jean Sibelius, Nightride and Sunrise
The music travels from a rhythmic night journey towards sunrise. Pupils could identify where they believe dawn begins and explain how the instruments create that change.
Joseph Haydn, “The Heavens Are Telling” from The Creation
This lively chorus celebrates the Sun, Moon and stars and would work well for drawing, movement or comparing choral and orchestral sounds.
Karlheinz Stockhausen, Tierkreis (“Zodiac”)
Stockhausen composed twelve short melodies, one for each sign of the zodiac, originally for music boxes. Pupils could compare “Leo,” “Gemini” and “Aquarius,” then design a melody for their own constellation.
Thomas Adès, Polaris: Voyage for Orchestra
Polaris is the North Star, so the piece could introduce navigation and explain why Polaris appears almost fixed in the northern sky. Its gradually building orchestral texture could inspire pupils to create star patterns through movement.In our school’s biodiversity plan, I would give particular attention to nocturnal species that depend on darkness, such as bats, moths, owls and other night-active insects. As our school is located in the rural area in south Laois, we have an opportunity to protect and enhance habitats that may already support these species. I would begin by auditing outdoor lighting around the school grounds, identifying unnecessary lights, overly bright bulbs and fittings that shine upwards or across hedgerows. Where lighting is needed for safety, I would recommend warm-coloured, low-intensity lights fitted with shields and timers or motion sensors.
We would also protect hedgerows, mature trees and quiet corners that provide shelter, feeding routes and nesting opportunities. Native night-scented plants could be added to attract moths and other pollinators, while avoiding pesticides. Pupils in 3rd and 4th class could help create a simple nocturnal wildlife map, monitor bat activity with suitable equipment, and record moths using safe observation methods. This would help children understand that darkness is an important habitat worth protecting.On a recent night time bat walk with a group we similarly noted that the greatest light pollution was from sports pitches and an industrial estate. Both of these were very brightly lit with ‘white’ lights.
Living and teaching in the rural area in County Laois, I am aware that our night sky is often clearer and darker than in nearby towns. However, light pollution is still becoming more noticeable through streetlights, security lights, farmyard lighting and bright outdoor fixtures that remain on throughout the night. This artificial glow can reduce the number of stars we see, disturb nocturnal wildlife and weaken children’s connection with the natural night sky.
To engage my 3rd and 4th class pupils, I would begin with a simple “What can we see at night?” discussion and invite them to share observations from home. We would compare photographs of dark and light-polluted skies, then complete a safe evening family observation by counting visible stars in one small area of the sky. In school, pupils would map nearby light sources, investigate which lights shine upwards or sideways, and design improved shielded lighting. They could present posters suggesting practical actions, such as using warmer bulbs, timers and only lighting spaces when needed. This would combine science, geography, environmental awareness and responsible citizenship.Hello Niamh, Finishing off with the art activity is always great with infants, they do love the paint and glitter!
I would introduce the activity by telling the pupils that they are becoming the school’s “Lunar Observation Team” and that their first challenge is to find an object normally associated with night in the morning sky. Before going outside, I would display the eight Moon phases without their names and ask pairs to predict which phase might remain visible after sunrise. 3rd class pupils could focus on shape, brightness and direction, while 4th class pupils could explain their reasoning using the relative positions of the Sun, Earth and Moon.
Because this is a small rural school, I would use the local landscape as part of the investigation. Groups would identify a safe observation point with a clear southern and south-western view and create a simple horizon map showing trees, roofs, hills and other landmarks. Roles could include Moon spotter, compass reader, timekeeper, weather recorder, sketch artist and reporter, allowing every child to make a meaningful contribution. The class would first locate the Moon with the naked eye and then record its shape, orientation, direction, estimated height, cloud cover and time. Pupils could measure height using “fists at arm’s length” or a simple cardboard clinometer.
Back indoors, each group would compare its drawing with NASA’s phase image and label the bright side, dark side and terminator. We would discuss why the Moon is visible during daytime and why crater shadows are clearer near quarter phases. Repeating the observation on a second morning would allow pupils to notice that the Moon changes position and illumination. The activity would conclude with a collaborative Moon journal, combining scientific observations, labelled sketches, descriptive writing and questions for future investigation.Hello Emma, Nice to hear that questions raised by your recent trip are being answered by completing this course. Hope you enjoy the rest of it.
I would introduce this activity by asking students to describe signs that tell them a season is changing, such as colder temperatures, longer days, new flowers, falling leaves, or snow. Students would first work in small groups to examine the photographs of the same tree across the year, identify each season, and justify their choices using visible evidence. This provides an accessible starting point and encourages observation, discussion, and evidence-based reasoning. The activity then expands students’ perspective by asking them to interpret satellite images of landscapes in different seasons, helping them connect familiar local changes with patterns that can be observed across Earth from space.
To maintain engagement, I would organise students into collaborative “space science teams.” Each team would construct an Earth & Sun model using a sphere, skewer, paper orbit, and torch. Students would rotate through roles such as model builder, light operator, recorder, and scientific observer. The model allows them to investigate how Earth’s tilted axis and movement around the Sun affect seasons, sunlight, and day length. As students move their model through the four orbital positions, I would pause for predictions before they observe the illuminated areas. This prediction, observation, explanation structure would help reveal misconceptions, especially the common belief that seasons are caused mainly by Earth’s distance from the Sun.
I would conclude with a class discussion in which students explain why summer is warmer than winter and apply their learning to a real-life scenario, such as choosing a warm destination during their local winter. This combination of visual analysis, teamwork, hands-on modelling, questioning, and real-world application would keep students actively involved while strengthening their understanding of seasonal change.