[Jane O’ Donovan]

Hi Rory, I really like your idea of comparing findings from both the rural and urban areas. It would give the children a real understanding of how light pollution can vary depending on where we live. I also think displaying the project at your school science fair is a brilliant idea, as it would encourage pupils to share what they have learned with the wider school community and help raise awareness of simple ways we can all reduce light pollution.

[Jane O’ Donovan]

I have chosen to discuss topic 1: Create an observing plan that shows which planets are visible in the evening sky.

I would use the observing plan for the evening sky as an inquiry-based investigation with my 3rd class, following the Curious Minds/ESERO Framework for Inquiry that was introduced in the previous module.

To engage the children, I would begin by asking what they have noticed in the night sky and whether they think all the bright objects are stars. I would encourage them to make predictions about which planets might be visible before using Stellarium to explore the evening sky together.

During the investigate phase, pupils would become “sky detectives”, recording their observations at home over several weeks. They would note the date, time and weather conditions and make simple sketches of any planets they observed. Back in class, we would compare our findings and discuss any patterns that emerged.

To take the next steps, pupils could present their observations through graphs, posters or an online presentation and reflect on what they discovered. I like how this framework encourages children to ask questions, investigate, communicate their findings and develop curiosity through real-life learning experiences.

[Jane O’ Donovan]

I agree, I have 3rd class also and I think they would really enjoy the interactive element of Stellarium. Giving the children opportunities to explore and make predictions before revealing the answers would definitely make the learning more engaging. I also really like your idea of a “space detective” challenge and will include that when I’m teaching these topics.

[Jane O’ Donovan]

I have chosen to discuss topic 5: One Year on Earth – Understanding the Seasons Resource (ESA)

I would use the One Year on Earth – Understanding the Seasons resource with my 3rd class as it encourages children to investigate and discover rather than simply being told why we have seasons. I like that the lesson begins with children exploring photographs of the same tree throughout the four seasons before moving on to satellite images, helping them connect changes they see in their own environment with changes that can be observed from space.

I particularly like the hands-on Earth–Sun model using a polystyrene sphere and torch. It gives children the opportunity to investigate why the seasons occur and helps address the common misconception that the seasons are caused by the Earth’s distance from the Sun.

There are excellent opportunities for integration across the curriculum. Pupils could record seasonal observations in Science, graph changes in daylight hours in Maths, create seasonal artwork and write explanatory or report writing pieces in English. I also like that the resource encourages pupils to create their own short video to explain the seasons, giving them an opportunity to demonstrate and consolidate their learning in a creative way.

[Jane O’ Donovan]

I really like your idea of having the children keep a diary of sunrise and sunset times at home. It would be a great way to involve parents and help children make connections between their classroom learning and the world around them. I also agree that linking the activities with the Data strand in Maths would make the learning even more meaningful and show pupils how STEM subjects naturally connect.

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