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I found it really interesting how you linked the idea of a Dark Sky place to wellbeing in the classroom. Creating a relaxing space where children can reflect while also reinforcing the science of biodiversity and light pollution is a brilliant integration. I especially like how the project combines creativity, collaboration, and environmental awareness in such a hands-on, memorable way.
Where I live in the west of Ireland, I would implement a “Design Your Own Dark Sky Place” project by first introducing my pupils to the idea of dark sky reserves, highlighting Irish examples in Mayo and Kerry. We would discuss why protecting the night sky is important for both people, but especially for wildlife. Pupils would then work in groups to design their own Dark Sky place for Cong, imagining how we could reduce light pollution while still keeping the community safe. They could create maps of their chosen area, showing where special low-glare lights might be installed, where wildlife corridors could be protected, and where stargazing spots could be located. During art, pupils might build models or posters of their designs, while in English they could write persuasive pieces encouraging the community to protect the night sky, I would also teach suitable vocabulary as Gaeilge for more integration. The project would integrate many subjects and raise environmental awareness while encouraging creativity and teamwork, as well as getting kids to think about their local heritage.
I think you’re right, I think kids need to see it in order to grow their curiosity, it’s the best way to spark interest and make the learning more engaging for them.
In the west if Ireland, we are surrounded by rich biodiversity, from woodlands and rivers to farmlands, especially where I teach. To engage my pupils, I would begin with outdoor walks around the village and nearby forest trails, encouraging pupils to record plants, insects, and birds they spot. We could use biodiversity recording sheets and a simple wildlife camera set up near the school grounds or riverbank to capture night-time visitors such as hedgehogs, foxes, or bats, I got the wildlife camera idea from a previous post and it’s definitely something I will be utilising. Pupils would then review the footage in class, making notes and sketches, and discussing what species are most active at night. This would naturally lead to a conversation about how light pollution impacts wildlife, disrupting nocturnal animals or confusing birds. Pupils could investigate by comparing areas with more artificial light to darker spots, noticing differences in species observed. Linking to Geography, English, and Art, we could create reports, poems, or posters to raise awareness of protecting biodiversity in our area.
I’ve never thought of setting up a wildlife camera, that’s a great idea. It’s something you could use for lots of different lessons. My school is next to a wooded area too so I am definitely stealing your idea. Thanks.
In Cong, Co. Mayo, we are fortunate to live in an area with relatively dark skies compared to larger towns, but light pollution is still increasing, especially around housing estates, streetlights, and busy roads. To one side of us, the night is beautifully lit, to the other side, the light pollution is becoming more and more of a problem due to a growing town. This impacts our ability to see stars clearly and reduces opportunities for children to connect with the night sky.
To engage my learners, I would begin with a discussion on why stars are harder to see in cities than in rural areas. Using simple comparisons, pupils could count how many stars they see from their gardens at night and share results. We could also use online maps showing light pollution levels in Ireland to compare Cong with nearby towns like Galway. In class, pupils could design posters promoting dark-sky awareness or create poems and stories about the night sky for English. Linking to science, we would reflect on how excess light affects wildlife such as bats and insects, reinforcing environmental awareness.I found it really interesting how you used Stellarium Web to let pupils compare the simulated sky with what they might see outdoors. This link between the virtual and real sky makes astronomy more tangible and exciting, while sketching constellations helps consolidate learning in a creative, hands-on way.
For observing the Moon during school time the best time during school would be early in the morning (atleast it is in Mayo, where I live), this is because it rises around midnight and is still visible in the morning sky. To engage my class, I would begin with a simple discussion on the phases of the Moon, using images and a torch-and-ball activity to demonstrate how sunlight creates the different shapes we see. I could refer to our sundial too to explain the shapes and shadows due to sunlight. On chosen mornings, we would go outside to spot the Moon, sketching its position and phase in our science hardbacks. Over a few weeks, pupils would keep a Moon diary, noting changes and comparing observations. Using tablets, we could photograph the Moon (if possible) and later use online tools such as Stellarium to check accuracy. Integrating Maths, pupils could graph the times and phases recorded, while in English they could write short “Moon watch” reports or just free write on the theme of the moon. This hands-on, local observation makes astronomy real and relevant, connecting science learning to the skies above their own schoolyard and home town.
I never thought of using an app to find directions, it’s actually a great idea when you consider that kids will engage in anything that involves technology. We could also use tablets to track the positions of the sun by taking pictures of the shadows at different intervals throughout the day and weeks/months.
Reflecting on this paper, I see STEM in my classroom as an integrated way of thinking rather than separate subjects. It involves fostering children thinking curiously and problem-solving with hands-on activities. By encouraging kids to ask questions, test ideas, and make connections, STEM becomes a means to which kids can think creativly and problem solve.
To plan for observing and recording the sun’s position, I would begin with a discussion about where the sun rises and sets. Pupils could use the school grounds to mark sunrise and sunset points on a compass map that we could make in Art, returning at regular intervals to record shadows and sun position with chalk or some sort of marker. Over days and weeks, children would measure shadow lengths and directions, record results in tables, and graph changes in Maths. Integrating Art again, they could sketch the sky, while in Geography, we’d link to seasonal changes.
I really like the way you’ve blended science and history in this project. Using the Birr telescope as a hook connects pupils to local heritage while sparking curiosity. The mix of experiments, nature exploration, maths, and creative writing makes learning cross-curricular, engaging, and deeply rooted in place.
Dr. Norah Patten, from Mayo, is an inspiring role model as Ireland’s first scientist-astronaut candidate. I would introduce her story to my class, highlighting her passion for space and aerospace engineering. Her achievements would provide a powerful context for classroom science investigations.
Using her work as inspiration, we could explore investigations linked to space, such as testing how different materials block UV light, investigating air resistance with parachutes, or designing simple rockets using balloons or bottles. Pupils could also study the effects of gravity by dropping objects of different weights and recording results. Linking these experiments to Dr. Patten’s career makes the investigations more exciting and meaningful.
Through discussion and reflection, children would see how local role models can spark big ambitions. Dr. Patten’s journey would encourage curiosity, resilience, and a belief that science opens doors to incredible opportunities.
This is an excellent follow-up as it reinforces learning through hands-on exploration of triangles in engineering. Using magnets makes concepts visual and engaging, while designing a bridge for Pat the farmer adds purpose and fun. Presentations encourage teamwork, reflection and communication, helping pupils connect maths, engineering, and creativity in a meaningful, memorable way.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class or whole-school STEM challenge where pupils design and construct their own model bridges. To begin, we would explore photos and videos of the bridge, discussing its purpose, structure, and how it distributes weight. Pupils would then work in teams to plan a design using simple materials such as lollipop sticks, string, paper, and cardboard, I would also allow pupils to use other materials they find around the classroom as it will inspire creativity and thinking like an engineer.
Mathematical thinking would be embedded throughout the project. Younger pupils could focus on measuring lengths with rulers, counting materials, and recognising 2D and 3D shapes in their designs. Older classes might calculate perimeter, explore symmetry, measure spans in centimetres and metres, or estimate load-bearing capacity. Testing bridges by gradually adding weights would encourage prediction, estimation and data recording, which could be represented in graphs.
This hands-on challenge would develop problem-solving, collaboration, and creativity, while showing how maths and engineering combine in real-world contexts inspired by real-life Irish landmarks.
