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Hi Niamh, I said the same about doing a nature walk. its a great way to get the pupils actively involved and also ties in PE.. 🙂
To engage my students in exploring biodiversity in our local area, I would begin with a sensory nature walk in our school garden, and we could also visit Tim Smythe Park (our local fairgreen) and I would encourage my pupils to observe, touch, and record different plants, insects, and birds. Using our iPads or simple checklists with visuals, the students could record what they find. We would then create a class biodiversity wall with drawings, photos, and labels.
To introduce light pollution, I’d use simple easy experiments like comparing moth activity in light vs. dark areas, and show videos demonstrating how artificial light affects nocturnal animals. I would use lots of visuals and role-play to help pupils understand the concept and make it inclusive for all of my learners. Maybe we could also get a guest speaker in to have a chat to us or even chat to our Horticulture teacher to see what we can learn. Activities would be tailored to meet individual learning needs, using multi-sensory methods and structured routines to ensure engagement and accessibility for all learners.
Senior Classes (Ages 13–15) – Mild/Moderate GLD
The children could chat with family members or carers about old traditions or stories they might remember, for example things like the banshee, fairy rings, or strange lights in the sky. We’ll support pupils with visuals, prompts and discussion to help gather their stories. We’ll then retell them through art, drama, or simple digital recordings. We will use lots of visuals to aid understanding. Some may draw their story if unable to write simple sentences. This project links oral history and Irish culture with nature and science. It’s a lovely way for our pupils to share their heritage and explore how people once understood the night sky. To support my pupils, I would use a visual schedule, choice boards, and visuals for the stories. I would also stick up photos and key words in the classroom to reinforce their learning.
Its great to get the students actively involved and sharing their own observations and ideas and having the class hear their opinions. I always do this also 🙂
I would create a sensory-friendly, inclusive teaching resource using the Globe at Night Citizen Science Programme by adapting the activity for students with diverse learning needs in my school (special ed.). Firstly we would explore the idea of light pollution using photos, videos, and hands-on materials like dark/light boxes. Then, we’d use the Globe at Night website or app to simulate what the night sky looks like from different locations. We would also chat about if anyone has noticed any light pollution in their local area.
Each student would have a visual chart showing the steps: go outside (with support as needed), look up at the sky, compare with a star map, and record what they see. My pupils are aged 13-15 so they can do this. But for a younger class or for students who can’t take part at night, we could use role-play and interactive whiteboard simulations during class.
I would also include tactile star maps, simplified language versions, and optional home observation sheets. This way, all students can engage with the idea of protecting our night sky, whether through real observation or classroom experience.
During Autumn, pupils would have great opportunity to observe what planets can be seen. As we won’t see them properly during school time, a lot of the pupils observations will have to be done in the evening while they are at home. I teach in a special school and the children in my class are aged 13-15. First, we’ll chat about the different planets in class, look at pictures and videos, and use apps to explore what the sky looks like after sunset such as SkyView.
At home the children can look out just after it gets dark and try to spot these planets. Of course we will prepare a simple guide with pictures and tips to help everyone at home. In school, we’ll work together to make it fun and accessible for everyone by using large prints, sensory materials, and lots of visual supports. we will display our findings in our classroom and invite other classes to have a look.. 🙂
Having a sundial in the sensory garden permanently is a lovely idea. We also have a sensory garden at school and I will definitely recommend putting one in to our school:) thanks for the idea!
I agree with the idea that STEM should be integrated in the classroom through real-world learning, which I always aim to do in my lessons. Integrating STEM means integrating all four strands, which are Science, Technology, Engineering, and Mathematics. I work in a Mild/Moderate Special Ed School, with children in Primary and Post-Primary Levels. My current class are aged 12-14 years old. As a whole class project, I would invite the children to take on the role of a Solar Scientist. We would observe and record the sun’s rising, setting, and midday positions outdoors over a 2 week period. We would choose a location on our school grounds outside and record the suns position/mark where the sun appears using chalk on the ground and also by taking pictures from the same spot each time visited. We would check this in the morning (9:00am), At Lunch (12:30pm) and just before home time (14:30pm). After being outside each time we would go back into the classroom and discuss this/track the progress. We would create a large poster to stick our photos on to and we would write the date, and time of the photo being taken. The children would also write any observations they made. Of course I would ask higher and lower order questions to my pupils based on their needs and ability levels such as ‘Where was the sun this morning compared to now?’, ‘How far has the sun moved?’, ‘Can anyone remember where it was this morning?’ etc. , helping pupils build their understanding of Earth’s rotation using a hands-on active learning approach. We could also intgrate the engineering element with art by making our own sundials using paper plates, straws, and paint. I would prepare one in advance for the pupils to look at and experiment using. I would show them YouTube video provided on how to make it and each child would create and personalise their own Sundial. Thanks:)