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Making a sundial helps children understand how the Sun shows time, strengthens observation and problem-solving skills, and links science, maths, and art. It also encourages outdoor learning and builds curiosity about Earth and space. Great idea!
In Unravelling STEM: Beyond the Acronym (Liston, 2018), STEM is presented not as separate subjects, but as an integrated, inquiry-based approach to learning that fosters creativity, collaboration, and problem-solving. In my 3rd class, I implement STEM through cross-curricular, hands-on activities that encourage exploration and critical thinking.
To explore the concept of gravity and weight, I chose the activity “Assemble an Earth Tube and one other planet tube.” Students create two decorated tubes—one representing Earth and one Mars—using cardboard, string, and various materials. Objects are dropped through both tubes to observe the difference in gravitational pull, reinforcing the idea that weight changes depending on the planet.
This activity integrates Science (forces and gravity), Technology (timing and recording), Engineering (tube construction), and Maths (measuring time and comparing weights). It supports collaboration, design thinking, and curiosity about space—aligning with Liston’s vision of STEM as a mindset. It also links to the SESE curriculum and the Digital Learning Framework, supporting meaningful, real-world learning.
Learning about light pollution helps kids understand its impact on nature, develop scientific thinking, and connect with the environment. It encourages responsible habits, community action, creativity, and better wellbeing. Overall, it empowers children to protect wildlife, save energy, and become caring environmental stewards.
To implement a “Design Your Own Dark Sky Place” project with 4th class students, start by explaining what a Dark Sky Place is—an area with minimal artificial light where stars and the Moon are clearly visible. Show pictures comparing dark skies and light-polluted skies to highlight the importance of protecting night environments for animals and people. Engage students in a brainstorming session to imagine their perfect Dark Sky Place, encouraging ideas like no streetlights, shielded or motion-sensor lighting, lots of trees, and quiet spaces for wildlife. Provide large paper or poster boards and art supplies such as colored pencils, markers, stickers, and printed images of stars, trees, animals, and lights. Students design their ideal Dark Sky Place, focusing on features that reduce light pollution. Each student presents their design, explaining their choices and how these help protect the night sky. Finally, connect the project to real-life action by discussing ways the school or community can reduce light pollution, such as turning off unnecessary lights or using curtains, and create a “Dark Sky Promise” as a class commitment. This project combines creativity, science, and environmental awareness in a fun, meaningful way
Using the outdoor classroom to observe the Moon is a fantastic way to connect students directly with nature and the sky.
The best phase of the Moon for observing during the morning from school is the First Quarter. During this phase, the Moon is half illuminated and rises around midday, making it visible in the morning sky before setting in the early afternoon. This timing is ideal for school-based observations, as the Moon is high and bright enough for clear viewing. The shadows and craters on the surface are also more defined at this stage, providing excellent visual detail for students.
Key First Quarter Moon dates with good morning visibility for the school year 2025–2026 include:
October 29, 2025 (~07:45 am)
November 28, 2025 (~08:40 am)
December 27, 2025 (~09:36 am)
January 26, 2026 (~10:32 am)
February 24, 2026 (~11:25 am)
March 26, 2026 (~12:17 pm) (visible in the late morning)
These dates provide the best opportunities for morning Moon observations during school hours. Planning activities around these phases supports learning in science, geography, and nature awareness.Creating light pollution posters helps kids express creativity, reinforce learning, build communication skills, raise awareness, boost confidence, and connect art, science, and SPHE in a meaningful way.
Light pollution is increasingly affecting South Dublin due to expanding housing estates, street lighting, and commercial signage. Areas like Tallaght, Lucan, and Clondalkin are experiencing brighter night skies, which disturb local wildlife such as bats, insects, and birds. These animals struggle with feeding, navigation, and natural rhythms due to excess artificial light. Humans are also affected through disrupted sleep and energy waste.
To engage 4th class learners, begin with a discussion on local light sources and their experiences at night. Assign a home light audit and graph the class’s findings. Conduct a simple science experiment comparing insect attraction in light and dark areas. Use creative activities like writing stories from an animal’s point of view and designing “Let Nature Sleep” posters. Finally, encourage action by having students write to local councils or share their findings in a school presentation, fostering awareness and environmental responsibility.
Nature walks benefit students by boosting focus, physical health, and wellbeing. They spark curiosity, develop observation and language skills, and inspire creativity. These walks also support real-world learning in subjects like SESE and Art, while encouraging teamwork and social interaction. Overall, they provide a fun, calming, and educational experience that supports holistic development.
o engage 4th class learners in exploring local biodiversity and the impact of light pollution, begin with an outdoor “Nature Detective” activity using a biodiversity spotter sheet. This encourages observation of plants, insects, and animals in the local environment. Introduce light pollution through a simple dark-room demonstration using flashlights to show how artificial light affects nocturnal animals like moths and bats. Follow with a class discussion on how excess light can disturb animal behavior. Lead an inquiry-based project where students compare insect activity in well-lit and darker areas using paper traps. Integrate literacy by having students write creative stories from an animal’s perspective and use art to design awareness posters. Link to the wider community through a school display or guest talk. This approach uses hands-on learning, creativity, and real-world connections to help students understand biodiversity and environmental impact in a fun, age-appropriate way, encouraging both scientific thinking and environmental responsibility.
Walk to school initiatives improve fitness, focus, and independence, reduce pollution, teach road safety, and build community while encouraging healthy, sustainable habits from a young age.
Climate Change in Dublin.
In Dublin, we are already seeing the effects of climate change in our local area. Heavier rainfall and more frequent flooding in places like Clontarf and the River Dodder have caused disruption in homes and schools. Warmer summers and unexpected weather patterns are becoming more common. These changes impact our daily lives, our environment, and the animals and plants that live around us.
To help 5th Class pupils understand these local effects, we would begin with discussions and simple observations—such as tracking the weather, watching local forecast reports, or taking walks to spot signs of change in nature. Using digital tools like Google Earth or interactive maps, pupils can learn about rising sea levels and the importance of reducing carbon footprints.
As a class, we would take three key actions:
Create a school pollinator garden to support biodiversity.
Organise “Walk or Cycle to School” challenges to reduce emissions.
Launch a waste-free lunch campaign and design posters to raise awareness.
These steps allow pupils to take real action, fostering responsibility, climate awareness, and hope for the future.Displaying welcome signs in multiple languages creates an inclusive, respectful, and welcoming environment for all students and families. It sends a clear message that cultural and linguistic diversity is valued within the school community. For children who speak languages other than English, seeing their home language represented fosters a sense of belonging, boosts self-esteem, and helps ease transitions, especially for newcomers or refugees.
I found that South Dublin County Council (SDCC) operates a Community Response Forum and supports refugees through its Local Authority Integration Team (LAIT). These teams work closely with local services and organisations to support the education, housing, and well-being of refugees and asylum seekers. Groups such as JRS Ireland, the Irish Refugee Council, and Crosscare Migrant Project also offer integration programmes, legal advice, and education supports in the South Dublin area.
In our school, we could take meaningful action by joining the Schools of Sanctuary initiative and building awareness around refugee experiences. Pupils could create digital welcome messages using tools like Book Creator or Seesaw, and we could invite guest speakers with lived experiences to foster empathy. Our students could run awareness campaigns, organise fundraising events, or start a school garden project with a focus on inclusion.
By working on local initiatives and engaging with community groups, our school can promote inclusion, kindness, and intercultural understanding—giving children the opportunity to take real action in support of refugees in their community and beyond
