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You have suggested some interesting resources. I look forward to exploring them and hopefully using them, Thank you for the ideas.
My version of design your own Dark Sky Place: 6th Class Group Project
In this project, students will design a “Dark Sky Place” for their school or classroom to explore the importance of protecting the night sky. The project follows the suggested four steps: Explore, Plan, Make, and Evaluate.
In the explore phase, students learn about dark skies, light pollution, Irish folklore, and how darkness supports nature. Through role play, students act as astronomers, wildlife experts, locals, and artists to discuss how to protect the night sky.
During the planning stage, students map out dark zones, identify light pollution sources, and consider the needs of nocturnal wildlife. They design features like star-viewing areas, signs, and low-impact lighting. We will use a map of an area around the school, including Phoenix Park.
In the make phase, students can create artwork, maps, models, and poems to show what matters to them in a Dark Sky Place.
In evaluation, students present their designs and reflect on key questions:
How can we promote our Dark Sky Place to others?
Does it have a positive effect on the environment?
Have we considered all the issues and balanced different needs?
The students will be encouraged to include tips for stargazing visitors to their area. These may include, but are not limited to, the below examples:
Allow 15–20 minutes for your eyes to adjust to darkness.
Use red torches to avoid disturbing wildlife.I love the idea of a bat box – I had no idea there were so many species in Ireland. A lovely idea for a project is also your night shelter for nocturnal creatures.
To support nocturnal species in our school’s biodiversity plan, we must consider how artificial light affects their natural behaviour. Animals like badgers and foxes, seen in Phoenix Park, rely on darkness to forage and move safely. Phoenix Park uses low-level, warm-coloured lighting to reduce disruption while still ensuring safety—a good example we can follow.
Our school, set on a parklike campus, likely shares its grounds with hedgehogs, bats, owls, foxes, and moths, all of which are active at night and can be disturbed by bright lighting. Nearby suburban gardens may also support these species, especially bats and hedgehogs that feed on insects and worms.
We could carry out a lighting audit to identify overly bright or unnecessary lights. Replacing them with shielded, low-intensity lighting and adding timers or motion sensors would reduce impact on wildlife. We can also introduce student-led projects, such as bat walks, night-time surveys, or bug counts, and include light pollution awareness in our Green Schools or biodiversity action plans. This will help protect the night-time environment for both local wildlife and the students who share the space.I lived in South Africa which is also home to some of the most beautiful dark sky areas in the world, especially in the remote regions of the Karoo. Under these clear, unpolluted skies, thousands of stars, planets, and even the Milky Way can be seen with the naked eye. The South African Astronomical Observatory (SAAO), located near Sutherland, is at the heart of the country’s astronomical research. Nearby, the South African Large Telescope (SALT), the largest optical telescope in the Southern Hemisphere, studies distant galaxies and stars in breathtaking detail. These dark sky sites not only support world-class science but also inspire awe and wonder when visiting them. Glorious experience.
Light pollution is a growing problem in Dublin 18, especially around Killiney and Dún Laoghaire. Streetlights, building lights, and cars brighten the night sky, making it harder to see stars. This “skyglow” wastes energy, affects sleep, and harms wildlife like birds and bats that rely on darkness to survive. The impact on the marine life around the harbour would be an opportunity to explore a specific habitat.
Dublin’s light levels are among the highest in Ireland. The levels are up to seven times more than other counties. Many lights are too bright, poorly aimed, or left on all night. But we can help change that.
With simple actions, students can learn science, protect nature, and help bring back the stars. Students can can explore light pollution in the following ways:
Join Globe at Night: Use star charts to record what you see in the night sky and upload results online.
Explore their area: Visit places like Killiney Hill or quiet parts of the coast to compare dark and bright skies.
Do a lighting survey: Look at lights around their home or school. Are they shielded? Too bright? Always on?
Create posters or presentations: Students can share what they’ve learned and suggest small changes e.g.using warmer bulbs or turning off lights when not needed.That is a lovely idea for younger students. I like your choice of book as a ‘trigger’ for the topic.
I think the topic on the phases of the moon will be of interest to the sixth class students as an extension of our topic Earth and Space. While Moon observation is not part of the primary science curriculum, it’s a great way to spark curiosity and help students connect science to the world around them. The best time to observe the Moon during school hours is during the last quarter phase, when it is high in the morning sky. In 2025, this will happen on September 3rd and September 30th.
When we get back to school I might take them outside on these days but beforehand, I’ll ask, “Have you ever seen the Moon during the day? Why do you think we can still see it even when the Sun is shining?” We’ll then observe and draw the Moon, noting its shape and where it is in the sky. (Perhaps keep a moon diary combining their own observations and ICT tools like Stellarium). I will also use the video Paxi and Our moon, and the ESERO 62 activity. The students may already be familiar with the phases of the moon as most of them observe the Islamic calendar. The new moon marks the start of months like Ramadan and Eid, helping students see how science connects with their culture, faith, and everyday life.To engage students in the One Year on Earth: Understanding the Season activity from ESA, I would use a simple hands-on model with a globe and a lamp (to represent the Sun). This helps students see how the Earth rotates on its axis and orbits (or revolves) around the Sun. I would guide them to observe how this movement causes changes in sunlight during the year. The Paxi video provides a clear visual representation of the movement of the Earth once these movements have been modelled. For younger students, I would focus on observable seasonal differences. These would include warmer or cooler weather, leaves changing colour, flowers blooming, or needing a coat in winter. Using pictures, movement, art activities and storytelling helps them connect these changes to what they experience. They would also observe how the Sun appears higher in the sky and days are longer in summer, while in winter, the Sun is lower and days are shorter. Modelling and recording these real-life patterns builds a strong foundation for understanding how Earth’s movements create the seasons.
This lesson looks so fun and interesting – the students will really enjoy it. The song video keeps it light – especially if they come up with their own creative songs.
Lovely idea the WOW – I will use that with my students. It could work well as a whole school initiative. The Green Schools committee could run with it and promote it amongst the students.
Climate change is becoming more visible in our local areas, irrespective of the countries we come from, through heavier rainfall, unpredictable weather, and rising temperatures. These changes are affecting farming, biodiversity, and even how children travel to school safely. To help my pupils explore this, I would begin by connecting local observations with global events, showing them that climate change is a shared challenge with unequal impacts.
A powerful example is the 2022 floods in KwaZulu-Natal, South Africa, where extreme rainfall led to a humanitarian crisis. 19 113 households with 128 743 people were affected by the loss of infrastructure, homes, crops, livestock, and jobs. Furthermore, 435 people lost their lives and 80 remain missing. Many of the lives lost were students who walked to school and were washed away while crossing rivers. This shows how climate change hits vulnerable communities hardest, making the issue more real and urgent for students.
To engage pupils, I would use map work, news clips, art, and story writing to explore the causes and effects of such events. We’d also focus on solutions. Three actions we can take to slow climate change include:
Reducing waste and reusing materials
Planting trees and protecting green spaces
Using less energy and choosing sustainable transport
These simple steps can empower pupils to be part of the solution.One such organisation that is active in our wider community is Islamic Relief Ireland. They support vulnerable people across the country by helping with food, shelter, and community needs. Their work includes distributing food parcels during Ramadan, Eid, and the winter months, supporting people in direct provision and those experiencing homelessness (they run a food kitchen outside the GPO). They also help refugees and asylum seekers settle into Irish life by offering emotional support, essentials, and community events. Our school is proud to support Islamic Relief Ireland through child-led initiatives to raise funds and donate to this organisation. Events held during the year, especially around Ramadan, help raise money for the charity to continue its important work. These activities also give children the chance to learn about helping others and taking action for fairness and justice.
The migration module we teach in school links well with our School Self Evaluation (SSE) focus on inclusion and wellbeing. By learning about why people migrate and the challenges they face, children develop empathy, respect, and a better understanding of diversity. It also helps create a more welcoming and informed school environment, where every child feels seen and supported.You mention youth activism as a means to raise awareness and motivate interest. This is an area I would like to explore more. I hope to build up more resources on young activists as the children should find them more relatable.
A relevant Sustainable Development Goal (SDG) I would like to explore with my students is Climate Action (SDG 13), as it directly affects their lives both locally and globally. In Ireland, children are beginning to notice changes such as heavier rainfall, storms, and unusual weather patterns, which can impact their local environment and sense of security. Globally, children in more vulnerable countries face even greater challenges due to climate change, such as drought, food shortages, and displacement, which affects their health, education, and future opportunities. This is a sensitive topic for many of my students who are able to relate to the global challenges as they have experienced these and still have family in vulnerable countries.
To support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would encourage children to take part in meaningful, age-appropriate projects that highlight both local and global issues. We have already created a school garden and established a Green Schools Committee. Future initiatives could include taking part in recycling campaigns, or participating in “Green Week” activities that promote walking, saving energy, or reducing plastic waste. Storytelling, art, and digital tools such as videos or blogs could also be used to help children share their climate actions with others and inspire their community.
By empowering children to take small but impactful steps, we help them build confidence and realise they can be agents of change. These local actions contribute to global efforts, helping children see the value of sustainability and their role in shaping a better future.
