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Hi Helena, I really like how you’ve connected music, poetry, and art to make the night sky come alive for pupils. The mix of group and individual tasks makes it accessible for different learning styles. I especially like the idea of pupils creating their own constellation myths – such a creative way to link science and storytelling!
To implement a “Design Your Own Dark Sky Place” project in the classroom, I would begin by introducing the idea of dark sky reserves and why they are important for both people and wildlife. Learners could then imagine what their own dark sky area might look like. Working in groups, they could design posters, models, or digital drawings showing features such as star-viewing platforms, community stargazing areas, and rules for reducing light pollution. I would also encourage them to think about practical steps a school could take, such as switching off unnecessary lights at night or planting trees to create shaded zones. To connect the activity with science, pupils could research constellations and plan how visitors might spot them in their “dark sky place.” I think this project would combine creativity, awareness of biodiversity, and an appreciation of the night sky in a really engaging way.
Hi Grainne, you have some great ideas here. Linking lessons with green schools can be a great way for students to develop context for their learning.
If I were encouraging my learners to explore biodiversity in our local area, I would begin with simple outdoor activities such as a nature walk in the school grounds or a visit to a nearby park. By giving children the chance to observe plants, insects, and birds up close, they can see how many different species live around them, even in familiar spaces. I would also encourage them to record their findings through drawings, photographs, or a class “biodiversity logbook.”
To link this with light pollution, I would introduce discussions about how artificial light affects local wildlife. For example, many insects are drawn to streetlights, which can disrupt their natural behaviours, while birds that rely on darkness for migration may become confused by lit-up areas. I think helping learners connect what they see in their own environment with wider challenges like light pollution makes the topic more meaningful and memorable.
Hi Helena, sorry to hear that your area is affected by light pollution. Using the night sky that you see and comparing it to a night sky in a darker area is a great angle to take in lessons. Good luck with it!
For this task, I would choose to focus on light pollution in the local area. I think this is an issue that children can easily connect with, as most will have noticed that it is hard to see many stars at night, especially near towns and cities. To begin, I would bring the class outside on a clear evening or use photographs of the night sky taken in rural and urban locations. This would spark discussion about why there is such a difference in the number of stars visible.
As a class project, we could carry out simple surveys by recording the number of stars we can see from different areas. The children could then compare their findings on a map. This hands-on approach not only makes the topic real but also raises awareness about energy use, the environment, and how our local choices can affect the wider world.
Hi Sarah, I love your ideas here. I really like how concise you are with your descriptions – this is great to ensure all children are on task! Best of luck with it.
For this task, I would choose to observe the Moon with my class. Together, we would explore which phases of the Moon are best for viewing in the morning sky. To start, I would introduce the Moon’s phases using simple visuals and a hands-on demonstration with a lamp and a ball to model how sunlight creates the changes we see. Then, we would use a calendar to identify upcoming dates when the waning crescent or last quarter Moon is visible in the early morning.
Children would be encouraged to make short observational sketches or notes at home before school and then bring them in to compare as a group. In class, we would create a “Moon Wall” where we track the changes day by day. This approach builds curiosity, observation skills, and a sense of connection with the natural world while linking science content to real-life experiences.
Hi Grainne, I love this idea of a sundial and particularly like the child-led aspect of the lesson where children decide on materials and locations etc. Best of luck with it!
In reflecting on Liston’s Unravelling STEM: Beyond the Acronym (2018), I am reminded that STEM should not simply mean doing a science or maths activity with a technological tool attached. Instead, it should be about real integration of the disciplines, with engineering and problem-solving at the heart of the experience. With this in mind, I would choose to engage my class in the construction of a sundial.
We would begin by discussing why people in the past needed sundials and how they worked. From here, groups would research, sketch, and plan their own designs before constructing a prototype using simple materials such as cardboard, a ruler, and a stick for the gnomon. Each group would place their sundial outside, observe the shadows at different times of the day, and compare their findings with standard clock time.
This activity brings together science (the Earth’s rotation and the sun’s movement), maths (measurement, angles, and recording data), technology (using measuring tools and recording results), and engineering (designing, testing, and improving the sundial). Most importantly, it promotes creativity, teamwork, and critical thinking. By testing and refining their designs, students experience the engineering design process in action. In this way, the sundial activity moves beyond a simple experiment and becomes a meaningful, hands-on STEM project that reflects Liston’s call for authentic, integrated learning.