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Linda, I like how you show real examples of Dark Sky Parks because it helps pupils understand the idea. I also like having pupils design their own Dark Sky Place, as it encourages teamwork, creativity, and problem-solving.
To implement “Design Your Own Dark Sky Place” in my classroom, I would start by teaching the children what light pollution is and why dark skies are important for humans and animals. We would look at photos of night skies in cities and in Dark Sky Parks to see the difference.
Next, we would explore our school yard and nearby areas to see how much light there is and where it could be reduced. We would talk about ways to protect the night sky, like using shielded lights, warm bulbs, and turning off lights when not needed.
Then, the children would work in groups to design their own Dark Sky Place. They could draw maps, build models, or use shoeboxes to create 3D dark skies. They could add stars, animals, and signs to show how the place protects nature.
Finally, we would display the projects in the classroom and share them with the school. This activity combines art, science, and environmental learning.
Linda, I like how you use hands-on learning and visits to the local park because it makes the lesson fun and real. I also like focusing on bats, as it helps pupils understand local wildlife and the effects of light pollution.
To explore biodiversity in my area, I would start with a nature walk around the school and nearby green spaces. The children would look for plants, insects, birds, and other animals. They could use a checklist or take simple notes and drawings in their nature journals. We would talk about why it is important to have many different kinds of plants and animals.
Next, I would teach about light pollution and how it affects local wildlife. We would explain that moths, bats, owls, and other animals need darkness to feed and move safely. I would show the children how artificial lights can confuse animals.
Activities would include a “lights out” simulation in the classroom with torches, a scavenger hunt to identify local wildlife, and building small habitats like insect hotels. Children could also observe animals at home at night and record what they see. This hands-on learning helps children connect to nature and understand how to protect it.
Clodagh, I like how you involve families in the activity because it makes learning fun and at home. I also like using real data from Globe at Night, as it shows pupils they are part of real science.
Light pollution is a big problem in many places. In my area there are lots of streetlights, shop lights, and lights from cars. Because of this, it is hard to see the stars at night. Sometimes the sky looks orange instead of black. This makes me think about how much light we waste. It also affects animals like bats and insects who need the dark.
I would teach my class about light pollution in a simple way. First, we would talk about what they can see in the sky near their homes. Some children might live in brighter areas, others in darker areas. Then we would take a short walk near the school and write down the different light sources we see. We could make a map and talk about which lights are useful and which lights are wasted. Finally, we could join the “Globe at Night” project to compare our sky with other places.
Cathriona, I like how you linked the moon activity with mapping the sun, it helps children connect ideas. I also like that you gave clear dates for observing, making the lesson practical and easy.
I would create an observing plan for autumn with my class. First, I would explain that some planets can be seen in the evening sky without a telescope. We would learn the names of these planets and what they look like. For example, Saturn looks like a bright star in the southeast after sunset. Jupiter rises later in the evening in the east, and it is very large. Sometimes Mars is also visible, and it looks red.
We would use pictures, posters, and maybe the Stellarium app to help the children know what to look for. Each group of students could choose one planet to research. They would find simple facts and draw the planet. Then we would make a “Planet Spotting Guide.”
The children would take the guide home and try to see the planets with their families on a clear night. The next day, we would share what we saw in class.
Cathriona, I really like your idea of using iPads to take photos and compare them across seasons. It makes the activity fun, visual, and meaningful for the students.
The paper Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018) explains that STEM is not only about the four subjects. It is about using skills in real life, solving problems, and learning by doing. In my classroom, STEM means students get to explore and test ideas. They learn by working together and sharing their thinking. It is creative, active, and linked to the world around them.
For this activity, I would help my students build a sundial. First, I would tell them how people long ago used the sun to tell time. We would talk about shadows and how they move as the sun moves across the sky. Then we would go outside to a sunny spot in the school yard. We would place a stick in the ground and every hour mark the shadow with chalk. At the end, students could compare how the shadow changed. This activity is simple, fun, and helps connect science, history, and maths.
Lisa, I like your ideas about the Litter Pickers programme and the Green School Committee. I also like your idea of students making green pledges as it helps them take responsibility for the environment, would love to use these in my classroom.
In my local area, County Cork, many people work hard to protect the environment and live in a sustainable way. For example, some farmers use methods that help the land stay healthy, and fishermen in places like Bantry Bay catch fish carefully to protect the sea. There are also local markets that sell fresh, local food which helps reduce waste and supports families nearby. Our school takes part in the Green Schools programme where we learn to reduce, reuse, and recycle.
To help my pupils learn more about sustainability, I would start by explaining what it means and why it is important. We could do activities like a litter pick around the school or grow plants in the garden. We might also make posters about saving energy or recycling. If possible, I would invite someone from a local farm or fishery to visit the class. This would help children understand how people in Cork care for the environment every day.
I like Maire’s ideas because she focuses on helping children understand why good nutrition is important, not just what to eat. This deeper understanding can encourage lifelong healthy habits. Also, linking nutrition to energy and success makes learning more meaningful for young students.
Learning about the nutrition of seafood is a great way to teach children about healthy eating in primary school. Seafood like salmon, mussels, and oysters have important nutrients like omega-3, iron, and vitamin D that help children’s brains and bodies grow strong. Teaching this helps children understand why seafood is good for them and encourages them to make healthy food choices.
In the classroom, teachers can use activities like “Eye Spy in the Supermarket” where children look at food labels on seafood packaging. This helps them learn about nutrition and also about sustainability. Children can share what seafood they eat at home and talk about where it comes from.
This topic fits well with subjects like science, SPHE, and maths. For example, children can learn about healthy eating, write about their favourite seafood meals, or count nutrients. It also helps build life skills by teaching children how to make good food choices early on.
