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In my autism class, I would use songs, stories, poetry and art to make learning about the night sky engaging, accessible and cross-curricular. I would begin with familiar songs such as Twinkle, Twinkle, Little Star and Mr Sun, using actions, visuals and Lámh signs to encourage communication and participation. We would read picture books including Whatever Next by Jill Murphy and Papa, Please Get the Moon for Me by Eric Carle to introduce vocabulary such as Moon, stars, planets and space. Pupils would also explore Irish folklore connected to the Moon and stars and create simple poems using symbols, pictures and key words.
For art, pupils would produce starry night paintings inspired by Vincent van Gogh’s The Starry Night, create constellations using stickers, chalk or glow-in-the-dark stars, and make Moon collages using a variety of textured materials. We would watch short clips from CBeebies Stargazing, Sesame Street and use ESERO Ireland and Blackrock Castle Observatory resources to reinforce learning through videos and practical investigations. These activities provide multiple means of representation, engagement and expression, allowing every pupil to participate according to their strengths while developing language, creativity and scientific understanding in a meaningful and enjoyable way.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
In my autism class, I would use songs, stories, art and short cartoons to make learning about the night sky engaging, predictable and accessible for all pupils. I would begin with the familiar song “Twinkle, Twinkle, Little Star”, using actions, visuals and Makaton/Lámh signs to encourage participation. [Twinkle, Twinkle Little Star (British Council)](https://learnenglishkids.britishcouncil.org/listen-watch/songs/twinkle-twinkle-little-star?utm_source=chatgpt.com) We would then watch Sesame Street: “Twinkle Twinkle” with Julia and Elmo, which is particularly suitable for autistic learners as it promotes inclusion while encouraging children to observe the stars. [Sesame Street – Twinkle Twinkle with Julia and Elmo](https://sesameworkshop.org/resources/twinkle-twinkle/?utm_source=chatgpt.com)
For literacy, I would read picture books such as Whatever Next! by Jill Murphy, where a young bear imagines travelling to the Moon, and Papa, Please Get the Moon for Me by Eric Carle. These stories encourage imagination while introducing vocabulary such as Moon, stars, space and planets. Pupils could then create their own starry sky artwork using black paper, paint, glitter and sponge printing or make constellations with stickers.
To reinforce learning, we would watch short CBeebies Stargazing clips and complete simple matching and sequencing activities using visual symbols. We would also explore the ESERO Ireland Primary Space Resources, which provide practical, hands-on astronomy investigations suitable for primary pupils. [ESERO Ireland Classroom Resources](https://esero.ie/classroom-resources/?utm_source=chatgpt.com) [ESERO Ireland](https://esero.ie/?utm_source=chatgpt.com) Finally, pupils would create a class “Night Sky Wall” using photographs, artwork, symbols and simple sentences to celebrate their learning. This multi-sensory approach supports communication, creativity and scientific enquiry while ensuring every pupil can participate successfully.
Dear Irene,
I really like your idea of linking dark skies with biodiversity, as it helps pupils understand how science connects with caring for the environment. The collaborative design task is an excellent way to encourage creativity while applying their learning in a meaningful context. In my autism class, I would adapt the activity by using visual supports, symbol cards and photographs of wildlife and different types of outdoor lighting to make the concepts more accessible. With the support of two SNAs, pupils could create a simple collage or 3D model of a Dark Sky Place rather than a detailed poster, allowing everyone to participate according to their abilities. I would also include a sensory walk around the school grounds to identify bright and dark areas before designing our ideal space. Finishing with a class display and sharing our ideas with another class would give pupils a sense of achievement while reinforcing the importance of protecting wildlife and reducing light pollution.
Hi Anne,
I agree that this is an excellent inquiry-based approach, as it allows learners to investigate biodiversity in authentic local environments while developing environmental awareness and scientific skills. Your progression from improving the school grounds to exploring the nearby woodland and River Dodder provides meaningful opportunities for observation, data collection, and comparing habitats. In my autism class, however, the lesson would need to be adapted to meet the complex sensory, communication, and learning needs of the pupils. Activities would be shorter, highly structured, and supported with visual schedules, social stories, picture identification cards, and adult guidance, with a strong emphasis on hands-on sensory exploration rather than written recording. Instead of extensive data collection, pupils could take photographs, match pictures of plants and animals, and use simple symbols or communication devices to share their observations. The focus would remain on fostering curiosity, appreciation of nature, and an understanding that reducing unnecessary light can help protect local biodiversity in a way that is accessible and engaging for all learners.
How you would incorporate the needs of nocturnal species, especially
those that rely on dark skies into school biodiversity plans.Engaging learners to explore biodiversity requires practical, meaningful experiences. At present, I am engaging with ecologists and have organised a number of biodiversity classes for both teachers and students to promote awareness of local ecosystems and environmental conservation.
As my class is an autism class with learners who have complex needs, a hands-on approach is essential. I would organise nature walks around the school grounds or a local park where learners can explore plants, insects, birds, and other wildlife using their senses. Learners could collect natural materials, take photographs, or use picture-based identification cards to support observation and communication.
To introduce light pollution, learners could compare a brightly lit area with a darker natural space through simple observation activities. Using visual supports and sensory experiences, they can begin to understand how artificial light disrupts nocturnal animals, insects, pollination, and plant life. Follow-up activities such as creating artwork or simple posters about protecting wildlife would reinforce learning. These practical experiences promote scientific enquiry, environmental awareness, and an appreciation of biodiversity while meeting the diverse learning needs of my students.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Living in Youghal, County Cork, our pupils are affected by light pollution from street lighting, housing estates, the harbour and businesses, making it difficult to see many stars from the town. This provides a meaningful opportunity to explore how artificial light changes our view of the night sky and affects wildlife as well as astronomy. As a class, we would begin by discussing why we can see fewer stars in Youghal than in darker rural locations. Using ESERO Ireland resources, photographs and short videos, pupils would learn about light pollution and predict where they think the darkest local skies might be.
For a practical investigation, I would encourage families to visit a darker location outside the town, such as the coast near Ardmore or a quiet rural area around Knockanore, where there is less artificial lighting and a clearer view of the night sky. These areas are far enough from the brightest lights of Youghal to provide improved stargazing opportunities.
In my autism class, pupils would use visual checklists and a simple observation sheet with symbols to record what they could see, such as the Moon, bright stars or planets. Families could take photographs of the sky to share in school, and we would create a class display comparing observations from Youghal and the darker location. This investigation would help pupils understand the impact of light pollution while developing observation, communication and scientific enquiry skills in an engaging, real-life context.
Hi Laura,
I really like your idea of encouraging pupils to become “night sky detectives” because it makes the learning engaging and relevant to their everyday lives. Your home and school observations provide a meaningful way for pupils to investigate light pollution firsthand. In my autism class, I would adapt the activity by using visual checklists, symbol-supported recording sheets and photographs to help pupils record what they notice. With the support of two SNAs, pupils could compare pictures of a brightly lit area and a darker location to identify the differences. I also like your use of the Globe at Night programme, as it allows pupils to see that light pollution is a global issue while making links to their own community. Your final discussion about protecting wildlife and saving energy is an excellent way to connect science with environmental responsibility.
Hi Niall,
I really like your idea of connecting classroom learning with real-life observations at home, as it makes the learning more meaningful for pupils. Introducing the topic with a sky map and discussion is a great way to build curiosity and activate prior knowledge. In my autism class, I would adapt this by using visual supports, simple planet symbols and short video clips to prepare pupils before the activity. With the support of two SNAs, pupils could create a class planet display using photographs, symbols and simple facts rather than written fact sheets. I also like your suggestion of involving families, and I would encourage pupils to take a photo or draw what they observed to share with the class. Comparing everyone’s observations afterwards would provide a lovely opportunity to develop communication skills while reinforcing the idea that what we see in the sky changes over time.
For a morning observation from school, the waning (Last/Third Quarter) Moon is the best phase because it rises around midnight and remains visible throughout the morning, making it ideal for observations during the school day. During the 2026–2027 school year, suitable observation dates include **30 September 2026, 30 October 2026, 29 November 2026, 30 December 2026, 28 January 2027, 27 February 2027, 29 March 2027, 27 April 2027, 27 May 2027 and 25 June 2027** (approximately the Last Quarter each month).
In my special class for autistic pupils with high support needs, I would use the ESERO Ireland Moon observation resources to introduce the activity through simple visuals, photographs and a short video explaining the Moon’s phases. A visual timetable and first-then board would prepare pupils for going outdoors. With the support of two SNAs, pupils would observe the Moon from the school yard using picture prompts to identify its shape and position in the sky. Pupils would take photographs using a tablet and record their observations by matching the correct Moon phase picture, colouring the phase or placing a sticker into a Moon observation booklet. Back in the classroom, we would create a class photo portfolio and compare our observations over several months. This structured, visual and repetitive approach supports communication, prediction skills and scientific observation while making astronomy accessible and enjoyable for all learners.
Hi Monica,
I really like your idea of using group work and hands-on materials to make learning about gravity meaningful. In my autism class, I would adapt the activity by using smaller groups with the support of two SNAs and assigning simple, structured roles based on each pupil’s strengths. I would also use visual schedules, first-then boards and short video clips to prepare pupils for each step of the activity and support understanding. Instead of oral presentations, pupils could share their learning by showing photographs of each stage, using AAC or simple sentences to describe their planet. I also like your idea of visiting another class, as it would give my pupils a valuable opportunity to build confidence and practise their communication skills in a supportive way.
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
To help my Autism class observe and record the position of the sun, I would use a highly structured, visual and practical approach. The support of two SNAs would be crucial throughout the activity to provide individual guidance, maintain safety outdoors, support communication, and encourage engagement. Before going outside, I would introduce the lesson using a short class video presentation and visual sequence cards showing each step of the activity. This prepares pupils for what to expect and reduces anxiety.
In the school yard, we would place an upside-down plant pot on a flat surface and insert a stick into the centre to act as a simple sundial. At different times of the day (morning, midday and afternoon), pupils would observe the shadow and use chalk to mark its position and the time beside it. Staff would model the task while supporting pupils with hand-over-hand assistance where needed. Photographs would be taken at each observation to create a class photo portfolio. Back in the classroom, pupils would sequence the photographs with visual supports and discuss how the sun’s position changed during the day, reinforcing observation skills through concrete, meaningful learning experiences.
Hi Diarmaid, I really enjoyed reading your post and agree that sustainability is best understood when it is connected to the local community. I like your idea of using place-based inquiry, as it helps pupils see that small actions can have a real impact. Your suggestion of linking the work across subjects such as Maths, Science and Geography is a great example of meaningful, cross-curricular STEM learning. I also think interviewing local community members would make the learning much more authentic and engaging. It could also be a great opportunity to invite older family members or members of the community into the classroom to share how farming and food sourcing were carried out in the past and compare these with today’s practices. Pupils could then discuss the advantages and disadvantages of both approaches and consider them in the context of the UN Sustainable Development Goals, encouraging deeper thinking about how food production has evolved and how it can become even more sustainable in the future.
Sustainability is already an important part of life in my local area and within my school community. As my school is located on the coast of County Cork, pupils are very aware of the importance of protecting our marine environment and the role it plays in supporting local communities and industries such as aquaculture. Reflecting on this module has encouraged me to build stronger links between sustainability, STEM and real-life learning.
In my classroom, I plan to use the Bord Bia video, along with the other videos on sustainable food production, to introduce pupils to the importance of making sustainable food choices. We will also explore the United Nations Sustainable Development Goals, particularly those relating to Life Below Water, Responsible Consumption and Production, and Zero Hunger. Pupils will investigate how aquaculture contributes to these goals by producing nutritious food while protecting natural fish stocks through responsible farming practices.
To encourage critical thinking, I will organise class debates where pupils can discuss how sustainable living today will affect future generations. We will examine population growth projections using maps and graphs and consider the challenges of feeding a growing global population sustainably. I also plan to explore the Red List of threatened species in Ireland, helping pupils understand why biodiversity conservation is so important.
These lessons will link closely with the work already taking place in our school. We have an active Green Schools Committee, regularly participate in beach clean-ups, and are fortunate to have a biodiverse school garden that has been developed following guidance from an ecologist. The garden includes woodpiles and logs to create habitats for wildlife, cardboard is used as a natural weed suppressant, and the grass is only mown twice each season to support biodiversity. By connecting these existing initiatives with STEM activities, pupils will see that sustainability is not just something they learn about in the classroom but something they can actively practise in their everyday lives.
Hi Carrie, I really enjoyed reading your reflection. I completely agree with your point about using intercurricular links to make STEM learning more meaningful. I especially like the idea of incorporating the Salmon of Knowledge video and legend alongside lessons on nutrition and the Food Pyramid. It shows how STEM can naturally connect with subjects such as History, Geography and SPHE, while giving pupils a greater appreciation of Irish culture and the aquaculture industry. These real-life connections make learning much more engaging and memorable for students.
Learning about the nutrition of seafood has highlighted the important role it can play in promoting healthy eating and helping children develop a better understanding of balanced diets. Seafood is an excellent source of protein, vitamins, minerals and omega-3 fatty acids, all of which contribute to healthy growth, brain development and overall wellbeing. As a teacher, I can use this knowledge to help pupils make informed choices about the foods they eat while linking the topic to the SPHE, Science and Maths curricula.
In my classroom, I plan to use a range of practical, hands-on activities to make learning engaging and meaningful. One activity will involve using the Food Pyramid to explore where seafood fits into a healthy diet and discussing the recommended intake. I will also encourage pupils to keep a food diary, recording if, when and what types of seafood they eat, as well as how often. This will help them reflect on their own eating habits and identify opportunities to make healthier choices.
Another activity will be an “I Spy” task in a local shop, where pupils will identify different seafood products, read food labels and compare their nutritional value. We will also discuss how to make healthy choices based on the information provided on the packaging. To bring the learning together, pupils will work in groups to prepare a nutritious menu that includes seafood as part of a balanced diet. These practical activities encourage discussion, critical thinking and real-life learning, while helping pupils understand the importance of nutrition in their everyday lives.